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Argument Selection: Pick One!
Learning Objectives
Reinforce fundamentals of argument selection.
Apply principles of argument selection to sample argument in a mock debate.
Time Needed
~30-45 min. (depends on squad size)
Resources & Materials
Paper (5 - 6 sheets per student)
Pens (1-2 colors per student)
Evidence packet (1 per student)
Teacher Preparation
- Review fundamentals of argument selection.
- Select topics for mini debates, differentiating based on student experience level.
- For less experienced students, select topics that are humorous and engaging.
- Example: Unicorns are better than dragons.
- For more advanced students, select topics from the AUDL evidence packet.
- For less experienced students, select topics that are humorous and engaging.
Lesson Outline
- Pick One! (Preparation)
- Review fundamentals of argument selection.
- Write down the topics on the board.
- Assign each student an opponent or allow students to challenge each other.
- For larger squads, consider allowing students to debate each other in teams of two.
- Assign each student and their opponent a topic and side.
- Give each team time to prepare a short speech with 2-3 arguments supporting its assigned side.
- Pick One! (Activity)
- Begin spar debates, following this format:
- Key Rule: In a rebuttal speech, each student may only extend one argument from their constructive speech.
- Speech Times/Structure
- Constructive (Student 1): 1:15 (Novice) / 1:45 (Advanced)
- Constructive (Student 2): 1:15 (Novice) / 1:45 (Advanced)
- Rebuttal (Student 1): 0:45 (Novice) / 1:00 (Advanced)
- Rebuttal (Student 2): 0:45 (Novice) / 1:00 (Advanced)
- Flow each debate on the board. Provide feedback. Continue until each student has debated.
- After the two constructive speeches, clarify the content of the debate.
- Explain what arguments have been made by each side.
- Evaluate (very briefly) the arguments made by each side, following the ARE model.
- After the two rebuttal speeches, discuss the strategy of the debate.
- What argument was extended by each side? Why?
- Did the choice made by each side help or hurt its chances?
- Give a brief RFD (reason for decision) explaining which side “won” the debate.
- After the two constructive speeches, clarify the content of the debate.
- Begin spar debates, following this format:
Points of Improvement
Students focus on the content of an argument, not its role in the broader debate.
Students do not understand the difference between argument quality and strategic value.
Signs of Mastery
Students understand they must make choices and have a basic framework for doing so.
Instructor Notes
This activity is best for intermediate/advanced students.
This activity works best if students rely primarily on analytic arguments