Death with Dignity Debate Project Outline
The project will be comprised of three assignments:
1. Minor Summative, Cornell Research Notes (from print, database, and online sources)
2. Major Summative, The Persuasive Essay
3. Major Summative, The Debate
Cornell Notes
A study published in 2007 by Wichita State University compared two note taking methods in a
secondary English classroom, and found that Cornell Note taking may be of added benefit in
cases where students are required to synthesize and apply learned knowledge… Jacobs, Keil. A
Comparison of Two Note Taking Methods in a Secondary English Classroom Proceedings: 4th Annual Symposium:
Graduate Research and Scholarly Projects [79] Conference proceedings held at the Eugene Hughes Metropolitan
Complex, Wichita State University, April 25, 2008. Symposium Chair: David M. Eichhorn.
These notes will be the backbone of your essay and debate. Be accurate. Be thorough.
Persuasive Essay
Getting your thoughts organized will make your debates go much smoother. To help with this,
you will be writing an essay arguing your position on your debate topic. This essay must be a
minimum of 5 paragraphs.
1. Introduction- Here you outline your topic and briefly describe your position. You will
then outline the organization of the essay to follow.
2. Argument 1- This paragraph will be dedicated to explaining the first argument that
supports your position. To back up this argument, you will need to include at least one
piece of evidence. (requires MLA citation in bibliography)
3. Argument 2- This paragraph will explain your second argument. This should be a
stronger argument than the one in your previous paragraph. You will need to include at
least one piece of evidence. (requires MLA citation in bibliography)
4. Argument 3- This is your final and strongest argument. Include at least one piece of
evidence. (requires MLA citation in bibliography)
5. Conclusion- In the conclusion you will sum up your arguments, leaving your final points
in the reader’s mind as to why you are right.
Writing a good essay will help you when it comes to debate because you will have already
thought out and organized all your arguments. Rough Drafts will be due in Writer Key
Monday, November 3rd. After teacher feedback is provided to you, Final Drafts will be due
Monday, November 10th.
The Debate
The classroom debates are exercises designed to allow you to strengthen your skills in the areas
of leadership, interpersonal influence, teambuilding, group problem solving, and oral
presentation. All group members are expected to participate in the research, development, and
presentation of your debate position. Each member will receive the same group grade.
Debate Format
3 minute Position Presentation – Pro
3 minute Position Presentation – Con
5 minute Work Period
2 minute Rebuttal – Pro
2 minute Rebuttal – Con
3 minute Work Period
2 minute Response – Pro
2 minute Response – Con
1 minute Work Period
2 minute Position Summary – Pro or Con
2 minute Position Summary – Pro or Con
5 minute of Ballots/Announcement of Winner
Debate Procedure
The debate will take the form of timed individual/group presentations and responses separated by
timed group work periods. The rules applied may deviate from the formal rules of debating.
When questions arise, the judgment of the instructor will provide the definitive ruling.
Prior to the beginning of the debates, teams are to position their desks facing each other in the
middle of the room. Each team is to write its team name and debate position (given by
instructor) on foldable and facing opposing team but still visible to instructor.
Team members may speak from their desk or the podium as they desire. Classes who choose an
extemporaneous debate may us audiovisuals, handouts, flipcharts, slides, audio and video clips
since they have time to prepare such supplements/aids. While a team is not required to use all of
the time allocated to each debate component, speakers must stop immediately when the allocated
time runs out. Team members are prohibited from speaking to the audience or opposing team
except at times specifically allocated to them. Thus, there can be no immediate, reciprocal
interchange of comments between the teams. The sequence of the position summaries will be
determined by a random procedure at the conclusion of the final work period. Note that that no
new information may be introduced during the summary. Doing so may result in disqualification
of the offending group. If either team feels that their opponents are introducing new information
during the summary, they may challenge them immediately and request a ruling from the
instructor.
Selection of Winner(s) and Allocation of Points
The instructor reserves the right to allocate fewer than the default or class voted points to a
group, if, in his opinion, the quality of preparation and/or presentation was inadequate.
Debate Winners will be selected in two ways as follows:
Audience Vote: Class members in the audience will vote by secret ballot for a debate winner.
Votes are to be based upon presentation quality only and not upon personal agreement of
disagreement with the position espoused. At the conclusion of each component of the debate,
class members will be asked to assign a point rating along with explanatory comments to each
team for their performance during that component. When the debate is over, the point ratings
will be summed. Whichever team has the higher sum will be the winner on that ballot. After all
ballots are collected, the number of votes for each team will be announced. Whichever team has
more votes will be the winner, and the team will receive individual prizes. In the event of a tie,
the instructor’s vote will decide the winner.
Instructor’s Vote: The instructor will also evaluate both teams according to the above
procedures and criteria and select her choice for the winner.
Review of Ballots
Each debating team will have the opportunity to review feedback on their performance.
Schedule:
Monday, October 27 – Wednesday, October 29 – Research for persuasive essay and debate using
Cornell Notes, B.Y.O.D. (Get everything you need to write your rough draft and complete
Cornell Notes)
Thursday, October 30 – Friday, October 31st – Develop drafts in class
*Sunday, November 1st, Brittany Maynard is schedule to take her own life under Oregon’s Death
with Dignity Act. Watch the news!
Monday, November 3 - Discussion, review news reports
Tuesday, November 4 – The Art of Debate
Wednesday, November 5 – Group preparation for debates
Thursday, November 6 & Friday, November 7 – Debates!
Monday, November 10 - FINAL DRAFTS due in Writer Key (on your own time)