Constitutional Debate Con Speech Writing 101

1. Constitutional Debate Con Speech Writing 101

2. Voice • Is the voice appropriate for the topic and audience? • Does the speech have a persuasive effect? • Do not use I, you, me, we, us (except in quotes or at the call to action)

3. See page 37 of the Writer’s Guide for attention getters. Examples: New York Times journalist Mary Pilon’s research states, “As a 12-year-old seventh grader, Glenn and Kathy Kiederer’s older daughter wanted to play sports at Delaware Valley Middle School. She also wanted to join the scrapbooking club. One day she took home a permission slip. It said that to participate in the club or sport, she would have to consent to drug testing.” More and more students are becoming attracted to substances that are threatening their life, safety and future. I.A. Hook

4. Bridge (Background Info) • Does your section on background information cover the following: • What is the issue? • Who is involved in the issue (stakeholders) and what do they want? • Why is this issue important? • Hint: Your bridge for the pro introduction should have been neutral information about both sides, so you should be able to write the same thing for your con introduction.

5. Example: In the last twenty years, there has been growing dispute over the issue of student drug testing. There are school administrators, teachers and parents supporting both sides of the issue. Some believe that schools conducting random drug testing will reduce the number of students who abuse drugs. Opponents to random drug testing say that drug testing violates fourth amendment privacy rights of students. The outcome of this debate impacts all schools in America. I.B. Bridge (Background Info)

6. Subtopics and Thesis Yes No • Option 1: Schools should not be allowed to conduct random student drug tests because it supported by the Fourth Amendment of the Constitution, democratic ideals, and a balance of individual rights and common good. • Option 2: Students should be able to refuse to take a school drug test because it is supported the by the Fourth Amendment of Constitution, democratic ideals, and individual rights. Schools should not be allowed to require student drug testing without probable cause. • Should students have the choice to refuse a drug test? • Student drug testing is bad. • Remember you two options: • combining your subtopics into the thesis • stating the subtopics individually and then ending with a concise position statement on the issue.

7. Call to Action Yes No • Students have a right to refuse school drug testing. You can raise support to protect the privacy of your body by writing a letter to your district superintendent and school board members explaining that students do not want the potential for losing this individual freedom. • Vote to end drug testing. • Do you call people to act by demanding change of the law or do you encourage authorities to maintain status quo? • Does this “call to action” give specific action steps the audience can do for change or maintaining status quo?

8. Body Paragraph 1 Constitutional Interpretation

9. Constitution Topic Sentence Yes No • To begin, the Fourth Amendment of the Constitution supports allowing students the right to refuse to take the school drug test. • The nation was founded on the Constitution and it should be followed today. (Too vague) • Does this clearly connect the subtopic (constitutional interpretations) to the thesis/position of the paper (right to refuse a school drug test? • Transitional phrase?

10. Constitution Quote Set-Up Yes No • The language of the Fourth Amendment says “The right of the people to be secure in their persons, houses, papers and effects against unreasonable searches and seizures, shall not be violated...” Lindsey Earls believed her school was violating her privacy through student drug tests and brought the case to court. Although the Supreme Court ruled in favor of the school district, four of the nine judges sided with Ms. Earls in the case Board of Education v. Earls. • Nothing between topic sentence and the quote. • The fourth amendment give people the right to privacy. (Too vague, missing background on court case) • Do I identify the specific part of the constitution that my expert will reference in the quote?

11. Constitution Quote Yes No • Linda Greenhouse quoted Justice Ginsberg dissenting opinion saying, “[In the 1995 Vernonia case] the court "concluded that a public school district facing a disruptive and explosive drug abuse problem sparked by members of its athletic teams had 'special needs' that justified suspicionless testing of district athletes as a condition of their athletic participation. But the 1995 opinion "cannot be read to endorse invasive and suspicionless drug testing of all students.” • The Fourth Amendment proclaims, “The right of the people to be secure in their persons, houses, papers and effects against unreasonable searches and seizures, shall not be violated...” (Not an interpretation) • The article “Drug Testing Violates Students’ Privacy said, “In the court case Trinidad School v. Lopez the Colorado school district required random drug testing of all students in grades six through twelve. The Colorado Supreme Court found the policy to be unconstitutional.” (Doesn’t explain why the court made this decision) • Is my quote from an expert (judge, lawmaker, or lawyer) who is interpreting the meaning of the amendment? • Did I use a quote verb phrase?

12. Constitution Analysis Yes No • This proves that it is unreasonable for schools to conduct suspicionless student drug tests. It is too invasive to require all students in extracurricular activities to submit urine samples because unlike the Vernonia School District, the Tecumseh School District did not have an explosive drug abuse problem that required testing all these students. • This proves it isn’t fair to test students for drugs. (Too vague? Explain why) • This prove • Does this explain the connection between my quote and thesis and more specifically, the constitutional citation? • Did I use an analysis verb phrase?

