FORMAL DEBATE UNITFORMAL DEBATE UNIT

THE TOOLS NEEDED TO BE THE TOOLS NEEDED TO BE SUCCESSFUL IN FORMAL SUCCESSFUL IN FORMAL

DEBATINGDEBATING

FRIEND OR FOEFRIEND OR FOE

““Debate is the art of pleasant Debate is the art of pleasant disagreement” Jake Hoover—former disagreement” Jake Hoover—former debate coachdebate coach

Enemies quarrel to destroy one Enemies quarrel to destroy one another while friends debate among another while friends debate among themselves for their better themselves for their better instruction. (A paraphrase from the instruction. (A paraphrase from the words of Plato)words of Plato)

Debate is a formal type of argument Debate is a formal type of argument designed to test the merits of a designed to test the merits of a particular conclusion or solutionparticular conclusion or solution

It avoids personality clashesIt avoids personality clashes There is a difference between “arguing There is a difference between “arguing

down” a friend and “arguing with” a frienddown” a friend and “arguing with” a friend Formal debates are commonly used in Formal debates are commonly used in

educational settingseducational settings Debates do exist in the “real world”Debates do exist in the “real world”

Lawyers debate in courtsLawyers debate in courts Legislators debate in the House and SenateLegislators debate in the House and Senate Political candidates debate on televisionPolitical candidates debate on television You debate with a friend or a teacherYou debate with a friend or a teacher

ISSUE—The subject of a debateISSUE—The subject of a debate

PROPOSITION—The focus of a debate. It is in the PROPOSITION—The focus of a debate. It is in the form of a carefully worded statement that form of a carefully worded statement that indicates the particular position being supported indicates the particular position being supported by the affirmative side.by the affirmative side.

Propositions start off like this: Resolved: ThatPropositions start off like this: Resolved: That

Following the “That” is a clear, concise statement Following the “That” is a clear, concise statement of the conclusion that one side wants acceptedof the conclusion that one side wants accepted

5 Rules For Phrasing Propositions5 Rules For Phrasing Propositions

1.1. Statement should focus on central idea.Statement should focus on central idea.2.2. Should be affirmative in intent.Should be affirmative in intent.

--Topic should be phrased so that the --Topic should be phrased so that the affirmative side will be supporting a affirmative side will be supporting a change in the status quo (way things change in the status quo (way things are now). are now). --Example could be—Resolved: That --Example could be—Resolved: That the President of the United States the President of the United States should hold office for one six-year should hold office for one six-year term.term.

5 Rules of Propositions cont.5 Rules of Propositions cont.

3. Proposition should be stated 3. Proposition should be stated affirmatively.affirmatively.

--Negative statements are confusing.--Negative statements are confusing.

--The affirmative argues for--The affirmative argues for

--The Negative side argues against--The Negative side argues against

--Example of a confusing proposition --Example of a confusing proposition could be—Resolved: That the United could be—Resolved: That the United States not legalize marijuana for any States not legalize marijuana for any purposes, medical, social, or personal.purposes, medical, social, or personal.

5 Rules of Propositions cont.5 Rules of Propositions cont.

4. Proposition should be stated in neutral 4. Proposition should be stated in neutral language.language.---No heavily loaded emotional terminology ---No heavily loaded emotional terminology because this gives one side an because this gives one side an unreasonable advantage and the other a unreasonable advantage and the other a near impossible task. near impossible task. ---For example—Resolved: That no United ---For example—Resolved: That no United States citizen should die from lack of States citizen should die from lack of sufficient medical care. sufficient medical care. ---A less loaded statement—Resolved: That ---A less loaded statement—Resolved: That the federal government should provide the federal government should provide essential medical care to all citizens at essential medical care to all citizens at public expense.public expense.

5 Rules of Propositions cont.5 Rules of Propositions cont.

5. Proposition should be phrased clearly 5. Proposition should be phrased clearly and precisely.and precisely.--This is like having a persuasive thesis--This is like having a persuasive thesis--Always be specific in word choice--Always be specific in word choice--Avoid generalizations and being too --Avoid generalizations and being too broad or vaguebroad or vague--For example—Resolved: That there --For example—Resolved: That there ought to be some changes made ought to be some changes made around our school. (Too vague—No around our school. (Too vague—No specifics)specifics)

MORE SAMPLE PROPOSITIONSMORE SAMPLE PROPOSITIONS

Resolved: That Congress should take Resolved: That Congress should take action to outlaw the manufacture action to outlaw the manufacture and sale of handguns.and sale of handguns.

Resolved: That smoking in public Resolved: That smoking in public places should be illegal.places should be illegal.

Resolved: That the United States Resolved: That the United States should discontinue foreign aid.should discontinue foreign aid.

3 Types of Propositions3 Types of Propositions

A.A. PROPOSITION OF FACT—A statement PROPOSITION OF FACT—A statement that something is true.that something is true.

--Resolved: That John Doe killed Joe --Resolved: That John Doe killed Joe DoeDoe

--Resolved: that state employment --Resolved: that state employment practices are discriminatory.practices are discriminatory.

--POF requires you to demonstrate --POF requires you to demonstrate objectively that something exists, is objectively that something exists, is true, or did happen.true, or did happen.

