Debate
Guidelines
Name: ____________________________________
Debate Partner: _____________________________
Topic: ____________________________________
Language Arts Teacher: _______________________
0
Introduction:
Debate Guidelines
Table of Contents
………………………………….
Position Statements…………………………
Overview
1
2
Research for the debate:
…………………………….. 3
Democratic Ideals…………………………. 4-5
Constitutional Principles……………………. 6-8
Debate Terminology………………………… 9-10
Search Terms……………………………… 11
Works Cited/Bibliographic Pattern…………….. 12-13
Online Resource Page……………………….. 14
Notes Sheet…………………………..….. 15
Research Checklist………………………… 16-17
Research Web
Write the debate speeches:
…………………
Notes Sheet…………………………..…..
Pro Speech Writing Checklists………………..
Con Speech Writing Checklists………………..
Sample Speech…………………………….
Transition and Verb Phrases
18
19
20-21
22-23
24-26
Participate in the debate:
…………………………
Notes Sheet…………………………..…..
Rebuttal Form……………………………..
Delivery Tips………………………………
Rebuttal Guidelines
Scoring:
Notes Sheet…………………………..…..
Written Speech Scoring Rubric…………..…..
Delivery Scoring Rubric……………………..
Debate Day Score Sheet………………………
1
28
29
30-31
32
33
34-35
36
37
Overview
What a debate is:
A debate is a strongly researched, analyzed and organized discussion of both sides of a
question. A debater researches and is equipped to debate both the Pro (for) and Con (against)
arguments on an issue. It provides an excellent experience in thinking and communicating
since it pits speakers with opposing ideas against each other. It tests students’ abilities to
express their ideas and to defend them under direct challenge. This teaches poise,
resourcefulness, ability to think on your feet, and that ideas must be backed by evidence, not
merely by guess or opinion.
Research for the debate:
 Each debate team chooses one topic and researches the Pro and Con arguments for
that topic. A team is comprised of two people.
 You may use Liberty library sources, libraries in Camas and Vancouver, and any
teacher-approved sites.
 Read, take clear notes, and prepare your ideas on Research Note sheets. It is helpful to
discuss your research with your partner to ensure that you have a solid understanding
of the issue and the information. Follow the specific guidelines for research.
 Maintain a bibliography of all of your sources in MLA format.
Write the debate speeches:
 The speeches are similar to a 5 paragraph essay. Follow the specific guidelines for
speech writing. Your paper must be typed in Times New Roman, size 12, and be
between two and three pages double-spaced in length with a one inch margin all
around.
 Do not use “I think…” or “I feel…” statements. Statements must be backed by fact. For
example:
o According to Jim Jones, in the May 2006 Law Review…(“direct quote”)
o Chief Justice Rhenquist of the U.S. Supreme Court, stated…(paraphrase the fact
as an indirect quote)
 In order to be persuasive and include all the necessary information, speeches must be
well written, accurately planned and practiced. Speeches are a maximum of three and
a half minutes long.
Participate in the debate:
 In an actual debate, two teams of two people debate each other. Students earn their
grade individually. The combined team score determines the winners of the debate.
 Each team is prepared to give their speeches on either side of the argument. At the
beginning of the debate event, teams will draw for Pro or Con.
 Pro 1 delivers her/his three and half minute (maximum) speech. Con 1 follows, doing
the same. Pro 2 follows. Con 2 delivers her/his speech last.
 Each team has a five minute period of quiet time to prepare their rebuttals. Follow the
rebuttal guidelines.
 Con 1 has one minute to deliver the rebuttal. Pro 1 follows with one minute. Con 2
follows with one minute and also summarizes the Con position. Pro 2 follows with one
minute and also summarizes the Pro position.
 Students have a seat and wait for the judge’s decision.
 After the debate is concluded and the decision announced, it is customary for teams to
meet in the middle and shake hands. Displaying good sportsmanship throughout the
debate is extremely important.
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Position Statements
Pro= the action by school or government is ok because it is supported by constitutional
principles
Con= the action by school or government is not ok because it does not support individual
constitutional rights
Uniforms: school mandated clothing
Pro= schools have the right to require a set uniform
Con= students have the right to choose attire worn at school
Search and seizure of lockers/backpacks: schools searching through student
materials in backpacks or lockers, including dog searches
Pro= schools have the right to search student backpacks and lockers without
probable cause and without student consent
Con= students must give consent to the search of backpack and locker materials in
cases where there is no probable cause
Mandatory drug testing: schools conduct student drug tests for extracurricular
activities, as well as random student testing for school purposes
Pro= schools have the right to give students drug tests randomly or for
extracurricular activities; students must consent to drug testing where there
is not necessarily reasonable suspicion
Con= students have the right to give consent to or refuse drug testing for any
school purposes
Student communication: what students write, text, speak, or otherwise communicate
in thoughts or ideas that impact others in a harmful or defaming way
Pro= schools have the right to set limits on appropriate content of student
communication when it concerns student body or faculty in or outside of
school
Con= students have the right to freely communicate their thoughts and ideas
Death Penalty: convicted criminals are sentenced to death in some states
Pro= government has the right to impose the death sentence
Con= convicted criminals have the right to life
Gun Control: regulation of firearms and gun ownership
Pro= government has the right to limit gun ownership
Con= individuals have the right to own and bear arms
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Research Web

Your web is your map for researching the information that will make for a successful
debate.

Plan strategies for which online and print sources you will use.

As you research, complete a minimum of 4 notes for Pro and 4 notes for Con, for each
of the 5 subtopics. This means that each partner will have a total of at least 40
completed notes.

Support for subtopics 3 and 4 must be represented by a total of 4 pieces of support, it is
required that your variety of support represents a minimum of 1 court case, 1 example,
and 1 statistic. The 4th type of support is your choice of a court case, example, or statistic.
Paragraph Topics:
1. Background
Information
 What is the issue?
 Who is involved in
the issue?
(stakeholders)
 Why is the issue
important?
5. Call to Action
Constitutional
Issue
2. Constitution
Citations

