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.
This document provides instructions for participating in a debate. It outlines the basic steps, which are to receive a debate topic, define the topic if needed, write an argument within the time limit, present the argument, balance making your own points and rebutting opponents', follow the three rules of rebuttal by offering evidence, attacking important parts of the opponents' argument, and avoiding personal attacks. It also notes that debates are usually judged on matter, manner, and method, including the amount and relevancy of evidence, presentation skills, teamwork, and individual skills.
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a formal discussion on a particular matter in a public meeting or legislative assembly, in which opposing arguments are put forward and which usually ends with a vote.
This document provides an introduction to debate and building effective arguments. It defines key terms used in debate such as facts, opinions, evidence, claims, and affirmative and negative sides. It explains that debate involves arguing both sides of an issue using logic and research to persuade judges. The core of debate is refutation, where debaters make their own arguments and respond to the opposing team's arguments to prove their position is better supported.
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 formal debate structure and processes. It discusses the key parts of an argument including the introduction, discussion, and conclusion. The introduction aims to arouse audience interest, explain the proposition, and state the issues being debated. The discussion includes the opposing affirmative and negative sides addressing the necessity, beneficiality, and practicability of the proposition. The conclusion summarizes each team's arguments and defenses. It also outlines the speaker roles and speech formats for the 1A, 1N, 2A, 2N, and 3A, 3N speakers.
This document discusses debate skills and how to design a debate curriculum. It defines debate as a formal method of presenting arguments for and against an issue. Debate helps develop important skills like critical thinking, public speaking, research, and teamwork. A debate typically involves an affirmative and negative team, resolutions, and rebuttals. The document provides a sample debate structure and recommends teaching skills like argumentation, evidence evaluation, and refuting opposing arguments. It suggests identifying course goals and materials, selecting resolutions, and designing assessments when planning a debate curriculum.
This document provides instructions for participating in a debate. It outlines the basic steps, which are to receive a debate topic, define the topic if needed, write an argument within the time limit, present the argument, balance making your own points and rebutting opponents', follow the three rules of rebuttal by offering evidence, attacking important parts of the opponents' argument, and avoiding personal attacks. It also notes that debates are usually judged on matter, manner, and method, including the amount and relevancy of evidence, presentation skills, teamwork, and individual skills.
.
a formal discussion on a particular matter in a public meeting or legislative assembly, in which opposing arguments are put forward and which usually ends with a vote.
This document provides an introduction to debate and building effective arguments. It defines key terms used in debate such as facts, opinions, evidence, claims, and affirmative and negative sides. It explains that debate involves arguing both sides of an issue using logic and research to persuade judges. The core of debate is refutation, where debaters make their own arguments and respond to the opposing team's arguments to prove their position is better supported.
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 formal debate structure and processes. It discusses the key parts of an argument including the introduction, discussion, and conclusion. The introduction aims to arouse audience interest, explain the proposition, and state the issues being debated. The discussion includes the opposing affirmative and negative sides addressing the necessity, beneficiality, and practicability of the proposition. The conclusion summarizes each team's arguments and defenses. It also outlines the speaker roles and speech formats for the 1A, 1N, 2A, 2N, and 3A, 3N speakers.
This document discusses debate skills and how to design a debate curriculum. It defines debate as a formal method of presenting arguments for and against an issue. Debate helps develop important skills like critical thinking, public speaking, research, and teamwork. A debate typically involves an affirmative and negative team, resolutions, and rebuttals. The document provides a sample debate structure and recommends teaching skills like argumentation, evidence evaluation, and refuting opposing arguments. It suggests identifying course goals and materials, selecting resolutions, and designing assessments when planning a debate curriculum.
This document outlines a workshop on doable debates in the ESL/EFL classroom. It discusses the benefits of debates for improving language skills, critical thinking, and social skills. It provides guidance on debate structure, topics, judging criteria, potential fallacies to avoid, sample worksheets, and a debate schedule. Suggested readings on teaching debate to English learners are also included.
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.
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.
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
This document provides guidance on writing a persuasive essay. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using logical reasons and evidence. It stresses the importance of having a clear thesis statement and supporting it with facts, examples, and quotes from experts. It then lists several key steps to take when planning a persuasive essay, such as choosing a position, researching the topic thoroughly, outlining the structure, and supporting the thesis with evidence while also addressing alternative viewpoints. Finally, it discusses different types of evidence that can be used such as facts, statistics, quotes, and examples.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
The document provides tips for an effective debate, including having evidence to support arguments, organizing thoughts clearly and logically, using confident and convincing language, repeating key ideas, preparing for counterarguments, and varying vocal tones. It also discusses advantages such as gaining different perspectives and knowledge, and disadvantages like potential escalation into arguments and offending audiences who disagree. Debates can help hold leaders accountable but large majorities make them harder to challenge.
