Critical Evaluation Toolkit

Using debating to analyse and evaluate issues

Debating is a great way to develop students' skills in critical evaluation, analysis, research, oral presentation and teamwork. Debating can be used in any discipline area to generate critical thinking about controversial issues, challenge assumptions and raise awareness of alternative points-of-view.

Skills developed through debating
Oral communication	Persuasive verbal arguments. Confidence and clarity in thinking. Language skills.
Structuring an argument	Big picture perspective. Ability to define topic, terms and premise. Stating what is to be proved, providing supporting evidence and examples. Countering opposing arguments.
Logical and analytical thinking	Clear lines of argument. Understanding of valid and faulty reasoning. Ability to think quickly in response to opposing viewpoints.
Teamwork	Collaboration on common task. Understanding of role in order of debate.
Time management skills	Succinct arguments presented in restricted time. Effective use of time to prepare and deliver arguments.
Research skills	Ability to find and utilise relevant and current literature/findings on the topic. Ability to identify key points and summarise.
Reading the audience	Knowing what audience already knows/expects to hear on the topic. Tailoring the content, pace and tone of a presentation to audience. Presenting information in an engaging and entertaining style.

 

Guidelines for debating

Students form themselves into teams of six - three affirmative and three negative speakers. Each team selects a debate topic from a list of options (or develops their own). Lecturer or tutor checks for potential for controversy and 'do-ability.' Teams research background information and plan arguments according to speakers' roles. Each student has seven minutes (or less) for their presentation. Other class members use feedback sheets to provide peer-assessment. Lecturer's or tutor's own assessment is averaged with students' assessment for final mark.

Speakers' roles

Affirmative	Negative
Introduces issue; outlines stance.	Outlines opposing stance; attacks.
Justifies with evidence; attacks.	Justifies with evidence; attacks.
Restates stance; justifies; summarises; no new evidence.	Restates stance; justifies; summarises; no new evidence.

Suggestions for debate topics

Science:

The use of embryonic stem cells for any research purposes endangers the sanctity of human life.

Engineering:

Electronic surveillance and its associated technologies should be regarded as a positive way forward for the safety and security of humankind.

Business:

The reality of today's global marketplace is, that for businesses to survive, profit not ethics must be their first priority.

Nursing:

Terminally ill patients have the right to consider euthanasia as a viable option.

Arts, Media and Cultural Studies:

Society benefits from the personal expressions of artists (journalists, film makers, etc).

Education:

The welfare of the child is of more importance than the rights of parents.

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