2 references to the
Constitution
(US or WA)
 Advocate change
through a method or
course of action
Or
 Encourage the
maintenance of
status quo (current
practices)
4. Stakeholders:
(Groups Affected)
3. Democratic
Ideals/Constitutional
Principles
(see following pages and
debate terminology)
Support may use:
 Court Cases
 Examples
 Statistics
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Common Good
Individual Rights
Support may use:
 Court Cases
 Examples
 Statistics
Democratic Ideals
Common Good: The democratic ideal recognizes that there must be a balance between
the welfare of each individual and the good of the population as a whole. Because of this,
some individuals must give up what would be personally good for them so that the
population as a whole can benefit. There are questions about who should decide what is
best for the common good, and upon what basis they should make those decisions. There
are also questions about whether those who get to decide what is best for the common
good are always fair and equitable in their decisions, and many have felt that their rights
have been consistently sacrificed for the benefit of others.
Diversity: This concept recognizes that we as a human population are not identical, that
there are differences in our races, ethnicities, gender, sexual orientation, nationality, and
experiences. We strive to have equality for all people.
Equality: When people are demanding equality they are demanding the same treatment,
the same opportunity, the same status and the same rights under the law as anyone else.
This becomes complicated because there has been unequal opportunity, treatment, and
rights for members of certain groups of people throughout our history, which means that
some groups have had more resources and a more privileged position for centuries. They
are in a better position in terms of wealth, power, position, and connections to decision
makers. If we then treat them in an equal manner with those who have not enjoyed the
same advantages, the situation remains unequal.
Justice: Based on fairness, people are treated in an honorable and fair manner according
to the mores of a society. There is not necessarily a clear, absolute definition of what this
means, or of what measure or code should be used to determine what justice looks like.
Different societies and communities may have different value systems which might lead
each to a unique approach to defining and administering justice. What happens when
different systems intersect, and whose definition of justice rules? How are those who are
“in the minority” guaranteed justice, as promised by the pledge of allegiance, which ends,
“with liberty and justice for all”?
Liberty: The Declaration of Independence also includes the right of liberty within those
unalienable rights (rights that cannot be taken away) granted by the Creator to all. Liberty
means freedom to live your life as an independent person, having the ability to make
choices without interference or restrictions from others.
Life: The Declaration of Independence also mentions this as an unalienable right
guaranteed to all men (now understood to include men, women, and children), that all
have the right to live their lives without fear or threat. This does become complicated in
some instances, such as when one kills in self-defense, and in situations involving the
death penalty.
Patriotism: Patriots are people committed to working on their nation’s behalf, for the
good of the community. The original term referred to the colonists who fought for
independence from the British. It is a very difficult term to define, and it has become
politicized in recent times. There are some who would say anyone opposing a president’s
plan or agenda is not a patriot; others insist it is their patriotic duty to speak the truth, to
question and challenge policies they oppose so that a thoughtful and thorough debate can
be held.
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Popular sovereignty: This term refers to the authority or rule of the people; the idea
that the government’s power comes from the people who vote for leaders and laws. The
power or authority of the government and of governance rests with the people. The
government serves the will of the people and they are the final authority for what the
government does in their name.
Pursuit of happiness: This phrase appears in the Declaration of Independence. It is not
defined within that document but is generally understood to mean that citizens in the
United States should be free to engage in that which brings them pleasure, joy, or
satisfaction without interference or intrusion. The Declaration was written in response to
the limits and intrusions that the British government placed on the lives and business
interests of the American colonists. This gets complicated because the same things don’t
necessarily make us each happy and what makes one person happy may in turn interfere
with someone else’s happiness. It also must be noted that the Declaration of
Independence is not law, and was written at a time when women had few rights and
enslaved Africans none at all.
Truth: an honest, open, complete, and unvarnished account of how things are. Someone
telling the truth does so without any intention of deceiving or dissembling, and with the
intention of conveying information in an accurate and complete way.
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Constitutional Principles
Constitutional Principles
A Constitution is a formal plan of government. The Constitution of the United States
defines the plan, structure, and federal laws for our nation.
Bill of Rights: Ten amendments were added to the Constitution to specify and guarantee
the rights of individuals. These first ten amendments are known as the Bill of Rights.
Additional amendments have been added so that there are now twenty-seven in all. The
protections in the Bill of Rights apply to every person living in the United States, both
citizens and noncitizens.
Checks and balances: The Constitution divides the government into three separate
branches: executive, legislative, and judicial. Each of the branches can check, or limit, the
power of the other two so that no one branch can assume all power. This has not always
worked as designed, especially when Congress and the president represent the same
political party.
Citizenship: This is defined by the Constitution as follows: “All persons born or
naturalized in the United States and subject to the jurisdiction thereof, are citizens of the
United States and of the State wherein they reside.” Those who are born in the United
States are U.S. citizens, and those who are born to a parent who is a citizen are also
citizens themselves. Those born outside the United States can become naturalized citizens
by meeting a series of requirements, including living in the United States for a certain
number of years, passing a written test, and meeting other requirements.
Civil rights: Civil rights are rights guaranteed to people by law, by virtue of their being
citizens and living in this country. The struggle for civil rights continues, despite
amendments to the Constitution and other laws guaranteeing the legal status of all
citizens. Victories in the civil rights movement have often been in the legal arena, where
“human rights” have become formally recognized as civil rights through the passage of
laws and amendments, guaranteeing freedom from slavery, institutionalizing voting
rights, and ending segregation of many different forms.
Democracy: The ideal and central notion of democracy is that it is a government of the
people, by the people, and for the people. The people govern themselves, either directly or
through elected representatives. The power to govern comes from them, and the
government works for and is responsible to them. There are many ways in which a
democracy can be organized, and as we have seen through our history a slight majority
can entirely shut out the voices of a bare minority.
Dissent: One of the fundamental rights guaranteed by our Constitution is the right of
dissent. The law guarantees that individuals and groups have the right to publicly disagree
with their government and their leaders. They have the right to express their opinions, to
protest, and to challenge the policies and practices of their government, and they have the
right to work legally to change the policies and laws of the nation. Dissent has often led to
changes in the laws, policies, and practices of the United States.
Dissent is crucial in a democracy in that it protects the minority from being silenced by
the majority, and guarantees that there be open debate and questioning of policies and
practices.
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Due process: Due process is a constitutionally guaranteed safeguard that protects the
rights of individuals. Due process guarantees the administration of justice according to
established rules and principles, based on the principle that a person cannot be deprived
of life or liberty or property without appropriate legal procedures and safeguards. At a
trial or hearing, due process guarantees that a person has the opportunity to be present, to
be heard, to present evidence, and to challenge the testimony of his or her accusers.
Equal Rights: All persons, both citizens and noncitizens, living in the United States are
guaranteed equal treatment under the law. The Constitution prohibits discrimination by
the government and grants all people "equal protection of the laws." The clause means
that the government must apply the law equally and cannot give preference to one person
or class of persons over another.
Federalism: This is the concept of sharing power between the federal, or national,
government and the states within the nation. The federal government has the power to
tax, control trade, regulate and organize money, and raise an army and to deal with other
nations (including declaring war). The states have power to pass their own laws, to
establish schools, local governments, and other institutions. There is often an uneasy lack
of clarity at points of intersection between federal and state jurisdictions, a tug of war over
who has the authority to make laws or rules related to issues of both federal and local
concern.
Habeas corpus: This Latin term literally means “you have the body.” Habeas corpus is
the basic protection against arbitrary (unjustified) arrest and imprisonment. A writ of
habeas corpus requires that the accused has a right to trial before being jailed. If they
cannot justify continuing to detain the person he or she must be released. This basic
protection is in place to keep the government from simply rounding people up and
keeping them in prison indefinitely, without charging them or prosecuting them for any
crime. This has been a very controversial topic, especially during times of war.
Human rights: Human rights, or natural rights, are those rights inherent to all people
on the planet. The Declaration of Human Rights was adopted by the United Nations
General Assembly in 1948, “guaranteeing the rights of all people and encompassing a
broad spectrum of economic, social, cultural, political and civil rights.” These rights are
not ensured by law in individual nations, and they are not universally practiced or
enforced around the world. The Declaration of Human Rights lays out general guidelines
for how people should be treated and supported as members of the human community.
Innocent until proven guilty: A basic principle of the U.S. legal system is that a
person is presumed innocent until they are proven guilty. When a person is brought to
trial it is assumed that he or she is innocent. It is up to the prosecution to prove guilt. If
they cannot prove guilt the defendant is judged not guilty and set free. This is true no
matter how serious the crime, and no matter the publicity about the situation; defendants
are still assumed innocent, and guilt still must be proven in court.
Representative government: a representative government is one in which the
population chooses representatives to carry out the governmental duties of the nation.
Rather than personally making decisions on every item confronting the nation, the
citizens choose representatives to take on that task on their behalf. The ultimate power
