Each speaker in a round will question another speaker and be questioned by his/her opponent. The cross examination period is two minutes. Some recommendations about cross-examination include:
WHAT YOU WANT TO DO...
1. Have at least 3 questions ready to ask before the round begins
2. Use closed-ended questions (Questions that require "yes" or "no" answers or short responses)
3. Create questions that set up your arguments in later speeches
4. If you asked the questions you needed and there is still time remaining, it is ok to sit down.
WHAT TO AVOID...
1. Asking very generic questions unless necessary (What are your sources?, Why are you speaking "for/against" the resolution?)
2. Asking open-ended questions (Questions that require long answers.)
3. Making statements instead of asking questions
4. Not ask any questions
Friday, January 29, 2010
Case Structure
The case structure is the foundation of your success in a debate. No structure or poorly formed arguments will result in confusion and shows a lack of preparation. Good case structure shows the team is prepared for competition and makes judging much easier.
The main determination about your case structure is your time limits. For this debate, the time limit for the 1st. Aff. speaker is 4 min. The other constructive speeches in the round will prepare cases 2 1/2-3 min. long. The remaining time is used to refute the arguments of the opposing team.
Due to the time limit, you should prepare a two-point argument. The outline looks like this:
Introduction--15-30 sec.
State Position in Round, Important Definitions, and Thesis--15 sec.
1st Main Point--Use major argument found in your evidence cards (You should have at least 3-5 evidence cards supporting this main point.) 45 sec.--1 1/2 min.
A. Subpoint--Use relevant evidence card to support the main point
B. Subpoint--Use another evidence card to support the 1st main point
2nd Main Point--Use another major argument found in your evidence cards (You should have at least 3-5 evidence cards supporting this main point.) 45 sec.--1 1/2 min.
A. Subpoint--Use relevant evidence card to support the 2nd main point
B. Subpoint--Use relevant evidence card to support the 2nd main point
Review Thesis and Conclusion--3o sec.
The evidence cards in your initial case should NOT be your best evidence cards. You want to save your best evidence for your rebuttal or to respond to what your opponent says against your case.
The main determination about your case structure is your time limits. For this debate, the time limit for the 1st. Aff. speaker is 4 min. The other constructive speeches in the round will prepare cases 2 1/2-3 min. long. The remaining time is used to refute the arguments of the opposing team.
Due to the time limit, you should prepare a two-point argument. The outline looks like this:
Introduction--15-30 sec.
State Position in Round, Important Definitions, and Thesis--15 sec.
1st Main Point--Use major argument found in your evidence cards (You should have at least 3-5 evidence cards supporting this main point.) 45 sec.--1 1/2 min.
A. Subpoint--Use relevant evidence card to support the main point
B. Subpoint--Use another evidence card to support the 1st main point
2nd Main Point--Use another major argument found in your evidence cards (You should have at least 3-5 evidence cards supporting this main point.) 45 sec.--1 1/2 min.
A. Subpoint--Use relevant evidence card to support the 2nd main point
B. Subpoint--Use relevant evidence card to support the 2nd main point
Review Thesis and Conclusion--3o sec.
The evidence cards in your initial case should NOT be your best evidence cards. You want to save your best evidence for your rebuttal or to respond to what your opponent says against your case.
Topic Analysis
Team Debate Resolution--Resolved: School uniform policies significantly improve student learning.
There seems to be two keys to the resolution: 1. At what point does one reach, "significant improvement?" and 2. How does one define/measure, "student learning?" Determining the definition of both phrases are central to the case for affirmative and negative teams.
Possible Affirmative Arguments for this Resolution can include...
1. Statistics showing improved student performance (reading, writing, math scores on standardized tests.) after school uniform policies were implemented.
2. Studies or Statistics showing improvement in school safety (decreased violence, improved attendance, reduction in office referrals, suspensions, expulsions)
3. Improvement in school pride and school environment
4. Reduced cost for school clothing
Possible Negative Arguments can include...
