Basics of
Debating
2022
Name: _______________
Written by Daniel Smith
Congratulations and welcome to Debating!
Through debating you can develop many valuable skills and have wonderful experiences.
We want this to be fun, and yet please do remember that being part of a Debating Team
is a privilege, not a right.
You are expected to arrive at each debating meeting on time, having prepared to
contribute to the team discussion. Write down your ideas. Rehearse your points. Prepare
rebuttal to share.
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Teams rely upon your effort to be effective.
Each formal debate has three students in the role of a ‘speaker’. Additional team members
are the reserve for that debate and are expected to be ready to step into the role of any
of their teammates in case they get lost or are sick on the day. The best reserves will actively
search for rebuttal points and ideas that the other side might use, so that their team – your
team – can be best prepared. They can also act as Timer/ Chair of the debate.
Speakers are expected to share a copy of their speech with the reserve well in advance.
On debating nights
Please arrive at least 15 minutes before your debate, find your team and make sure your
coach knows that you have arrived.
If you are running late for any reason please call your coach and let your team know. The
earlier we know there is a problem, the more options we have available to us. We may
be able to move around speakers or delay the start of your debate, but only if we know.
Contents
Debating Fundamentals.................................. Error! Bookmark not defined.
1. Create compelling arguments .................................................................... 4
2. Communicate persuasively ........................................................................ 5
3. Structuring your case ................................................................................ 6
4. Engaging with rebuttal.............................................................................. 7
5. Speaker Roles .......................................................................................... 9
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1. Create compelling arguments
Our objective in debating is to persuade. You are more persuasive when you offer a
clear message, backed up by strong arguments that make sense, supported by
evidence. Nice ideas and single phrases are just the starting point.
Start out considering the whole topic. What are the issues? What are we being asked
to consider, discuss and explore? Are there key words or phrases that are unclear?
Why should we care about this topic?
If there are words or phrases that are unclear, you will want to be ready to define the 4
topic. A definition doesn’t just come from the dictionary: A good definition gives a
workable explanation of the whole topic, and in context.
The strongest arguments are built on the clearest concepts. To build these strong
arguments you are looking for ideas and perspectives that make the audience go
“wow” because you are fundamentally striving to help the audience think differently.
To create compelling arguments, consider the whole topic. Identify the issues that
relate to the topic and design the logic of your perspective. The better you can
understand the whole topic the more likely you will be able to create interesting
arguments and be ready to point out the flaws of the other side.
Some people know a lot about a topic. The best debaters don’t just rely upon their
general knowledge, and instead research and prepare. Evidence takes many forms
but statistics and research that are clearly explained are usually some of the best. And
it is always available.
Tip: Search for the topic itself. There are many online resources that explore a range of
arguments on similar topics that can be used as a basis for your case.
Suggested angles for arguments
a. Stakeholders: Consider who would be affected, whether those at the front line of
the proposed change or other specific groups in the community.
b. Social message: What message would be communicated through this policy.
c. Resources: Consider the cost of implementing this change. Demonstrate how the
resource is finite, what you would do instead and the non-financial resources.
2. Communicate persuasively
You don’t need to big words or complex sentence structures: Your objective is to be
clear and persuasive.
Some students try to read out an essay. This is not the objective: Instead, write down
your ideas and practise expressing them aloud.
You may use palm cards to help you support your speech. Practise using your palm
cards, both in delivering your points and in delivering rebuttal. Do not just read from
the palm cards. 5
Look at the audience as much as you can. The more you see their eyes, the more
persuasive you are going to be.
Tip: Print your cards in large type on heavy paper not larger than A6. Using
Powerpoint slides can work very well.
3. Structuring your case
Identify the strongest arguments for your case. You are only after four points in total:
To for the first speaker, two for the second speaker. Have the first speaker deliver the
two best points, then the second speaker deliver the next best points.
Review the topic as a whole: Do your arguments address the major issues in the topic
as a whole? How well do those arguments support your position?
If there is a “should” or policy topic the affirmative team is required to offer a
“Model”, which explains how that will be achieved. 6
For example, for the topic, “That teachers should be required to wear a school
uniform,” the model should go into the details of how this might be implemented, for
example who would pay for the uniform, who would decide upon the uniform (eg
would the P&C set the uniform) and whether it would be the same or different from
the student uniform. Not all debates are policy topics. Round 4 in 2020 has
comparison topics; for these topics there is often no clear objective measure, so the 1st
Affirmative helps create the debate by expanding upon the definition by offering
dimensions of that idea that are more objective. For example, what would be the
criteria for things being ‘tougher’ or ‘better’.
Where the topic doesn’t have a “should” you will usually want to have a set of criteria
to define the verb. For example, “That books are better than movies” demands a set
of criteria for explaining what ‘better than’ means. Aim for 3-4 dimensions of this
criteria.
Be clear about your definition, though skip the dictionary. Use ordinary words to
clarify what the topic means. If the other side has chosen an absurd definition,
challenge it.
Share your speech and your points with your team. Nobody wins debates on their
own: Your team needs to know what you’re saying.
4. Engaging with rebuttal
Engage with what the other team says. Rebut the points they make when they
contradict your position. Explain specifically how.
Strive to use what the other team says to support your argument.
Rebuttal is hard to do on the spot so the best way to rebut effectively is to prepare.
You should have a pretty good idea of what the other side is likely to be saying, so
prepare yourself by coming up with detailed points in response to the 3-5 most likely
arguments from the other side. 7
Identify the two most important points. Express each with a one word then offer at
least two (and aim for three) responses to each point and link to your own case. Basic
responses include:
a. Cause-Effect: What they said doesn’t have the effect they said it does.
b. Effects: That might happen but isn’t caused by what they said causes it.
c. Correction: What they said is incorrect and why.
d. Where does it end? Take their idea to an extreme to show the undesired
consequences.
