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How to Write a Debate Speech

Last Updated: April 12, 2024 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,494,377 times.

So, you've joined debate, and it's time to write a debate speech. There are some tried and true methods to writing an effective debate speech. If you understand them, and the components that make up a standard debate speech, you will increase your chances of success.

Sample Speeches

Preparing for the Debate Speech

• You may be asked to stand affirmative or negative. In LD (Lincoln-Douglas debate), the first affirmative speech will be at most 7 minutes long, and the first negative speech will be at most 6 minutes. [1] X Research source
• The speakers then present arguments against the earlier affirmative or negative speech that was just read. Speakers must listen carefully and be able to counter arguments. There are two segments involving cross-examination (CX), in which the debaters are allowed to ask questions and openly debate the topic. This is most often called cross-examination, or cx for short, and occurs after the first affirmative speech, and the first negative speech.
• The best thing you can do to better understand LD/PF/Policy debate is practice and research.

• Brainstorm the topic, and research it before you sit down to write. Write out a list of key components for both sides of the issue. If you are on a debate team, do this together. Each member could discuss the key component list, in order to figure out which issues you want to cover in each speech.
• Spend some time at the library or on the Internet using credible sources to research the key reasons that seem strongest. Use books, scholarly journals, credible newspapers, and the like. Be very cautious about unverified information bandied about on the Internet.
• You will also want prepare to deal with the strongest arguments your opponent(s) might make. Ignoring the other side’s best arguments can weaken your rhetorical appeal.

• A basic debate outline should contain six parts: An attention-getter, your stated stance (aff or neg)/ restatement of the resolution, your definitions, your value, criterion, and contentions.
• You can break each of those six parts into subcategories. It’s often a good idea to write the contentions last, focusing on the value and criterion to hold it up first.

Writing the Debate Speech

• You should address the jury or audience with formal salutations. For example, you could say something like, “Good morning, ladies and gentlemen.” Debates are very formal in tone.
• Making a good first impression with the judges is very important. This leads judges to assume the debater is persuasive. One technique to write a strong introduction is to contextualize the topic, especially in relation to real world events. [6] X Trustworthy Source American Bar Association Leading professional organization of lawyers and law students Go to source
• Introductions can also focus on prominent examples, quotations, or on a personal anecdote that can help establish a rapport with the audience and judges. Be careful using humor; it involves risks and can lead to awkward silences if not done right. Find a relevant specific that illustrates the underlying point.

• Don’t muddle your position. It needs to be extremely clear whether you affirm or negate the resolution, so don’t hem and haw and contradict yourself. The audience also should not have to wait until the end to find out. Make your stance very clear, and do it early on
• For example, you could say, “my partner and I firmly negate (or affirm) the resolution which states that unilateral military force by the United States is justified to prevent nuclear proliferation.” [7] X Research source

• A good rule of thumb is to back up your position with 3-4 strong points of supporting argumentation. You definitely need to have more than 1 or 2 key points to back up the stance you have taken.
• The body of the speech – the key points and their development – should be, by far, the longest part of the debate speech (perhaps 3 ½ minutes to 30 seconds for an opening and for a conclusion, depending on the rules of the debate you are doing).

• Focus on the causes of the problem, the effects of the problem, expert opinion, examples, statistics, and present a solution. Try to use visual images, not just generic terms – show don’t tell, and illustrate a point with details.
• Appeal to the motives and emotions of the listener with a light touch. Appeal to their sense of fair play, desire to save, to be helpful, to care about community, etc. Ground examples in how people are affected.
• Try using rhetorical questions, which make your opponents consider the validity of their point; irony, which undermines their point and makes you seem more mature and intelligent; simile, which gives them something to relate to; humor, which gets the audience on your side when done well; and repetition, which reinforces your point.

• Aristotle believed that speakers were more persuasive if they combined elements of logos (persuasion by reasoning) with pathos (having an element of emotional appeal) and ethos (an appeal based on the character of the speaker) - for example, that they seem intelligent or of good will.
• There are two ways to use logic – inductive (which makes the case with measurable evidence like statistics or a specific anecdote or example) and deductive (which makes the case by outlining a general principle that is related to the specific topic to infer a conclusion from it - as in, I oppose all wars except those involving imminent self defense; thus, I must oppose this one because it's a war that was not in imminent self defense, and here's why). Or the reverse.
• You should use pathos sparingly. Emotional appeal on its own can be dangerous. Logos - the appeal to reason - should be at the core. However, logical appeal without any pathos at all can render a speech dry and dull. Consider what you are trying to make your audience feel. Explaining how a topic affects real people is one way to use pathos well.

Concluding the Debate Speech

• One strong way to conclude a debate speech is to bookend the conclusion with the opening, by referring back to the introduction and tying the conclusion into the same theme.
• Quotations can be a good way to end a speech. You can also end with a brief summation of the key arguments of the speech to ensure they remain fresh in judges’ minds.

• Use a clear, loud voice, and be careful to watch pacing. You don’t want to speak too loud or too slowly. Remember that confidence goes a long way toward persuasion.

Expert Q&A

Reader Videos

• Never add new points in your speech because you still have time, as you might not present it in the best way. When you are nervous, you might even say an argument in favor of the other side and you don't want that. Thanks Helpful 31 Not Helpful 2
• Never degrade your topic. Thanks Helpful 32 Not Helpful 3
• Don't use all your points in your debate- in an actual debate, it is sometimes useful to have other information to cite if the argument starts going their way Thanks Helpful 29 Not Helpful 3

Tips from our Readers

• You can make a sample opening and closing speech beforehand so you can focus more time on developing your arguments during the actual debate.
• Make sure to include rebuttals in your speech, as they are just as important as your main arguments.
• Practice as much as possible — it will make you more confident and help you maintain eye contact.
• Imagine you're just practicing with a friend rather than performing in front of an audience.
• Take deep breaths before starting to ease nerves.

• Remember, just because you can write a debate speech, it doesn't mean you can say a debate speech effectively. Practice! Thanks Helpful 22 Not Helpful 5

You Might Also Like

• ↑ http://www.learndebating.com/english/DEBATING.pdf
• ↑ https://guides.lib.uw.edu/research/faq/reliable
• ↑ Patrick Muñoz. Voice & Speech Coach. Expert Interview. 12 November 2019.
• ↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/how-to-outline-a-speech
• ↑ https://www.americanbar.org/groups/litigation/resources/newsletters/trial-evidence/five-tips-engaging-opening-statements/
• ↑ http://www.oxfordsd.org/Page/5582
• ↑ https://writingcenter.unc.edu/tips-and-tools/argument/
• ↑ https://www.comm.pitt.edu/persuasive-speaking
• ↑ https://www.comm.pitt.edu/speech-anxiety

About This Article

To write a debate speech, start by researching the topic thoroughly with credible and scholarly sources, and make an outline of your argument including an introduction, thesis argument, key points, and conclusion. Write the thesis argument and develop 3-4 strong points of argumentation. Be sure to clearly state your stance, and utilize expert opinions, statistics, and examples to support your opinion. To finish the speech, write an interesting introduction that incorporates your thesis and a brief conclusion that summarizes your main points. If you want to learn more, such as how to make your debate speech persuasive, keep reading the article! Did this summary help you? Yes No

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Complete Guide to Debating: How to Improve your Debating Skills

August 1, 2018 - Gini Beqiri

Debating can look intimidating from the sidelines, with speakers appearing confident, passionate and unwavering, but it consists of skills that anybody can learn. Debating may not be something that you encounter in your everyday work but these skills can be incredibly valuable. In this article we provide a guide to the basics of debating.

