This document provides information and instructions for participating in a debate. It discusses the key differences between negotiation and debate, offers tips for effective negotiation techniques, and outlines the debate format and process. The debate topics center around claims such as whether men or women are better at certain things. Guidelines are provided for researching the topics, preparing arguments, the structure of the debate rounds, and how participants will be scored. The goal is to have students engage in civil discourse to argue for or against various statements or resolutions.
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 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.
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.
A debate is a discussion or structured contest about an issue or a resolution. A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is bound by rules previously agreed upon. Debates may be judged in order to declare a winning side. Debates, in one form or another, are commonly used in democratic societies to explore and resolve issues and problems. Decisions at a board meeting, public hearing, legislative assembly, or local organization are often reached through discussion and debate.
The document provides guidance on the art of debating, including the basic elements, procedures, roles, and techniques involved. It discusses setting up a debate with a motion, government and opposition sides, time constraints, and a jury. It offers tips on phrasing the motion, determining the scope of controversy, presenting arguments, refuting opposing arguments, evaluating a debate, and preparing for a debate through brainstorming and role assignment.
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.
This document provides an introduction to debating. It defines a debate as a structured argument where two sides alternately speak for and against a proposition. It highlights that debating helps improve speaking skills by providing experience developing convincing arguments from different perspectives. The document outlines basic debating skills like style, speed, tone, volume, and clarity. It also discusses the importance of focusing on the opposing side's position and limiting arguments to three points or less supported by logic and evidence. Finally, it lists nine principles of good debating including keeping discussions professional and focusing on substance over personal attacks.
This document provides information and instructions for participating in a debate. It discusses the key differences between negotiation and debate, offers tips for effective negotiation techniques, and outlines the debate format and process. The debate topics center around claims such as whether men or women are better at certain things. Guidelines are provided for researching the topics, preparing arguments, the structure of the debate rounds, and how participants will be scored. The goal is to have students engage in civil discourse to argue for or against various statements or resolutions.
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 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.
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.
A debate is a discussion or structured contest about an issue or a resolution. A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is bound by rules previously agreed upon. Debates may be judged in order to declare a winning side. Debates, in one form or another, are commonly used in democratic societies to explore and resolve issues and problems. Decisions at a board meeting, public hearing, legislative assembly, or local organization are often reached through discussion and debate.
The document provides guidance on the art of debating, including the basic elements, procedures, roles, and techniques involved. It discusses setting up a debate with a motion, government and opposition sides, time constraints, and a jury. It offers tips on phrasing the motion, determining the scope of controversy, presenting arguments, refuting opposing arguments, evaluating a debate, and preparing for a debate through brainstorming and role assignment.
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.
This document provides an introduction to debating. It defines a debate as a structured argument where two sides alternately speak for and against a proposition. It highlights that debating helps improve speaking skills by providing experience developing convincing arguments from different perspectives. The document outlines basic debating skills like style, speed, tone, volume, and clarity. It also discusses the importance of focusing on the opposing side's position and limiting arguments to three points or less supported by logic and evidence. Finally, it lists nine principles of good debating including keeping discussions professional and focusing on substance over personal attacks.
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 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 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.
This document provides an overview of basic debating skills. It explains that a debate involves arguing a topic from two opposing sides (affirmative and negative) according to strict rules. The affirmative must define the topic and present their team's position, while the negative argues against the topic. Each speaker has a specific role, such as presenting arguments, rebutting the other side's points, and working as part of a coordinated team. Effective debating requires strong substantive arguments, confident delivery, and logical organization of one's points. Speakers are evaluated on the substance of their arguments, their presentation style, and their strategic approach.
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.
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 advanced debating techniques. It discusses the components of a basic argument: content, organization, and delivery. For organization, it recommends using the ARE structure of argument, reason, and evidence. For delivery, it recommends considering audibility, engagement, conviction, authority, and likability. It then discusses how to make arguments more persuasive through "chunking" - relating arguments to abstract principles, real-world examples, and analogies. It provides examples and recommends debaters practice these techniques to strengthen their persuasive abilities.
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 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.
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.
