Introduction to Flowing: Playing Card Drill - Basic/Advanced

Learning Objectives

  • Record, organize, and identify opposing arguments.

Time Needed

~15 min. (Basic) or ~30 min. (Advanced)

Resources & Materials

Playing cards (one deck)

Paper (2-3 sheets per student)

Pen (1 per student)

Teacher Preparation

  • Review flowing fundamentals, as per the AUDL curriculum and video resources.

Lesson Outline

  • Flowing Drill (Basic)
    • Review fundamentals of flowing. Emphasize that students should:
      • Flow vertically, in small columns (create 7 columns per page if not using sample flow sheet).
      • Write small, leaving space in between each ‘argument’.
      • Use shorthand (symbols, abbreviations, etc.).
    • Playing Card Drill
      • Drawing from the top of the deck, pull out 10-15 cards. At a quick but clear clip, announce the rank and suit of each card.
      • Students should record the rank and suit of each card, flowing as if each card was an “argument” in a debate round.
      • After the last card, spot-check student understanding by:
        • Asking students how many “arguments” (cards) you announced.
        • Asking students to identify the card rank and suit of a particular argument.
        • Visually spot-checking the flows of each student.
      • Repeat as necessary, adjusting for student skill level.
  • Flowing Drill (Advanced)
    • Review advanced elements of flowing, emphasizing line-by-line argumentation.
    • Repeat Playing Card Drill (see above)
      • Instead of drawing cards in a row, use playing cards to simulate a spar debate.
        • Deliver a mock 1AC, assigning contentions and sub-points to each card.
          • Sample Structure (Minimum 3 Contentions/ 3 Sub-Points Per Contention):
            • Example: “Contention 1 is Jack of Hearts. Sub-point A is 4 of Clubs.”
        • Deliver a mock 1NC, answering the arguments made by the mock 1AC.
          • Example: “On the Jack of Hearts contention, my three responses are 4 of Hearts, 3 of Clubs, and Jack of Clubs.”
        • After the “1NC” is finished, spot-check student understanding by:
          • Asking students to identify a particular argument/response.
          • Asking students to identify the number of contentions and sub-points.

Points of Improvement

  • Students don’t leave space between arguments.

  • Students write full words/sentences.

  • Students stop flowing when overwhelmed.

Signs of Mastery

  • Students clearly number and space arguments.

  • Students use shorthand that they can understand.

Instructor Notes

  • Simulate a real debate for advanced students by adding overviews and conceding arguments

  • Use transition words and add pauses between “arguments”.