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Debate – General Guide

http://courses.washington.edu/gen47506/debate.htm
Debate Structure & Format

What is Debate?
First, debate consists basically arguments between two groups, the affirmative and the
negative on a certain controversial topic, usually called ‘a resolution’. Debating methodology
most often includes but is not limited to 1) deductive reasoning, 2) factual arguments and 3)
rhetoric, the technique of persuasion.
Second, you DO NOT express your opinion in a debate. Rather, you are assigned an
affirmative or negative position on the resolution. You will have to search for data and
statistics, formulate a logical flow of arguments that either supports or refutes the resolution.
Thirds, normally in a debate, there are two teams, a judge who maintains order and the law,
and the audience/jury who will decide the outcome of the debate through a system of secret
voting/ballot. EVERYBODY therefore has to be engaged in the debate, whether they are
doing the speaking or not.
Debate basics
A basic format is outlined below
There are two key sets of players in these debates:
+ the two teams who are debating and
+ the rest of the group who will be judging the debate.
Because these debates focus on scientific issues, the first step will be for each team to define
the terms that will be used in their argument. Each team will have no more than 3 minutes
to accomplish this, and the definitions need to be agreed between the teams.
Note: only define the terms you deem are essential for your arguments or uncommon to the
audience.
Because many scientific arguments depend on quantitative data, presentation of graphs and
diagrams will be allowed, using an overhead projector. No extra time will be allowed for
this. It must fit within the allowed time.

The debate structure

 Some selected members of the affirmative team speak first, alternately, for no more
than 8 minutes in total.
o S/he must present a set of points that support this idea. This is the chance to
set up both the logic and the data that support the thesis.
o All points should be supported by data, and the source should be identified.
o Establish affirmative advocacy of resolution:
 There is a problem that could be solved
 The status quo isn't going to solve this problem without change
 Here is our specific proposal of what ought to be done
 Our plan will solve the problem/harm
 The negative team then can cross-examine for no more than 3 minutes
o This is a chance to clarify questions on the points made by the affirmative
team.
 Ask question to help you understand their arguments. GET
INFORMATION
 Ask questions to set up your arguments to come. USE ANSWERS
AGAINST THEM LATER
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 Show the judge what a wonderful person you are. ACT LIKE A
POLITE, FRIENDLY PERSON.

 Some selected members of the negative team then presents its rebuttal to the points
made by the affirmative team. The team will have 3 minutes to confer with one
another and then no more than 8 minutes to present the case.
o An effective rebuttal addresses each point made by the affirmative team.
o Here, too, data should be cited and the source of the information cited.
o You could....
 Attack affirmative arguments and begin laying out additional issues in
the negative.
 Make arguments against the specifics of the affirmative case. CASE
ARGUMENTS.
 Argue that if the plan is adopted, bad things will happen.
DISADVANTAGES.
 Argue that the fundamental assumptions of the affirmative are
flawed/incorrect. CRITIQUE.
 Argue that the plan is not a representation of the topic.
 Argue that there would be a better alternative to the plan.

 The affirmative team then can cross-examine for no more than 3 minutes

 The affirmative team can confer for up to 3 minutes.

 Then, some selected members of the affirmative team can respond to the rebuttal. No
more than 5 minutes
o No new points can be raised here. This is the place to provide additional
sources and information to support the plan that was outlined at the outset.

 The negative team can confer for up to 3 minutes and then some selected members of
the team responds. No more than 5 minutes.
o No new points can be raised here. This is the place to provide additional
sources and information to support the plan that was outlined at the outset.

 Each team can then confer for up to 3 minutes and then

 Each team presents their closing arguments. no more than 3 minutes.
o No new points here, either. This is your chance to summarize, emphasize your
strongest points and convince the judges that your arguments have carried the
day.
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The Debate Timeline

Stage Time Allocated Affirmative Team Negative Team

Term Definition (Optional) 6 minutes 3 minutes 3 minutes

Affirmative Constructive 8 minutes 8 minutes Not Applicable

Cross Examination 3 minutes Negative Team cross-examines Affirmative Team

Negative Conference 3 minutes Not Applicable 3 minutes

Negative Rebuttal 8 minutes Not Applicable 8 minutes

Cross-Examination 3 minutes Affirmative Team cross-examines Negative Team

Affirmative Conference 3 minutes 3 minutes Not Applicable

Affirmative Response 5 minutes 5 minutes Not Applicable

Negative Conference 3 minutes Not Applicable 3 minutes

Negative Response 5 minutes Not Applicable 5 minutes

Final Conference 3 minutes 3 minutes 3 minutes

Affirmative Summation 3 minutes 3 minutes Not Applicable

Negative Summation 3 minutes Not Applicable 3 minutes

Total 56 minutes
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The Jury: The Assessment Criteria