What is debating?

A debate is a structured contest over an issue or policy. There are two sides – one supporting, one opposing.

Benefits of debating include:

• Allowing you to think about aspects and perspectives you may not have considered.
• Encourages you to speak strategically.
• Improving  public speaking skills .
• Learning how to create a persuasive argument.
• When you have to argue against your personal view you realise that there are two sides to the argument.

Debating examples

The U.K. Prime Minister, Theresa May, answers questions:

This example video shows Theresa May answering questions from MPs in the House of Commons. Notice her strong debating skills and how she answers difficult questions under pressure.

Watch the full video here:  Prime Minister’s Questions: 16 May 2018

Debate structure

There are multiple formats a debate can follow, this is a basic debate structure:

• A topic is chosen for each debate – this is called a resolution or motion. It can be a statement, policy or idea. The motion is usually a policy which changes the current state of affairs or a statement which is either truth or false. The motion typically starts with “This House…”
• The Affirmative team support the statement
• The Negative team oppose the statement
• Sometimes you will be asked to take a position in the debate but in other debates you will be allocated your position.
• Teams are provided with time to prepare – usually one hour
• Each speaker presents for a set amount of time
• Speakers alternate between the teams, usually a speaker in the Affirmative team starts, followed by a Negative speaker, then the second Affirmative speaker presents, followed by the second Negative speaker etc.
• The debate is then judged.
• There may be an audience present but they are not involved in the debate

Once you have learned how to debate in one format you can easily switch to another.

Roles of the speakers

Each speaker must typically do the following:

First Affirmative

• Contextualise the debate – clearly set out your team’s interpretation of the topic and the significant issues they disagree with.
• Provide definitions if necessary.
• Outline the team line and the team split – this is where you outline your team’s case and summarise the way your arguments have been divided between your speakers.
• Provide 2-3 arguments supporting the motion.

First Negative

• Clearly state your definition
• Provide your arguments as to why this is the superior definition
• Rebut the Affirmative’s arguments supporting their definition
• Outline a team line and team split.
• Rebut the arguments made by the First Affirmative.
• Deliver 2-3 arguments against the motion.

Second Affirmative

• If needed, resolve any definitional issues.
• Rebut the First Negative’s arguments.
• Deliver 2-3 arguments supporting the motion.

Second Negative

• Rebut the arguments made by the Affirmative team up to this point, with a focus on the Second Affirmative’s arguments.

Third Affirmative

• Rebut specific issues raised by Second Negative and defend any other important attacks on your team’s case.
• Conclude your speech with a brief summary (1-2 minutes) of your team’s case. You should include the key issues which you and the Negative team disagreed on during this.
• You can introduce new material but this is interpreted as poor team planning.

Third Negative

• This is the same structure as the Third Affirmative.

There are many variations of the three against three debate, a commonly known one is Points of Information. This is used a lot in  university debates . During a speech the opposition is allowed to ask a question or make a point.

They stand up and say “point of information” or “on that point” etc. The speaker can choose to accept or reject the point. If accepted, the point of information can last around 15 seconds and the speaker can ask for it to stop at any time.

Debate definitions

Younger debaters tend to waste time defining terms so you must first decide whether you need to define a term. Ask yourself: will my speech be confusing if I don’t define this term? Could the opposition misinterpret what I mean without a definition? For example, the motion could be “we should ban plastic straws”. It’s clear what “plastic straws” are but what does “ban” mean?

Two factors which determine the definition of the debate:

1. Context  – what is happening in the area that relates to this issue? For example, maybe the government of a country is debating banning smoking in public buildings and you decide to define the term “passive smoking” during the debate. If a significant event related to the topic has occurred then it should be the focus of the debate, for instance, a shocking report may have recently been revealed in the media showing the widespread effects of second-hand smoking.

2. Spirit of the motion  – topics are chosen for a reason so what sort of debate was imagined when the topic was chosen? Looking at the spirit of the motion will ensure that you pick a definition that will produce a well-balanced and important debate.

If the topic is vague then you will have more choice of definitions. You have a duty to pick a clear definition and one that will create a good debate. If not, this may cause a definitional challenge which will ruin the debate and frustrate the judges.

For example, the topic may be “we spend too much money on the stars”. Stars can refer to celebrities or astronomy so you need to choose a definition.

• Look at the context and see if there has been a recent significant event related to either topics – the media is the best place to look.
• Then apply second test – which definition will lead to the best debate, which will be more interesting and debatable?

If one answer passes both tests then that’s your definition. If they tie then either is a good definition.

When providing your definition explain the context used to form the definition. This is important because your understanding of the context may be different from others due to various factors, such as, religion, culture, gender etc.

Learn more about using  AI to practice your debating skills .

Basic argument structure

There are various ways of dividing up cases according to groups of arguments, such as, social/economic/political etc. You could assign each speaker to handle a group.

Place the most important arguments first, for example, “The media has more influence on self-esteem than anybody else. This is true for three reasons. Firstly (most important argument)… Secondly…, Thirdly (least important argument)…”

To structure an argument follow these steps:

• Claim  – present your argument in a clear statement. This claim is one reason why you’re in favour of/against the motion.
• Evidence  – the evidence supporting your claim, such as, statistics, references, quotes, analogies etc.
• Impact  – explain the significance of the evidence – how does this support your claim?

Arguments are weakest at the evidence stage as it’s easy to argue against, for example, the evidence may consist of isolated examples or there may be counter evidence. But it’s not a good technique because the opposition can provide more evidence or rebut your criticisms.

It’s difficult to rebut claims because they are usually reasonable but if you can attack a claim then that speaker’s whole argument falls apart. So if you think a claim is vulnerable then rebut it but you will need a strong explanation to show why it doesn’t matter.

European  human rights debating  for sixth form students from across London.

There are common flaws you can look for to form a rebuttal:

1. False dichotomy  – this is where the speaker is trying to falsely divide the debate into two sides even though there are more alternatives than they state. It’s likely the speaker is doing this on purpose but in some cases they do not understand the debate.

2. Assertion  – this is when a speaker presents a statement which isn’t actually an argument because there is no reason to believe that the statement is valid. It may just be an assumption. You can point out that there has not been enough examination to prove this validity and then give a reason why the assertion is (probably) not valid.

3. Morally flawed  – arguments can be morally flawed, for example, “All criminals given a prison sentence should be given the death penalty instead, this will save the country money and space.” What has been argued is true but it’s clearly morally flawed.