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.
Here are some tips for giving feedback:
- Be specific about what they did well
- Focus on the arguments, not the person
- Suggest ways to improve arguments, not character
- Balance positive and constructive feedback
- Relate feedback to the debate structure/criteria
- Allow time for questions and discussion
The goal is to help students learn, not just declare a winner.
7.- FEEDBACK FOR STUDENTS
8.- ASSESSMENT RUBRICS
Here are some examples of assessment rubrics that can be used to evaluate student debates:
Criteria Excellent Good Fair Poor
Content
- Quality, depth and relevance of arguments and evidence
Structure
- Organization of arguments and rebut
A overview of how, when, and why to debate for beginners with no formal training or prior experience of debating, written by Tony Koutsoumbos of the Great Debaters Club
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.
The document discusses the basics of definition, genus, and division as rhetorical devices. Definition is used to clarify terms and prevent misunderstanding. Genus establishes the classification of a topic to strengthen arguments. Division outlines the subcategories or species of a genus to help the audience understand the content. These devices should be used to clarify arguments, but not as stalling tactics or with irrelevant information.
This document provides information and recommendations about using debates and dialogue activities in the classroom. It discusses what students can learn from such activities, including concepts of democracy, appropriate behavior, and critical thinking skills. It outlines procedures for different debate structures, including "yes, but/yes, and", four-step refutation, and spontaneous argumentation. It also describes activities like philosophical chairs that allow students to discuss topics and critically think about their own beliefs. The document aims to equip educators with tools to incorporate meaningful debates and discussions across different subject areas.
This document summarizes research on teaching argumentative skills to middle school students. It begins by defining argumentation and distinguishing it from persuasion. It then examines two studies: 1) A quasi-experimental study that looked at engaging 8th graders in argumentative discourse activities and found improvements in individual arguments and peer discussions. 2) A case study of a 7th grade class that engaged in a debate project on capital punishment, which also found gains in student argument skills. The document provides an overview of key components of arguments like claims, evidence, warrants, rebuttals, and discusses challenges adolescents face with argumentation. It concludes that structured activities focused on developing these skills can enhance students' abilities to construct and engage in arguments.
This document defines argument and outlines how to develop effective arguments. It discusses three models of argument: as a fight, as a two-sided debate, and as a collaborative process. The document recommends viewing argument as a truth-seeking process that results in a persuasive product. It also outlines five levels of argument development that move from personal opinions to an understanding of audience assumptions and values. The document provides a framework for writing a classical argument.
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.
This document defines argument and outlines different models of argument. It discusses argument as a fight, a two-sided debate, and a collaborative exploration of multiple viewpoints. The document argues that the collaborative model is best for academic writing. It also explains that argument has two components - truth seeking and persuasion - which work together when approached as a process aimed at a persuasive conclusion. The document outlines five levels of argument development and provides a framework for constructing a classical argument.
Oxford – Oregon Debate (How to's and tips) Carmela Yasay
The document outlines the traditional format for debates, including the roles of the affirmative and negative sides in proving or disproving the debate proposition. It also details the structure of speeches and interpellations, as well as guidelines and best practices for participants. Key aspects include three speakers from each side, with constructive and rebuttal speeches of limited time periods, and interpellations between speeches where participants can ask questions.
The document defines an argument as using logical reasoning and evidence to demonstrate that a position or belief is valid. It aims to persuade readers that something is true or to change their beliefs. Key components of an argument include a claim, counterclaims, rebuttals to counterclaims, and supporting evidence. An argumentative essay makes claims based on facts, addresses counterclaims, and uses logic and evidence to convince readers. In contrast, a persuasive essay may rely more on emotion or authority than strong evidence.
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.
The document outlines the order of procedure and criteria for judging a parliamentary debate competition.
The order of procedure lists the various stages of a debate, including time allotted for proposing and opposing the motion, open debate, and summaries. Judges will assess teams on their strategy, content, and style, with an emphasis on teamwork, rebuttal, logical arguments, and oratory skills. Additional guidance is provided on definitions, burden of proof, and the goal of evaluating how teams would impress a reasonable observer.
