Cruzado 1 Marcelle Cruzado English 9 Period 2 March 22, 2013 Debate Process Essay Section I: Process Step 1: You

must first identify the difference between a debate and an argument. A debate is the place of which the argument is held and an argument is the exchange of opposite views. This is important to note because when referring to each term, you need to know what each word means. Step 2: You are now to determine the type, medium (outlets), and environment of your debate. Most commonly, informal debates have verbal mediums and relaxed settings. Formal debates have written mediums like taking notes while in a heated and intense environment. Step 3: Figure out whether your target audience includes an audience or a judge. In this case, your target audience includes your teacher and peers. Step 4: You will partake of an activity to test your listening skills. In this activity, you and your classmates will throw a ball throughout the classroom while making the noises your teacher has instructed. If a classmate drops the ball, they have the role of creating noises to distract the players still in the game. Step 5: You will learn what to do in active listening such as: showing interest, being aware of your body language, and tuning in and training your mind to focus. The teacher will give you an active listening quiz where you can rate your own listening skills and discover what you need to improve on. Step 6: Decide what type of voice and tense you will be using in your debate, active or passive. Active voice is when the subject of the sentence is the one doing the action. Passive voice is when the subject of the sentence is being acted upon.

Cruzado 2 Step 7: While in a debate, you need to make sure to acquire good note-taking skills. You are to keep track of main points and compare and contrast. Step 8: While taking notes, you must keep them organized and logical with abbreviations that are clear. Your notes need to flow and be organized in a way that you can understand. To save time, drop the vowels in long words. The notes help map your argument as well as plan your counter argument for the rebuttal portion. Step 9: You will partake in another activity to practice your listening skills. The teacher will state random words from five different lists and the class has to write as many words as they can remember. After each list is read, the teacher will call out students who think they have all the words written down to see if the class wrote good notes. Step 10: Now, you will be learning A.R.E. statements. A.R.E. stands for: assertion, reasoning, and evidence. This acronym will help in building your arguments. The assertion states the cause of your argument; the reasoning helps the audience to understand what and why you are supporting your cause and the evidence states the exact statistics of your topic. Step 11: A.R.E. statement worksheets are given to the students to help them grasp a better understanding of the acronym. The paper is divided into three sections, one for each word of the acronym, and some sections of the worksheet are already filled out. Based on the given information, you are to come up with logical assertions and reasons and are given three articles to fill the evidence section. Step 12: You will now learn how to avoid the use of logical fallacies in your argument. Logical fallacies are statements that were concluded from faulty reasoning. To make sure you remember and understand logical fallacies, you will be given several quizzes. Make sure to study these

Cruzado 3 fallacies and avoid having them in your argument as well as listen for them in your opponents arguments to help your defense. Step 13: After learning about the logical fallacies, you and the group you were assigned will use your creative skills to create a commercial demonstrating the logical fallacy you were assigned on a random item the teacher has given you. You will present your commercial to the class. Step 14: You are going to take part in an activity to practice your debating skills. The teacher will divide the class into two groups and give you a topic to which both sides will debate. For example, the topic my class was given was Team Gale vs. Team Peeta. Step 15: In this activity, you will first brainstorm ideas for the side your team was given to defend. Next, both sides will take turns in stating their points on the topic. Step 16: In a debate, it is important to avoid emotional outbursts. It is normal for personal emotions to take over while in a heated argument, but in a formal debate, you must stay in character. To do this, you should steer clear of emotionally charged words, offensive languages, clear biases, and ridiculing your opponent. Step 17: Now, choose a topic that you will debate on. The teacher will pass out a packet with a list of topics and your group will decide on their top three choices. The teacher will then assign you one from your list and you and your group will decide who the pros and cons of the argument will be. Step 18: You and your group will form a question on your topic to focus your research on. The teacher will give you a note taking template with an outline to help guide you in successful note taking, which includes writing short descriptions on key words. You are going to use the Gale Database to start the research for your debate.

Cruzado 4 Step 19: When taking notes for your argument, remember to only write down what is necessary. Everything should be easy to read and helpful. Only write down important information so that you dont waste your time. Step 20: Research should be a long, in-depth process, so that you have all the information to successfully defend your side of the argument. You are given many sources to which you can find research such as ABC-CLIO, EBSCO, and other reliable websites. Current events and statistical data are also helpful in compiling your research. Step 21: You must be able to counter your opponents arguments during the rebuttal. You can accomplish this by referencing data you collected in your research. You are also required to share your information with the opposing side and vice versa, to help prepare what the other sides defense could be. Step 22: A total of five articles that you researched are required for the next assignment. There will be an assignment where you must identify the three best pieces of evidence from each article. Videos and past interviews can help support your debate like youtube. Step 23: After you complete your research, the next step is to create your A.R.E. statements. An outline to help create your debate is given that contains two arguments and as many rebuttals that you see fit. Be specific in your writing because this is what you will most likely be saying in your final presentation and make sure you cite the articles of where you obtained your evidence. Step 24: While following the outline, you should include background information with your assertions. This will help in giving your audience or judge a better understanding of where you are coming from. Your reasoning should be thorough, logical, and supported with reliable evidence.

