Growing Up or Growing Old

The first day of school our professor introduced himself and challenged us to get to know someone we didn't already know.

I stood up to look around when a gentle hand touched my shoulder. I turned around to find a wrinkled, little old lady beaming up at me with a Smile that lit up her entire being.

She said, "Hi, handsome! My name is Rose. I'm 87 years old. Can I give you a hug?"

I laughed and enthusiastically responded, "Of course you may!" and she gave me a giant squeeze.

"Why are you in college at such a young, innocent age?" I asked. She jokingly replied, "I'm here to meet a rich husband, get married, have a couple of children, and then retire and travel."

"No seriously," I asked. I was curious what may have motivated her to be taking on this challenge at her age.

"I always dreamed of having a college education and now I'm getting one!" she told me.

After class we walked to the student union building and shared a chocolate milkshake. We became instant friends. Every day for the next three months we would leave class together and talk nonstop.

I was always mesmerized listening to this "time machine" as she shared her wisdom and experience with me.

Over the course of the year, Rose became a campus icon and she easily made friends wherever she went. She loved to dress up and she reveled in the attention bestowed upon her from the other students. She was living it up.

At the end of the semester we invited Rose to speak at our football banquet. I'll never forget what she taught us. She was introduced and stepped up to the podium. As she began to deliver her prepared speech, she dropped her 3x5 cards on the floor.

Frustrated and a little embarrassed she leaned into the microphone and simply said, "I'm sorry I'm so jittery. I gave up beer for Lent and this whiskey is killing me! I'll never get my speech back in order, so let me just tell you what I know." As we laughed, she cleared her throat and began:

"We do not stop playing because we are old; we grow old because we stop playing. There are only four secrets to staying young, being happy, and achieving success. You have to laugh and find humor everyday. You've got to have a dream. When you lose your dreams, you die. We have so many people walking around who are dead, and they don't even know it!" she said.

"There is a huge difference between growing older and growing up. If you are nineteen years old and lie in bed for one full year and don't do one productive thing, you will turn 20 years old. If I am 87 years old, and stay in bed for a year, and never do anything, I will turn 88. Anybody can grow older. That doesn't take any talent or ability," she added.

"The idea is to grow up by always finding the opportunity in change. Have no regrets. The elderly usually don't have regrets for what we did, but rather for things we did not do. The only people who fear death are those with regrets."

She concluded her speech by courageously singing "The Rose." She challenged each of us to study the lyrics and live them out in our daily lives.

At the years end, Rose finished the college degree she had begun all those years ago. One week after graduation Rose died peacefully in her sleep. Over two thousand college students attended her funeral in tribute to the wonderful woman who taught by example that it's never too late to be all you can possibly be.

Announcement

Alhamdulillah, through Alloh’s blessing and great effort from all commitees, we already hold 14 teams to compete in tomorrow’s English Debate Championship. The teams will be joining the event are as follow:

1. SMA 1 PANINGGARAN
2. SMA 1 KEDUNGWUNI
3. SMA 1 KAJEN
4. SMA 1 KANDANGSERANG
5. SMA 1 KESESI
6. SMA 1 BOJONG
7. SMA 1 WIRADESA
8. SMA 1 DORO
9. SMA YAPENDA KARANGANYAR
10. SMA PGRI 2 KAJEN
11. MAN 1 PEKALONGAN
12. SMA 1 MUHAMADIYAH 1 PEKALONGAN
13. SMA 2 MUHAMADIYAH PEKALONGAN
14. SMA 1 SRAGI

Deep gratitude to all english teachers who have encouraged their students to take this challenge. It is not merely about joining the competition and get the winning. But far beyond it, there is more valuable goal, the bravery to speak in front of people, the motivation to sharpen the critical thinking, the enthusiasm to color the academic culture, and the desire to establish english circumstance in Pekalongan regency.

We hope for the great debating performance from all participants. Spill your guts and show up your maximum competence!

See you tomorrow, and good luck!

The committee…

How bad does psichology matter to english learning success?

What factors are responsible for success in language learning? If you learn English or any other language you can boost your progress by learning in specific way. According to the research most English students struggle and fail because of psychology, not because of methods, not because of teachers. Those things are important, but Tony Robbins talks about the fact that psychology is 80% of success. Psychology is 80% of success, so 20% are the methods you use to study, the schools you go to, the teachers you have, the books you use. Those are important,but the other 80% is psychology, your motivation, your emotions, how you manage your time. All of these things are in fact much, much more important.

