!1 of!8 Nest+M Debate. Nest + M Debate

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1 !1 of!8 Nest+M Debate Nest + M Debate

2 !2 of!8 Nest+M Debate Table of Contents 1: Cover Page 2: Table of Contents 3: Debate Tryouts Information 4: Debate Videos 5-8: Basic Debate Speech Breakdown (AREI)

3 ! 3 of! 8 Nest+M Debate Debate Tryouts On Thursday, September 13th from 3-6pm all students who are interested in trying out for the competitive debate team must come prepared to debate the motion Political Correctness has gone too far. Students should prepare 5 minute speeches for both proposition (you agree that it's gone too far) and opposition (you disagree that it's gone too far). In the speeches, students should develop 3-4 arguments in the AREI (Assertion, Reason, Evidence, Impact) formula to argue for either side of the motion. Students will find out which side they speak on when they arrive at tryouts. There will be one speaker on proposition who gives a 5 minute speech that includes 3-4 arguments. On opposition, there will be one speaker who gives a 5 minute speech with refutation for the arguments of the proposition speaker and at least 2 arguments of their own. The speaker on proposition will then be given 1 minute to refute opposition s arguments. POIs: A POI is a point of information. The opponents of the speaker can stand to give a refutation or present information that undermines the speaker's arguments during unprotected time unprotected time is from the 2nd to the 4th minute of a speaker's speech. Protected time is the 1st and 5th minute of a speaker's speech. During protected time, opponents of the speaker cannot stand for POIs. The judge will signal when protected time is over and when it comes back on. It is mandatory for students to give at least 2 POIs and for speakers to accept at least 1. Students will be expected to engage with and refute their opponent s arguments and POIs during tryouts. Please see the pdf below and videos on the next page for further clarification. Please read page 5 of this document on POIs: 564f4570e4b07b93990a546e/t/564f9f87e4b0cb706002cebb/ /MSPDP+Rules pdf Pre-written notes/speeches will not be used in the actual debate, however students can bring pre-written notes/speeches to tryouts. Students will be given a blank paper on which they can rewrite their pre-written notes/speeches. This preparation method closely resembles the actual process of giving a speech at a tournament. It is meant to help students talk to the judges directly, rather than reading from a sheet of paper for the entire speech. Approximately 25 students will be selected for the competitive debate team, which will meet only on Tuesdays and Thursdays. All students who enroll in debate but do not make the competitive team are welcome to enroll in the Debate Skills class which meets on Mondays.

4 ! 4 of! 8 Nest+M Debate After this page, you ll find a basic speech breakdown. This is to help you get a detailed understanding of speeches before tryouts, but please do not feel overwhelmed. Just as long as you understand the basic AREI (Assertion, Reason, Evidence, Impact) formula for an argument, you will do well at tryouts! In class, we go over advanced debate speeches. If you are new to debate, then it may be easier for you to watch these videos and take notes: In Youtube, type MSPDP Sample Debate: Television is a Bad Influence In Youtube, type 2016 ESU MSPDP Championship Debate v=diyargpaof0&app=desktop

5 ! 5 of! 8 Nest+M Debate Basic Debate Speech Breakdown: Organization and AREI (Assertion, Reasoning, Evidence, Impact) Introduction *All debaters can introduce themselves, but the opening proposition (the first speaker on proposition) is the only one who should restate the motion in his/her introduction for clarity, but everyone else can go straight into their speeches. Road Map and Signpost: *Everyone should Roadmap* Before: At the beginning of your speech, tell the judge how your speech is organized, Ex: I have three main arguments. The first argument is, the second argument is, and the third argument is. During: During your speech, before you go from the 1st argument to the 2nd, 3rd, or 4th arguments, signpost where you are in your speech so the judge knows. Ex: Now I will argue my second point, which is. After: During the conclusion, tell the judge what you ve just gone over ( What did I go over in this speech? I told you that. ) This all helps the judge organize his/her notes better. It follows that the more organized your argument, the easier it is for the judge to evaluate you, and the higher your chances are of getting a good score.

6 ! 6 of! 8 Nest+M Debate Argument Formula (AREI) For Each Argument: Argument 1 (A) Assertion (statement with no reasoning or proof): *Ex: Public schools are better than private schools (but I don t know why)* (R) Reasoning (logic, logos, use causation, not correlation): This is where you give reasons for your previous statement.* Ex. public schools are better because. (E) Evidence (pathos, ethos): Provide statistics, stories, and/or facts for backup and proof. (I)Impact (how does this help or hurt society?): *Why is this important? Why should the majority of people care? Why should the judge care?

7 ! 7 of! 8 Nest+M Debate Argument 2 (A) Assertion (statement with no reasoning or proof): *Ex: Public schools are better than private schools (but I don t know why)* (R) Reasoning (logic, logos, use causation, not correlation): This is where you give reasons for your previous statement.* Ex. public schools are better because. (E) Evidence (pathos, ethos): Provide statistics, stories, and/or facts for backup and proof. (I) Impact (how does this help or hurt society?): *Why is this important? Why should the majority of people care? Why should the judge care?

8 ! 8 of! 8 Nest+M Debate Argument 3 (A) Assertion (statement with no reasoning or proof): *Ex: Public schools are better than private schools (but I don t know why)* (R) Reasoning (logic, logos, use causation, not correlation): This is where you give reasons for your previous statement.* Ex. public schools are better because. (E) Evidence (pathos, ethos): Provide statistics, stories, and/or facts for backup and proof. (I) Impact (how does this help or hurt society?): *Why is this important? Why should the majority of people care? Why should the judge care?