The document provides information about debate and persuasive speaking. It discusses what debate is, including that it is a discussion of opposing viewpoints intended to persuade an audience. It outlines the structure of a formal debate, including the roles of the affirmative and negative sides and the types of arguments each makes. It also gives examples of debate topics and provides guidance on developing effective speaking and reasoning skills for debates.
This document provides guidelines for primary school students participating in a debate. It outlines the structure of a debate and templates for the three speakers on a debate team. The first speaker introduces the topic and outlines the team's arguments. The second speaker rebuts the opposing team's arguments and presents additional points for their side. The third speaker rebuts arguments from both opposing speakers and summarizes the main points made by their teammate speakers. The templates provide guidance on the key components to include such as introducing the topic, defining terms, presenting evidence to support arguments, and concluding remarks.
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.
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.
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.
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 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.
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 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.
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 guidance on how to structure an effective debate. It discusses establishing an opinion or resolution, building a case with reasons and evidence, organizing the presentation of one's opinion, refuting the other side's arguments, and strategies for the concluding rebuttal. Key components include outlining an introduction, multiple main points supported by explanations and examples, and a conclusion that recaps one's overall position. The document also provides an example debate format and guidelines for judges to evaluate the logic, speaking style, and organization of each team.
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 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 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.
This document provides an overview of basic debating skills. It explains that a debate involves arguing a topic from two opposing sides (affirmative and negative) according to strict rules. The affirmative must define the topic and present their team's position, while the negative argues against the topic. Each speaker has a specific role, such as presenting arguments, rebutting the other side's points, and working as part of a coordinated team. Effective debating requires strong substantive arguments, confident delivery, and logical organization of one's points. Speakers are evaluated on the substance of their arguments, their presentation style, and their strategic approach.
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.
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 advanced debating techniques. It discusses the components of a basic argument: content, organization, and delivery. For organization, it recommends using the ARE structure of argument, reason, and evidence. For delivery, it recommends considering audibility, engagement, conviction, authority, and likability. It then discusses how to make arguments more persuasive through "chunking" - relating arguments to abstract principles, real-world examples, and analogies. It provides examples and recommends debaters practice these techniques to strengthen their persuasive abilities.
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 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.
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.
The document provides information about debate and persuasive speaking. It discusses what debate is, including that it is a discussion of opposing viewpoints intended to persuade an audience. It outlines the structure of a formal debate, including the roles of the affirmative and negative sides and the types of arguments each makes. It also gives examples of debate topics and provides guidance on developing effective speaking and reasoning skills for debates.
This document provides guidelines for primary school students participating in a debate. It outlines the structure of a debate and templates for the three speakers on a debate team. The first speaker introduces the topic and outlines the team's arguments. The second speaker rebuts the opposing team's arguments and presents additional points for their side. The third speaker rebuts arguments from both opposing speakers and summarizes the main points made by their teammate speakers. The templates provide guidance on the key components to include such as introducing the topic, defining terms, presenting evidence to support arguments, and concluding remarks.
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.
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.
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.
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 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.
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 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.
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 guidance on how to structure an effective debate. It discusses establishing an opinion or resolution, building a case with reasons and evidence, organizing the presentation of one's opinion, refuting the other side's arguments, and strategies for the concluding rebuttal. Key components include outlining an introduction, multiple main points supported by explanations and examples, and a conclusion that recaps one's overall position. The document also provides an example debate format and guidelines for judges to evaluate the logic, speaking style, and organization of each team.
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.
Writing a Report (Tips and Sample of Reports)Po Po Tun
This document provides guidance on writing a report to the principal. It discusses the purpose and format of such a report. The report is a formal account of an incident addressed to the principal to allow for investigation and action. The suggested format includes addressing the recipient, including the sender's name, subject and date. The report should be written in sections and past tense. It ends with a clear conclusion and inference. An example question is provided where a student would write a report to the principal on the lack of interest in sports among classmates and provide suggestions to address the problem.
The document provides expressions that can be used when debating a topic. Some of the key expressions include phrases for introducing a point, concluding, agreeing, disagreeing, giving examples, and summarizing. Overall, the document offers a wide range of words and phrases that can help structure an argument and effectively engage in discussion.