1. Studies or statistics showing no change or a reduction in school performance after implementing school uniform policies.
2. Loss of privacy and/or freedom of expression
3. Increase cost of student clothing
4. Studies or statistics showing no change or reduction of school safety indicators
There seems to be two keys to the resolution: 1. At what point does one reach, "significant improvement?" and 2. How does one define/measure, "student learning?" Determining the definition of both phrases are central to the case for affirmative and negative teams.
Possible Affirmative Arguments for this Resolution can include...
1. Statistics showing improved student performance (reading, writing, math scores on standardized tests.) after school uniform policies were implemented.
2. Studies or Statistics showing improvement in school safety (decreased violence, improved attendance, reduction in office referrals, suspensions, expulsions)
3. Improvement in school pride and school environment
4. Reduced cost for school clothing
Possible Negative Arguments can include...
1. Studies or statistics showing no change or a reduction in school performance after implementing school uniform policies.
2. Loss of privacy and/or freedom of expression
3. Increase cost of student clothing
4. Studies or statistics showing no change or reduction of school safety indicators
Debate Format
The team debate for class follows this structure:
1st Affirmative--4 min.
Cross Examination (CX)--2 min.
1st Negative--4 min.
CX--2 min.
2nd Affirmative--4 min.
CX--2 min.
2nd Negative--4 min.
CX--2 min.
1st Negative Rebuttal--3 min
1st Affirmative Rebuttal--3 min.
2nd Negative Rebuttal--3 min.
2nd Affirmative Rebuttal--3 min.
Prep Time per Team--3 min.
1st Affirmative--4 min.
Cross Examination (CX)--2 min.
1st Negative--4 min.
CX--2 min.
2nd Affirmative--4 min.
CX--2 min.
2nd Negative--4 min.
CX--2 min.
1st Negative Rebuttal--3 min
1st Affirmative Rebuttal--3 min.
2nd Negative Rebuttal--3 min.
2nd Affirmative Rebuttal--3 min.
Prep Time per Team--3 min.
Wednesday, January 20, 2010
Evidence Assignment--Due 1/27-28 (60 pts.)
For the assignment, you need to collect and write out 15 Evidence Cards that are Affirmative and 15 Evidence Cards that are Negative related to the School Uniform Policy resolution. The format for an evidence card is as follows:
Tagline--7 Words or Less That Summarizes your Data
Source--Name, Date, Page # of publication used for your data
Data--Quote or summary of passage used for your data
Most likely you will need 5-8 articles on the debate topic to collect the assigned number of evidence cards.
Example: (Do Not Use This As One of Your Cards)
Tagline--School Uniforms Reduce Violence in Schools
Source: Newsweek 12/14/09 p. 36
Data--"According to a study performed by the University of Chicago's Department of Urban Education, two years after Chicago Public Schools implemented a school uniform policy in all its schools, reports of violence dropped 25%."
Tagline--7 Words or Less That Summarizes your Data
Source--Name, Date, Page # of publication used for your data
Data--Quote or summary of passage used for your data
Most likely you will need 5-8 articles on the debate topic to collect the assigned number of evidence cards.
Example: (Do Not Use This As One of Your Cards)
Tagline--School Uniforms Reduce Violence in Schools
Source: Newsweek 12/14/09 p. 36
Data--"According to a study performed by the University of Chicago's Department of Urban Education, two years after Chicago Public Schools implemented a school uniform policy in all its schools, reports of violence dropped 25%."
Friday, January 15, 2010
First Two Assignments
Read post for the first assignments:
DEFINITION ASSIGNMENTS
1. Using at least THREE different dictionary sources, write out the definition for each word in the resolution. Be sure to list the title of the source with each definition.
2. Identify the PART OF SPEECH for each word in the context of the resolution. The part of speech refers to whether the word is a noun, verb, adjuctive, adverb, preposition, etc. If you have no clue what I am talking about, show this to your language arts teacher or speak with me one on one.
ARTICLE ASSIGNMENT
1. Locate and print out 2 articles related to the debate topic. One article should support the resolution and one article should be negative against the resolution.