and responsibility for governance still rests with the people, who can remove their
representatives if they feel they are not being well served by them.
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Rule of law: Our society is said to be governed by a rule of law. This means that there are
laws that define what behavior is allowed and not allowed, for all individuals, groups, and
governments. The laws, beginning with the Constitution and including state and local
laws, determine what is allowed, and no one is considered above or outside of them. There
are many concerns and questions about whether the laws are applied equitably to all
individuals, rich or poor, in power or out of power, and whether the laws are truly
designed to equally benefit all citizens.
Separation of powers: The Constitution organizes the federal government into three
separate but equal branches; the executive, the legislative, and the judicial. Each of the
branches is responsible for certain areas of governmental authority. It was created as a
guarantee that no one person or branch of government becomes too powerful. Each
branch has certain legal responsibilities and the legal means to limit the power and
authority of the other two branches. The legislature is responsible for passing laws,
including the federal budget, and for declaring war. The executive branch, headed by the
president, is responsible for carrying out the law, for commanding the armed forces
during a war declared by Congress. The judicial branch is responsible for ruling on laws,
determining whether they are constitutional, and whether laws have been followed or
broken.
Source (in proper MLA citation):
“Constitutional Issues: Civil Liberties, Individuals, and the Common Good.” Densho Civil
Liberties Curriculum v. 1.0. CD-ROM. Densho, the Japanese American Legacy
Project, Seattle, WA. 2007.
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Additional Debate Terminology
Bill of Rights – The first ten amendments to the Constitution. Ratified in 1791, these
amendments limit governmental power and protect basic rights and liberties of individuals.
Brief – A summary of all the evidence to be used in a debate. Similar to what lawyers use in
American courts, debaters can use this as an organizer in preparation for the formal debate.
Burden of Proof – The affirmative or positive side is proposing a (new) position or
resolution. Therefore it falls to this side to show evidence for that position. This requirement
is called the burden of proof.
Citizenship – A concern for the rights, responsibilities, and tasks associated with governing;
the status of being a citizen as well as membership in a community and the quality of an
individual’s response to membership in a community.
Debate – A discussion adhering to parliamentary rules of a proposition between two
opposing sides.
Democracy – Form of government in which political control is exercised by all the people,
either directly or through their elected representatives.
Due Process – The right of every citizen to be protected against arbitrary action by
government.
Freedom of Expression – Refers to the freedoms of speech, press, assembly, and petition
that are protected by the First Amendment.
Fundamental Documents – These are the documents that have helped to define the core
beliefs, ideals, and goals of a particular nation or society; e.g., the Declaration of
Independence, the U.S. Constitution, The Federalist Papers, landmark decisions of the U.S.
Supreme Court, the Washington State Constitution…
Fundamental Rights – Powers or privileges to which everyone is justly entitled and that
cannot be taken away without due process. For example, the Fifth and Fourteenth
Amendments to the U.S. Constitution protect the fundamental rights to life, liberty and
property.
Ideals – The fundamental values of society, a nation, or humanity. The fundamental values
of American democracy are considered to include, but are not limited to individual rights to
life, liberty, property, and the pursuit of happiness; the public or common good; justice;
equality of opportunity; diversity; truth; and patriotism.
Opposition - the side that will oppose the proposition.
Proof – evidence supporting the team’s position or used to denigrate or defeat the opposing
view.
Popular Sovereignty – The doctrine that the people have the power and authority and a
government is subject to the will of the people. The policy of allowing voters in a region to
decide an issue.
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Principles – The guiding rules a community, society, or nation follows to achieve its larger
goals and ideals. The fundamental principles of American democracy include, but are not
limited to, the following: the people are sovereign; the power of government is limited by law;
people exercise their authority directly by voting; people exercise their authority indirectly
through representatives; and decisions are based on majority rule, but minority rights are
protected.
Proposition – A suggestion that is offered for consideration or acceptance. An idea
presented calling the hearer to accept a specific position or changes his actions. There are
several kinds of propositions. Depending on the nature of the proposition, the evidence for
the position will change. A.K.A. the resolution.
• Value - Television is harmful to kids; animals have rights too. This is a debate of opinions.
• Fact – North American cars are more trouble prone than Japanese marks. This is a debate
of fact. An argument based on whether something is true or false.
• Policy – The government should include prescription medication as part of funded public
health care. This is a debate proposing a change of procedure or a call to action.
Proponent - the side that will argue the proposition
Presumption – In a debate, the positive side is an advocate for change. Therefore the
negative side is defending the status quo. The negative side enjoys the presumption that they
are correct. Presumption is acceptance of the correctness of a position based on prior
evidence or belief. Ex. Affirmative: The world is round vs. Negative: The world is flat.
Rebuttal – Statements claiming that some proposition is untrue or incorrect. A team uses
the rebuttal time to refute statements made by the opposition.
Resolution – A formal statement of the proposition. Ex. “Be it resolved that the government
should eliminate taxes on the purchase of reading material.”
Rights – Something to which a person has a lawful claim. There are several categories of
rights; civil rights are freedoms guaranteed to citizens; human rights are basic rights to which
all people are entitled; individual rights are those belonging to each person; property rights
are legal claims to land or other possessions; states’ rights are the powers the U.S.
Constitution grants to the states.
Status Quo – The generally held opinion held prior to the start of the debate. The
proposition argues to change it in some manner.
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Search Terms
Death Penalty
Capital punishment
Cruel and unusual punishment
Death penalty
Death row
Eighth Amendment
Electrocution
Hanging
Lethal injection
Student Communication
Censorship
Cyber bullying
First Amendment
Freedom of press
Freedom of speech
Hate speech
Intellectual freedom
Libel
Sedition
Student communication
Mandatory Drug Testing
Drug screening
Drug test
Drug testing
Fourth Amendment
Random drug testing
Random student drug testing
Sport drug testing
Steroid testing
Student drug testing
Search and Seizure
Backpack search
Dog search
Drug dog
Fourth Amendment
Locker search
Search and seizure
Unreasonable search
Unreasonable seizure
Warrantless searches
Gun Control
Assault weapons
Brady Bill
Brady Law
Concealed weapons
Crime and guns
Firearms
Firearms control
Firearms ownership
Gun control
Handgun control
Million Man March
Right to bear arms
Second Amendment
Uniforms
Dress code
First Amendment
Freedom of expression
School clothing
School uniforms
Student conduct
Student dress code
Uniforms
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WORK CITED/BIBLIOGRAPHIC PATTERNS: MLA 7 FORMAT
In writing a research paper, you must indicate exactly where you found whatever material you borrow-whether facts,
opinions or quotations. –MLA Handbook for Writers of Research Papers
 If your source does not fit one of the following patterns, consult the MLA Handbook for Writers of Research Papers
(7th edition) or CHS Format and Documentation Guidelines in the Liberty Library Information Center.
 If you are confused about how to cite a source, get help from your Teacher-Librarian.
 WORK CITED/BIBLIOGRAPHY IS DOUBLE-SPACED AND ALPHABETIZED
BOOKS & REFERENCES: PRINTED
BOOK BY ONE AUTHOR
Pattern:
Author (Last Name, First Name). Title of Book. City of Publication: Publisher, year of publication. Type of
Material.
Example:
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1999. Print.
TWO OR MORE AUTHORS
List the names in the order they appear on the title page, with commas between authors, and a period after the last
author's name.
Only the name of the first author should be reversed (Last Name, First Name); the other name(s) should be written in
regular order (First Name Last Name).
For more than three authors, either give only the first author and add et al. or give all the names.
Pattern:
Author (Last Name, First Name), and Author (First Name Last Name). Title of Book. City of Publication: Publisher,
year. Type of Material.
Example:
Brockway, Wallace and Herbert Weinstock. The World of Global Warming. New York: Pantheon Books, 2004. Print.
EDITORS, COMPILERS, TRANSLATORS
Pattern:
Author (Last Name, First Name-If the persons named on the title page are editors, compilers, or translators, add a comma
and a descriptive label, for example; eds. comps. trans.). Title of Book. City of Publication:
Publisher, year. Type of Material.
Example:
Untermeyer, Lois, ed. Modern American Poetry. New York: Harcourt, Brace & World, 1998. Print.
WORK IN AN ANTHOLOGY
(Reprinted article in an anthology such as Opposing Viewpoints, Current Controversies or At Issue books.)
 The original source information is at the bottom of the first page of an “Opposing Viewpoints-type” article.
 If the article is an excerpt from the original source, use the words excerpted from in front of the original source title.
 If the original source is a web site, put Web. after the name of the web site.
Pattern:
Author (Last Name, First Name). “Title of Article as it Appeared in Original Source.” Title of Original Source Date of Original
Publication: Page number(s) in original publication ( if given). Rpt. in (meaning “Reprinted in”) Title of the Work in
which the Reprint Appears. Place of Publication: Publisher, Date of Publication. Page
numbers of article in the anthology (if no page provided, put n. pag.). Print.
Example:
Henkoff, Ronald. “Kids Are Killing, Dying, and Bleeding.” Fortune 10 Aug. 1992: 38-40. Rpt. in Youth Violence: Opposing
Viewpoints. San Diego: Greenhaven Press, 1992. 122-130. Print.
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ONLINE SUBSCRIPTION RESOURCES: CITATION PATTERNS AND EXAMPLES
Most online subscription resources include a CITATION GENERATOR that will provide a recommended MLA citation for the
source you are using. HOWEVER, usually you must EDIT the generated citation to conform to the correct MLA format.
SIRS RESEARCHER: OWNED BY PROQUEST
Pattern:
 Put author’s Last Name, First Name; if no author, citation begins with title. Capitalize all important words in
the title (Even if not capitalized in original) – in Microsoft Word, under format menu, use “Change Case” and
“Title Case”
 After date of original source, insert colon: then page number(s). Put n. pag. If original page number(s) is not
supplied.
 Abbreviate months to align with MLA standards (May June July not abbreviated).
Author (Last Name, First Name). “Title of Article.” Original Source of Article [Location of source (if available)] Date of
original source: page numbers. SIRS Researcher. Web. Date of Access.
Examples:
Hastings, Michael. “Whatever Happened to Global Warming?” New American 16 Feb. 2011: n. pag. SIRS Researcher. Web.
18 Aug. 2011.
Hiserodt, Ed. “Green Food.” Winston-Salem Journal [Winston-Salem, NC] 4 Mar. 2011: 10-17. SIRS Researcher. Web. 18 Aug.
2011.
FREE WEB SITES