Language learning is a process, but you can make it fun!
Language learning is a process, but you can make it fun!

You must love what you learn

We can observe in language classes that the enthusiastic students, the energetic students, the optimistic students always learn much faster. They succeed. The ones who fail, the ones who dropp out and quit, the ones who struggle have the opposite mentality. They have a very negative mentality. Their motivation is low. They tend to be pessimistic. They feel that they weren’t good at English. They had ideas that English is very tough, very difficult. They don’t have enthusiasm for English. They don’t love English.

So very important is to know how can you manage your emotions. How can you develop that strong, powerful, enthusiastic attitude towards English, how can you maintain it so that you don’t get bored? So that in fact you get stronger and stronger with English and your psychology gets stronger and you succeed, you reach your goals. You speak fluently, effortlessly. So among English teachers, language teachers, this topic is called Non-Linguistic Factors.

Dr. Stephen Krashen from Los Angeles, one of the best experts in language acquisition and language learning, has done many studies and he has also looked at many studies and he’s found that non-linguistic factors are equally or in fact more important than the linguistic factors to determine who is successful ultimately. What that means is that things like your emotions, things like your peer group, the community that you belong to, your feelings about English are as important or more important than the methods you’re using to learn English.

Encourage Your Students to Speak Out in English

Principle 1: Positive Reinforcement

As a teacher, you should focus on your students successful attempts to use English. At first, reward ANY success however small. If students speak out loudly and clearly, but make a mistake, praise them just for speaking out or for pronouncing it well. As students improve, you can focus on the most outstanding successes. Whatever you encourage, students will continue to do. On the other hand, if you do not encourage them, they will likely become passive in class.

Principle 2: Clear Goals and Instructions

Students need to know exactly HOW an activity is done, otherwise they will be out of control when the activity starts. If necessary, write the instructions on the blackboard or overhead projector. Or, model the activity with one of your best students so everyone can see what they need to do.

Students also need to know WHY an activity is being done. Dictations are done to train the ear, so they will be more successful in learning in the future. Pair practice is a simulation of real-life conversation, so they should not show their questions to their partner. Without understanding why, many students think an activity is not important and give up or practice half-heartedly.

Be sure to include goals and instructions in your lesson plan. That way you will be sure to remember to do them, and if you do have any problems, you will easily see how to fix them in future lessons.

Principle 3: The Element of Surprise

Students usually know exactly what will happen in class and answer questions mechanically. By adding suprises to your lessons, students will be forced to think about meaning and will pay more careful attention. For example, you could ask students ordinary questions such as whether they like pizza, or if they like chocolate. Then ask them if they like chocolate pizza. You might ask students about their families, then ask if they are married, or if they can drive a car. Students who are answering without thinking will say "yes" automatically. In such cases, their classmates will usually laugh at their mistake, and they will realize the importance of paying attention.

Of course, laughing is good in general, so sayin

5 Speaking Rules you need to know!

1. Don't study grammar too much

This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.

Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. I can easily look up the definition and apply it, but I don't know it off the top of my head.

I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively.

Do you want to be able to recite the definition of a causative verb, or do you want to be able to speak English fluently?

2. Learn and study phrases

Many students learn vocabulary and try to put many words together to create a proper sentence. It amazes me how many words some of my students know, but they cannot create a proper sentence. The reason is because they didn't study phrases. When children learn a language, they learn both words and phrases together. Likewise, you need to study and learn phrases.

If you know 1000 words, you might not be able to say one correct sentence. But if you know 1 phrase, you can make hundreds of correct sentences. If you know 100 phrases, you will be surprised at how many correct sentences you will be able to say. Finally, when you know only a 1000 phrases, you will be almost a fluent English speaker.

The English Speaking Basics section is a great example of making numerous sentences with a single phrase. So don't spend hours and hours learning many different words. Use that time to study phrases instead and you will be closer to English fluency.

Don't translate

When you want to create an English sentence, do not translate the words from your Mother tongue. The order of words is probably completely different and you will be both slow and incorrect by doing this. Instead, learn phrases and sentences so you don't have to think about the words you are saying. It should be automatic.

