|
| Preparation | Evaluation |
To offer full consideration of a specific issue related to your group's public issue. The debate proposition should be formed as a specific policy of change in the status quo. The class will be asked to decide whether or not to support the policy based on the strengths of the arguments presented on both sides.
Preparation:
Debate partners should do the following --
 Determine what policy you both think needs to be debated on the group issue.
Check with the other group members to make certain that no other debate team is debating the same policy.
Decide which of the two of you will argue in support of the debate proposition (the affirmative) and which will argue against it for the status quo (the negative).
Individuals should then do the following --
Expand your research on the group issue to focus specifically on the case determined by the policy to be debated.
Keep notes on evidence to be used as support and on issues to be addressed on either side of the policy question.
Select the premises (reasons) which seem most probable and most suitable to your side of the debate. Then, construct the arguments for your position around those premises.
Plan the presentation of your argument carefully -- do not rely upon ad libbing from your notes. You will be expected to conform to the time structure of the debate.
Bring to class ready to turn in at the beginning of the class period on the day of your debate --
the fully constructed analysis of your argument, including the key pieces of evidence for each line of reasoning.
your working bibliography on the group's issue, in proper bibliographic form, which will including minimally all of the references you consulted for the group discussion as well as all the new ones consulted for the debate.
Time allocation for the debates will be as follows:
AFFIRMATIVE -- 5 minutes,
NEGATIVE -- 8 minutes (refutation and rebuttal),
AFFIRMATIVE REBUTTAL -- 3 minutes.
Evaluation:
Evaluation for this assignment will be based on six criteria, weighted accordingly -- |
