Types of claims (redux)

facts

something happened, is happening, or will happen

e.g., digital tech aids learning

values

something is good or bad

e.g., digital competency is an important skill

policy

something should (not) change, happen, or be done

e.g., digital tech should be used K12 (Gunn 2017, loc. 471)

Analysis: Fact

• What is the meaning of the crucial terms in the proposition? Are they open to reinterpretation, redefinition, or different sets of examples?
• What examples or evidence will be most likely to move an audience towards my position on the proposition?
• How do we make a judgment on this topic?

Analysis: Value

• What potential principles are in play for either side of the case?
• What will we use to weigh comparative judgments?
• How we will determine who is responsible in our evidence and examples?

Analysis: Policy

• Affirmative
  • What is the problem in the status quo the proposition seeks to redress?
  • How does the plan you are proposing address this problem?
  • Is the plan feasible? How will it be implemented?
  • What are the additional benefits of the plan?
  • How do you address potential drawbacks of the plan?

• Negative
  • Is the problem really a problem?
  • Could it be solved without the plan?
  • Could it be solved more effectively or with less harm by another plan?
  • Does the plan solve or redress the problem?
  • Are the drawbacks worse than the solution?

Structure

1. The Affirmative speaks (5–7 minutes).
   • “Cross-examination”
     • The Negative questions The Affirmative <=2 questions (<15 seconds)
     • The Affirmative responds (<1 minute per question)
2. The Negative speaker speaks. (5–7 minutes)
   • “Cross-examination” (same as above)

Do we want other propositions?

• How to assign?

Resources

• ProCon.org
• Congressional Research Service are especially useful research resources

Wrap up

• Write down your key take-aways.
• Write a “3-minute paper” (bullets are fine) summarizing what was learned, such as your answer to class’s question (if there was one).
• What will this look like in five years?
• Write down the most complex or confusing topic that you would like more clarity on.
• Write a short paragraph using some of the key concepts.
• Write a simple multiple choice question for one of the following:
• Create two high-order questions.
• Mindmap day’s concepts
• In groups, write definitions of key terms in your own words on the board.

…

Credits

Content adapted from “Analyzing Debate Propositions” by Tim Barr.