BOTH ASSIGNMENTS ARE DUE ON WED. JAN. 20TH FOR 4TH, 5TH, AND 8TH PERIOD AND THURS. JAN. 21ST FOR 1ST AND 3RD PERIODS.
DEFINITION ASSIGNMENTS
1. Using at least THREE different dictionary sources, write out the definition for each word in the resolution. Be sure to list the title of the source with each definition.
2. Identify the PART OF SPEECH for each word in the context of the resolution. The part of speech refers to whether the word is a noun, verb, adjuctive, adverb, preposition, etc. If you have no clue what I am talking about, show this to your language arts teacher or speak with me one on one.
ARTICLE ASSIGNMENT
1. Locate and print out 2 articles related to the debate topic. One article should support the resolution and one article should be negative against the resolution.
BOTH ASSIGNMENTS ARE DUE ON WED. JAN. 20TH FOR 4TH, 5TH, AND 8TH PERIOD AND THURS. JAN. 21ST FOR 1ST AND 3RD PERIODS.
Thursday, January 7, 2010
First Debate Topic
For the first debate of the Spring semester, we will use the following resolution:
Resolved: School uniform policies significantly improve student learning.
If you want to work ahead, the first assignment for this topic is....
1. Using at least THREE different dictionary sources, write out the definition for each word in the resolution. Be sure to list the title of the source with each definition.
2. Identify the PART OF SPEECH for each word in the context of the resolution. The part of speech refers to whether the word is a noun, verb, adjuctive, adverb, preposition, etc. If you have no clue what I am talking about, show this to your language arts teacher or speak with me one on one.
Resolved: School uniform policies significantly improve student learning.
If you want to work ahead, the first assignment for this topic is....
1. Using at least THREE different dictionary sources, write out the definition for each word in the resolution. Be sure to list the title of the source with each definition.
2. Identify the PART OF SPEECH for each word in the context of the resolution. The part of speech refers to whether the word is a noun, verb, adjuctive, adverb, preposition, etc. If you have no clue what I am talking about, show this to your language arts teacher or speak with me one on one.
First Two Weeks of Class
For the first two weeks of the semester, students will be studying learning theory and participate in activities related to the 7 Habits of Highly Effective Teens by Sean Covey. They will take surveys to find out their preferred learning style and how they process information. Additionally they will receive the course syllabus and complete a data survey with their parent/guardian.
Monday, January 4, 2010
Welcome to Spring Semester!!!
I welcome the new students to the Spring edition of Debate class at Shortridge Magnet High School! During the semester we will participate in a variety of activities including:
Researching using electronic databases
Evaluating articles and information for evidence
Outlining and developing briefs for arguments
Debating other students
Attending speech and/or debate tournaments
Learning how people learn
Setting your own goals and communicating your own purpose or mission.
Debate is a high school credit class and will count towards the 42 credits you need to graduate from high school.
You will use this blogsite frequently for information and resources related to assignments. Be sure to check this site when instructed or at least weekly.
The next two weeks will include the following:
1. Taking a survey evaluating how you learn
2. Finding out about different styles of learning
3. Learning why teachers create a variety of different assignments
4. Knowing the difference between a goal and a mission
5. Finding out the different roles you have during a day
6. Developing your own mission and goals
Researching using electronic databases
Evaluating articles and information for evidence
Outlining and developing briefs for arguments
Debating other students
Attending speech and/or debate tournaments
Learning how people learn
Setting your own goals and communicating your own purpose or mission.
Debate is a high school credit class and will count towards the 42 credits you need to graduate from high school.
You will use this blogsite frequently for information and resources related to assignments. Be sure to check this site when instructed or at least weekly.
The next two weeks will include the following:
1. Taking a survey evaluating how you learn
2. Finding out about different styles of learning
3. Learning why teachers create a variety of different assignments
4. Knowing the difference between a goal and a mission
5. Finding out the different roles you have during a day
6. Developing your own mission and goals
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