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Public Forum DebatePublic Forum Debate involves opposing teams of two, debating a topic concerning a current event. Proceeding a coin toss, the winners choose which side to debate (PRO or CON) or which speaker position they prefer (1st or 2nd), and the other team receives the remaining option. Students present cases, engage in rebuttal and refutation, and also participate in a “crossfire” (similar to a cross-examination) with the opportunity to question the opposing team.
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Basic Understanding |
Public Forum Debate (PF) is a two-on-two event where teams argue against each other on a specified resolution. Therefore, it is imperative that when students begin PF, they know the resolution being debated. If you visit www.speechanddebate.org/currenttopics, you will see the topics, which are assigned by month of competition.
Once a debater knows the resolution, s/he should begin brainstorming potential arguments on the topic. An argument’s basic structure is referred to as claim, warrant, and impact (more details below). A debater will also construct their positions, referred to as cases (more details below). Finally, s/he should think through potential arguments by their opponent and brainstorm responses. As the round progresses, a team should also offer reasons why they should win the round to the judge. One team advocates for the resolution, known as the PRO, and one team advocates against the resolution, known as the CON. Before the debate begins, the teams conduct a coin flip. The winner of the flip chooses either the side of the debate OR the speaking order. The team losing the flip makes the other choice. For example, Jonesville High School wins the coin flip and chooses CON. Smithtown High School, who lost the flip, chooses the speaking order. If they choose 2nd, Jonesville would speak 1st on CON and Smithville will speak 2nd on PRO. Note that unlike other forms of debate, the CON may speak first. The structure of the round, and corresponding speaker responsibilities, follow:
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Structure |
Argumentation
First, a debater must clearly establish a claim. This is generally a declarative statement establishing the point they are setting out to justify. Second, a debater must clearly establish why their argument is valid. This is known as the warrant for an argument. Debaters need to go beyond asserting their claims and back them up with analysis explaining why the argument is valid. The warrant can come in many forms, but is necessary for the development of the argument. Debaters may use logic or research to back up their claims. It is important to note that having an author make an assertion about a topic is not on its own a warrant. Third, a debater must provide an impact for their argument. This means the debater establishes why the argument is significant in the round. Casing After students have brainstormed arguments, it is time to construct cases. While there is no rule requiring a specific structure, there is a traditional approach to constructing a case. Often, a case starts with a well thought out thesis statement as an introductory lead-in to the position. Next, the case would define key terms. Following this introduction the debater would offer contentions, or main arguments. Refutations But, PF is more than just cases! After presenting cases, students engage in refuting each other’s arguments. Students commonly refute cases by denying the validity of the argument. Additional strategies include, but are not limited to, justifying the reverse of the argument, showing the opponent’s arguments do not carry as much weight as their arguments, or taking out the link between the opponent’s argument and the priority they establish in the round. Students can pre-write their answers to arguments they expect their opponents to make. These are commonly known as “blocks.” Flowing It is important for debaters to learn how to keep track of arguments in the round. Typically debaters “flow” the debate round—making note of the arguments presented and refuted in the round. This note-taking approach requires students to abbreviate terms, phrases, and ideas so that they can get as much of the debate notated as possible. Here are some tips:
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