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Table of Contents

Introduction: Using Debate to Teach Persuasive Writing

Part 1: Learning to ArgueTeacher DirectionsLetter to Parents about the LessonStep 1: Learning the Language of Debate Step 2: Grading a Student’s Persuasive PaperStep 3: Separating Fact and OpinionStep 4: Analyzing an Opinion or ClaimStep 5: Identifying Opposing Arguments or RebuttalsStep 6: Reading the ResearchStep 7: Choosing Your ContentionsStep 8: Fighting Their CounterargumentsStep 9: Understanding the Steps of DebateStep 10: Taking Notes on a DebateStep 11: Choosing Your Topic to Debate

Part 2: Learning to ResearchTeacher DirectionsStep 1: Learning the Language of Research Step 2: Using On-line Reference WorksStep 3: Researching with Search EnginesStep 4: Practicing Boolean SearchingStep 5: Evaluating a Web SiteStep 6: Learning About SurveysStep 7: Conducting a SurveyStep 8: Analyzing Your DataStep 9: Researching Your TopicStep 10: Researching Their Counterarguments

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Part 3: Learning to Think CriticallyTeacher DirectionsStep 1: Learning the Language of LogicStep 2: Understanding ReasoningStep 3: Learning About Logical FallaciesStep 4: Identifying Logical FallaciesStep 5: Understanding Persuasive TechniquesStep 6: Identifying Persuasive TechniquesStep 7: Analyzing Bias and Loaded LanguageStep 8: Applying Your Critical Thinking SkillsStep 9: Building a Strong CaseStep 10: Planning Your Debate OffenseStep 11: Building a Strong RebuttalStep 12: Planning Your Debate DefenseStep 13: Following the Steps of DebateStep 14: Taking Notes on a DebateStep 15: Evaluating Your Debate

Part 4: Learning to Write PersuasivelyTeacher DirectionsStep 1: Learning the Language of WritingStep 2: Organizing Your EssayStep 3: Outlining Your EssayStep 4: Varying Your SentencesStep 5: Grabbing Your Reader from the Start

Step 6: Paraphrasing, Not Plagiarizing Step 7: Revising Your PaperStep 8: Citing Your Internet Sources

Teacher’s Final Grading and Conference Rubric

Appendix A: Internet Research Resources

References

Step 1: Learning the Language of Debate

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Teacher Directions: Using a Word Wall to Learn Academic Terms

Step 1: Begin teaching the academic terms for debate on a Monday. Write each of these terms on a large sheet of construction paper and tape them up on the wall.

Step 2: At the beginning of Monday’s class, pass out form Step 1: Learning the Language of Debate. Don’t define the words in the order on the page. Instead, choose the simplest word on the wall that you think most of your students will know. Ask if anyone can define that word. Get as many definitions as you can from your students. Then decide on one simple definition that everyone understands. As you write this definition on the board, have them fill it in on their form. Continue until all the words are defined. If no student knows the definition of a word, speak aloud sentences with clear context clues until the students can guess the definition. For example, My sister always has to give me her opinion about my clothes. She tells me exactly how she feels about what I wear. What is an opinion?

Step 3: At the beginning of Tuesday’s class, tell students to get out a blank sheet of paper and number from 1 to 15. Beginning with the simplest word, call out the definitions created on Monday. Ask students to “Write down the word that means . . .” Students are NOT allowed to look at their definitions. Ask them how they did at the end and then move on with your lesson.

Step 4: On Wednesday do the same procedure as Tuesday of calling out the definitions and having students find the correct word on the wall and write it down. Call out the words in a different order however. Pass out Practice 1 worksheet.

Step 5: On Thursday do the same procedure as Wednesday of calling out the definitions and having students find the correct word on the wall and write it down. Call out the words in a different order however. Pass out Practice 2 worksheet.

Step 6: On Friday do the same procedure as Thursday of calling out the definitions and having students find the correct word on the wall and write it down. Call out the words in a different order however. This time tell students that this is their test and the grades count. Most likely EVERY ONE of your students will get a 100% and know how to spell them also.

Simplified Definitions of Terms:1. debate – to argue both sides of a topic 10. affirmative side – side that supports the2. fact – something proven to be true proposition3. opinion – a feeling or belief 11. negative side – side that opposes the4. quote – to write exactly what one says proposition5. resolve – make a firm decision to do something 12. oppose – to be against something6. proposition – a subject to be debated 13. rebuttal – a response to a counterargument7. evidence – facts and examples that prove 14. concede – to admit that someone else is

something right8. persuade – to try to convince someone 15. counterargument – an opposing argument9. contention – a strong statement to support or response

one side of an argument

Step 2: Grading a Student’s Persuasive Essay

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Directions: Read this student persuasive essay once. Give it a quick score by circling one of the numbers below. 1 is “terrible.” 3 is “average.” 5 is “excellent.”

1 2 3 4 5

Let’s Get Out and Eat Out!A Persuasive Paper on Off-Campus Lunch

Imagine sitting in the same loud location eating the same kind of foul food for four years of

your life. That’s what it’s like at our high school. We are not allowed to go off campus for lunch.

