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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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思辨精英：英语辩论-构筑全球视角 Chapter 12Research Strategies for Debate
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Kathleen Spring
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Chapter Outline
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12.1 Developing Good Research Habits
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12.2 Selecting Appropriate Resources & Formulating Searches
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12.3 Evaluating Websites
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12.4 Summary
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12.5 Terms and Concepts from Chapter 12
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12.6 Discussion Questions for Chapter 12
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12.7 Exercise for Chapter 12
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In order to analyze a motion effectively, debaters must use evidence to construct arguments to support their case and to refute their opponents’ arguments. To construct and refute arguments, debaters must be adequately prepared and must already know something about the motion’s topic. How is this kind of preparation achieved? Debaters must conduct research in advance. Research is important in debate because it provides a basis for narrowing and focusing the scope of the motion, which can result in a better debate. Most importantly, research enables debaters to construct arguments with claims supported by evidence (as addressed in Chapter 16). Research can also be helpful when debaters choose to construct a model or counter-model. Since debaters will not always know the topic that they will be arguing prior to a debate, they need to be prepared to speak on a number of different subjects. A good starting point for most debaters involves developing good research habits, selecting appropriate information resources, learning to search for information, and knowing how to evaluate both the information and its source.
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