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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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12.1 Developing Good Research Habits
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Not only will individuals come to debate with varying levels of public speaking and argumentation skills, but individuals will also have different levels of familiarity with current events and common debate topics. Effective debaters need to have competence in content (the “what” or substance of an argument) as much as they need to have competence in form (the “how” or reasoning behind an argument). One way that debaters can ensure competence in content is to develop good research habits.
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First, debaters should read widely, and not just within their areas of study or personal interest. While having an area of expertise on which to draw in debate rounds is very useful, it is even more beneficial to have at least some familiarity with a significant number of current issues. To achieve that kind of knowledge about a broad number of current issues, debaters should read and become familiar with a variety of information sources. Newspapers, magazines, academic journals, blogs, websites, encyclopedias, non-fiction books—all these and other information sources have their own strengths and weaknesses. Some information sources will be better for supporting particular arguments and providing evidence than other information sources. Debaters must keep in mind the points they are likely to make and should use information sources accordingly. Knowing the types of information that are commonly found in various information sources will make research easier for debaters.
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In addition to reading widely in terms of topic areas, debaters should read information sources that discuss the same topic from contrasting viewpoints. Knowing both sides of an issue means that a debater will be better prepared to argue either side. Obtaining information about both sides of an issue can be particularly important when using websites as information sources. The use of such websites is discussed further in the section on evaluating websites.
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Debaters should also conduct background research on important governmental and financial organizations that are regularly mentioned during debates (e.g., the United Nations, the European Union, the World Trade Organization, the World Bank, the International Monetary Fund, the International Criminal Court, NATO, OPEC, and the Arab League). Because these entities are frequently part of debate motions or are referenced by other debate teams during their cases, debaters with a good working knowledge of the history, goals, and scope of these entities stand to benefit. Similarly, debaters who are familiar with international treaties and agreements such as NAFTA, the Kyoto Protocol, SORT, the WIPO Copyright Treaty, or the Geneva Convention Relative to the Treatment of Prisoners of War will be better prepared for motions on issues of economic trade, environmental policy, arms reduction, intellectual property, and human rights. The United Nations Treaty Collection (http://treaties.un.org/) is one good source to locate this kind of background information.
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Finally, debaters must recognize that bias exists in virtually all information sources. Because of those biases, debaters need to develop the habit of questioning the validity of what they read. Is the source of the information readily apparent? Can the information be verified through a second independent source? If information cannot be attributed or verified, or if it comes from a less credible source, debaters must be prepared for the possibility that the opposing team will attempt to discredit the information.
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Beyond those rather general guidelines for developing good research habits, debaters will need to know how to locate and evaluate information. Access to information may vary based on the resources available through an institution’s library or via the Internet. Libraries may drop some subscription resources or add new ones based on curricular needs and budgetary constraints. Because the specific tools can change, this chapter focuses on more general strategies that can be used for research queries rather than on strategies for specific tools.
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