Module 1: Introduction to Model UN, UN-style debate, diplomatic language
This session introduces students to the world of Model UN: what it is, why it is simulated,
how it builds leadership, and how diplomatic conduct differs from ordinary classroom
discussion or competitive debate.
Core Reading
A delegate does not simply try to win an argument. A delegate tries to represent a country,
build credibility, persuade others, and contribute to a collective outcome. The tone of
Model UN is formal because delegates are simulating international forums where language
carries diplomatic weight.
Key Questions
What is Model UN and why do students participate in it?
What are the roles of delegates, chairs, secretariat, and press?
How is UN-style debate different from ordinary debate?
What does diplomatic language sound like?
1. What is Model UN and Why Do Students Participate in It?
Model United Nations, commonly known as Model UN or MUN, is an educational
simulation of the United Nations and other international forums. In a Model UN conference,
students step into the role of diplomats, representatives, ministers, journalists, judges, or
policymakers and discuss real-world issues from the perspective of an assigned country,
institution, or portfolio.
At its simplest level, Model UN is a structured debate. But at a deeper level, it is much
more than debate. It is a learning experience where students research global challenges,
understand different countries, represent national interests, negotiate with others, draft
solutions, and attempt to build consensus. A student participating as the delegate of Brazil,
India, South Africa, France, Japan, Egypt, or any other country is expected to speak not
merely from personal opinion, but from the policy position, history, priorities, and interests
of that country.
Students participate in Model UN because it allows them to understand the world more
deeply. Many issues that appear simple from the outside become more complex when
viewed through the lens of different countries. For example, climate change is not only an
environmental issue. It is also connected to development, finance, technology, historical
responsibility, energy access, indigenous communities, industrial policy, and international
law. Similarly, conflict is not only about disagreement. It is connected to history, territory,
security, identity, resources, and power.
Model UN helps students move from passive awareness to active engagement. Instead of
only reading about global problems, students are invited to ask: What is the problem? Who
Page 2 of 124
is affected? What has already been tried? Why has it not worked? What can the
international community do? What can my country support? What will other countries
oppose? How can a solution be made realistic?
Through this process, students develop many important skills. They learn research, public
speaking, writing, negotiation, listening, critical thinking, collaboration, and leadership.
They also learn how to disagree respectfully, how to build alliances, how to write policy
proposals, and how to speak with clarity under pressure. Many students initially join Model
UN to improve confidence and public speaking. Over time, however, they often discover
that Model UN also develops empathy and perspective. It teaches them that every country
has a story, every policy has consequences, and every solution requires cooperation. It
encourages young people to see themselves not only as students preparing for the future,
but as citizens capable of understanding and responding to the challenges of the present.
Model UN is therefore not simply an activity for students interested in international
relations. It is a platform for building thoughtful, informed, and responsible young leaders.
2. What are the Roles of Delegates, Chairs, Secretariat, and Press?
A Model UN conference works because different participants perform different roles. Each
role contributes to the learning, order, and success of the simulation. Understanding these
roles helps students participate more effectively and respect the structure of the
conference.
A. Delegates
Delegates are the primary participants in most Model UN committees. A delegate
represents a country, organization, political leader, minister, judge, stakeholder, or
assigned portfolio, depending on the committee format. In a United Nations-style
committee, delegates usually represent countries. The responsibility of a delegate is to
understand the agenda, research the assigned country, represent its national interest, and
participate in debate and negotiation. Delegates give speeches, raise points and motions,
ask questions, form blocs, write working papers, draft resolutions, and vote on committee
outcomes.
A good delegate does not simply speak frequently. A good delegate listens carefully,
understands the direction of debate, identifies allies, responds to opposing arguments, and
contributes meaningfully to solutions. Delegates must remember that they are not
speaking as private individuals. They are speaking as representatives. This means that
their statements, proposals, and voting decisions should be aligned with the position of the
country or portfolio they represent.
Page 3 of 124
For example, a delegate representing a small island developing state in a climate
committee may focus on loss and damage, climate finance, sea-level rise, adaptation, and
historical responsibility. A delegate representing a major industrial economy may
emphasize technology, gradual transition, economic stability, innovation, and international
cooperation. Both delegates may care about climate action, but their priorities and
responsibilities will differ.
B. Chairs or Executive Board
The Chair, also called the Executive Board in many conferences, is responsible for
managing the committee proceedings. The Chair sits at the front of the committee room
and guides the flow of debate according to the Rules of Procedure.
