This document provides an overview of the format and rules for middle school public debate programs. It explains that debates involve structured discussions between two opposing sides aimed at encouraging critical thinking, personal expression, and tolerance of differing opinions. Key aspects of debates covered include having a specific topic, clear proposition and opposition sides, and arguments supported by reasoning and evidence. The debate format involves five-minute constructive speeches from each side, followed by a ten-minute preparation period and three-minute rebuttals. Points of information and respectful heckling are also discussed.
Debate is a method of interactive argument between sides discussing a proposition. A debate involves a moderator, timekeeper, and judge. Debates have an introduction, discussion, and conclusion. Each side presents evidence and rebuttals of the opposition's arguments. Different debate styles include Lincoln-Douglas debates which are one-on-one and focus on philosophy, and parliamentary debates which involve multiple speakers on teams debating proposed laws. Debates follow structured speeches and allow questions between sides.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
This document provides tips and strategies for participating in a debate. It discusses important debate terminology like affirmative, negative, and argument. It offers dos and don'ts for debating such as staying calm, clearly defining the resolution, thoroughly researching your position, being aware of time constraints, and addressing all rebuttals. The document also discusses different types of debates like congressional debate, Lincoln-Douglas debate, parliamentary debate, and public forum debate.
The document outlines the steps for organizing and participating in a debate, including developing a resolution, establishing rules, researching the topic, anticipating counterarguments, and planning speeches. It provides guidance on the structure of the debate with opening speeches from both sides, a rebuttal period, and closing speeches to summarize arguments without introducing new information. Key parts of the speeches are identified, such as clearly stating the resolution in the first speech and identifying conflicts in the second. Dos and don'ts of the debate process are also listed, such as thoroughly researching the topic but avoiding personal attacks.
This document provides information about debate strategies and structure. It discusses the goals of a debate to convince the audience of one side's argument. It outlines five debate strategies: 1) refer back to your argument tag, 2) explain your argument, 3) characterize your opponent's response fairly, 4) resolve the issue by showing why you are right, and 5) impact the importance of winning the argument. It also describes the roles and order of speakers in a debate competition, including an affirmative and negative first speaker, rebuttals from second speakers, and a focus on rebuttal for third speakers. Adjudicators consider debates based on manner, matter, and method.
The document provides an overview of the basics of debating, including what debating is and is not, the benefits of debating, qualities of a good debater, and key terms and concepts in debating. It discusses the structure of a debate with two teams of three members each taking opposing sides of a motion. It outlines the speech order and roles of each speaker, as well as concepts like definitions, theme lines, team splits, arguments, rebuttals, and adjudication. Adjudicators are instructed to assess the content, delivery, and organization of arguments to determine the winning team based on a marking scale and margin.
This document provides an overview of the format and rules for middle school public debate programs. It explains that debates involve structured discussions between two opposing sides aimed at encouraging critical thinking, personal expression, and tolerance of differing opinions. Key aspects of debates covered include having a specific topic, clear proposition and opposition sides, and arguments supported by reasoning and evidence. The debate format involves five-minute constructive speeches from each side, followed by a ten-minute preparation period and three-minute rebuttals. Points of information and respectful heckling are also discussed.
Debate is a method of interactive argument between sides discussing a proposition. A debate involves a moderator, timekeeper, and judge. Debates have an introduction, discussion, and conclusion. Each side presents evidence and rebuttals of the opposition's arguments. Different debate styles include Lincoln-Douglas debates which are one-on-one and focus on philosophy, and parliamentary debates which involve multiple speakers on teams debating proposed laws. Debates follow structured speeches and allow questions between sides.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
This document provides tips and strategies for participating in a debate. It discusses important debate terminology like affirmative, negative, and argument. It offers dos and don'ts for debating such as staying calm, clearly defining the resolution, thoroughly researching your position, being aware of time constraints, and addressing all rebuttals. The document also discusses different types of debates like congressional debate, Lincoln-Douglas debate, parliamentary debate, and public forum debate.
The document outlines the steps for organizing and participating in a debate, including developing a resolution, establishing rules, researching the topic, anticipating counterarguments, and planning speeches. It provides guidance on the structure of the debate with opening speeches from both sides, a rebuttal period, and closing speeches to summarize arguments without introducing new information. Key parts of the speeches are identified, such as clearly stating the resolution in the first speech and identifying conflicts in the second. Dos and don'ts of the debate process are also listed, such as thoroughly researching the topic but avoiding personal attacks.
This document provides information about debate strategies and structure. It discusses the goals of a debate to convince the audience of one side's argument. It outlines five debate strategies: 1) refer back to your argument tag, 2) explain your argument, 3) characterize your opponent's response fairly, 4) resolve the issue by showing why you are right, and 5) impact the importance of winning the argument. It also describes the roles and order of speakers in a debate competition, including an affirmative and negative first speaker, rebuttals from second speakers, and a focus on rebuttal for third speakers. Adjudicators consider debates based on manner, matter, and method.
The document provides an overview of the basics of debating, including what debating is and is not, the benefits of debating, qualities of a good debater, and key terms and concepts in debating. It discusses the structure of a debate with two teams of three members each taking opposing sides of a motion. It outlines the speech order and roles of each speaker, as well as concepts like definitions, theme lines, team splits, arguments, rebuttals, and adjudication. Adjudicators are instructed to assess the content, delivery, and organization of arguments to determine the winning team based on a marking scale and margin.
Debate is a formal argumentative contest between individuals or teams that aims to persuade others of a position. It teaches skills like critical thinking, teamwork, research, and the ability to think on one's feet. A debate involves presenting structured arguments and rebuttals on a given topic. To run an effective debate, the organizer should clarify participants and structure, maintain a respectful environment, and ensure all sides have a chance to present their views before reaching a conclusion. Debate skills are also valuable for business, teaching how to communicate positions, make tough decisions under pressure, and understand different perspectives.
