If They Can Argue Well,

They Can Write Well

Using Classroom Debate to Help Students . . .

write persuasively
think critically
become actively engaged in learning
do internet research and evaluate sources

by
Bill McBride
www.entertaininganelephant.com

Step 1: Learning the Language of Debate

Teacher Directions: Using a Word Wall to Learn Academic Terms
Step 1: Begin teaching the academic terms for debate on a Monday. Write each of these terms on a large
sheet of construction paper and tape them up on the wall.
Step 2: At the beginning of Mondays class, pass out form Step 1: Learning the Language of Debate.
Dont define the words in the order on the page. Instead, choose the simplest word on the wall that you
think most of your students will know. Ask if anyone can define that word. Get as many definitions as
you can from your students. Then decide on one simple definition that everyone understands. As you
write this definition on the board, have them fill it in on their form. Continue until all the words are
defined. If no student knows the definition of a word, speak aloud sentences with clear context clues until
the students can guess the definition. For example, My sister always has to give me her opinion about my
clothes. She tells me exactly how she feels about what I wear. What is an opinion?
Step 3: At the beginning of Tuesdays class, tell students to get out a blank sheet of paper and number
from 1 to 15. Beginning with the simplest word, call out the definitions created on Monday. Ask
students to Write down the word that means . . . Students are NOT allowed to look at their definitions.
Ask them how they did at the end and then move on with your lesson.
Step 4: On Wednesday do the same procedure as Tuesday of calling out the definitions and having
students find the correct word on the wall and write it down. Call out the words in a different order
however. Pass out Practice 1 worksheet.
Step 5: On Thursday do the same procedure as Wednesday of calling out the definitions and having
students find the correct word on the wall and write it down. Call out the words in a different order
however. Pass out Practice 2 worksheet.
Step 6: On Friday do the same procedure as Thursday of calling out the definitions and having students
find the correct word on the wall and write it down. Call out the words in a different order however. This
time tell students that this is their test and the grades count. Most likely EVERY ONE of your students
will get a 100% and know how to spell them also.
Simplified Definitions of Terms:
1. debate to argue both sides of a topic
2. fact something proven to be true
3. opinion a feeling or belief
4. quote to write exactly what one says
5. resolve make a firm decision to do something
6. proposition a subject to be debated
7. evidence facts and examples that prove
something
8. persuade to try to convince someone
9. contention a strong statement to support
one side of an argument

10. affirmative side side that supports the

proposition
11. negative side side that opposes the
proposition
12. oppose to be against something
13. rebuttal a response to a counterargument
14. concede to admit that someone else is
right
15. counterargument an opposing argument
or response

Step 2: Grading a Students Persuasive Essay

Directions: Read this student persuasive essay once. Give it a quick score by circling one of the
numbers below. 1 is terrible. 3 is average. 5 is excellent.

Lets Get Out and Eat Out!

A Persuasive Paper on Off-Campus Lunch
Imagine sitting in the same loud location eating the same kind of foul food for four years of your
life. Thats what its like at our high school. We are not allowed to go off campus for lunch. There are a
lot of reasons we should have off campus privileges at lunch time. We would get better quality food. We
would get a break from out teachers, and we would have more time. Also, if we didnt have to eat crap
for food our students would be happier and do better work.
The quality of the food in the cafeteria is bad. No one really likes eating the food there. Most feel
it tastes like newspaper. There is just no flavor to anything, unless you consider a lot of salt as flavor.
Mr. Jackson, an English teacher, said the food there is not good for us. If we could go to nearby
restaurants we could get real food. For example, McDonalds and Taco Bell are right across the street
with better tasting food. You can smell the glorious grilling of beef in our halls.
Another reason we should be allowed to go off campus is to get a break from our teachers. When
someone is having a bad day, its good to get away for a while. Even a break of 20 minutes can improve
your mood. This break isnt just good for the students. I bet the teachers would like a break from us too
especially since they wouldnt have to do lunch duty where they just yell at kids.
The last reason we need an off campus lunch is to have more time to eat. Some principals will say
it would take too long for us to eat off campus. They think if students go to restaurants no one will ever
eat in the cafeteria again and people will lose their jobs. So, most of our lunch time is spent standing in a
huge line. By the time we get our food we have to shove it down in order to get to the next class. If we
had off campus lunch, less people would be in line at any one place.
Why cant students eat hot, moist burgers or spicy tacos instead of putrid peas? Students would
get a break from their teachers. Wed have time to relax and digest our food. Come on everyone. Tell the
administration. I say, Lets get out and eat out!

