ARGUMENTATION

AND
DEBATE
PREPARED BY: CARINA CELAJE
DEBATE
What is Debate?

A formal discussion on a particular topic

in a public meeting or legislative
assembly, in which opposing arguments
are put
TYPES OF DEBATE

 LINCOLN-DOUGLAS DEBATE

Is a kind of debate where there is only one speaker in the

side of the affirmative as well as in the side of the negative.
Affirmative side opens the debate then followed by the
negative speaker. 
TYPES OF DEBATE

 THE REBUTTAL DEBATE

Is a kind of debate where each team from the affirmative and
the negative side is composed of about two or three members.
As the debate starts, the affirmative speaker opens the
constructive speech, and the negative speaker starts the
rebuttal. Every speaker is allowed to deliver a rebuttal speech.
The debate is closed with the affirmative side delivering
TYPES OF DEBATE

 ONE REBUTTAL TYPE OF DEBATE

Is considered as a modified form of the Lincoln-Douglas type of debate.

However, in this type of debate, there are about two to three members in
both the affirmative and the negative side. In this debate, all of the
speakers have a chance to refute the argument of the opponent with the
exception of the first affirmative speaker who is given the opportunity
TYPES OF DEBATE

 OREGON-OXFORD DEBATE

A traditional debate format used in elementary, governors debate, house

debate rules, parliamentary debate rules, high school debate, YouTube
debate, presidential debate, colleges and all over the country. There are 2
sides in this format : the Affirmative and the Negative. The Affirmative
proves the validity of the issue or topic called the Proposition while the
Negative disproves it.
BASICS OF DEBATE

Constructive Speech

The presentation of each team member’s arguments and evidence for each
aspect of the case. It may be:

1. Reading Method
2. Memory Method
3. Extemporaneous
4. Mix method of memory and conversational or dramatic
TIPS

poise
gestures
audience contact
voice projection
 REMINDERS:

1. Questions should focus on arguments developed in the speech of your opponent.

2. COURTESY.
3. Both speakers stand and face the audience during the Interpellation period.
4. Once the questioning has begun, neither the questioner nor his opponent may consult a colleague. Consultation
should be done before but as quietly as possible.
5. Questioners should ask brief and easily understandable question. Answers should equally be brief. Categorical
questions answerable by yes or no is allowed, however, opponent if he choose, may qualify his answer why yes
or why no.
6. Questioner may not cut off a reasonable and qualifying answer, but he may cut off a verbose response with a
statement such as a “thank you” “that is enough information” or
7. A questioner should not comment on the response of his opponent.
8. Your opponent may refuse to answer ambiguous, irrelevant or loaded questions by asking the questioner to
rephrase
REASONS CROSS EXAMINATION

1. To clarify points
2. To expose errors
3. To obtain admissions
4. To setup arguments
5. To save prep time
6. To show the judge how cool you are so they WANT to vote for you.
REBUTTAL

The act of refuting something by making

a contrary argument or presenting
contrary evidence.
PROPOSITION

Formal topics or issues for debate which is argued

upon by two bodies or sides. Are written on a
declarative way.
 MEMBERS OF THE BODY

1. Moderator
a. To reveal the issue, involve the debate;
b. To rule on points of clarification about the issues or questions and answers made during the Interpellation; and
c. To see to it that the debate is orderly and follows the rules of parliamentary procedures.
2. Timekeeper
a. To time the speakers and debaters accurately;
b. To give the speakers a one-minute warning with the ringing of the bell once before his/her time is up.
c. To prevent the debaters from exceeding the time allotted to them by ringing the bell twice.
3. Jury
a. Will judge and determine to what group or side won the debate without any biases.
4. Audience
a. Members of the body that needs to be persuaded.
OTHER TERMS

1. Affirmative (PROS) In favor of the proposition

given.

2. Negative (CONS) Against the given proposition.

ARGUMENTATION
“Happiness is when everyone agrees that I’m right!”
ARGUMENTATION

clear thinking, logic to convince reader of the

soundness of a particular opinion on a controversial
issue.
Persuasion

emotions used to convince reader to take a particular

action.

Persuasion and argumentation are often

combined.
 ARGUMENTATION

Arguments must have the following: 

1. Logos
 soundness of argument; facts, statistics, examples, and authoritative statements to support viewpoint
Evidence must be unified, specific, sufficient, accurate, and representative.
 This is the main strength of the argument.
2. Pathos
 appeals to readers' needs, values, and attitudes, encouraging them to commit themselves to a viewpoint or
course of action
 Pathos is derived from language (connotative -- strong emotional overtones).
3. Ethos
 credibility and integrity. Prove to the reader that you're knowledgeable and trustworthy.
 Give a balanced approach, acknowledge differing points of view; give lots of support for your viewpoint.
Two basic types of reasoning:

Inductive reasoning (Small to big)

 draw a conclusion from using specific details.