Do NOT cite search engines, such as netTrekker, Google etc. They are how you get to the web site-like a library
catalog gets you to the books you cite.
You MUST include the publisher or sponsor of the site you are citing. What organization or institution put the
information on the Internet?
If no date of most recent updating can be found use n.d. (for “no date.”)
Include the URL of the site ONLY when the reader probably cannot locate the source without it OR when your
instructor requires it.
INFORMATION OR ARTICLE FROM A FREE WEBSITE:
Pattern:
Author (Last Name, First Name, if given). “Title of Webpage or Article.” Title of overall Web site. Publisher or sponsor of the
site, Date of Publication (use n.d. if no date is provided). Web. Date of access.
Examples:
Green, Joshua. “The Rove Presidency.” The Atlantic.com. Atlantic Monthly Group, Sept. 2009. Web. 20 July 2010.
“Projected Impacts of Global Change.” EPA.gov. United States Environmental Protection Agency, 9 Dec. 2009.
Web. 29 Sept. 2011.
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Online Resources Page
Liberty currently subscribes to the following databases and search engines. You DO NOT need
a user name and password if you access these from school. However, these databases and
search engine are valuable research tools and accessing them from home is important. We have
set up remote user names and passwords so you can access them when you are not at school.
ONLINE RESOURCES
www.proquestk12.com
SIRS Researcher
www.proquestk12.com
Proquest
www.proquestk12.com
eLibrary
www.mackinvia.com
https://
delicious.com/tomasetti
Description
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Password
General reference on social,
scientific, historic, economic,
political, and global issues:
Leading Issues, Natural Disasters,
Focus on Terrorism, Today’s News,
Maps of the World. Articles are
selected from domestic and
international newspapers,
magazines, journals, and
government publications.
World's largest digital newspaper
archive and magazine databases
for student use.
Go to “My
Products
Page”;
pride
Magazines, newspapers, books,
transcripts, maps, pictures, web
links, audio, video files for your
perusal.
eBooks and interactive books
aligned with social studies and
science at each grade level.
Database of Liberty teacher
approved DEBATE websites and
links. Go to the right of the page
and click on your topic to find pro
and con information.
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libertylions
Go to “My
Products
Page”;
libertylions
Go to “My
Products
Page”;
pride
pride
libertylions
Camas.sec
ebooks
none needed
none needed
Notes
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Research Checklist
I have my topic: ______________________________
I have my partner(s):___________________________
Using Research Note Sheets, I have research for the following:
o All Internet sources must be from the teacher approved sites.
I reviewed a variety of credible sources.
I found relevant, reliable, and valid information.
I collected evidence of research (hard copies, notes, paraphrased summary).
I have evidence that I read and analyzed research materials (notes, charts, questions, highlighting).
Pro
Paragraph Topic 1: Background Information: I completed 2 Research Notes on
background information for my topic, (including what the issue is and who the
stakeholders are).
Paragraph Topic 2: Constitutional Citation: I completed 4 Research Notes citing
the U.S. Constitution for my Pro argument.
For each note sheet:
I quoted evidence from the U.S. Constitution that supports the position.
I analyzed the quote to explain how it supported the position.
Paragraph Topic 3: Democratic Ideal or Constitutional Principle: I completed 4
Research Notes citing articles that show Democratic Ideals or Constitutional Principles
that support my Pro argument.
For each note sheet:
I quoted or paraphrased a court case, example, or statistic that supports the position.
I analyzed the quote/paraphrase to explain how it supported the position.
Paragraph Topic 4: Stakeholders: I completed 4 Research Notes citing articles
that show that my Pro argument supports the common good or individual rights.
For each note sheet:
I quoted or paraphrased a court case, example, or statistic that supports the position.
I analyzed the quote/paraphrase to explain how it supported the position.
Con
Paragraph Topic 5: Call to Action: I completed 2 Research Notes for my call to
action (including what needs to be done in order to achieve or maintain the
action/outcome indicated by my Pro argument).
Paragraph Topic 1: Background Information: I completed 2 Research Notes on
background information for my topic, (including what the issue is and who the
stakeholders are).
Paragraph Topic 2: Constitutional Citation: I completed 4 Research Notes citing
the U.S. Constitution for my Con argument.
For each note sheet:
I quoted evidence from the U.S. Constitution that supports the position.
I analyzed the quote to explain how it supported the position.
Paragraph Topic 3: Democratic Ideal or Constitutional Principle: I completed 4
Research Notes citing articles that show Democratic Ideals or Constitutional Principles
that support my Con argument.
For each note sheet:
I quoted or paraphrased a court case, example, or statistic that supports the position.
I analyzed the quote/paraphrase to explain how it supported the position.
Liberty Middle School Camas WA 2015
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Paragraph Topic 4: Stakeholders: I completed 4 Research Notes citing articles
that show that my Con argument supports the common good or individual rights.
For each note sheet:
I quoted or paraphrased a court case, example, or statistic that supports the position.
I analyzed the quote/paraphrase to explain how it supported the position.
Paragraph Topic 5: Call to Action: I completed 2 Research Notes for my call to
action (including what needs to be done in order to achieve or maintain the
action/outcome indicated by my Con argument).
Each Research Note states whether it is Pro or Con.
Each Research Note has the subtopic written on it.
Each row of the Research Note has the bibliographic information included.
Book, Magazine, Journal, Newspaper,
(including SIRS, ProQuest, ELibrary)
Author
Book or Magazine/Journal title
Article title (if applicable)
Publisher
Date of Publishing
Page numbers
Web Pages – ONLY teacher approved sites
Author (if available)
Web Page Title
Article Title (if applicable)
Date accessed site
Date of last update or copyright
Name of website sponsor/organization
I have my rough draft of my bibliography completed.
(see www.noodletools.com or www.easybib.com)

