Using Debate To Empower Language Learning in The Classroom: Anitha@nie - Edu.sg

USING DEBATE TO EMPOWER LANGUAGE LEARNING IN THE
CLASSROOM
Anitha Devi Pillai

National Institute of Education
anitha@nie.edu.sg
S. Anitha
West View Primary School
s_anitha@moe.gov.sg
He who establishes his argument by noise and command

shows that his reason is weak.
Michel de Montaigne (1533-1592)
SYPNOSIS
This study takes upon a genre-based approach to language teaching and learning and
supports cooperative and self-directed learning strategies. The paper explores how debate can
be used as a pedagogical tool to empower learners in the language classroom by providing
practical ideas for teachers to use in primary, secondary and junior college classrooms. At all
three levels students learn to rationalize, develop research skills, and incorporate gestures,
tone and vocabulary tailored to audience and purpose as well as essential rhetorical
strategies. Debate sharpens participants skills in critical thinking, public speaking, researching,
writing and listening. Additionally it teaches participants the importance of being
knowledgeable in current affairs.
PURPOSE AND SIGNIFICANCE OF RESEARCH
Most language teachers will have used debate in their classroom at one point in time or other.
For some, it is used as a filler activity which is a break away from routine activity after a
stressful examination period. Habitually, they are used as an intra class or inter class activity
with teachers pooling two or several classes together as a bonding activity. Thats the average
students experience with debate (refer to Appendix A).
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COPYRIGHT ANITHA & ANITHA 1
On the other end of the spectrum, we have prestigious debating tournaments at both
secondary and junior college levels which pit the brightest minds against one another with a lot
of fanfare. External organizations play a huge role in sponsoring the debating series, training
adjudicators and debaters and conducting the championships itself. Our national debaters
have also done the nation proud in international events. The students who are involved in
these exalted competitions are those who have generally been hand picked for their verbose
speech and a formidable ability to think on their feet. Needless to say, all the publicity and
glamour associated with exceptional debaters has given it a reputation of being a game of the
elite. This need not be the case.
Debate offers the language teacher a plethora of reasons for incorporating it as a pedagogical
tool in the classroom. Many teachers will agree that debate like drama is relevant as it
involves words, encourages teamwork and aids cognitive processes. It certainly does achieve
that purpose, hence debate should not be used without much thought given to the linguistic
possibilities and potential learning for students.
One such learning point is the ability to engage in arguments effectively. In order to do so,
students need to be taught to evaluate all factors thoroughly. It has become commonplace for
many novice debaters to revolve around a series of prepared arguments pertaining to their
own stand. This leaves little room for any serious form of debate. This phenomenon is also
seen in the argumentative essays written by students in secondary schools and junior
colleges. Essentially students merely list arguments for and arguments against the
motion/question. They generally fail to think critically, effectively and strategically about both
their own and their opponent's position. This leads to a superficial discussion outlining pros
and cons on a given topic.
Another common grouse that teachers at junior colleges have is that students have difficulty
producing expository text types in their General Paper classroom. A vast majority of students
are more comfortable with narrative text types and have managed to get by the first 10 years
of their education by not paying much attention to demanding argumentative and discursive
essay questions. This is generally a result of a fear of going out of point as well as the lure of
the narrative piece in which they have had an extended amount of exposure to, throughout
their lives. The only other popular expository pieces that students are exposed to are
magazines that discuss movies, and perhaps Readers Digest. These are not sufficient
motivating factors for students to attempt expository writing. With the move towards teaching of
text types, debate holds endless possibilities in exposing young learners to the nuances of
rationalizing and argumentative structures.
THE ROLE OF DEBATE IN THE LANGUAGE CLASSROOM
Debate requires students to engage in research, encourage the development of listening and
oratory skills, create an environment where students must think critically, provide a method for
teachers to assess the quality of learning of the students and an opportunity for peer
involvement in evaluation. It sharpens participants skills in critical thinking and analysis, public
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speaking, researching, writing and listening. Additionally it teaches participants the importance
of being knowledgeable in current affairs.
It is a structured contest of argumentation in which two opposing individuals or teams defend

