The Argumentative Speech

1. The Argumentative Speech

2. Argumentative Speech Assignment • An 6-8 minute argumentative presentation using National Forensic League (high school debate) format. Students will be paired up to argue for or against a policy based resolution, which will be chosen by the students. One student will argue for the resolution and the other one will argue against it. In between each of the speeches the students will cross examine each other for 1-2 minutes. • The point of the assignment is to also present a constructive and well reasoned argument on a currently disputed issue of public or moral significance. Choose an important topic, study the major arguments on “both sides” and argue for “one side” over the other with reasoning and evidence. You must persuade the class towards a certain opinion or position. Seven resources will be required along with a bibliography in MLA or APA format.

3. Two Focuses of Persuasion • Question of Value • Question of Policy

4. Question of Policy • A Question of Policy aims for one of two things: • Passive Agreement • Asking audience to agree with a policy in which they need to take no direct action to do so • Personal Action • Asking audience to agree with policy in which immediate action needs to be taken on their part

5. Required on Speech Day • An 8-10 minute speech defending the position you will be taking on your groups resolution • Seven sources must be included and be both verbally cited in the speech and in MLA or APA format in a bibliography • Be prepared with questions for your partner and bring paper and pencil to take notes while opponent is speaking • Can prepare one or two questions, but not all questions should be prepared.

6. Resolutions • X ( an institution) enacting y (a policy) • Examples: • Resolved: That the United States government should implement universal health care modeled after the French system • Resolved: That the United States should significantly increase its use of nuclear energy • Resolved: That the United States should implement a military draft

7. Finding a Topic • Bring in two articles and create at least one topic for each. • http://www.npr.org/2011/05/30/136690257/mexican-cartels-spread-violence-to-central-america • http://www.npr.org/2011/05/30/136692959/when-a-soldier-brings-war-back-home • http://www.npr.org/2011/05/31/136812618/afghan-president-seeks-to-limit-nato-airstrikes

8. Applying Logic to an Argument • You need to question the arguments and ideas you see • What sounds logical and what seems to stand on shaky ground? • Look at how issues would play out pragmatically • Take on different points of views • Broaden out the argument • Looking at issues that directly and indirectly relate to the argument

9. Example • Instructor Policy: Take cell phones from students at beginning of class • Look at how issues would play out pragmatically • Would legal issues come up? • What if a student had an emergency and needed their cell phone? • How much class time would it take to take and give back the cell phones and ensure no one’s phone is lost, stolen or misplaced? • What if a cell phone rings? How long would it take the instructor to find the cell phone and turn it off?

10. Applying Logic • Instructor Policy: Take cell phones from students at beginning of class • What sounds logical and what seems to stand on shaky ground? • Cell phones in the class room have become a problem but isn’t taking them from students a bit extreme? Does an instructor have the right to take students property if the student has no yet caused a disruption? Won’t this make students feel like they are being treated like children and create a hostile environment?

11. Applying Logic • Instructor Policy: Take cell phones from students at beginning of class • Take on different points of views • Students are constantly using cell phones, which become distractions for instructors and other students. By taking the phones this gets rid of this distraction. • Having to stop students or say something in class takes away from class time, so by taking the phones away you avoid this problem. • Students don’t need to have their cell phones will them when in class since they need to be able to focus and learn.

12. Applying Logic • Instructor Policy: Take cell phones from students at beginning of class • Broaden out the argument • If instructors can take cell phones, should they be allowed to take other distracting items like food, watches, books for other classes or for enjoyment, or laptops? • Does the student’s ownership of an item become null and void when entering the classroom? Are there other rights a student losses when they enter a classroom and if so is this the path we want education to go down? • If items can be considered by the instructors can other things on a student be considered distracting as well? For instance, a politically charged shirt, a “loud” hairstyle, the showing of undergarments or cleavage? Could the instructor “take care of” these things as well? Is that within his or her power to maintain a peaceful and productive learning environment?

13. Another Example • Instructor Policy: Locking classroom doors 15 minutes after class starts • What sounds logical and what seems to stand on shaky ground? • Is this a truly fair policy? Is there a better way to deal with student tardiness? • Look at how issues would play out pragmatically • Exams, absences and class work • Students are paying for class, can you lock them out? • Take on different points of views • Lateness distracts class and instructor, Students should be reprimanded for this rude behavior and it should effect how they do in class. • Broaden out the argument • How much control should instructors have? What kinds of checks and balances should be in place?

