Introduction to Cross-Examination: Cross-Examination Jigsaw

Learning Objectives

  • Analyze argument quality using the ARE model.

  • Increase familiarity with the format of CX.

  • Prepare CX questions for tournaments.

Time Needed

~15-20 min.

Resources & Materials

  • Paper (2-3 sheets per student)

  • Pencil/pen (1 per student)

  • Evidence packet (1 per student)

Teacher Preparation

  • Choose an argument from the evidence packet:
    • At the beginning of the year, choose a key argument, like a mainstay affirmative (1AC) or negative (Disadvantage) position.
    • In the middle of the season, pick an argument your students are struggling with, OR a new argument released by the AUDL.
  • Review parts of an argument (ARE) and fundamentals of cross-examination.

Lesson Outline

  • Cross-Examination Jigsaw
    • To begin, divide your students up into small groups (2-3 students).
      • Ensure each group has at least one experienced squad member, if possible.
    • Assign each group a component, or piece of evidence, from the selected argument. For example, if a disadvantage has been selected, one group may be assigned the Link, while another is assigned the Impact.
    • Give each group time to write 4-5 Cross-Examination questions for each argument they have been assigned. Each question should:
      • Challenge the assertion/reasoning/evidence for a given argument.
      • Set up opposing arguments in the packet.
        • Example: A question about 1AC inherency sets up the 1NC evidence that attacks inherency.
      • Follow the standard cross-examination format:
        • Make a statement that sets up an argument.
        • Ask a question that turns the statement into a question.
    • After each group is finished:
      • Briefly review the content of each assigned argument that has been assigned.
      • Ask each group to present their cross-examination questions.
        • Provide feedback on each question using the above guidelines.
        • Encourage students to write down high-quality questions.

Points of Improvement

  • Students misunderstand the content of the assigned arguments.

  • Questions do not set up counterarguments or do not effectively challenge the assigned argument.

Signs of Mastery

  • Questions clearly follow correct format and effectively challenge the assigned argument.

Instructor Notes

  • This activity is best for more advanced students.

  • Use this activity before a tournament to help your students prepare!

  • Make sure students write down the high-quality questions to use during tournaments!

    • Also make sure students know to ask questions relevant to the round, not just recite all of them.