and attack a given proposition by forcing participants to consider not only the facts of a
situation but the implications as well. The art of debating can be used as an instructional
strategy and does not require teachers to teach debating per se eg. ways to tackle an
opponents Point of Information etc. Instead, students can be given the necessary background
to employ the techniques of debating as it serves as an excellent activity for language learning
because it engages students in a variety of cognitive and linguistic ways.
This paper shows how debate can be used as a pedagogical tool to empower language
learners by providing practical ideas for teachers to use in primary, secondary and junior
college classrooms within the genre-based approach framework. This discussion yields some
insights into whether debate is a viable teaching tool for all three levels and suggests some
effective ways of using this strategy.
BRIEF REVIEW OF RELEVANT LITERATURE
Apart from debate, there are several language activities that form the backbone of genre-
based approach in the Singapore curriculum. Genre-based approach is purposeful
communicative teaching in the larger context. It is concerned with the teaching of text types
and what learners do when they write.
Swales (1981) pivotal study on genre analysis of research articles led to a flurry of research in
similar areas. Three schools of theorists: English for Specific Purpose, North American New
Rhetoricians and Australian Systemic linguists have emerged since. Amongst these schools of
thoughts, the teaching of genre has been most thoroughly articulated in Australia in the form of
a systematic pedagogical approach in the language classroom. This is due to the fact that
Australian Genre studies has evolved from Hallidays (1985, 1994) systemic functional
linguistics which is concerned with the relationship between language and its function in social
settings. Here genre is described as a staged, goal oriented, purposeful activity in which the
speakers and writers engage as members of our culture (Martin 1984:25). This study follows
the Australian theorists model of genre based instruction and suggests that debate is a viable
tool in the genre classroom where it serves as a catalyst to empower students to rationalize
and articulate their arguments in an organized manner. This in turn greatly increases the
readability of students written argumentative texts.
A coherent argumentative text can easily be a post-task of an effective classroom debate.

Nunan (1989) defines a communicative task as a piece of classroom work which involves
learners in comprehending, manipulating, producing or interacting in the target language while
their attention is principally focused on meaning rather than form (1989:10). This is our
premise for incorporating the rudiments of debating at the primary level. Once students
become conscious of the form of debating and argumentation patterns, we will integrate some
form focused instruction to compliment the learning of function.
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An explicit focus on form results in learners attempting to articulate their intended meaning
accurately and coherently as possible (Swain and Lapkin 1995). Meaningful communicative
tasks can lead learners to focus on form while constructing meaning required by the task. The
focus in using debate in the language classroom is to guide students to engage in arguments
which will they then transfer into their written expository essays.
A diverse collection of materials are available online on how teachers could design and
conduct a debate in the language classroom (see Appendix B). Most of the websites explain
and explore the rudiments of debate as a stand alone lesson. However, it is our assertion that
debate can be developed as a strategy with the text type syllabus and that it should begin at
the primary level.
In this paper, we report on an ongoing study in which debate was used with primary,
secondary and junior college students in Singapore. Our goal is to build a systematic work-
plan from primary to junior college level which will support the teaching of expository text types
as well as provide greater opportunities for independent and collaborative learning.
DESCRIPTION OF PEDAGOGICAL APPROACH AND PROCESSES
Debating can be employed as an instructional strategy whenever the circumstances are open
to opposing points of view. Topic options are endless and can be garnered in any course of
subject area. Examples include arguing the effectiveness of corporal punishment in a primary
school classroom; the popularity of blogging in a secondary school classroom; or the ethics of
stem cell research in a junior college (GP) classroom.
At the primary level, debate can be effectively used to compliment the learning of expository
text types, listening and speaking strategies. At the next level, students learn to formulate
adroit judgments and deliver coherent presentations independently that convey clear and
distinct perspectives and solid reasoning. At the junior college level, they learn to present clear
thesis statements and analyze arguments. In addition learners will be exposed to fallacies in
oral arguments and the art of crafting effective counter arguments. At all three levels, students
learn to rationalize, develop research skills, incorporate gestures, and develop appropriate
tone and vocabulary tailored to audience and purpose as well as essential rhetorical
strategies.
DEBATE IN A PRIMARY SCHOOL LANGUAGE CLASSROOM
Surprisingly, pupils at the primary level are the most uninhibited group of debaters that one can
find in a language classroom. They bring into the learning arena a vast amount of experience
in negotiating with other children and adults. While this group may be novice speakers in
formalized debating, they are old hats at arguing and rationalizing their actions and thoughts
as seen below in the excerpt.
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Nick : Ms June, James took my pencil case.
Ms June : Did you see James taking your pencil case?
Nick : YES!
(Ms June turns to James)
Ms June : Why did you take Nicks pencil case?

