Debate Guidelines

For each debate topic, there will be two teams with two or three members on each team. The affirmative team will support the debate topic as it is written; the negative team will be absolutely opposed to the statement. 

It is the responsibility of each team to divide up the debate responsibilities among its members. However, each team should strive for equal speaking opportunities. 
 

The order of appearance is as follows:

1. First Affirmative Constructive Speech (7 minutes.) 
   
   
2. First Negative Constructive Speech (7 minutes.) 
   
   
3. Second Affirmative Constructive Speech (6 minutes.) 
   
   
4. Cross-examination of Affirmative Team by Negative Team (3 minutes.) 
   
   
5. Second Negative Constructive Speech (6 minutes.) 
   
   
6. Cross-examination of Negative Team by Affirmative Team (3 minutes.) 
   
   
7. First Negative Rebuttal (4 minutes.) 
   
   
8. First Affirmative Rebuttal (4 minutes.) 
   
   
9. Second Negative Rebuttal (3 minutes.) 
   
   
10. Second Affirmative Rebuttal (3 minutes.) 

(Total Time: 46 minutes) 

General Guidelines

Debate is an experience in oral presentation. Written and oral communications are not the same: Good oral communication uses shorter sentences, is more repetitive, and is based on eye contact with your audience. You may write a good script, but your audience will have difficulty following you as you read it. Your grade depends more on content and preparation than on how good a speaker you are, but the audience (including the instructor) cannot know how good the content is, or how well organized it is, if it is not presented effectively. If you are obviously reading your statement, the audience will miss much of the content.
 

Debate typifies the adversary method. Even if you believe the truth lies somewhere in the middle, you will weaken your performance if you admit that prematurely (i.e. during the debate). Be a strong advocate for your position, and assume your opponents will do likewise. At the same time, this debate is intended to be an educational experience. Therefore you may want to collaborate with your opponents in finding materials or even plan and "rehearse" the debate with them. 

The debates are part of the course material and will be the basis for written assignments. 
 

Instructions
 

1. Adhere strictly to the time limits. You will be cut off if you exceed them.
   
   
2. Constructive speeches should be prepared in advance, although preferably not word-for-word. 
   
   
3. At the end of the debate, each team must turn in an outline of its constructive speeches, points for rebuttal, and an annotated bibliography of sources used in preparing fro the debate. 
   
   
4. At least one constructive speech will provide background information needed for the audience to follow the debate. 
   
   
5. Cross-examinations and Rebuttals will also be evaluated; they are a good test of the speaker's depth of preparation. 

Criteria for Evaluating Debates

1. Did the debater demonstrate a deep understanding of the topic and its connections to the concepts and themes raised in the course? Were key terms clearly defined? 
   
   
2. Did the debater make a clear and convincing argument? Was support offered in terms of examples or data? 
   
   
3. Did the debater appear to know both sides of the issue, so that she/he anticipated the opponents points and had questions ready in advance for the cross-examination? 
   
   
4. Did the presentation appear well organized and did it hold the audience's interest? 
   
   
5. Were visual aids (overhead transparencies, handouts) supportive of the argument? 

Determination of Grades

Grades will be determined by the instructor on the basis of (1) the peer evaluations, (2) the instructor's evaluation of adherence to the above criteria, and (3) the quality of supporting materials (outline and bibliography). Grades are assigned to individuals, not to teams, but overall team performance will clearly influence individual grades. Therefore, coordination with your partner(s) is essential, as is a logical and equitable division of responsibilities.