Tools and Settings
Content
Questions and Tasks
Overview
A debate online can be set up between two or more groups or “teams” to argue a subject that is open for discussion.
Rationale
Debates work well to practice skills in critical thinking and are very effective in actively engaging students.
When this works well
Connections
QM: 4.4, 4.5 5.2, 5.4, 6.2
UDL: 7.2, 9.1, 8.3, 9.1, 9.2, 9.3, 3.2, 3.4, 4.1, 6.2
This graded debate accounts for X% of your final coursework grade. It will take the form of an online debate. During Week 4 you were asked to argue either positively or negatively about this statement, using references and examples/illustrations that support your position. I will not award grade points for simple participatory practices such as statements to the effect of “I agree” or “I disagree.” Grade points will be awarded for demonstrating deep knowledge and understanding of the subject matter, as well as interpretation/application and evaluation
Topic: “Affirmative action is necessary to create diversity in Higher Ed institutions.”
Some examples of arguments for and against are listed below.
Arguments For
Arguments Against
Equality of opportunity
Achievements should be earned, not given
Overcomes prejudice
Affirmative action can create social tensions
Changes negative perceptions of university life
Affirmative action will not work
Increases the number of minorities
Reduced appreciation for easy opportunities
(Use online debates to enhance classroom engagement - Teaching Online Pedagogical Repository, 2020)
Levels of Performance for AFFIRMATIVE Team
Criteria
4
3
2
1
1. Organization & Clarity:
Main arguments and responses are outlined in a clear and orderly way.
Completely clear and orderly presentation
Mostly clear and orderly in all parts
Clear in some parts but not overall
Unclear and disorganized throughout
2. Use of Argument:
Reasons are given to support the resolution
Very strong and persuasive arguments given throughout
Many good arguments given, with only minor problems
Some decent arguments, but some significant problems
Few or no real arguments given, or all arguments given had significant problems
3. Use of cross-examination and rebuttal:
Identification of weakness in Negative team’s arguments and ability to defend itself against attack.
Excellent cross-exam and defense against Negative team’s objections
Good cross-exam and rebuttals, with only minor slip-ups
Decent cross-exam and/or rebuttals, but with some significant problems
Poor cross-exam or rebuttals, failure to point out problems in Negative team’s position or failure to defend itself against attack.
4. Presentation Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audience’s attention and persuading them of the team’s case.
All style features were used convincingly
Most style features were used convincingly
Few style features were used convincingly
Very few style features were used, none of them convincingly
Levels of Performance for NEGATIVE Team
Completely clear and orderly presentation.
Mostly clear and orderly in all parts.
Clear in some parts but not overall.
Unclear and disorganized throughout.
Reasons are given against the resolution
Very strong and persuasive arguments given throughout.
Many good arguments given, with only minor problems.
Few or no real arguments given, or all arguments given had significant problems.
Identification of weakness in Affirmative team’s arguments and ability to defend itself against attack.
Excellent cross-exam and defense against Affirmative team’s objections.
Good cross-exam and rebuttal, with only minor slip-ups.
Decent cross-exam and/or rebuttal, but with some significant problems.
Poor cross-exam or rebuttal, failure to point out problems in Affirmative team’s position or failure to defend itself against attack.
All style features were used convincingly.
Most style features were used convincingly.
Few style features were used convincingly.
Very few style features were used, none of them convincingly.
(DEBATE GRADING RUBRIC, 2020)
SUBJECT: Affirmative Action Debate
Is Affirmative Action necessary to create diversity in Higher Ed institutions?
Re: Affirmative Action Debate
“I believe is Affirmative Action necessary to create diversity in Higher Ed institutions, because it creates equality and opportunity for all faculty, staff, and students.
“Affirmative actions can create social tensions at universities.”
“Affirmative Action, overcomes prejudices and changes negative perceptions of university life.”
“I respectfully disagree, because achievements should be earned, not given.”
Csun.edu. 2020. DEBATE GRADING RUBRIC. [online] Available at: <https://edtechbooks.org/-Enxg].
Teaching Online Pedagogical Repository. 2020. Use Online Debates To Enhance Classroom Engagement - Teaching Online Pedagogical Repository. [online] Available at: <https://edtechbooks.org/-ivbC/> [Accessed 22 July 2020].
Eskridge, S., 2020. How To Use Technology To Improve Political Discussions In The Classroom (Opinion) | Inside Higher Ed. [online] Insidehighered.com. Available at: <https://edtechbooks.org/-NiuX> [Accessed 22 July 2020].
Updated 12/1/2022