What is Debate?
A formal debate is defined as an equitably structured communication event about some topic of interest with opposing advocates alternating before an opportunity is given for decision (Snider and Schnurer 19).
Note the components of this definition:
· A debate is equitably structured: All sides have the same opportunities to give speeches and express themselves.
· A debate is a communication event: Those involved give speeches to express their ideas.
· A debate is about a topic: Each debate has a subject that is the focus of the debate, such as “The death penalty should not be used as a criminal punishment.”
· A debate has opposing advocates: Two (and at times perhaps three) different individuals or teams are assigned to agree or disagree with a point of view.
· A debate has alternating speeches: One side speaks, and then the other side speaks in a sort of formal conversation.
· A debate has an opportunity for decision: At the end, a judge or an audience is invited to agree with one side or the other. Debate often changes minds.
Debate is the process that determines how change should come about. It attempts to justify changing the way people think and live. Debate occurs daily in legislatures around the world, at the United Nations, the faculty meetings at a school, and at your dinner table. The procedures for these debates may differ, but the process is the same. People engage in a discussion that will determine whether a particular change is good or bad. The United Nations debated whether or not Israel’s invasion of Gaza was justified, school faculty meetings debate school policies and you debate with family members about domestic matters.
These debates in which you will participate formalize the debate process. At times you will work with a partner. You and your partner form a debate team. Sometimes you will have to support a topic (called the affirmative, the government or the proposition), and sometimes you will have to oppose it (called the negative or the opposition). In some cases, you will have plenty of time to get ready for the debate, while in others you will need to prepare quite rapidly and use what you already know.
You will deliver speeches in a format that is unique to debate. The content of the speeches involve constructive elements and rebuttal elements. Constructive elements involve developing your ideas and presenting your case for the side of the topic you are assigned. Constructive elements build what you hope will become the main issues in the debate. Rebuttal elements dispute these points made by the other side. You attack opposing arguments and defend yours, while indicating to the listeners why they should agree with your side.
Learning the rules and components of formal debate may at first seem difficult. But once you take on the challenge, you will begin to understand how they will help you become a good debater. Your first few debates may be difficult, but debating gets easier and easier as your improve your skills.
You will debate so that your audience will learn about an issue as well as the debate process. You have a dual role—to discuss important issues and to show your audience what formal debating is and how they can use it to create public dialogue.
You will learn the basic customs associated with the debating process. These include being respectful of your opponents, not attacking them personally, not ignoring their arguments, not falsifying facts and information, and respecting the rights of intelligent people to disagree about issues.
Many new debaters are nervous because they do not have a good understanding of the procedures in a formal debate. When unsure, ask others for help. Eventually you will become comfortable debating, and your nervousness will subside.
The topic
Each debate focuses on a topic, the subject of the debate. The topic may also be referred to as the “motion” or “resolution.” The purpose of having a formal topic is to limit the debate. Arguments and issues that are not relevant to the topic are irrelevant to the debate. In school you study a specific subject; similarly when you debate you discuss a specific topic. The affirmative argues in favor of the topic, and the negative argues against it.
Speech order and responsibilities
Many debates begin with the constructive speeches, which are used to build the arguments that the affirmative and negative teams hope to win. The rebuttals, which occur later in the debate, are used to solidify each team’s position and to convey to the judge or audience why they should vote for one team over the other.
The first affirmative speaker has the responsibility of presenting a case that is the basis for the debate to follow. The case should involve several important reasons why the listeners should agree with the topic.
The second speaker is from the negative team. She argues against the affirmative’s case and introduces other issues that the negative team thinks are important. Note this speaker’s dual role: to refute what the affirmative argued and to introduce other issues that would convince the judge or listeners not to agree with the topic.
Depending on the debate format, each side may give additional speeches. Often a debate concludes with summary or “whip” speeches in which the sides summarize the debate and try to persuade the audience that their arguments were better and more important.
Some formats include a cross-examination period between the speeches that allows speakers to ask each other questions in order to clarify arguments. Other formats allow members of the opposing team to ask questions during a speech. Other formats include questions from expert commentators or from the audience. Debaters answer these quickly and directly in a way that enhances their position.
Here is a common format to illustrate the debate process. While there are many debate formats, this format works well for a debate being held before a public audience. This debate format should give you a picture of how the process plays out.
For more information about World Universities format, go to
http://debate.uvm.edu/dcpdf/sambaworldsguidelines.pdf
http://flynn.debating.net/colmmain_tut.htm
For more information abolut World Schools format, go to
http://debate.uvm.edu/dcpdf/wsdcrules.pdf
http://debate.uvm.edu/dcpdf/wsdcdefiningandcases.pdf
http://debate.uvm.edu/dcpdf/wsdcjudgingguidelines.pdf
Sixty-minute two-on-two debate with audience and/or commentary
Topic: Death penalty should be abolished
|
EVENT |
MINUTES |
RESPONSIBILITIES |
|
Introduction |
1 |
A moderator introduces the program and the debaters. |
|
Background |
1 |
A moderator presents the topic and some very brief background information. |
|
First affirmative speech |
7 |
Speaker makes a basic case for abolishing the death penalty: 1. Death penalty fails to deter crimes. 2. Death penalty is applied unfairly. 3. Death penalty justifies other forms of state violence. |
|
Cross examination |
2 |
An opposing debater asks short questions of the first affirmative speaker, who answers them. |
|
First negative speech |
8 |
Speaker refutes the three arguments of the affirmative and introduces two new arguments to support the death penalty: 1. Those who are executed will never kill again. 2. Death penalty gives victims and survivors a sense of justice done. |
|
Cross examination |
2 |
An opposing debater asks short questions of the person who has just spoken, who answers the questions. |
|
Second affirmative speech |
8 |
Speaker defends the original three arguments and answers the two new ones presented by the negative. |
|
Cross examination |
2 |
An opposing debater asks short questions of the second affirmative speaker, who answers them. |
|
Second negative speech |
8 |
Speaker answers the defense of the three original affirmative arguments and defends the two arguments introduced by the negative. |
|
Cross examination |
2 |
An opposing debater asks short questions of the second negative speaker, who answers them. |
|
Audience questions-statements, commentator |
10 |
Audience members or others present ask questions of specific debaters or make short statements about what has been said in the debate. |
|
Negative rebuttal |
4 |
Negative speaker summarizes the debate and gives reasons why listeners should agree with the negative. |
|
Affirmative rebuttal |
5 |
Affirmative speaker summarizes the debate and gives reasons why listeners should support the topic. |
Judges
At times, members of the audience will be asked to vote for the team they think did the better job. In other situations a formal panel of judges will decide which side won the debate. Many debates, however, have no formal judges, and each person listening will make his or her own decision.
There is much more to come, but we must make these first steps in hope and joy. Long live Iraq as a debating nation. I look forward to witnessing the growth of Iraqi debating and the maturing of the many great debaters that I know will emerge from the sophisticated population of this historically great people.
For More Information
Meany, John and Kate Shuster. On That Point: An Introduction to Parliamentary Debating. New York: International Debate Education Association, 2003. Chap. 1.
Snider, Alfred. “Why Debate?” Debate Central. http://debate.uvm.edu/watchnovicepolicyvideo.html.
Snider, Alfred and Maxwell Schnurer. Many Sides: Debate Across the Curriculum. New York: International Debate Education Association, 2000. Chap. 1.