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1705137441 8 The original term that Stephen Toulmin used was “warrant.” This text uses the simpler and more direct term, “link.”

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1705137443 9 Links are so central that they sometimes define the nature of the argument itself. Links are described by the phrase “argument by.” Eg. “argument by generalization,” “argument by analogy,” etc.

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1705137445 10 The reference to “slam dunk” comes from the sport of basketball. When a player is left virtually alone on the court with the ball, the player may forcefully “dunk” the ball into the basket, hence, “slam dunk.”

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1705137447 11 As stated earlier, Toulmin’s terms are changed slightly in this text for purposes of clarity. He used the terms “claim, data, warrant, and reservation,” whereas, this text uses the terms “claim, evidence, link, and exception.”

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1705137449 12 The first person to write about utilitarianism was Jeremy Bentha. (Bentham, Jeremy. An Introduction to the Principles of Morals and Legislation. London: Clarendon Press, 1789.) A more recent description of utilitarianism can be found in Sandel, Michael and Justice, J. What’s the Right Thing to Do. New York: Farrar, Straus and Giroux, 2009: 31-57.

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1705137451 13 Perhaps an East Asian audience would be more likely to positively evaluate the Viet Cong (Vietnamese who fought against the Americans in the “Great American War”) whereas a European or North American audience might positively evaluate American Revolutionary War Soldiers.

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1705137456 思辨精英：英语辩论-构筑全球视角 [:1705132543]

1705137457 思辨精英：英语辩论-构筑全球视角 Part FiveTeaching and Coaching Debate

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1705137459 Debate coaches are primarily teachers. They teach their own students during practice sessions and sometimes in classes; when the teacher-coach attends a tournament with his or her students, he or she will be a judge at the tournament. An effective teacher-coach, first and foremost, must be familiar with the principles of debate. One can become an excellent teacher even if he or she is not an outstanding debater and even if he or she did not participate in debate at all. So, the first things that a teacher-coach needs to do are to carefully review the materials in the first four parts of this text and review other books about argumentation and debating. Only then will the teacher-coach be able to impart these principles to his or her students.

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1705137461 Beyond the need to become familiar with principles of debate, a teacher-coach will almost certainly be called on to judge debates at tournaments that his or her students attend. Chapter 22 is about the subject of judging and evaluating debates. Some, but not all, teacher-coaches will be called on to help administer and conduct debate tournaments. Sometimes the tournament will be on the teacher-coach’s campus so he or she will be the primary tournament administrator. Other times, he or she will be asked by some other tournament host to help administer a tournament. Chapter 23 focuses on the skills needed to be an effective tournament administrator.

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1705137467 思辨精英：英语辩论-构筑全球视角 Chapter 22Judging and Evaluating Debates

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1705137469 Una Kimokeo-Goes

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1705137471 Chapter Outline

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1705137473 22.1 Mechanics of Judging Worlds-Style Debate

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1705137475 22.2 Guidelines for Speaker Points

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1705137477 22.3 Judge as Educator

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1705137479 22.4 Summary

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1705137481 22.5 Terms and Concepts from Chapter 22

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1705137483 22.6 Discussion Questions for Chapter 22

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1705137485 The previous chapters outlined practical and conceptual ideas that help students become strong debaters. Since educational debate is a competition, it cannot take place without at least one judge. The judge makes sure that students adhere to the fundamental guidelines of the activity, and ranks the teams so that a winner can eventually be determined. Without the judge, students would have less incentive to address the topic, follow time limits, or engage one another; thus, the judge is of the utmost importance. Another important function performed by the judge is facilitating debates. Judges also serve a separate, crucial purpose—to educate debaters. Good judges not only help tournaments run on time, they help debaters improve, and, thus, can affect the quality of future debates. This chapter will explore the basic mechanics of judging and the role of the judge as educator. Included in this exploration will be some unique elements that complicate and enrich judging in Worlds-Style debate.

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1705137489 One of the unique features of Worlds-Style debate is that almost anyone can be a judge. Students, for example, are sometimes used as judges. Some judges are former debaters or debate teachers, and others hold university or community leadership positions. This variety works well for Worlds-Style debate partially because multiple judges are ordinarily assigned to adjudicate a single debate, with an experienced judge designated as Chair of the judging panel. Although many judges are current or former debaters, they should not think of themselves as being in a debate role. Instead, they should envision themselves as being in the role of a teacher. While judges need to help maintain order in the debate and rank teams to decide a winner, their most important roles are to give the debaters advice to help them improve their understanding of argumentation and their abilities, and to help students understand the decision that is made. In order for judges to be effective educators, they must first consider basic practicalities regarding the mechanics of judging.

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