There are a lot of reasons we should have off campus privileges at lunch time. We would get better

quality food. We would get a break from out teachers, and we would have more time. Also, if we

didn’t have to eat crap for food our students would be happier and do better work.

The quality of the food in the cafeteria is bad. No one really likes eating the food there.

Most feel it tastes like newspaper. There is just no flavor to anything, unless you consider a lot of

salt as flavor. Mr. Jackson, an English teacher, said the food there is not good for us. If we could

go to nearby restaurants we could get real food. For example, McDonald’s and Taco Bell are right

across the street with better tasting food. You can smell the glorious grilling of beef in our halls.

Another reason we should be allowed to go off campus is to get a break from our teachers.

When someone is having a bad day, it’s good to get away for a while. Even a break of 20 minutes

can improve your mood. This break isn’t just good for the students. I bet the teachers would like a

break from us too especially since they wouldn’t have to do lunch duty where they just yell at kids.

The last reason we need an off campus lunch is to have more time to eat. Some principals

will say it would take too long for us to eat off campus. They think if students go to restaurants no

one will ever eat in the cafeteria again and people will lose their jobs. So, most of our lunch time is

spent standing in a huge line. By the time we get our food we have to shove it down in order to get

to the next class. If we had off campus lunch, less people would be in line at any one place.

Why can’t students eat hot, moist burgers or spicy tacos instead of putrid peas? Students

would get a break from their teachers. We’d have time to relax and digest our food. Come on

everyone. Tell the administration. I say, “Let’s get out and eat out!”

Step 7: Fighting Counterarguments – Page 1

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Directions: Now you need to guess how your opponent in the debate will rebut, or tear down your argument. Once you identify a rebuttal, decide how to answer this argument. It’s okay to concede a rebuttal that it is correct. Based on the essay you read, use the page below to note your first two contentions, possible rebuttals to your opinions, and how you will answer these rebuttals.

1st Contention and Supporting Reason:

Opposing Views or Counterargument:

Your Rebuttal to Counterargument:

2nd Contention and Supporting Reason:

Opposing Views or Counterargument:

Your Rebuttal to Counterargument:

Step 8: Understanding the Steps of Debate

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Directions: You’re about to watch a class debate. This chart will show you the steps a debate follows. Follow the arrows below to see how a debate takes place.

Affirmative Side Negative Side

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1st Speaker

States any Counterarguments

Argues 2 Contentions

2nd Speaker

Records Negative Contentions on Board

1. 2.

3. 4.

6.5.

2nd Speaker

States any Counterarguments

Argues 2 Contentions

1st Speaker

Records Affirmative Contentions on Board

2nd Speaker

States any Counterarguments

Argues 2 Contentions

1st Speaker

Records Negative Contentions on Board

1st Speaker

States any Counterarguments

Offers final Rebuttals of all Negative claims

Gives Final Persuasive Summary

1st Speaker

States Proposition Argues 2 Contentions

2nd Speaker

Records Affirmative Contentions on Board

1st Speaker

Offers final Rebuttals of all Affirmative claims

Gives Final Persuasive Summary

Effective Word Choice for Debaters

To counter your opponent’s contention, use the following four-step method:

1. “They say that ...” (briefly restate the opponent’s point).2. “But we disagree that ...” (briefly state that you disagree).3. “Because ...” (give a strong and relevant counterargument).4. “Therefore...” (explain to the audience how this wins your argument

and why they should agree).

Words and Phrases to Avoid in a Debate

totally bad like awesomestuff things good you knowuh whatever chill verydude for real stupid reallyalways every time never impossible

Words and Phrases to Persuade or Convince in a Debate

as the evidence shows abolish avoidfor example powerful superiorin this case overcome mobilizehighly recommended prevent changeat this moment tradition urgenttake a bold new step guarantee eliminatea proven method patriot(ism) honorscientifically verified focus ensurewithout a doubt values improvecannot justify justice societythe truth is that oversimplify exaggeratesuch an exaggeration breakthrough ultimateone mustn’t confuse progress dutythe research is clear inherent crisis

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the time has come restore actone cannot deny call upon national interests

Debate Evaluation Rubric

Directions: Use this rubric, or grading sheet, to evaluate a debate. A score of 0 means the Debater did not do that particular activity at all. A score of 3 means the Debater was okay at doing the activity. A score of 5 means the Debater was excellent and needs no improvement. Add up your score at the bottom of the page.

Name of Debater: _____________________________ Date: ________________

Debate Topic: ______________________________________________________

1. The Debater participated actively in the debate and followed its format.

1 2 3 4 5

2. The Debater did thorough research on his or her topic.

1 2 3 4 5

3. The Debater provided excellent evidence to support his or her contentions.

1 2 3 4 5

4. The Debater listened to his or her opponent and gave good counterarguments.1 2 3 4 5

5. The Debater looked poised, made eye contact, and used gestures to amplify points.1 2 3 4 5

6. The Debater used persuasive word choice and avoided repeating words or phrases.

1 2 3 4 5

7. The Debater offered a strong rebuttal to the opposing team’s contentions at the end.

1 2 3 4 5

8. The Debater summarized his or her contentions persuasively at the end.

1 2 3 4 5

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Total Points earned: ___________________

10

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