debates

1. NEW B.Ed COLLEGE, NELLIMOODU
THIRUVANANTHAPURAM
ASSIGNMENT ON PEDAGOGY
TOPIC: DEBATES
Submitted by,
NAME: RESHMA.S.R
SUBJECT: ENGLISH
CANDIDATECODE: 165/13376017

2. INTRODUCTION
Debates is contention in argument, dispute, controversy,
discussion; especially the discussion of questions of public interest in
Parliament or in any assembly. Debate is a method of interactive and
representational argument. It is a broader form of argument than
deductive reasoning, which only examines whether a conclusion is a
consequence of premises and factual argument, which only examines
what is or is not the case, or rhetoric, which is a technique of persuasion.
Though logical consistency, factual accuracy and some degree of
emotional appeal to the audience are important elements of the art of
persuasion, in debating one side often prevails over the other side by
presenting a superior “context” or framework of the issue, which is far
more subtle and strategic. The outcome of debate depends upon some
formal way of reaching a resolution, rat
Debating is commonly carried out in many assemblies of
various types to discuss matters and to make resolutions about action to
be taken often by a vote. Deliberative bodies such as Parliaments,
legislative assemblies and meetings of all sorts engage in debates.
Debating is also carried out for educational and recreational purposes,
her than the objective facts as such. In a formal debating contest, there
are rules for participants to discuss and decide on differences, within a
framework defining how they will interact. usually associated with

3. educational establishments. The major goal of the study of debate as a
method or art is to develop the ability to debate rationally from either
position with equal ease. Although informal debate is common the
quality and depth of a debate improves with knowledge and skill of its
participants as debaters. The outcome of a contest may be decided by
audience vote, by judges, or by some combination of the two.
DEBATES AND ENGLISH LANGUAGE DEVELOPMENT
In the scholastic system of education of the middle Ages,
disputations offered a formalized method of debate designed to uncover
and establish truth in theology and in sciences. Although debating in
various forms has a long history, and can be traced back to the
philosophical debates of Ancient Greece, modern forms of debating and
the establishment of debating societies occurred during the Age of
Enlightenment in the eighteenth century.
Emergence of Debating Societies
Debating societies emerged in London in the early eighteenth
century, and soon became a prominent fixture of national life. Debating
topics ranged from current events and governmental policy, to love and
marriage. The societies welcomed participants from both genders and all
social backgrounds, making them an excellent example of the enlarged
public sphere of the Age of Enlightment. Debating societies were a
phenomenon associated with the simultaneous rise of the public sphere,

4. a sphere of discussion separate from traditional authorities and
accessible to all people that acted as a platform for criticism and the
development of new ideas and philosophy.
The first student debating society was the St. Andrews
Debating Society, formed in 1794 as the Literary Society. The
Cambridge Union Society was founded in 1815, and is the oldest
continually operating debating society in the world.
DEBATES USED TO IMPROVE ENGLISH BASIC SKILLS
Debates help to improve our speaking, listening, reading and
writing skill. In which, two teams are debating, instead of just using their

5. speaking skill, at the same time, they are also using their listening skill
because they have to hear all of the detail of the opponent team’s
argument. One more thing is, before the debate they are also have to
prepare their material of debate, in which when doing so, they often
have to search the information related to the topic in the internet or other
sources, this activity automatically trains their reading skill too, since
they have to search for information that would be relevant to support
their argument. After that they will have to write down all of those
information and arrange it into the most suitable way that can persuade
and can be easily understood by the audience and the adjudicators. Thus
debates help to improve our speaking, reading, writing and listening
skills. This is of course the most suitable way to enhance our English
skills. Also enhance our confidence to speak in front of public and also
enhancing our analytical thinking where you will be trained to analyse
every national and international issue around the world in a critical way
and logical way of thinking.
Critical debate technique has great contribution in speaking since it
is a task-based. It encourages the students to practice their English in
real communication. Language is a tool for all people to communicate
with others and express their ideas, opinions, emotions, attitudes, feeling
and so on. Overall, debates help to improve skills in English language.
Debate is an appropriate technique to improve speaking skill.