4. Correlation rather than causation  – a speaker may suggest a link between two events and suggest one led to the other. But the speaker may not explain how one caused the other event which can make an argument invalid.

5. Failure to deliver promises  – sometimes a speaker might fail to complete a task they promised to deliver. For instance, they may state that they will provide evidence supporting a certain claim but they may lose track of what they have said and not actually do this.

6. Straw man  – the opposing team introduces an argument and then rebuts it. They may use an extreme example of your proposal or perhaps they were hoping that you would make this argument.

7. Contradiction  – an argument the other team presents may contradict one of their previous arguments. You must point out that the arguments cannot be true simultaneously and then explain how this reduces their case’s credibility.

8. Compare the conclusion to reality  – think “what would happen if what they (the other team) are suggesting is implemented right now?” This usually shows that it’s more complicated than they have suggested and the changes can cause secondary problems.

Judges generally score the speakers looking at this criteria:

• Content / Matter  – What the debaters say, their arguments and evidence, the relevance of their arguments.
• Style / Manner  – How the debaters speak, including the language and tone used.
• Strategy / Method  – The structure of the speech, the clarity and responding to other’s arguments.

Debating event at  the Oxford Union

Important skills for debating

To meet the judges criteria you will have to develop certain skills, consider the following:

• You points must be relevant to the topic.
• Provide evidence whenever you can and not your personal opinion.
• You must put aside your personal views and remain objective when you debate so your argument remains logical. You can be passionate about a topic but interest can turn into aggression and passion can turn into upset.
• Consider the audience’s attention span – make it interesting, for example, don’t just present lots of complicated statistics.
• Ethos – the ethical appeal
• Pathos – the emotional appeal
• Logos – the logical appeal
• Use notes but keep them brief and well organised. Use a different piece of paper for rebuttals.
• Similar to looking at conclusions to create rebuttals, think comparatively by asking yourself “How does my plan compare to what’s happening now/what would happen in the world if the other team won?” You can win the debate if you can make comparative claims about why your arguments matter more than the other team.
• Only tell jokes if you’re naturally good at it otherwise this can backfire.
• Flexibility is important because you might get allocated the side of the argument you don’t agree with. You’ll have to work hard to overcome your views. Also use this insight to think of the potential arguments you might make and then plan for counter arguments.
• Speak clearly and concisely.
• You must talk fast enough to have the time to deliver your speech but slow enough so you can be understood.
• Project your voice to the back of the room.
• Incorporate dramatic pauses.
• Emphasise important words and vary your tone appropriately.
• Have a relaxed pose and posture.
• Avoid filler words.
• Know your material.
• Emphasise using gestures and avoid nervous gestures.
• Maintain eye contact with the audience.
• Keep your language simple to avoid confusion.
• Refer to the opposite side as: “My opponent”.
• When making a rebuttal say: “My opponent said…, however…”
• Don’t exaggerate – avoid the words “never” or “always” etc.
• Avoid saying that a speaker “is wrong”, instead say that “your idea is mistaken”.

What to avoid

• Falsifying, making up or altering evidence.
• Publicly disagreeing with the judges’ decision.
• Attacking a speaker rather than an idea.
• Acting aggressively or offensively towards debaters, judges, audience etc.
• Interrupting other debaters as this can suggest that your argument isn’t very strong.
• Disagreeing with facts or obvious truths.

British Parliamentary debating

British Parliamentary debating  is a popular form of debating so we will briefly explain it: There are four teams made up of two speakers each. Two teams are on the government’s side and the other two teams are the opposition but all the teams are trying to win rather than one side. The motion is given 15 minutes before the debate begins and teams are assigned to positions randomly. They alternate their speeches, with the government’s side starting. Speeches are usually 5-7 minutes.

The first two speakers on the government side are called the “opening government” and the first two speakers on the opposition’s side are called the “opening opposition”. The last two speakers on the government’s and opposition’s side are called the “closing government” and “closing opposition” correspondingly.

The speakers’ roles in the opening half of the debate are similar to the roles of the first and second speakers in the three against three debate described previously. The only difference is that the second opening government and second opening opposition speakers include summaries at the end of their speeches – this is because they will also be competing with the teams in the closing half of the debate.

The closing government and closing opposition aim to move the debate on but not contradict their side’s opening team. As well as rebuttal, the majority of the third speaker’s time consists of presenting either: new material, new arguments, a new analysis from a different perspective or extending previously presented arguments. This is called an “extension” which must be something that sets their team apart and makes them unique.

The last two speeches of the closing teams are summary speeches – they summarise the debate and disagreements between the team. Their most important goal is to explain why their side has won the debate. They are not allowed to present new arguments but they can present new evidence and rebuttal.

During the speeches points of information are offered regularly. Speakers should only accept a maximum of two points of information. The first and last minute is protected time where points of information cannot be offered.

Rather than a side trying to win, all the teams are trying to win – this allows different perspectives to be explored. The teams are then ranked 1st to 4th in the debate.

Debate topics

Almost anything can be debated, here are some popular topics – these have been written as questions but they can be easily adapted into statements:

• Is animal experimentation justified?
• Should we legalise the possession of cannabis for medicinal use?
• Should we recognise Bitcoin as a legal currency?
• Is torture acceptable when used for national security?
• Should mobile phones be banned until a certain age?
• Does technology make us more lonely?
• Should guns be banned in the U.S.?
• Should we make internet companies liable for illegal content shared on their platforms?
• Will posting students’ grades publicly motivate them to perform better?
• Should animals be used for scientific testing?
• Do violent video games make people more violent?
• Should the death penalty be stopped completely?
• Should smoking in public places be completely banned?
• Should doping be allowed in professional sports?
• Should all zoos be closed?
• Should consumers must take responsibility for the plastic waste crisis?
• Is euthanasia justified?
• Is the boarding school system beneficial to children?

Debate topics for children

If you’re trying to think of debate topics for a classroom, consider the following:

• Should mobile phones be allowed at school?
• Is global warming a problem?
• Should violent video games be banned?
• Is school detention beneficial?
• Are celebrities good role models?
• Does social networking have a beneficial effect on society?
• Are single sex schools more effective than co-ed schools?
• Do celebrities get away with more crime than non-celebrities?
• Is cloning animals ethical?
• Are humans to blame for certain animal extinctions?

Debating societies

If you’re interested in debating consider searching for a society or debating events near you:

• Most universities have a debating society and their webpages usually contain lots of useful information and tips.
• Toastmasters
• Use Meetup to find debates close to you

Specific to the UK:

• Sylvans Debating Club
• The Association of Speakers Clubs

Welcome to the DAV Website The DAV is a non-profit association which exists to promote debate. It is the peak debating body in Victoria and runs large competitions for adults and for schools across Victoria. It provides training and resources for debaters, teachers and adjudicators.

• Schools Competition resource guide
• DAV Teacher Inservice
• Topics archive
• Australia-Asia Debating Guide
• Training DVD
• Points of Information
• Chairing a debate
• Speaker roles
• Definitions
• Team line & split
• Speech Template
• Matter, method, & manner
• Introduction
• Getting more Matter
• Improving your Matter

Speaker Roles

Debating is a team sport – you must work together when preparing you case and during the debate. Each speaker within the team has a certain role to play. It is important that each speaker understands and fulfils their role.