The Chair opens and closes sessions, conducts roll call, recognizes speakers, manages
the General Speakers’ List, accepts points and motions, moderates caucuses, times
speeches, supervises resolution submission, and conducts voting. The Chair also
maintains decorum and ensures that debate remains respectful, relevant, and organized.
A good Chair is fair, attentive, knowledgeable, and calm. The Chair should not dominate
the debate or impose personal views on the committee. Instead, the Chair creates the
conditions in which delegates can debate productively. The Chair also helps first-time
delegates understand the process by clarifying procedure when needed.
The Chair may also evaluate delegates for awards, but the deeper role of the Chair is
educational. The Chair helps the committee move from scattered opinions toward
structured discussion, from discussion toward drafting, and from drafting toward decision-
making.
C. Secretariat
The Secretariat is the organizing and leadership team of a Model UN conference. It usually
includes the Secretary-General, Director-General, Under-Secretaries-General, committee
heads, logistics teams, delegate affairs teams, communications teams, and other
organizing members.
The Secretariat designs the conference, selects committees and agendas, appoints the
Executive Board, prepares study guides, manages registrations, coordinates logistics,
communicates with schools and delegates, and ensures that the conference runs
smoothly.
The Secretary-General is usually the head of the conference. This person represents the
vision and academic direction of the MUN. The Director-General often supports logistics,
operations, and overall coordination, though the exact role may differ across conferences.
While delegates experience the conference mainly through committee sessions, the
Secretariat works before, during, and after the conference to ensure that the entire
learning environment is well planned. Their role is similar to the institutional backbone of
the conference.
Page 4 of 124
D. International Press or Press Corps
The International Press Corps, often called IPC, represents journalists, media
organizations, photographers, cartoonists, editors, and reporters within the simulation.
Press members observe committees, interview delegates, report on developments, write
articles, create opinion pieces, publish newsletters, design cartoons, and sometimes
produce videos or social media updates.
The press plays an important role because international affairs are not shaped only by
governments. Public opinion, media narratives, information, misinformation, and framing
all influence how issues are understood. In a Model UN, the press helps students see how
language, headlines, images, and reporting can shape the perception of a debate.
A press delegate may ask: What is the most important development in the committee?
Which bloc is gaining influence? Which delegate is avoiding accountability? What solutions
are being proposed? Are countries being consistent with their stated policies? What does
the public need to know?
The press must be accurate, ethical, and observant. Its role is not only to criticize, but to
document and interpret the conference. A strong press corps adds realism, energy, and
accountability to a Model UN simulation.
3. How is UN-Style Debate Different from Ordinary Debate?
UN-style debate is different from ordinary debate because it is not only about defeating the
other side. In many ordinary debate formats, there are two sides: one side supports a
motion and the other side opposes it. The goal is often to prove that one side has stronger
arguments than the other. The debate is competitive, oppositional, and judged based on
argumentation, rebuttal, logic, and persuasion.
Model UN debate is also competitive in some ways, but its purpose is different. In UN-style
debate, students are not simply trying to win an argument. They are trying to represent a
country, protect national interests, understand the interests of others, negotiate, and
collectively draft solutions. This makes Model UN more diplomatic and more complex than
ordinary debate.
In ordinary debate, a speaker may argue from personal conviction or from the side
assigned to them. In Model UN, a delegate must argue from the position of a country or
portfolio. This means that personal opinions must be set aside. A delegate may personally
believe in a particular solution, but if the assigned country would not support it, the
delegate must represent the country accurately.
Page 5 of 124
In ordinary debate, disagreement is often direct. Speakers may openly challenge the other
side’s logic, assumptions, and conclusions. In UN-style debate, disagreement must be
framed diplomatically. A delegate may strongly oppose another country’s policy, but the
language must remain respectful. For example, instead of saying, “That argument is
completely wrong,” a delegate may say, “The delegation respectfully disagrees with the
approach proposed, as it does not fully consider the economic realities of developing
nations.”
Another major difference is that Model UN includes both formal and informal debate.
Formal debate takes place through the General Speakers’ List, where delegates speak
one by one in a structured order. Informal debate takes place through moderated and
unmoderated caucuses. In moderated caucuses, delegates discuss specific subtopics. In
unmoderated caucuses, delegates move around, negotiate, form blocs, and draft
documents. This makes Model UN not just a speaking activity, but also a negotiation and
collaboration activity.
