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Second, does the argument stand in the way of some important argument that the debater engaging in refutation wants to make? If so, that debater needs to refute it. For example, a debater on the Government side intends to advance an argument that reform of education will advance the principle of sustaining one’s community. If, in this case, an Opposing debater claims that the current education system is congruent with community values, the Government debater supporting the proposition should consider refuting the connection between the educational system and community values. Otherwise, the debater defending the motion cannot possibly continue to advance the argument because the principle of sustaining a community is no longer held as important.
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After debaters think about internal and external methods of refutation and consider what arguments should and should not be refuted, they are ready to think about the method of refutation that they will use.
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10.1.3 Four-Step Method of Refutation
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No single method of refutation exists that is inherently better than all of the other methods. However, for beginners, we suggest the following four-step method because it has the advantages of being simple and containing the elements most important to refutation. Of course, as debaters advance in their skills, they may want to experiment with this method just as they experiment with other aspects of debate. The four steps can be most easily defined by the following four phrases:
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“They say …”
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“But I say …”
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“Because …”
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“Therefore …”
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The first phrase, “They say …” identifies the argument that the debater is going to refute. Identifying the exact argument about to be refuted is particularly important in order to orient the audience or judge with the argument to which the debater is referring. Sometimes, beginning debaters start the process of refutation without clearly identifying the argument they are refuting. Judges and audiences are left disoriented regarding what the speaker is actually doing. The simple phrase, “My opponents said that education policies are already being reformed,” successfully identifies the argument that the debater is about to refute. This simple statement constitutes the first of the four-step process.
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The second phrase “But I say …” states the debater’s response to the argument about to be refuted. Sometimes, debaters start explaining their refutation before they concisely state the central idea of the refutation. Judges and audiences can get lost in the explanation if they have not been told the central idea before the explanation. The phrase, “But I say …” provides the orientation needed by the judge or audience to be able to understand the explanation. By saying, for instance, “But these education reforms referred to by my opponents are merely cosmetic,” the audience or the judge is oriented to the explanation that is to follow. This is the second of the four steps.
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The third phrase, “Because …” signals that the debater is about to begin explaining the details of his or her refutation. This step contains the bulk of the refutation. This third phase is when the debater either explains why the argument to be refuted contains one or more fallacies, or explains a counter argument. This step might begin with a sentence such as, “The reforms mentioned by my opponent do not solve the essential problems of employment opportunities or social benefits, and thus are just cosmetic.” Of course, this sentence will then require further explanation, but it begins the third of the four-step process of refutation.
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The fourth phrase, “Therefore …” signals that the debater is about to explain the importance of the refutation. The simple refutation of an argument does not have much of an impact on the debate unless the debater takes the time to explain what difference the refutation makes to the argument under consideration, or better yet, what difference the refutation makes to the debate as a whole. Many debaters frequently overlook this important step. So, the sentence, “My opponent’s argument is not sufficient to suggest that reform of education policy is unnecessary,” would require more explanation, but is one good way to begin the fourth of the four-step process of refutation.
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The following is a summary of the four-step process of refutation:
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Step 1: Identify the argument to be refuted.
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“They say …”
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“My opponents said that education policies are already being reformed.”
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Step 2: State your response to their argument.
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“But I say …”
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“But these educational reforms referred to by my opponents are merely cosmetic.”
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Step 3: Explain the details of your refutation.
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“Because …”
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“The reforms mentioned by my opponent do not solve the essential problems of employment opportunities or social benefits, and thus are just cosmetic.”
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Step 4: Explain the importance of your refutation.
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