Mr. Baumann
D&D
Formal Debate Lesson #4
Cross-examination
I.
In our debates there will be a total of four cross-examination periods
- two per side
- one to follow each constructive
- each cross will last three minutes
- one person from each team will be responsible for the crosses
- the two members giving constructives will be responsible for responding to all the questions given
II.
These are what make the debate Interesting!
- The cross-examination puts pressure on the speaker
- The speaker has to know their material inside-out
- The speaker has to know what not say in response to a question
- The cross-examination provides suspense in the case
- The audience tends to look forward to the crosses more than anything else in the debate
- There is always a suspenseful feeling due to the one-on-one nature of the exchange
- A good cross-examination period can make or break the debate
For Both
- Entertainment
- Competition itself
III.
Three goals of the Cross-examination
A. Clarify Arguments
- Get your opponent to give more explanation an issue that you think needs clearing up
- This should usually be aimed at something in your opponents argument that isn’t quite their strongest
point
- Or, this can be used to set up one of your future arguments
- Example: your opponent goes on and on about the comfort of a Lexus during their constructive –
You get them to clarify their definition of comfort in regards to a luxurious automobile in during
your cross – Your teammate later gets up and provides another example of a comfortable luxury
automobile that better fits the same description developed during the cross
B.
-
Establish Common Ground
Seems like a bad idea, but really isn’t
This gives you the opportunity to clarify exactly what it is you are arguing
After common ground is developed, you have a chance to focus more of your attention on what’s
important to your team.
Example: your opponent gives an entire constructive on the statistical achievements of Michael Jordan
– In your cross you state that your not arguing that he is statistically better than any other player, you
are arguing…
C. Expose Weakness
- The most popular objective of a cross-examination
- Find something that doesn’t work with their argument and attack!
- Illogical Analysis
- Poor evidence
- Clouded judgement
- Failing to see the big picture
Mr. Baumann
IV.
D&D
Cross-Examination Rules to Live By!!!
A.
-
Series of questions
Single questions are of little value and will soon be forgotten
A series of questions will bring more attention to the point being made
1st question identifies the concern
subsequent questions should explore the question in greater depth
final question should bring closure to the issue
NO MORE THAN 5 or 6 Questions
- Everyone will get lost if there are too many questions
B.
-
Emphasize closed rather than open-ended questions
“Yes” or “No” answers
Give the examiner better control over the exchange
It’s easier to get the cross-examinee to slip up
Doesn’t allow the cross-examinee to waste time with a lengthy and nebulous response
C. Ask concise questions
- Lengthy questions are confusing
- In all likelihood, the cross-examinee will ask you to repeat the question if it’s too long – THIS
WASTES TIME
- Your job is to ask as many questions and gain as much information out of your opponent as possible
- You cannot allow your opponent to waste time by focussing too much on a complicated question.
EXAMPLE: A junior is 2 minutes late to class and says it wasn’t his fault because a teacher held him after class
Did the teacher offer to give you a pass? “NO”
Did you ask for one? “NO”
Would she probably have given you one if you asked? “I don’t Know”
Well, don’t teachers usually give students a pass when they hold them back? “YES”
So you could have gotten a pass if you asked for it? “YES”
But you chose not to? “NO”
Why? “I thought I could make it”
How long have you been going to school here? “3 years”
So you obviously know the building pretty well and have no problem navigating your way through the hallways?
“YES”
Have you been consistently late to every class for 3 years? “NO”
Are you usually on time? “YES”
So you obviously know how to judge the 4 minute passing period and normally don’t have a problem with it?
“YES”
Yet today, you spent almost half that passing period talking to another teacher and then, even with the three years
of hallway experience and knowledge that you could’ve gotten a pass, you “thought you could make it”…how
does a student of your impeccable reputation make such a mistake? “ahhh….I…..ahhh…”