@ BETTER DEBATE MANUAL
Thinking and Speaking a Better World
Motion Analysis Exercises
GOALS
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To make students aware of different kinds of motions.
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To help students understand what different types of motions require.
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To help students identify the role of principle in understanding motions.
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Students should become less afraid of motions and understand how to tackle them.
Train Your Case
Proposition and Opposition Exercises
TYPES OF EXERCISES
PROCEDURES
BRIEFING: Remind them that motions come in different types:
FACT: Something is true, need a standard for determining that (preponderance of evidence, beyond a reasonable doubt, etc.).
VALUE: Something has value, usually has a value term and then an object it is applied to (THBT Tuna is handsome). Must make sure to define the value term well.
POLICY: Something should be done. Usually requires a model/plan for action.
PHASE ONE
In a group, you select some motions, and then ask them what type motion it is after you read it to them. Make sure they take notes. Discuss why it is a certain type or types and then talk about what you would need to do on that motion. You do not need to do this for very long.
PHASE TWO
Give them each a motion. Give them a very few minutes to decide what kind of motion it is and how they would present it based on its type. Then, go around one by one and have students report on their motion. This should be more of a discussion than a speech. Critique their interpretation, have a brief discussion and then move on to the next person.
PHASE THREE
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Explain to them what a principle is. It is a generally accepted idea that would support or oppose the motion, something that the judge is likely to agree with in the abstract. Examples would be: people should be equal before the law, individuals should have freedom of choice, people have a right to privacy, parents are responsible for their children, etc.
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Divide group up into pairs, one prop one opp.
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Give them a motion, and then give them 20 seconds to think of the principle for their side. Have them also integrate this principle into a one-sentence team line.
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Work on how to word the principle, suggest alternatives.
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Have all students take notes on these motions and principles.
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Keep going until time runs out, but make sure to move along.
CAUTIONS
One motion may fall into two different categories. Have them pick the type of category that they think they can win easier within.
Watch for time allocation and make sure all get to participate.
Proposition Exercises
GOALS
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To teach students how to brainstorm by themselves on motions.
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To teach them how to select the best arguments and arrange them.
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To allow students to learn from the motions other students are working on.
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To help them find forms of support for their arguments.
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Students will have accomplished a basic briefing of every motion you deal with.
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Help students discover good arguments to use on a variety of motions.
PROCEDURES
Build Cases
Give each student a motion. Allow them to have ten minutes to think of their best three arguments. Have them present their ideas (not as a speech, but in a discussion) for five minutes, including: definitions (if needed), model (if needed) two arguments for first speech, third argument for second speech. Make sure everyone is taking notes about all motions. You make comments, allow a very few from the other students. Make concrete suggestions for how to improve.
PHASE TWO
Better Cases
Give students five minutes to make adjustments, and then present their basic ideas again, BUT also including examples and other forms of support they would use. After each presentation, have students suggest other examples or forms of support they might have used.
PHASE THREE
Nominate cases, and have people argue in one-minute speeches why one is better than the other.
CAUTIONS
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Watch for two arguments that are the same, most obvious argument first, most subtle argument third.
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Watch your time allocation to make sure you at least get through phase one.
Opposition Exercises
GOALS
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To teach students how to brainstorm by themselves on motions.
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To teach them how to select the best arguments and arrange them.
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To allow students to learn from the motions other students are working on.
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To help them find forms of support for their arguments.
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Students will have accomplished a basic briefing of every motion you deal with.
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Help students discover good arguments to use on a variety of motions.
PROCEDURES
Build Opposition Cases
Give each student a motion. Allow them to have ten minutes to think of their best three arguments against the motion. Have them present their ideas (not as a speech, but in a discussion) for five minutes, including: two arguments for first speech, third argument for second speech. Make sure everyone is taking notes about all motions. You make comments, allow a very few from the other students. Make concrete suggestions for how to improve.
PHASE TWO
Better Opposition
Give students five minutes to make adjustments, and then present their basic ideas again, BUT also including examples and other forms of support they would use. After each presentation, have students suggest other examples or forms of support they might have used.
PHASE THREE
Nominate opposition cases, and have people argue in one-minute speeches why one is better than the other.
CAUTIONS
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Watch for two arguments that are the same, most obvious argument first, most subtle argument third.
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Watch your time allocation to make sure you at least get through phase one.