James : I just want to see Superman on pencil case
Nick : But you got see that before. But now you never ask
permission
James : I see quickly and return already what!
Nick : You see and you never put back on my place and never tell
James : Tell you for what? I am your partner I never steal one
Nick : I never say you steal; only say you never ask permission
As seen in the above excerpt young pupils are able to ride on their opponents arguments and
to develop their points logically. This form of reflective judgment can only be developed if
opportunities are given to them at a young age. The teacher plays an important role by
providing intellectually stimulating probes that can help learners articulate their point of view
clearly. This was not necessary in the excerpt above, as the interlocutors were able to pick up
on each others arguments effectively.
However, most arguments are not as clearly structured as the one above nor do they always
occur in similar uncomplicated scenarios. In such instances, teachers should make a
conscious effort to probe students with essential questions which will encourage them to
rationalize their actions (Refer to Appendix C for ideas/lesson plans).
DEBATE IN A SECONDARY SCHOOL LANUGAGE CLASSROOM
Students seem to become more guarded in their argumentation patterns in secondary school
as compared to primary school students. Many of them are quite restrained in their responses
to probes and challenges posed by teachers. At this juncture, students need to be provided
with more opportunities to participate in activities that will develop their reasoning skills in a
non-threatening environment. Hence it will be fool hardy to force every child to debate in front
of an audience without providing adequate pedagogical support.
As in the case of primary school students who were provided with speaking and listening
activities as a prelude to argumentative writing, secondary school students need to be taught
how to organize their arguments in a sequential manner, to substantiate their arguments with
concrete supporting evidence and to evaluate arguments. In other words, they must be shown
the ropes of successful debating (refer to Appendix D for ideas/lesson plans).
While conducting the lessons, there are two groups of students whom teachers must look out
for in their classrooms. This first group consists of students who are effective and experienced
debaters with a commendable command of the English language. This group may participate
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in the discussion actively or may feel that the activities are pitched at a low level. Teachers can
empower them by making these students facilitators in group discussions whilst actively
ensuring that they call upon other members of the class to participate as well.
A fairly large proportion of students may not be confident in voicing their opinions or may
merely be disinterested in the activities. In such instances, we found that teachers who were
able to select motions that were close to the hearts of students had a better chance of eliciting
responses from the class (eg. American Idol Cowell deserves to be whipped/ Every child must
have a television set in his/her room). It is also of paramount importance that teachers provide
feedback to their students and refrain from over correcting their students amateurish efforts at
argumentative speech and writing.
DEBATE IN A JUNIOR COLLEGE LANGUAGE CLASSROOM
At the junior college level, students are fairly familiar with the rudiments of debates either as
participants or as audience. The use of debates in the classroom is another medium through
which students are able to discuss issues from different perspectives. It is especially an
effective strategy to explore controversial subjects ie. This house believes that the environment
is constantly at the mercy of Man/ This house believes that equality between sexes can never
be achieved.
At this level, debate can be used as a prelude to writing their General Paper essays as they
share many common features such as formulating topic sentences, linking arguments,
paragraph development etc. A typical GP essay is like a teams set of speeches which are
delivered by 3 speakers. Teachers can ensure relevance by selecting motions from the themes
or topics that are discussed in GP lessons (CPDD, 2005). At this juncture the focus of debate
related activities are to provide the clash of ideas that differentiates engaging with the
arguments from merely listing a series of pros and cons on the given topic (refer to Appendix E
for ideas/lesson plans).
Rebuttals require speakers to listen to opponents arguments and to respond appropriately.
Students often find this the most difficult aspect of debating. It is easier to present their case
with a series of arguments that dont connect with one another. However, the ability to rebut an
argument effectively will enhance the quality of the discussion both in speech and in the written
form. A good GP essay should generally consist of arguments which are raised in response to
opposing arguments. Rebuttals require students to analyze arguments and to explain why
those arguments should not be supported. Debate allows listeners to pick out the team that
establishes an advantage over the other by effectively dealing with all the major points raised
by the other team.
REFLECTIONS
This is a working paper which discusses the incorporation of debate into the language
classroom and marks the beginning of our research into the role of debate in genre-based
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language teaching classrooms. We hope to develop a comprehensive set of lesson plans
incorporating debating skills that will spiral up to the junior college level and beyond. We have
provided some sample lesson plans and worksheets in the appendix of this paper. They are
not exhaustive and should serve to inspire teachers to create their own lesson plans and ideas
which will cater to the needs of their students.
In the course of the research, we found debate to be an excellent form-focused language-

related activity. It is also an exciting and intellectually stimulating way to engage bright young
minds. We also noticed that apart from being a valuable tool to use to teach expository writing,
it also teaches students to use language in an increasingly sophisticated manner. Furthermore,
the competitive aspects encourage engagement and a commitment to a position. In the course
of promoting debate as a language tool in our classrooms, we also noticed that debate helps
students to acquire the emotional maturity to win and lose graciously and to be able to gain the
social skills necessary to work with peers.
BIBLIOGRAPHY
Bygate, M, Skehan, P. and Swain, Merrill (2001) Researching Pedagogic Tasks Second
Language Learning, Teaching and Testing Edinburgh: Pearson Education Limited
Curriculum Planning and Development Division (2005) The Beginning General Paper
Teachers Guide Singapore: Ministry of Education
Halliday, M.A.K. (1985) Spoken and Written Language Geelong, Vic: Deakin University Press
(republished by OUP 1989)
Martin, J.R. (1984) Language, Register and Genre. A Reading in the Deakin University B.Ed
Childrens Writing Course, Course Reader Geelong: Deakin University Press
Swain, M. and Lapkin, S. (1995) Problems in Output and Cognitive Processes they Generate:
A Step towards Second Language Learning Applied Linguistics 16: 371-391
Swales, J.M. (1981) Aspects of Article Introductions Birmingham: University of Aston,