How to prepare rebuttal
Yes, rebutting is hard when you know what they’re going to say but really hard when
you don’t. In time you might develop the skills to rebut anything on the spot - to have
a comeback for anything - and indeed I hope that’s one of the benefits you get through
doing debating. Once you develop that skill it’ll seem like a superpower to the rest of
the mere mortals around you who wonder how you manage to think so far and
brilliantly.
It isn’t easy, especially to get started. But there is a basic strategy to get started:
1. Think about what they might say.
You won’t know what they will say but you can make a guess - so prepare for those
guesses. On Wednesday night I adjudicated debates with some genuinely creative
and unexpected points. But those points weren’t very good… most of the time you
can have a pretty reasonable guess as to what they’re going to argue because you
know - or can know - the strongest arguments for a topic through your preparation.
So think about how you might argue that side of the topic.
2. Ask yourself how each of those points isn’t true.
If they’re arguing that movies are better than books, they’re probably going to argue
that movies are more fun/ entertaining/ stimulating: So how are books more
entertaining?
Warning: Don’t be a wuss. Tackle the strongest version of that point. If you rebut a
weakened or distorted version of their point, you sabotage the strength of your own
argument. Take on the best supported version of their point directly as much as
possible. 8
3. Ask yourself, ”Even if…?”
Even if movies are more stimulating than books, why are books still better than
movies? Imagine that their point is ultimately true: How does that NOT mean that
their side of the topic is true?
There are many methods beyond that but those three basic steps will get you a very
long way!
5. Speaker Roles
In the debates that we will be doing this year, there are six roles, each with specific
roles and responsibilities.
First Speaker for the Affirmative
1. Set the frame. For example, for the topic “That we should ban zoos” the 1st Affirmative should
describe the problem that is to be solved by banning zoos.
2. Define the topic in a way that is meaningful for the topic (not just dictionary).
3. Explain “how”: For a should/ policy debate, the 1st Affirmative shall then explain how this
policy will be implemented, or criteria to evaluate the verb in the topic for non-policy topics. 9
4. Deliver two points, each 50-100 words long, following something like the TEEL format, being
sure to link the points to the argument.
5. Summarise what they have said.
First Speaker for the Negative
1. Set the frame.
2. Accept the definition “we accept the definition offered by the Affirmative” or challenge it if
but only if necessary.
3. Rebuttal: Identify the one or two most fundamental issues or flaws in thinking from the 1 st
Affirmative. Target what is most relevant to the Negative case, and aim for a paragraph of
explanation rather than just a few words.
4. Optional: Offer a counter-model or set of criteria.
5. Deliver two points.
6. Summarise.
Second Speakers: Repeat First Negative structure
Third Speakers
1. Reset the frame.
2. Describe the most important issues in the debate and compare your side with their side. For
example, if we are discussing shortening school holidays, issues might include “student
learning outcomes,” “quality of life” and “cost viability.” Then rebut their arguments built
around these three or four issues.
Case Preparation
Define the topic: Identify the problem the topic is asking us to consider.
Should topics usually deserve a model. If you’re negative and they don’t have a
model, attack them for not having a model. You could have a counter-model. The
model should explain how it would work ‘when it is working’.
Non-should topics usually benefit from a set of 3-5 criteria to define the verb.
Some topics with ‘should’ in the topic are best answered with criteria. 10
Ban/ Compulsory: Why can’t the system figure it out for itself?
Stakeholders: Specific points for minority/ disadvantaged groups help.
Your team presents four points. Not five. Not three.
Research: Evidence wins debates.
Listen for logical contradictions.
When rebutting, listen to what they say. Ask yourself why it’s wrong… why the
opposite is true… and how, even if it were true, it wouldn’t support their argument.
Short Preparation
Select someone – probably the fourth team member – to act as timekeeper.
0-10 minutes: Silent brainstorming
• Issues?
• Stakeholders?
• Timeframe?
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• Models?
10-20 minutes: Share points without interruptions
20-40 minutes: Write 1st speaker's points and the model as a team, with all four
speakers adding to the points being raised (enriches 1st speaker and minimises
redundancy)... often with team around a square table.
40-50min: Write individually. Fourth team member works on rebuttal.
50-60min: Regroup and work on rebuttal.
Standard Speech Template
Opening A short quote or story to set the scene for the debate: Get attention by raising core problem/ issue
(s).
..........................................................................................................................
Rebuttal Make 2 or 3 points that focus on the core of their argument. Aim to use their points to support
your case.
(everyone other We have two issues with the other team tonight, ___ and ___. They said ___...
than 1st Aff)
1. ..................................................................................................................................
2. .................................................................................................................................. 12
Definition Always for 1st AFF. Other speakers need only refer to the definition if there is an issue, in which
case make it your first rebuttal. Then present any model (for should topics) or criteria (for other
(1st Aff must; topics).
others only if We define the topic to mean that…
relevant)
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I have two points tonight: ___ and ___.
Point 1 My first point is ___.
T .......................................................................................................................................................................
E .......................................................................................................................................................................
E .......................................................................................................................................................................
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L .......................................................................................................................................................................
Point 2 My second point is ___.
T .......................................................................................................................................................................
E .......................................................................................................................................................................
E .......................................................................................................................................................................
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L .......................................................................................................................................................................
Summary Restate what you have spoken about. I have presented two points tonight ___ and ___.
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Conclusion A sentence or so that encapsulates your key message.
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