Debate Home Page

Classroom debates are assignments designed to allow students to strengthen skills in the areas of Critical thought, research, organization, literacy synthesis, oral communication, ethics and advocacy, teambuilding, and problem solving, as well as various career skills and current event awareness.

1. The Debate assignment is NOT to discuss the topic, but rather to discuss the possible economic impact of the topic..

2. Professional completion of all portions of the portfolio and debate process are expected.

3. At least four economic graphs need to be accurately utilized to achieve satisfactory evaluation – a passing grade of C.

a. Exceptional performance will require at least 6 accurately utilized economc graphs. A group may have as many graphs as desired and as they can timely present.

The debate will take the form of timed individual and/or group statements 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.

1. Both teams are to position desks/chairs facing each other at the front of the room.

2. Each team is to write its team name, debate position, debate position statement, and team member names on the whiteboard behind them.

1. Team members may speak from the podium or move around the classroom as desired.

2. Professional audiovisuals may be used at any time, including, but not limited to, handouts, flipcharts, transparencies, slides, audio and videotapes, etc.

3. 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.

4. Team members are prohibited from speaking to the audience or the opposing team except at the times specifically allocated to them. Thus, there can be no immediate, reciprocal interchange of comments between the teams.

5. Note 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 and request a ruling from the instructor at the conclusion of the debate. Offense result will be loss of 5 points for the team.

Groups: Each group will consist of 4 to 5 students. Students will form their own groups.

Topics: Students submit topics to the professor within a specified time period. Once compiled, the students will rank Pro and Con sides of the topics in order of preference. The professor will assign topics based on the preferences provided.

Time: Each group will select, in class, the day and time of their debate within the confines of the course schedule.

Position Statements: Position statements should be developed after preliminary research. Each group will write, revise, and submit a position statement appropriate for their topic and position. The statement must be approved by the professor within the timeframe provided. Groups will base the majority of their research as support of their position statement.

Graph Pages: Use these pages to draw your required graphs and explain the curve shifts within the market depicted. Remember, the graphs used should be economic graphs that you learned this semester. You may use additional tables, charts, or graphs to provide statistics that support your position during the debate. However, these will not count toward the required economic graphs and should not appear on the graph pages.

Research Summary: 1-2 page summary of research describing economic concepts and/or theories in support of the assigned debate position. Be sure to include economic bullet points of the main defense points for your position, as well as the graphs - depicting shifts and reasons. References to graph numbers on the graph pages may be used in leau of retyping graphs. (Use 12 pt font in Arial or Times double spaced.)

Rubric: This is a table depicting the various requirements of the Course Debate and the points assigned for each based on quality and level of completion. It is wise to consider the rubric while researching and planning the debate statements and responses.

Group Evaluation Forms: Each group member is to confidentially complete and turn in an evaluation of their group members on the provided form. A group grade will not be assigned until an evaluation form from each group member has been received.

Participation: All group members are expected to participate in the research, development, and presentation of the debate position. Preparation will require library research. Each participating group member will receive the group grade unless unanimous indication on the group member evaluation forms shows a need for grade adjustment. If a students grade needs to be adjusted it will be adjusted down by no less than 15 points and up by no more than 1o points.

Rehearsal: Time spent rehearsing will directly correlate with the groups grade. Without rehearsal it will be impossible to adequately defend the position statement and the opposing sides rebuttle within the time allowed.

Portfolio Turn-In: Each group will submit a folder organized in an orderly fashion containing the items listed on the Debate Cover Page in the order indicated.

Determination of Winner: Debate "Winners" will be selected based on the addition of all points received from the Debate Ballet Card filled out by the debaters peers and invited judges as well as the adequate debate, subtractions, and additions categories completed by the professor.

Please Note: Winning the debate in NOT related to or affected by the overall debate grade. Group grades will be calculated according to performance based on the provided Evaluation Rubric.

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 or 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 and entered at the bottom of the ballet card for each group. The group (position) with the highest points will receive 10 points. If there is a tie the points will be evenly split.

Instructors Vote: The instructor will also evaluate both teams according to the above procedures and criteria, and select his/her choice for the winner. The team of his/her choice will receive 10 points.

Judges Vote: Each judge will also evaluate both teams according to the above procedures and criteria, and select his/her choice for the winner. The team of his/her choice will receive 10 points.

Adequate Debate: The instructor will assign up to 30 points to each team based on the adequacy of preparation, research, and presentation exemplified throughout the debate process. A group can "lose" the debate even if they receive all 30 points in this category.

Subtractions/Additions: The instructor may add or subtract points to either team for reasons such as rule infractions during the debate process or exempliary performance. A group can "lose" or “win” the debate as a result of points gained or lost in this category.