These speaker roles might sound a bit restrictive, but they help the debate run smoothly and clearly, so that everyone in the room understands what the debate is about and what each team stands for.

In each debate, there are two teams of three speakers. The team which argues for the topic is called the affirmative. The team arguing against the topic is called the negative. Each speaker speaks once for a defined period. The order of speakers is: first affirmative, first negative, second affirmative, second negative, third affirmative, third negative. Following this final speech, the debating component is done, and the adjudicator takes time to give feedback and award the win.

First Affirmative

The first affirmative’s role is to set out their team’s interpretation of the topic (the contention/team case), define the topic, outline the team split, and present arguments.

Define the topic

The first task of the first affirmative speaker is to define the topic.  The definition specifies the important issue(s) in contention, and places boundaries on the issues that can be argued in the debate. Certain words will have vague or multiple meanings. The definition should note the meaning of key words in the topic. Definitions of words do not need to be dictionary definitions/quote directly from the dictionary.

For example, if the topic was ‘that we should ban junk food in schools,’ the words which are vague and may need definition are: we, junk food, and, schools. Defining ‘we’ says who or where the topic applies (Australia, Victoria, the world). Defining ‘schools’ says what is being impacted - is it primary, secondary schools, or both? Defining ‘junk food’ notes the subject, and can be used to include certain foods, or exclude certain foods. However, as there is a common sense understanding of what junk food is, it can be fine to just say ‘junk food’ if the affirmative team wants. The words in the topic like ‘that’, ‘should’, ‘ban’ and ‘in’ don’t require definition as they are not the issues of contention.

A definition can be short, and to the point. Using the sample topic, the first affirmative could define the topic in their speech as: ‘we define the topic to mean that Australia should ban junk food from all schools, both primary and secondary.’

The team split

It is essential to let the audience know early on in the debate exactly which way your team will be heading and the approach they will be taking to the debate. The split introduces the first and second speakers, and notes what their arguments will be.

Present arguments

First and second speakers of both teams present arguments. The arguments said by the first speaker should be different, and not overlap, with the arguments of the second speaker. The arguments should be supporting your team’s contention (agreeing or disagreeing with the topic). The first affirmative should present the arguments allocated to the first speaker.

First Negative

The role of the first negative is very similar to the first affirmative. The first negative’s role is to outlines their team’s contention, team split, rebut the arguments of the first affirmative, and present arguments.

The main difference between first affirmative and negative is that the first affirmative defines the topic, which the first negative does not (typically) do so, and, that the first negative offers rebuttal. 

The Definitional Challenge

In most circumstances, the definition provided by the affirmative is sufficient for the debate. On occasion, the negative may have a substantial disagreement with the definition provided by the Affirmative. If this is the case, then these must be dealt with immediately. To successfully challenge the definition, the first negative must prove to the adjudicator that they have the most reasonable definition (thus showing the affirmative’s definition was not reasonable).

A rebuttal is a counterargument. The speaker should attack the main theme of the affirmative argument, as well as the specific issues raised by the first affirmative speaker. It is important to remember that you are rebutting the arguments the opposing speaker has raised, not the opposing speaker personally.

Outline team split

Like the first affirmative, they should give an outline of the team case and the arguments to be dealt with by each speaker.

First and second speakers of both teams present arguments. The arguments said by the first speaker should be different, and not overlap, with the arguments of the second speaker. The arguments should be supporting your team’s contention (agreeing or disagreeing with the topic). The first negative should present the arguments allocated to the first speaker.

Second Affirmative & Second Negative

The second speakers of both teams have the same speaker role. They both rebut their opposition’s arguments, and present their own arguments.

Defend the definition if necessary

If there are any definitional issues in the debate, then these need to be dealt with and hopefully fully cleared up. Both speakers should keep in mind, like the first negative, that they are trying to prove that their definition is the most reasonable.

Each speaker should attack the main arguments of their opponents. The second affirmative should clearly identify the major areas of disagreement with the with the negative case and attack the specific arguments of the first negative.

The second negative needs to attack the main arguments of the affirmative, focusing on the specific arguments raised by the second affirmative.

The speaker should then present their allocated arguments.

Third Affirmative & Negative

The third speakers of both teams have the same role: to rebut their opposition’s arguments, and to summarise their team’s arguments.

Third speakers do not present arguments! New matter is illegal from the third speaker from the Negative, and whilst it is legal for the third Affirmative speaker to introduce new material, you are best advised to leave that speaker as much time as possible for rebuttal. If it is an important argument, it should not be left to the last speaker in your team!

The third speaker should rebut all the arguments raised by their opposition across the debate, not just the arguments raised by the speaker before them. They should to present an overview by analysing the main themes of the debate. [29]They should identify the essential issues on which the teams have disagreed, rebut the important arguments of the opposing team and defend any important attacks made against their own team’s case.

Summary of their team’s arguments

Both speakers should conclude their speech with a brief summary of their teams’ case.

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Resource 11: Parliamentary Debate Format

Resource 11, parliamentary debate format.

Parliamentary Debate is modeled after British parliamentary procedure and is an academic debate format used in competitive high school and university tournaments. There is quite a bit of literature on strategies and techniques related to Parliamentary Debate (or “parli”), so this guidance sheet is intended as an overview for beginners to get started or for those interested in incorporating debate as an activity or exercise.

Protocol: There are a few variations on parliamentary debate speech timing, but one common iteration is: 20 minutes of preparation time, followed by…

• Affirmative (Pro): 7 minutes
• Negative (Con): 7 minutes
• Negative (Con): 5 minutes
• Affirmative (Pro): 5 minutes

Parli Topics: Given how widespread parliamentary debate is, it is fairly easy to find lists of topics online with in-depth guidance on facilitating parli rounds. By adding “for middle school” or “for high school” to your search, you can find topics that are good for beginners of any age. In general, topics can fall in the categories of “fact”, “value”, or “policy”, and should have equal ground on both sides. It’s also good to draw inspiration from Op-Ed articles and editorials about current issues, or think about important issues that no one is really talking about.

Here are some starters to create your own topics:

• “______ is better than _______.”
• “All _____ are _______.”
• “_______ ought to be valued over_______ in cases of _______.”
• “________ have a moral obligation to _________.”
• “The government should substantially increase funding for ________.”
• “______ should ban _______.”

Opening Case Example: To get started, here is a specific example of how you might structure your opening speech during your 20 minutes of preparation time:

4 Fast Debate Formats for the Secondary Classroom

Quick Debates for Grades 7 Through 12

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While debate is an adversarial activity, it provides numerous positive benefits for students. Debate increases opportunities for speaking and listening in the classroom. During a debate, students take turns speaking in response to the arguments made by their opponents. At the same time, other students participating in the debate, or in the audience, must listen carefully for arguments made or evidence used in supporting a position.