 Your judging sheet will be turned in with your name on it; you will be judged on the
thoroughness of your judging! (but not on your decision about who won)
 Your assessment should depend only how persuasive were the arguments presented.
Based on the evidence, which side best supported or refuted the thesis? Your opinion
on the thesis is not a relevant part of the decision!
 Take notes as the debate proceeds. List the points that the affirmative team makes,
and then keep track of whether the rebuttal addresses each point or not.
 Notice the sources of evidence used.
o Are you more convinced by evidence from the scientific journal Science or
Nature than by an article in the National Inquirer?
o Is a point supported by evidence from more than one source?
 Write your decision, and explain why you made that choice, citing arguments that
persuaded you and what the other side could have presented that might have changed
your mind.

Assessing the two teams

 Each debater will be judged on his/her preparation of evidence.
 The affirmative debaters will be judged on the clarity and presentation of their plan.
 The negative team members will be judged on the logic of their rebuttal, and the
clarity of their presentation.
 Comment both on what the debaters did well, and make constructive suggestions for
improvement.
 These assessments will be passed on to the debaters by the Judge, but they will be
anonymous.
 Scoring rubrics: (ways of judging the debaters)
o 4: No flaws; powerful presentation; mastery of knowledge, logic and sources
o 3: Good sources, logical presentation; appropriate response to counter
arguments
o 2: Had some sources, but gaps in knowledge or logic that reduced the force of
the arguments
o 1: Participated with some information, but planning and source information
was minimal
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www.sas.upenn.edu/cwic/docs/db1.doc
How do I…

Set up an in-class debate?

The most important aspect of any debate is the topic. For a good debate you will need to
create a statement, called a resolution, that people could either affirm or negate. Ideally
people will be able to affirm or negate the resolution for a variety of reasons, with many
possibilities for constructing sophisticated positions on each side. It’s also important to guard
against framing a resolution that allows people to focus on unproductive, tangential
questions.

Most faculty require students to research the topic that they are debating. Often faculty guide
students to good sources so that they are using the best information when they present to the
class.
How do I prepare for a debate?
Debate begins with research. Based on your research, you should construct an argument in
support of your position. It is important to understand that a position is what you are
assigned (affirm or negate the topic) but an argument (or thesis) is a way of understanding
that position. In other words your thesis should be more than “I disagree with the resolution
‘resolved that the United States government should abolish the estate tax.’” A thesis that
states “We should retain the estate tax because it prevents the development of dynasties,
which are economically inefficient” provides one way of understanding the topic.

You should compose a complete persuasive speech that supports your thesis. (Notice that for
the above example the speech would have to argue, at a minimum, that the estate tax prevents
dynasties and that dynasties are inefficient).

Once you have a good idea of how you will argue your position, you should anticipate the
arguments of the opposing team. What sorts of arguments can they make in support of their
position? Are their problems with these arguments? How do they affect your case? Should
you address them in your opening speech? How will you respond if they are brought up?

Some helpful tools for organizing the round:

Signposting: Signposts are just labels for each idea in a speech and give clarity to any sort of
oral communication. In debate they are especially important because they help the audience
flow and help the audience understand how your argument is put together. You can be a little
more obvious about your signposting in debate than you would in a typical speech to make
sure people are following you. It’s perfectly acceptable to say “My first point is…”

Consistent Vocabulary: Use the same word each time you refer to a particular concept. If
you use synonymous words or phrases when referring to the same concept, some members of
the audience may think you are embarking on a new and different concept. Likewise,
highlight subtle differences between concepts by using different vocabulary when speaking
about them.
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Listening
When you debate you will spend as much or more time listening as you spend speaking. It is
your listening skills, not your speaking skills, that will determine the quality of your
performance in the round. You will need to listen actively to understand your opponents
argument so that you can develop a proper response.

Some elements of active listening:

 Come to class prepared
 Listen for the main ideas that organize each speech
 Distinguish between the speaker’s argument and their support
 Take notes
 Ask yourself how each part of a person’s speech supports (or does not support!) their
thesis
 Identify gaps in your understanding of the speaker’s argument. Are they due to
incomplete understanding on your part? Are they due to flaws in the speaker’s reasoning
or communication?
 Wait until the speaker has completed a thought before you evaluate it
 Give great attention to the particular words a speaker chooses. The meaning of
vocabulary chosen by the speaker can have great effect on the meaning of an entire
argument
 At the end of each speech ask yourself whether the speaker supported all the claims they
made in their thesis
 Demonstrate that you are listening attentively by making eye contact and responding,
(verbally or non-verbally), where appropriate