Debate vs. Speech

What's the difference.

Debate and speech are both forms of public speaking, but they differ in their purpose and structure. A debate involves two or more individuals or teams presenting arguments and counterarguments on a specific topic. It requires participants to research, analyze, and defend their positions while also refuting their opponents' arguments. Debates are interactive and often involve questioning and rebuttals. On the other hand, a speech is a one-sided presentation where an individual shares their thoughts, ideas, or opinions on a particular subject. Speeches are typically prepared in advance and delivered to an audience without any direct opposition or debate. While both debate and speech require effective communication skills, debates focus on presenting arguments and engaging in a back-and-forth exchange, while speeches emphasize delivering a persuasive or informative message to an audience.

Further Detail

Introduction.

Debate and speech are two distinct forms of communication that are often used in various settings, including educational institutions, political arenas, and public speaking events. While both debate and speech involve presenting arguments and ideas to an audience, they differ in terms of structure, purpose, and delivery. In this article, we will explore the attributes of debate and speech, highlighting their unique characteristics and discussing their respective advantages and disadvantages.

One of the key differences between debate and speech lies in their structure. A debate typically follows a structured format where two opposing teams or individuals present arguments and counterarguments on a specific topic. Each team or individual is given a set amount of time to present their case, followed by a cross-examination period where they can challenge their opponents' arguments. On the other hand, a speech is a more individualistic form of communication where a single speaker presents their ideas or opinions without direct opposition or cross-examination.

In a debate, the structure often includes an opening statement, rebuttals, and a closing statement. The opening statement allows each team or individual to present their main arguments and set the tone for the debate. Rebuttals provide an opportunity to challenge the opposing side's arguments and offer counterarguments. Finally, the closing statement allows each team or individual to summarize their main points and leave a lasting impression on the audience.

On the other hand, a speech typically follows a more linear structure, starting with an introduction to grab the audience's attention, followed by the main body where the speaker presents their ideas or arguments in a logical sequence, and concluding with a memorable ending that reinforces the main message. Unlike a debate, a speech does not involve direct opposition or cross-examination, allowing the speaker to focus solely on presenting their ideas in a persuasive and engaging manner.

Another important aspect to consider when comparing debate and speech is their purpose. Debate is often used as a means to explore different perspectives on a particular topic and to engage in a structured argumentative discussion. It aims to provide a platform for individuals or teams to present their viewpoints, challenge opposing arguments, and ultimately persuade the audience to adopt their position. Debates are commonly used in educational settings to enhance critical thinking, public speaking skills, and the ability to construct persuasive arguments.

On the other hand, the purpose of a speech is typically to inform, inspire, entertain, or motivate the audience. Unlike a debate, a speech is not focused on direct opposition or convincing the audience of a specific viewpoint. Instead, it aims to convey a message, share personal experiences, or deliver a compelling narrative. Speeches are commonly used in various contexts, such as graduation ceremonies, political rallies, or TED talks, where the speaker's goal is to captivate the audience and leave a lasting impact.

The delivery of a debate and a speech also differs significantly. In a debate, the emphasis is placed on effective argumentation, logical reasoning, and the ability to counter opposing arguments. Debaters must be skilled in presenting their points clearly and concisely, while also being prepared to respond to challenges from their opponents. The delivery in a debate often involves a more formal and structured approach, with a focus on persuasive language, evidence-based arguments, and the ability to think on one's feet.

On the other hand, the delivery of a speech is more focused on engaging the audience through effective storytelling, emotional appeal, and rhetorical devices. A speaker must possess strong public speaking skills, including voice modulation, body language, and the ability to connect with the audience on an emotional level. Unlike a debate, a speech allows for more creativity and personal expression, as the speaker has the freedom to use anecdotes, humor, or powerful metaphors to convey their message.

