Debate and Persuasive Essay with Ms. Liu
http://europa.tcs.tufts.edu/teach21c/private/pbu/files/139/actcon_20020408163339/liu/index.htm
The Task
There are two components to this project: persuasive essay and oral debate.
Persuasive Essay
You must explain and support a minimum of three points towards your side of the issue and
anticipate and present a minimum of two rebuttals of points that might be used to weaken your side.
Please cite sources using parenthetical notation and include a works cited page as well as a
bibliography.
Oral Debate
To practice your oral skills, you'll be asked to participate in an oral debate. Most of the groundwork
for the ideas will have been completed when preparing and writing the essay; however, while you
will have surely anticipated some of the other side's points, you'll now have to be ready with
immediate rebuttal for all of them. You're allowed to have three note cards (any more would tempt
you to look down too often, rather than at your opponent or audience when making big points).
1. Choose a social issue and debate partner.
 After we review the outline of this project, you must choose a partner for debate; this means
that the two of you will agree on a social issue but will take opposing viewpoints.
 Look at the list of SUGGESTED TOPICS for ideas. If the two of you have an issue you're
interested in that is not on the suggested list, please ask me about it--the only reason I
would discourage it is if I felt there was too little on the subject because it was too new or
obscure an issue. (Class 1)
2. Share ideas and begin a prewrite.
 Spend the rest of the period talking to your partner and bouncing ideas off one another.
 Begin a prewrite by creating a list of pros and cons (pros are points that support your side
and cons are points that might be used against your side). However, after this class he/she
will be your opponent, so you two will need to decide how much further you wish to
collaborate: some find that discussing each other's side helps them to prepare rebuttals,
while others feel that they may give too much away--you decide. Please keep the prewrite list
of pros and cons in your notebook because you'll find that you will add more points as you
go.
 If you need a jumpstart from your prewrite to outline, check out the GRAPHIC ORGANIZER.
(Class 1and HW)
3. Review elements of argument and debate; gather research.
 A minimum of three sources is necessary, one of which must be from a book; try to use
mainstream periodicals also. Use INFOTRAK which you can access using your library card
number online. It is also a good idea to try to find books that are related to your issue.
Encyclopedic references are not appropriate for this project. Before you begin looking at
web sources, let's review how to determine whether a site is acceptable, meaning
that it is relatively unbiased and seems to have legitimate information and substance. Review
the process of writing and creating a GOOD ARGUMENT.
 We will go to the school library to search for resources. It is important to come away with at
least one source today. This will also give you two an opportunity to see what is available to
you, and whether or not you're truly interested in the issue you chose--if you find you aren't,
you must decide on another by tomorrow.
 Be sure to keep a source sheet going so you can later prepare parenthetical notation and
works cited page. (Class 2, 3, and HW)
4. Engage in cooperative research; prepare summaries.
 Each pair has been assigned a number, which is used to determine the order in which groups
will use the computers and also the number in the order debate pairs will debate. The first
five pairs will use the terminals for 25 minutes; the next pairs set to go for the second half of
class will remind the first that their time is up so that they can use the terminal. We'll use this
system for today and tomorrow.
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It may seem strange to work in pairs since you are on opposite sides, but you'll find that
many of the sites you might visit include ideas, support, or related links for your opponent as
well; in any case, you should cooperate during your time online and take down potential sites
for viewing at home or at the library. You may not print anything that is longer than three
pages.
 While you are waiting to get online to check resources, summarize any you found yesterday
at the library or at home. Within these two classes and homework, you should have at
least two of your sources summarized; this to ensure that you have read your
sources and can paraphrase and understand what you will use for ideas and
support.
 Remember that I am asking that each of your points be supported with at least one
type of support: statistic, example, expert opinion, personal anecdote. Students have
found "Hot Topics and Issues" to be helpful and a good place to start. Be sure to read their
blurb on evaluating the info you find on the internet as well. (Class 4 and 5)
5. Place summaries on desk; work on outline and opening paragraph.
 While I am going around checking your summaries and outlines, you should be working on an
opening paragraph--try to include a "grabber"; be sure to refer to your outline when
developing the sentences in your opening.
 Prepare a formal outline with the subtopics expressed in complete sentences. This wil be
especially helpful in developing topic sentences for each body paragraph and will focus your
arguments for each point.
 FYI: You should know by now whether you have enough resources and have support for each
of your points. If you don't, remember that you might have to refine your searches by
thinking of the smaller area you are trying to support; for example, if one of your points is
that school uniforms cost too much, you might search using words like: "school uniforms +
cost". Or if you wanted some stats to punch up your argument that lowering the drinking age
would increase accidents you might search: "drinking age + accidents". Think related idea-don't say there's nothing there without some creative searching. Three search engines
students have found helpful: Lycos, Google, and Yahoo; these seem to provide more usable
resources in the first ten results and aren't as general as some others.
