Debate Basics

By: David Kluge

Introduction to the topic

The background information on debate is quite interesting. Debate was a valued activity in the ancient civilizations of Greece, India, and China and has its modern roots in the age of Enlightenment in the 18th century. An elite pedigree. Many countries and regions have their own traditions of debate, such as the Policy Debate and Congressional Debate formats in the US, the British Parliamentary Debate, the Australia Parliamentary Debate, and the Asian Parliamentary Debate, as well as hybrids such as the World Schools Style of Debating, a combination of British Parliamentary and Australia-Asian debate.

The English word “debate” comes from Latin, through Old French to Middle English dis + batterre, meaning “to fight.” In the US, the word often used in high schools and universities for debate is “forensics,” from the Greek word meaning “speaking for judgment.” However, knowing the history and derivation of debate does not make it easier to apply debate to your classes. For that, you will need the following practical information.

Elements of debate

You may realize that the term “debate” is used in two ways: one meaning a discussion, e.g., “the climate-change debate,” and another use that refers to a completely different type of speech activity, as in “David was a member of the high school debate team.” What is the difference between the two usages? Debate meaning a discussion involves talking about different viewpoints of an issue, often in an informal way. In contrast, a formal debate usually has characteristics that a discussion typically does not have:

1. A set number of speakers: Two teams composed of two speakers on each team
2. A set order in which the speakers speak: A particular speaking order depending on the kind of debate (see below)
3. Set tasks assigned to each speaker: Each speaker has particular tasks to perform
4. Set time limits for each time a speaker speaks: Each speaker has to finish speaking within a certain set time constraint

The debating teams prepare their debate on topics, called propositions. There are three types of propositions:

1. Proposition of Fact: Debate teams argue a fact is or is not true, or argue an event did or did not occur.
2. Proposition of Value: Debate teams make an evaluation or judgment about an issue or event based on certain criteria.
3. Proposition of Policy: Debate teams argue that a particular action should or should not be taken.

Most debates these days argue a Proposition of Policy and are called policy debates. The debate team that argues for the proposition is called the PRO or Affirmative team and the debate team that argues against the proposition is called the CON or Negative team. There is usually a judge who must decide which team wins the debate.

Types of speeches

In a usual Policy Debate, there are two kinds of speeches that each member of each team must give: Constructive and Rebuttal. Each speaker on each team is given the same amount of time for each speech.

Constructive speeches are for each speaker to construct the team’s position on the proposition, attack the opposing team’s position, and defend their own team’s position from attacks. Usually, the first Affirmative team member’s speech includes a definition of the terms contained in the proposition, the Affirmative position, and the plan to enact the policy for the action suggested in the proposition.

The Rebuttal speeches are for reviewing the team’s position, the team’s attacks on the opposing position, and the successes of their team and the failures of the opposing team.

Types of debate

In addition to the basic policy debate described above, there are many other types of debate, some of which are described briefly below. (Go to this website and click on the debate types for detailed information and a short video clip.)

1. Cross Examination: It is like the policy debate described above, but an additional type of speech is required after each constructive speech called the cross examination. After a speaker is finished with a constructive speech, a speaker from the opposing team stands up and asks questions of the speaker who just finished speaking for a short period of time. The questions can be used to extract extra information, clarify a point, or point out weaknesses in the opposing position.
2. Public Forum: Public Forum Debate is very similar to Cross Examination Policy Debate, but instead of Cross Examination where one member of the opposing team asks questions that must be answered, a time called Cross Fire (which occurs twice in the debate) allows both speakers to ask and answer questions. A third Cross Fire is called a Grand Cross Fire where all debaters participate in a vigorous discussion. NOTE: See the Kumai/Kluge article in this issue.
3. Parliamentary/Congressional: Parliamentary Debate follows the rules of the British Parliament as it debates a policy. Similarly, Congressional Debate follows the rules of the U.S. Congress.
4. Lincoln-Douglas (Values Debate): Lincoln-Douglas Debate is a one-on-one format named after the series of debates on the issue of slavery between Abraham Lincoln and Stephen Douglas in 1858. It is often performed in U.S high schools and, as indicated by its origin, deals with value propositions.
5. Extemporaneous: Extemporaneous Debate is also a one-on-one format conducted in U.S debate tournaments. However, the debaters are given only 30 minutes to prepare after they are told the topic. In each round of a tournament, debaters receive a new topic and again only have 30 minutes to prepare. Arguments rather than evidence are emphasized.
6. Big Questions: The Big Questions debating format involves opposing contestants debating a topic concerning the intersection of science, philosophy, and religion. Participating teams could be 1 vs. 1, 1 vs. 2, or 2 vs 2.
7. Solutions: One of the more intriguing formats that does not resemble any other format is Solutions Debate developed by the National Home School Association in the US. Rather than have teams of two debaters face each other, there could be any number of teams with any number of members, and rather than debate against each other, each team proposes a plan to solve a real-world problem. Since this is a national tournament, it is held online. All teams introduce their solutions and enter into negotiations with other teams to merge different aspects of plans. The unique part of the debate is that the plan that is chosen by the debaters to be the best must then enter negotiations with community organizations to make the plan reality!

BONUS! 4 Fast Debate Formats for the Secondary Classroom: Collette Benett describes four quick debate formats that can be easily implemented in your classroom for students of a variety of skill levels:

1. Abbreviated Lincoln-Douglas Debate
2. Role-Play Debate
3. Tag-Team Debate
4. Inner Circle-Outer Circle Debate

Conclusion

A debate can be as complicated or as simple as needed by the factors of time available to prepare, difficulty of the tasks, linguistic level of the students, and confidence of the teachers in their ability to teach debate. Do as the authors did in this Think Tank issue and modify the format and integrate elements from different formats of debate to match the goals and situation of your teaching context.

David Kluge has been involved as a debater, coach, and teacher for over 40 years. His goal is to make debate easy to use in any classroom no matter the level of students or the debate experience of teachers.