This document outlines a workshop on doable debates in the ESL/EFL classroom. It discusses the benefits of debates for improving language skills, critical thinking, and social skills. It provides guidance on debate structure, topics, judging criteria, potential fallacies to avoid, sample worksheets, and a debate schedule. Suggested readings on teaching debate to English learners are also included.
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.
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.
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
This document provides guidance on writing a persuasive essay. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using logical reasons and evidence. It stresses the importance of having a clear thesis statement and supporting it with facts, examples, and quotes from experts. It then lists several key steps to take when planning a persuasive essay, such as choosing a position, researching the topic thoroughly, outlining the structure, and supporting the thesis with evidence while also addressing alternative viewpoints. Finally, it discusses different types of evidence that can be used such as facts, statistics, quotes, and examples.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
The document provides tips for an effective debate, including having evidence to support arguments, organizing thoughts clearly and logically, using confident and convincing language, repeating key ideas, preparing for counterarguments, and varying vocal tones. It also discusses advantages such as gaining different perspectives and knowledge, and disadvantages like potential escalation into arguments and offending audiences who disagree. Debates can help hold leaders accountable but large majorities make them harder to challenge.
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.
Here are some tips for giving feedback:
- Be specific about what they did well
- Focus on the arguments, not the person
- Suggest ways to improve arguments, not character
- Balance positive and constructive feedback
- Relate feedback to the debate structure/criteria
- Allow time for questions and discussion
The goal is to help students learn, not just declare a winner.
7.- FEEDBACK FOR STUDENTS
8.- ASSESSMENT RUBRICS
Here are some examples of assessment rubrics that can be used to evaluate student debates:
Criteria Excellent Good Fair Poor
Content
- Quality, depth and relevance of arguments and evidence
Structure
- Organization of arguments and rebut
A overview of how, when, and why to debate for beginners with no formal training or prior experience of debating, written by Tony Koutsoumbos of the Great Debaters Club
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.
The document discusses the basics of definition, genus, and division as rhetorical devices. Definition is used to clarify terms and prevent misunderstanding. Genus establishes the classification of a topic to strengthen arguments. Division outlines the subcategories or species of a genus to help the audience understand the content. These devices should be used to clarify arguments, but not as stalling tactics or with irrelevant information.
This document provides information and recommendations about using debates and dialogue activities in the classroom. It discusses what students can learn from such activities, including concepts of democracy, appropriate behavior, and critical thinking skills. It outlines procedures for different debate structures, including "yes, but/yes, and", four-step refutation, and spontaneous argumentation. It also describes activities like philosophical chairs that allow students to discuss topics and critically think about their own beliefs. The document aims to equip educators with tools to incorporate meaningful debates and discussions across different subject areas.
This document summarizes research on teaching argumentative skills to middle school students. It begins by defining argumentation and distinguishing it from persuasion. It then examines two studies: 1) A quasi-experimental study that looked at engaging 8th graders in argumentative discourse activities and found improvements in individual arguments and peer discussions. 2) A case study of a 7th grade class that engaged in a debate project on capital punishment, which also found gains in student argument skills. The document provides an overview of key components of arguments like claims, evidence, warrants, rebuttals, and discusses challenges adolescents face with argumentation. It concludes that structured activities focused on developing these skills can enhance students' abilities to construct and engage in arguments.
This document defines argument and outlines how to develop effective arguments. It discusses three models of argument: as a fight, as a two-sided debate, and as a collaborative process. The document recommends viewing argument as a truth-seeking process that results in a persuasive product. It also outlines five levels of argument development that move from personal opinions to an understanding of audience assumptions and values. The document provides a framework for writing a classical argument.
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.
This document defines argument and outlines different models of argument. It discusses argument as a fight, a two-sided debate, and a collaborative exploration of multiple viewpoints. The document argues that the collaborative model is best for academic writing. It also explains that argument has two components - truth seeking and persuasion - which work together when approached as a process aimed at a persuasive conclusion. The document outlines five levels of argument development and provides a framework for constructing a classical argument.
Oxford – Oregon Debate (How to's and tips) Carmela Yasay
The document outlines the traditional format for debates, including the roles of the affirmative and negative sides in proving or disproving the debate proposition. It also details the structure of speeches and interpellations, as well as guidelines and best practices for participants. Key aspects include three speakers from each side, with constructive and rebuttal speeches of limited time periods, and interpellations between speeches where participants can ask questions.
