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.

WSDC Finals - New Zealand vs. England - Expand UN Security Council

How to Flow World Schools

HUDL 2012: How to Flow World Schools debate for Beginners from Steve Llano on Vimeo.

Lecture - Debating the Free Market Rhydian Morgan

WSDC - Proposition - WSDA 2012 Anna England-Kerr of QatarDebate

Lecture - WSDC - Proposition - WSDA 2012 Kerr from Alfred Snider on Vimeo.

Lecture - Opposition in Worlds Format

World Schools Debate 2: Speaker Roles

WSDC 2007 Octofinals, Korea vs. Pakistan (part 1) his House would force organizations to place more women in senior positions

England vs Singapore WSDC 2009 rd 6 THW ban the physical punishment of children by their parents

WSDC 2007 Round 1, Korea vs. Canada (part 1)

key terms in this debate--developmental aid and how it should be freely given but monitored

Finals 2010--THW not bail out companies

WSDC 2011 England vs Scotland TH supprorts free immigration

WSDC 2011 Argentina vs Singapore

How to debate a Regrets Motion

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When debating a regrets motion, such as Th regrets the portrayal of women in media.
The first thing you must do is:
1. Answer the question directly.
The challenge is what does Regret means and what does Portrayal mean? When we think of regret, we think of it means it’s a bad thing for example in a Regretting motion—what is opposite of regret—celebrate/enjoy/embrace people who thinks it’s good and thus you have what the government will be doing, you’ll be saying that the media portrayal of women is a bad thing—that you regret it. Portrayal means the image that is being shown.
Do you have to have a policy—not necessarily—but you could.
Burden—judge needs markers to go by, these are the things that must be connected to the motion and it sets the ground for the judge, this is the debate these are the boundaries.
Step by step
a. Problem/content—logical.
a. Gender stereotype in television
b. Define the problem
b. Policy or solution—ideally, we would like acceptance of all kinds of people.
c. Burden—why portrayal has been harmful—regret it. While opp shows how it’s been beneficial.
a. Regret vindicative women, rich beautiful women, etc.
d. Substantive—two general markers
a. Principle to go by—more important
i. Everytime gender portrayal occurs, it’s influences each generation and hampers change
ii. Bad because people are stuck with traditional gender stereotypes and can’t escape.
iii. Two important questions
1. Why
2. So what?
iv. Example—why are stereotypes bad? hurt women why? because gender stereotypes can’t change
so what?—women are weak.
How does this make a difference reflects the way women are treated.
b. Practical. Gender stereotypes create positive role models for people.
As opposition
c. Stereotype, murder is very negative. So is stereotype.
d. Policy opposition—show we enjoy gender stereotypes that we can talk about being fat, we embrace it and celebrate our differences.

PM structure for Worlds Schools

Pm Speech Structure: Intro--when, where background/context--world schools requires no scope, worldwide. definitions--clear problem/principle--clear dire need proposal: 1. what, be specific, have a reason why you are using this 2. what are you doing, detail--why and how you are doing it? argumentation/contentions--why? how? 1. premise--condition 5-7 words be precise with wording. premise--change--direct change, benefit, effect harm--perceived/percpetion, metaphysical/way of life/standard, and then, physical direct

Australia vs Singapore WSDC Prep 2001 TH Fears a Nuclear India

Singapore Tournament

Observations from Singapore:

The first thing you notice about debate in Singapore is the structure.  Every team we’ve seen, has excellent structure.  The template for every speech is straight out of a debate manual.   The second thing is the aggression.  Each team poi’s all the time extensively.  They poi every thirty seconds practically.  The POI’s are cutting and direct never exceeding 15 seconds.  The last thing is the seriousness of every team in the tournament.  What I found historically interesting is that debate in Singapore starts in primary school.  Being involved in the secondary level debate which is M1-M3 while the Junior College school division, the teams were very good.  Also, they see nothing wrong with debating four rounds in one day whereas in Thailand, we’re pressed if we debate three rounds in one day.   The whole debate experience in Singapore is a much more serious and grueling event.

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.

Australia vs Singapore WSDC 2009 QF--THW lower voting age

WSDC Preliminary Round Six - Canada v Korea (2/8)

"This House believes that the developing world should prioritize economic development before environmental protection".