6. U.S. Presidential Debates
Since the1976 general election, debates between presidential
candidates have been a part of U.S. Presidential campaigns. Unlike
debates sponsored at the high school or college level the participants,
format and rules are not independently defined. Nevertheless, in a
campaign season heavily dominated by television advertisements, talk
radio, sound bites and spin, they still offer a rare opportunity for citizens
to see and hear the major candidates side by side. The format of the
presidential debates, though defined differently in every election, is
typically more restrictive than many traditional formats, forbidding
participants to ask each other questions and restricting discussion of
particular topics to short time frames. Many different types of debates
are used at the high school and college level, as well as in the political
arena. Every kind of debate has two sides, but there are two general
types of debates; problem debates, which are centered on philosophical
questions, such as whether something is right or wrong: and mechanism
debates which deal with practical problems; such as how something
should be done.
Team Policy Debate/National Debate Tournament
Team policy debates feature two teams of two debaters each.
The format consists of eight speeches- four constructive speeches and
four rebuttals- and four periods of cross- examination. Emphasis is put

7. on presenting large amounts of evidence as quickly and as coherently as
possible. The National Debate Tournament (NDT) format is the same as
that of team policy debates, but it’s used at the college level.
Generally, in debates need a chairperson, proposer, opposer,
proposer and opposers’ seconders and a time-keeper. In debates
chairperson controls the debate and starting with a proposer, calls
alternate sides to speak. The chairperson has a script but as to maintain
the formality of the contest. Proposer speaks for the motion, defines it
and shows that there is a need for change. Opposer speaks against the
motion, often defends the current system or asserts only minor changes
are needed. Proposer’s seconder supports the proposer’s ideas and often
presents a plan and its benefits. Opposer’s seconder attacks the plans of
the proposer and seconder and often suggests minor changes to the
present system. Rebuttals means no new evidence can be introduced but
arguments can be extended.
The Lincoln-Douglas Debate
Lincoln-Douglas Debate is primarily a form of United States
high school debate named after the Lincoln-Douglas of 1858. It is a one-on-
one event focused mainly on applying philosophical theories to real
world issues. It is also known as the two men debate. In this debate there
is only one speaker in the side of the affirmative as well as in the side of

8. the negative. The speaker in the affirmative side opens the debate then
followed by the negative speech.
The Rebuttal Debate
This is a kind of debate where each team from the affirmative
and the negative side is composed of about two or three members. As
the debate starts, the affirmative speaker opens the constructive speech
and the negative speaker starts the rebuttal. Every speaker is allowed to
deliver a rebuttal speech. The debate is closed with the affirmative side
delivering the last rebuttal.
The One-Rebuttal Debate
The One-Rebuttal type of debate is considered as a modified form
of the Lincoln –Douglas type of debate. However, in this type of debate,
there are about two or three members in both the affirmative and the
negative side. In this debate all of the speakers have a chance to refute
the argument of the opponent with the exception of the first affirmative
speaker who is given the opportunity to close the debate in his or her
rebuttal speech.
The Oregon- Oxford Debate
The Oregon-Oxford type of debate also allows two to three
speakers in both the affirmative and the negative side. In this kind of
debate, the first speaker in the affirmative side delivers the entire

9. affirmative case. After the delivery, the first affirmative speaker will be
interpellated by the first speaker of the negative side. After this, the
second speaker of the negative side will present the entire negative case;
then the second negative speaker will be interpellated by the second or
the first affirmative speaker. After, the first speaker of the negative will
deliver his or her rebuttal speech followed by the rebuttal of the second
affirmative speaker.
Competitive Debate
In Competitive Debates teams compete, and one is judged the
winner by some criteria. There are many different styles of competitive
debate, organizations and rules. One purpose is to train young people
who may in future be required to debate and resolve matters. This type
of debate is carried out at the local, national and international level. In
schools and colleges competitive debate often takes the form of a contest
with explicit rules. It may be presided over by one or more judges. Each
side seeks to win, following the rules. Each side is either in favour of or
opposed to a statement. The “for” side must argue supporting the
preposition; the “against” side must refute these arguments sufficiently
to warrant not adopting the proposition; they are not required to propose
any alternative.

