1. A Guide for Teachers and Schools
DEBATING
A Guide for Teachers and Schools

2. Schedule General Types of Debates Speaker Roles Adjudicating Debates
Benefits of Debating
Mock Debate
Questions

3. General Style Structure and Strategy Rebuttal Points of Information
To Be Avoided

4. Style How the content is presented Includes
Fluency and coherency when speaking
Use of gestures and eye content
Use of humour
Analytical vs. abstract/passionate
Individual style of each speaker varies.
Style very rarely determines the outcome of the debate

5. Structure and Strategy
Emphasis on very clear structure
Individual structure
Introduction and outline
Use of Point-Reason-Example
Signposting
Conclusion and overview
Team structure
Consistency
Ordering points
Logical and persuasive progression from speaker to speaker

6. Rebuttal Counter argument Vital to engagement in a debate
Ideally rebuttal should be
Logical rather than factual
Linked to a key issue in the debate
Interwoven with substantive
Structured and ordered
Time spent on rebuttal increases with each consecutive speaker

7. Points of Information
Framed as a question, statement or comment offered to speaker on floor by opposing team
Purpose is to
Draw attention to a flaw in opposition’s argument
Throw or fluster speaker on floor
Gain clarification on a point
Different from point of order, interjection or rebuttal
Common in more advanced debates
Typically rules and guidelines govern
When Points of Information are offered/accepted
How many Points of Information are offered/accepted

8. To Be Avoided When defining the moot Squirelling When arguing Truisms
Personal attacks
When offering Points of Information
Barracking

9. Types of Debates
Classification of debates as either a ‘model’ debate or a ‘judgment’ debate
Requirements and mechanisms for each type of debate

10. Judgment Debates - Overview
Requires teams to evaluate whether what is outlined in the moot
Is right or wrong
Is successful or unsuccessful
Should be supported or condemned
Can often be identified by “is” or “support/condemn” in the moot
Examples:
“This house believes that the United Nations is ineffective”
“This house supports the use of corporal punishment in schools”

11. Judgment Debates - Mechanisms
Affirmative
Set up a number of criteria by which the moot is evaluated. Essential requirement of the affirmative.
Prove that the subject of the moot has fulfilled these criteria and is therefore right/successful/
deserving of support
Negative
Set up the criteria for the debate if the affirmative has failed to do so.
Prove that the subject of the moot has not fulfilled these criteria and is therefore wrong/unsuccessful/
deserving of condemnation

12. Model Debates - Overview
Requires teams to identify a problem and then propose a model that will solve the problem
Can often be identified by “should” or “would” in moot
Examples:
‘This house believes that the UN should be reformed’
‘This house believes that schools should increase disciplining of students’

13. Model Debates - Mechanisms
Affirmative
Problem (Why?)
Identify that there is a significant problem that needs to be addressed.
Model (How?)
Outline the process by which the problem will be solved.
Solution
Explain how and to what extent the model will solve the identified problem.
Consequences
What other effects/benefits the model and solution will have.

14. Model Debates - Mechanisms
Negative
Two main strategies.
Problem
The problem identified by the affirmative is not serious enough to merit the scale of action.
As there is no (significant) problem, a model/solution is unnecessary.
Model
Requires the Negative to acknowledge the existence of a problem.
The model proposed by the Affirmative is impractical, would be more harmful than beneficial, does not solve the problem.
May involve the Negative proposing a counter model.

15. Speaker Roles
1st Speaker
2nd Speaker
3rd Speaker
Right of Reply

16. 1st Speaker Define the moot Outline team argument/case split
Set the context for the debate
Model Debate
Argue existence and significance of problem.
Outline model/counter model.
Judgment Debate
Introduce criteria.
Expand upon most important criterion.
1st Negative must also rebut arguments from 1st Affirmative.

17. 2nd Speaker Rebut preceding arguments from opposing team.
Reinforce preceding arguments from own team.
Expand and develop new points in substantive.

18. 3rd Speaker Rebut preceding arguments from opposing team.
Reinforce preceding arguments from own team.
Identify main areas of clash/key issues within the debate and then argue in favour of team.
Further explain/analyse any important points raised in the debate that have not been sufficiently developed or are very contentious.
Minimal amount of new material.

19. Right of Reply Can be done by either the 1st or 2nd Speaker.
Order: 3rd Negative -> Negative Right of Reply -> Affirmative Right of Reply
Summarise the debate in terms of key areas of clash and overarching ideas or themes.
Show how the Negative/Affirmative’s argument in each area of clash is more effective.
Purpose is to provide an overview of the debate from each team’s perspective and to then reinforce why the moot should fall or stand.
No new material is to be introduced.

20. Adjudicating Arriving at a decision Allocating marks
Adjudication Speech

21. Arriving at a Decision Identify key issues in the debate
How has each team presented and argued each key issue?
Which team is more persuasive for each key issue?
Level of engagement in debate
Consistency of argument across team
Contradictions
United team argument/proposal

22. Allocation of Marks
Speaker scores
Range of points out of 100

23. Allocation of Marks Right of Reply scores
- Range of points out of 50

25. Adjudication Speech Purpose is to Explain result of the debate
Provide feedback for debaters
Aim to be
Concise
Clear
Structured
Constructive
Authoritative
Avoid
Personal praise or criticism
Vagueness

26. Benefits of Debating Public speaking and confidence Use of logic
Analytical skills
Ability to form and present arguments
Time pressure and organisational skills
Awareness of current events, national and global issues
Benefits extend to other subjects and disciplines