14. Examples of Resolutions • Resolved: Florida should get rid of the FCAT • Resolved: Palm Beach State should require a manners and dress etiquette class for all students to take • Resolved: The US should require that before a person can register to vote he or she must pass the citizenship test to make sure he or she has a basic knowledge of government • Resolved: Instructors should not count attendance as part of the student’s overall grade • Resolved: Colleges should not require the SAT or ACT in the admissions process • Resolved: Instructor policies should be standardized by Palm Beach State so that every class would have the same policy about late work, attendance, grades, ect.

15. Examples of Resolutions • Resolved: The FCC should ban music lyrics that promote violence • Resolved: There should be a limit on the amount of textbooks a teacher can require for a class • Resolved: All college students should be required to do one internship before graduating • Resolved: All instructors should use Facebook as part of the web component of their class • Resolved: In high school, students - instead of the principal - should be able to decide the punishment of bullies and students that pose a distraction in class. • Resolved: The United States should implement a conscription policy

16. Assignment • Each group will take one topic and form a very informal pro and con speech that should be 1-2 minutes and also be prepared to cross examine each other (won’t be required minimum time). • You are not required to work together, but you are welcome to if you would like. If you want to, you can practice cross examining each other ahead of time, so you aren’t doing it completely off the cuff. • This will not be graded (though it will count towards your participation grade). It is not formal and you don’t have to worry about delivery. This is a practice debate in order to familiarize you with how to do an argumentative speech and cross examination.

17. Cross Examination • There are two goals of cross examination • Poke holes in your opponents case • Further your case by reiterating what you previously states or bringing up new information • Ask yourself: • Do I have information to counter this? • Is there a disadvantage to the plan they are proposing that I could ask about? • Are they misrepresenting the facts? • Is their logic flawed? • If Yes, then attack!!!

18. Cross Examination • If someone is debating that all students should be required to have laptops in the classroom, what should you use in cross examination? • Can everyone afford to have laptops? • Don’t laptops cause distractions? • Wouldn’t it be difficult for commuter students to lug heavy laptops around or a pain to have to bring it in for only one class? • What if an instructor doesn’t want students to have laptops in their class? • What about school’s liability if one is lost?

19. Cross Examination • Be polite, but firm. • Keep questions and answers brief and speaking style conversational. Don't interrupt or talk over another debater unless s/he is filibustering. Don't ever interrupt your partner. • Have a plan in mind. • What admissions do you wish to gain from your opponents. Which dilemmas do you wish to pose to your opponents. • Never face your partner. • You will look out to the audience and position your body accordingly. This isn’t personal, its about making the audience understand your case.

20. Cross Examination • Answering can be as important as questioning. • Have brief retorts prepared for questions that you think might be asked. • Silence is golden. • If you trap your opponent in an unanswerable dilemma, let their silence or frantic babbling expose their weakness. Don't rush in with the next question. • Relax. • Don't rush! If you can establish one or two points that is enough.

21. More Tips • Ask a short questions designed to get a short answers. • Make the questions seem important, even if it is just an attempt to clarify. • Avoid open ended questions unless you are sure they are totally clueless. • If they try to waste your time stop them with a blunt but polite answer.

22. Answering Questions • Refer to something you have already said whenever possible. This is the safest approach and makes you look together. • Answer the questions based on your position in the debate so far. • Always stay calm even if your nervous try to appear relaxed.

23. Answering Questions • If given the chance of a long answer that won’t hurt you, use it to waste your opponents time and hopefully get him/her angry and to act rude. • Never say "I don't know," this shows incompetence, say something like "I am not really sure at this time....“ • Always try to come up with an answer or make an intelligent assumption. • “I cannot say for certain but based on my research I would assume” • OR “I did not come across that in my research, but based on what I have found…”

24. Cross Examination • Changing an argument into a question for your opponent • Yes or No questions • http://www.youtube.com/watch?v=lZ9JAlDU1no • Open ended questions • http://www.youtube.com/watch?v=EP8t59DBcvE • Combination • http://www.youtube.com/watch?v=J94LAd4JqI0&feature=related