The cornerstone of classroom debate is the ability of students to present their positions and to convince others of those positions. Particular forms of debate are well-suited to first-time debaters as they focus less on the quality of speaking and more on the evidence presented in arguments. 

Debate topics of interest to high school students range from human cloning and animal testing to changing the legal voting age. For middle school students , debate topics may include the abolishment of statewide testing or whether school uniforms should be required. To prep students for their first debate, review debate formats , show students how debaters organize their arguments, watch videos of actual debates, and go over the scoring rubrics for each form of debate.

The debate formats presented can be adapted to the length of a class period.

Abbreviated Lincoln-Douglas Debate

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The Lincoln-Douglas debate is dedicated to questions that are of a deep moral or philosophical nature.

The debate format for a Lincoln-Douglas debate is one-on-one. While some students may prefer one-to-one debate, others may not want the pressure or spotlight. This debate format allows a student to win or lose based solely on an individual argument rather than relying on a partner or group.

An abbreviated version of a Lincoln-Douglas debate runs about 15 minutes, including time for transitions and claims to be made during each stage of the process:

• First Affirmative Speaker: Two minutes to introduce the topic
• Example: "It is often said" or "Many people assume that my esteemed opponent believes that" 
• Example: "On the contrary" or "On the other hand" 
• Example: "For example" or "This is why" 
• Break for Rebuttal Speech Preparation: Two minutes to transition
• Example: "Therefore" or "As a result" or "Thus it can be seen" 
•  Example: "Therefore" or "As a result" or "Thus it can be seen" 

Role-Play Debate

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In the  role-play  format of debate, students examine different points of view or perspectives related to an issue by playing a role. A debate about the question "Should English class be required for four years?" might yield a variety of opinions.

The points of view expressed in a role-play debate might include opinions that would be expressed by a student (or two students) representing one side of an issue. This type of debate could feature other roles such as a parent, a school principal, a college professor, a teacher, a textbook sales representative, or an author.

To role-play, ask students to help identify all stakeholders in the debate. Create three index cards for each role. Write the role of one stakeholder on each index card.

Students choose an index card at random, and those holding matching stakeholder cards gather together. Each group formulates the arguments for its assigned stakeholder role.

During the debate, each stakeholder presents her point of view.

In the end, the students decide which stakeholder presented the strongest argument.

Tag-Team Debate

In a tag-team debate, students work in small groups, and there are opportunities for every student to participate. The teacher organizes two teams of no more than five students to represent two sides of a debatable question. Each team has a set amount of time (three to five minutes) to present its point of view.

The teacher reads aloud the issue to be debated and then gives each team the opportunity to discuss its argument as a group. One speaker from each team takes the floor and speaks for no more than one minute. That speaker must "tag" another member of the team to pick up the argument at the end of his time or before his minute is up. A team member who is eager to pick up a point or add to the team's argument can raise his hand to be tagged.

No member of a team can be tagged twice until all members have had an opportunity to speak. After all teams have presented, students vote on which team made the best argument.

Inner Circle-Outer Circle Debate

In the inner circle-outer circle debate, the teacher arranges students into two groups of equal size who take opposing sides in the debate. Each group has an opportunity to listen to the other group discuss an issue and formulate conclusions, as well as discuss and formulate its own conclusions.

The students in Group 1 sit in a circle of chairs facing out, away from the center, while the students in Group 2 sit in a circle of chairs around Group 1, facing the center of the circle as well as the students in Group 1. Once the students are seated, the teacher reads aloud the issue to be discussed.

The students in the inner circle have 10 to 15 minutes to discuss the topic. During that time, all other students focus their attention on the students in the inner circle. No one else is allowed to speak during the inner circle's discussion time.

As the outer circle group observes the inner circle group and listens to the discussion, members of the outer circle group create a list of the arguments made by each member of the inner circle group. The outer circle students also prepare their own notes about these arguments.

After 10 to 15 minutes, the groups switch roles and the process is repeated. After the second round, all students share their outer circle observations. The notes from both rounds may be used in a follow-up classroom discussion and/or as an editorial writing assignment for students to express their positions on the issue at hand.

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101: Introduction to Policy

What is Policy?

How to win a Policy Debate Round

How to Judge a Policy Debate Round

Speakers (1A, 2A, 1N, 2N)

Policy Debate Round Format

First Affirmative Constructive (1AC)

Cross Examinations

First Negative Constructive (1NC)

Second Affirmative Constructive (2AC)

Second Negative Constructive (2NC)

First Negative Rebuttal (1NR)

First Affirmative Rebuttal (1AR)

Second Negative Rebuttal (2NR)

Second Affirmative Rebuttal (2AR)

102: Beyond the Basics

Constructing a Case

Mastering the Constructives

Mastering the Rebuttals

Final Speeches

The Second Negative Rebuttal

This is the Second Affirmative Rebuttal, or 2AR. This is the final speech of the debate, where the Aff has the chance to consolidate and makes things clear for the judge. This speech is relatively easier than the 2NR since it is reactive and can make choices based on 2NR missteps. The 2AR will begin usually by rebuilding part of the Aff case, going for one advantage. Then, the 2AR will go in-depth on 1-2 key arguments against the 2NR’s position, attempting to out-explain and out-spin the 2NR.

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The Second Negative Rebuttal (2NR)

The Second Negative Rebuttal (2NR) is delivered by the same person who delivered the 2NC. This speaker has a tough job in the debate, as I think the 2NR is one of the toughest two speeches in the debate (the other one being the 2NC).

The 2NR is the negative team’s last time to speak and they need to leave a positive impression on the judge while arguing that the affirmative plan is a net undesirable action.

In the 2NR, debaters should focus on a few key things at their first tournaments.

First, debaters need to extend any arguments from the 1NC that they expect the judge to consider when rendering his or her decision. This is true even if the other team didn’t respond to the arguments. And this is true for all arguments, not just the arguments the 2NC discussed.  The 2NR must extend  any negative argument the 2NR wants the judge to consider.

Second, debaters need to answer all of the affirmative arguments,  even if you previously answered them . As with repeating any negative arguments, you must repeat all of your answers. And you must repeat your partner’s arguments from the 1NR as well.

Third,  weigh . We will talk more about weighing later, but for now just think about how you will compare your arguments to the other team’s arguments. Why is protecting states’ rights more important than reducing pollution?

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Debate 101: 2nd Speaker

The second speaker’s job is simple: respond to the previous speakers’ arguments and extend the debate.

• Post author By Jen Taruno
• Post date June 24, 2021
• No Comments on Debate 101: 2nd Speaker

The second speaker’s job is simple: respond to the previous speakers’ arguments and extend the debate. While first speakers have an entire grocery list to check off for their speeches, second speakers enjoy the simple structure of Responses and Extensions.

Second speakers are also known as Deputies. Because when you’re on Government, you’re a Deputy Prime Minister (DPM), and when you’re on Opposition, you’re Deputy Leader of Opposition (DLO). Let’s talk about the duties of these deputies.