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.
The document provides an outline for a lesson on expositions. It defines expositions as texts meant to persuade and lists their key features, such as presenting a clear thesis, supporting arguments with evidence, and restating the position in the conclusion. Sample topics are given that could be addressed as expositions, including debates on smacking children and school policies around food, technology and dress codes.
The document provides useful phrases for an oral English test in several categories:
1. Giving opinions, apologizing, disagreeing with people, refusing ideas, asking for opinions and help from others, expressing dislikes, and praising good ideas.
2. When working with a partner, it is important to collaborate, listen to each other, politely express disagreements, allow time for thinking, and ask clarifying questions if something is not understood.
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.
Introduction to Basic Debating Skills.pptFayaz Rashid
A debate is basically an argument. That is not an undisciplined shouting match between parties that passionately believe in a particular point of view. In fact the opposite is true. Debating has strict rules of conduct and quite sophisticated arguing techniques and you will often be in a position where you will have to argue the opposite of what you believe in.
This document provides step-by-step instructions for teaching classroom debating. It begins by outlining the benefits of debating, such as developing critical thinking and public speaking skills. It then defines a debate as a formal discussion where participants argue opposing sides of an issue. The document explains how to structure classroom debates, including topics, roles, and techniques like rebuttals. It emphasizes organizing speeches clearly around matter (arguments and evidence), method (structure and logic), and manner (delivery). The goal is to encourage civil discussion and increase students' confidence in speaking English.
This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
Debating involves a structured argument between two sides on a topic. Each side is given a set time to speak for or against the issue. The goal is to improve speaking skills and experience in developing convincing arguments. Basic debating skills include style, speed, tone, volume, and clarity of expression. A good debate includes introducing the argument, building the case with evidence, and rebutting the opposing side's arguments.
A debate involves an argument between two opposing sides on a given topic. The affirmative side agrees with the topic statement, while the negative side disagrees. It is important to clearly define the topic and outline each side's case. Speakers must present logical arguments supported by relevant examples, and rebut the other side's points. Proper organization, clear communication, and confident delivery are essential to effective debating.
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.
This document discusses various aspects of communication, including verbal and non-verbal communication. It provides examples of verbal communication, such as telling someone your birthday, and non-verbal communication, such as using thumbs up. The document also describes a newspaper tower building challenge that involved limited verbal communication. Additionally, it discusses good group communication skills, consequences of poor communication, and strategies for interacting with others, such as using the SOLER technique of making eye contact and engaging in an open posture. The last section provides guidance for participating in a social media group debate.
This document discusses communication skills for media production discussions. It covers verbal and non-verbal communication, good group communication skills, consequences of poor communication, discussion guidelines including environment and resources, ground rules for discussions, interacting with others using the SOLER technique of active listening, preparing for a social media debate including opening statements, questioning opponents, answering debate questions, and concluding statements.
The document provides guidance on writing argumentative essays. It discusses choosing a debatable topic, developing a clear thesis statement, addressing counterarguments, and organizing the essay. The key points are:
- Choose a topic that allows for reasonable arguments on both sides rather than being a statement of fact. A good thesis directly answers the assignment question with a clear position and forecast of evidence.
- Anticipate opposing views and address them in the essay to demonstrate a well-rounded understanding and weaken those counterarguments.
- The essay should be organized logically, either by refuting counterarguments before stating the thesis, or presenting the thesis and evidence first before addressing objections.
The document defines a group discussion as a method used to assess students' personalities through a discussion among 8-12 members on a given topic within a 20-30 minute time limit. It lists the prerequisites as having topics given by panelists, preparation, self-confidence, communication skills, and body language. Benefits include stimulating new thinking, expanding knowledge, understanding strengths and weaknesses, and revealing leadership qualities. The document provides dos and don'ts, with dos including listening, initiating discussion, supporting points, and summarizing, and don'ts as being shy, overspeaking, arguing, and making irrelevant comments.