Step 9: Understanding the Steps of Debate

Directions: Youre about to watch a class debate. This chart will show you the steps a
debate follows. Follow the arrows below to see how a debate takes place.

Affirmative Side
1st Speaker

1.

Negative Side

States Proposition
Argues 2 Contentions

2nd Speaker

1st Speaker

2.

2nd Speaker

Records Affirmative
Contentions on Board

2nd Speaker

3.

States any
Counterarguments
Argues 2 Contentions

4.

Records Affirmative
Contentions on Board

Records Negative
Contentions on Board

1st Speaker

States any
Counterarguments
Argues 2 Contentions

1st Speaker

5.

Records Negative
Contentions on Board

2nd Speaker

1st Speaker

States any
Counterarguments
Argues 2 Contentions

States any
Counterarguments
Offers final Rebuttals of
all Negative claims
Gives Final Persuasive
Summary

6.

1st Speaker

Offers final Rebuttals of

all Affirmative claims
Gives Final Persuasive
Summary

Step 8: Fighting Counterarguments Page 1

Directions: Now you need to guess how your opponent in the debate will rebut, or tear
down your argument. Once you identify a rebuttal, decide how to answer this argument.
Its okay to concede a rebuttal that it is correct. Read the essay on the death penalty. Use
the page below to note your first two contentions, possible rebuttals to your opinions, and
how you will answer these rebuttals.
1st Contention or Supporting Reason:

Opposing Views or Counterarguments:

Your Rebuttal to Counterarguments:

2nd Contention or Supporting Reason:

Opposing Views or Counterarguments:

Your Rebuttal to Counterarguments:

Step 8: Fighting Counterarguments Page 2

Directions: Use the page below to note your third and fourth contentions, possible
rebuttals to your opinions, and how you will answer them. Save your strongest
contentions for this page.
3rd Contention or Supporting Reason:

Opposing Views or Counterarguments:

Your Rebuttal to Counterarguments:

4th Contention or Supporting Reason:

Opposing Views or Counterarguments:

Your Rebuttal to Counterarguments:

Step 5: Understanding Persuasive Techniques

People try to persuade you to do things all day long. Your parents persuade you to get up
and get dressed for school. Your teachers persuade you to do school work. And the media
spends millions of dollars to persuade you to buy certain products. Even you try to
persuade friends and relatives to do things you wish them to.
Here are some techniques, or ways, people try to persuade someone to do something.
Persuasive Technique
bandwagon

humor
individuality

name calling
plain folks
product comparison
purr words
rewards

security (fear)

slogan
testimonial
(celebrity endorsement)
transfer
(emotional appeal)

How It Works
the ad says that everyone else is
buying this product or is for this
person
the ad presents a comic message that
creates laughter in the consumer
the ad says that people who believe in
themselves will like this product or
person
the ad uses negative images and words
to demean another product or person
the ad says that good, simple, ordinary
people like this product or person
the ad compares the benefits of one
product or person to another
the ad uses words and phrases that
produce positive thoughts
the ad promises emotional, physical,
financial, or psychological benefits for
choosing the product or person
the ad uses words and images that
make the consumer feel safer with a
product or person
the ad uses a catchy phrase that the
sticks in the consumers mind
the ad uses a famous person, such as
an actor or sports star, to promote the
product or person
the ad makes the consumer feel
emotions or desire to be happy, sad,
athletic, comfortable, or sexy.

