1. AAAALLLLWWWWAAAAYYYYSSSS RRRREEEEMMMMEEEEMMMMBBBBEEEERRRR
SSppeeaakkeerrss aarree
nnoott bboorrnn,, tthheeyy
aarree mmaaddee..
Speech & Interpersonal
Communication Enhancement
Unit, IIUM

2. BENEFITS OF DEBATING
• Cultivates qquuiicckk aanndd mmuullttii--
ddiimmeennssiioonnaall,, llooggiiccaall tthhiinnkkiinngg..
• EEnnhhaanncceess tthhee aabbiilliittyy ttoo ddeevveelloopp
rreeaassoonneedd ooppiinniioonnss..
• GGiivveess aa bbeetttteerr uunnddeerrssttaannddiinngg ooff tthhee
ccuurrrreenntt eevveennttss aanndd tthhee wwoorrlldd aarroouunndd
uuss..
• IImmpprroovveess sseellff--ccoonnffiiddeennccee,, ssppeeaakkiinngg
ssttyyllee aanndd ccoommmmaanndd ooff llaanngguuaaggee..
• EEnnrriicchheess yyoouurr oovveerraallll lleeaaddeerrsshhiipp
qquuaalliittiieess..
Speech & Interpersonal Communication Enhancement Unit, IIUM

3. GOOD DEBATERS POSSESS
• Good knowledge ooff ccuurrrreenntt iissssuueess..
• AAbbiilliittyy ttoo ggeenneerraattee iiddeeaass..
• AAbbiilliittyy ttoo tthhiinnkk ccrriittiiccaallllyy aanndd llooggiiccaallllyy..
• AAbbiilliittyy ttoo pprreesseenntt tthhee iiddeeaass
ssyysstteemmaattiiccaallllyy..
• AAbbiilliittyy ttoo hhaannddllee ccuullttuurraallllyy ddiivveerrssee
aanndd cchhaalllleennggiinngg ssiittuuaattiioonnss wwiitthh ggrreeaatt
eeaassee aanndd ttoo oonnee’’ss tthheeiirr ((oowwnn))
eennjjooyymmeenntt..
Speech & Interpersonal Communication Enhancement Unit, IIUM

4. DIFFERENT FORMATS OF DEBATES
• PPaarrlliiaammeennttaarryy && NNoonn--ppaarrlliiaammeennttaarryy
– Parliamentary debates allow Points of Information
(POI) while Non-Parliamentary debates do not.
• MMaallaayyssiiaann CCoonnvveennttiioonnaall
– 3 members to a team
– Topics given in advance
– POIs not allowed
• AAmmeerriiccaann PPaarrlliiaammeennttaarryy
– 2 members to a team
– POIs are allowed
Speech & Interpersonal Communication Enhancement Unit, IIUM

5. DIFFERENT FORMATS OF DEBATES
• RRooyyaall MMaallaayyssiiaann// AAssiiaann
– 3 members to a team
– POIS are allowed.
• BBrriittiisshh PPaarrlliiaammeennttaarryy ((WWoorrlldd DDeebbaatteess))
– 2 member to team and 4 teams in a debate
– POIs are allowed Opening Gov.
Closing Opp. Opening Opp.
Speaker/
Chairperson
Audience
Set up in a
British
Parliamentary
Format of
Debate
Closing Gov.
Speech & Interpersonal Communication Enhancement Unit, IIUM

6. A DEBATE IS JUDGED ON THE
BASIS OF:
1. Matter:
What you present (i.e. the
content)
2. Manner:
How you present (i.e. the style)
3. Method:
Organisation/ structure of your
presentation
Speech & Interpersonal Communication Enhancement Unit, IIUM

7. ELEMENTS OF MATTER
1. Definitions:
4. Rebuttals:
- Set up of the debate
2. Arguments:
- Must be logical
- Must be relevant
3. Evidences:
- Must be logical
- Must be relevant
- Must be prompt
- Must be relevant
- Evidential value (strength)
Speech & Interpersonal Communication Enhancement Unit, IIUM

8. DEFINING A TOPIC
• Explain the kkeeyy--wwoorrddss iinn tthhee
ttooppiicc..
• IIddeennttiiffyy wwhhaatt yyoouu wwaanntt ttoo
pprroovvee aanndd wwhhaatt iiss yyoouurr ssttaanndd..
TThhiiss iiss ccaalllleedd tthhee tthheemmee ooff
yyoouurr tteeaamm..
• IIff tthheerree iiss aa mmeeaassuurreemmeenntt
iinnvvoollvveedd,, sseett uupp tthhee yyaarrddssttiicckk
oorr ccrriitteerriiaa ffoorr ssuucchh
mmeeaassuurreemmeenntt..
Speech & Interpersonal Communication Enhancement Unit, IIUM

