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Class Debates

Class Debates. SCHEDULE. Both debates will be held during the class period for Logic: February 18 (Tuesday) for Rooms 5 and 7, and February 19 (Wednesday) for Rooms 2 and 8.

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Class Debates

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  1. Class Debates

  2. SCHEDULE • Both debates will be held during the class period for Logic: February 18 (Tuesday) for Rooms 5 and 7, and February 19 (Wednesday) for Rooms 2 and 8. • All speakers and scribes are required to wear the regular school uniform for the debate. If there are PE classes scheduled on debate day, students are asked to bring their regular school uniform.

  3. SCHEDULE • Given that both debates will be held on the same class period, the following adjusted time allotments will be observed: • Constructive Speeches: 2.5 minutes • Interpellation: 1 minute • Break: 2 minutes • Rebuttal Speeches: 2 minutes

  4. CRITERIA • Each team will be evaluated using the following criteria (10 points each): • Organization and Clarity of Information • Information and Argument • Rebuttal and Interpellation • (For the rubric, please see the file “Final Debate Criteria.docx”)

  5. DEBATE BRIEF • Each team will be required to complete a debate brief (please see the file “W_3-1_Debate Brief.doc”), which will be submitted one day after the debate. • The debate brief serves to help teams organise and clarify their stand — their arguments and the evidence that support these. • The debate brief is to be typewritten using the template provided.

  6. CLASSROOM SET-UP FOR DEBATE • Please follow this physical set-up for the class debate: BLACKBOARD Speakers and Scribes Speakers and Scribes Researchers Researchers Audience Audience Teachers

  7. SAMPLE DEBATE • Teams are encouraged to watch how the Modified Oregon-Oxford debate format is used: http://www.youtube.com/watch?v=vFUV2bHn-8A

  8. Each team may use the remaining time to meet and discuss/prepare their arguments and evidence for the class debate. • Team captains are requested to find time to meet with their counterparts to settle definitions and parameters.

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