This document outlines the structure and procedures of formal debate. It discusses the roles of each speaker, including presenting arguments, rebuttals, and summaries. Formal debates have strict rules and involve arguing a motion using logic over shouting. Speakers must make their points within time limits and accept questions from other participants to defend their arguments. The goal is a structured competition of ideas, with both sides aiming to logically prove their resolution is the stronger position.
The document defines a debate as a contest where two teams present arguments to persuade one another on a given resolution, and notes classroom debates help develop skills like analytical thinking, public speaking, and teamwork. Key aspects of debates are outlined, including the roles of the affirmative and negative teams, the rebuttal process, preparation strategies, and evaluation criteria used by judges.
The document summarizes a presentation on incorporating debate into English language teaching. It discusses what debate is, the skills it helps develop, how to design a debate-focused syllabus, and tips for structuring classroom debates. Debate involves arguing for or against a resolution and helps improve students' critical thinking, research, public speaking and listening skills. The presentation provides examples of debate topics and structures for classroom debates, as well as suggestions for supporting arguments and developing counterarguments.
This document provides instructions on how to debate effectively. It discusses what a debate is, why people debate, and basic debating skills. The skills covered include style, speed, tone, volume, clarity, use of notes, eye contact, content, case structure, and rebuttal techniques. The document emphasizes the importance of presenting arguments in a clear, logical, and evidence-based manner while also engaging with the audience. Debates involve structuring an argument, supporting various positions, and systematically addressing opposing views.
The document discusses the key elements of a debate. It defines a debate as a structured argument between two sides on a particular topic or resolution. The main points covered include:
- The roles of the affirmative and negative sides in supporting or opposing the resolution.
- Guidelines for participants on research, constructing speeches, rebuttals, and the psychological aspects of debating.
- Tips on public speaking skills like style, tone, volume and eye contact.
- Procedures for moderating a debate such as announcing the topic, assigning sides, and timekeeping.
- Resources for further information on rules, strategies and the elements of an effective debate.
Debate is a series of lectures for and against on a given topic by knowledgeable persons.this presentation will help to know more about the topic i.e. debate, their functions, rules, characteristics and cautions while delivering debate. hope that you will find this presentation helpful. this subject belongs to enhance the communication skills and interaction with persons at the competitive level.
This document provides information about how debates are structured and tips for effective debating. It discusses the key parts of a debate: constructive speeches from each side laying out their arguments, a cross-examination period, and rebuttals. Successful debaters state a clear resolution up front, research their position thoroughly, address their opponents' arguments, and stay on topic while speaking within the allotted time limits. Planning, practicing, and working as a team are emphasized as important strategies.
This document provides guidance on how to approach a debate as a theatrical performance with different roles. It outlines the structure as a 3 act play with construction and cross-examination in Act 1, rebuttal in Act 2, and rejoinder in Act 3. Each role is described, including tips for success. General advice is given around rehearsal, body language, vocal delivery, and avoiding common pitfalls. The overall message is that debate requires preparation, rehearsal, and embracing the performance aspects of each role.
The Monash Association of Debaters (MAD) Member Training Program 2010 presents:
INTRODUCTION TO UNIVERSITY DEBATING
by Viv Jones, Top-10 Speaker and Semi-Finalist at the 2009 Australasian Intervarsity Debating Championships and Nita Rao, Semi-Finalist at the 2009 Australasian Intervarsity Debating Championships.
An introduction to debating at university, introducing the 3-on-3 debate format before moving on to general discussion about the importance of matter, manner and method in debates. Also covers definitions and a number of useful tips.
Presented as session 1, semester 1 in the Novice Stream and session 2, semester 1 in the Beginner Stream.
The document outlines the roles and responsibilities of speakers in a debate seminar. It discusses the structure of the debate, including defining the motion, outlining arguments for and against the motion, rebutting the opposing team's arguments, and summarizing the key issues. Each speaker has a specific role, such as the first speaker introducing their team's position, definition, and arguments, while later speakers rebut arguments and reinforce their team's overall case. Good arguments provide a clear assertion, reasoning, evidence, and link back to the motion. Rebuttals should explain why the opposing team's arguments are weak rather than just making accusations. Adjudicators will assess the debate based on the substance of arguments, presentation style, and adherence
The document provides tips for effective debating strategies. It advises to remain calm and on topic, thoroughly research arguments, and use examples and stories appropriately. Debaters should be aware of time limits and present information in a logical, appropriate manner without introducing new points in their closing statement. Working as a team and addressing all opposing arguments is important for a successful debate.
This document provides an introduction to the format of British parliamentary debate. It outlines the key components of a parliamentary debate, including the motions or topics that are debated, the order and roles of the eight speakers (prime minister, leader of opposition, etc.), and how debates are evaluated. The main points covered are: (1) Debates involve four teams of two debaters each who are assigned to support or oppose a motion. (2) Speakers present arguments in a set order, with specific roles like defining the motion or rebutting opponents. (3) Points of information can be offered to other speakers. (4) Debates are evaluated based on the strength of arguments rather than speaking ability.
The document discusses the benefits of debating in classrooms and provides guidance on how to organize debates. It notes that debating helps develop students' public speaking, research, organization, thinking and group work skills. It recommends preparing students by covering the debate topic in class, explaining the rules, and giving teams time to prepare arguments. Proper organization involves designating teams, a jury, time limits and point scoring. Suggested debate formats include traditional debates with rebuttals and alternative formats like balloon debates. Adaptations can make debates accessible for younger students by selecting age-appropriate topics and providing more support and scaffolding.
This document provides an overview of debating skills. It discusses what debating is, the benefits of debating, and basic debating skills. The key points covered are:
- Debating is a structured argument where two sides alternately argue for and against a contention on a topic. It allows opposing views to be discussed without insults.
- Benefits of debating include improving speaking skills and gaining experience developing convincing arguments while considering multiple perspectives.