A group discussion involves more than two participants and helps develop important skills like communication, leadership, and presentation. A group is defined as three or more people working together to accomplish a task. There are different types of group members and groups, including primary, social, learning, service, and public groups. Preparing, being confident, forming debates while addressing misunderstandings, finding balance in opinions, and making decisions are some steps to being good at group discussions. Group discussions have advantages like improving knowledge, overcoming fears of public speaking, and considering different perspectives, as well as disadvantages like some participants not contributing or conflicts arising.
The document discusses group discussions, defining them as involving more than two participants and helping to develop communication, interpersonal, leadership, and presentation skills. It describes the types of group members and groups. The steps to be good in group discussions are outlined as preparing, being confident, forming a debate around a topic, overcoming misunderstandings diplomatically, finding a balanced perspective, and making a decision. Advantages include updating knowledge, overcoming public speaking fears, and gaining diverse opinions, while disadvantages can include some members not participating due to shyness or conflict.
This document provides guidance on verbal and nonverbal communication skills, group discussion skills, and interacting effectively with others. It discusses the importance of verbal communication using words, nonverbal communication using gestures and body language, and having good group communication skills like making eye contact and speaking clearly. Poor communication skills can hurt job prospects. It provides tips for leading effective group discussions, such as creating an agenda, managing time, and making participants comfortable. Guidelines are given for social media debates, such as preparing an opening statement, questions for opponents, and a concluding argument. The SOLER method of effective interpersonal communication is also outlined.
This document provides guidance on verbal and nonverbal communication skills needed for group discussions. It emphasizes the importance of being able to communicate clearly both verbally through speaking and nonverbally through body language. Specific tips are provided such as making eye contact, speaking confidently, having an agenda, and being aware of time. The SOLER technique is described to help listeners interact effectively through facing the speaker, having an open posture, leaning in, maintaining eye contact, and being relaxed. Guidelines are given for preparing and participating in group debates through developing an opening statement, generating questions for opponents, having prepared answers, and concluding arguments.
This document provides tips for primary school students learning to debate. It discusses dos and don'ts, including don't yell at opponents, don't use distracting props, and don't tell personal stories as examples. It emphasizes preparing arguments, rebutting the other side, and having a logical structure. Students are advised to have fun, get feedback, and be ready to adapt if the debate takes an unexpected turn. The overall message is that debating is about learning and improvement, not just winning.
This document discusses various communication skills needed for media production discussions. It covers both verbal and non-verbal communication, as well as good group communication skills like listening, considering all ideas, and doing research. It also discusses the importance of environment, having an agenda, allowing time for discussion, and establishing ground rules for discussions. Interacting respectfully with others using the SOLER technique of squarely facing them, keeping an open posture, leaning in, maintaining eye contact, and being relaxed is also covered.
Similar to Huckabee debate notes and format 3 w rubric (2) (20)
Students will give a speech presenting 5 items that represent something about themselves. Each item should have a clear connection to an overarching theme. Students should explain each item in detail without stating their name in the first sentence. Speeches will be graded based on including all 5 items, clearly demonstrating a unified theme through the items, and providing supporting details for each item. Certain items like weapons or expensive items should not be brought for the speech.
This document contrasts utopias and dystopias. It defines a utopia as an ideally perfect place or an impractical idealistic scheme, while a dystopia is an imaginary place where life is extremely bad due to deprivation, oppression, or terror. It then provides examples of different types of utopias, including ecological, economic, political, religious, and science/technology utopias. In contrast, it lists varieties of dystopias such as those relating to society, social groups, nature, politics, and economics. The document concludes by contrasting key aspects of utopias versus dystopias such as their views of the future, forms of government, education systems, economies, legislation, and overall atmospheres
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Huckabee greek tragedy introduction and padletshuckabe
Greek drama originated as part of religious festivals in ancient Greece honoring Dionysus. Tragedies focused on examining the consequences of individual actions, humanity's relationship with the gods, and the role of fate. A tragic hero was a noble protagonist who made an error in judgment, or hamartia, which led to their downfall and death, providing catharsis for audiences. Common playwrights included Aeschylus, Sophocles, and Euripides, who presented plays at the Festival of Dionysus that followed certain conventions and the three unities.