Cruzado 5 Step 25: Once your outline is completed, you must practice for the final debate. You will take part in an activity, where you and your partner will be matched up with non-biased parties and present your debate as if it were the real thing, so that they can give you their honest feedback. Step 26: After the activity, you will be given time to regroup with your partner to improve your argument based on the notes the non-biased parties had given you. The majority of our class needed to make changes with their evidence, so make sure that your evidence not only supports your argument and makes sense, but that it is exact and avoids any faulty reasoning. Step 27: The teacher stated that the correct way to give an introduction is to first state your question and state your stance. For example, Our question is, should the limit of student loans be lowered? and Our stance is that it should not be lowered. Step 28: Another practice exercise is conducted by the teacher to help prepare for the now upcoming debate. After more time to discuss with your partner, the teacher will now take the part of your opposing side and listen to your argument then countering it. His points will be important to note because it shows where the flaws in your argument are and what you need to do it to change. Step 29: The teacher will conduct another activity to help prepare you for the upcoming debate. You will be given time to iron out your presentation after the teacher assumes the part of your opposing side; the teacher will hear your argument then counter it. Take note of what you learn because it points out the flaws in your argument and where you need to make modifications for improvement. Step 30: While this is taking place, the rest of the class should be taking notes. You will divide our paper into three sections: the assertion, the reasoning, and the evidence section. Taking notes

Cruzado 6 during this activity will help hone your listening skills. Remember to only write down main points. Step 31: Now, it is time for your final presentation. Remember to take notes on what your opponents say and be clear in your speech. During the rebuttal, the notes will come in handy in stumping your opponent. Section II: Successes/Failures My greatest success in this unit was the final presentation. When we started learning about debates, my first thought was fear of the actual presentation; I felt nervous and uneasy about how I was going to approach this project. Learning about the different mediums, notetaking, and A.R.E. statements were easy enough; however, finding information on my topic was difficult at first because most people would be on the opposing side of my topic. I had to take the mindset of a lawyer, who may have to defend their client even if they dont fully support their client. They are obligated to defend their client the best that they can. Nevertheless, I was determined to win this debate and focused on what I needed to do to present an airtight argument. I was more concerned about the possible rebuttals because I had no control over what they were going to talk about. Therefore, I made sure to take advantage of the debate links that we were required to share with our opposing side. I found current events on the matter which were helpful in supporting my debate. When the debate had finally come, I felt that is was a success. I was clear and organized in my speech and during the rebuttal, I was able to counter the arguments that my opposing side stated. As a result, my overall grade on the debate was an A. My biggest failure in this unit was grasping the main idea of logical fallacies. We learned five main fallacies: appeal to tradition, appeal to authority, fallacy of composition, fallacy of division, and fallacy of false cause. A worksheet was given to each student in the class, listing

Cruzado 7 and describing these fallacies. I felt that I had understood each fallacy, but when it came to the quizzes to determine which fallacy matched up to each example, the results of the quizzes were not favorable. The most difficult fallacies to grasp were the fallacies of composition and division. The two can be interchanged, but it is important to know the difference between the two. The fallacy of composition explains that just because something is true of the parts; it does not mean it is true of the whole. The fallacy of division is the complete opposite, where it explains that just because it is true of the whole, it does not mean all the parts are true. The remaining three fallacies are fairly easy to learn and understand: appeal to tradition is when something has been done for a long time, it does not make it right; appeal to authority is when claims are not supported by exact statistics; fallacy of false cause is the idea that because event A happened, event B happened because of event A. The fallacy of composition and division can be easily confusing because the examples can be tricky. A good tip that I used to help me grasp the basic understanding of the fallacies were finding examples online and practicing them by dissecting the sentences thoroughly. I noticed that when we practiced for our final debate, the people we were matched up with for the practice debate activity were using fallacies that I noted and used to pose some questions that their opposing side could have used during the actual rebuttal. By finding the fallacies in their arguments, I was able to use it to my advantage. In order to truly understand these fallacies, I would recommend practicing incessantly; practice makes perfect. As long as you keep practicing the fallacies and use it correctly, it will be helpful in your final debate, but also remember to avoid them in your arguments. Section III: Skills The following is a discussion that I had with my cousin, Nerisse Cruzado, who is a senior in high school, on the topic of dress codes being enforced in the public school systems.

