Debate and Persuasive Essay with Ms

Debate and Persuasive Essay with Ms. Liu

The Task

There are two components to this project: persuasive essay and oral debate.

Persuasive Essay

You must explain and support a minimum of three points towards your side of the issue and anticipate and present a minimum of two rebuttals of points that might be used to weaken your side. Please cite sources using parenthetical notation and include a works cited page as well as a bibliography.

Oral Debate

To practice your oral skills, you'll be asked to participate in an oral debate. Most of the groundwork for the ideas will have been completed when preparing and writing the essay; however, while you will have surely anticipated some of the other side's points, you'll now have to be ready with immediate rebuttal for all of them. You're allowed to have three note cards (any more would tempt you to look down too often, rather than at your opponent or audience when making big points).

1. Choose a social issue and debate partner.

After we review the outline of this project, you must choose a partner for debate; this means that the two of you will agree on a social issue but will take opposing viewpoints.
Look at the list of SUGGESTED TOPICS for ideas. If the two of you have an issue you're interested in that is not on the suggested list, please ask me about it--the only reason I would discourage it is if I felt there was too little on the subject because it was too new or obscure an issue. (Class 1)

2. Share ideas and begin a prewrite.

Spend the rest of the period talking to your partner and bouncing ideas off one another.
Begin a prewrite by creating a list of pros and cons (pros are points that support your side and cons are points that might be used against your side). However, after this class he/she will be your opponent, so you two will need to decide how much further you wish to collaborate: some find that discussing each other's side helps them to prepare rebuttals, while others feel that they may give too much away--you decide. Please keep the prewrite list of pros and cons in your notebook because you'll find that you will add more points as you go.
If you need a jumpstart from your prewrite to outline, check out the GRAPHIC ORGANIZER. (Class 1and HW)

3. Review elements of argument and debate; gather research.

A minimum of three sources is necessary, one of which must be from a book; try to use mainstream periodicals also. Use INFOTRAK which you can access using your library card number online. It is also a good idea to try to find books that are related to your issue. Encyclopedic references are not appropriate for this project. Before you begin looking at web sources, let's review how to determine whether a site is acceptable, meaning that it is relatively unbiased and seems to have legitimate information and substance. Review the process of writing and creating a GOOD ARGUMENT.
We will go to the school library to search for resources. It is important to come away with at least one source today. This will also give you two an opportunity to see what is available to you, and whether or not you're truly interested in the issue you chose--if you find you aren't, you must decide on another by tomorrow.
Be sure to keep a source sheet going so you can later prepare parenthetical notation and works cited page. (Class 2, 3, and HW)

4. Engage in cooperative research; prepare summaries.

Each pair has been assigned a number, which is used to determine the order in which groups will use the computers and also the number in the order debate pairs will debate. The first five pairs will use the terminals for 25 minutes; the next pairs set to go for the second half of class will remind the first that their time is up so that they can use the terminal. We'll use this system for today and tomorrow.
It may seem strange to work in pairs since you are on opposite sides, but you'll find that many of the sites you might visit include ideas, support, or related links for your opponent as well; in any case, you should cooperate during your time online and take down potential sites for viewing at home or at the library. You may not print anything that is longer than three pages.
While you are waiting to get online to check resources, summarize any you found yesterday at the library or at home. Within these two classes and homework, you should have at least two of your sources summarized; this to ensure that you have read your sources and can paraphrase and understand what you will use for ideas and support.
Remember that I am asking that each of your points be supported with at least one type of support: statistic, example, expert opinion, personal anecdote. Students have found "Hot Topics and Issues" to be helpful and a good place to start. Be sure to read their blurb on evaluating the info you find on the internet as well. (Class 4 and 5)

5. Place summaries on desk; work on outline and opening paragraph.

While I am going around checking your summaries and outlines, you should be working on an opening paragraph--try to include a "grabber"; be sure to refer to your outline when developing the sentences in your opening.
Prepare a formal outline with the subtopics expressed in complete sentences. This wil be especially helpful in developing topic sentences for each body paragraph and will focus your arguments for each point.
FYI: You should know by now whether you have enough resources and have support for each of your points. If you don't, remember that you might have to refine your searches by thinking of the smaller area you are trying to support; for example, if one of your points is that school uniforms cost too much, you might search using words like: "school uniforms + cost". Or if you wanted some stats to punch up your argument that lowering the drinking age would increase accidents you might search: "drinking age + accidents". Think related idea--don't say there's nothing there without some creative searching. Three search engines students have found helpful: Lycos, Google, and Yahoo; these seem to provide more usable resources in the first ten results and aren't as general as some others.
Anyone who was absent or behind should use this class to go online if necessary.
Your homework is to summarize your other resources; gather more if necessary. (Class 6 and HW)