The document discusses various literary elements used in stories, including point of view, narrator, setting, conflict, plot structure, characters, themes, and devices such as irony and imagery. It provides definitions and examples of first, second, and third person points of view; reliable and unreliable narrators; types of settings; internal and external conflicts; elements of plot like exposition, rising action, climax, and resolution; different character types; direct and indirect characterization; themes; and examples of situational, verbal, and dramatic irony.
This document discusses persuasion and audience analysis for public speaking. It explains that persuasion involves convincing an audience to believe a product, idea, or attitude. Audience analysis occurs before speaking and involves estimating how the audience feels about the speaker and message - whether they are supportive, uncommitted, indifferent, or opposed. Speakers should prepare to address all types of audiences and use logical, emotional, or personal approaches to connect with the audience.
Presentation of information from Common Sense Media on evaluating websites. Designed for middle school but will be used as refresher for high school students before a research project.
Abridged version ap grammar and style by hanlon-nugentshuckabe
This is a presentation shared by Prof. Stephanie Hanlon-Nugent. I am going to share it in two presentations for a high school journalism course. It is an excellent, concise summary of key AP style and grammar points.
This document outlines the requirements for a journalism project called "The Defining Moment Project" where students will write an essay about a significant moment in their life, learn basics of journalistic writing like using quotes and writing headlines, conduct an interview of a classmate to write a feature story based on their defining moment essay, and have deadlines to submit drafts and final versions of their work for grading.
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The document contrasts utopias and dystopias. Utopias depict ideal societies with perfect social, political, economic, and environmental conditions. They include ecological utopias that emphasize harmony with nature, economic utopias with equal distribution of goods and no money, political utopias with world peace, and science and technology utopias set in the future with advanced living standards. Dystopias, on the other hand, depict societies with extremely poor living conditions due to oppression, deprivation, or terror. Common themes in dystopias include class systems, loss of individuality, attacks on religion and family, urban settings separated from nature, oppressive governments, and economies with rich and poor classes but no middle class
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This document discusses nonverbal communication and body language. It notes that over half of communication is nonverbal and describes the many physical signs, facial expressions, gestures, and postures humans can produce. It provides examples of positive body language like relaxed posture and eye contact, and negative body language like tension and fidgeting. The document also discusses personal space and how distance conveys relationships. It provides tips for handshakes, noting they started as a way to show you were unarmed and offering guidelines like a firm grip and avoiding excessive pumping.
This document discusses overcoming the fear of public speaking. It defines confidence and fear, noting that fear becomes a phobia when it is persistent and irrational. Many adults fear public speaking more than death and lists common symptoms of this fear such as an upset stomach or fast heartbeat. It suggests that the key to overcoming this fear is changing one's perception - audiences often do not notice a speaker's nerves as much as the speaker feels them. It advises that a speech should not be seen as a performance but as an opportunity to share meaningful ideas with an audience. Finally, it lists "planks of confidence" like being prepared, friendly, and believing in what one says to help overcome the fear of public speaking.
Public Speaking Notes - Glencoe - Chapter 1shuckabe
This document provides an overview of ethics and effective communication in public speaking. It discusses establishing an ethical foundation before speaking, the communication process involving senders, messages, receivers and feedback, and barriers to communication like attitudes, social factors, education and culture. It also describes intrapersonal communication as self-assessment and interpersonal communication between people. Rhetoric is defined as the study of communication. The document concludes by discussing Aristotle's three appeals of ethos, logos and pathos, and suggests speakers consider whether their message is appropriate, how listeners would feel, if it provides new information at the right level.
This document provides instructions for a classroom assignment where students will give a 3-4 minute speech about another famous speech. Students must choose a speech from the American Rhetoric website, discuss who gave the speech and the context, how it was received, their opinion of it, and how it could have been improved or its historical impact. Students must upload their speech and a 200 word excerpt to Turnitin.com by September 14 and bring a printed copy to present on September 16.