Advantages and Disadvantages

Both debate and speech have their own advantages and disadvantages. One of the advantages of debate is that it encourages critical thinking and the ability to analyze different perspectives. Debaters learn to research, gather evidence, and construct well-reasoned arguments. Additionally, debates provide a platform for individuals to develop their public speaking skills, as they must present their arguments in a clear, concise, and persuasive manner. However, a disadvantage of debate is that it can sometimes become overly competitive or confrontational, focusing more on winning the argument rather than fostering constructive dialogue.

On the other hand, one of the advantages of speech is its ability to inspire and motivate the audience. A well-delivered speech can leave a lasting impact on listeners, evoking emotions and encouraging positive change. Speeches also allow for more personal expression and creativity, as speakers can share their own experiences and perspectives. However, a disadvantage of speech is that it lacks the structured opposition and critical analysis found in debates. Without direct challenges or cross-examination, the speaker may not face rigorous scrutiny of their ideas, potentially leading to a less balanced or thorough exploration of the topic.

In conclusion, while both debate and speech involve presenting arguments and ideas to an audience, they differ in terms of structure, purpose, and delivery. Debates follow a structured format with opposing teams or individuals presenting arguments and engaging in cross-examination, aiming to persuade the audience to adopt their position. Speeches, on the other hand, are more individualistic, focusing on conveying a message, inspiring the audience, or sharing personal experiences. Both forms of communication have their own advantages and disadvantages, and their suitability depends on the specific context and goals. Whether engaging in a lively debate or delivering a powerful speech, effective communication skills are essential for success.

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Difference Between Speech and Debate

• Categorized under Language , Words | Difference Between Speech and Debate

A speech, or a debate, is a formal manner of addressing a group of people.   The most obvious difference between the two forms of address is, a speech follows one opinion, while a debate is between two people on two opposing sides.   Each side of the debate gives an opposing opinion.   The debaters are either for or against the topic debated.   The audience listening to the debate may decide which side of the debate they will be supporting.   A speech on the other hand gives one opinion, or views, on a topic that is presented to an audience.   The audience may agree or disagree with the speaker.   The debate and the speech are forms of academic discussion or testimonies to the art of speaking in public.   Both of these oratory forms require a speech to be made.

difference between speech and debate writing

What Does Speech Mean?

A good speech needs preparation and delivery.   The speaker presents his or her thoughts on a particular subject to an audience.   The audience may be made up of students in an educational environment or it could be of political origin.   A speech can be made to academic circles or at social events like weddings, special birthdays and other occasions.   A speech can be informal, creating awareness over a social issue, or more formal in front of an audience. The speaker is usually giving an opinion on a given topic.   The audience may have empathy with, or may need conversion to, the speaker’s project or cause.   A speech involves more individual performance around the chosen topic to keep the audience captivated and listening to the speaker.

How Speeches are Defined?

  • By presentation: 

Speeches are made by an individual to a group or to a larger audience.   Speeches can be broadcast to reach an even wider audience. 

  • By content:

Speeches can be used to edify particular like minded groups.   The content would be social, political or educational topics needed for the group’s edification or development.   The content of a speech may be required to reach a particular group.   Someone passionate about a particular topic may choose to speak in a public place on their topic.   Their speech may reach anyone who may be passing by.

Different types of speeches serve their different groups of listeners on different occasions.   There are inaugural speeches, official ceremonial speeches, lectures, and formal occasions when a speech is required at the event – a wedding for example.

  • By contribution:

The contribution of the speech is the given topic and the input required to make the speech appropriate.   A wedding speech for example would require the family connection and information to make the speech appropriate.   A speech at a lecture for students would require the correct academic information.

difference between speech and debate writing

What is Debating?

