![ The debater should present the information
to the audience as a completed work, not
short facts glued together:
STATE your answer to the proposition
(question)
TRANSITION to the PROOF (your
example[s])](https://image.slidesharecdn.com/debates2012-120612090703-phpapp01/85/Debates2012-27-320.jpg)
![ The debater should present the information
to the audience as a completed work, not
short facts glued together:
STATE your answer to the proposition
(question)
TRANSITION to the PROOF (your
example[s])
EXPLAIN your example[s] CLEARLY](https://image.slidesharecdn.com/debates2012-120612090703-phpapp01/85/Debates2012-28-320.jpg)
![ The debater should present the information
to the audience as a completed work, not
short facts glued together:
STATE your answer to the proposition
(question)
TRANSITION to the PROOF (your
example[s])
EXPLAIN your example[s] CLEARLY
LISTEN to team mates & the opposing side](https://image.slidesharecdn.com/debates2012-120612090703-phpapp01/85/Debates2012-29-320.jpg)
Debates2012
- 4. Academic Debate Teaches Reading Comprehension
- 5. Academic Debate Teaches Reading Comprehension Critical Thinking
- 6. Academic Debate Teaches Reading Comprehension Critical Thinking Organization Skills
- 7. Academic Debate Teaches Reading Comprehension Critical Thinking Organization Skills Effective Communication
- 9. When debating, teams explore arguments for and against a specific proposition
- 11. Debating can be an effective and practical learning tool
- 14. Debating allows several different qualities to emerge, including
- 15. Debating allows several different qualities to emerge, including collecting and organizing ideas,
- 16. Debating allows several different qualities to emerge, including collecting and organizing ideas, evaluating ideas,
- 17. Debating allows several different qualities to emerge, including collecting and organizing ideas, evaluating ideas, seeing logical connections between ideas,
- 18. Debating allows several different qualities to emerge, including collecting and organizing ideas, evaluating ideas, seeing logical connections between ideas, adapting to new situations quickly and efficiently, and
- 19. Debating allows several different qualities to emerge, including collecting and organizing ideas, evaluating ideas, seeing logical connections between ideas, adapting to new situations quickly and efficiently, and speaking persuasively.
- 21. As the audience is acting as a judge in the debate, the debaters should remember a few rules:
- 23. The debater should not deliver too many facts in a short time.
- 25. The debater should present the information to the audience as a completed work, not short facts glued together:
- 26. The debater should present the information to the audience as a completed work, not short facts glued together: STATE your answer to the proposition (question)
- 27. The debater should present the information to the audience as a completed work, not short facts glued together: STATE your answer to the proposition (question) TRANSITION to the PROOF (your example[s])
- 28. The debater should present the information to the audience as a completed work, not short facts glued together: STATE your answer to the proposition (question) TRANSITION to the PROOF (your example[s]) EXPLAIN your example[s] CLEARLY
- 29. The debater should present the information to the audience as a completed work, not short facts glued together: STATE your answer to the proposition (question) TRANSITION to the PROOF (your example[s]) EXPLAIN your example[s] CLEARLY LISTEN to team mates & the opposing side
- 31. The language used in a debate must be intelligible, free of jargon and clichés.
- 33. The speech must be clear, well-organized, and informative
- 35. Good use of transitions is the key to a good debate.
- 37. Debate is controversial and controversy often becomes heated. However, trying to attack opponents gains nothing.
- 39. Debaters should display courtesy and show respect for opponents and for the worth of ideas at all times.
- 41. It is not realistic to take a "right or wrong" attitude toward debate.
- 43. Speakers should never forget that a good debate is an honest attempt to provide the audience with two different answers to the question asked in the proposition.
- 45. •Students people each) into 10 teams (3 will be divided
- 46. •Students people each) into 10 teams (3 will be divided
- 48. • Odd-numbered teams will support the proposition (the affirmative).
- 49. • Odd-numbered teams will support the proposition (the affirmative). • The even-numbered teams will oppose the proposition (the negative).
- 50. • Odd-numbered teams will support the proposition (the affirmative). • The even-numbered teams will oppose the proposition (the negative).