History of journalism for journalism 1 slideshareshuckabe
This document summarizes the history of freedom of the press in the United States from the colonial era to modern times. It describes how early colonial newspapers faced censorship from British authorities and how the case of John Peter Zenger established truth as a defense against libel charges. It then discusses the role of the partisan press during debates over the Constitution and the rise of modern newspapers in the 19th century. The document outlines key developments in radio, television, and the internet that changed how news is delivered. It concludes by noting that while forms of journalism are changing, the public will always demand news.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Let’s 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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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.
2. NEGOTIATION OR
DEBATE?
Negotiation: A cooperative relationship in which both sides want to
reach and agreement.
Debate: Latin for “to battle.”
3. NEGOTIATION
TECHNIQUES
1. Be positive. Avoid words such as:
Cornered Crisis Excuse
Loser Nervous Unreasonable
Will not Guess Hopeless
Afraid Frustrating Fail
Bad luck Fault Demand
Blame Disaster Delay
Cannot Unaware Tired
Cheated Impossible Make do
4. USE 3-PART MESSAGES
Don’t use this Jedi mind trick for anything but good in the world,
please.
When you (X)
I feel (Y)
because (Z)
THEREFORE – and this is where you insert what you’re going to
ask from your audience.
5. BE PREPARED
KNOW what you’re going to be dealing with.
Anticipate the arguments you’ll face.
Don’t get blindsided.
7. PROPOSITION
The statement or the point that is to be debated.
•School uniforms should be required in public schools.
•Females are more successful in athletics and academics than males
at CHS.
•Carolina is better than Clemson.
8. RESOLUTION
A formal statement of opinion presenting the proposition. The
debate is formally started when the speaker for the affirmative
(more to come on that shortly…) makes the resolution statement.
For example:
“Resolved. School uniforms should be required in public schools.”
“Resolved. Females are more successful in athletics and academics
than males at CHS.”
“Resolved: Carolina is better than Clemson.”
9. AFFIRMATIVE
YES, that is true!
This side tries to prove
that the statement is
true.
NEGATIVE
NO, that is false!
This side tries to prove
that the statement is
false.
10. EVIDENCE
Information that helps prove something.
HOW DO YOU KNOW????
Quotes from famous authors, scientists, and philosophers
Statistics from research articles and journals
First-hand experiences that clearly relate to the topic
PAINT THE PICTURE of what you want to
prove with strong imagery.
You are not just up there talking.
You are in a battle and your
WEAPONS are your WORDS.
11. CROSSFIRE
Questioning one another.
In crossfire, both debaters sit with their teams.
Teams may then respectfully ask for more proof of evidence
or ask clarifying questions that will help shape rebuttals.
A team member who attempts to dominate his own team or
who is rude to the opposing team will lose points.
Don’t forget what Mr. Robert Frost said:
“Education is the ability to listen to almost anything without losing
your temper or your self-confidence.”
Will you appear educated in your ability to LISTEN???
12. REBUTTAL
A speech that contradicts an earlier statement.
Your team will earn more points by contradicting statements from
the opposing team.
13. DEBATE FORMAT
FIRST ROUND: ESTABLISH CREDIBILITY
First Speaker, Affirmative = up to 3 minutes
First Speaker, Negative = up to 3 minutes
Crossfire = up to 2 minutes
****3 minutes to research and conference with team****
SECOND ROUND: REBUTTAL. ADDRESS ISSUES BROUGHT UP BY OTHER TEAM
FORMALLY, FURTHER YOUR ARGUMENT.
Second Speaker, Affirmative = up to 3 minutes
Second Speaker, Negative = up to 3 minutes
Crossfire = up to 2 minutes
****3 minutes to research and conference with team****
THIRD ROUND: REBUTTAL and LAST CHANCE TO DRIVE HOME YOUR POINTS –
LEAVE NO DOUBT
Final Focus: Affirmative: up to 1 ½ minutes
Final Focus: Negative : up to 1 ½ minutes
Remember civil discourse is KEY!!
You can lose a debate for speaking rudely even if you have the best information.
14. SCORING
You get points when you support your argument with strong
evidence.
You lose points when your opponent refutes your evidence.
You are also judged on your ability to handle yourself
appropriately respecting civil discourse.
Rude debaters lose points.