I have the final draft of my bibliography documenting each source (including title,
author, publisher, date).
I have written and revised my Pro speech according to the guidelines.
I have written and revised my Con speech according to the guidelines.
I have my Pro/Con note cards prepared for rebuttal.
I have practiced my debate (in the mirror) at home at least 10 times, timing myself.
I have practiced my debate in class.
Everything is complete and I am ready to debate! 
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Transition and Verb Phrases
Highlight the verb phrases you like best, and/or add your own to add more variety.
Set up your quotes with different verb phrases. (feel free to use your own)
mentioned
said that
so says
claims that
proclaim
as quoted in/by
as told by
as written in
as stated in/by
declares
suggested
informs that
proves that
details
referring to
speaks of
according to
defined by
as studied by
remarked
states that
research implies
research boasts
his/her research says
Use transitions between ideas. (feel free to use your own)
Used to compare,
emphasize, or clarify
in the same way in addition
likewise
for example
similarly
together with
again
another
for instance
indeed
for this reason
furthermore
truly
along with
to repeat
with this in mind
in fact
to emphasize
furthermore
besides
finally
additionally
equally important
moreover
as well
Used to contrast Used to
summarize
but
as a result
yet
finally
on the other hand
in conclusion
although
consequently
otherwise
thus
however
therefore
in the meantime
accordingly
still
due to
even though
in summary
counter to
in short
even so
to sum up
nevertheless
all in all
on the contrary
conversely
as opposed to
Set up your analysis with different verb phrases. (feel free to use your own)
This…
proves that
shows that
displays
means
demonstrates
establishes
certifies
verifies
confirms
validates
authenticates
upholds
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indicates
exhibits
describes
illustrates
supports
Notes
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Pro Speech Writing Checklist
Do you have the following? If not, add it in.
I. INTRODUCTION: Background with transitions
____ Hook/Lead-- must be attention-getting
____ History or background quotes - introduce issue and connect with hook
____ Who are the Stakeholders?
____ Subtopics: Constitution, Democratic Ideals/Constitutional Principles,
Common Good/Individual Rights
____ Thesis Statement
II. BODY PARAGRAPH 1: Constitution Citations/ Reference
____ Topic Sentence that relates to the Constitution and the thesis, including
transitional phrase
____ One direct quote from the Constitution, including a verb phrase
____ Analysis – explains how the quote supports the topic sentence, including a
verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another direct quote, including verb phrase
____ Analysis of quotes that relate to the Constitution, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
III. BODY PARAGRAPH 2: Democratic Ideals (DI) and/or Constitutional
Principles (CP)
____ Topic Sentence that relates to the DI/CP and the thesis, including
transitional phrase
____ One fact or direct quote that relates to the DI/CP, including a verb phrase
____ Analysis of quotes that relates to the DI/CP, including a verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another fact or direct quote, e.g. court case, example that relates to the
DI/CP, including verb phrase
____ Analysis of quotes that relate to the DI/CP, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
IV. BODY PARAGRAPH 3: Common Good (CG) and Individual Rights (IR)
____ Topic Sentence that relates to the CG/IR and the thesis, including
transitional phrase
____ One fact or direct quote that relates to the Individual's rights
____ Analysis of quotes that relates to the CG/IR, including a verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another fact or direct quote, e.g. court case, example that relates to the
CG/IR, including verb phrase
____ Analysis of quotes that relate to the CG/IR, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
V. CONCLUSION:
____ Restate Thesis
____ Restate subtopics
____ Call to Action – how will someone affect a change in policy or argue for
maintaining the status quo
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Pro Speech Writing Checklist for Revisions
DIRECTIONS: Revise your rough drafts using the following checklists. Use a
dictionary and thesaurus to help you with your writing.
Underline and circle on your final draft, according to the following instructions.
1.
2.
3.
4.
5.
6.
7.
8.
INTRO: Underline the thesis and list of subtopics in blue.
CONCLUSION: Underline the restated thesis and subtopics in blue.
BODY: Underline all topic sentences in green.
Underline all quotes or paraphrases in red.
Underline all citations (article title or author) in blue.
Underline all analyses or explanations in yellow.
Circle all transitions, analysis set-up phrases, and quote set-up phrases.
Circle all subtopic terms (Constitution, democratic ideals/Constitutional
principles, common good/individual rights).
FORMAT
____ heading and title of paper (your topic)
____ paper is double-spaced and written neatly
____ 12 point font, Times New Roman, 1” margin all around
CONVENTIONS/SENTENCE FLUENCY/WORD CHOICE
____ words are spelled correctly
____ correct grammar, capitalization, spelling, and punctuation are used
____ sentences have different beginnings and lengths
____ word choice is engaging and synonyms are used to prevent repetition
IDEAS AND CONTENT/ORGANIZATION/VOICE
____ hook makes the reader want to keep reading
____ organization is smooth and logical; it makes sense and flows well
____ the voice is appropriate for the topic and audience and has a persuasive
effect
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Con Speech Writing Checklist
Do you have the following? If not, add it in.
I. INTRODUCTION: Background with transitions
____ Hook/Lead-- must be attention-getting
____ History or background quotes - introduce issue and connect with hook
____ Who are the Stakeholders?
____ Subtopics: Constitution, Democratic Ideals/Constitutional Principles,
Common Good/Individual Rights
____ Thesis Statement
II. BODY PARAGRAPH 1: Constitution Citations/ Reference
____ Topic Sentence that relates to the Constitution and the thesis, including
transitional phrase
____ One direct quote from the Constitution, including a verb phrase
____ Analysis – explains how the quote supports the topic sentence, including a
verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another direct quote, including verb phrase
____ Analysis of quotes that relate to the Constitution, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
III. BODY PARAGRAPH 2: Democratic Ideals (DI) and/or Constitutional
Principles (CP)
____ Topic Sentence that relates to the DI/CP and the thesis, including
transitional phrase
____ One fact or direct quote that relates to the DI/CP, including a verb phrase
____ Analysis of quotes that relates to the DI/CP, including a verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another fact or direct quote, e.g. court case, example that relates to the
DI/CP, including verb phrase
____ Analysis of quotes that relate to the DI/CP, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
IV. BODY PARAGRAPH 3: Common Good (CG) and Individual Rights (IR)
____ Topic Sentence that relates to the CG/IR and the thesis, including
transitional phrase
____ One fact or direct quote that relates to the Individual's rights
____ Analysis of quotes that relates to the CG/IR, including a verb phrase
____ Topic sentence, including transition phrase that leads to the 2nd fact
____ Another fact or direct quote, e.g. court case, example that relates to the
CG/IR, including verb phrase
____ Analysis of quotes that relate to the CG/IR, including a verb phrase
____ Conclusion sentence that relates the topic sentence to the thesis
V. CONCLUSION:
____ Restate Thesis
____ Restate subtopics
____ Call to Action – how will someone affect a change in policy or argue for
maintaining the status quo
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Con Speech Writing Checklist for Revisions
DIRECTIONS: Revise your rough drafts using the following checklists. Use a
dictionary and thesaurus to help you with your writing.
Underline and circle on your final draft, according to the following instructions.
1.
2.
3.
4.
5.
6.
7.
8.
INTRO: Underline the thesis and list of subtopics in blue.
CONCLUSION: Underline the restated thesis and subtopics in blue.
BODY: Underline all topic sentences in green.
Underline all quotes or paraphrases in red.
Underline all citations (article title or author) in blue.
Underline all analyses or explanations in yellow.
Circle all transitions, analysis set-up phrases, and quote set-up phrases.
Circle all subtopic terms (Constitution, democratic ideals/Constitutional principles,
common good/individual rights).
FORMAT
____ heading and title of paper (your topic)
____ paper is double-spaced and written neatly
____ 12 point font, Times New Roman, 1” margin all around
CONVENTIONS/SENTENCE FLUENCY/WORD CHOICE
____ words are spelled correctly
____ correct grammar, capitalization, spelling, and punctuation are used
____ sentences have different beginnings and lengths
____ word choice is engaging and synonyms are used to prevent repetition
IDEAS AND CONTENT/ORGANIZATION/VOICE
____ hook makes the reader want to keep reading
____ organization is smooth and logical; it makes sense and flows well
____ the voice is appropriate for the topic and audience and has a persuasive
effect
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Name
Date
Teacher/Period
Debates
Sample Pro Speech:
Search and Seizure
Students board the school bus in the morning, expecting to face another day of classes,
exams, drama, and socializing. No student, however, should have to face the threats of violence
or drugs in their schools. Unfortunately, in 2003 alone, students ages 12-18 were victims of an
appalling 740,000 violent crimes. In addition, twenty-nine percent of high school students
reported that drugs were made available to them on school property, according to author, Kari
Staros. In fact, the news is full of reports of school shootings and innocent lives being taken
because of the use of weapons on campus. The most effective way to prevent such horrible acts
from happening is to allow schools to search bags, lockers, and backpacks. The Constitution,
democratic ideals, and the stakeholders affected by this issue, all firmly support school staff
taking these actions. Clearly, schools should have the right to search student backpacks and
lockers without probable cause and without student consent.
To begin, the U.S. Constitution provides undeniable confirmation that school officials
must be able to search students’ lockers and backpacks. As stated in the Preamble to the