- Basic debating skills include effective style, pace, tone, volume, clarity, use of notes, understanding other positions, and amicably resolving debates. Strategies like preparing arguments, rebuttals, and conceding small points are also discussed
This document defines and provides guidance on writing discursive essays. It explains that discursive essays discuss an issue, solution, or problem through presenting different viewpoints. There are three main types: for and against essays which discuss both sides of an issue; opinion essays which present the writer's view and an opposing view; and essays suggesting solutions to problems which analyze issues and potential solutions. The document provides tips for structuring and writing discursive essays effectively.
This document provides guidance for teachers on preparing students for debates in the classroom. It explains that debates engage students cognitively and linguistically. It outlines the key elements of a parliamentary debate format, including having two sides that argue for or against a motion, time limits for speakers, and a neutral chairperson. The document also offers tips for choosing motions, brainstorming and researching arguments, grouping similar reasons, and turning assertions into fully supported arguments to strengthen each team's position.
Public speaking involves addressing a large audience formally on a topic of general interest. It lacks the feedback and spontaneity of face-to-face communication due to the physical and psychological distance between the speaker and audience. Effective public speaking requires preparation including knowing the audience, choosing a topic, determining the purpose, collecting supporting materials, outlining the speech, and writing and practicing the delivery. Proper use of body language like posture, gestures, facial expressions and eye contact is important to complement the message during a public speaking presentation.
The document discusses inductive and deductive reasoning. It defines them as the two types of arguments: deductive arguments provide logically conclusive support to conclusions while inductive arguments provide probable support. Deductive arguments are based on laws and principles, using premises to logically derive a conclusion. Inductive arguments are based on experience and observation, using specific examples to generalize to broader conclusions. Examples of deductive arguments using major and minor premises are provided, along with discussions of constructing valid deductive arguments and indirect deductive methods like reductio ad absurdum. The differences between strong, weak, and cogent inductive arguments are also outlined.
This document discusses the importance of arguments in academic writing. It defines an argument as making a claim or thesis and supporting it with evidence. The document explains that instructors expect students to develop a point of view on course material and provide evidence, rather than just summarizing facts. It emphasizes finding the main point or claim of an assignment and backing it up with appropriate evidence from the field of study. The document also stresses considering and addressing potential counterarguments to strengthen the position.
Debate is a formal argumentative contest between individuals or teams that aims to persuade others of a position. It teaches skills like critical thinking, teamwork, research, and the ability to think on one's feet. A debate involves presenting structured arguments and rebuttals on a given topic. To run an effective debate, the organizer should clarify participants and structure, maintain a respectful environment, and ensure all sides have a chance to present their views before reaching a conclusion. Debate skills are also valuable for business, teaching how to communicate positions, make tough decisions under pressure, and understand different perspectives.
This document outlines the structure and procedures of formal debate. It discusses the roles of each speaker, including presenting arguments, rebuttals, and summaries. Formal debates have strict rules and involve arguing a motion using logic over shouting. Speakers must make their points within time limits and accept questions from other participants to defend their arguments. The goal is a structured competition of ideas, with both sides aiming to logically prove their resolution is the stronger position.
The document defines a debate as a contest where two teams present arguments to persuade one another on a given resolution, and notes classroom debates help develop skills like analytical thinking, public speaking, and teamwork. Key aspects of debates are outlined, including the roles of the affirmative and negative teams, the rebuttal process, preparation strategies, and evaluation criteria used by judges.
The document summarizes a presentation on incorporating debate into English language teaching. It discusses what debate is, the skills it helps develop, how to design a debate-focused syllabus, and tips for structuring classroom debates. Debate involves arguing for or against a resolution and helps improve students' critical thinking, research, public speaking and listening skills. The presentation provides examples of debate topics and structures for classroom debates, as well as suggestions for supporting arguments and developing counterarguments.
This document provides instructions on how to debate effectively. It discusses what a debate is, why people debate, and basic debating skills. The skills covered include style, speed, tone, volume, clarity, use of notes, eye contact, content, case structure, and rebuttal techniques. The document emphasizes the importance of presenting arguments in a clear, logical, and evidence-based manner while also engaging with the audience. Debates involve structuring an argument, supporting various positions, and systematically addressing opposing views.
The document discusses the key elements of a debate. It defines a debate as a structured argument between two sides on a particular topic or resolution. The main points covered include:
- The roles of the affirmative and negative sides in supporting or opposing the resolution.
- Guidelines for participants on research, constructing speeches, rebuttals, and the psychological aspects of debating.
- Tips on public speaking skills like style, tone, volume and eye contact.
- Procedures for moderating a debate such as announcing the topic, assigning sides, and timekeeping.
- Resources for further information on rules, strategies and the elements of an effective debate.
Debate is a series of lectures for and against on a given topic by knowledgeable persons.this presentation will help to know more about the topic i.e. debate, their functions, rules, characteristics and cautions while delivering debate. hope that you will find this presentation helpful. this subject belongs to enhance the communication skills and interaction with persons at the competitive level.
This document provides information about how debates are structured and tips for effective debating. It discusses the key parts of a debate: constructive speeches from each side laying out their arguments, a cross-examination period, and rebuttals. Successful debaters state a clear resolution up front, research their position thoroughly, address their opponents' arguments, and stay on topic while speaking within the allotted time limits. Planning, practicing, and working as a team are emphasized as important strategies.
This document provides guidance on how to approach a debate as a theatrical performance with different roles. It outlines the structure as a 3 act play with construction and cross-examination in Act 1, rebuttal in Act 2, and rejoinder in Act 3. Each role is described, including tips for success. General advice is given around rehearsal, body language, vocal delivery, and avoiding common pitfalls. The overall message is that debate requires preparation, rehearsal, and embracing the performance aspects of each role.
The Monash Association of Debaters (MAD) Member Training Program 2010 presents:
INTRODUCTION TO UNIVERSITY DEBATING
by Viv Jones, Top-10 Speaker and Semi-Finalist at the 2009 Australasian Intervarsity Debating Championships and Nita Rao, Semi-Finalist at the 2009 Australasian Intervarsity Debating Championships.