(first 4-5 minutes of your speech in a 7-minute format, first 5-6 minutes of your speech in an 8-minute format)

You’re speaking midway into the debate and the speakers before you have brought a lot of material, so second speakers normally spend this much time making rebuttals! If you’re DPM, respond to all of your LO’s materials. If you’re DLO, respond mainly to DPM, but attack PM’s arguments too if you need to cover up for missing response in LO (which is common because LO is expected to bring a lot of material).

Click here to learn how to make responses in detail.

(the rest of your speech)

Sometimes, second speakers are forgiven for only bringing rebuttals, as long as they’re not material from the first speaker repeated in a different way. This is something to do for a last resort, because normally, the second speaker is expected to bring substantive material. The reason it’s called an extension in second is because it’s an extended impact from the motion that’s less obvious than those brought in first.

Overall, the way you can think of an extension is by looking for an argument that has either of these things:

• A different actor
• A different impact
• A different scenario
• A different argument type (principle/practical)

More of the goodies is in this article about extensions.

What do I do during casebuild?

• Help the first speaker make their case first! It’s top priority because you’re speaking later and will have more time to think.
• Think of an extension after the first speaker has a setup and knows what arguments they’re going to bring. If you’re stuck, ask your teammates to help you.
• Throughout the whole casebuilding process, think of what the opposition team might bring and have pre-emptions ready, so you can just put them in your responses later.

That’s all for second speakers! Does this look like the kind of speaker you’d most like to become? Or have you learned new things about second speakers? Well, if you’re still curious, there’s actually more about this here—we’ve got details on how to respond effectively and types of extensions as well.

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GIRLS WHO DEBATE

Overview of the second speech: parliamentary.

This article serves as an introduction for the role of the Second Speaker in Parliamentary debate, including some basic tips, tricks and timing.

The second speaker in Parliamentary debate is usually one of the most important speeches. In this speech, you have to cover all of the content necessary for your team to win the round because the final speaker (third speaker) can not bring up any new information in their speech. This means that by the end of your second speech, you need to respond to the entirety of the opposing case while establishing all of the logistics and information of your own case.

The most challenging aspect of the second speech is typically organization. Speakers tend to speak freely and without structure, which confuses judges and makes it challenging for them to flow through your analysis. We are going to cover a couple of different ways that you can organize the second speech:

The Line-by-line Speech

This speech is formulated by simply running through the opposing case and methodically refuting their advantages. Once you finish refuting their advantages, establish and counter-refute your own advantages. You can finish the speech by analyzing the round with impact calculus. You should break down your speech like the following:

0:00-0:15 Introduction and hook

0:15-1:30 Framing disputes and assumptions by the opposing team

1:30-3:00 Refute first opposing advantage

3:00-4:30 Refute second opposing advantage

4:30-6:00 Refute third opposing advantage

6:00-7:00 Counter-refute and establish own case

7:00-8:00 Impact calculus

This structure is evidently dependent on the case presented by your opponents. So, if they only present two advantages, you can take more time to individually refute those, or you can add on extra time to counter-refutations or impact calculus - the structure of the speech is ultimately up to you. The most important aspect of this structure is consistent “signposting,” or letting the judge know which part of the flow you are analyzing. For example, when you finish responding to the second advantage and begin to refute the third advantage, you should let the judge know that you “will now respond to the third advantage proposed by the affirmative team.” Frequently signposting is crucial to a successful line-by-line speech.

The Clash Speech

The clash outline for a second speech is meant for experienced debaters. Once you gain comfort with the line-by-line format, consider trying the clash speech. In this format, you will identify 2-3 clash points that summarize the major disputes of the round. For each specific clash point, describe the opposing outlook on the clash and refute why their perspective should not flow through. Then, impact out why your comparative under that clash is preferable for the judge. Here is a timing breakdown:

0:15-1:00 Framing disputes and assumptions by the opposing team

1:00-3:00 First clash point

3:00-5:00 Second clash point

5:00-7:00 Third clash point

In order to be successful in this format, there are two aspects to remember. First, that when describing the opposing argument under a clash point, make sure you are correctly and accurately depicting the argument. This means that you avoid the “straw man fallacy” or purposely misconstruing an opposing argument to enable your refutations. If you commit this fallacy, your refutations will seem less valid to the judge, and your opponents will likely comment on this fallacy, making your refutations appear irrelevant. So, when you describe an opposing argument within this format, portray it in an accurate way. Secondly, ensure that the clash points you select are relevant to the round. In other words, don’t equate a source or statistic dispute to an entire clash point - this will give an undue amount of weight to an unimportant dispute, taking away time and focus on your own case.

By using these clear structures to format the speech, giving a second speech is easy and simple.

For more information on the content discussed in this article, please visit our Parliamentary Resource page.

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Debate — Questions, Structure, and Topics

What is a debate?

A debate is a form of public discourse that presents organized arguments by two opposing sides. In a typical debate, two sides (affirmative and negative) are given a proposition to debate using a structured format that differs based on the type.

The affirmative side advocates for the proposition, providing supporting evidence and explanation, while the opposing side refutes the resolution. Therefore, the affirmative wants to convince the audience to adopt the resolution, while the opposition side wants them to reject it.

The audience varies depending on the topic of the debate. Consider the following examples:

Political: Voters

Policy: Lawmakers

Trial: Jury

Public Debate/Forum: Community members

Debate questions

The basis of a debate stems from the resolution, a declarative statement determined by a question. The resolution contains the claim the two sides will debate. These statements derive from debate questions:

Structure for debate

The specific structure depends on the form of debate. However, every formal debate contains a judge, opposing sides, speeches, and a decision.

Debates are set up to persuade a panel of judges rather than the opponent.

There are always two sides in a debate – one that agrees with the resolution (affirming) and one that disagrees (opposing).

Each debate includes rounds of speeches that present the side’s argument. The placement of the speech in the debate impacts its purpose.

The constructive speech is each team’s first speech to build their case.

Rebuttals provide the opportunity for both sides to discredit their opponent’s argument.

Cross-examination allows each side to question the other side.

The period where speakers from both sides can ask and answer each other’s questions is called crossfire . The grand crossfire functions in the same way, except all four speakers participate.

Closing statements offer each side a final opportunity to present their argument.

Upon conclusion of the debate, the judge(s) or moderator decides the winning side.

Types of debates

Team policy, Lincoln-Douglas, spontaneous argumentation, public forum, and parliamentary are the most common types of debates.

Team policy debates consist of two teams of two who take a position concerning a predetermined policy. One team argues to enact the policy while the opposing team members offer reasons to reject it.

Policy debates are structured as follows:

Lincoln-Douglas debates consist of one speaker debating against another speaker and are a common form of high school debates. The topic typically concerns social and philosophical issues with questions concerning ideas such as morality, justice, democracy, etc. They focus on determining if certain thoughts or actions are good or bad, right or wrong, and moral or immoral. Presidential debates typically look most like Lincoln-Douglas debates.

Spontaneous argumentation (SPAR) is a quick and simple type of debate. It typically involves two debaters given a topic right before the debate, allowing only a few minutes for preparation.

