The Arts Unit Unit Creative Teachers
Definitions
Definitions in debating
Learn about writing and presenting definitions in debating.
Before you begin, make sure you view the planning a program page. The page will show you how to organise training sessions and plan your program.
Defining topics
Learning Intention: create a clear and logical definition as a base for the affirmative's case.
Most of the topics you will encounter will require the affirmative time to propose a change in order to solve a problem.
The affirmative's definition should clarify what the details of their proposed change are and not define easy to understand words.
The 3 important questions to be answered in a definition are:
Where?
What are the details?
When?
Definitions in debating
Duration: 05:05Responding to the affirmative's definition
Learning Intention: How to deal with the affirmative's definition as the negative.
Always accept the definition proposed, but don't accept that the plan will lead to a positive outcome.
If the definition is unexpected in any way, ask:
Is this a big deal? (can we tweak our arguments?)
Is it wider or narrower than we expected?
Is it incomplete or inadequate?
Ultimately definitional issues are not as important as the actual arguments that focus on how best to solve the problem at the heart of the debate.
Responding to a definition
Duration: 07:20Practising definitions
The webpage link in the following section takes you to a collection of videos by experienced debaters who walk you through defining a high school debating topic.
Before watching each video, you should:
Write down the topic.
Have a go at defining the topic.
Present your definition as if you are the first speaker.
Then:
Watch the video and see how the experienced debater defines the topic.
Compare your definitions.
Reflect on what you did well and how you might improve in the future.
Hint: it's best to practise these exercises as a team – after all, that's what you'll be doing in the preparation room!