An introduction to debating at university, introducing the 3-on-3 debate format before moving on to general discussion about the importance of matter, manner and method in debates. Also covers definitions and a number of useful tips.
Presented as session 1, semester 1 in the Novice Stream and session 2, semester 1 in the Beginner Stream.
The document outlines the roles and responsibilities of speakers in a debate seminar. It discusses the structure of the debate, including defining the motion, outlining arguments for and against the motion, rebutting the opposing team's arguments, and summarizing the key issues. Each speaker has a specific role, such as the first speaker introducing their team's position, definition, and arguments, while later speakers rebut arguments and reinforce their team's overall case. Good arguments provide a clear assertion, reasoning, evidence, and link back to the motion. Rebuttals should explain why the opposing team's arguments are weak rather than just making accusations. Adjudicators will assess the debate based on the substance of arguments, presentation style, and adherence
The document provides tips for effective debating strategies. It advises to remain calm and on topic, thoroughly research arguments, and use examples and stories appropriately. Debaters should be aware of time limits and present information in a logical, appropriate manner without introducing new points in their closing statement. Working as a team and addressing all opposing arguments is important for a successful debate.
This document provides an introduction to the format of British parliamentary debate. It outlines the key components of a parliamentary debate, including the motions or topics that are debated, the order and roles of the eight speakers (prime minister, leader of opposition, etc.), and how debates are evaluated. The main points covered are: (1) Debates involve four teams of two debaters each who are assigned to support or oppose a motion. (2) Speakers present arguments in a set order, with specific roles like defining the motion or rebutting opponents. (3) Points of information can be offered to other speakers. (4) Debates are evaluated based on the strength of arguments rather than speaking ability.
The document discusses the benefits of debating in classrooms and provides guidance on how to organize debates. It notes that debating helps develop students' public speaking, research, organization, thinking and group work skills. It recommends preparing students by covering the debate topic in class, explaining the rules, and giving teams time to prepare arguments. Proper organization involves designating teams, a jury, time limits and point scoring. Suggested debate formats include traditional debates with rebuttals and alternative formats like balloon debates. Adaptations can make debates accessible for younger students by selecting age-appropriate topics and providing more support and scaffolding.
This document provides an overview of debating skills. It discusses what debating is, the benefits of debating, and basic debating skills. The key points covered are:
- Debating is a structured argument where two sides alternately argue for and against a contention on a topic. It allows opposing views to be discussed without insults.
- Benefits of debating include improving speaking skills and gaining experience developing convincing arguments while considering multiple perspectives.
- Basic debating skills include effective style, pace, tone, volume, clarity, use of notes, understanding other positions, and amicably resolving debates. Strategies like preparing arguments, rebuttals, and conceding small points are also discussed
This document defines and provides guidance on writing discursive essays. It explains that discursive essays discuss an issue, solution, or problem through presenting different viewpoints. There are three main types: for and against essays which discuss both sides of an issue; opinion essays which present the writer's view and an opposing view; and essays suggesting solutions to problems which analyze issues and potential solutions. The document provides tips for structuring and writing discursive essays effectively.
This document provides guidance for teachers on preparing students for debates in the classroom. It explains that debates engage students cognitively and linguistically. It outlines the key elements of a parliamentary debate format, including having two sides that argue for or against a motion, time limits for speakers, and a neutral chairperson. The document also offers tips for choosing motions, brainstorming and researching arguments, grouping similar reasons, and turning assertions into fully supported arguments to strengthen each team's position.
Public speaking involves addressing a large audience formally on a topic of general interest. It lacks the feedback and spontaneity of face-to-face communication due to the physical and psychological distance between the speaker and audience. Effective public speaking requires preparation including knowing the audience, choosing a topic, determining the purpose, collecting supporting materials, outlining the speech, and writing and practicing the delivery. Proper use of body language like posture, gestures, facial expressions and eye contact is important to complement the message during a public speaking presentation.
The document discusses inductive and deductive reasoning. It defines them as the two types of arguments: deductive arguments provide logically conclusive support to conclusions while inductive arguments provide probable support. Deductive arguments are based on laws and principles, using premises to logically derive a conclusion. Inductive arguments are based on experience and observation, using specific examples to generalize to broader conclusions. Examples of deductive arguments using major and minor premises are provided, along with discussions of constructing valid deductive arguments and indirect deductive methods like reductio ad absurdum. The differences between strong, weak, and cogent inductive arguments are also outlined.
This document discusses the importance of arguments in academic writing. It defines an argument as making a claim or thesis and supporting it with evidence. The document explains that instructors expect students to develop a point of view on course material and provide evidence, rather than just summarizing facts. It emphasizes finding the main point or claim of an assignment and backing it up with appropriate evidence from the field of study. The document also stresses considering and addressing potential counterarguments to strengthen the position.
The document lists 67 potential topics for discussion or debate. Some of the topics included are whether the husband should earn most of the family income, the intelligence of men versus women, the importance of computers in education, and whether success equates to money. Other topics cover nationalism, television programs, education levels of husbands and wives, the importance of friendship, and what career someone would choose and why.
All About Poetry (Elements and Types of Poetry)Louise Gwyneth
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This document provides an overview of poetry, defining it, outlining its key elements and forms, and describing different types of poetry. It defines poetry as literary work that uses distinctive style and rhythm to intensely express feelings and ideas. Some key elements discussed include stanzas, rhyme schemes, rhythm, imagery, figures of speech, tone and theme. The main types covered are lyrical, narrative, dramatic and special forms like sonnets, odes and epics.
The document discusses the symposium method used in education. It provides a history of symposia in Greek times and defines a symposium as a set of prepared speeches on different aspects of a topic, followed by audience discussion. The objectives are to understand various perspectives and enable listeners to make decisions or form policies. Advantages include presenting broad topics to large groups, while disadvantages include limited participation and discussion.