Another problem with translating is that you will be trying to incorporate grammar rules that you have learned. Translating and thinking about the grammar to create English sentences is incorrect and should be avoided.

3. Reading and Listening is NOT enough. Practice Speaking what you hear!

Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing.

First Problem
Isn't it strange that schools across the world teach reading first, then writing, then listening, and finally speaking? Although it is different, the main reason is because when you learn a second language, you need to read material to understand and learn it. So even though the natural order is listening, speaking, reading, then writing, the order for ESL students is reading, listening, speaking, then writing.

Second Problem
The reason many people can read and listen is because that's all they practice. But in order to speak English fluently, you need to practice speaking. Don't stop at the listening portion, and when you study, don't just listen. Speak out loud the material you are listening to and practice what you hear. Practice speaking out loud until your mouth and brain can do it without any effort. By doing so, you will be able to speak English fluently.

4. Submerge yourself

Being able to speak a language is not related to how smart you are. Anyone can learn how to speak any language. This is a proven fact by everyone in the world. Everyone can speak at least one language. Whether you are intelligent, or lacking some brain power, you are able to speak one language.

This was achieved by being around that language at all times. In your country, you hear and speak your language constantly. You will notice that many people who are good English speakers are the ones who studied in an English speaking school. They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.

There are also some people who study abroad and learn very little. That is because they went to an English speaking school, but found friends from their own country and didn't practice English.

You don't have to go anywhere to become a fluent English speaker. You only need to surround yourself with English. You can do this by making rules with your existing friends that you will only speak English. You can also carry around an iPod and constantly listen to English sentences. As you can see, you can achieve results by changing what your surroundings are. Submerge yourself in English and you will learn several times faster.

TalkEnglish Offline Version is now ready for download. In this package, you can utilize over 8000 audio files to completely surround yourself in English. There are over 13.5 hours of audio files that are not available in the web form. All conversations and all sentences are included, so even if you don't have many English speaking friends, you can constantly surround yourself in English using your MP3 player. This package is available at the English Download page. Take advantage of this opportunity and start learning English faster. Click on the link or go to http://www.talkenglish.com/english-download.aspx.

5. Study correct material

A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth. Practice only makes what you are practicing permanent. If you practice the incorrect sentence, you will have perfected saying the sentence incorrectly. Therefore, it is important that you study material that is commonly used by most people.

Another problem I see is that many students study the news. However, the language they speak is more formal and the content they use is more political and not used in regular life. It is important to understand what they are saying, but this is more of an advanced lesson that should be studied after learning the fundamental basics of English.

Studying English with a friend who is not a native English speaker is both good and bad. You should be aware of the pros and cons of speaking with a non native speaking friend. Practicing with a non native person will give you practice. You can also motivate each other and point out basic mistakes. But you might pick up bad habits from one another if you are not sure about what are correct and incorrect sentences. So use these practice times as a time period to practice the correct material you studied. Not to learn how to say a sentence.

In short, study English material that you can trust, that is commonly used, and that is correct.

Summary

These are the rules that will help you achieve your goal of speaking English fluently. All the teachings and lessons on TalkEnglish.com follow this method so you have the tools you need to achieve your goal right here on TalkEnglish.com.

Australasian Parliamentary Debating

INTRODUCTION

THIS document is an introduction to Australasian Parliamentary debates, the motions/topics, team structure, etc. It is meant to help institutions and universities who are new to the Parliamentary debating format and are interested in participating in a debating competition using the format, but are still unclear on the rules and regulations. This document is not intended to serve as a definitive guide to the rules of the tournament.

THE BASICS OF DEBATING

DEBATING is about developing your communication skills. It is about assembling and organizing effective arguments, persuading and entertaining an audience, and using your voice and gestures to convince an adjudicator that your arguments outweigh your oppositions. Debating is not about personal abuse, irrational attacks or purely emotional appeals.
A debate is held between two teams of three members each. These two teams will be referred to as the Affirmative and the Negative. Members of each team are assigned positions as 1st, 2nd, and 3rd speakers. For each debate, a motion is given. After the motion is given, teams are given thirty (30) minutes to prepare for each debate.
Each of the speakers will deliver a substantial speech of seven (7) minutes duration and either the 1st or the 2nd speaker on both sides will deliver the reply speeches for their teams. Reply speeches will be five (5) minutes.
Thus, the complete order of speaking during a debate is as follows:
• 1st Affirmative – 7 minutes
• 1st Negative – 7 minutes
• 2nd Affirmative – 7 minutes
• 2nd Negative – 7 minutes
• 3rd Affirmative – 7 minutes
• 3rd Negative – 7 minutes
• Negative Reply – 5 minutes
• Affirmative Reply – 5 minutes