All ballots are to be turned into the professor upon the completion of the debate. Each debate team will have the opportunity to review all of the ballot feedback upon their request.

ECONOMIC DEBATE EVALUATION RUBRIC

PROJECT RUBRIC	Levels of Performance					Possible Points
Criteria	F: Inadequate	D: Weak	C: Average	B: Above Average	A: Exceptional	100	?
Research · Evidence of in-depth research · Clear understanding of topic and position · Number of concept points utilized · Ability to respond to rebuttals · Use of examples and facts	Research is extrememly weak or nonexistant. Group has difficulty presenting concept points and demonstrates below average average knowledge on topic. Examples and facts are used infrequently if at all	Research is not apparent. Few group members demonstrate an understanding of the topic. Group presents 1 to 2 concept points and demonstrates below average understanding of the economic impact. Examples and facts are used infrequently.	Some group members demonstrate an understanding of the topic. Group presents 2 to 3 concept points and demonstrates average understanding of the economic impact. Examples and facts are used infrequently.	Most group members demonstrate a profound understanding of the topic. Group presents 3-4 concept points and demonstrates above average understanding and knowledge of economic impact. Some examples and facts are cited.	All group members demonstrate a profound understanding of the topic. Group presents 4 to 5 concept points and is obviously knowledgable on topic. Numerous examples and facts are cited along with their economic impact.	10
Debate: Professionalism · Career ready presentation · Correct usage of powerpoint · Attire of group memebers	Powerpoint is not utilized or exhibits no signs of accurate preparation. No members are dressed in appropriate attire.	Powerpoint is used but is not adequate for a collegiate assignment. A few members are dressed in professional attire.	Powerpoint is used but not ready to be shown in a career setting. Many members are dressed in professional attire.	Well done powerpoint with minor grammar errors. All except one group members are dressed in professional attire or appropriate themed attire.	Exceptional powerpoint utilizing transitions, graphics, correct sizing, 7 word/7 line rule, etc All group members are dressed in professional attire or appropriate themed attire	5
Debate: Etiquette · Verbal Communication · NonVerbal communication · Maintain audience attention · Follow Debate Rules	Group members are not adequately prepared. An outburst occurs during the debate or many debate rules are not followed. Inappropriate Verbal and Non-Verbal manners are embarrassingly frequent. Audience was disassociated due to chaotic presentation.	One member appears to be ‘carrying’ the group. Other group members are not adequately prepared. An outburst occurs during the debate or many debate rules are not followed. Inappropriate Verbal and Non-Verbal manners are often. Audience is falling asleep.	Two to three members are well prepared. Other group members are somewhat prepared. Most debate rules are followed. Inappropriate Verbal and Non-Verbal manners are utilized infrequently. Audience’s attention may be spotty despite the group’s best attempts.	Most members are well spoken and the group appears to be working together. All debate rules are followed. Verbal and Non-Verbal manners are mostly acceptable. Group is energized and maintains the audience’s attention through most of the debate.	All members are well spoken, the group presents itself as a well oiled machine. All debate rules are followed and the process is smooth and effective. Verbal and Non-Verbal manners are acceptable for a ‘real world’ career related presentation. Group is enthusiastic and maintains the audience’s attention throughout debate.	5
Debate: Organization and Clarity · Evidence of rehearsal · Flow of statements and rebuttals · All members participate · Clear, well thought out presentation outline	Group is disorganized and it is difficult to determine dynamics. Two or more group members do not present. Material is unclear and near impossible to understand.	Group appears disorganized in most areas. One or more group members do not present. Material is unclear and difficult to understand.	Group appears disorganized in no more than two areas. One group member may not present. Some of the material is unclear but one can follow the presentation with little effort.	Group may have rehearsed. Most group members are at least moderately aware of the process and material. All group members present. Most categories are presented in a fairly organized fashion.	Group rehearsals are obvious. All group members are keenly aware of debate process. All members participate in the debate presentation. All debate categories presented in a superbly clear, appropriate, and orderly fashion.	10
Debate: Economic Content · Economic Graphs correctly utilized · Economic terminology · Accurate usage of economic concepts, theories, terms · Economic vs Secular content of debate	An economic graph is not correctly applied to the debate material or the same market is utilized numerous times. Arguments are either inaccurate or not economic in nature. Group is unprepared to present their side or to rebut the opposition.. Group struggled with economic content.	Two to three economic graphs are correctly applied to the debate material. Arguments are not always accurate or economic in nature. Group is underprepared to present their side. Responses to rebuttals are not economic in nature. Group struggled with economic content.	At least four economic graphs are correctly applied to the debate material. Economic arguments (concept points) are present and accurate most of the time. Group is moderately prepared to support their side. Responses to rebuttals are strong but not always economic in content. Group appears to have difficulty with the economic content.	Four to five economic graphs are correctly applied to the debate material. Economic arguments (concept points) are present and accurate. Many economic responses to rebuttals are utilized. Group is well prepared to support their side and anticpated at least one point of their opponents correctly.	Six or more economic graphs are correctly applied to the debate material. Economic arguments (concept points) are insightful and accurate. Strong economic responses to rebuttals are utilized in all circumstances. Group is well prepared to support their side and correctly anticpated many of their opponents points and prepared adequate substantive rebuttals.	10