This document defines key concepts in research methods including variables, dependent and independent variables, assumptions, hypotheses, and guidelines for formulating hypotheses. It explains that a variable can take on different values, and an attribute is a specific value of a variable. A dependent variable is affected by manipulating independent variables, which the researcher controls. Assumptions are self-evident truths based on facts, while hypotheses are tentative answers to research questions. Hypotheses should be testable, relate variables, and be limited in scope. The document provides examples and guidelines for formulating explicit and null hypotheses to structure an investigation.
The document discusses web-based assessment in teaching and learning management systems (e-ATLMS). It describes how e-ATLMS can help facilitate assessment activities like assignments, exams and grading. Case studies from teachers find that e-ATLMS engages students and allows for paperless and varied assessments. While e-ATLMS provides benefits like instant feedback and online collaboration, it also faces challenges like preparing teachers for change and technical issues. Overall, e-ATLMS is presented as an alternative assessment tool that can manage evaluation and enhance teaching and learning.
This document provides an overview of the key components of an argument, including the claim, reasons/data to support the claim, evidence to back up the reasons, and a warrant connecting the data to the claim. It also discusses acknowledging opposing views, drawing conclusions, inductive vs. deductive reasoning, the characteristics of arguable statements, and the importance of knowing your audience.
This document provides an overview of the benefits and process of debate. It discusses how debate can be academically beneficial, help prepare students for their careers, and aid in self-actualization. The document then gives examples of successful individuals who debated, including politicians and celebrities. It outlines the basic structure of a debate, including definitions, motions, types of debates, the two opposing sides, formats, and the roles and responsibilities of different speakers.
This document provides information about debates and panel discussions. It defines a debate as a method of interactive argument that examines issues from multiple perspectives. Debates usually have an affirmative and negative side and follow a structured format like Lincoln-Douglas. Panel discussions involve a group discussing a topic before an audience. The document outlines best practices for conducting a panel discussion, including identifying a topic, inviting experts, selecting a moderator, establishing rules, preparing questions, recording the discussion, introducing panelists, summarizing, and thanking participants. A key difference between debates and panels is that debates have opposing sides trying to prove the other wrong, while panels feature a more equal discussion of differing viewpoints.
This document discusses how to evaluate arguments. To evaluate an argument, you first analyze it by identifying the claim, or conclusion, the author is trying to persuade the reader of. You then identify the evidence or reasons the author provides to support the claim. Finally, you critically analyze the strength of the evidence and how well it actually supports the claim. A strong, valid argument will have evidence that is truthful and clearly supports its claim.
This document discusses the symposium technique used in nursing education. It defines a symposium as consisting of prepared speeches on different aspects of a topic, followed by audience discussion under a chairperson. The objectives of a symposium are to understand various perspectives and develop the ability to make judgments or form policies on an issue. A symposium provides broad understanding of a topic while allowing listeners to discuss it and make decisions. Though it engages participants cognitively, it may not emphasize affecting domains as well. The document also notes advantages like organization, insights gained, and uses of the technique, as well as limitations such as limited participation.
The document discusses the differences between deductive and inductive reasoning. Deductive reasoning starts with a general premise that is known to be true and uses logic to draw a specific conclusion. Inductive reasoning uses specific observations to draw a general conclusion that is probable but not certain. Examples are provided of arguments that use deductive or inductive logic.
Panel discussions involve a small group of experts discussing a topic in front of an audience. They originated in 1929 as a way to have small group discussions with a larger audience. The objectives are to provide information on a topic from different perspectives, analyze problems, identify values, and provide mental recreation. There are two main types - public panels which discuss common issues, and educational panels which provide knowledge in educational settings. An effective panel includes an instructor to plan it, a moderator to guide discussion, panelists with expertise, and an audience to ask questions.
Academic debate teaches important skills such as critical thinking, organization, and effective communication. During a debate, teams explore arguments on both sides of a proposition. Debating allows students to develop skills like collecting and evaluating ideas, seeing logical connections, and adapting to new situations. Good debaters present information clearly without too many facts, show courtesy to opponents, and acknowledge other viewpoints. The document then outlines the structure of a sample classroom debate between two teams on whether juveniles should be tried as adults for adult crimes.
The document discusses different types of debates, including the Lincoln-Douglas debate, rebuttal debate, and Oregon-Oxford debate. It explains the typical structure and flow of an Oregon-Oxford debate, which involves three speakers from each side presenting arguments and rebuttals. The document also outlines important concepts in debating like issues, aspects to debate (necessity, beneficiality, practicability), speaker roles, and common fallacies to avoid in arguments.
This document discusses the counter argument and how to effectively incorporate it into an essay. It defines a counter argument as bringing up arguments against your own position. Including counter arguments makes an author seem more reliable by acknowledging valid points on the other side. The document recommends addressing a counter argument in its own separate paragraph after the two body paragraphs supporting your position but before the conclusion. It provides an example of how to briefly mention the counter argument and then clearly dismiss it.
This document provides strategies for refuting arguments, including locating openings in the argument, refuting definitions and logic used, challenging support and evidence, using counter-arguments, and strategically conceding parts of the opposing stance. It discusses looking for ambiguity, fallacies, unsupported assumptions, ignored evidence, and presenting a more compelling argument. The document also provides an example refutation that demonstrates using irrelevance, rebuttal, and strategic concession to counter opposing points.
This document provides an introduction to parliamentary debate. It outlines the basic formats, including the British and Asian styles. It describes the roles and speaking order of the prime minister, leader of opposition, and other speakers on both sides. It also defines key terms like definitions, rebuttals, and points of information. Motions can be open, semi-closed, or closed and abbreviations are used to indicate the stance. The roles, timing, and essential elements of an effective speech are explained.
This document provides an overview of the British Parliamentary debate format. It discusses the key components of a debate including the two opposing sides (government and opposition), the roles of each speaker, and the speaker responsibilities. It also describes the process of case building, delivering speeches within the allotted time limits, and engaging in points of information with the opposing side. Additionally, it provides a brief comparison of the Asian Parliamentary debate format which involves two teams of three members each and a longer case building period of 30 minutes.