What must both sides do? In general:
• Affirmative (also known as “the Government”)
The Affirmative team must define the motion and support this by giving constructive arguments. The right to define first resides with the Affirmative team, who is expected to give a reasonable definition for the motion.
• Negative (also known as “the Opposition”)
The Negative team must oppose the motion as defined by the Affirmative, and build a counter-case against the Affirmative. In the event the Negative team feels that the definition is invalid, they may challenge the definition and propose an alternative definition. However, the Negative team cannot raise a challenge simply on the basis that their definition is more reasonable.

MOTIONS

MOTIONS, also known as topics, are full propositional statements that determine what a debate shall be about. In the debate, the Affirmative team must argue to defend the propositional statement of the motion, and the Negative team must argue to oppose it.
Here are some examples of motions that can be debated about:
• That we should give President Habibie a chance
• That Indonesia should change its constitution
• That football is overvalued in today’s society
• That cigarette companies should not be held responsible for the bad effects of smoking
• That American pop culture is a threat to civilization
• That long is better than short

DEFINITIONS

BEFORE a debate ensues, the motion that is given must first be defined by the Affirmative team. A definition clarifies the motion. A definition gives a clear description of boundaries to the motion, thereby limiting what the debate will be about into a focused area of discussion. This prevents the debate from turning into a vague and confusing show of unrelated arguments and different interpretations from both teams of what is actually being debated among them.
The definition should take the motion as a whole, defining individual words only if they have a key role. Out of the definition should come a clear understanding of the issues that will be fought over in the debate. If the Affirmative chooses to define the motion on a word-by-word basis, it should define words or phrases by their common usage. Dictionaries may be useful for finding a common meaning or a pithy explanation of a word, but they are not an absolute authority.
An example of a definition could be as follows: Given the motion “that what goes up, must come down”, the Affirmative is presented with many options on how to define the motion, because the nature of the motion itself is quite abstract. One way they could define it is as follows: they could define the object (the ‘what’) as being the president of the Republic of Indonesia. In essence, the motion would then state that anyone who “goes up” (takes power) as president of Indonesia, must undoubtedly one day “come down” (step down from power). This would give us the definition “that the Indonesian presidency should be limited to 2 terms”. The Affirmative team could then argue on the detriments of having unlimited presidential terms, citing proof such as the total control of the past regime under Soeharto, etc.
The above example shows that in most situations, the actual issue of the debate is unknown until the Affirmative delivers their definition of the motion. Only then does it become clear.
Always keep in mind that a definition must be reasonable. This is to say that:
• it must be debatable (i.e. have two sides to it), and
• it must not be a bizarre distortion of the motion.

This is not to say that an Affirmative team may not choose an unusual interpretation of the motion, but they must be prepared to justify it.
The Negative, in general, must accept the definition made by the Affirmative, but the Negative shall have the right of challenging the definition if it does not conform to either of the two requirements set out above. However, a Negative team cannot raise a challenge simply on the basis that their definition seems more reasonable. They can only challenge a definition if they can prove it to be either Truistic, Tautological, Squirreling, or Time and place setting (see below).
If a Negative team accepts the definition, they only need to say so, and it is unnecessary to restate it. If they challenge it, their justification for doing so must be clearly stated, and an alternative definition must be put forward. If the definition is accepted, then that definition must stand. The Negative must adjust their case to that definition, and the adjudicator's views on its reasonableness become irrelevant.
The following definitions are strictly prohibited at the tournament, and should be challenged by the Negative team:
• Truistic definitions: These are definitions which are ‘true’ by nature and thus make the proposed arguments unarguable and therefore unreasonable in the context of the debate. If a team defines the debate truistically, they seek to win the debate by the truth of their definition rather than by the strength of their arguments and supporting evidence. An example of a truistic definition would be if the motion “that we should eat, drink, and be merry” were defined as “that we should eat, because otherwise we would starve to death; drink, because otherwise we would die of thirst; and be merry because we are alive”.
• Tautological or circular definitions: This happens when a definition is given in such a way that it is logically impossible to negate it. An example would be if the motion “that technology is killing our work ethic” were defined as follows: the Affirmative team decides to define the term ‘technology’ as meaning “all scientific advancements that make life easier and therefore kills our work ethic”. This would result in the whole definition “that all scientific advancements that make life easier and therefore kills our work ethic is killing our work ethic”. This cannot be logically proven false.
• Squirreling: Definitions that are not tied down to the spirit of the motion and do not have a proper logical link to the motion will constitute squirreling. For instance, when given the motion “that the USA is opening up to the PRC”, an Affirmative team could try and define USA as “Untidy Students of Asia”, and PRC as “Pretty Room Cleaners”. This is definitely squirreling, as anyone would agree that the spirit of the motion is about the relationship between the United States and China!
• Time and Place-setting: The subject matter of the debate cannot be confined to a particular time and place. For instance, trying to limit the subject matter to only the economic development of Japan during the specific period of the Meiji restoration.