Language Studies Unit
Nunan, D. (1989) Designing Tasks for Communicative Classroom Cambridge: Cambridge

University Press
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APPENDIX A: RESOURCES FOR TEACHERS
Debate /dbet/
Etymology: Middle English debaten, from Old French debatre
A Transitive and intransitive verb (past debated; past participle debated; present
participle debating; 3rd person present singular debates)
1. talk or argue about something: to talk about something at length and in detail,
especially as part of a formal exchange or opinion
2. to consider something/ deliberate upon something
B Noun (plural debates)
1. Public meeting for discussion

Education is the current focus of our debate.
2. Argument
A debate is a discussion about a subject on which people have different views.
There has been a lot of debate among scholars about this.
Types of Reasoning
Generalization: Reasoning from facts

This sort of argument assumes that if individual members of a general class of items share a
characteristic among them, then the characteristics will apply to all other members of that
class. If you draw a general conclusion based on some specific example, then you have made
a generalization.
Hasty generalization is one in which there is an insufficient number of instances on which to

base the generalization eg. Peter has been to Malacca several times over the last few years
and the temperature was always ideal. Hence the weather in Malacca is perfect all the time.
Sweeping generalization is one in which there seems to be sufficient evidence offered to draw
a conclusion, but the conclusion drawn far exceeds what the evidence supports eg. The profit
margin on Cannon's printer line has been a steady 25% for two years. We can assume, then,
that the profits company-wide have also been 25%.
Analogy: reasoning from a similar model.

This approach makes a comparison between two specific examples. It claims that two
situations are similar when they arent eg. Singapore is a relatively crime free state with clean
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water, hygienic food and an excellent education system. Hence, why have we failed to monitor
online pornography?
Cause-Effect: Reasoning from process relationships; trying to use one cause to explain
something, when in fact it had several causes. This is a common approach that students use
where they assume that IF one thing occurs THEN it will result in something else eg. The
accident was caused by the taxi which was parked on the narrow street." (But other drivers
went around the taxi. Only the drunk driver hit the taxi.)
Authority: Reasoning from source credibility. This approach assumes that if an authority stated
something, then it is true eg. Dr. Adolf stated that more accidents occurred in 2005 as a result
of more youths being given a driving license. The assumption is that Dr. Adolf is an authority
on such matters when he could be an academic in a completely unrelated field like natural
healing!
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APPENDIX B: RESOURCES ON CLASSROOM DEBATES
Disclaimer: This list is by no means exhaustive of all the resources available to teachers.
Teachers may wish to visit the websites stated below to explore practical
activities and suggestions on incorporating debate into their language classroom.
Web-Based Interactive Resources
1. Kelly, Melissa How to hold a Class Debate

http://712educators.about.com/cs/lessonsss/ht/htdebate.htm
A useful website which provides teachers with a step by step guide on how to organize class
based debates as well as links to other websites which provide a variety of ways in which
debate can be incorporated within the language classroom.
2. Snider, Alfred (2000) Code of the Debater

http://debate.uvm.edu/code/001.html
This website provides step by step guide on the fundamentals of debating. The author has 35
years of experience as a debate educator. This book is much more suited as a guide for
coaches of competitive debates. Nevertheless its reader friendly approach makes it a handy
book which teachers can re-visit to familiarize themselves with the various components of
debate.
3. http://www.education.tas.gov.au/English/debating.htm
This Tasmanian site explores the idea of debating as a teaching strategy. The rationale of
debates, debating rubrics and classroom management are discussed in the site.
4. http://www.webenglishteacher.com/debate.html
This site provides twelve other sites on debating skills and classroom management. Rubrics
and topics for debating are discussed in these sites.
5. http://712educators.about.com/cs/rubrics/l/blrubricdebate.htm
This site explores the various possibilities of using debates for language development.
6. http://www.dushkin.com/usingts/guide/method4.mhtml
This site displays chapters from a book that discusses the various objectives and activities to
sharpen the various skills needed for debating. It is a quick read and provides lots of debating
activities.
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OTHER SOURCES
7. Creffield, G. and Maniam, A. (2006) From Disagreement to Discourse: Debates in a

