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Sometimes, a debater, particularly a beginning debater, finds responding immediately to be especially difficult. That difficulty can be compounded if a debater finds the question to be difficult or requiring information that he or she simply does not possess. In such cases, a debater should be prepared to respond by arguing about the relevance or the importance of the question, or comment rather than trying to bluff others into thinking that they have information they simply do not have. So, to say something like “I think your question is a provocative one, but I don’t believe it is one that will prove central to this debate” is better than trying to give an answer involving information that the debater really does not have. A debater who takes offers judiciously increases the chances that he or she will be able to choose times when the questions will be directed toward information that he or she has. For the sake of ethical communication, as well as avoiding the appearance of trying to bluff through a lack of knowledge, debaters should learn to respond immediately with answers that are truthful.
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Second, when debaters respond, they should not do so meekly, but should do so in a confident manner. Being confident does not mean being bombastic or even forceful. Debaters can respond in a confident and assertive manner without being forceful or aggressive. They should respond in a very clear and self-assured manner that suggests they are very confident about their answer. Even when debaters are unsure of the answer to the point that is posed, they should still muster all their confidence, even if they must say something like “Good question. I really don’t know the answer to it, but my partner and I will do our best to respond to it when you present that information in your speech. “
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Third, having responded appropriately to the point, a debater should not allow others to ask follow-up points. As we have already said, the convention of Worlds-Style debate does not allow for follow-up questions or comments. Sometimes, a debater attempts to follow up a point of information with another argument or question. The speaker should not allow such follow-ups. One good way to discourage a debater from asking follow-up points is to carefully manage your eye contact. A debater should make eye contact with the person offering the point of information while that person is offering the point. To do so is a simple courtesy and signals that the debater is interested in listening carefully to the offer in order to respond appropriately. Then, as the debater starts to respond to the point, eye contact should shift to the judge or the audience. Doing so will usually discourage the debater from trying to follow up.
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11.3 Summary
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Often, debates can turn on how skilled a person is at giving or responding to a point of information. In any event, points of information are among the most interesting and dynamic parts of the debate. A debate in which everyone offers and responds to points of information is much more engaging than a debate that is nothing more than eight speeches given in monologue.
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At their worst, points of information can devolve into debaters attacking other debaters to show how they are better than their opponents. At their best, they can be opportunities to interact directly with other debaters, and especially with the arguments offered by other debaters so that everyone can improve their arguments and make them the best that they can be. Effective points of information are, thus, essential for effective debating, especially if the debate is to have the generative function that is its potential.
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很多时候，辩论的质量取决于辩手们提出以及回应质询的水平。通常来讲，质询是一场辩论中最有趣和生动的部分。同只有八个独白式演讲的辩论相比，一场每一位辩手都提出、接受质询，彼此切磋的辩论显然要精彩得多。
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比较糟糕的情形下，质询可能演变成辩手们攻击对方来显示自己优越性的环节。然而理想的状态下，质询环节可以为辩手们提供直接互动的机会，从而使得辩手们不断完善自己的论证。因此，高效的辩论离不开有效的质询，尤其是当辩论有可能成为生成性辩论、产生有建设性的结果时。
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11.4 Terms and Concepts from Chapter 11
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Check your memory and comprehension by describing or defining these key terms and concepts:
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· Protected time
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· Maximum time for points of information
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· Telegraphing an argument
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11.5 Discussion Questions for Chapter 11
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· Why does the speaker have the right to accept or refuse offers of points of information? What is the maximum time for an offer of a point of information?
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· To whom and by whom can points of information be offered? What is the signal for the beginning of protected time?
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· What are the important purposes for asking points of information?
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· When does the need for clarity constitute a good reason to offer a point of information?
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· What effect does being overly aggressive in offering points of information have on judges and audiences?
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· What are important reasons for the 1st Government and 1st Opposition teams to offer points of information?
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· What are some good ways for debaters to think of effective points of information?
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11.6 Exercise for Chapter 11
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· This exercise can be used for one student speaker and up to six other students who will offer points of information. Have one student deliver a standard Prime Minister speech. This student should be instructed to accept as many offers of points of information as possible, even if it causes the student to exceed the time limit. Other students in the audience should rise to offer points of information as often as they can think of them. Discussion that follows should focus on the effectiveness of both the offers of points of information as well as on the effectiveness of the responses.
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