Constitution, it is the government’s duty to “provide for the general welfare” of its residents.
This illustrates that the government must protect the general population by searching and seizing
items that may cause harm in public venues. This same principle applies in schools. The school’s
obligation is to protect the teachers’ and students’ safety, as well as their right to educate and be
educated without harm or disruption. Additionally, the Tenth Amendment of the Constitution
declares, “The powers not delegated to the United States by the Constitution, nor prohibited by it
to the States, are reserved to the States.” This amendment confirms that schools, as a branch of
the government, have the freedom to create rules for the good of its people. Without a doubt,
Liberty Middle School Camas WA 2015
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schools must fulfill the obligation to protect its students and staff by searching students’
belongings when necessary.
Furthermore, America’s commonly accepted democratic ideal of the pursuit of justice
provides indisputable reasoning for the search of lockers and backpacks. Without first
establishing discipline and maintaining order, teachers cannot begin to educate their students.
According to author, Charles F. Williams, “Searches are conducted for enforcing discipline in
schools. If teachers don’t find the problem, and solve it, the problem will never be fixed and thus
children will assume it is acceptable. We cannot sit around and just watch horrible things
happen. Searches of students’ lockers and backpacks will ensure the safety of the children.”
This plainly demonstrates that school staff cannot establish a safe learning environment without
the right to pursue suspicions of wrongdoing in order to bring justice to students who may cause
harm to others. Moreover, students and teachers have the right to the democratic ideal of safety
and must be assured that they are free to attend school without concern for their lives. The
article, “Stolen Childhood, Lost Learning,” proclaims, “Drugs and weapons are the main sources
of violence, injury, and death in schools today. The only way to protect our children is for
school officials to search students’ belongings to eradicate these harmful items from the halls of
learning. Students who bring weapons or drugs to school must face the consequences.” This
validates that justice must be served and this democratic ideal can only be accomplished when
schools have the right to exercise search and seizure.
Likewise, the stakeholders impacted by the search and seizure issue argue that the
common good must be protected over individual rights. Even though the Fourth Amendment
provides freedom from unreasonable search and seizure, this right must not be upheld when it
potentially risks the lives of students and teachers. The article, “Schools Have the Right to
Search Lockers,” declares, “School officials agree locker searches are the best way to keep guns
out of schools.” This indicates that school staffs know that weapons are a problem on campus
and that looking through lockers will help prevent this concern and its impending fatal results.
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Indeed, even the Juvenile Defense Network, an organization designed to protect the rights of
children, admits on its website that school policies and statutes dictate that lockers and their
contents are not the private property of students. This organization unmistakably verifies that
schools must maintain their right to search students’ belongings in order to protect all students in
the school.
To conclude, the right of schools to search and seize students’ backpacks and lockers
must be upheld. The U.S. Constitution, democratic ideals, and the common good of stakeholders
all substantiate the necessity of this right. In order to fulfill this right and to ensure public safety
in schools, it’s time to take a stand. Students, staff, and parents can write to Superintendent
Nerland to insist that this vital right be maintained in Camas schools. As defined by Camas
School Board Policy Number 3230, “All student lockers may be searched at any time without
prior notice and without reasonable suspicion that the search will yield evidence of any particular
student's violation of the law or school rules.” This is the chance for students to demand that
their safe learning environment continue to be protected. Imagine these same children again
riding the bus to school. If the right of schools is supported, these kids’ main concerns will be
about what they’re wearing or if they did their homework, not about whether they will fall victim
to drugs or be violently impacted by weapons in their school.
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Notes
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Rebuttal Guidelines
What a rebuttal is: The rebuttal is your opportunity to shoot holes in the argument
of your opponent (the person from the other team).
How the rebuttal is structured: After each both partners from each team have
given their arguments (speeches), then you have 5 minutes to organize your rebuttal.
Then each partner will have one minute to speak again, refuting their opponent’s
argument, with a maximum of four arguments.
How to prepare for the rebuttal:
1. Listen carefully and take notes during your opponent’s speech. (If you are Con 1,
then Pro 1 is your opponent and vice versa. If you are Pro 2, then Con 2 is your
opponent and vice versa.)
2. Your goal is to jot down the basic statement of each of their facts along with the
source that they quoted for each fact.
How to organize your rebuttal:
1. You will have 5 minutes of complete quiet to look over your notes that you have
taken while your opponent was speaking.
2. For each of their facts, you want to find one of your facts that supports your
position. Have your notes organized ahead of time by subtopic (on note cards or
some other system that makes the facts easy to locate).
How to earn points in the rebuttal:
1. After the 5 minutes of preparation time, you will each have one minute for
rebuttal.
2. During the rebuttal, you earn 2 points for each of your opponent’s facts that you
quote, another 2 points for quoting their source, and another 2 points for your
fact and source that argue it. Also, you earn 2 points for analyzing or explaining
your fact. (Therefore, you can earn a total of 8 points for each set of facts and
sources.)
3. You will continue doing this until you have read your four rebuttal arguments or 1
minute runs out. The limit for how many points you can earn in the rebuttal is
based on your four arguments, for a total of 32 additional points; potentially.
Example:
My opponent’s source Diana Yamada has stated that the First Amendment entitles
citizens to free speech, which is commonly viewed as being able to express oneself in any
way at any time. However, “When one takes a broader look at the amendment, the
original intent changes the interpretation,” according to Jack Rakove in Original Intent
(56). Therefore, the original intent of the amendment is to provide citizens an
opportunity to promote change without fear of legal consequences. The common good
outweighs the preferences or freedoms of the individual.
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Notes
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Rebuttal Form
Main Ideas/Arguments:
Rebuttal Phrases:
Shoots down…
Disputes…
Contradicts…
States…
Corrects…
Recants…
Claims/Disclaims…
Takes exception to…
Introduction: My worthy opponent has stated that __________________
supported by the Constitution.
your topic
___________
is / is not
1. My competitor’s source, _________________________, states that _______________
author/title of their source
repeat the fact from their source
____________________________________________________________________
____________________________________________________________________.
However, my source, __________________, ________________ their source by saying, ___
author/title of your source
rebuttal phrase
____________________________________________________________________
fact/quote from your source
____________________________________________________________________.
This research proves that ___________________________________________________
analysis of facts/quotes
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. My competitor’s source, _________________________, states that _______________
author/title of their source
repeat the fact from their source
____________________________________________________________________
____________________________________________________________________.
However, my source, __________________, ________________ their source by saying, __
author/title of your source
rebuttal phrase
____________________________________________________________________
fact/quote from your source
____________________________________________________________________.
This research proves that ___________________________________________________
analysis of facts/quotes
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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3. My competitor’s source, _________________________, states that _______________
author/title of their source
repeat the fact from their source
____________________________________________________________________
____________________________________________________________________.
However, my source, __________________, ________________ their source by saying, ___
author/title of your source
rebuttal phrase
____________________________________________________________________
fact/quote from your source
____________________________________________________________________.
This research proves that ___________________________________________________
analysis of facts/quotes
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. My competitor’s source, _________________________, states that _______________
author/title of their source
repeat the fact from their source
____________________________________________________________________
____________________________________________________________________.
However, my source, __________________, ________________ their source by saying, ___
author/title of your source
rebuttal phrase
____________________________________________________________________
fact/quote from your source
____________________________________________________________________.
This research proves that ___________________________________________________
analysis of facts/quotes
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Conclusion: In conclusion, it is apparent from these sources that ______________________
___________ supported by constitutional rights.
is / is not
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your topic
Delivery Tips
Eye Contact
 Do you look at your audience often?
 Do you look at your opponents when responding
to them during rebuttal?