15. STRATEGY
• Work hard and don’t waste time.
• Anticipate what the other team will say.
• Build a sound case. Pick the three or four strongest reasons for
your side and support them with strong evidence.
• During the debate LISTEN! Find weaknesses in the other side.
Team members who are not speaking should be actively
researching facts brought up by the other side.
• The speaker should also take notes while the other side is talking.
• Speak clearly and logically.
16. DEBATE TOPICS
Please got to Edmodo RIGHT NOW and post topics you’d like
to debate.
17. RULES
You may not be happy with your team or your topic. Get over
it quickly as changes will not be made.
If you share information that could benefit one team over
another, you will be given an F for this assignment.
Civil discourse is expected throughout this assignment.
18. MEN ARE BETTER
DRIVERS THAN WOMEN
Affirmative (Left
side facing
podium)
Jax
Ryan
Will M.
Harrison
Alex
Negative (Right)
Katie
Elise
Breland
Belle
Erik
19. WOMEN ARE MORE
SUCCESSFUL IN ATHLETICS
AT CHS THAN MALES
Affirmative
Alyssa
Terri
Brandi
Shaleighya
Negative
Tommy
Thomas
Will T
Graham
Brandon
20. WORK SCHEDULE
December 2: Initial research
December 4: Complete research/Form arguments/Anticipate
the other side
December 6: PRACTICE speeches with teams, team members
provide feedback for improvement
December 10: DEBATE – Audience members (the other
debate topic groups) will judge. Special guests may also
judge.
21. DEBATE
NO eating – if you need a snack, you better step out in the
hall before the bell rings.
All phones are to be IN book bags when the bell rings. If I see
your phone, that’s points off for you and you hand it over.
iPads may be on for this work only. If you’re doing anything
else, it’s mine even if you have your speech on it.
You have a few minutes to review with your team. Remember
that you should do your best to maximize your speaking time
with PREPARED work – not by winging it. This would be a
good time for each speaker to practice his or her speech with
the group for content and time.
Who will be the researcher? Everyone on the team should
have paper and pen/pencil to take notes during the debate.
22. Topic____________
Affirmative/Negative
Levels of Performance
Judge_______________________________________
Criteria 1 2 3 4 SCORE
Organization and Clarity:
View points and
responses are outlined
both clearly and orderly.
Unclear in most
parts
Clear in some parts
but not over all
Most clear and
orderly in all parts
Completely clear and
orderly presentation
Use of Arguments:
reasons are given to
support viewpoint.
Few or no relevant
reasons given
Some relevant
reasons given
Most reasons
given: most
relevant
Most relevant reasons
given in support
Use of Examples and
Facts: examples and
facts are given to support
reasons.
Few or no relevant
supporting
examples/facts
Some relevant
examples/facts
given
Many
examples/facts
given: most
relevant
Many relevant
supporting examples
and facts given
Use of Rebuttal:
arguments made by the
other teams are
responded to and dealt
with effectively.
No effective counter-arguments
made
Few effective
counter-arguments
made
Some effective
counter-arguments
made
Many effective counter-arguments
made
Presentation Style: tone
of voice, use of gestures,
and level of enthusiasm
are convincing to
audience.
Few style features
were used; not
convincingly
Few style features
were used
convincingly
All style features
were used, most
convincingly
All style features were
used convincingly
Total Points:
How could this team improve their debate performance?
What were the strengths for this team?
23. ANSWER THE FOLLOWING QUESTIONS ON THE BACK
OF A SCORESHEET. USE COMPLETE SENTENCES AND
PROVIDE EVIDENCE OF CAREFUL THOUGHT.
1. Do you believe your team or the opposing team won the
debate? Why?
2. What would you do differently now that you’ve completed
this assignment?
3. Who was most helpful in your group? Who was least
helpful?
4. On a scale of 1-100, what grade do you think you earned
for the research and preparation phase?
5. On a scale of 1-100, what grade do you think you earned
for the actual debate?
24. MEN ARE SMARTER
THAN WOMEN
2 literary quotes
2 famous quotes
2 scientific studies
2 quotes from people within this building