DEBATE SYLLABUS NAME
Department: English
Course: DEBATE PERIOD
Instructor: Mrs. Shanon Sutherland Rm.19
According to the Journal of the American Forensic Association, "The literature suggests that debaters benefit in at least three areas. First, forensic competition improves the students' communication skills. Second, forensics provides a unique educational experience because of the way it promotes depth of study, complex analysis, and focused critical thinking. Third, forensics offers excellent preprofessional preparation."
1. COURSE DESCRIPTION. Controversial issues arise in aspects of personal, social, public, and professional life in modem society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire lifelong skills for intelligently approaching controversial issues and clashes of opinion. Students learn that they can disagree without being disagreeable. Since ethos is the highest form of proof, students will learn to be ethical researchers, writers and competitors. I also want students to develop an appreciation of the art of communication as well as to respect the power of the spoken word.
Students in advanced debate will choose a debate focus (policy crossexamination or Lincoln Douglas) in which to concentrate and compete. In addition, they will continue to develop their skills and expertise in the many areas of competitive debate such as extemporaneous speaking, original oratory, impromptu speaking, parliamentary debate, and student congress.
TOURNAMENT COMPETITION IS REQUIRED IN THIS CLASS!!
This course is designed to prepare students to compete in University Interscholastic (UIL) debate and extemporaneous speaking contests as well as Texas Forensic Association (TFA). Competitive events such as original oration, student Congress, parliamentary debate, impromptu speaking, debate etc.
2. SUPPLIES (the students will need to items in bold immediately and then the rest of the items as the year progresses)
A. One 3ring "view" binder, 1 1/2"2"
B. Five dividers
1. Syllabus 4. Class Work and Homework
2. Xeroxed Handouts 5. Written Exams and Tests
3. Class Notes 6. Critique Sheets/Ballots
C. Standard ruled notebook paper
D. BLUE, RED, and BLACK INK pens
E. scissors *
F. glue sticks and/or Scotch tape *
G. stopwatch (WalMart or *Radio Shack)
H. 8 1/2"x 14" legal pads *
I. additional notebooks/dividers for evidence briefs or accordian files *
*= indicates items students will need AFTER the third week of school.
3. CLASS REQUIREMENTS. The student is expected to work hard and to TRY to the best of his/her ability. Debate is a student performancebased, competition preparation class.
A. Class participation and performance
B. Maintain eligibility
C. Tournament competition which provides the performance forum for the skills being developed in the classroom
1. Beginning debaters MINIMUM of I Austin area tournament per six weeks; Advanced debaters MINIMUM of 2 Austin area tournaments per six weeks. (NOTE: Participants in overnight tournaments will be determined by the instructor.) Some may attend as a spectator and receive credit based on coach approval.
2. Students who qualify for UIL District, Regional, State or TFA State are expected to compete and represent LHS and the debate department respectfully at all times!
4. Attend UIL workshops
D. Complete written class work, homework, and textbook assignments
E. Written exams and tests
F. Individual and group performances
G. Listening and audience etiquette
H. Vocal and physical warmups (as leaders and participants)
1. READING a LOT of evidence, news magazines and newspapers
J. RESEARCH
K. Work the extemporaneous speaking file
L. Oral and written critiques
M. After school practice sessions
N. Know rules of events, LHS Forensic policies, proper tournament dress and protocol
O. A POSITIVE ATTITUDE and an OPEN MIND!
P. Notebook (portfolio) which will include all handouts, class notes, and worksheets, assignment sheets, critique sheets, tests, tournament ballots, etc.
4. GRADING POLICY
A. 60% TEST average: class debates and speeches, projects, written exams and tests, attending practice sessions, weekly evidence assignments, weekly extemporaneous speaking assignments, listening and audience etiquette and tournament attendance. Debates and speeches will have weighted grades.
B. 40% DAILY average: daily work, class work, textbook assignments, homework, pop tests, library research, written critiques, class practice, squad work,squad notebook.
5. LATE WORK and MAKEUP WORK
"All students must take responsibility to see that all projects, essays, research projects, and other assignments where a specific time period has been given are turned in on the day they are due. An absence will not be an excuse for late assignments unless special arrangements have been made with the teacher. This requirement is necessary in order to prepare students for assuming responsibility in college and/or the workplace." (LHS Student Handbook)
This debate class follows this policy with longterm assignments such as those mentioned above. In debate, long term assignments include debate rounds, speeches, and major presentations or projects. Please note that this means that unless there are extenuating circumstances and special arrangements have been made with the teacher BEFORE THE DUE DATE, any longterm assignment (including ALL debates, speeches and major presentations/projects) are DUE on the day that the assignment is due. Students who have been absent will need to be ready to debate, speak and/or perform upon their return to class.
According to the handbook, a student "shall be given one (1) day for each day of excused absence to makeup work" such as class work, textbook assignments, journal assignments, and homework unless the student is truant.
A. All debates, speeches and major presentations are due on the date assigned. Since class time is given and used to prepare, there is no reason for a student to be unprepared to perform.
NOT DEBATING OR SPEAKING IS NOT AN OPTION!