General Paper Classroom. In Ho, C., Teo P., and Tay May Yin Teaching the General
Paper: Strategies that Work. Singapore: Pearson Education
This article provides descriptions of debating activities which are suited for the junior college
classroom and discusses some of the key concepts in the junior college debating arena.
8. Lubetsky, Michael; LeBeau, Charles; Harrington, David (2000) Discover Debate: Basic
Skills for Supporting and Refuting Opinions US: Language Solutions Inc
The text starts with the basic exchange of opinions, moves through supporting opinions with
reasons, supporting reasons with evidence, and organizing opinions into a coherent message.
To address the heart of intelligent argumentation, the text covers refutation, challenging of
evidence, and rebuttal. It presents the fundamentals of critical argumentation and
parliamentary-style debate using an extended house-building metaphor without becoming
bogged down in an overwhelming or distracting lexicon of logic.
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APPENDIX C: IDEAS FOR PRIMARY SCHOOL
Lesson Plan
Topic : Have a Talk Fight!

Level : Primary Level
Duration : 1 1/2 hr
Instructional Objectives : Pupils should be able to :-
develop basic cognitive skills by simple reasoning
develop pupils in expressing own opinions
sharpen language skills through oral communication
participate confidently in class discussion
work as a team based on Co-operative Learning Strategies
Thinking Skills
Brainstorming in groups
Inferring / Induction
Co-operative Learning Strategies

Carousel Brainstorming.
Resources
1. Lesson Plan 1
2. Student Worksheets
Warm Up Activity (30 minutes)
1. A simple worksheet will be given. This worksheet contains a multiple choice exercise.
2. Pupils in pairs will discuss the topic and choose a strong reason which has the g
following qualities:
it logically supports the opinion.
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it is specific and states the idea clearly.
it is convincing to a majority of people.

3. They then decide on strong reasons and weak reasons.
4. The pupils will discuss as to why they have chosen the reason they have chosen.
5. They must be able to support as to why their reason is a strong reason and the
others are weak reasons.
Air Time ( 30 minutes)
6. With their partners, pupils are to be ready with at least one strong reason for the
following resolutions which can be written on the white board.
Writing by hand is better than using the computer
Watching television helps us to learn the right things
Cars do more harm than good.
7. Each pair to be given one minute to state a strong reason for the given statement.
Eg for Topic 1
Using hands to write is much faster than using computers
8. Tr to write down as many supporting reasons as possible on flip chart so that pupils do
not repeat reasons.
9. Tr can then conduct a simple poll as to how many of them support the various reasons
listed.
10. Tr can declare the strongest reason by picking out the reason with the highest
support. That pair will be declared the winners.
In Court Session (30 minutes)
11. Pupils will now work on the worksheet given earlier.

12. Each pair will be given one minute to give a reason for their choice in the multiple
choice exercise.
13. This will be taken down on a flipchart.
14. Pairs with the same reasoning will be noted with a tick against the same statement.
15. The reason with the most number of ticks will be declared the strongest reason.
16. Pupils must also be able to state their opinion as to why they have chosen that
particular reason.
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DISCUSSION TIPS
17. Facilitators [Teachers] to go through with pupils how they can convey their opinions
carefully so that reasons are well supported. Examples can be cited for them
Eg Mothers are better cooks than fathers
Reason : Option 1 mothers put in more effort to cook for their loved ones.
Opinion: This is true as special effort is made by the mother to ensure that the
family eats healthy food.
DEBATE
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Name : ______________________( ) Date : _____________________
Class : ______________________ School : ___________________
Read the motions carefully..
Computer
It is a good
Money is the Games
thing to
most must be
live in a
important encouraged
modern
thing in Life! in schools!
city!
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Choose the best reason for each motion.
Motion 1
Money is the most important thing in life!
Reasons
1. Everything in modern society is based on money. As the saying

goes, money makes the world go around.
2. People do anything in their power to earn money to buy their
houses, furniture, cars, etc.
3. Many young people marry for money rather than love.
4. If you are rich, many people want you for a friend.
Motion 2
It is a good thing to live in a modern city!
Reasons
1. Life is never dull; there is always something to do.

2. There are more chances for employment. There is a greater range
of jobs and the pay is higher.
3. It is easier to earn more money.
4. The shopping has a wider variety and prices are better.
Motion 3
Computer games must be encouraged in schools!
Reasons
1. Computer games are good to develop motor skills.