9. RULES OF DEFINITION
Characteristics of a Proper Definition:
• It must bear a close relation to the motion.
• It must not be truistic.
• It must not employ time or place setting.
• It must not be based on overly specific knowledge
Kinds of Definitions:
• Literal with key-words definition.
• Metaphorical definition.
• Issue based &/or specified definition (different
from time-place setting).
Speech & Interpersonal Communication Enhancement Unit, IIUM

10. CHALLENGE OF DEFINITION
Grounds for Challenge:
• You can only challenge a definition if it
violates any of the criteria stated earlier.
Frequently used terms in challenging
definitions are: wholly unreasonable,
squirrel, time-place set, truistic.
• You cannot challenge a definition simply
because you have a more reasonable or
better definition.
Speech & Interpersonal Communication Enhancement Unit, IIUM

11. CHALLENGE OF DEFINITION
• Challenge must come from the leader of the opposition, not
later.
• Leader of the opposition must provide an alternative
definition.
• In most of the cases, the teams must introduce an 'even if’
argument.
• An `Even if' argument is not possible in some cases. (e.g.
truistic definition & definition running counter to the
resolution i.e. where govt. has taken the opposition’s case).
• In a definition debate, all the speakers except the PM argue
the following:
• Why challenge?
• Validity/ invalidity of the two definitions.
• Even if we are to accept the other side's definition, these are the
weaknesses of their case.
• Positive case under their own definition.
Speech & Interpersonal Communication Enhancement Unit, IIUM

12. GETTING THE RIGHT
ARGUMENTS
• First, identify what you have to prove under the topic.
• Then, identify what helps you to prove it. Put them in
the format of an argument or a set of arguments.
• Not everything that you know on the subject is relevant.
• Anticipate the questions that may be raised against
your arguments and see if you have good answers to
them.
• Block the opportunity for those questions to be raised
by addressing them briefly as you explain the
argument.
• Present the arguments in order of their strength.
• Avoid empty rhetoric and emotionalism - be rational.
Speech & Interpersonal Communication Enhancement Unit, IIUM

13. ESTABLISHING AN ARGUMENT
Basic statement
Logical explanations of why and how
the basic statement stands
Proofs/ evidences/ examples that factually
establish your basic statement
Conclusion/ how it proves
your team’s theme
Speech & Interpersonal Communication Enhancement Unit, IIUM

14. EFFECTIVE REBUTTALS
A t t a c k s
R e b u t t a l s
( R e b u t t h e A r g u m e n t s )
D e f e n c e
( R e b u t t h e R e b u t t a l s )
• Do not rebut the example, attack the very premise of
the argument of the other side. Only then contrary
examples can be supplemented.
• It is advisable to provide multiple rebuttals to each
argument of the other side.
• Rebuttals should also be in conformity with your
case.
• Rebut the rebuttals of your case by the other side in
order to defend your case.
Speech & Interpersonal Communication Enhancement Unit, IIUM

15. ELEMENTS OF MANNER/STYLE
• Respectable attitude towards the judges
and the other team.
• Vocal style: volume, clarity, pace,
intonation etc.
• Use of notes: not to read a written text.
• Eye contact.
• Body language: hand gestures, pacing,
standing etc.
• Impression of sincerity.
• Humour, wit, appropriate and healthy
sarcasm.
Speech & Interpersonal Communication Enhancement Unit, IIUM

16. ELEMENTS OF METHOD
- TTeeaamm ssttrruuccttuurree
- Continuity of team’s theme in all the speeches.
- Consistency among all the speakers (no
contradictions)
- Reinforcement of team members' arguments
- Clear & logical separation between arguments.
- IInnddiivviidduuaall SSttrruuccttuurree
- Attractive opening/ outline of the speech.
- Proper organisation & priority of the arguments.
- Organisation of rebuttals.
- Appropriate timing of the speech
- Summary of the speech.
- RReessppoonnsseess ttoo tthhee ddyynnaammiiccss ooff tthhee ddeebbaattee
- Right thing at the right time.
- Ability to follow the progression of and changes in the
Spedeechb a&te I,n taenrpde rtsoo nreal- aCcotm amccuonircdaitniognly E. nhancement Unit, IIUM

17. MODEL INDIVIDUAL SPEECH
Definitions/ theme of the
team
Rebuttals (attacks and defence)
Reiteration and defence of your own team’s case
Presentation of your own arguments
Conclusion (why your team’s case
stands and other team’s case does not)
Speech & Interpersonal Communication Enhancement Unit, IIUM

18. TEAMS’ ROLES: ASIAN/ AUSTRALS
PPRROOPPOOSSIITTIIOONN//
GGOOVVEERRNNMMEENNTT::
TToo ssuuppppoorrtt tthhee mmoottiioonn
wwhhiicchh iinnvvoollvveess::
– Defining the motion,
– Constructing a
positive case in
favour of the motion,
– Providing substantive
materials and
arguments in support
of the case,
– Responding to any
challenges made to
that case by the
Opposition.
OOPPPPOOSSIITTIIOONN::
TToo nneeggaattee tthhee mmoottiioonn wwhhiicchh
iinnvvoollvveess::
Responding to the
Government's definition,
Constructing a case in
opposition to the motion,
Providing substantive
material and arguments in
support of the (opposition)
case,
Responding to the arguments
delivered by the
Government.
Speech & Interpersonal Communication Enhancement Unit, IIUM