3 TYPES OF PROPOSTIONS3 TYPES OF PROPOSTIONS

B. PROPOSITION OF VALUE—Statements B. PROPOSITION OF VALUE—Statements based on value judgments, beliefs, and based on value judgments, beliefs, and opinionsopinions

--Resolved: That the United States’ --Resolved: That the United States’ Government is superior to any other.Government is superior to any other.

--Resolved: That a woman’s place is in the --Resolved: That a woman’s place is in the home.home.

**The affirmative side would be required to **The affirmative side would be required to first explain their criteria or definitions for first explain their criteria or definitions for what superior and woman’s place means.what superior and woman’s place means.

3 TYPES OF PROPOSITIONS3 TYPES OF PROPOSITIONS

C. C. PROPOSITION OF POLICY—Statements PROPOSITION OF POLICY—Statements which call for some particular action to which call for some particular action to be taken in the future. be taken in the future. (You will debate (You will debate this type of proposition)this type of proposition)---Resolved: That smoking in public ---Resolved: That smoking in public places should be illegal.places should be illegal.---Resolved: That physical education ---Resolved: That physical education class should be an optional elective class should be an optional elective instead of a mandatory requirement instead of a mandatory requirement for graduation.for graduation.

Propositions of Policy should bePropositions of Policy should be

1. About a current problem1. About a current problem--Information on outdated topics aren’t --Information on outdated topics aren’t very enlightening for debaters or audiencevery enlightening for debaters or audience

2. Topics should also be controversial.2. Topics should also be controversial.--If everyone agrees, there is no need for --If everyone agrees, there is no need for debatedebate

3. Should be based on a complex issue3. Should be based on a complex issue--It’s ridiculous to debate an issue that --It’s ridiculous to debate an issue that hinges on easily obtainable facts.hinges on easily obtainable facts.--Topics should require lots of research --Topics should require lots of research and time involvedand time involved

DECIDING ON A TOPICDECIDING ON A TOPIC

1. ASK QUESTIONS SUCH AS1. ASK QUESTIONS SUCH AS What school problems would make good What school problems would make good

debate topics?debate topics? What problems exist in your community What problems exist in your community

that you would like to debate?that you would like to debate? What problems are currently being What problems are currently being

debated in your state legislature? In the debated in your state legislature? In the US Congress?US Congress?

CHOOSING A TOPIC CHOOSING A TOPIC

Evaluate each of your group’s Evaluate each of your group’s suggested topics in terms of the suggested topics in terms of the topics being current, controversial, topics being current, controversial, and complex. (The 3 C’s)and complex. (The 3 C’s)

Pick 3 topics and phrase them as Pick 3 topics and phrase them as propositions of policy. Which do you propositions of policy. Which do you think would make the most think would make the most interesting debate and why?interesting debate and why?

OTHER EXAMPLES OF DEBATESOTHER EXAMPLES OF DEBATES

LITERARY DEBATELITERARY DEBATE Can deal with Props of fact, value, or policyCan deal with Props of fact, value, or policy One of fact might seek to establish real One of fact might seek to establish real

authorship of works such as Shakespeare being authorship of works such as Shakespeare being the real playwright of his playsthe real playwright of his plays

One of value might be a debate on the merits of One of value might be a debate on the merits of reading Ray Bradbury over the merits of reading reading Ray Bradbury over the merits of reading Kurt Vonnegut, Jr.Kurt Vonnegut, Jr.

One of policy might focus on what kinds of One of policy might focus on what kinds of literature should be emphasized in English class.literature should be emphasized in English class.

Think of a recent film that may have controversial Think of a recent film that may have controversial content that may be beneficial to use in a debatecontent that may be beneficial to use in a debate

Think of a story or book that may be used in Think of a story or book that may be used in debatedebate

OTHER EXAMPLES OF DEBATEOTHER EXAMPLES OF DEBATE

HISTORICAL DEBATEHISTORICAL DEBATE Pick a topic of historical importancePick a topic of historical importance One of value may deal with the pros and One of value may deal with the pros and

cons of decisions of Truman to drop cons of decisions of Truman to drop atomic bombs on Hiroshima or the atomic bombs on Hiroshima or the decision of the Soviet Union to exile decision of the Soviet Union to exile author Aleksandr Solzhenitsynauthor Aleksandr Solzhenitsyn

Think of historical events that might be Think of historical events that might be interesting topics to debateinteresting topics to debate

GETTING YOUR GROUP STARTEDGETTING YOUR GROUP STARTED

There will be groups of 4 and 1-2 of 5 There will be groups of 4 and 1-2 of 5 depending on the class numbersdepending on the class numbers

Students will brainstorm possible ideas—have Students will brainstorm possible ideas—have at least 5at least 5

Students will narrow topic by FridayStudents will narrow topic by Friday Students will go to writing lab on Friday to Students will go to writing lab on Friday to

begin initial research on issue to complete begin initial research on issue to complete proposition worksheet to be turned in at end of proposition worksheet to be turned in at end of class on Friday or no later than Mondayclass on Friday or no later than Monday

Group propositions have to be approved by Group propositions have to be approved by teacherteacher

Groups will split into affirmative and negative Groups will split into affirmative and negative sidessides

SUMMARY OF PART ISUMMARY OF PART I

1.1. Have one central ideaHave one central idea

2.2. Be affirmative in intentBe affirmative in intent

3.3. Be stated affirmativelyBe stated affirmatively

4.4. Be stated in neutral languageBe stated in neutral language

5.5. Be phrased clearly and preciselyBe phrased clearly and precisely