 Anyone who was absent or behind should use this class to go online if necessary.
 Your homework is to summarize your other resources; gather more if necessary. (Class 6 and
HW)
6. Review areas of evaluation and write a roughdraft.
 Review the checklist for the essay checklist (evaluation); remember that there must be a
minimum of three pros and rebuttal of two cons presented and supported in the paper.
 Begin your rough draft and finish it for homework. Need a push to get started fleshing out
your ideas--check DEVELOPING ESSAY HELP.
 Remember that you must use parenthetical notation and have a works cited page. REVIEW
WORKS CITED AND NOTATION Bring the drafts in tomorrow for peer review. (Class 7 and
HW)
7. Peer review and revision.
 Exchange your paper with at least two classmates and give them the blank checklist to
comment on each part; it's best to choose someone who is not doing your topic so that they
can comment on whether you have explained new vocabulary or terms, and whether or not
you have fully explained and supported each of your points.
 Give them your works cited page so that they can check the format for you. The revised draft
(final draft) is due the day after tomorrow, so please use today and tomorrow's class and
homework time wisely.
 Ask me any questions now.
 Also remember to keep an outline of your points and important supporting stats, quotes or
examples for use in preparing notecards for your debate.
 A homework checkoff grade will be issued for having a complete rough draft in class today.
(Class 8, 9, and HW)
8. Gather and staple all parts of the written component to be passed in (using a folder will be
helpful):
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Outline with subtopics expressed in complete sentences;
final copy with parenthetical notation, works cited page, bibliography;
roughdraft with peer review comments and checklist; blank checklist and evaluation with
your name on it. (Class 10)
9. Prepare for the oral debate component.
 Review the format for the debate and the evaluation sheet.
 Then use the rest of class time to prepare any notecards (3 maximum) and go through mock
debate with your debate partner.
 Prepare chart(s) you might refer to while debating or handouts you might distribute. Each
pair will probably take between 15-20 minutes: each should be ready to present three points
and rebut (offer counterargument) any points the other side makes-note that if you use a
point towards rebuttal, it cannot count towards a "pro" unless presented in a different
context.
 Work on weaker points of evaluation for homework. (Class 10 and HW)
10. Present debates.
 Be attentive to areas of evaluation such as audibility and clarity. Follow proper decorum and
avoid namecalling or inflammatory language. Avoid circular reasoning.
 After each debate, I'll ask the pair to face away from the audience, and we'll have a vote on
who won the debate. The winner will receive a bonus five points; however, if either side did
not adequately prepare, there will be no vote. We should be able to include three to four
debates per class.
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Evaluation for Oral Debate
Eye Contact and Comportment (20 points)
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Maintain eye contact with opponent and audience,
especially while making important points
No shuffling, leaning, or hands in pockets; good posture
No gum, candy, or other distracting devices
Proper Inflection, Emotion, and Narrative (20
points)
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Avoids monotone
Displays appropriate emotion and temperament
Maintains Audibility and Clarity
Avoids Circular Argument
Preparedness and Content (55 points)
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Minimum of three pros presented clearly
Effective rebuttal of cons (minimum of two)
No reading from a paper (3 notecards okay, but don't stare
at them)
Flowing (moves from one thought/point to another easily)
Good grasp of facts and/or supporting stats/examples
Choice of relevant and interesting facts and/or points
Supporting Handout or Display (5 points)
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Degree of relevance and enhancement of point or
rebuttal
© December 2001 by Jody Liu
Evaluation - Persuasive Essay
Content
Outline with subtopics written in complete sentences
Pros (clearly expressed and supported by evidence)
________ #1
________ #2
________ #3
________ #
________ #
Cons (clearly rebutted with example or support)
________ #1
________ #2
________ #
________ #
Works Cited and Parenthetical Notation
________ format
________ necessary areas attributed and cited
________ reflects all sources used
Grammar and Mechanics
________ Opening paragraph with grabber
________ Body paragraphs with topic sentences
________ Closing paragraph with call to action
________ Sentence structure and phrasing
________ Use of transition
________ Grammar
________ Spelling and Punctuation
© December 2001 by Jody Liu
Suggested Issues:
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Death penalty
Legalize drugs/marijuana
Drinking age
Driving age
Gun Control
Gays in the military
Mandatory school uniforms
Voluntary school (grades 9-12)
MCAS to graduate
Testing on animals
Cloning
Pro-life/Pro-choice
More media censorship
Mandatory drug testing for students/school athletes
Install metal detectors in schools
Ban Tobacco products/Ban smoking
Same-sex marriage
Genetic engineering
Euthanasia
Affirmative action
War in Iraq
School uniforms
Military draft
Remember: these are suggestions only--if you are interested in another issue, ask me!