A note on definitional challenges: be very careful about challenging definitions - only do so if you are absolutely certain that the Affirmative's definition is unfair. It is better to be brave and dump your prepared case in favor of tackling the Affirmative on their own terms than to issue an unjustified definition challenge. By the same token, Affirmative teams should try to ensure that their definition is fair.

THEME LINE

THE theme line is the underlying logic of a team’s case. It is the main instrument of argumentation that is used to prove a team’s stand on the motion. A theme line can be viewed as a ‘Case In A Nutshell’, because it concisely explains a team’s strategy in defending or negating the motion.
The theme line of a team must heavily imbue each speech of every team member. It is the main idea that links together the first, second, and third speakers, ensuring consistency among all speeches.
In formulating a theme line, it is often helpful to ask the question: Why is the propositional statement given by the definition of the motion true (or false, for the Negative team)? Without further explanation, this propositional statement is a mere assertion, or a statement which is logically unproven to be true. The answer to this question must be an argument which proves the assertion given by the motion. This argument is the theme line.
A theme line should be kept short, and it may take a form of a single sentence, an arrangement of several statements into a logical syllogism, etc. Whatever it is, it must by itself prove the motion (as it is defined) and all arguments brought forward should be based on this theme line.

TEAM SPLIT

DEBATING is a team activity. One person cannot take all the arguments and become the sole defender of the team's case. Therefore, there is a need to decide on how the arguments should be distributed among speakers. This is called the team split. Simply put, the team split is the distribution of arguments to the first, second, and third speaker.
Be careful, though, that each individual speech by itself must already prove the motion. You should not create what is called a hung case. A hung case is when an individual speech fails to prove the motion by itself, but instead requires coupling it with other speeches to be able to finally prove the motion.
For a more elaborate exposition on formulating theme lines and team splits, please consult the document entitled “Casebuilding Examples of Australasian Parliamentary Debates”. It contains thorough examples that give a very clear idea on how to construct theme lines and team splits from definitions.

ARGUMENTS

ARGUMENTATION is the process of explaining why a point of view should be accepted. It concerns the logic and the evidence supporting a particular conclusion. Use evidence (i.e. examples, facts, statistics, quotations of expert/public opinion etc.) to back up each point you make in your argument. Show how each piece of evidence is relevant and how it advances your argument. Make a point, give the reason for that point, and supply evidence to back it up.
Arguments are not assertions. Assertions are statements that have yet to be proven to be logically true. On the other hand, arguments must have supporting logic and facts that can show its validity.
What adjudicators look for in a good argument
• Relevance
• Organization
• Consistency and internal logic - i.e. don't contradict yourself or your teammates
• Clarity (remember, debating is about persuading your audience and adjudicator that you're right - so make sure they can understand what you're saying!)
• Effective use of evidence

