GRADE 11 DEBATE

(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually (in rebuttals). The debate grade will be based on the quality of debating done by the students, not
whether the team won or lost the debate.

GROUP 1 - HALLEY

Topic: Online Learning vs. Traditional Learning

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team
won or lost the debate.

GROUP 1 - FINLAY

Topic: Online Learning vs. Traditional Learning

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team
won or lost the debate.

GROUP 2 - HALLEY

Topic: Is Homework Beneficial to Student’s Learning?

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team
won or lost the debate.

GROUP 2 - FINLAY

Topic: Is Homework Beneficial to Student’s Learning?

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team
won or lost the debate.

GROUP 3 - HALLEY

Topic: The School Should Allow Students to use Artificial Intelligence (AI), specifically AI ChatGpt in their Learnings.

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team won or
lost the debate.

GROUP 3 - FINLAY

Topic: The School Should Allow Students to use Artificial Intelligence (AI), specifically AI ChatGpt in their Learnings.

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)

Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team
won or lost the debate.

GROUP 4 - HALLEY

Topic: Mental Illness should be Grounds for Criminal Justice Exemption.

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
 GRADE 11 DEBATE
(OREGON-OXFORD DEBATE)
Each student in the debate will be graded by group and individually. The debate grade will be based on the quality of debating done by the students, not whether the team won or
lost the debate.

GROUP 4 - FINLAY

Topic: Mental Illness should be Grounds for Criminal Justice Exemption.

CRITERIA Excellent Good Fair Needs Improvement Poor SCORE

(5) (4) (3) (2) (1)
Evidence Presents compelling and Uses evidence Evidence is presented but Limited use of evidence, Little to no evidence
relevant evidence that appropriately to support may be insufficient or which may not effectively provided to support
effectively supports arguments, though some irrelevant at times. support arguments arguments.
arguments. may be lacking or weak.
Arguments Presents compelling Makes effective Arguments are presented Arguments are weakly Fails to present coherent
arguments that are logically arguments with adequate but may lack coherence or developed or unsupported or convincing arguments.
developed and supported. support, though some consistency. by evidence.
may be less convincing.
Delivery Engages the audience Delivery is clear and Delivery is adequate but Delivery is often unclear Delivery is ineffective,
effectively through confident generally engaging, may lack confidence or fail or unconvincing, failing to engage or
delivery and strong though may lack to fully engage the hindering audience communicate with the
communication skills. consistency in some audience. understanding. audience.
aspects.
Interpellation Demonstrates a deep Engages in interpellation Attempts to interpellate Interpellation attempts are Fails to engage in
understanding of opponent by addressing opponent opponents, but questions or limited or ineffective, meaningful interpellation
arguments and effectively arguments, though some challenges may be weak or failing to effectively or address opponent
addresses them with insightful questions may lack depth unfocused. engage with opponent arguments.
and relevant questions or or relevance. arguments
challenges.
Rebuttal Provides strong rebuttals that Offers adequate rebuttals, Attempts to provide Rebuttals are weak or Fails to provide any
effectively counter opposing though some may be less rebuttals, but they may lack ineffective, failing to meaningful rebuttals to
arguments. convincing or thorough. effectiveness or clarity. address opposing opposing arguments.
arguments adequately.
TOTAL
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Group 1

Topic: Online Learning vs. Traditional Learning

HALLEY FINLAY
Traditional Learning Online Learning

Members:
Bigornia Lupian Vicere Atamosa
Belano Lilis Jaurigue Maco
Pontillas Serrato Ando Dulva
Mandagiuo, J. Delapos Pecundo Silanova
Bungabong Requiza Mahinay, A. Eliedo

Group 2

Topic: Is Homework Beneficial to Student’s Learning?

HALLEY FINLAY
Not Beneficial (Opposing) Beneficial (Affirmative)

Members:
Candol Valerio Lumaad Nemez
Sunodan Ablong Retardo Roxas
Basadre Malabat Perserga Palma
Conde Arandoque Navarro Calogmoc
Castro Magansi

Group 3

Topic: Should Allow Students to use Artificial Intelligence (AI), specifically AI ChatGpt in their Learnings.

HALLEY FINLAY
Affirmative Opposing

Members:
Cabungcag Rivera Luberio Roxas, K.P
Dumalag Mandagiuo, M. Balayan Rasonado
Chatto Trana Alquizar Sarabosing
Tulang Julom Failog Magnanao
Ilaga Singconiegue

Group 4

Topic: Mental Illness should be Grounds for Criminal Justice Exemption.

HALLEY FINLAY
Opposing Affirmative

Members:
Pana Casera Conde Arcayna
Villaronte, J.M Apito Abasolo Malabat
Lagunsad Charcos Mission Pelaez
Bolonia Clarito Villanueva Yosong
Villaronte, Y. Sumingit Mahinay, B.