Public forum debates feature two teams with two speakers each who debate a topic regarding a current event.

A parliamentary debate includes two teams with two speakers each. The affirmative team is often referred to as the government and is trying to uphold the resolution, whereas the negative team (the opposition) opposes the government’s viewpoint. The government identifies a problem and offers a solution, while the opposition argues against that solution. The rules for this type of debate originated from British parliamentary procedure.

Debating tips

When debating, the following strategies can positively affect the outcome:

While some debate formats allow for a limited amount of preparation time, utilize the time provided. It is best to take as much time as possible to formulate an argument. Going into a debate unprepared not only impacts the argument but can negatively influence body language, eye contact, volume, pacing, etc.

Focus and stay on topic. Make sure each sentence has a purpose and supports the argument.

Use good public speaking skills like appropriate eye contact, volume, pacing, intonation, inflection, posture, etc., which show the speaker’s confidence. Sometimes the presentation can be as important as what is presented.

Debates provide speakers with the opportunity to respond to their opponent’s argument. Focus on actively listening to the opposing side. While it is possible to predict their argument, providing a direct response to something they said is much more persuasive than moving forward as if there is no opposing side.

The point of a debate is to attack the argument , not the opponent.

Debate topics

The following are example topics for each main type of debate:

Team Policy Debate

The United States federal government should substantially increase its protection of its water resources.

The United States federal government should substantially increase its security cooperation with the North Atlantic Treaty Organization in one or more of the following areas: artificial intelligence, biotechnology, and cybersecurity.

New York should offer universal healthcare to its residents.

Lincoln-Douglas Debate

In a democracy, a free press ought to prioritize objectivity over advocacy.

Radicalism is preferable to incrementalism to achieve social justice.

Civil disobedience in a democracy is morally justified.

The actions of corporations ought to be held to the same moral standards as the actions of individuals.

Spontaneous Argumentation (SPAR)

Lying is sometimes justified.

High schools should require uniforms.

Voting is a duty and not a right.

The pen is mightier than the sword.

Money can buy happiness.

Public Forum Debate

Japan should revise Article 9 of its Constitution to develop offensive military capabilities.

The United States should establish a comprehensive bilateral trade agreement with Taiwan.

Parliamentary Debate

In the US criminal justice system, truth-seeking ought to be valued above attorney-client privilege.

Chain stores are detrimental to the best interests of the American public.

The United States Senate should eliminate the filibuster.

Structure of a Debate Speech

Debate Speeches have 3 major parts: Introduction, Body, and Conclusion

Introduction  - The key is to make it clear what your case is

1. Preamble (optional) – A short (30 seconds max) story or statistic that frames  (i.e. gives the audience a certain mindset when thinking about) the resolution 

2A. If and only if you are the 1st Prop/PM - Define the resolution. You must define all of the terms and then paraphrase your definition. The definition should be clear and may not be unreasonable or a truism.

2B. If not PM – Briefly paraphrase the government definition but use exact quotes if, and only if, one of the terms is crucial to your argument. If the Opposition is going to challenge the definition — and it is usually a bad idea to do so unless it is undebatable — it must do so here and it can only do so if the 1st Opposition can show that the government definition is unreasonable or a truism. In that case the 1st Opposition redefines it and then argues against the redefined resolution.

3. Framing – Discuss the fundamental question in the debate, generalizing it if appropriate. The fundamental question is often of the form “How do we decide if …”  or  “ What is the basis for deciding if …“ Explain what the issues are and, if appropriate, what are not issues. Explain what is the debate about. Do not just state that you are going to argue in favour and they are going to argue against. As the opposition you may not want to accept the proposition/government’s framing of the debate, in which case you must put forward your own and explain why it is better.

Body  (RDA (Refute, Defend, Add))

1- Refutation (except for PM’s first speech) – This is usually done before presenting your constructive case but can be done after it. Go over all of your opponents’ reasons one by one (number them) and refute each one. If you are the 2nd opposition, attack both the 1st Prop points (if you have time and if any are still standing after your partner’s speech) and the 2nd Prop's points. The way to attack their reasons is to show that they are irrelevant or insufficient (i.e. even if true, they are not significant enough to prove the resolution) or questionable (i.e. they are not true or are unproven) or that they are outweighed by other factors. You can the SEER format, i.e. S tate their reason, E xplain why it is wrong. give E vidence/Example to illustrate it, and R eturn to the resolution as defined – show that they haven not proven what they must prove ) 

2- Constructive Case

A) Allocation – If you are the first speaker on your side, explain how you are going to divide the case between yourself and your partner. It is best to see if there is a way to divide the case into two general areas, e.g. practical and principle, cost and safety, individual and society, long term and short term.

B) Have two to three reasons backed by detailed evidence or examples. If you are the second speaker on your side, go over your partner’s points before getting to your own; DO NOT just state them but defend them and expand them or point out that the other side has not dealt with them, and then go on to your point(s). You can use the ARE format ( A ssertion - state your reason, R easoning - explain why your reason is true and why that matters for the resolution, and E vidence/Example - provide evidence and /or examples to illustrate your reason. Your side should have no more than four reasons and your partner should have at least one of those four. Number your reasons.

Conclude your speech with a summary of what your side (include your partner’s points if, and only if, they have already spoken) has said. If you have time, try to summarize each of your reasons as a single sentence or clause. You may want to then end by emphasizing your strongest point, challenging the opposition, or using a quote or memorable phrase

Instant Debate Speech Maker Online

Debates are an excellent opportunity to develop many personal skills, become a more open-minded person, and learn new information. Through this activity, students improve critical thinking, public speaking, teamwork skills, increase their self-esteem, and learn to disagree with others.

Preparing for a debate can take a lot of time, which is why our team has created this tool and guide for you. With our debate speech maker, you no longer have to sit for hours and think about how to formulate your argument correctly! Also, on this page you will learn many useful facts about debates and get tips for preparing for them.

• 📢 Introduction to the Tool

🗣️ What Is a Debate?

👍 debate maker benefits, ✏️ how to write a debate speech, 🔗 references, 📢 debate script maker: an introduction.

If you’ve decided to participate in a debate, you probably know that this activity requires a lot of preparation. Sometimes, you may receive the topic of your debate in advance so that you have time to prepare thoroughly for it. But also, you may be given the subject on the day of the debate, and then you’ll have much less time to prepare. In either case, our debate maker will be an indispensable assistant!

When comparing AI vs human writers, artificial intelligence excels in the speed of content creation, although it loses in creativity. Unlike when using other AI chat bots, you don't have to bother with creating successful prompts. Using this tool is simple - to instantly make a speech, you’ll need to take these four steps:

• Type in the topic of the debate.
• State your position and audience.
• Indicate whether you are replying to an opponent.
• Click “Generate” and get your result!

A debate is a structured and formalized argumentative exchange between two or more opposing sides . While this practice is usually associated with the election season , it can also be often found in schools or colleges. Participants, categorized as either the “pro” or “con” side, systematically present and defend their perspectives on a given topic. They use evidence to back up their claims and. Each side takes turns articulating arguments and responding to their opponent's points.

