Format is all-asians I believe with mixer--open, uni, high school, etc. Your team must be a composite--Aug 28 weekend.
Showing posts with label All Asians. Show all posts
Showing posts with label All Asians. Show all posts
Tuesday, March 27, 2018
Thursday, January 25, 2018
Biggest Differences between World School and All-asians debate
There are three fundamental differences between World School and All-Asians. The first is the opposition can run a negative case. This is a slight confusing thing, because most opposition teams will provide a alternative solution, but within the rules, they can run a purely negative case. Second, the whip if previewed in the first speaker may offer new arguments. This must be done early in the PM or LO speech. Finally, POIs must be offered and you are judged on offering and/or accepting. The other minutiae deals with timing as it's longer, there usually is only one motion as opposed to three, and the prep time for impromptu is one hour.
Friday, August 3, 2012
Wednesday, May 30, 2012
Thursday, May 3, 2012
Wednesday, May 2, 2012
Friday, February 24, 2012
Wednesday, February 22, 2012
Tuesday, February 21, 2012
Three levels to a rebuttal
What are the three levels to a rebuttal? The first level is cannot. The second level is should not. The third level is even if. What does this mean? The first level is the practical level, you cannot do this because it's not feasible, it's not cost effective, or it's not possible due to money. The second level is the principle level, you should not do this because it's not a good thing, not a moral thing, or it's goes against the society/culture. The final level the even if--these are the disadvantages that occur because of the model or principle. Whenever you are opposition, you have an advantage because there normally are reasons why something has not been done. Keep the structure and run the three level of argumentation in the rebuttal.
Monday, February 20, 2012
Team Prepping
One of the most important elements for debaters is current events and a working knowledge of the world. This is to address the impromptu motions. Highly encourage your students to read the www.bangkokpost.com, bbc.com, or cnn.com. These websites have highlights, but the language although difficult is very consistent and helps improve their vocabulary.
Secondly, have them get used to using http://www.idebate.org/debatabase/topic_index.php for background information. Some coaches disagree with this, but to be fair, it's a good resource with pros and cons allowing the students to have self-expression and to build on it. The topics don't have to match exactly. For example, if the topic is to invade Korea, but the closest topic to it is to invade Afghanistan--the issues are still the same--sovereignty, economic impact, political repercussions, and significance. This is only a starting point. You use Google to finalize your information and get your statistics. This is easier than having your student come up with their own ideas initially.
Thirdly, after the students have written the shell of the case--harm, principle/model, and advantages. The team brainstorms and addresses it. This is huge because with the greater circle of viewpoints, the case can become more well-rounded.
Finally, the team must debate it to see how the debate flows. After the debate, you go through and outline the key players, the issues, how the arguments evolve, and then, discuss how you want to make the debate go. Lastly, the students then go through and write out their speeches. The PM speech will be rock solid and set. The LO will write down his possible arguments and the tie-ins with the DLO while the whip will have an idea of the possible issues to be discussed, the clashes. The DPM will have their arguments and expansions of the model or principle with a list of possible rebuttals. This preparation allows for the students to practice the delivery on their speeches.
If you do not pre-write and debate the motions before hand, you will not beat a well-prepared team.
Secondly, have them get used to using http://www.idebate.org/debatabase/topic_index.php for background information. Some coaches disagree with this, but to be fair, it's a good resource with pros and cons allowing the students to have self-expression and to build on it. The topics don't have to match exactly. For example, if the topic is to invade Korea, but the closest topic to it is to invade Afghanistan--the issues are still the same--sovereignty, economic impact, political repercussions, and significance. This is only a starting point. You use Google to finalize your information and get your statistics. This is easier than having your student come up with their own ideas initially.
Thirdly, after the students have written the shell of the case--harm, principle/model, and advantages. The team brainstorms and addresses it. This is huge because with the greater circle of viewpoints, the case can become more well-rounded.
Finally, the team must debate it to see how the debate flows. After the debate, you go through and outline the key players, the issues, how the arguments evolve, and then, discuss how you want to make the debate go. Lastly, the students then go through and write out their speeches. The PM speech will be rock solid and set. The LO will write down his possible arguments and the tie-ins with the DLO while the whip will have an idea of the possible issues to be discussed, the clashes. The DPM will have their arguments and expansions of the model or principle with a list of possible rebuttals. This preparation allows for the students to practice the delivery on their speeches.
If you do not pre-write and debate the motions before hand, you will not beat a well-prepared team.
Sunday, February 19, 2012
The Legendary Pon Tangkrisanakajorn Adjudication method
Pon, who is shy, is the undisputed number one adjudicator in Thailand based on EU-Thailand and the 6THSDC--where in 11 rounds of debates, she has only received perfect 5's scores. So we asked her for her method, here it is in its simplicity.
1. How did I judge the debate. Did that debate purely boil down to characterization of the actors....i.e. THW legalize corporal punishment in schools...obviously I had to look for the characterization of children and at the end, who really convinced me that the kids will learn with their method of teaching and who would make them rebel less.
or if the debate has analysis that is really good from both sides, the key to judging that debate includes how appropriate the responses from both sides were. If one team used the same rebuttals from first speaker to last speaker whereas the other team came up with new levels of analysis, you have to point that out.
That's the first part of the adjudication, but for personal feedback you can ask me after the round.
2. Issues in the debate.
What are the clashes?
3. Technical suggestion
How the debate was in terms of level. If I felt something was missing, I will suggest it.
In here I tell them about what went wrong in that debate.
i.e.
- the mutually exclusive rebuttals cannot be the biggest thing you use against the opponent....even if you do, dont forget that you have to rebut them as well.
then, I just point out the technical flaws for both sides.
Perhaps they misrepresented the other team, it's better to rebut the real argument than to make up an argument and rebut that.
and thats my 7-min feed back to the team.
We sincerely, thank Pon for her input.
1. How did I judge the debate. Did that debate purely boil down to characterization of the actors....i.e. THW legalize corporal punishment in schools...obviously I had to look for the characterization of children and at the end, who really convinced me that the kids will learn with their method of teaching and who would make them rebel less.
or if the debate has analysis that is really good from both sides, the key to judging that debate includes how appropriate the responses from both sides were. If one team used the same rebuttals from first speaker to last speaker whereas the other team came up with new levels of analysis, you have to point that out.
That's the first part of the adjudication, but for personal feedback you can ask me after the round.
2. Issues in the debate.
What are the clashes?
3. Technical suggestion
How the debate was in terms of level. If I felt something was missing, I will suggest it.
In here I tell them about what went wrong in that debate.
i.e.
- the mutually exclusive rebuttals cannot be the biggest thing you use against the opponent....even if you do, dont forget that you have to rebut them as well.
then, I just point out the technical flaws for both sides.
Perhaps they misrepresented the other team, it's better to rebut the real argument than to make up an argument and rebut that.
and thats my 7-min feed back to the team.
We sincerely, thank Pon for her input.
Saturday, February 18, 2012
Thursday, February 9, 2012
Focus this week on Sixth Thailand High School Debate Championships
Assumption College is hosting the 6th THSDC championships.
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