Debaters learn art of arguing
By Dr. Virginia Chapman
Many people believe debate is simply arguing personal beliefs and feelings. Actually, debate is much more than that. In The Rhetoric Aristotle teaches that invention is the first step in speaking — selecting compelling arguments and strong evidence to effectively persuade an audience. In debate, that is exactly what we must do. As the AU debate coach, I often have to convince new debaters that our job is not to win, but to think and research. Winning generally follows that effort.
Anderson University belongs to the National Educational Debate Association (NEDA). This Association believes that debate should be a practical educational experience and that performance by participants should reflect the stylistic and analytical skills that would be rewarded in typical public forums. The association selects three topics each semester. The coaches vote on these, and the topic receiving the most votes is the one students will use all semester in competition. Last year our first semester topic concerned whether or not technology undermines the quality of America’s food supply. Second semester we debated whether or not the U.S. should significantly reduce its dependence on foreign oil. Topics are intended to be timely and have definite controversy imbedded in them.
After we receive the topic, we usually attend a workshop designed to review the topic and the key words in the topic. We also ask the help of local experts on areas involved in the topic and have them guide our research and reading efforts. We also use Internet research and become all too familiar with our own library.
We usually debate in teams of two persons and follow a specific format of alternating speeches by each side. Beginning with the affirmative side, the teams take turns constructing arguments and cross-examining the opposite side. After these constructive speeches, the teams then reduce their previous comments to the most important issues in the debate. These are rebuttal speeches, beginning this time with the negative team. There is no cross examination. The affirmative team begins and ends the event.
It’s not as simple as becoming a quasi expert of only the negative or positive side of each topic. There are six rounds in a tournament. During competition, a student will debate affirmative three times and negative three times. Students advancing to the tournament’s finals may debate as many as three more rounds.
Switching sides sounds more problematic than it really is. Debater Haley Wilson explains, “Luckily, I rarely have a problem because the topics aren’t very personal. However, if that is the case, I put emotions aside and deal with logic and good argumentation. It’s good to be able to see both sides of an issue; debate encourages the devil’s advocate position which leads to critical thinking.”
Debater Krysta Dancy echoes this thought. “I find that most issues are so complex, that it is very easy to argue both sides without ever contradicting yourself. For example, you may argue for the affirmative due to environmental reasons, but you may argue for the negative due to economic ones. You really do learn that each side has something worthwhile to say.”
Anderson University teams travel to other colleges and universities to compete. Our season starts in early September and usually ends in late March. On travel weekends, we leave early Friday morning and return late Saturday night. We usually do not travel more than six hours to another institution. Trips we took this past school year included Western Illinois University, Ball State University and Bob Jones University. Our national tournament was held in Kankakee, Ill. Anderson University also hosts the Judge Harold E. Achor tournament. Colleges and universities representing eight states attended this year. We had local judges from a variety of professions, including professors, lawyers, realtors, secretaries and housewives.
Debate skills do transfer to real world experiences. Jenny Dunbar realized this and joined the AU team to become a better impromptu speaker and learn how to communicate more affectively. She even believes every student on campus should be required to take debate for at least one semester. “The researching, communicating and critical thinking skills they would acquire would help them for the rest of their lives,” she explains.
Many of my former students have praised the training for teaching them to research and think about the other side’s arguments. Several of my former debaters are lawyers, but I also have public relations specialists, missionaries, elementary and secondary teachers, and graduate school students.
As a coach, my role is to guide thinking on topics, facilitate research, and conduct practice. I also drive the van, judge rounds, take care of travel arrangements and manage our budget. I also listen to disappointment and joy over wins and losses and share in my students’ lives. The most fun I have is getting acquainted with my students as friends for life. We work together and play together and pray together.
Over the years, I have kept in touch with many of my former debaters. I have been invited to many weddings and several law school graduations. I received letters from one who became a missionary in Russia for several years. All of these people span many years of my life and bring many memories and smiles to me. Like my debaters say, “It’s a lot of work, but it is worth it — always!” I won’t argue that!