2. They help to develop quick reflexes.
3. Computer games can be used to reward good pupils as a form of
motivation.
4. Computer games keep children away from trouble.
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APPENDIX D: IDEAS FOR SECONDARY SCHOOL
Lesson Plan
Topic : Constructive Arguments

Level : Secondary Level
Duration : 1 1/2 hr
Instructional Objectives : Pupils should be able to :-
set clear objectives for speaking and organize talks in a logical manner
present arguments and information comprehensively and in a logical manner

demonstrate the ability to find and select relevant text for evidence
consider various types of reasoning
participate confidently in class discussion
develop language skills through writing
Thinking Skills
Brainstorming in groups
Inferring / Induction
Co-operative Learning Strategies

Think-Pair-Share
Resources
3. Lesson Plan 2
4. Student Worksheets
Warm Up Activity (30 minutes)
18. A simple worksheet will be given.
19. This worksheet is for pupils to go through various sources such as newspapers or
magazines to come up with topics for debate.
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20.Students in pairs will then discuss and write down at least 3 propositions of their
interest.
21. Teacher then picks out at least 3 propositions and discusses as to whether they are
good propositions. Good propositions must have
Scope for argument i.e. can be argued on both sides
No biasness towards a particular race or gender
contains a single idea
is relevant and significant
is controversial.
22. Teacher is to point out there are 2 types of debate propositions:-
One is based on action or policy -that something should happen
Eg Students should not be seen roaming in the streets after 11pm
The other is based on values that one position or belief is qualitatively
better than another
Eg 20th century music is not beautiful to the ear
23. Teacher may want to pick out a few more of pupils propositions and discuss as to
whether they are good propositions.
.
24. Students are then given a few minutes to refine their propositions
Getting Ready For an Argument (30 minutes)

25.Students are now to select one of their good propositions.
26.Using the Think-Pair-Share Co-operative Learning Strategy, students in pairs will list
down all the arguments for and against the proposition individually in Worksheet 2.
27.They will return to their groups and argue their reasons for or against the proposition.
One student in the pair will argue for and the other will argue against the motion.
28.They will then prioritize the most probable reason for or against as the main reason
for their argument. This is based on whether the reasons are:
logical argument
specific and clear ideas
convincing ideas
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29. Students may now want to follow similar procedure for the next proposition.
Argue Aloud (30 minutes)
30. In pairs they will now select one of their propositions and exchange with another
pair.
31. This new pair will work on the arguments for and against the motion exchanged.
32. They will prioritize and write down their arguments with reasons/ evidence to
support their arguments.
33. They may even make reference and bring in various tools such as graphs, articles to
support their argument.
34. One pair can be asked to present their stand for and against to the whole class.
35. Two pupils will list these arguments on the whiteboard.
36. Teacher then uses this script to go through with pupils as to how they can organize
their thoughts in a coherent manner.
37. Pupils may not process the reasons in a logical manner. It is the onus of the
facilitator to show this skill so that pupils can model the procedure of organizing
their thoughts for an argument in a calm and collected manner.
PROPOSITION OPPOSITION
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Name : ______________________ Class : ____________
1. Plan It! Laying Out The Arguments
Introduction
a) Define key terms.
b) Why do you reject / support this proposed motion?
c) Are the arguments well-substantiated?
d) Have the limitations been recognized?
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Main Arguments
The main arguments giving proof for / against the motion are:
1a. _______________________________________________________________________
b. _______________________________________________________________________
2a. _______________________________________________________________________
b. _______________________________________________________________________
3a. _______________________________________________________________________
b. _______________________________________________________________________
4a. _______________________________________________________________________
b. _______________________________________________________________________
5a. _______________________________________________________________________
c. _______________________________________________________________________
6a. _______________________________________________________________________
d. _______________________________________________________________________
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Conclusion
The motion should be accepted / rejected because .
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APPENDIX E: IDEAS FOR THE GENERAL PAPER CLASSROOM
Lesson Plans
Topic : Counter Arguments

Level : Junior College
Duration : 1 hr X 3
Instructional Objectives:
to teach counter arguments

to model argument structure
to highlight the relevance of substantiation
to present effective definition and arguments
focus on both form and function
to provide an alternative means to learning from a teacher-fronted classroom and to a
student-centered classroom
Resources:
1. Powerpoint presentation on Counter Arguments

2. 2 World Series Debate Video/CD
3. Worksheets
Lesson 1 Modeling 40 mins
1. Introduce students to the concept of effective counter arguments

2. Explain the rudiments of effective argumentation
3. Show snippets of discussion from World Series Debate VCD and pick out key
arguments with students
a. Identify key counter arguments used by both teams
b. Evaluate the counter arguments used by both teams
Lesson 2 Identifying and Analyzing Valid Counter Arguments 1 hrs
1. Students to watch a live debate

(In our case, the debating society had a live sparring session. This requires a fair bit
of coordination of schedules of members of the debating society, GP teachers and
classes. Alternatively, teachers could opt to watch a VCD of either National or
International Debates.)
2. Students are to be given the relevant worksheet (on pg 26 -30) to complete while
watching the debates.
_________________________________________________________________________________________________
Lesson 3 Analyzing Counter Arguments (1 hrs)
1. Students will discuss their answers with their GP group members