The document defines an argument as using logical reasoning and evidence to demonstrate that a position or belief is valid. It aims to persuade readers that something is true or to change their beliefs. Key components of an argument include a claim, counterclaims, rebuttals to counterclaims, and supporting evidence. An argumentative essay makes claims based on facts, addresses counterclaims, and uses logic and evidence to convince readers. In contrast, a persuasive essay may rely more on emotion or authority than strong evidence.
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.
The document outlines the order of procedure and criteria for judging a parliamentary debate competition.
The order of procedure lists the various stages of a debate, including time allotted for proposing and opposing the motion, open debate, and summaries. Judges will assess teams on their strategy, content, and style, with an emphasis on teamwork, rebuttal, logical arguments, and oratory skills. Additional guidance is provided on definitions, burden of proof, and the goal of evaluating how teams would impress a reasonable observer.
This document provides information about debates, including what a debate is, the structure of formal debates, important elements and strategies for debates. It discusses that a debate involves two sides discussing a resolution, with one side supporting and one opposing. It emphasizes that the goal is to improve arguments, not raise voices. Key parts of debates are identified as the parties, speeches, judge and decision. Central elements of arguments are outlined as perspective, development, exchange of ideas, refutation and defense. The document provides guidance on preparing for and participating in debates.
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 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.
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.
The document provides an overview of competitive debating, including its format, roles, and key terms. It discusses how a debate involves an affirmative team defending a motion while an opposition team negates it. Debates follow a structured format where first speakers define the motion and outline their arguments, second speakers rebut opponents and add new arguments, and third speakers summarize the debate. Keywords like motion, definition, theme line, and rebuttals are also defined to help comprehend the debate process.
The document provides an overview of basic debating skills. It defines what a debate is, the roles of different speakers, how to structure arguments and rebuttals, and tips for effective delivery. A debate involves presenting structured speeches on opposing sides of an issue to determine the stronger argument. Each speaker has a designated role, such as introducing the topic or rebutting the other side's arguments. Debaters are scored on the substance of their arguments, how they organize their presentation, and their public speaking mannerisms. The goal is a logical, well-structured exchange of ideas, not an undisciplined shouting match.
This document outlines the format and rules for an Oxford-style debate. It discusses the traditional debate structure used in various settings which involves two opposing sides - affirmative and negative. Each side has three speakers who give constructive speeches and rebuttals. The debate is moderated and judged based on evidence, delivery, responses to questions, and rebuttals. Specific guidelines are provided around constructing arguments, asking and answering questions during the debate, and providing rebuttals.
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.
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.
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.
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.
Rules and guidelines on debate competitionCarla Faner
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format between two teams arguing whether a parliamentary form of government should be adopted. It specifies there will be three speakers on each side, the issues being debated, time limits, criteria for judging, and tips for the constructive speeches, interrogation periods, and rebuttals. The roles of the moderator and timer are also defined.
The document summarizes the format and procedures for a traditional debate. It outlines that there are two sides, the affirmative and negative, who take turns making constructive speeches and rebuttals. Each speech has a time limit and focuses on pre-determined issues like necessity, benefits, and practicality. Strict rules govern the question and answer periods between speeches. An impartial moderator and timer ensure the debate follows procedure in a fair and orderly manner.
Oxford Style Debate
Oxford-style debating is a competitive debate format featuring a resolution (provocative statement) that is
supported by one side and opposed by the other. There is an audience vote before and after the debate and
the winner of the debate is the team that changes their numbers the most from one vote to the next, rather
than who scores the highest. The audience’s vote, plus the judges’ scores determine the winner.
#debate #oxford #argument #rebuttal #lesson #argumentative essay #oxfordstyle #debatequestion #debatestructure #debateteams #audienceparticipation #debriefing
An Oxford-style debate has two sides that debate a motion, with three speakers on each side presenting arguments and being questioned by the opposing side. The debate follows a structured format where each speaker gives a constructive speech supporting their side, gets questioned by the other side, and then presents a rebuttal at the end. Speakers are evaluated based on the quality of their evidence, delivery, responses to questions, and rebuttals. The winning team is determined by a vote of the judging panel.