Debate: Opening/Closing Statements · Statements are given to support position · Relevancy of supporting documents	Opening/Conclusion are not prepared ahead of time. All sections are spottingly delivered with several areas being inadequate.	Opening/Conclusion are not prepared ahead of time. All sections are delivered spottingly with no more than one area being inadequate.	Opening/Conclusion are prepared ahead of time and adequately delivered. Research support is provided. At least one graph is utilized even though research evidence may be spotty.	Opening/Conclusion are prepared ahead of time and well delivered.. Research support is fairly evident and graphs are utilized.	Opening/Conclusion are prepared ahead of time and well delivered. Research support is obvious and graph are utilized.	15
Debate: Rebuttal/Response Statements · Response to arguments made by the opposing side are relevant, evidenced, and clear. · Ability to draw from research and from responses · Content comprehension of members	Few arguments made to the opposing side are relevant. Evidence is not provided in support of argument or in rebuttal. Member is not able to make an economic connection in the form of a rebuttal or response. Audience is confused and disconnected.	Few arguments made to the opposing side are relevant. Evidence is not provided in rebuttal or the same concept is repeated often. Member is not able to make an economic connection in the form of a rebuttal or response. Audience is confused as to the members response	Some arguments made to the opposing side are relevant. One instance of evidence is provided in support of an argument is questionable or has previously been stated. No more than one member has difficulty making economic connections and responding to opposing team without further research. Rebuttal/Response is fairly researched, delivered although spottingly delivered.	Most arguments made to the opposing side are relevant, effective, and fact based. At least one argument is evidenced utilizing an example, statistics, or graph. Members appear knowledgeable about topic, support, and graphs. Rebuttal/Response is adequately researched, delivered, and mostly supported with graphs/facts.	All arguments made to the opposing side are relevant, effective, insightful, and fact based. Most arguments are evidenced utilizing examples, statistics, or graphs. Members appear exceptionally knowledgeable and are able to make economic connections quickly.Rebuttal/Response is well researched, delivered, and supported with graphs/facts.	10
Portfolio: Professionalism/Organization · Career ready portfolio · Followed directions in organization	Portfolio is nonexistent. The group either did not turn in items or simply through together a few pagfes with little effort or attention to the categories listed in the Course Debate Document.	Portfolio is poorly prepared and is missing some of the categories listed in the Course Debate Document.	Portfolio is adequately prepared but is lacking professional appearance and missing no more than one of the categories listed in the Course Debate Document.	Portfolio is adequately prepared and contains all categories listed in the Course Debate Document.	Portfolio is professionally prepared: contains all categories listed in the Course Debate Document and is separated with dividers.	5
Portfolio: Summary · Grammar · Length · Economic Content · Collegiate level	1-2 full pages, incorrect font, poor quality summary, numerous grammar errors, few economic terms utilized, few accurate economic assumptions	1-2 full pages, incorrect font, high school level summary, many grammar errors, some economic terms utilized, some accurate economic assumptions	2-3 full pages, 12 point Arial or Times font, collegiately prepared summary, Few grammar errors, several economic terms utilized, mostly accurate economic assumptions	2-3 full pages, 12 point Arial or Times font, collegiately prepared summary, Few minor grammar errors, numerous economic terms utilized, all but one accurate economic assumptions	2-3 full pages, 12 point Arial or Times font, collegiately prepared summary, No grammar errors, numerous economic terms utilized, accurate economic assumptions	10
Portfolio: Economic Content · Number of economic graphs · Correct usage of economic graphs · Economic content	No graphs or only one market is utilized. One or no graphs are correctly utilized to support the groups position. Economic terminology is not present. The debate is secular, not economic, in nature.	Two or more markets are represented in graphs. Two or more graphs are correctly utilized to support the groups position. Economic terminology is rarely present. The debate is mostly secular.	Four or more markets are represented in graphs. Four or more graphs are correctly utilized to support the groups position. Economic terminology is mostly present. The debate is more economic related than secular.	Five or more markets are represented in graphs. Five or more graphs are correctly utilized to support the groups position. Economic terminology is present often.	Six or more markets are represented in graphs. Six or more graphs are correctly utilized to support the groups position. Economic terminology is consistently present.	20

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