The document provides an overview of the British Parliamentary (BP) debating format used in the Oxford Union Schools' Competition. It explains the basic structure and roles of each team in a BP debate. There are four teams - opening proposition, opening opposition, closing proposition, and closing opposition. Each speaker has 5 minutes for their speech and must follow the prescribed role and structure depending on their position. The document outlines the expectations and guidelines for an effective BP debate, including defining the motion, making arguments, rebutting the other side, and offering points of information.
The Asian Parliamentary Format is mainly used in Asian English debate competitions. There are two teams, the government and opposition, each consisting of three speakers. The debate begins and ends with speeches from the government team. Each speaker has 7 minutes for their initial speech, and 4 minutes for rebuttal. Points of information can be raised during speeches from the opposing team in the form of short questions or comments, which the active speaker can accept or reject. The roles of each speaker include defining and setting up the debate, presenting and defending their team's arguments and position, rebutting the other team's arguments, and summarizing the key points of the debate to convince the judges.
This document provides an overview of debating formats and guidelines for effective debating. It discusses the different types of debates including parliamentary vs non-parliamentary and various debate formats. It outlines the criteria debates are judged on including matter, manner, and method. It also details the roles and responsibilities of speakers, guidelines for constructing arguments and rebuttals, defining topics, and tips for coaches to help train debaters.
A summary of British Parliamentary Debate.Rajath KM
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In a British parliamentary debate there are four teams: two on the government side supporting the motion and two opposing it. Each team has two speakers who get seven minutes each. The government must define and argue for the motion while the opposition challenges and argues against it. Each speaker has a designated role such as Prime Minister, Leader of Opposition, and Whip to summarize arguments from their side's perspective.
This document provides an overview of debating formats and guidelines. It discusses the different types of debates including parliamentary and non-parliamentary. Debates are judged based on matter, manner, and method. The roles of speakers in various debate formats are outlined. Guidelines are provided on developing arguments, rebuttals, and responding to points of information. Suggestions are also given for coaches to help debaters understand motions and practice debates.
This document provides information about a workshop on Worlds Style debate. It discusses the objectives of the workshop, which are to distinguish between argument and debate, understand the components of a Worlds Style debate including rules and team member roles, and practice a mock debate. It then explains key aspects of Worlds Style debate such as its structure, roles of speakers, motions, preparation process, defining a motion, and making a case. Worlds Style debate, also known as British Parliamentary debate, is an international competitive debate format used in hundreds of competitions worldwide annually.
1. The document provides an overview of debate including defining debate, the purposes of debate, types of debate such as parliamentary and cross examination debates, and the roles and responsibilities of teams in a debate.
2. It describes key debate concepts like the motion, challenging definitions, the government and opposition teams, and how to conduct points of interruption.
3. Guidelines are presented for how to organize and effectively manage time when arguing a position in a debate, conveying ideas, developing arguments, and examples of debate videos are referenced.
Asian parliamentary debate: Format, Roles of speaker, victory hacks.anubhavgarg1234
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All the intricacies of the APD explained in one PPT comprehensively and concisely including success tips for workshops, seminars, and introductory sessions.
The document provides information about an upcoming English debating competition that will use the Asian Parliamentary debate format. It summarizes the structure of the competition as follows: There will be preliminary rounds with each team getting at least one debate, followed by semi-final and grand final rounds to determine the winners. The debates will involve teams of 3 speakers who will have opportunities to make arguments, rebuttals, and responses to points of information on their speeches within strict time limits. The motions for debate will be announced shortly before each round and teams will have limited time to prepare their cases before debating begins. Adjudicators will assess the debates based on the substance and delivery of arguments, and the organization of presentations.
The document summarizes information about the International Law Students' Society (ILSS) at the University of Eastern Finland and debating. The ILSS organizes scientific events and research activities for foreign law students to integrate them. It hosts a Joensuu Debates Club using the British debate format. Debating teaches critical thinking, public speaking, and allows students to travel and meet people. A British parliamentary debate involves prime ministers, whips, and points of information, with the government defining the motion and each side presenting arguments and counterarguments.
The document summarizes information about the International Law Students' Society (ILSS) at the University of Eastern Finland and debating. The ILSS organizes scientific events and research in law and related fields to integrate international law students. It hosts a Joensuu Debates Club using the British parliamentary debate format along with seminars, lectures, and other academic and social activities. Debating teaches critical thinking, public speaking, and making arguments while allowing students to travel and network. The document outlines the roles and order of speakers in a British parliamentary debate.
British parliamentary debate. British Parliamentary Debate is a debate done on the spot. This article will cover how to debate in this style and provide some useful tips.
Here are the answers to the identification questions:
1. Prime Minister
2. Reply speech
3. Whips from both sides summarize the debate.
4. Closed motion
5. Seven minutes
This document outlines the content and structure of a workshop on debating. It discusses key concepts in debating like claims, evidence, reasoning, and fallacies. It also explains the British Parliamentary debate format and the typical order and roles of speakers. Students will participate in exercises to practice skills like developing arguments, analyzing resolutions, and engaging in mini debates. The overall goal is to provide foundational knowledge and training to support a debate academy project.
This is a pilot presentation for a multi-campus ESL learning opportunity allowing English learners to engage in higher level discussions in a structured manner.
Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities.
A debate is a structured discussion between two sides on an issue or resolution, with one side supporting and the other opposing. Debates have agreed upon rules and may be judged to declare a winning side. This document outlines 10 common rules of formal debates, including having two teams of 2-3 speakers each give constructive and rebuttal speeches within time limits. It also describes how "points of information" can be offered by the non-speaking side to introduce relevant information or refute the speaking side, if accepted.
