Persuasive Debate Project
Basic assignment - You will conduct a 30 minute debate regarding a proposed resolution. You will work in groups of two. One group will be the affirmative (in support of the resolution) and one group will be the negative (in opposition to the resolution). Each group will turn in a position paper outlining their position and the evidence used to defend this position.
Grading - The paper and the debate will be assessed by the same standards: organization and clarity, use of arguments, use of examples and facts, use of rebuttal, presentation style. See the attached rubric for specific grading scale.
Debate Format
Step 1: Resolution/Issue is presented by moderator
Step 2: Affirmative gives introduction (4 minutes)/Negative gives introduction (4 minutes)
o In your opening statement, you must clearly outline your position on the issue, including any definitions of terms or parameters of which the audience should be aware. After you have given your opening statement, you will immediately make your argument. The time limit of 4 minutes will be strictly enforced. Once the affirmative position has finished, the negative position will follow.
Step 3: Class votes “for,” “against,” or “undecided” the resolution (1 minute)
o During this time, after both sides have presented their opening statements and arguments, groups may prepare their rebuttal while the class votes.
Step 4: Rebuttal/Response: Affirmative and Negative pose questions and provide answers. Questions also asked by the moderator (7 minutes)
o Both groups should have questions prepared to challenge the position of the opposing side. These questions should be formulated prior to the debate and also while listening to the opening statements.
Step 5: Audience asks questions of both sides (5 minutes)
o The audience is expected to have written questions during the first four steps of the debate. These questions will be posed during step 5. The affirmative and negative sides will respond to the questions.
Step 6: Preparation of closing argument (1 minute)
o After the rebuttal period, each side will have 1 minute in which to compose its closing statement.
Step 7: Negative gives conclusion remarks (4 minutes)/Affirmative gives conclusion remarks (4 minutes)
o Each side, beginning with the Negative position, will present a closing statement that addresses the arguments presented throughout the debate and that resonates with the audience. Remember, your closing statement is your last chance to convince the audience that you are right.
Step 8: Class votes a second time. The side that changes the most minds wins.
Rules
In addition to your debate presentation, you will also be graded on your behavior as an audience member. This includes both when you are listening to your opposition as well as when you are in the actual audience. The following rules will be observed at all times or a deduction in points will occur:
§ No talking, whispering, laughing, working on something else, or in any way being rude or disruptive to the debaters.
§ No interrupting! You will lose points if you interrupt someone during the debate.
§ When the debates have finished, audience members will keep all personal comments to themselves. You will be given an appropriate forum in which to evaluate the debates.
§ Time limits will be strictly enforced. Do not attempt to go beyond your limit. When given the signal to stop, you will stop immediately or lose points.
Motions to be Debated
1. The DREAM Act should be passed by Congress.
2. The United States Constitution should be amended to withhold citizenship from children born in the U.S. to illegal immigrants.
3. The right to abortion should be determined by individual states not by the federal government.
4. Gay marriage is a civil right and is protected by the United States Constitution.
5. We still need Affirmative Action in college admissions.
6. It is not the government’s responsibility to reduce poverty.
7. Racial Profiling should be allowed in law enforcement.
8. California should legalize marijuana.
Paper Format
Introduction (1 -2 paragraphs)
I. Introduce the resolution and provide some background information. Historically what has been the policy and why? Describe your point of view or position. State clearly your thesis.
Body Paragraphs:
I. Introduce, explain, and defend your position (4-5 paragraphs)
a. Describe, detail and clearly explain at least three major arguments in support of your position regarding the resolution. Each argument should be supported by detailed evidence (e.g. facts, statistics, studies cited, etc.) and analysis.
II. Introduce, explain, and weaken the counter-argument (2-3 paragraphs)
a. What are the counter-arguments to your position? What does the other side argue and why?
b. Why are these arguments inaccurate, weak, or ineffective? Systematically go through and rebut each argument utilizing specific evidence (e.g. facts, statistics, studies, expert testimony, etc.) and analysis.