The primary objective of a debate is persuasion - convincing the opposition and the audience. Although debates often lack a declared winner, they may conclude with a vote or judgment from adjudicators in formal settings. Informal debates can persist until one side concedes.

Debate Terminology Examples for Students

Here, you can become familiar with the basic terms. It’ll be beneficial for you to learn them to make it easier to grasp the debate structure further.

• Adjudicator - An impartial observer who evaluates the debate. Such moderators provide feedback on the quality of arguments and overall performance. Also, they can contribute to determining the winner in formal debates.
• An affirmative - A team or speaker supporting the motion in a debate. Affirmatives present arguments in favor of the proposition. They aim to convince the audience or adjudicators of the motion's validity.
• Motion - The central topic, idea, or statement being debated. The motion frames the discussion and determines the stances of the affirmative and opposition sides. Debaters construct arguments either in support or against this subject.
• Chairperson - The person responsible for moderating and overseeing the debate. Their goal is to maintain order and ensure adherence to the rules. The chairperson may introduce speakers and the motion.
• Card - A card is a paragraph or several paragraphs taken from an authoritative journalistic or scholarly source that proves the validity of a particular argument. It should be a verbatim quotation without additions or paraphrasing. It is important to explain the quote and how it relates to the argument.
• Floor - The general audience or participants who are not actively engaged in the debate but may have the opportunity to pose questions. They can make contributions during designated segments. The floor adds an interactive element to the discussion.
• Opposition/a Negative - A team or speaker taking an opposing stance on the core topic. The opposition presents arguments countering the proposition. Such arguments should demonstrate flaws in the affirmative's position and persuade the audience that the motion is unsupported.
• The first speaker - The initial speaker of a team. They introduce and establish the main arguments supporting or opposing the motion. Their speech should set the tone for the team's position and outline the critical points to be developed by subsequent speakers.
• The second speaker - The second speaker introduces additional evidence and reinforces the team's position. They aim to strengthen their affirmative/opposing case and respond to the arguments from the other team.
• The third speaker - The last speaker should summarize the team's key points. They may also respond to opposition’s reasons raised during the debate. The goal is to leave a lasting impression on the adjudicators before the discussion concludes.
• Reply speeches - Reply speeches are the concluding words from both the affirmative and opposition sides. These speeches are often shorter, not more than three minutes. Such speeches are the last chance to influence the overall impression, so they should strongly support your ideas.

What Does the Maker of the Argument Do in a Debate?

In a debate, the first speaker, whether on the affirmative or opposition side, should:

• Formulate a clear and concise stance on the motion.
• Organize arguments logically, presenting a structured case.
• Support points with relevant facts and examples.
• Convince adjudicators and the audience of the credibility of their position.

The Structure of a Debate

Whether an academic debate or a parliamentary one, the structure and ground rules essentially remain the same.

In this section, we'll briefly explain how your proceedings are going to look like:

• Gathering the sides . At this stage, you should determine the teams and their participants. They are divided into affirmative and negative sides. As a rule, the debates should include three speakers , who will take turns and, at each stage, strengthen their position. All participants should meet 15 minutes before the start to prepare materials .
• Starting the debate . Participants should determine the debate’s time limit, as speeches cannot last nonstop. Usually, each speaker is given a maximum of 3 minutes for their presentation. At the beginning, the speakers should introduce themselves. The duration of the answer is regulated by the timekeeper , who should give a bell 30 seconds before the end of the speaker's time to start summarizing.
• Debating the topic . The core of the debate involves a structured exchange between the sides. The first speaker for the affirmative introduces the motion, presenting key arguments. The opposition's first speaker responds, presenting counterarguments. This pattern continues with subsequent speakers building upon and responding to the points raised. The debate format could also include cross-examination or questioning segments.
• Finishing the debate . Both sides deliver final counter-speeches summarizing key arguments. The adjudicators then assess the overall performance of each side. The persuasiveness of the arguments presented assists in the audience’s decision-making. Participants may engage in discussions and receive feedback . After the debate, each team is given the opportunity to thank everyone in attendance.

As you've probably already realized, getting ready for such a significant event will take a lot of time. You'll need to gather your thoughts, stay level-headed, and be assertive in your stance. This preparation process can be quite overwhelming. That's why our debate script maker is the perfect solution!

This debate writer has many advantages:

Our tool is a great way to save time and get that initial burst of inspiration for your debate. However, that is just the beginning. You will still need to edit and finalize this speech. Additionally, you may find it helpful to learn how to write one yourself.

The following steps will show you how to improve your speech and prepare you for your future debates:

• Compelling beginning . The opening of your speech is of the utmost significance. Your task is to captivate the audience and create the overall atmosphere of the speech. We suggest using a hook at the very beginning. It can be a question or a fact intended to capture the attention of your opposition and the audience. You could also use a quote from a famous person, an interesting statistic, a rhetorical question, or even a relevant personal anecdote.
• Presenting your arguments . This is the time to talk about your position on the topic. Be sure to formulate a concise thesis statement . After that, you should provide the arguments that support it. Explain each point clearly to avoid misunderstanding among the audience.
• Explaining the position . Follow a structure where each of your arguments is followed by evidence and then justification. Proof builds credibility and engages the listeners. Ensure that you have data only from relevant and reliable sources.
• Summarizing . In the concluding part of your persuasive speech, you should reiterate your thesis and essential arguments. Emphasize the value of your position. It’s your last opportunity to impress the judge and the listeners. Round it off by offering a provocative question, a recommendation, or talking about your predictions for the future of the subject.
• Confidence and consistency . After writing your speech, you should refine its structure so that you have smooth transitions from one idea to the next. Use connecting words to tie your arguments together. Afterward, practice your speech and make sure it's clear . Your gestures, facial expressions, and intonation are ways to communicate with listeners. Be convincing but not pushy, and use a moderate pace.

We wish you good luck in your debates! And if you need to create a different kind of speech, try our informative speech generator .

Updated: Jan 26th, 2024

• What is a debate? – Vanesa Velkova, European Commission
• How debating works – Law Society of Scotland
• Debating: A Brief Introduction for Beginners – Debating SA Incorporated
• Debate Timing & Structure - Debating Matters
• How do you structure your debate speech to capture the attention and interest of your audience? - LinkedIn
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Our debate speech maker tool is the perfect solution for those who wish to deliver the perfect response to their opponents. Easily generate a speech on any topic and wow the audience with your eloquence. Additionally, learn all about debates, their structure, and find useful tips.

Example Speeches – First, Second and Third Speakers

Primary School First Speaker Exemplar

An exemplar speech of a first speaker at the Primary School level. With thanks to the students at Pulteney Grammar School for their time in producing this video.

Primary School Second Speaker Exemplar

An exemplar speech of a second speaker at the Primary School level. With thanks to the students at Pulteney Grammar School for their time in producing this video.

Primary School Third Speaker Exemplar

An exemplar speech of a third speaker at the Primary School level. With thanks to the students at Pulteney Grammar School for their time in producing this video.