Resolve that euthanasia is necessary to end the suffering of a person.OliverVillanueva13
Here are 500-word position papers on the assigned topics:
TOPIC 1: RESOLVE THAT SHS PROGRAM IS BENEFICIAL TO FILIPINOS
The Senior High School (SHS) program introduced by the Department of Education aims to provide Filipino students specialized tracks and skills that will better prepare them for tertiary education or the world of work. While some criticize the additional costs and adjustments required to implement the program nationwide, I believe that the SHS is ultimately beneficial to Filipinos for several reasons.
First, exposing senior high students to more vocational and technical tracks like agriculture, home economics, and information and communications technology will help develop a workforce with industry-relevant skills. This addresses the mismatch
This document summarizes a case study concerning strategies to internationalize Clarence Linton University. It outlines three goals: making CLU a top destination for international students, increasing study abroad participation, and fostering comprehensive internationalization on campus.
For international student recruitment, proposed solutions include tuition waivers, hiring a consultant, strengthening agent relationships, and creating an international experience minor. For study abroad, suggestions are joining a state consortium, COIL initiatives, more short-term options, and leveraging alumni.
To foster comprehensive internationalization, the document recommends creating an internationalization network, appointing a taskforce and giving a faculty member a course release to champion the efforts, and fundraising activities like alumni events in China
Amélie Ferland and Patrick Arsenault go over the basics of applying for a work permit upon graduation in the midst of the Covid-19 pandemic, with specific details on immigration law, policies, and procedures.
De plus en plus d’étudiants prennent part à des projets de mobilité internationale. Les universités les accompagnent dans leurs démarchent d’échange, mais passent beaucoup plus de temps à préparer l’étudiant au départ qu’au retour, alors que les étudiants vivent un plus grand choc culturel lorsqu’ils reviennent. Plus encore, les ateliers et formations qui sont mis en place pour l’accompagnement au retour mettent l’emphase sur la fin de l’échange et le retour à la normale. On peut se demander quel est l’objectif de partir si on vise le retour à la normale au retour.
This is a summary of key discussion points for a lecture about critical pedagogy in higher education. This presentation was builtby Philippe Paradis and Patrick Arsenault from Université Laval.
This document provides information about international student health insurance and immigration compliance for Memorial University's Grenfell Campus. It outlines the Newfoundland and Labrador Medical Care Plan (MCP) which covers physician services for residents, including international students. It also describes the private Guard.Me insurance that international students are automatically enrolled in through the university. The document advises international students on immigration matters like work permits, visiting regulations, and renewing documents. It stresses seeking advice from the campus immigration consultant for individual immigration situations.
L'externalisation des systèmes de soutien pour les étudiants internationaux e...Patrick Arsenault, RCIC 🍁
These slides summarize the initial steps of my doctoral research at Université Laval in Québec City (Canada). In my research, I hope to look at how international students navigate a complex ecosystem of external support services in Corner Brook (Newfoundland and Labrador).
In this presentation, I will present the easy 5-step model I personally use with my clients to start the conversation about career planning. Sometimes, I meet people that have already started the process (or even completed it several times already). Other times, I meet people who have never really spent much time thinking about their career plan.
This presentation by Patrick Arsenault is based on the Grenfell Campus International Student Barometer results from 2015 and 2017. They are focused on teaching and learning with international students.
Working with international students can be intimidating at first. It's important to recognize the unique issues that international students may face, but also some of the distinct qualities they bring.
This presentation aims at preparing new international students about to move to Canada. It touches on main things to know and provides information to new students before they arrive.
Welcome to Grenfell Campus, Memorial University of Newfoundland (Winter 2019)Patrick Arsenault, RCIC 🍁
This presentation was created by Patrick Arsenault to provide key information to new international students coming to Grenfell Campus, Memorial University of Newfoundland in January 2019.
We hope to use these results to improve what we do and to ultimately provide a better experience for our international students. We recognize that increased diversity on campus is important and we value the contribution of our international students. They bring different perspectives and ideas, which improves the learning experience of everyone.
History and conceptual frameworks for internationalization of higher educationPatrick Arsenault, RCIC 🍁
This slideshow was used in a class presentation at the University of Missouri in winter 2016 by Patrick Arsenault as a requirement for his M.Ed. Educational Leadership and Policy Analysis.
This presentation is a case study about the Comprehensive Internationalization Strategy of St. Lawrence College in Kingston, Ontario, Canada. It provides key recommendations adapted to the institution.
This presentation was tailored for new incoming international students at Grenfell Campus, Memorial University of Newfoundland for Winter 2018. An email communication will follow.