Speaking Voice
Do you speak clearly with good enunciation?
Is your voice strong with good volume?
Do you speak at a good pace, not too slow or too
fast?
Are you well-rehearsed?
Have you eliminated the “ahs,” “ums,” and “you
knows”?
Poise
 Do you have confident posture and body
language?
 Do you use hand motions appropriately?
 Are you dressed in professional attire?
Engagement
 Do you show interest in your topic? Does it seem
like you really care about the issue and believe
your position statement?
 Have you practiced in front of a mirror, family,
and friends? Do your facial expressions show
that you care about the issue and believe your
position statement?
 Are you just repeating your speech in a boring
monotone, or do you use your voice to sound
persuasive?
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Notes
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Constitutional Debates: Written Speech Scoring Rubric
Name _____________________________________________
Excellent:
Strong
Word Choice
4
pts
The writing
 has a logical
organizational pattern
 conveys a sense of
persuasion
 provides verb and
transition phrases which
clearly serve to connect
ideas
 provides clear thesis
The writing
 uses voice appropriate for
the topic, purpose and
audience
 is expressive, engaging,
or sincere
The writing
 uses language effectively
 exhibits word choice that
is engaging
 has words that have been
thoughtfully chosen and
placed for impact
The writing
 includes consistently
strong sentences
 varies length and
structure of sentences
10 pts The writing
3
pts
The writing
 has a logical
organizational pattern
 conveys a sense of
persuasion, although
some lapses occur
 provides adequate verb
and transition phrases in
an attempt to connect
ideas
 provides clear thesis
The writing
 uses an inconsistent voice
that shows an attempt to
match topic, purpose,
and audience
 makes an attempt for
expression, engagement,
or sincerity
The writing
 uses effective language
 uses appropriate word
choices for intended
audience and purpose
The writing
 includes sentences that
are somewhat varied in
length and structure
5 pts
2
pts
The writing
 shows an attempt at an
organizational pattern
 exhibits little sense of
persuasion
 provides transitions
which are weak or
inconsistent
 provides an attempt at a
thesis
The writing
 uses an inconsistent or
questionable voice
 shows little attempt for
expression, engagement,
or sincerity
The writing
 has predictable
vocabulary
 uses word choices which
may not be appropriate
for the intended audience
and purpose
The writing
 shows limited variety in
sentence length and
structure
0 pts
1
pts
The writing
 shows little evidence of
an organizational pattern
 exhibits little sense of
persuasion
 fails to provide
transitions
 provides little evidence of
a thesis
The writing
 lacks a sense of
involvement or
commitment
 is missing voice
The writing
 has limited vocabulary
 uses word choices that
are inappropriate for the
intended audience and
purpose
Some control;
strengths outweigh
the weaknesses;
writing is taking
shape
Developing
Strengths and
weaknesses are
about equal; first
draft stage
Emerging
Getting started but
result is unclear,
struggling,
tentative; isolated
moments begin to
show what writer
intends
Total Score ___________
Voice
Shows control and
skill; many strengths
present
Proficient:
Maturing
Date ________________
Organization
Sentence Fluency
The writing
 has little or no variety in
sentence length and
structure limited variety
in sentence length and
structure
Liberty Middle School Camas WA 2015
34
Conventions
 follows standard English
usage, spelling,
capitalization and
punctuation
 exhibits use of complete
sentences except where
purposeful phrases or
clauses are used for effect
 indicates paragraphs
consistently
 proper heading, formatting
The writing
 generally follows standard
English usage, spelling,
capitalization, and
punctuation
 exhibits use of complete
sentences except where
purposeful phrases or
clauses are used for effect
 indicates paragraphs for the
most part
The writing
 does not follow rules of
standard English usage,
spelling, capitalization,
punctuation
 exhibits errors in sentence
structure
 mostly does not indicate
paragraphs
Constitutional Debates: Written Speech Scoring Rubric - Continued
Content:
Content:
Content:
Call to
Action
Source Citation &
Variety
Provides two
Constitutional
citations on the
issue by:
 quoting the U.S.
Constitution
 analyzing both
quotes to
support the
information
Provides two reasons for the
position, each supported by evidence.
The evidence includes:
 Two or more pieces of credible
information logically supporting
constitutional principles/
democratic ideals
AND
 Two complete analyses of how a
constitutional principle/
democratic ideal logically supports
the position on the issue
Provides two reasons that take a
position on the issue that:
 Considers two pieces of
credible information logically
supporting common good/
individual rights
AND
 Two analyses of how the
common good/ individual
rights logically supports the
position on the issue
Takes a position
on the issue
that includes a
call to action
 Includes
cited quote
 Restates
thesis
 Makes explicit references
within the paper or
presentation to six or more
credible sources that provide
relevant information
 Cites sources within the
paper, presentation, and
bibliography
 Uses subtopic terms in topic
sentences
Provides background on the
issue by attempting to describe
all the following:
Provides two
Constitutional
citations on the
issue by:
 quoting the U.S.
Constitution
 attempting at
least one
analysis for the
quotes to
support the
information
Provides two reasons for the
position, each supported by evidence.
The evidence includes:
 Two pieces of credible information
logically supporting constitutional
principles/ democratic ideals
AND
 One or more attempted analyses of
how a constitutional principle/
democratic ideal logically supports
the position on the issue
Provides two reasons that take a
position on the issue that:
 Considers two pieces of
credible information logically
supporting common good/
individual rights
AND
 One or more attempted
analysis of how the common
good/ individual rights
logically supports the position
on the issue
Takes a position
on the issue
that has a good
attempt to a call
to action
 Includes
cited quote
 Restates
thesis
 Makes explicit references
within the paper or
presentation to four or five
credible sources that provide
relevant information
 Cites sources within the paper,
presentation, and bibliography
 Uses subtopic terms in topic
sentences
Provides background on the
issue by describing two of the
following:
Provides one
Constitutional
citation on the
issue by:
 quoting the U.S.
Constitution
 attempting one
analysis for the
quotes to
support the
information
Provides one reason for the position,
each supported by evidence. The
evidence includes:
 One piece of credible information
logically supporting constitutional
principles/ democratic ideals
AND
 One attempted analysis of how a
constitutional principle/
democratic ideal logically supports
the position on the issue
Provides one reason that take a
position on the issue that:
 Considers one piece of
credible information logically
supporting common good/
individual rights
AND
 One attempted analysis of
how the common good/
individual rights logically
supports the position on the
issue
Takes a position
on the issue
that includes a
call to action
that is lacking
 Includes
cited quote
 Restates
thesis
 Makes explicit references
within the paper or
presentation to two or three
credible sources that provide
relevant information
 Cites sources within the
paper, presentation, and
bibliography
 Uses subtopic terms in topic
sentences
Provides one
Constitutional
citation on the
issue by:
 quoting the U.S.
Constitution
Provides one reason for the position,
each supported by evidence. The
evidence includes:
 One piece of credible information
logically supporting constitutional
principles/ democratic ideals
Provides one reason that take a
position on the issue that:
 Considers one piece of
credible information logically
supporting common good/
individual rights
Takes a position
on the issue
that does not
have a call to
action.
 Includes
cited quote
 Restates
thesis
 Makes explicit references
within the paper or
presentation to one credible
source that provides relevant
information
 Cites sources within the paper,
presentation, and bibliography
 Uses subtopic terms in topic
sentences
 what the issue is
 who is involved in the issue
(stakeholders)
 why this issue is important by
relating it to a key/democratic
ideal or constitutional principle
 includes cited quote, subtopics,
clear thesis
 what the issue is
 who is involved in the issue
(stakeholders)
 why this issue is important by
relating it to a key/democratic
ideal or constitutional principle
 includes cited quote, subtopics,
clear thesis
 what the issue is
 who is involved in the issue
(stakeholders)
 why this issue is important by
relating it to a key/democratic
ideal or constitutional principle
 includes cited quote, subtopics,
clear thesis
Provides background on the
issue by describing one of the
following:
 what the issue is
 who is involved in the issue
(stakeholders)
 why this issue is important by
relating it to a key/democratic
ideal or constitutional principle
 includes cited quote, subtopics,
clear thesis
Liberty Middle School Camas WA 2015
35
Content:
NOT
Common Good,
Individual Rights
Citations
Content:
PASSING
Constitutional Principles/
Democratic Ideals
Provides background on the
issue by describing all the
following:
Content:
PASSING
Constitutional
Background
Delivery Scoring Rubric
Speaking Voice
8
 Voice is
consistently clear
 Speaking speed is
conversational
 Enunciation is
good and
effective
6
 Voice is adequate
 Speaking speed is
conversational
 Enunciation is
adequate and
clear most of the
time
4
 Voice is difficult
to hear at times
 Speaking speed is
too fast or slow
 Enunciation is
poor in places,
making it hard to
hear
2
 Voice is not
clearly audible
 Speaking speed is
too fast or slow
 Student mumbles