Conclusion (1-2 paragraphs)
I. This is your last chance to convince the reader that your point of view is correct. Begin with conclusion sentences that restate your position. Restate the most important points you made in the rest of your paper. Consider this to be like a closing argument in a court trial.
AP GOVERNMENT DEBATE RUBRIC
Criteria / Mastery (5) / Above Standard (4) / Standard (3) / Approaching Standard (2) / Below Standard (1)Argument Organization / - Extremely thorough, well-organized presentation of arguments and evidence
- Opening clearly states position; closing statement leaves no unanswered issues and resonates with the audience / - Well-organized and complete presentation of arguments and evidence
- Opening statement clearly states position; closing statement summarizes many arguments made in the debate / -Organized and generally complete presentation of arguments and evidence
- Opening statement clearly states position; closing statement somewhat reflects remarks made during debate. / -Somewhat organized presentation of arguments and evidence
-Position is unclear in opening statement; closing statement does not restate the ideas offered in the opening statement / -Arguments are unorganized, incomplete, or completely lacking in evidence
-No opening statement and closing statements do little more than state the position
Rebuttals / - Responds to issues raised by opponent with concise, accurate, logical answers
- Effectively challenges the arguments made by opponent with argument and evidence / - Responds to issues raised by opponent with accurate and generally concise answers
- Challenges the arguments made by opponent; challenges are generally effective / - Responds to most of the issues raised by opponent with generally accurate answers
- Offers arguments, but no evidence, to counter the arguments made by opponent / -Seems to be caught off-guard by opponent; offers tentative, somewhat accurate, but possibly vague or illogical responses
-Attempts to challenge arguments of opponent / -Is unable to respond to issues raised by opponent in a meaningful or accurate way
Effective use of content knowledge / -Demonstrates a sophisticated understanding of the issues, events and facts relevant to the topic
-Demonstrates thorough and accurate understanding of details as well as the ability to make original connections and interpretations / - Demonstrates a sophisticated understanding of the issues, events and facts relevant to the topic
-Demonstrates thorough and accurate understanding of details as well as the ability to make original connections and interpretations / -Demonstrates a basic and accurate understanding of the issues, events and facts relevant to the topic.
-Demonstrates the ability to make basic connections between facts and concepts / -Demonstrates a generally accurate understanding of relevant issues, events and facts, but may exhibit minor confusion or misunderstandings; seems to understand general ideas, but does not support ideas with relevant facts; OR, seems to understand facts but is unable to connect them into coherent arguments / -Demonstrates an inadequate understanding of the content relevant to the topic
-Supports statements with vague or irrelevant information, or no information at all
Use of persuasive appeals / Makes deliberate and effective use of logical, emotional and ethical appeals in order to persuade justices / Uses logical, emotional and ethical appeals to enhance effectiveness of argument / Uses some appeals to make argument more persuasive, but may not include a mix of logical, emotional and ethical appeals / Makes minimal use of persuasive appeals / Does not use persuasive rhetoric
Language Use / - Uses language that is stylistically sophisticated and appropriate for the audience / - Uses language that is appropriate to the audience / - Generally uses language that is appropriate to the audience / -Uses basic but clear language / -Uses colloquial, overly simplistic language
-Uses language and syntax that is unclear
Performance / - Exhibits confidence, energy, and passion
- Maintains respectful tone
- Accesses preparation materials with ease / - Exhibits confidence and energy
-Maintains respectful tone
- Uses preparation materials effectively / - Appears nervous, yet somewhat confident
- Maintains respectful tone
- Use of preparation materials does not distract / -Lacks confidence
-Maintains respectful tone
- Use of preparation materials distracts from quality of performance / -Demonstrates little or no preparation
-Fails to maintain respectful tone
Bibliography / All sources (information and graphics) are accurately documented in MLA format. / All sources (information and graphics) are accurately documented, but a few are not in the desired format. / All sources (information and graphics) are accurately documented, but many are not in the desired format. / Some sources are not accurately documented and/or included. / No bibliography