| Debate has become one of the most effective | | | | Parliamentary Debate, or Parli, is based on the debates |
| teaching tools inside and outside the classroom. It will | | | | that take place in British parliament. It is often either |
| not only increase the breadth and depth of a students | | | | teams of two or four students and they square off |
| base of knowledge about the debate topics, but will | | | | against another team. The resolutions are given out |
| oftentimes force them to look at their personal beliefs | | | | before each round, often giving students 15-20 minutes |
| from different points of view. Debate also teaches | | | | to prepare. |
| students a number of essential skills that can benefit | | | | This form of debate is not evidence based, which |
| them later in life. | | | | forces students to stay on top of current issues and |
| Public speaking has long been a common fear for a | | | | events. Parliamentary debate is considered to be a |
| majority of adults, however debate offers students a | | | | unique form of debate because the opposing team |
| chance to become comfortable with public speaking | | | | can ask questions while the other team is speaking. |
| during their youth. It also helps students understand the | | | | Additional Forms |
| fundamentals of communication such as clarity, brevity, | | | | There are a number of additional forms of debate |
| and focus. Additional life skills that students can learn | | | | including Mock Trial, Student Congress, Model U.N. and |
| from debate include basic organizational skills, critical | | | | many more. Each of them having their own unique set |
| thinking, persuasion, and research abilities. | | | | of rules and regulations that must be followed. |
| Typical Debate Formats | | | | Preparation |
| There are a number of different debate formats, | | | | While preparation strategies vary greatly from form to |
| ranging from casual in class debates to extremely | | | | form, there are several constants that span every |
| competitive formal debates. For debates to be | | | | genre. Students will always have a good grasp of |
| successful, they must include the pros and cons of | | | | current events both locally, nationally, and internationally. |
| many issues. Here is a quick look at some of the most | | | | They will also prepare for tournaments months in |
| common forms of debate, all of which focus on | | | | advance, taking a detailed look at both sides of the |
| current debates in society and the pros and cons of | | | | issue. This often encompasses hours of relentless |
| popular issues. | | | | research and hours of strategy sessions in order to be |
| Policy Debate | | | | successful. |
| The term policy debate can encompass a number of | | | | Quick Tips to Speaking Persuasively |
| forms of debate as well as a number of high school | | | | 1. Confidence |
| and collegiate debate organizations including: NDT, | | | | As with any other aspect of competition, confidence is |
| CEDA, and state high school organizations. In this form | | | | critical. It is important for students to remember that in |
| of debate, students are required to research and use | | | | debate there is no "right" answer. Both teams have |
| "evidence" or quotations from authoritative sources. | | | | their own set of conflicting opinions, and both have |
| In policy debate there are normally two teams of two | | | | merit. By appearing confident about what they are |
| debating the pros and cons of a potential policy | | | | saying, students will seem more persuasive about the |
| change. Because of the amount of research required | | | | debate topics. |
| for policy debate, the debate topics are decided on | | | | 2. Filler Words |
| months before the debate occurs and will remain the | | | | If you watch great presidential debates or even |
| same throughout the course of the season. This | | | | successful academic debaters, they do not use filler |
| allows for students to dive very deeply into the topic | | | | words. Filler words include: uh, um, hmm, and...and...and. |
| area and gain a great amount of knowledge on both | | | | These words carry add no meaning to what is being |
| sides of the issue. | | | | said and are used to fill the silence when someone is |
| Lincoln Douglas Debate | | | | thinking about what to say next. Silence is much better |
| Lincoln Douglas Debate is unique because it is the only | | | | than filler words. Filler words make speakers look |
| form of debate where it one person against another | | | | unprepared and often uneducated about popular |
| instead of two teams against each other. Lincoln | | | | issues. |
| Douglas debate was created to mirror the famous | | | | 3. An Open Mind |
| debates of Abraham Lincoln and Stephen Douglas in | | | | There are times when debater must argue against |
| 1858. On the high school level, this form of debate | | | | viewpoints that they actually agree with. If they cannot |
| tends to lean greatly towards contrasting philosophical | | | | have an open mind, they will not be able to argue |
| perspectives whereas the collegiate level focuses | | | | against their beliefs. Even if you do not agree with |
| primarily on specific policies. | | | | what you are saying, that doesn't mean that it is not as |
| Parliamentary Debate | | | | valid, otherwise current political debates wouldn't exist. |