19. TEAM ROLES: BRITISH PARLIAMENTARY
- Defines
- Builds a positive case to
support the motion
- Responds to the Opp.’s case.
OPENING OPP.
- Responds to the
government’s case
- Builds a case to oppose the
motion
- Supports the Opening Gov.’s
case,
- Adds new dimensions,
arguments to further
substantiate the
government’s case.
- Responds to the Opp.’s case
- Supports the Opening Opp.’s
case
- Adds new dimension,
arguments in Opp.’s case
- Responds to government’s
case
OPENING GOV.
CLOSING GOV. CLOSING OPP.
Speech & Interpersonal Communication Enhancement Unit, IIUM

20. SPEAKERS' ROLES: ASIAN/ AUSTRALS
• 1st SSppeeaakkeerr //PPrriimmee MMiinniisstteerr
PPRROOPPOOSSIITTIIOONN//
GGOOVVEERRNNMMEENNTT::
– Defines the topic.
– Gives the case structure and theme.
– Presents own arguments.
– Provides a summary of his speech. (What I've given u so far..).
• 22nndd SSppeeaakkeerr
– Rebuts.
– Reiterates and defends his first speaker’s arguments.
– Presents own argument.
– Provides a summary of his speech.
• 33rrdd SSppeeaakkeerr
– Rebuts substantially.
– Reiterates and defends his own team's case.
– Provides a summary of his speech.
• RReeppllyy SSppeeaakkeerr
– PPrreesseennttss aa ccoommppaarraattiivvee oovveerrvviieeww ooff tthhee ccllaasshh ppooiinnttss iinn tthhee ddeebbaattee
pprroovviinngg wwhhyy hhiiss tteeaamm’’ss ccaassee ssttaannddss
Speech & Interpersonal Communication Enhancement Unit, IIUM

21. SPEAKERS' ROLES: ASIAN/ AUSTRALS
OOPPPPOOSSIITTIIOONN::
• 1st Speaker //OOppppoossiittiioonn LLeeaaddeerr
– RReessppoonnddss ttoo tthhee ddeeffiinniittiioonn ((ii..ee.. AAcccceeppttss,, RReejjeeccttss oorr
CCllaarriiffiieess))..
– RReebbuuttss tthhee PPrriimmee MMiinniisstteerr’’ss aarrgguummeennttss..
– GGiivveess tthhee ccaassee ssttrruuccttuurree aanndd tthheemmee ooff hhiiss tteeaamm..
– PPrreesseennttss oowwnn aarrgguummeennttss..
– PPrroovviiddeess aa ssuummmmaarryy ooff hhiiss ssppeeeecchh..
• 22nndd SSppeeaakkeerr
– SSaammee aass tthhee pprrooppoossiittiioonn 22nndd ssppeeaakkeerr
• 33rrdd SSppeeaakkeerr
– SSaammee aass tthhee pprrooppoossiittiioonn 33rrdd ssppeeaakkeerr
• RReeppllyy SSppeeaakkeerr
– SSaammee aass tthhee pprrooppoossiittiioonn rreeppllyy ssppeeaakkeerr
Speech & Interpersonal Communication Enhancement Unit, IIUM

22. POINTS OF INFORMATION (POIs)
• A POI can be in a question oorr ssttaatteemmeenntt ffoorrmm aanndd
sshhoouulldd nnoott ttaakkee mmoorree tthhaann 1155 sseeccoonnddss..
• EEaacchh ssppeeaakkeerr sshhoouulldd aacccceepptt aatt lleeaasstt ttwwoo PPOOIIss..
• AAllll tthhrreeee mmeemmbbeerrss ooff tthhee tteeaamm sshhoouulldd ttrryy ttoo ggiivvee PPOOIIss,,
bbuutt tthheeyy mmuusstt nnoott bbee ddiissrruuppttiivvee..
• PPOOIIss aarree jjuuddggeedd oonn tthhee bbaassiiss ooff::
- tthhee tthhrreeaatt tthheeyy ppoossee ttoo tthhee ssttrreennggtthh ooff tthhee aarrgguummeenntt ooff tthhee
ddeebbaatteerr..
- vvaalluuee ooff iittss wwiitt aanndd hhuummoouurr..
• RReessppoonnsseess ttoo tthhee PPOOIIss aarree jjuuddggeedd oonn tthhee bbaassiiss ooff::
– pprroommppttnneessss aanndd ccoonnffiiddeennccee iinn aannsswweerriinngg..
– ssttrreennggtthh ooff tthhee rreessppoonnssee..
– vvaalluuee ooff wwiitt aanndd hhuummoouurr iinn tthhee rreessppoonnssee..
Speech & Interpersonal Communication Enhancement Unit, IIUM