Although debating requires public speaking, the concept of a debate is different.   The   purpose of the speakers in a debate is to present opposite sides of a topic that can be argued in a for or against manner.   Debating sets out formal routines for the process of the debate.   The speaker for the topic speaks followed by the speaker against the topic.   There may be more than one speaker in each debating team in some situations.   The audience listens to the two sides to the debate and will form an opinion based on the speeches.   Basically a debate is an extended formal argument.   The advantage of listening to a debate is both sides of the argument are presented for the audience.   Debating has rules and definition.   There are different types of debates and some educational institutions have debating societies.   Prior to a debate it is important to set down the rules by which the debate will be conducted.   Some debates are judged and there is audience participation.   Generally there are two teams, one is the team in favor of the topic and the other team against the topic.   Most debates have different members assigned to the sides of the debate.   An exception to this is a debating style called ‘Turncoat debate’ and in this situation one person takes both sides of the argument and delivers a solo performance. 

How Debates are Defined?

  • By presentation:

Two teams present the arguments for or against a topic.   The rules of the debate are pre determined by the debating society.   Audience participation is encouraged and a judgment proclaimed at the end of the debate to determine which side was the most convincing.

There are many topics used for debate.   The subject matter could depend on the group of people the debate is presented to.   School debating societies would have a variety of challenging topics relative to student debates.   Parliamentary debate would be political or an opportunity for opposing parties to debate worthy causes.   Political debate is part of a democratic society.

Debating has a format and regulations that should be agreed upon prior to the debate.   The number of members to the team and times for the speakers to present their arguments are all part of the method in managing a debate.   It is a controlled presentation of opposing ideas to a group of listeners who may participate through questions and receiving answers.   Judgment is placed at the end to declare a winner in competitive debate.   In some cases of parliamentary debate legislature may be discussed and proposals for and against regulations presented.

  • By   contribution:

A debate may have a number of contributors, but the manner of debating dictates that there is always a motion for or against the topic under debate.   The team may consist of three members to each side or in the case of a ‘turncoat’ debate the whole debate is carried out by one person but there will always be two sides to the argument presented.

Differences between Speech and Debate

People participating;.

The essential difference is a speech is made by one person while a debate involves two sets of people in order to present the argument for and against.   During a speech the audience do not generally take an active role, however they may be invited to ask questions by the speaker.   The questions would be around the topic that was spoken about.   In a debate the audience will participate and question each side of the debating team to expand the decision making process involved in judging the content of the debate.

Content of the speech or debate:

The content of the speech may vary according to the occasion and the information that is being shared.   A debate will have varying topics, but the overall statement of the debate will give rise to two opinions.   Controversial topics make for lively debates. 

Audience participation:

Audience participation differs slightly because of the argumentative structure of a debate as opposed to the presentation of ideas made in a speech. The audience expects to take part in a debate as there are two sides to an argued topic.   A speech is a more passive experience and the delivery of the speech covers one source of opinion that the audience is listening to.

Delivery of the message:

A speech is delivered to an audience by the speaker who has prepared the topic to suit the audience.   It may be educational, political or social in contest.   A debate is delivered by two opposing sides of the debated topic.   Each side gets a chance to deliver their side of the topic.   It is a formal style of arguing a given topic.

The outcome of both a speech and a debate is to enlighten the audience on a particular topic.   A speech presents the information or experience from the speaker’s point of view. While a debate has two points of view.   The audience decides which point of view they support and after a question and answer time they can decide on the point of view they agree with.

Speech Vs. Debate: Comparison Chart

difference between speech and debate writing

Summary of Speech and Debate : 

The fundamental difference between a speech and a debate is the purpose of the activity.   Although both forms of public speaking deliver a message via a speech making process the speech is geared towards edifying a group through one person’s point of view.   A debate however, presents two sides of an issue and the speakers put across their different point of view.   A debate has a more competitive element as there is a judge deciding on the side of the debate that was most convincing.   Speeches and debates are driven by the audience support and often entertain their listeners.   In our society today, where freedom of speech is encouraged, both the speech and debate have a relevant place in oratory circles.