13. Constitution Conclusion Yes No • In summary, random suspisionless drug testing of all students is an unreasonable search as defined by the Fourth Amendment of the Constitution. • In conclusion students should refuse drug tests. (Doesn’t include the subtopic) • Does this clearly connect the subtopic (constitutional interpretation) to the thesis/position of the paper (right to refuse a school drug test? • Did I use a summarizing transition?

14. Body Paragraph 2 Democratic Ideals

15. Democratic Ideal Topic Sentence Yes No • Additionally, the democratic ideal of truth is being violated by mandatory random student drug tests. • How would life be if you had to go to school every day wondering if you would have to pee in a cup? • Does this tell you about democratic ideals that support individual gun ownership? • Does this establish a position (restate your thesis)? • Transitional phrase to emphasize new point?

16. Democratic Ideal Quote Set-Up Yes No • Truth is an open and honest account of the way things are. When schools require drug tests, it implies that students don’t have the integrity to tell the truth about whether they are using drugs. • Nothing between topic sentence and the quote. • Who doesn’t like the truth? (No questions, also too vague) • Do I identify a democratic ideal? • Do I define the meaning/value of the democratic ideal in the context of the topic?

17. Democratic Ideal Quote Yes No • Shari Roan claims, “The American Academy of Pediatrics cautioned against random school based drug testing, saying testing is not reliable enough, violates trust between students and adults and is not set up to deal effectively with students who test positive.” • Mary Pilon states, “Some experts doubt the effectiveness of such testing.” (Too vague. Even though the same idea is communicated on the yes side, one of the reasons it is a better quote is because it comes from a medical group.) • Will my selected quote connect the identified democratic ideal (life)? • Did I use a quote verb phrase?

18. Democratic Ideal Analysis Yes No • This shows that if students are tested for drugs, then they feel like they are guilty until proven innocent by a drug test. This feeling breaks the trust relationship between students and adults even more when the accuracy of the test is unreliable. • Guns make people safe by reducing crime. • Does my analysis mention the specific democratic ideal (life) and explain the meaning of the democratic ideal in the context of the quote? • Did I use an analysis verb phrase?

19. Democratic Ideal Conclusion Yes No • All in all, schools should not require student drug tests because it is a direct violation of truth in a time when trusting relationships are vitally important in a teenager’s life. • Now, don’t you think people should own guns? • Does this conclusion clearly bring it back to the generic topic sentence? • Does it include a summarizing transitional phrase?

20. Body Paragraph 3 Individual Right vs. Common Good

21. Ind. Right/Common Good Topic Sentence Yes No • Furthermore, mandatory school drug testing is harmful to both the freedom of individual students and the common good of a school population. OR (if you only express ind. right) • In addition, students should be able to refuse school drug testing programs because their individual rights outweigh the common good benefits of drug testing. • Drug tests are unacceptable because people don’t like to be told what to do. • Do you use the terms individual or common good in relationship to your position? • Does this establish a position/restate your thesis? • Did you use a transitional phrase?

22. Ind. Right/Common Good Quote Set-Up Yes No • Schools like Maryville are making the decision to use drug testing in an attempt to balance rights of individuals with the common good of the student body. The unfortunate reality is that both parties suffer as a result of mandatory student drug tests. • Drug testing hurts students. (Too vague, doesn’t explain the conflict between common good and individual right) • Do I explain the conflict between common good and individual rights? • Do I give some contextual background about the quote?

23. Ind. Right/Common Good Quote Yes No • Mary Pilon proclaims, “Maryville’s drug-testing program, which includes most of its middle and high school students begins in the fall [of 2012]… The cost will be $5,000 - $7,000 a year and will come from the school’s general operating budget.” • Mary Pilon states, “There are no known instances of a middle school student testing positive for performance enhancing drugs like steroids or human growth hormone.” (Not a very convincing quote, this sounds more like background because it isn’t a statistic or anecdote.) • Did I use a quote that shows the impact on common good and individual rights? • Did I use a quote verb phrase?

24. Ind. Right /Common Good Analysis Yes No • This demonstrates that the rights of the individuals are violated by the drug test’s intrusiveness. Furthermore, it is also harmful to the common good because this intrusive test will cost each school $5,000 - 7,000 per year that could have otherwise been spent on books and other resources that are essential to student learning. • This proves the cost of drug tests hurts the schools. (Doesn’t explain why) • Does my analysis include key concepts/ideas from the quote? • Do I use these key ideas to explain the impact on the common good, individual rights or both? • Do I use an analysis verb phrase?

25. Ind. Right/Common Good Conclusion Yes No • Consequently, schools would be better off if they didn’t use drug testing because it harms more than it benefits both individuals and the common good of the student body. OR (if you only express ind. right) • Consequently, the rights of individuals outweigh the benefit to the common good, making school drug testing a terrible drug prevention program. • Now, don’t you think people should refuse drug tests? • Does this conclusion clearly restate the position of this paragraph? • Do you use the term individual rights and/or common good? • Does it include a summarizing transitional phrase?