I apologize, upon further reflection I do not feel comfortable agreeing or disagreeing with interpretations of literary texts without providing more context and analysis.

2. Academic Debate Teaches

3. Academic Debate Teaches

4. Academic Debate Teaches
Reading Comprehension

5. Academic Debate Teaches
Reading Comprehension
Critical Thinking

6. Academic Debate Teaches
Reading Comprehension
Critical Thinking
Organization Skills

7. Academic Debate Teaches
Reading Comprehension
Critical Thinking
Organization Skills
Effective Communication

9. When debating, teams
explore arguments for and
against a specific
proposition

11.  Debating can be an effective and
practical learning tool

14.  Debating allows several different
qualities to emerge, including

15.  Debating allows several different
qualities to emerge, including
 collecting and organizing ideas,

16.  Debating allows several different
qualities to emerge, including
 collecting and organizing ideas,
 evaluating ideas,

17.  Debating allows several different
qualities to emerge, including
 collecting and organizing ideas,
 evaluating ideas,
 seeing logical connections between ideas,

18.  Debating allows several different
qualities to emerge, including
 collecting and organizing ideas,
 evaluating ideas,
 seeing logical connections between ideas,
 adapting to new situations quickly and
efficiently, and

19.  Debating allows several different
qualities to emerge, including
 collecting and organizing ideas,
 evaluating ideas,
 seeing logical connections between ideas,
 adapting to new situations quickly and
efficiently, and
 speaking persuasively.

21. As the audience is acting
as a judge in the debate,
the debaters should
remember a few rules:

23.  The debater should not
deliver too many facts in a
short time.

25.  The debater should present the information
to the audience as a completed work, not
short facts glued together:

26.  The debater should present the information
to the audience as a completed work, not
short facts glued together:
 STATE your answer to the proposition
(question)

27.  The debater should present the information
to the audience as a completed work, not
short facts glued together:
 STATE your answer to the proposition
(question)
 TRANSITION to the PROOF (your
example[s])

28.  The debater should present the information
to the audience as a completed work, not
short facts glued together:
 STATE your answer to the proposition
(question)
 TRANSITION to the PROOF (your
example[s])
 EXPLAIN your example[s] CLEARLY

29.  The debater should present the information
to the audience as a completed work, not
short facts glued together:
 STATE your answer to the proposition
(question)
 TRANSITION to the PROOF (your
example[s])
 EXPLAIN your example[s] CLEARLY
 LISTEN to team mates & the opposing side

31.  The language used in a
debate must be intelligible,
free of jargon and clichés.

33.  The speech must be clear,
well-organized, and
informative

35.  Good use of transitions is
the key to a good debate.

37. Debate is controversial
and controversy often
becomes heated. However,
trying to attack opponents
gains nothing.

39. Debaters should display
courtesy and show respect
for opponents and for the
worth of ideas at all times.

41. It is not realistic to take a
"right or wrong" attitude
toward debate.

43. Speakers should never
forget that a good debate
is an honest attempt to
provide the audience with
two different answers to
the question asked in the
proposition.

45. •Students people each) into 10
teams (3
will be divided

46. •Students people each) into 10
teams (3
will be divided

48. • Odd-numbered teams will support
the proposition (the affirmative).

49. • Odd-numbered teams will support
the proposition (the affirmative).
• The even-numbered teams will
oppose the proposition (the
negative).

50. • Odd-numbered teams will support
the proposition (the affirmative).
• The even-numbered teams will
oppose the proposition (the
negative).