Intended Effect
to make a person feel left out if
they dont do what others do
to make the consumer associate
good feelings with the product
to make the person feel selfsecure in following his or her
own beliefs
to make the consumer dislike the
other product or person
intended for consumers who want
a simple product or person
to show how one product or
person is better
to make the product desirable by
appealing to the emotions
to make the audience want the
reward as much as the product or
person
to make the audience be fearful
to choose the other product or
person
to keep the product or person in
the mind of the consumer
to impress the audience that
someone important chooses the
product or person
to make the audience transfer or
associate strong emotions to the
product or person

Step 11: Helpful Pointers to the Debaters

Speaking and Listening Skills:
1. Make eye contact with your audience. Dont just stare at your opponent or at only one part of the
audience.
2. Dont point at the audience too frequently.
3. Avoid rocking back and forth or fidgeting when you start speaking. Stand still, holding your
notes.
4. Dont put your hands in your pockets.
5. Avoid making the same gesture over and over again or constantly moving your hands and arms.
6. Be poised. A speaker who is poised displays confidence and dignity because he or she is in
control.
7. Avoid repeating meaningless sounds or words such as uh or like.
8. Wait until the audience is ready and listening. Take a moment to look at your notes and gather
your thoughts before you start speaking rather than emotionally blurting out something.
9. Dont yell at your opponent.
10. Use gestures that stress or amplify your strongest points or a feelings, such as a clinched fist for a
forceful point or open palms to the audience when wanting them to agree with your feelings.
11. Listen carefully to your opponent. Take notes. Remember your first task is to provide a
counterargument to their contention. If a counterargument to your opponents contention is
also a contention you plan to give later in the debate, say simply, We will rebut this
statement when we make our (2 nd, 3rd, or 4th) contention.
12. Choose words that are persuasive and convincing. Audiences remember strongly worded
arguments. [See Effective Word Choice for Debaters]

Helpful Pointers to the Audience

1. Take notes on the debate so you can refer to these later.
2. Be objective. Put aside your beliefs about the proposition or subject. Listen with an open mind.
3. Evaluate each sides arguments fairly, looking for good supporting evidence and good rebuttals to
counterarguments.
4. Dont penalize a speaker if you dont like their clothing, accent, fashion, hair style, religion, sexual
orientation, or background.
5. Dont talk to other audience members during the debate.
6. Wait until the final summations are made by each team before you mark your ballot as to whom
you think gave the best arguments.
7. If a debater states something very well, you may yell out either Hear, Hear! or Bravo!
8. If a debater states something that does not support his or her opinion, you may yell out
Irrelevant! If a debater states something hurtful or immoral, you may yell out Shame!

Excellent Debate Topic Resource for MS or Struggling Readers is

http://www.middleschooldebate.com/topics/topicresearch.htm

Effective Word Choice for Debaters

To counter your opponents contention, use the following four-step
method:
1.
2.
3.
4.

They say that ... (briefly restate the opponents point).

But we disagree that ... (briefly state that you disagree).
Because ... (give a strong and relevant counterargument).
Therefore... (explain to the audience how this wins your argument and
why they should agree).

Words and Phrases to Avoid in a Debate

totally
stuff
uh
dude
always

bad
things
whatever
for real
every time

like
good
chill
stupid
never

awesome
you know
very
really
impossible

Words and Phrases to Persuade or Convince in a Debate

as the evidence shows
for example
in this case
highly recommended
at this moment
take a bold new step
a proven method
scientifically verified
without a doubt
cannot justify
the truth is that
such an exaggeration
one mustnt confuse
the research is clear
the time has come
one cannot deny

abolish
powerful
overcome
prevent
tradition
guarantee
patriot(ism)
focus
values
justice
oversimplify
breakthrough
progress
inherent
restore
call upon

avoid
superior
mobilize
change
urgent
eliminate
honor
ensure
improve
society
exaggerate
ultimate
duty
crisis
act
national interests
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