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Cite APA 7 Wither, C. (2019, June 5). Difference Between Speech and Debate. Difference Between Similar Terms and Objects. http://www.differencebetween.net/language/difference-between-speech-and-debate/. MLA 8 Wither, Christina. "Difference Between Speech and Debate." Difference Between Similar Terms and Objects, 5 June, 2019, http://www.differencebetween.net/language/difference-between-speech-and-debate/.

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What Is The Difference Between A Speech And A Debate? [The Premier Answer]

We’ve all heard the terms before: a speech and a debate. Some people get confused about the concepts because, well, they’re pretty similar. Some even use them interchangeably. But the question is this: are they really the same thing? Is there a difference between a speech and a debate?

The thing is, a debate is always a speech but a speech isn’t necessarily a debate. If it sounds confusing (and it does), that’s because the differences between the two terms aren’t as obvious as the similarities. It’s important for us to know the differences, though, so we know how we can prepare should we get invited to such speaking engagements. 

That said, what’s the difference between a speech and a debate? But before we answer that,  let’s look at what each of these two concepts are:

What Is a Speech?

A speech is any expression of ideas and thoughts made by one person. When a teacher stands in front of her or his class, he or she makes a speech about the subject matter for the day. When a business executive addresses employees in a meeting, he or she also makes a speech.

Even when you face a mirror and you make a monologue, you’re actually also making a speech. A speech, in essence, is an overarching term that refers to all expressions of ideas.

So, does that mean a person who tells someone “I’m great” is already making a speech? Not really. One-liners are not speeches because there’s one other element that expressions of ideas and thoughts need to have for them to be considered as speeches: structure.

The expression of ideas needs to be sufficiently long (or short) to accommodate a speech’s basic structure consisting of a beginning, a middle, and an end.

The speaker needs to put some thought into each of these parts to be effective, too. In fact, this is such a must that some speakers, like Vanessa Van Edwards , for instance, author of the bestselling book “ Captivate: The Science of Succeeding With People ,” have devoted some time to discussing what works for each part and what doesn’t. Take a look at her video below on the best (and worst) speech openers, in particular:

There is, however, no specific number of minutes that makes one expression of ideas qualify as a speech. According to Time to Market , the ideal speech length is 20 to 40 minutes. Anything more than that, Time to Market says, and you’ll lose your audience.

Speaking of audience, contrary to popular perception, speeches don’t necessarily always have to have an audience. Monologues, for instance, are still considered speeches. When you speak before a mirror, for as long as what you say has that basic structure, you’re considered to be making a speech as well.

Speeches have another critical characteristic, and that’s that they need to be goal-specific . The aim of the speaker in making a speech can vary. It can be to persuade , to inform, or even just to externalize those internal thoughts, as in the case of a monologue. Speeches cannot exist without goals.

What Is a Debate?

A debate is also a formal presentation of ideas. Unlike speeches, though, debates require a minimum of two people for the presentation of ideas to be considered a debate. A debate, after all, necessarily has at least two opposing sides.

In formal debates, there’s even a third person who serves as the moderator, and a fourth (or even a fifth, sixth, and seventh) who serves as the judge.

In the literal sense of the term, a debate doesn’t require an audience except for the two (or more) people involved in the debate.

Let me explain. 

If you tell your friend X car is better than Y, but your friend disagrees, and you start putting forward your arguments for X car while your friend starts to put forward her or his arguments for Y car, then, in theory, you two are already having a debate. The mere fact you’re both arguing your sides is sufficient for your conversation to be classified as such.

Debates, of course, also need to follow a structure. That’s a given. Since the main goal in debates is to persuade the other side (or in a formal debate, to persuade the judge or judges, too), they can’t be structureless. In fact, this structure can be considered complex.

According to George Mccoy Musgrave , author of the book “ Competitive Debates: Rules and Strategy ”, each of the teams involved in a formal debate should make two to three constructive statements, and two to three rebuttal statements. Each of those statements should have their own specific structure.