Preparing a Reasonable Argument
One skill of good debating is being able to construct, and to understand, a reasoned argument and – especially important – to recognize a fallacious or fraudulent argument. The question is not whether we like the conclusion that emerges out of a train of reasoning, but whether the conclusion follows from the premises and whether those premises are true.
When developing your argument, consider the following factors:
• Wherever possible offer independent confirmation of the "facts."
• Prepare for substantive debate on the evidence by considering all points of view.
• Arguments from authority carry little weight – "authorities" have made mistakes in the past. They will do so again in the future. Perhaps a better way to say it is that there are no authorities; at most, there are experts.
• Prepare more than one case. If there's something to be defined, think of all the different ways in which it could be defined. Then think of arguments by which you might systematically rebut each of the cases. What survives, the case that resists rebuttal in this Darwinian selection among "multiple working cases," has a much better chance of being the stronger case than if you had simply run with the first idea that caught your fancy.
• Try not to get overly attached to a idea just because it's yours. It's only a waystation in the pursuit of a winning argument. Ask yourself why you like the idea. Compare it fairly with the alternatives. See if you can find reasons for rejecting it. If you don't, others will.
• Quantify. If whatever it is you're explaining has some measure, some numerical quantity attached to it, you'll be much better able to defend it against generalized rebuttal. What is vague and qualitative is open to many explanations. Of course there are truths to be sought in the many qualitative issues we are obliged to confront, but finding them is more challenging.
• If there's a chain of argument, every link in the chain must work (including the premise) – not just most of them.
• Occam's Razor. This convenient rule-of-thumb urges us when faced with two hypotheses that explain the data equally well to choose the simpler.
• Always ask whether the case can be, at least in principle, falsified. Propositions that are unfalsifiable are called "truisms" and are not in the spirit of debating. You run a good chance of losing a debate, especially if the opposition correctly identifies that your arguments cannot be rebutted.

REBUTTAL

REBUTTAL is the process of proving that the opposing team's arguments should be accorded less weight than is claimed for them. It may consist of:
• showing that the opposing argument is based on an error of fact or an erroneous interpretation of fact
• showing that the opposing argument is irrelevant to the proof of the topic
• showing that the opposing argument is illogical
• showing that the opposing argument, while itself correct, involves unacceptable implications
• showing that the opposing argument, while itself correct, should be accorded little weight

As with arguments, assertions do not equal rebuttals. Just as teams must show how and why their own arguments are valid, so they must show how and why the opposition's arguments are invalid.
• An argument may be wrong in fact or logic - if so, say how and why
• An argument may contradict their team line, or something else a speaker on that team has said – if so, point it out
• An argument may be true but completely irrelevant – these are often called “red herrings”.

Organization of rebuttal
It is not necessary to rebutt every single point and fact raised by the opposition. Single out their main arguments and attack those first. Savage their theme line and show how it falls down – and show why yours is better! You should rebutt by both destroying the opposition's arguments and by establishing a case that directly opposes theirs.

ROLES OF THE SPEAKERS

THE six speakers in an Australasian Parliamentary debate each have different roles to play and adjudicators should take account of how well a speaker fulfills his/her obligations.
The first speakers establish the fundamentals of their team's cases
First Affirmative’s duties:
• Defines the motion of the debate. The 1st Affirmative should ensure that no important points of definition are left out.
• Presents the Affirmative’s theme line. This is normally presented in one or several lines of analysis, explaining why the Affirmative’s case is logically correct.
• Outlines the Affirmative’s team split. This can be done by saying, for example: “I, as the first affirmative will deal with the philosophical base of our case, while my colleague, the second affirmative speaker, will examine its practical implications”.
• Delivers substantial arguments (“1st Affirmative’s part of the split”). After establishing the definition, theme line, and team split, the 1st Affirmative should then deal with the arguments/points that have been assigned to him/her in the team split.
• Provide a brief summary/recap of the speech.

The 1st Affirmative may spend some time on the definition and on establishing the theme line and showing how it is going to develop, but it is important to leave time to present some substantive arguments.
First Negative’s duties:
• Provide a response to the definition (accepts or challenges the definition).
• Rebutts 1st Affirmative, delivers a part of the negative's substantive case.
• Presents the Negative’s theme line.
• Outlines the Negative’s team split.
• Delivers substantial arguments (“1st Negative’s part of the split”).
• Provide a brief summary/recap of the speech.