Deductive reasoning (Big to small)

 apply a generalization to a specific case.
 Things to consider

1. There are perfectly wonderful, reasonable, intelligent people who disagree with you absolutely. (And there
are dunderheads who may agree with you.) The moral: judge the argument, not the person.
2. Know what you know.
 You need to be certain of what you know as well as of what you are uncertain -- that knowledge affects your use of
proofs as well as your use of language.
3. Don’t offend.
 Goodwill - readers are more likely to listen to an argument if it is reasoned, cool, calm, and relatively dispassionate.
 Focus on the issues, not the reader or opponent.
4. Know the history
 Be able to identify the controversy of your issue and why there is a controversy in the first place.
5. Know all sides.
 You should be able to see the validity of both (all) sides of an issue. Also, you should be able to determine what the
two sides may agree on.
 What can you do with both sides?

Refutations
 restate
opposing points of view, acknowledge the validity of
some of the arguments given by opponents, point out
common grounds, present evidence for your position.
 You must be able to refute the opposition in order to have a
strong argument (and get an “A” on your essay).
 Things to avoid:

1. faulty conclusions
 post hoc fallacy (cause-effect sequential but not related);
 non sequitur fallacy (conclusion has no connection to evidence);
 ad hominem argument (attach person rather than point of view);

2. faulty authority (when authority is in doubt);

 begging the question (reader expected to accept a controversial premise without proof);
 false analogy (two things share all characteristics if they share only a few);
 either-or fallacy (viewpoint can only have one of two solutions);
 red herring argument (deflect attention).
 Structure

There is no one “better” way to structure an argument.

Whatever works, whatever is actually convincing, is the
“right” way to do it.
Do consider the “Rogerian” method, however, because
it does contain all elements of a strong argument.
 “Rogerian” method

 rogerian essay is an essay which presents a contentious or debatable topic using

an impartial language it seeks to offer issues from different perspectives where
one must be disagrees with another
 rogerian article helps students recognize and identify problems from diverse
viewpoints and come up with a suitable solution
 rogerian essays have arguments which make it easier for students or audiences to
comprehend what the writer is trying to convey.
 it helps calm down situation whereby 2 opponents do not seem to agree on
something
 More stuff to think about: 

Always be thorough.
Find out what you don’t know
 do your research and don’t spout nonsense.
Avoid loaded words and prejudicial statements
 generalizations that are vague and often misleading and
inaccurate.
 Language issues:

Varysentence structure.
Be aware of homonyms.
Be aware of transitions.
Be aware of connotations and denotations.
Have a clearly identifiable thesis. 
 Things to remember.

Avoid announcements.

Please never say something like, “In this paper I will

discuss…” That is fine for papers written in science or
math classes, but it is not acceptable in an English class. 
 Possible Beginnings

Broad statement narrowing to a limited subject (end introduction

with thesis statement)
Brief anecdote leading up to thesis
Comparative or opposite ideas leading up to thesis
Series of short questions leading to thesis
Quotes leading to thesis
Refutation of a common belief leading up to a thesis
Dramatic fact or statistic leading to thesis
 Possible Conclusions

Summary of information presented (useful if your

argument is long and/or complicated)
Prediction based on information presented
Quotation leading to concluding statement
Statistics leading to concluding statement
Recommendation or call for action 
 Double Check These:

Does the paper answer the assignment given?

Does the paper address your audience?
Does the paper have the appropriate tone?
Does the paper serve the purpose intended?
Is the thesis clear and easily understood?
Add information where it appears to lack adequate
support.
 More to remember:

delete useless or confusing information.

Do all of the supporting statements actually support the thesis?
Are clear transitions used between thoughts, ideas,
paragraphs?
Are the introduction and conclusion adequate and appropriate?
Is your organization systematic and methodical (consistent
throughout the paper)?
 More to consider:

Consider sentence structure and length.

Reconsider word choice. Never use profanity or slang.
Always identify abbreviations.
Proofread for correct grammar, punctuation, typing
errors. 
REPEAT ALL OF THIS UNTIL YOU ARE
SATISFIED (or cannot stand to look at it anymore).
 Last Items

Give your paper a title

Make sure that your paper is on correct paper stock, typed, and
legible.
Make sure that your paper is properly identified with your
name, course title, date, and paper title
Make a copy of your paper and keep it as a record for yourself
Turn in your paper on time