Cruzado 8 Me: I believe that dress codes should be enforced in all public school systems. Nerisse Cruzado: Well, I think that we shouldnt have dress codes in general. Me: We both grew up in a private school of where uniforms were mandatory. Now that we both attend public school, we both know that it is stressful going shopping for school clothes. Cruzado: Why is shopping stressful? To me, it is an outlet to relieve stress, not cause it. Me: Dress codes help students resist peer pressure of having to buy trendy or inappropriate clothing. Cruzado: Although that may be true, dress codes restrict the creativity most schools need in students. Me: Dress codes only restrict what is necessary because students reflect the image of the school. If girls are showing too much skin or guys are sagging/wearing their pants to their ankles, what does that say? Cruzado: It says that they are exercising their freedom as Americans. I know that we grew up in schools where dress codes were required, but your school allowed different variations to the uniform. My school had tight, itchy fabric that didnt match my personality. Me: I am not saying that all schools should have uniforms, but that all schools should enforce their dress codes. In the article, Uniforms and Dress Codes in High Schools, dress codes are more appealing because they still allow for some variety and individuality within established boundaries. Cruzado: What if those boundaries are unreasonable? I mean, some include no hats, scarves, sunglasses, and so on. Me: Hats and scarves are distracting to the teacher and the students. Also, the teachers arent able to see if the student is listening to their lesson.

Cruzado 9 Cruzado: You cant just assume that they are not listening. Maybe they just want to wear a hat. Me: In the article, Pros and Cons of School Dress Code, dress codes are more likely to improve academic success, reduce violence, increase the safety of students, and reduce class envy. Cruzado: How will it increase the safety of students? Me: If more people are less distracted with clothes, their attention will focus on more important things such as homework. Cruzado: Ok, I can kind of now see where you are coming from, but I still believe that teens should be given the right to where whatever they want. Me: According to the article, Dress Codes and Uniforms, by the Commonwealth Educational Policy Institute, the court decided that creating a less distractive educational environment promotes a higher degree of learning and creates better classroom management. Students are allowed to wear what they want outside of the school, but during school, there should be a limit to what they can and cant wear. Cruzado: Fine. Dress codes are helpful, but only if the established boundaries are reasonable.

During my discussion with Nerisse, I first took some time to research the topic I had chosen which was enforcing the dress code in public schools rather than having an unorganized free dress system. When the argument began, I first stated that dress codes should be enforced in public school systems. The argument went back and forth repeatedly because as it says in the homework, we were to engage in a discussion. Some moments in this discussion were intense, because neither of us would let go of the side we were defending. However, I believe that these intense moments are what make debates fun and interesting to watch. Watching each sides

Cruzado 10 passion was interesting. I feel that my claim went fairly well, I did my research, used my assertion and reasoning as well as used my evidence to support the pieces of my argument. I used my listening and note-taking skills during the duration of this discussion, so that I would have a firm rebuttal when my turn came around. This was more of an informal debate, so I wasnt nervous, but I feel that I need to practice my note-taking skills more because I usually write down more than what is needed. I can practice this skill by continuing to be more aware of what to write down when taking notes in all my other classes.

Cruzado 11 Works Cited Draeger, Justin. "College Is Still Worth the Expense." The Rising Cost of College. Ed. Ronald D. Lankford, Jr. Detroit: Greenhaven Press, 2009. Opposing Viewpoints In Context. Web. 26 Feb. 2013. Dubrow, Greg. "Higher Education Act." American Government. ABC-CLIO, 2013. Web. 22 Feb. 2013. Dubrow, Greg. "National Defense Education Act (1958)." American Government. ABC-CLIO, 2013. Web. 22 Feb. 2013. "Education Department Launches 'Pay As You Earn' Student Loan Repayment Plan. U.S. Department of Education. 21 Dec. 2012 Web. 7 Mar 2013. Garofalo, Pat. "Pell Grants Are Needed to Make America Competitive." Student Loans. Ed. Dedria Bryfonski. Detroit: Greenhaven Press, 2012. Opposing Viewpoints In Context. Web. 20 Feb. 2013. Marples, Gareth . The History of Student Loans. Financial Aid for Economic Competition. 11 Sep 2008. Web. 7 Mar 2013. "Ottawa proposing limits on student loans." Globe & Mail [Toronto, Canada] 29 Mar. 1989: A9. Opposing Viewpoints In Context. Web. 20 Feb. 2013. "Pay As You Earn Repayment Plan for the Direct Loan Program." Federal Student Aid. Nov 2012. Web. 7 Mar 2013. Rosenthal, Andrew. "Relief for Student Borrowers." The New York Times 31 Dec. 2012 Print. "Student Loan Debt Statistics." American Student Assistance (ASA) - Neutral Information About Student Loan Debt. 2012. Web. 7 Mar 2013.

Cruzado 12 "Student Loans." Opposing Viewpoints Online Collection. Detroit: Gale, 2010. Opposing Viewpoints In Context. Web. 20 Feb. 2013.