Speak Out!: Debate and Public Speaking in the Middle GradesSpeak Out is a primer for beginning and intermediate students participating in class and contest debates. It offers students clear, concise information on public speaking and debating. Combining the practical and theoretical, the text teaches students about verbal and nonverbal communication, how to research and present an argument, how to answer arguments, how to develop debate strategies and how to conduct a formal debate. |
Contents
| 11 | |
| 13 | |
NONVERBAL COMMUNICATION SKILLS | 26 |
FINAL TIPS FOR PUBLIC SPEAKING | 33 |
LISTENING | 34 |
INTRODUCTION TO DEBATING | 39 |
A GENERAL UNDERSTANDING OF DEBATING | 40 |
DEBATING IS LIKE A TRIAL | 41 |
TELEVISION NEWS | 107 |
READING THE NEWSPAPER | 108 |
MORE INDEPTH? MAGAZINES AND JOURNALS | 111 |
WHATS ON THE SHELF? USING BOOKS FOR RESEARCH | 116 |
RESEARCHING ON THE INTERNET | 119 |
RESEARCHING USING YOUR AGENDA | 123 |
DEBATING IN CLASS AND COMPETITION | 127 |
MAKING ARGUMENTS MATTER IMPACTS | 129 |
DEBATE TOPICS | 44 |
PREPARATION PERIOD | 45 |
JUDGE TRAINING AND DECISIONMAKING | 46 |
THE MIDDLE SCHOOL PUBLIC DEBATE PROGRAM FORMAT | 49 |
UNDERSTANDING THE NUMBER OF TEAMS AND DEBATERS | 53 |
UNDERSTANDING SPEAKING ORDER AND TEAM RESPONSIBILITIES | 54 |
TAKING NOTES IN A DEBATE | 69 |
UNDERSTANDING THE PREPARATION PERIOD AND POINTS OF INFORMATION | 71 |
MAKING AND ANSWERING ARGUMENTS | 77 |
MAKING ARGUMENTS | 79 |
CAUSE AND EFFECT | 91 |
COSTS AND BENEFITS | 95 |
ANSWERING ARGUMENTS | 99 |
LEARNING TO RESEARCH | 105 |
COMPARING YOUR IMPACTS | 131 |
OPPOSITION STRATEGIES | 135 |
MAKING OFFENSIVE ARGUMENTS | 138 |
OFFCASE ARGUMENTS AND INDIRECT REFUTATION | 141 |
THE DEBATE COMPETITION | 145 |
AT THE TOURNAMENT | 146 |
AFTER THE TOURNAMENT | 152 |
APPENDICES | 153 |
ISSUE ANALYSIS FORM | 155 |
DEBATE RESOURCES ON THE WEB | 157 |
THE MIDDLE SCHOOL PUBLIC DEBATE PROGRAM JUDGING MANUAL | 159 |
TIPS FOR JUDGES | 177 |
SAMPLE TOPICS FOR DEBATE | 179 |
Common terms and phrases
answer argu assertion audience ballot better Chapter constructive speeches costs crime death penalty debate topics decision distract effective evaluate event example explain eye contact Fallacy of division flowsheet gestures heckling House ideas impact important issue judge junk food listen lower the voting magazines major arguments major points ments Middle School Public minutes newspapers nonverbal nonverbal communication offensive argument opinions opponent's opponents opportunity cost opposition constructive opposition speaker opposition team opposition's person points of information present problem pronunciation proposition constructive proposition speaker proposition team proposition's prove Public Debate Program public speaking reasoning and evidence rebuttal speaker rebuttal speeches refutation Saddam Hussein School Public Debate school uniforms search engine second speaker side skills story SUGGESTED EXERCISES take notes team's teammates television tion tournament troops to Iraq uniforms United voting age win the debate words
Popular passages
Page 34 - ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE MORE EQUAL THAN OTHERS...
Page 36 - We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
Page 34 - All truth passes through three stages. First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident.
Page 34 - It could probably be shown by facts and figures that there is no distinctly native American criminal class except Congress.
Page 37 - Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty...
Page 34 - For if liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be best attained when all persons alike share in the government to the utmost.
Page 35 - The difference between the right word and the almost right word is the difference between lightning and the lightning bug.
Page 34 - If all economists were laid end to end, they would not reach a conclusion.
Page 37 - And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government — the ballot.
Page 35 - What difference does it make to the dead, the orphans and the homeless, whether the mad . destruction is wrought under the name of totalitarianism or the holy name of liberty or democracy?