10. Parliamentary Debate
This type of debate is conducted under rules derived from British
Parliamentary procedure. It features the competition of individuals in a
multi- person setting. Throughout the world, parliamentary debate is
what most countries know as “debating”, and is the primary style
practiced in the United Kingdom, India, Greece and most other nations.
Mace Debate
This style of debate is prominent in Britain at schools level.
Each speaker will make seven-minute speech in the order, first
proposition, first opposition, second proposition, and second opposition.
Two teams of two debate an affirmative motion (e.g. this house would
give prisoners the right to vote). Which one team will propose and the
other will oppose.
Public Debate
This is a style of debate involving two teams of two. Each team is
given their topic at the beginning of a round, along with the side they are
to take. The teams are given fifteen minutes to create an outline before
they begin to debate, it requires little planning and instead a wide
knowledge of different topics.

11. Australasia Debate
Australasia debate style debates consist of two teams who debate over an
issue, more commonly called a topic or proposition. The issue, by
convention, is presented in the form of an affirmative statement
beginning with “that”, for example, “That cats are better than dogs” or
“This house”, for example, “This house would establish a world
government”. Most topics are usually region specific to facilitate interest
by both the participants and their audiences.
Policy debate is a style of debating where two teams of two
debaters advocate or oppose a plan derived from a resolution that usually
calls for a change in policy by a government. Extemporaneous debate is
a style involving no planning in advance, and two teams with a first and
second speaker.
Debating is used;
 To solidify and extend understanding of an issue.
 To demonstrate and develop cognitive thinking, research and
public speaking skills.
 To enhance English language skills and enhance our speaking skill.
 To examine unfamiliar contexts.
 To explore a current or historical or social issue in depth.

12. Characteristics of debate
 Requires a level of expertise or comfort in a range of oral
(skills e.g.: logical argument, thinking quickly on your feet,
clear expression of ideas and arguments)
 Follows a clearly defined format (e.g.: who speaks first and
last, how long each team speaks.
 Promotes risk- taking and problem solving.
Teacher’s role in debates
 The teacher identifies and assigns roles.
 The teacher ensures students understand the nature of
argumentation, varied argumentation structures.
 The teacher emphasizes the difference between challenging ideas
and challenging people/ personalities.
Considerations debating
 Not to be used until the classroom comfort level has been
established.
 It requires a clear understanding of the value of positive versus
negative argumentation.
 It requires an awareness of sensitive, shy or reticent students.
 It requires the per-teaching questions debating skills and structures.
 Should probably be moderated by the teacher.

13. CONCLUSION
Debate is a teaching way to improve verbal communication
and teach critical thinking for the students where they can be more
active in every situation. When we conclude a debate, stress the
importance of the points so far and give the speech a sense of
completeness. A debate is a structured discussion or contest in
which two or more people or teams present their arguments trying
to persuade an audience or judge. Although debates vary in
formats, often one side takes the affirmative position, supporting
the resolution, while the other person or team gives the negative
view, opposing it. On the whole, having to speech and listen in
English every week will help to develop our language skills. Thus
debates help us to improve our English language especially the
basic skills in English such as listening, speaking, reading and
writing.

14. REFERENCE
1) Mary Tale, “London Debating Societies in the 1790’s, The
Historical Journal” 32, 1989.
2) Bright. C, “Technology of Teaching English”:2005.
3) Donna T. Andrew, "Popular Culture and Public Debate" in The
Historical Journal, Vol. 39, Issue 02 (Cambridge University Press,
June 1996), p. 406