- 52. • Debate #1 -- Team 1 vs Team 2
- 53. • Debate #1 -- Team 1 vs Team 2 • Debate #2 -- Team 3 vs Team 4
- 54. • Debate #1 -- Team 1 vs Team 2 • Debate #2 -- Team 3 vs Team 4 • Debate #3 -- Team 5 vs Team 6
- 55. • Debate #1 -- Team 1 vs Team 2 • Debate #2 -- Team 3 vs Team 4 • Debate #3 -- Team 5 vs Team 6 • Debate #4 -- Team 7 vs Team 8
- 56. • Debate #1 -- Team 1 vs Team 2 • Debate #2 -- Team 3 vs Team 4 • Debate #3 -- Team 5 vs Team 6 • Debate #4 -- Team 7 vs Team 8 • Debate #5 -- Team 9 vs Team 10
- 57. • Debate #1 -- Team 1 vs Team 2 • Debate #2 -- Team 3 vs Team 4 • Debate #3 -- Team 5 vs Team 6 • Debate #4 -- Team 7 vs Team 8 • Debate #5 -- Team 9 vs Team 10
- 58. Speaker Time First Affirmative 2 minutes First Negative 2 minutes Negative Rebuttal (counter or deny what 2 minutes the Affirmative team said) Affirmative Rebuttal (counter or deny 2 minutes what the Negative team said) Negative Summation 2 minutes Affirmative Summation 2 minutes Judging 5 minutes
- 61. The Chairperson’s job: 1. Introduce all participants.
- 62. The Chairperson’s job: 1. Introduce all participants. 2. Call on each of them in turn.
- 63. The Chairperson’s job: 1. Introduce all participants. 2. Call on each of them in turn. 3. Act as the timer to indicate to the debaters how much time remains in their speeches.
- 64. The Chairperson’s job: 1. Introduce all participants. 2. Call on each of them in turn. 3. Act as the timer to indicate to the debaters how much time remains in their speeches. 4. Collect the assessment slips, add up the scores, and announce the winning team.
- 65. Judges Consider…
- 66. Judges Consider… How well did the speakers communicate their ideas?
- 67. Judges Consider… How well did the speakers communicate their ideas? How much information did the speakers know about their topic?
- 68. Judges Consider… How well did the speakers communicate their ideas? How much information did the speakers know about their topic? Were the team members polite?
- 69. Judges Consider… How well did the speakers communicate their ideas? How much information did the speakers know about their topic? Were the team members polite? Did the second speaker on each team build on what the first team member had said?
- 70. CROSS- CROSS- CROSS- SPEAKER SPEAKER SPEAKER EXAMINER EXAMINER EXAMINER 1 2 3 1 2 3 CLARITY PRESENTATION INFORMATION ORGANIZATION PERSUASION TOTAL COMMENTS _______
- 72. Each group will be given a proposition.
- 73. Each group will be given a proposition. Research is crucial.
- 74. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial.
- 75. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial.
- 76. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial. Here are some links that may be of help:
- 77. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial. Here are some links that may be of help: DEBATE CENTRAL http://www.uvm.edu/~debate/learndebate.html
- 78. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial. Here are some links that may be of help: DEBATE CENTRAL http://www.uvm.edu/~debate/learndebate.html
- 79. Each group will be given a proposition. Research is crucial. Researching and learning specific vocabulary is equally crucial. Here are some links that may be of help: DEBATE CENTRAL http://www.uvm.edu/~debate/learndebate.html INTERNATIONAL DEBATE EDUCATION ASSOCIATION http://www.idebate.org/debatabase/
- 81. The Merchant of Venice, Act 2, scene 6 - Like Salarino in lines 6-8, Gratiano (lines 9-20) talks of there being greater pleasure in the first anticipation of love than in its actual experience. Do you agree?
- 82. The Merchant of Venice, Act 2, scene 6 - Like Salarino in lines 6-8, Gratiano (lines 9-20) talks of there being greater pleasure in the first anticipation of love than in its actual experience. Do you agree?
- 83. The Merchant of Venice, Act 2, scene 6 - Like Salarino in lines 6-8, Gratiano (lines 9-20) talks of there being greater pleasure in the first anticipation of love than in its actual experience. Do you agree? When dating, the pleasure is in the chase.
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