All languages share some common features at their core, but they also differ in things like pronunciation and word order. The document discusses three hypotheses for why languages share universals: that all languages descended from a single protolanguage (monogenesis), that they influence each other through language contact, and that linguistic abilities are innate to humans (innateness). It provides examples of both absolute universals found in all languages, like the distinction between vowels and consonants, as well as statistical universals that are predominant but not universal, like subjects tending to precede objects.
Theatre is a collaborative art form that uses live performers to present an experience to an audience. It can refer to the performance itself, the building, or plays. Key collaborators include producers, directors, actors, designers, builders, crews, and playwrights. Theatre originated in ancient Greece where festivals honored Dionysus and plays were performed in outdoor theatres. Major forms included tragedy, comedy, and satyr plays. Theatre continued to develop under the Romans, influenced by Greek culture. Roman theatres staged a variety of performances and plays by authors like Plautus and Seneca.
This document provides guidance on developing an effective speaking voice. It discusses the qualities of a good voice, including audibility, pleasantness, clarity, and flexibility. It emphasizes the importance of relaxation, proper posture, and breath control. Specific exercises are outlined to relax the body and warm up the voice. The document also covers voice projection, articulation, pitch, tone, volume, and avoiding common faults when speaking such as using limited variation. The overall message is on developing a well-trained, relaxed vocal mechanism for clear and engaging speech.
- Philosophy began through the natural human process of wondering, as Socrates described. The curious Greeks sought to understand the world through philosophical inquiry.
- Thales was regarded as the first to philosophically articulate the basic substance of the universe, proposing that water or moisture was the fundamental principle of life. This inspired other Greeks to develop new concepts.
- Logic demands that all thinking adhere to rules and guidelines to ensure correctness. It trains the mind and prepares one for further study in other areas.
Writing is a medium of communication that uses signs and symbols to represent language. It relies on structures like vocabulary, grammar, and semantics that are also used in spoken language. There are differences between written and oral language, as writing is textual while speech is spoken, and writing uses symbols while speech uses sound. Some purposes of writing include communicating, recording information, expressing emotions, narrating stories, persuading, explaining concepts, and describing ideas or events. Academic writing aims to educate readers or achieve scholarly goals, and has characteristics like clear organization, relevance to the assigned topic, accuracy, varied vocabulary and style, coherence, cohesion, and appropriate referencing of sources.
This document defines key concepts related to states and governments. It discusses that a state is a political community that occupies a defined territory, has an organized government, and sovereignty. A nation is a racial or ethnic group that may encompass multiple states. The key elements of a state are its people, territory, government, and sovereignty. The document also discusses the different ways a state can acquire territory and the distinction between de jure (legitimate) and de facto (illegitimate) governments.
Pedro Calungsod was born in 1654 in the Philippines and worked as a catechist alongside Jesuit missionary Diego Luis de San Vitores in Guam. In 1672, after baptizing an infant during a dispute, Calungsod and San Vitores were speared and killed by villagers influenced by anti-Christian sentiments. Calungsod was beatified in 2000 and canonized in 2012, becoming the second Filipino saint, for his martyrdom at age 17 while evangelizing in Guam.
The document provides guidance on writing for broadcast news. It discusses key differences from other writing formats, such as brevity and accuracy. Stories for broadcast news are typically 30 seconds or less. It also covers techniques like using "slugs" to identify stories, splitting the page into two columns for script and technical cues, avoiding split words and punctuation guidelines. The document emphasizes writing in a clear, conversational style and timing stories accurately.
TV is a mass medium that is emotional and persuasive, strengthening other media. While it can be creative, TV can also be time-consuming and broadcast inappropriate programs and false advertisements, posing health hazards especially to children.
This document discusses various techniques of cinematography including quality, framing, scale, and movement. It covers topics such as color, lighting, depth of field, exposure, racking focus, aspect ratio, angles, lenses, and more. Cinematography aims to achieve the desired photographic images through composition, lighting, camerawork, and special effects to tell a story.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analyticsâ feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
7. Motion
âĸ Every debate has a motion;
this is the issue for
discussion.
âĸ A good motion has clear
arguments in favor of it and
against it.
8. Point of Information (POI)
âĸ Points of Information are a very
important part of BP.
âĸ They enable you to keep involved
throughout the whole debate,
rather than just during your five
minutes are up.
9. Point of Information (POI)
âĸ They do not figure too heavily in
most judging decisions, but in a
close round where the teams are
all similarly good at style and
content could be the deciding
factor.
10. Rules for POI
âĸ It could be offered during
unprotected time.
âĸ They should be offered by members
of the opposite side only.
âĸ You offer a point of information by
standing and saying âpoint of
informationâ.
11. Rules for POI
âĸ Speakers may accept or decline the
point of information in any way they
like; the simplest is by saying âyes
pleaseâ, or âno thank youâ.
âĸ Points of Information should be quick
and to the point (no more than about
âĸ fifteen seconds).
12. How to deal with POI
1. Dismiss them briefly and then
get on with your speech (if it
was a stupid point).
2. Answer them more fully and
merge your answer into what
you were going to say next.
13. How to deal with POI
3. Say that you are planning to deal with
that point later on in your speech and
carry on where you were. If you do this,
you absolutely MUST make it utterly
explicit when you refute the point later
on. You must not use this as a ducking
tactic since adjudicators will notice.
14. Rebut/Rebuttal
is a form of evidence that is
presented to contradict or
nullify other evidence that has
been presented by an adverse
party.
16. In supporting the motion, the
Government carries out these functions:
âĸ Defining the motion
âĸ Constructing a positive case in favor
of the motion
âĸ Providing substantive materials and
arguments in support of the case
âĸ Responding to any challenges made
to the case made by the Opposition
18. In negating the motion, the Opposition
carries out these functions:
âĸ Responding to the Government's
definition
âĸ Constructing a case in opposition to the
motion
âĸ Providing substantive material and
arguments in support of the opposition
case
âĸ Responding to the arguments delivered
by the Government.