Patrick Arsenault presented on aromanticsm and amatonormativity at the BTtoP National Conference | The Whole Student: Intersectionality and Well-Being in Chicago in 2017. She shared his experiences dealing with amatonormativity in the academy and received positive feedback from attendees from all over the United States and beyond.
This presentation, from Patrick Arsenault, is about having the right mindset when it comes to assisting others. It takes into consideration respect and differences by recognizing that one size does not fit all. It empowers participants to draw on their unique expertise to help others, but to also make sure to develop the soft skills needed to serve others. One of the final recommendations is to encourage students to engage in service based education and community involvement.
This presentation is adapted from: https://studentaffairscollective.org/learn-difference-helping-serving/ (by Patrick Arsenault in the Student Affairs Collective).
Off-Campus Resources and Services for International Students in Corner BrookPatrick Arsenault, RCIC 🍁
This presentation is meant to generate discussions from current and new international students around things to do and services in Corner Brook, Newfoundland and Labrador.
This presentation is for new international students that are coming from other countries as international students. It aims to introduce participants to key resources available to them at Grenfell Campus. Presented by: Patrick Arsenault
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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 Analytics” 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 Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
3. What does a debate look like?
• Structured argument
• Two teams defend an opposite opinion on a specific topic
• It is possible that you have to argue for a position that goes against your
personal beliefs.
• You have to work in a team and make sure you are not contradicting
yourselves.
Adapted from the UBC Debate Club
4. Why debate?
• Improving speaking skills
• Developing a convincing argument
• Improving research skills
• Developing critical thinking
Adapted from the Simon Fraser University
5. The 10 rules of debate
1. There are two teams, each consisting of two or three speakers.
2. Each team has two or three constructive speeches, and two to three rebuttal speeches. The affirmative gives
the first constructive speech, and the rebuttals alternate: negative, affirmative, negative, affirmative. The
affirmative has both the first and last speeches of the debate.
3. When worded as a proposition of policy, the topic requires the affirmative to support some specified action by
some particular individual or group. The affirmative has the right to make any reasonable definition of each of the
terms of the proposition. If the negative challenges the reasonableness of a definition by the affirmative, the
judge must accept the definition of the team that shows better grounds for its interpretation of the term.
4. The affirmative must advocate everything required by the topic itself. No revision of position of a team is
permitted during the debate.
6. The rules of debate
5. He who asserts must prove. In order to establish an assertion, the team must support it with enough evidence
and logic to convince an intelligent but previously uninformed person that it is more reasonable to believe the
assertion than to disbelieve it. Facts must be accurate. Visual materials are permissible, and once introduced,
they become available for the opponents' use if desired.
6. In the questioning period, the questioner may ask any fair, clear question that has a direct bearing on the
debate. The questioner may use the period to build up any part of his own case, to tear down any part of his
opposition's case, or to ascertain facts, such as the opposition's position on a certain issue, that can be used later
in the debate. The questioner must confine himself to questions and not make statements, comments, or ask
rhetorical questions.
7. Each speaker is questioned as soon as he concludes his constructive speech. The witness must answer the
questions without consulting his colleagues.
7. The rules of debate
8. No new constructive arguments may be introduced in the rebuttal period. The affirmative must, if possible,
reply to the major negative arguments before the last rebuttal.
9. The judge must base his decision entirely on the material presented, without regard for other material which
he may happen to possess.
10. Any gains made outside of the established procedure are disallowed.
Taken from National Taiwan University
8. Let’s Try it out…
A: Technology brings people together.
B: Technology drives people apart.
9. Thesis Statement
30 seconds each
Constructive Speech
(3x)
2 minutes each
Rebuttal Speech
(3x)
1 minute each
Conclusion
1 minute each
Argumentative
round 3 for team A
Thesis Statement A
Thesis Statement B
Constructive Speech A
Rebuttal Speech B
Constructive Speech B
Rebuttal Speech A
Constructive Speech A
Rebuttal Speech B
Constructive Speech B
Rebuttal Speech A
Constructive Speech A
Rebuttal Speech B
Constructive Speech B
Rebuttal Speech A
Conclusion A
Conclusion B
Thesis Statement
Argumentative
round 1 for team A
Argumentative
round 1 for team B
Argumentative
round 2 for team A
Argumentative
round 2 for team B
Argumentative
round 3 for team B
Conclusion