The 1st Negative’s role is similar to the role of the 1st Affirmative’s, with the added responsibility of responding to the arguments brought up by the latter. The response to the 1st Affirmative’s arguments can come before the 1st Negative presents his/her own arguments to support the Negative’s case or vice-versa. However, the delivery of rebuttals first is recommended.
After the first speakers have spoken the main direction of each team’s case should be apparent.
The second speakers deal with the bulk of the substantive argument
Second Affirmative’s duties:
• Rebutts the 1st Negative's major arguments.
• Briefly restates/reiterates in general terms the Affirmative’s team case.
• Delivers substantial arguments (“2nd Affirmative’s part of the split”). Most of the 2nd Affirmative's time should be spent dealing with new substantial material/arguments. He or she has the duty to present the bulk of the Affirmative's case in an attempt to further argue in favor of the Affirmative.
• Provide a brief summary/recap of the speech.

The 2nd Affirmative should be prepared to defend the definition if necessary. If it is attacked, it is vital for the 2nd Affirmative to win back the initiative.
Second Negative’s duties:
• Rebuttal of the first two Affirmative speakers.
• Briefly restates/reiterates in general terms the Negative’s team case.
• Delivers substantial arguments (“2nd Negative’s part of the split”).
• Provide a brief summary/recap of the speech.

The 2nd Negative has duties similar to the one performed by the 2nd Affirmative.
Most of the teams' substantive argument should have emerged by the time both second speakers have spoken.
The third speakers main duty is to rebutt the opponent’s case
Third Affirmative’s duties:
• Rebutt the points raised by the first two Negative speakers. The 3rd Affirmative is mainly entrusted with the duty of responding to the arguments of the Negative that were not previously dealt with by the first two Affirmative speakers. 3rd Affirmative may also reinforce rebuttals that have already been stated by teammates.
• Rebuild team’s case (briefly reiterate theme line and first two speakers’ arguments).
• Summarize the issues of the debate.

The role of the third speakers is simply this: Attack! Most of a third speaker's time must be spent rebutting the preceding speakers. Generally at least three quarters of a third speech should be rebuttal.
Rebuttal should ideally be carried out on two levels: on a global level (teamwise), a 3rd speaker should attack the opposing team’s whole case, pointing out the major flaws in argumentation and logic. On a more detailed level (speechwise), a 3rd speaker should be able to point out the mistakes in fact and inconsistency of each individual speech.
Third Negative’s duties:
• Rebutt the points raised by all three Affirmative speakers.
• Rebuild team’s case (briefly reiterate theme line and first two speakers’ arguments).
• Identify the points of contention / the clash of the debate
• Summarize the issues of the debate

The 3rd Negative has duties similar to the ones performed by the 3rd Affirmative. However, the 3rd Negative cannot introduce new matter, except for new examples to reinforce an argument that has previously been brought up. The logic behind this rule is that if a 3rd Negative is allowed to introduce new matter, the Affirmative would be at a disadvantage as they would not have any opportunity to be able to respond to these new arguments.
Reply speakers give a recap of the debate and a convincing biased adjudication
Reply speakers duties (both sides):
• Provide a summary or overview of the debate
• Identify the issues raised by both sides
• Provide a biased adjudication of the debate

Either the first or the second speaker of each side may deliver the reply speech. The Negative team delivers the first reply speech.
A reply speech is a review of both your own and the opposition's case. It represents a chance for the teams to show their arguments in the best light and to summarize the flaws in the opposition's case. The aim is to emphasize the major points made by your own team and to show how these contributed to a logical progression of argument in support of your theme line. At the same time the flaws in the opposition's argument must be outlined. This can be done point-by-point, or by taking a more global approach to the arguments. Both are effective if well done, so find the summary style that suits you best. However, the latter style is often more effective in light of the limited time frame.
The introduction of new material is absolutely prohibited and will be penalized. Any point brought up by the other side which had not been rebutted earlier in the substantial speeches may not be rebutted in the reply speeches. Therefore, this means that all substantive arguments presented in the debate must be dealt with by the opposing team in the substantial speeches.



CLOSING

THIS document is not intended to be the definitive set of rules that you must adhere to in debating. It serves as a source of information. For further information, please check out the Casebuilding Examples of Australasian Parliamentary Debate. It provides more in-depth explanation of cases, and gives examples to give a good idea of how one should construct cases.
Finally, it must be said that “practice makes perfect”. No one ever masters the art of swimming or riding a bicycle by thoroughly reading guidelines and handbooks. One must take that first plunge, and perhaps even fall down once or twice, before finally becoming skillful. The same applies to debating. These guidelines should be enough to get you started. But practice makes perfect.