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

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? (Prof 2021)

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? (Prof 2021)

Policy: Affirmative/Pro

• 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? (Prof 2021)

Policy: Negative/Con

• 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? (Prof 2021)

Structure

1. The Affirmative/Proponent speaks (5–7 minutes).
   • “Cross-examination”
     • The Negative/Opponent asks one or two questions (<1 minute)
     • The Proponent responds (<1 minute per question)
2. The Negative/Opponent speaks (5–7 minutes)
   • “Cross-examination” (reverse of above)
     • The Affirmative/Proponent asks one or two questions (<1 minute)
     • The Opponent responds (<1 minute per question)

Do we want other propositions?

We don’t want this

Nor this

More like this

Our debate

• is not about “winning” or “gotchas,” but thoroughly exploring and understanding an issue.
• is our last opportunity to practice well-paced and dynamic public speaking.

Good debates

Preparing for a debate

1. Reflect on the topic with enough time
2. Consider the reality of situation today
3. Consider broader themes (ethical, legal, pragmatic)
4. Use meaningful content
5. Use reputable sources
6. Connect your argument with those sources
7. Anticipate rebuttal
8. Use humor, quotes, and style

Finding and evaluating resources

• What are some authoritative sources?
• Where can we find them?

Authoritative sources

High-quality sources that your opponent won’t challenge.

• primary sources
  • if appropriate and without contestable bias
  • e.g., a historical figure said something in an interview (Tucker 2018, p. 85)
• secondary sources
  • reputable newspapers: NYTimes, WaPo, and WSJ
  • well-regarded books
• non-partisan research
  • Congressional Research Service
  • Government Accountability Office (GAO)

Finding sources

• ProCon.org
• The sources of a Wikipedia article
  • don’t cite/invoke the article itself
  • check the Talk page to see if a source is contentious
  • check the perennially discussed sources
• Google Scholar
• Our library
• Fact-checking websites: Politifact, FactCheck.org, WaPo Fact Checker
• AI, but verify!

ex. Sus’ sourcing??

What are some contentious claims that we can research?

• Martin Luther King plagiarized his dissertation.
• COVID-19 originated in a lab in China.

Work in a small group to confirm or debunk, noting the reliability of your sources.

Identify 3 sources you definitely should not use in a debate.