The document discusses competitive debate and how it can be used in the classroom. It notes that traditional competitive debate focuses too much on speed and volume of arguments rather than substance. Lincoln-Douglas and Parliamentary debate formats are presented as better alternatives that emphasize discussing ethical values and adapting to unknown topics. The document also introduces Toulmin's model of argument construction as a useful framework for building logical arguments and illustrates how debate can help develop students' logical thinking and understanding of complex issues.

1. What is Competitive Debate? And How Can it be Used in the Classroom? by Heidi H.

2. McGough’s article in The New Republic Competitive Debate has become a low substance, high format competition Too much traditional debate focuses on volume of arguments, even if they are flimsy Debaters speak quickly and ramble off as many arguments as they can, using too many abbreviations in effort to lure opponent to not have enough time to refute all arguments

3. Lincoln-Douglas and Parliamentary formats are more popular Lincoln-Douglas focuses on discussing the merits of competing ethical values Parliamentary does not have a pre-set topic. Debaters find out topic ten minutes before the debate. But There’s Hope!

4. Toulmin’s Theories of Argument Construction

5. Data – evidence Claim – debater’s stance on the issue Warrant – logic the debater uses to make claim Backing – reasoning for that logic, more evidence Qualifier – relative strength of argument, a pitfall Reservation – rebuttal that will strengthen argument

6. Classroom Uses Good way to build logical and abstract thought Illustrates to students that there are no “pat answers” to tough questions Gets kids to see multiple sides of issues