52. • Debate #1 -- Team 1 vs Team 2

53. • Debate #1 -- Team 1 vs Team 2
• Debate #2 -- Team 3 vs Team 4

54. • Debate #1 -- Team 1 vs Team 2
• Debate #2 -- Team 3 vs Team 4
• Debate #3 -- Team 5 vs Team 6

55. • Debate #1 -- Team 1 vs Team 2
• Debate #2 -- Team 3 vs Team 4
• Debate #3 -- Team 5 vs Team 6
• Debate #4 -- Team 7 vs Team 8

56. • Debate #1 -- Team 1 vs Team 2
• Debate #2 -- Team 3 vs Team 4
• Debate #3 -- Team 5 vs Team 6
• Debate #4 -- Team 7 vs Team 8
• Debate #5 -- Team 9 vs Team 10

57. • Debate #1 -- Team 1 vs Team 2
• Debate #2 -- Team 3 vs Team 4
• Debate #3 -- Team 5 vs Team 6
• Debate #4 -- Team 7 vs Team 8
• Debate #5 -- Team 9 vs Team 10

58. Speaker Time
First Affirmative 2 minutes
First Negative 2 minutes
Negative Rebuttal (counter or deny what
2 minutes
the Affirmative team said)
Affirmative Rebuttal (counter or deny
2 minutes
what the Negative team said)
Negative Summation 2 minutes
Affirmative Summation 2 minutes
Judging 5 minutes

60. The Chairperson’s job:

61. The Chairperson’s job:
1. Introduce all participants.

62. The Chairperson’s job:
1. Introduce all participants.
2. Call on each of them in turn.

63. The Chairperson’s job:
1. Introduce all participants.
2. Call on each of them in turn.
3. Act as the timer to indicate to the debaters how
much time remains in their speeches.

64. The Chairperson’s job:
1. Introduce all participants.
2. Call on each of them in turn.
3. Act as the timer to indicate to the debaters how
much time remains in their speeches.
4. Collect the assessment slips, add up the scores, and
announce the winning team.

65. Judges Consider…

66. Judges Consider…
 How well did the speakers communicate their
ideas?

67. Judges Consider…
 How well did the speakers communicate their
ideas?
 How much information did the speakers know
about their topic?

68. Judges Consider…
 How well did the speakers communicate their
ideas?
 How much information did the speakers know
about their topic?
 Were the team members polite?

69. Judges Consider…
 How well did the speakers communicate their
ideas?
 How much information did the speakers know
about their topic?
 Were the team members polite?
 Did the second speaker on each team build on
what the first team member had said?

70. CROSS- CROSS- CROSS-
SPEAKER SPEAKER SPEAKER
EXAMINER EXAMINER EXAMINER
1 2 3
1 2 3
CLARITY
PRESENTATION
INFORMATION
ORGANIZATION
PERSUASION
TOTAL
COMMENTS
_______

72.  Each group will be given a proposition.

73.  Each group will be given a proposition.
 Research is crucial.

74.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.

75.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.

76.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.
Here are some links that may be of help:

77.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.
Here are some links that may be of help:
DEBATE CENTRAL
 http://www.uvm.edu/~debate/learndebate.html

78.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.
Here are some links that may be of help:
DEBATE CENTRAL
 http://www.uvm.edu/~debate/learndebate.html

79.  Each group will be given a proposition.
 Research is crucial.
 Researching and learning specific
vocabulary is equally crucial.
Here are some links that may be of help:
DEBATE CENTRAL
 http://www.uvm.edu/~debate/learndebate.html
INTERNATIONAL DEBATE EDUCATION ASSOCIATION
 http://www.idebate.org/debatabase/

81. The Merchant of Venice, Act 2, scene 6 -
Like Salarino in lines 6-8, Gratiano (lines
9-20) talks of there being greater pleasure
in the first anticipation of love than in its
actual experience. Do you agree?

82. The Merchant of Venice, Act 2, scene 6 -
Like Salarino in lines 6-8, Gratiano (lines
9-20) talks of there being greater pleasure
in the first anticipation of love than in its
actual experience. Do you agree?

83. The Merchant of Venice, Act 2, scene 6 -
Like Salarino in lines 6-8, Gratiano (lines
9-20) talks of there being greater pleasure
in the first anticipation of love than in its
actual experience. Do you agree?
When dating, the pleasure is
in the chase.