Model UN also results in written outcomes. Delegates are expected to produce working
papers, draft resolutions, amendments, communiqués, directives, judgments, or press
reports depending on the committee. The quality of participation is therefore measured not
only by speeches, but also by the ability to convert ideas into implementable proposals.
In ordinary debate, the strongest speaker may dominate. In Model UN, the most effective
delegate is often the one who combines speaking, listening, research, negotiation,
drafting, and diplomacy. A delegate who speaks less but successfully builds consensus
and contributes strong clauses to a resolution may be highly effective.
Therefore, UN-style debate teaches a broader form of leadership. It teaches students not
only how to argue, but how to represent, negotiate, collaborate, and solve problems within
real-world constraints.
4. What Does Diplomatic Language Sound Like?
Diplomatic language is the language of respect, clarity, restraint, and representation. In
Model UN, delegates are expected to communicate in a manner that reflects the
seriousness of international dialogue. Diplomatic language does not mean weak language.
It means firm ideas expressed with dignity and responsibility.
The first feature of diplomatic language is that delegates usually speak in the third person.
Instead of saying, “I think this policy is wrong,” a delegate would say, “The delegation of
India believes that this policy requires further review.” Instead of saying, “We disagree with
you,” a delegate may say, “The delegation respectfully disagrees with the position
presented by the delegate of France.”
This style reminds everyone that the delegate is not speaking as a private individual. The
delegate is representing a country. The language therefore becomes more formal, less
personal, and more aligned with institutional diplomacy.
Page 6 of 124
The second feature of diplomatic language is respect. Even when countries strongly
disagree, delegates should avoid insulting, mocking, or attacking other delegates
personally. The focus should remain on policies, evidence, and consequences. A delegate
may criticize a policy, but should not attack the dignity of another country or delegate.
For example, instead of saying:
“Your country has done nothing and has no right to speak on this issue.”
A diplomatic version would be:
“The delegation would like to draw attention to the gap between the commitments made by
the concerned state and the implementation of those commitments on the ground.”
The third feature is precision. Diplomatic language avoids unnecessary exaggeration. It
uses phrases such as “urges,” “encourages,” “recommends,” “expresses concern,”
“recognizes,” “calls upon,” and “emphasizes.” These phrases are commonly used in UN
resolutions and formal diplomatic communication.
The fourth feature is constructive framing. In Model UN, it is not enough to identify
problems. Delegates should also point toward possible solutions. A strong diplomatic
speaker does not only say what is wrong. They say what can be done, who should do it,
and how cooperation can be built.
For example:
“The delegation of South Africa recognizes the urgent need to expand digital access in
education. However, this must be done through affordable infrastructure, teacher training,
and international financing mechanisms that respect the realities of developing
economies.”
Diplomatic language also helps delegates disagree without destroying the possibility of
cooperation. Since Model UN requires bloc formation and resolution drafting, delegates
must preserve relationships even while challenging each other.
Some useful diplomatic phrases include:
• “The delegation recognizes the concerns raised by…”
• “The delegation respectfully disagrees with…”
• “The delegation would like to emphasize…”
• “The delegation urges the committee to consider…”
• “The delegation believes that a balanced approach is required…”
• “The delegation remains committed to constructive dialogue…”
• “The delegation invites other member states to collaborate on…”
Page 7 of 124
• “The delegation is open to negotiation on this matter…”
• “The delegation would like to clarify its position…”
• “The delegation expresses concern regarding…”
Diplomatic language is ultimately the language of responsible disagreement. It teaches
students that words can either close doors or open them. In Model UN, the best delegates
use language to open doors: to dialogue, cooperation, compromise, and collective
problem-solving.
Tips for Students
Use third person when referring to your delegation: “The delegate of Brazil believes...”
Avoid personal attacks; criticize policies, not people.
Use formal address: “Honourable Chair”, “Distinguished delegates”, “The delegation
wishes to...”
Never confuse volume with confidence. Calm, clear, and evidence-based speaking is more
persuasive.
Practice Activities
Write five diplomatic phrases you can use in committee.
Introduce your country in 30 seconds using formal language.
Convert three informal sentences into diplomatic language.
Reflection Prompt
What did this session help you understand about your role as a delegate? What is one skill
you need to practise before the next session?
•
Page 8 of 124