Debate Topics and Debate Outline

Debate Topics and Debate Outline:
This assignment will have both an individual homework mark based on each members Briefing Notes and also a group mark for performance in the debate. Debates will be taking place during both classes during the week of October 7th October 11th. You may want to look up on the internet how to construct a briefing note but here are some guidelines for a good briefing note:
A well-prepared briefing note quickly and efficiently fills a person in on an issue. The most valuable BN is clear, concise, easy to read and assists a speaker in the best way possible to sound confident in their material. short: one to two pages, and always as short as possible concise: a short document isn't necessarily concise; concise means every word is used as efficiently as possible clear: keep it simple and to the point; always keep your reader firmly in mind and include only what matters to that reader reliable: the information in a briefing note must be accurate, sound and dependable; any missing information or questions about the information should be pointed out readable: use plain language and design your BN for maximum readability (use white space, subheadings, lists, font, and other means of making reading easier)
Before the debate begins, I will ask team members to hand in their briefing notes, labeled with each members name and role in the debate (example: first affirmative) For each debate topic, there should be at least one group that is positive (proposing an argument or resolution and making a case that it be true) and at least one group that is negative (in opposition to the resolution. In parliamentary debate, the resolution (proposed issue or argument), is preceded by the phrase Be It Resolved That or B.R.I.T.
Topic #1: B.R.I.T. The Corporation as a currently legally defined has allowed for more harm than good to our society and should be dismantled and redefined. Topic#2: B.R.I.T. Humans are cooperative, rather than competitive, by nature.
Each group will participate in a 14 minute debate in the following structure: First Affirmative First Negative Second Affirmative 2 minutes 2 minutes 2 minutes
Second Negative Break for Preparation Negative Summary/Rebuttal Affirmative Summary/Rebuttal First Affirmative:
2 minutes 2 minutes 2 minutes 2 minutes
1. Gives an introduction to the team and the names of members, and introduces the topic a. This introduction is intended to get the audience's attention and to introduce the subject. For example: "Ladies and gentlemen, imagine if you will that you are going for supper at a friend's home. You arrive at the home, but no one answers the door bell. The light is on and the door unlocked, so you go in. You are greeted by a horrifying sight: your friend has been murdered. After the police arrive they tell you that they suspect an escaped murderer. This murderer killed a prison guard when he escaped; the police tell you that had this individual been executed your friend might be alive today. Ecuador at present does not have capital punishment, but perhaps it should. The subject of the debate today is, "Be it resolved that capital punishment be reinstated in Canada." 2. Makes any relevant definitions relating to the issue at hand 3. Explain why the current policy/way of thinking/system is bad and needs change (proof) This can be done by demonstrating flaws in the current system or status quo. The needs for change are essentially the compelling reasons that will justify the plan. Typically the Affirmative will have time to present three to five needs for change. In a debate on reinstating capital punishment, the needs for change might be: a. Capital punishment would save money b. The existence of capital punishment deters others from murdering. 4. At least present the plan or present all of plan (policy debate) 5. Present reasons why First Negative: 1. Introduction of team members and introduction of the side of the argument the team is taking. It is recommended that this person also constructs the introduction in an interesting hook similar to the example given in the first affirmative. 2. If necessary, attack definitions 3. Clash with needs for change (proof)
4. If necessary, present counterplan (policy debate) 5. Clash with reasons/present counter reasons Second Affirmative: 1. Introduce only the second affirmative members and restate argument if necessary 2. Clash with points made by Negative and rebuild case for Affirmative 3. Present plan, if not already presented. Second Negative: 1. Introduce only the second negative members and restate argument if necessary 2. Continue attack on affirmative Negative and Affirmative Rebuttal: 1. 2. 3. 4. 5. 6. No new arguments can be made at this point Explain why your team should win and the other team should lose Remind the judge(s) of your arguments Tell the judge(s) why they should believe your arguments even after the other teams attack Explain why the judges should not listen to the other team Review critical evidence
Group Roles:
Most groups have been made up of 4 or 5 members and therefore positions will need to be shared and planned for. It is important that speaking time be more or less evenly shared between team members. For example, in a group of 5 the team roles could look like this: GROUP OF 5 First Affirmative: Group member #1 Group member #2 Second Affirmative: Group member #3 Group member #4 Rebuttal: 1 min 1 min (in a group of 4 this position would most likely be performed by one person only) 1 min 1 min
(if you like you can split the rebuttal into 2 people as well instead of something else) 2 min
Group member #5

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