B. MAKEUP WORK will be given to all students if:
I. Students check with the teacher at the beginning or end of the class period.
2. Students will not be reminded to turn in makeup work.
3. If student was present when the assignment was made and the due date given but was absent on the day the assignment was due, the student would be required to turn in the assignment the day the student returns to class. This includes tests.
6. TUTORIALS. Tutorials are by appointment after school. If you want additional help writing or practicing a speech, please ask!
7. CONFERENCE PERIOD. 2nd period A-Days and 6th period on B-Days. Please make appointments for conferences 24 hours in advance. I am also here before school and during lunch to helpout and sometimes we will have after school practices.
8. EMAIL. I check my email before school, and before I leave school at the end of the day. I am usually prompt about answering, but messages after 3:30 P.M. will probably not be returned until the next day.
Email address:
9. VOICE MAIL. I check voice mail before school, and during my conference, but email is preferable. Messages after 3:30 P.M. will probably not be returned until the next day. My classroom phone number is 512-841-2639.
10. SUPPLEMENTARY MATERIALS.
A. Purchased debate brief handbooks from Baylor, Michigan, UT, Communican, Squirrell Killers, and TCDG.
B. Forensic Quarterly
C. News magazines such as Time, Newsweek, U.S. News and World Report.
D. News papers such as Austin American Statesman, USA Today, Christian Science Monitor.
E. Purchased video tapes/DVD’s.
F. UIL videotapes of final rounds at various National Tournaments.
11. COURSE OUTLINE the State TEKS
A. ROLE IN SOCIETY. The student examines the historical ad contemporary contributions of debate in decisionmaking and democratic processes.
B. ANALYSIS OF ISSUES. The student analyzes current and controversial issues.
C. PROPOSITIONS OF VALUE. The student develops and demonstrates skills for debating propositions of value (i.e., LincolnDouglas debate).
D. PROPOSITIONS OF POLICY. The student develops and demonstrates skills for debating propositions of policy (i.e., crossexamination debate).
E. LOGIC. The student applies critical thinking, logic and reasoning in debate.
F. PROOF. The student utilizes research and proof in debate.
G. CASE CONSTRUCTION. The student identifies and applies the basic concepts of debate case construction.
H. REFUTATION. The student identifies and applies the basic concepts of argumentation and refutation.
1. DELIVERY. The student uses effective communication skills.
J. EVALUATION. The student evaluates and critiques debates.
Basically, in Debate 1:
CROSSEXAMINATION DEBATE (team debate)
1. Research the current national resolution
2. Learn debate theory, rules, procedures and protocol.
3. Research resolution.
4. Write cases, disadvantages, topicality arguments, blocks, and other briefs.
5. Flowing debate rounds.
6. Refutation.
7. Debate in practice rounds, in class, at after school practices, and at tournaments.
EXTEMPORANEOUS SPEAKING
(Foreign and United States current event issues, informative and persuasive)
I. Read newsmagazines and newspapers to keep current on state, national and world news.
2. Cut and file articles from newsmagazines and newspapers.
3. Research current events and topics.
4. Learn correct speech format and extemporaneous speaking rules, procedures and protocol.
5. Give speeches in practice rounds, in class, at after school practices, and at tournaments.
LINCOLNDOUGLAS DEBATE
(Note: Resolutions change every 2 months)
1. Learn LD debate theory, rules, procedures, format and protocol.
2. Study philosophers, especially John Locke, John Stuart Mill, Emmanuel Kant, John Rawls, Thomas Hobbs, Jean Jacques Rousseau and others depending on what is needed to debate the resolution.
3. Research resolution
4. Write cases.
5. Debate in practice rounds, in class, at after school practices, and at tournaments.
ORIGINAL ORATORY
I. Research a societal problem.
2. Write an original oratory.
3. Memorize and rehearse the oratory.
4. Give the oratory in practice sessions, in after school practices, and in class.
ADVANCED DEBATERS
Basically, throughout the fall and spring semesters, advanced debaters will:
I. Focus on either CX Debate or LD Debate, analyze, research, write cases, prepare for competition, practice debate rounds in class or at after school practices and tournament competition.
2. Work the extemp file and keep it current (All will work on files, but advanced students will oversee/organize).
3. Give one extemp speech each week, in class or at after school practices, and compete.
4. Attend all after school practice sessions… working with the consultant hired to tutor them.
5. When possible, compete in student congress.
6. Event captains will work with the entire team; squad leaders will work with their squads.
"I've often said the most important thing I did in sixteen years of school was join my high school speech
and debate team. My high school was no athletic powerhouse, but we were awesome on the debating
circuit. Eventually I became pretty good and grew to crave the blue ribbons and trophies. When the highwore off, however, I was left with a healthy byproduct: I had selfconfidence. I had learned that when you
open your mouth it helps to know what you're talking about. I had learned discipline. I will never know
a more thrilling moment than winning a blue ribbon ... or a more humbling one than watching the finalists in
Girl's Extemporaneous Speaking at NFL Nationals in 1968 ... from the audience.”
--Jane Pauly former host of the “Today show” and currently “Dateline” host.
Debate
Mrs. Shanon Sutherland
Please sign and date the note and return it to me so that I can verify you have seen my classroom rules. This course description will be kept in your student’s binder for future reference. Thanks!
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(* Please print your email address clearly… thanks!)