(5)Įach two-person team should decide on their speaker positions: first affirmative (1A) and second affirmative (2A), and first negative (1N) and second negative (2N).Īn alternative structure is to put students into groups of four, and have students decide on these speaker positions, for each side: Case, Cross-Examination, Counter-Arguments, and Closing Statement. If the issue is based in unit content, student preference should usually be less of a consideration: students should be academically trained to make arguments on any side of a balanced academic controversy. The viability of including student preference depends a lot on whether the issue is one with an approximately equal number of students on each side. This assignment can either be arbitrarily determined, or it can attempt to reflect student preference. Pair students into two-person partnerships, and assign each team a side. Discuss with the class which are the most supportable claims, though don’t dive deeply into the evidence and reasoning for any of the arguments, at this stage. Combine any claims that are closely similar, and working with students refine the formulation of claims as needed. Then list out the claims on a document camera or on a white board. (3)Īsk students to formulate two argumentative claims supporting each identified position on the issue. If the debatable issue is non-academic, open with a short teacher-led discussion of the issue, asking students to formulate the viable positions on the issue. Use a direct instructional approach to teach this content, with reference to arguments that can be made on the issue. If the debatable issue is based in the unit content, assemble readings, portions of texts being read in class, a Media List, or textual evidence selections. Method and Procedure (1)įormulate an open, focused, balanced, authentic, and interesting debatable issue, based either the key contestable issues in the unit or on an immediately engaging non-academic topic. SPAR Debate can be used as an introduction to some of the concepts underlying argumentation and debate, or as a transition to content-specific argumentation activities. SPAR Debate can be used with “fun” topics, but can equally function as a format for more formal argumentation around issues central to the course curriculum, drawing on texts in use in the course. Through SPAR Debate, students become more comfortable both with the activity of speaking in front of others and of learning about the defining features of academic argumentation. Click here to download the full SPontaneous ARgumentation Format. SPAR Debate can be used with academic issues, as a way to begin to immerse students in curricular content, or with non-academic (“fun”) issues, as a way to focus on debating format and individual argumentation skills. The term connotes, too, some of the jousting and practicing that we think of as “sparring.” SPAR Debate can be used with minimal research, and is therefore a very good format for getting students up and arguing. SPAR is short for Spontaneous Argumentation debates. It’s an activity for getting students initially exposed to debating, but also for isolating and introducing the key elements of academic argumentation. SPAR Debate is an excellent way to introduce students to debating in the classroom.
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