2. In their discussion they will evaluate the counter arguments for relevance, structure and
assess the strength of the arguments put forth by the teams, based on the teams ability
to substantiate the points stated by them (see Table 1 for a sample of the rubric that
students will work on).
3. When assessing the arguments, students will be asked to provide suggestions on how
these arguments could be improved.
4. Each group will present 2 pairs of arguments to the rest of the class.
Table 1
Pair of Counter Arguments Evaluation
For Against Relevance of Counter Argument Strength
(well-substantiated)
Modified Argument for:
Modified Argument against:
Lesson 4 Argue with Style (1) 40 mins
1. In order to maximize effectiveness, this should be a timed activity (30 mins). The
remaining time is to be used for introducing the activity and to revisit learning points at
the end of the lesson as well as to rearrange the furniture in the classroom.
2. Teacher to introduce a motion to the class (For starters it is essential that teachers
choose topics that are close to the hearts of their students. Ethical issues are generally
the best catalyst in eliciting candid responses from students).
The Teams
3. Teacher to divide the class into 2 groups (It is best to break up cliques and move
students away from common grounds)
4. Both groups of students are to sit on 2 sides of the class facing each other.
5. Each student is only allowed to present 2 arguments for their team.
6. Each argument presented will gain 10 points for the team.
_________________________________________________________________________________________________
7. Each team is only given 2 mins to respond. After which they will forfeit their chance to
be heard resulting in the other team gaining an additional 10 points for having presented
an irrefutable argument.
8. The Proposition will start the discussion by presenting their case and an argument
supporting their stand.
9. One member from the Opposition will refute the statement
Secretaries of the Teams

10. Each group needs to nominate one person who is expected to type out the arguments
presented into 2 columns (in order to be fair to both teams)
11. It is essential that the selected students have good typing speeds.
Lesson 5 Argue With Style (2) 40 mins
1. Teachers should merge both documents that were prepared by the secretaries.
2. The arguments presented by students should be evaluated on a similar rubric as the
one shown in Table 1.
3. Students will discuss their answers with their GP group members
4. In their discussion they will evaluate the counter arguments for relevance, structure and
assess the strength of the arguments put forth by the teams, based on the teams ability
to substantiate the points stated by them (see Table 1/ Lesson 3)
5. When assessing the arguments, students will be asked to provide suggestions on how
these arguments could be improved.
6. Each group will present 1 pair of arguments to the rest of the class.
Follow Up Activity: Summary (Homework)

As a follow up activity, teachers can set a summary exercise for their students. While the focus
of this activity is dissimilar, it serves as an excellent means to test students ability to
summarize and PARAPHRASE key arguments of a discussion and text. This can lead to
another series of comprehension skills based activities. The possibilities are endless for an
enterprising teacher! Happy Teaching!
Discuss how society is well served by the maintenance of a deaf culture? (120 words)
_________________________________________________________________________________________________
Name: ___________________ Class:________
This House Believes that Society is

Well-Served by the Maintenance of a
Deaf Culture
Definition of key terms of the motion:
Proposition
Identify some of the arguments of the Proposition
_________________________________________________________________________________________________
Opposition
Identify some of the arguments of the Opposition
State any other interesting points that were raised during the debate.
_________________________________________________________________________________________________
Opposition
Identify some of the arguments of the Opposition
_________________________________________________________________________________________________
Name: ___________________ Class:________
Getting Ready for Counter Arguments
Identify and elaborate on the rebuttals for

the arguments stated below.
Do remember to substantiate your arguments

with appropriate examples on your own.
Arguments for Arguments Against

1 A separate culture is bound to result in
prejudice and conflict.
2 Integrating deaf culture into mainstream

society is a means to attain unity in society.
3 We should provide them with an opportunity to

integrate with society.
An integrated culture gives everyone a
common identity.
4 The hearing impaired community becomes

visible and hence prone to attacks from
insensitive members of society at large.
5 If you treat them as a separate society, were

entrenching the view that they are different &
separate.
6 With the current advancement in technology we

