I. Stating a Position
The first step in debating is to say what you believe in.
Practise stating your beliefs using the patterns below.
I believe that ___________.
I advocate _______________.
I am in favor of _________.
I maintain _______________.
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I do not believe that __________.
I can not support _________.
I am against _____________.
I oppose _________________.
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1. Cats make better pets than dogs. 5. Sex before marriage is wrong.
2. Betel nuts should be illegal. 6. Taiwan needs nuclear weapons.
3. Eating meat is unhealthy. 7. UFOs are real.
4. Food at MCU is too expensive. 8. Women and men should have equal rights.
2. Supporting a Position
The next step in debating is to say why you do or do not believe in something.
Practise giving reasons for beliefs using the patterns below.
The main reason is __________.
One reason is _______________.
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Let me explain why. _________.
Why? Because ________________.
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1. Cats (do / do not) make better pets than dogs. __________________.
2. Betel nuts (should / should not) be against the law. __________________.
3. Eating meat (is / is not) bad for health. __________________.
4. Food at MCU (is / is not) too costly. __________________.
5. Having sex prior to marriage (is / is not) right. __________________.
6. Taiwan (does / does not) need nuclear arms. __________________.
7. UFOs (do / do not) exist. __________________.
8. Women and men should (be / not be) treated the same. __________________.
3. Attacking a Contrary Position
The third step in debating is to say why another idea is not as good as yours.
Practise exposing the weak points of any contrary beliefs using the patterns below.
Can you really say that ________? Look at this evidence: ______________.
Let me show you what's wrong with claiming that ____________.
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My opponent claims that ________. However, ______________.
Some people think that _________. Let me show you why that's a (wrong / bad) view.
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1. Can you really say that cats (do / do not) are superior to dogs as pets?
Look at this evidence: __________________.
2. Let me show you what's wrong with claiming we (should / should not) allow betel nut chewing.
__________________.
3. My opponent claims that eating meat (is / is not) bad for health.
However, __________________.
4. Some people think that food at MCU (is / is not) costs too much.
Let me show you why that's a wrong view. __________________.
5. Can you really say that sex prior to marriage (is / is not) right?
Consider this fact: __________________.
6. Let me show you what's wrong with claiming Taiwan (does / does not) need nuclear arms.
__________________.
7. My opponent claims there (are / are not) UFOs.
However, __________________.
8. Some people think men and men (should / should not) have the same treatment.
Let me show you why that's a bad idea. __________________.
4. Minimize and Reaffirm
The final step in debating is to show why nothing is really wrong with your idea and to remind people you have the best solution.
Practise minimizing any attacks and reaffirming your position using the patterns below.
You have missed the key point!
What's important is that [POSITIVE POINT] - not [NEGATIVE POINT]
Thefore I affirm that [_________________].
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True - [NEGATIVE POINT]. However, [POSITIVE POINT].
Therefore I affirm that [_________________].
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Example A (in favor of ice cream)
You have missed the key point!
What's important is that [ice cream helps people feel happy] - not [that it is fattening].
Thefore I affirm that [ice cream is a very excellent food].
Example B (against to ice cream)
True - [ice cream often tastes good]. However, [it is not really healthy].
Thefore I affirm that [we should stay away from ice cream].
1. True - [NEGATIVE POINT: "just a few cats are bad and dirty"].
However, [POSITIVE POINT: "most are ________________________"].
Therefore I affirm that [cats make better pets than dogs].
2. You have missed the key point!
What's important is that betel nut chewing is ____________ - not that it is __________.
I therefore affirm that betel nut chewing is ______________.
3. True - just a little MCU food is _________. However, _________________________________.
Therefore I affirm that most MCU food is ________________.
5. You have missed the key point! What's important is that sex __________________ - not just _______.
Therefore I affirm that sex before marriage is ______________.
6. True - nuclear arms are __________, but Taiwan is __________________.
Therefore I affirm that Taiwan (needs / does not need) nuclear arms.
7. What really counts is that men and men are __________________.
Once again, I'd like to remind you that men and women (should / should not) equal rights.
8. True - some UFOs [NEGATIVE POINT]. However, most UFOs [POSITIVE POINT].
Therefore I affirm that ________________.
5. Crime and Punishment - A Debate
Now combine the four points mentioned above by debating
how the following crimes should be punished. Work in groups of 4. Students A and B will take one view
on each issue, and Students C and D take a contrary view.
SITUATION 1: A 17 year old high school student kills a classmate with a knife.
Student A/B: "I believe this student should die. ______________."
Student C/D: "The student should go to jail, but not die because ______________."
SITUATION 2: A drunk driver kills a 20 year old college student riding a motor scooter.
Student A/B: "The man should go jail for at least five years. ______________."
Student C/D: "Instead of jail, the man shold should pay a lot of money ______________."
SITUATION 3: A store owner does not pay taxes to the government.
Student A/B: "There should be no speical punishment. This is normal for Taiwan. ______________."
Student C/D: "The store owner should pay double taxes next year as a penalty. ______________."
SITUATION 4: A high school student cheats on a test in a class.
Student A/B: "The student should receive a 'zero' for that course, but continue his studies. ______________."
Student C/D: "The student should be kicked out school. Cheating is a crime. ______________."
SITUATION 5: A college student is writing an English paper and copies some material from a book without mentioning where it came from.
Student A/B: "The student should fail that course. ______________."
Student C/D: "The student should be simply be asked to redo the paper with correct references. ______________."