19. The Four Teamsin Debate
âĸ Opening Proposition Team
âĸ Opening Opposition Team
âĸ Closing Proposition Team
âĸ Closing Opposition Team
20. Opening Proposition Team
First speaker
1. Define the motion (see below).
2. Outline the case he and his partner will
put forward and explain which speaker will
deal with which arguments.
3. Develop his own arguments, which
should be separated into two or three
main points.
4. Finish by summarizing his main points
21. Opening Proposition Team
Second speaker
1. Re-cap the team line.
2. Rebut the response made by the first
opposition speaker to his partnerâs speech.
3. Rebut the first opposition speakerâs main
arguments.
4. Develop his own arguments â separated into
two or three main points.
5. Finish with a summary of the whole team
case.
22. Opening Opposition Team
First speaker
1. Respond to the definition if it is unfair or
makes no link to the motion. You can re-define
(offer an alternative interpretation of the
motion), but this can be risky and should only be
done when the definition is not debatable
(usually better to complain a little and hope the
adjudicator gives you credit â âwell this is a silly
definition but weâre going to debate it and beat
you on it anywayâ approach).
23. Opening Opposition Team
2. Rebut the first proposition speech.
3. Outline the case which she and her
partner will put forward and explain which
speakers will deal with which arguments
4. Offer additional arguments (roughly 2)
about why the policy is a bad idea, or
develop a counter case (i.e. an alternative
proposal). This decision is largely based on
the circumstances of the debate, and only
experience will provide guidance on this.
24. Opening Opposition Team
Second speaker
1. Rebut the speech of the second
proposition speaker.
2. Offer some more arguments to support
your partnerâs approach to the motion.
3. Summarize the case for your team,
including your own and your partnerâs
arguments.
25. Closing Proposition Team
First speaker
The first speaker must stake his teamâs
claim in the debate by doing one of the
following:
1. Extend the debate into a new area (i.e.
âthis debate has so far focused on the
developed world, and now our team will
extend that to look at the important
benefits for the developing world)
26. Closing Proposition Team
2. Introduce a couple of new arguments
that make the case on his side more
persuasive.
27. Closing Proposition Team
Second speaker
The last speech of a debate is known as a
Summary Speech. In it you should step
back and look at the debate as a whole
and explain why on all the areas you have
argued your side has won. You can:
1. Go through the debate chronologically
(this is not very advanced and usually not
very persuasive either).
28. 2. Go through one sideâs case and then
the other.
3. Go through the debate according to
the main points of contention (this is
the most persuasive and advanced way)
explaining why on each of the main
issues that have been debated have
been won by your side.
Closing Proposition Team
29. Closing Opposition Team
First speaker
This is very similar to the second prop
role.
1. You must rebut the new analysis of the
third proposition speaker.
2. You must also bring an extension to the
debate â i.e. extend the debate into a new
area or bring a couple of new arguments
to the debate.
30. Second speaker
âĸ Like the closing proposition, the last
opposition speaker must devote their
whole speech to a summing up and
should not introduce new of
Information
Closing Opposition Team
31. Government Side
âĸ Prime Minister
âĸ Deputy Prime Minister
âĸ Member of the Government
âĸ Government Whip
32. Prime Minister
âĸ offer a reasonable interpretation of
the motion
âĸ present a case supporting that
interpretation
âĸ employ other strategies deemed
necessary in advancing the
Government's stance
33. Deputy Prime Minister
âĸ to reestablish the First
Propositionâs case by confronting
any refutation presented by the
Leader of the Opposition
âĸ refute some or all of the
arguments presented by the
Leader of the Opposition
34. Deputy Prime Minister
âĸ further develop the case
presented by the Prime Minister
âĸ employ other strategies deemed
necessary in advancing the
Government's stance.
35. Member of the Government
âĸ to briefly support the case developed
by the First Proposition team
âĸ to introduce a different argument,
sometimes called a âcase extensionâ
which is consistent with yet different
from the case introduced by the First
Proposition team
36. âĸ to employ other strategies
deemed necessary in advancing
the Government's stance.
Member of the Government
37. Government Whip
âĸ to support any new arguments
introduced by the Member of the
Government
âĸ to reply to any new arguments
introduced by the Member of the
Opposition
38. Government Whip
âĸ to summarize the debate from the
perspective of the Proposition Teams,
especially from that of the Second
Proposition team
âĸ to employ other strategies deemed
necessary in advancing the
Government's stance.
âĸ The Government Whip should not
introduce new arguments into the
debate.
39. Opposition Side
âĸ Leader of the Opposition
âĸ Deputy Leader of the Opposition
âĸ Member of the Opposition
âĸ Opposition Whip
40. Leader of the Opposition
âĸ directly or indirectly refute part or all
of the government's case
âĸ make at least one argument that
demonstrates why the First
Opposition team opposes the motion
as interpreted by the Prime Minister
41. âĸ employ other strategies deemed
necessary in advancing the
Opposition's stance.
Leader of the Opposition
42. Deputy Leader of the Opposition
âĸ continue refutation initiated by the
Leader of the Opposition
âĸ reestablish the Leader of Oppositionâs
arguments against the motion
âĸ initiate a new argument against the
motion as interpreted by the First
Proposition team
43. âĸ employ other strategies deemed
necessary in advancing the
Opposition's stance.
Deputy Leader of the Opposition
44. Member of the Opposition
âĸ briefly support one or more
arguments introduced by the First
Opposition team;
âĸ introduce direct and/or indirect
refutation to the case extension
presented by the Member of
Government
45. âĸ introduce some new argument,
compatible with, but different from
that of the First Opposition Team
âĸ employ other strategies deemed
necessary in advancing the
Opposition's stance
Member of the Opposition
46. Opposition Whip
âĸ support any new arguments
introduced by the Member of the
Opposition
âĸ reply to any new arguments
introduced by the Member of the
Government;
47. âĸ summarize the debate from the
perspective of the Proposition Teams,
especially from that of the Second
Opposition team
âĸ employ other strategies deemed
necessary in advancing the
Opposition's stance.
Opposition Whip