are able to cater to the needs of the deaf
community already, unless the proponents are
suggesting creating low paying jobs eg. KFC for
this community.
Follow Up Activity: SUMMARY
Discuss how society is well served by the maintenance of a deaf culture? (120 words)
_________________________________________________________________________________________________
SOME SUGGESTED ANSWERS
DEFINITION:
Deaf Culture: The term Deaf (capitalized) refers to people with hearing loss who identify
as part of the Deaf socio-linguistic and cultural group. Deaf culture does not perceive hearing
loss and deafness as a disability, but as the basis of a distinct cultural group. Members of the
Deaf cultural group may be deaf, deafened or hard of hearing. Not all people with hearing loss
identify with the Deaf cultural group. Generally, Deaf culture identifies with American Sign
Language as a first language. Culturally Deaf people may also use speech reading, gesturing,
spoken language and written English to communicate with people who do not sign.
(http://www.oayec.org/research_youthdynamicFS01.html)
COUNTER ARGUMENTS
Arguments for Arguments Against
1 Not necessarily, many cultures have proven A separate culture is bound to result in
that they are able to live together in peace prejudice and conflict.
while celebrating each others differences eg.
Singapore
2 Integrating deaf culture into mainstream Deaf culture reinforces the difference
society is a means to attain unity in society. between the deaf and the non-deaf, thus
leading to discrimination
3 We should provide them with an opportunity Thats an idealistic view of the society as it is
to integrate with society. undeniable that they are different and will
An integrated culture gives everyone a always be. Their needs are different from the
common identity. majority of the society.
4 It is undeniable that they are different like any The hearing impaired community becomes
other culture and that need not necessarily visible and hence prone to attacks from
mean that they would be ostracized. By insensitive members of society at large.
maintaining it as a separate culture we will be
able to raise the awareness of the existence
of a Deaf culture in the society.
5 By giving them a separate identity we can If you treat them as a separate society, were
ensure that we celebrate their differences in entrenching the view that they are different &
many ways eg. holding beauty pageants for separate.
the Deaf community
6 By maintaining a deaf culture more can be With the current advancement in technology
done for the community eg. jobs created for we are able to cater to the needs of the deaf
them, better facilities provided with higher community already, unless the proponents
standards of teaching etc in the hearing are suggesting creating low paying jobs eg.
impaired schools. KFC for this community.
_________________________________________________________________________________________________

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Using Debate To Empower Language Learning in The Classroom: Anitha@nie - Edu.sg

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USING DEBATE TO EMPOWER LANGUAGE LEARNING IN THE

Anitha Devi Pillai

He who establishes his argument by noise and command

PURPOSE AND SIGNIFICANCE OF RESEARCH

THE ROLE OF DEBATE IN THE LANGUAGE CLASSROOM

It is a structured contest of argumentation in which two opposing individuals or teams defend

BRIEF REVIEW OF RELEVANT LITERATURE

A coherent argumentative text can easily be a post-task of an effective classroom debate.

DESCRIPTION OF PEDAGOGICAL APPROACH AND PROCESSES

DEBATE IN A PRIMARY SCHOOL LANGUAGE CLASSROOM

(Ms June turns to James)

Ms June : Why did you take Nicks pencil case?

DEBATE IN A SECONDARY SCHOOL LANUGAGE CLASSROOM

DEBATE IN A JUNIOR COLLEGE LANGUAGE CLASSROOM

In the course of the research, we found debate to be an excellent form-focused language-

Swales, J.M. (1981) Aspects of Article Introductions Birmingham: University of Aston,

Nunan, D. (1989) Designing Tasks for Communicative Classroom Cambridge: Cambridge

Etymology: Middle English debaten, from Old French debatre

2. to consider something/ deliberate upon something

B Noun (plural debates)

1. Public meeting for discussion

Generalization: Reasoning from facts

Hasty generalization is one in which there is an insufficient number of instances on which to

Analogy: reasoning from a similar model.

Web-Based Interactive Resources

1. Kelly, Melissa How to hold a Class Debate

2. Snider, Alfred (2000) Code of the Debater

7. Creffield, G. and Maniam, A. (2006) From Disagreement to Discourse: Debates in a

Topic : Have a Talk Fight!

Instructional Objectives : Pupils should be able to :-

develop basic cognitive skills by simple reasoning

develop pupils in expressing own opinions

sharpen language skills through oral communication

participate confidently in class discussion

work as a team based on Co-operative Learning Strategies

Co-operative Learning Strategies

Warm Up Activity (30 minutes)

it logically supports the opinion.

it is convincing to a majority of people.

Air Time ( 30 minutes)

In Court Session (30 minutes)

11. Pupils will now work on the worksheet given earlier.

Class : ______________________ School : ___________________

Read the motions carefully..

Money is the most important thing in life!

1. Everything in modern society is based on money. As the saying

It is a good thing to live in a modern city!

1. Life is never dull; there is always something to do.

Computer games must be encouraged in schools!

1. Computer games are good to develop motor skills.

Topic : Constructive Arguments

Instructional Objectives : Pupils should be able to :-

present arguments and information comprehensively and in a logical manner

consider various types of reasoning

participate confidently in class discussion

develop language skills through writing

Co-operative Learning Strategies

Warm Up Activity (30 minutes)

18. A simple worksheet will be given.

is relevant and significant

Getting Ready For an Argument (30 minutes)

specific and clear ideas

Argue Aloud (30 minutes)

Class : ____ School : _