6. Review areas of evaluation and write a roughdraft.

Review the checklist for the essay checklist (evaluation); remember that there must be a minimum of three pros and rebuttal of two cons presented and supported in the paper.
Begin your rough draft and finish it for homework. Need a push to get started fleshing out your ideas--check DEVELOPING ESSAY HELP.
Remember that you must use parenthetical notation and have a works cited page. REVIEW WORKS CITED AND NOTATION Bring the drafts in tomorrow for peer review. (Class 7 and HW)

7. Peer review and revision.

Exchange your paper with at least two classmates and give them the blank checklist to comment on each part; it's best to choose someone who is not doing your topic so that they can comment on whether you have explained new vocabulary or terms, and whether or not you have fully explained and supported each of your points.
Give them your works cited page so that they can check the format for you. The revised draft (final draft) is due the day after tomorrow, so please use today and tomorrow's class and homework time wisely.
Ask me any questions now.
Also remember to keep an outline of your points and important supporting stats, quotes or examples for use in preparing notecards for your debate.
A homework checkoff grade will be issued for having a complete rough draft in class today. (Class 8, 9, and HW)

8. Gather and staple all parts of the written component to be passed in (using a folder will be helpful):

Outline with subtopics expressed in complete sentences;
final copy with parenthetical notation, works cited page, bibliography;
roughdraft with peer review comments and checklist; blank checklist and evaluation with your name on it. (Class 10)

9. Prepare for the oral debate component.

Review the format for the debate and the evaluation sheet.
Then use the rest of class time to prepare any notecards (3 maximum) and go through mock debate with your debate partner.
Prepare chart(s) you might refer to while debating or handouts you might distribute. Each pair will probably take between 15-20 minutes: each should be ready to present three points and rebut (offer counterargument) any points the other side makes-note that if you use a point towards rebuttal, it cannot count towards a "pro" unless presented in a different context.
Work on weaker points of evaluation for homework. (Class 10 and HW)

10. Present debates.

Be attentive to areas of evaluation such as audibility and clarity. Follow proper decorum and avoid namecalling or inflammatory language. Avoid circular reasoning.
After each debate, I'll ask the pair to face away from the audience, and we'll have a vote on who won the debate. The winner will receive a bonus five points; however, if either side did not adequately prepare, there will be no vote. We should be able to include three to four debates per class.

Evaluation for Oral Debate

Eye Contact and Comportment (20 points)

Maintain eye contact with opponent and audience, especially while making important points
No shuffling, leaning, or hands in pockets; good posture
No gum, candy, or other distracting devices

Proper Inflection, Emotion, and Narrative (20 points)

Avoids monotone
Displays appropriate emotion and temperament
Maintains Audibility and Clarity
Avoids Circular Argument

Preparedness and Content (55 points)

Minimum of three pros presented clearly
Effective rebuttal of cons (minimum of two)
No reading from a paper (3 notecards okay, but don't stare at them)
Flowing (moves from one thought/point to another easily)
Good grasp of facts and/or supporting stats/examples
Choice of relevant and interesting facts and/or points

Supporting Handout or Display (5 points)

Degree of relevance and enhancement of point or rebuttal

Evaluation - Persuasive Essay

Content
Outline with subtopics written in complete sentences
Pros (clearly expressed and supported by evidence)
______#1
______#2
______#3
______#
______#
Cons (clearly rebutted with example or support)
______#1
______#2
______#
______#
Works Cited and Parenthetical Notation
______format
______necessary areas attributed and cited
______reflects all sources used
Grammar and Mechanics
______Opening paragraph with grabber
______Body paragraphs with topic sentences
______Closing paragraph with call to action
______Sentence structure and phrasing
______Use of transition
______Grammar
______Spelling and Punctuation

Suggested Issues:

Death penalty
Legalize drugs/marijuana
Drinking age
Driving age
Gun Control
Gays in the military
Mandatory school uniforms
Voluntary school (grades 9-12)
MCAS to graduate
Testing on animals
Cloning
Pro-life/Pro-choice
More media censorship
Mandatory drug testing for students/school athletes
Install metal detectors in schools
Ban Tobacco products/Ban smoking
Same-sex marriage
Genetic engineering
Euthanasia
Affirmative action
War in Iraq
School uniforms
Military draft

Remember: these are suggestions only--if you are interested in another issue, ask me!