Eye Contact
8
Excellent eye
contact with
audience, few
references to notes
6
Uses notes
effectively with
regular eye contact
with audience




Poise
8
Confident posture,
body language, and
hand motions
Professional Attire
Engagement
6
Strong posture,

body language, and
hand motions
Professional Attire
6
Shows strong
enthusiasm,
involvement, and
engagement in
the issue
Persuasive tone





4
Minimal eye contact
with audience
Relies too much on
note cards
2
Makes no noticeable
eye contact with
audience
Speech is read
directly from notes
Liberty Middle School Camas WA 2015
36




4
Posture, body
language, and
hand motions lack
confidence
Nice Attire


2
Weak posture,

body language, and
hand motions
Casual Attire

4
Shows some
enthusiasm,
involvement, and
engagement in
the issue
Mostly
persuasive tone
2
Shows little to no
enthusiasm,
involvement, and
engagement in
the issue
Minimally
persuasive tone
Debate Score Sheet
Language Arts Teacher_______________ Judge__________________________
Debate Topic __________________
Circle one:
PRO
CON
STUDENT NAMES:
#1. __________________
#2._________________
MAIN SPEECH:
States Background information (2 pts.)
______
Quote from Constitution (3 pts. per box)
______
______
Explains quote (3 pts. per box)
______
______
Quote on Dem. Ideals/Con. Principles (3 pts. per box)
______
______
Explains quote (3 pts. per box)
______
______
Quote on Common Good/Individual Rights (3 per box)
______
______
Explains quote (3 pts. per box)
______
______
Call to action (2 pts.)
______
Transitional phrases throughout (1-2 pts.)
______
______
Bibliography (2 pts)
______
______
Notes
(2 pts)
______
______
Speech (2 pts.)
______
______
Collect Required Materials/send to debate central
Timing
(2:30-3:30= 2 pts.)
(under 2:30 =1 pts.)
______
min-sec
______
min-sec
REBUTTAL (maximum of 4):
Direct response to opponent’s quotes (4 pts.)
(2 pt. source/ 2 pt. fact)
______
______
Own source/fact (2 pt.)
______
______
Analysis (2 pts.)
______
______
DELIVERY:
Speaking Voice (1-8 pts.)
______
______
Eye contact (1-8 pts. )
______
______
Poise (1-8 pts.)
______
______
Engagement (1-6 pts.)
______
______
Individual Totals
Team Total
Liberty Middle School Camas WA 2015
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