For instance, according to Purdue , a rebuttal statement should contain the following: the opponent’s argument, your position, and your refutation.

In an informal debate, well, the structure is less complicated, but it’s still there. There should be a premise, supporting arguments, and a conclusion for each argument put forward. That’s the only way you can persuade your friend and win him or her over to your side.

Similarities Between a Speech and a Debate

Based on what we discussed, then, we can discern some similarities between a speech and a debate. Here are some of them:

  • They both involve speaking: Both speeches and debates are oral presentations. That means at least one speaker is always involved.
  • They both don’t have to involve an audience: In the liberal sense of the terms, both  speeches and debates do not require audiences. We’ll dig deeper into this later. 
  • They both have a fixed structure: A speech and debate have a beginning, a middle, and an end. They can’t be one-liners. 
  • They’re both goal-specific : Speakers in both oral presentations have a goal for making their presentations in the first place. These presentations don’t exist in a vacuum.

Given these commonalities, it’s no wonder then that some people confuse one for the other.

Differences Between a Speech and a Debate

A more in-depth look, however, will show that these two concepts are more different than they look. Here are some of the differences between a speech and a debate:

  • A debate requires at least two speakers: Because a debate necessarily involves two opposing sides, it needs at least two speakers. One speaker is enough for an oral presentation to be considered a speech.
  • A debate requires at least two views to be presented: Since a debate necessarily involves two opposing sides, at least two contradictory views are presented. In a speech, only one view is presented, that of the speaker.
  • In a debate, what is right has not been established: A debate involves a formal presentation of opposing sides. The right argument is not determined until after the debate when the judge makes a ruling. Sometimes, the right argument is never determined (if your friend doesn’t convince you Y car is better, for instance, and you don’t convince him or her that X car is better, for example). In a speech, what is right has been determined. What the speaker says is typically what is right. That’s the reason he or she was invited to the speaking engagement in the first place, to share his or her expertise with the audience.
  • A debate is a series of speeches. A speech is not necessarily a debate. A formal debate involves the presentation of two to three constructive statements (or speeches), and two to three rebuttal statements (speeches). A speech, on the other hand, doesn’t necessarily have the same goal to persuade as a debate. It may aim to merely inform, educate, raise awareness, among others.

Overall, a speech is the overarching term that covers all oral presentations. A debate is just a type of speech. It’s in the same league as a eulogy, birthday and wedding speeches, class presentations, among others. 

Difference Between a Speech and a Debate: Conclusion

Speeches and debates are sometimes used interchangeably. Why wouldn’t they be when at first glance, they actually do look the same? Both involve speaking, both don’t necessarily involve an audience (in the most liberal sense of the terms), both have a fixed structure, and both are goal-specific. They don’t exist in a vacuum.

Although they have similarities, they’re, however, more different than they look. We’ve seen some of those differences from this article. A debate requires at least two speakers, while a speech only requires one.

A debate requires the presence of at least two different views, a speech only requires one. In a debate, what is right is under contention, while in a speech, it has already been established, it’s the speaker’s. And finally, a debate is a series of speeches while a speech isn’t necessarily a debate.

In other words, speech is the overarching term. The term debate is just a type of speech. 

Now that you know the differences (and similarities) between the two terms, you can ensure the proper preparations should you be invited to any of them.

Don’t show up in a formal debate without your speeches–your constructive statements and your rebuttals. In the same manner, don’t show up in a speaking engagement without verifying your facts. People expect you to share with them your expertise, which for them, is the universal truth.

With the proper knowledge and the proper preparations, you can definitely wing those oral presentations.

For more resources to develop your public speaking skills while you are in the comforts of your own home, please check the articles  Online Resources for Public Speaking  and  Where Can I Learn Public Speaking . If you would like to leverage the best presentation software for your next big speaking engagement please read the article ' Best Presentation Technology tools '.

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Speech vs Debate: Difference and Comparison

The speech made by one person to a gaggle or a wide-ranging audience and used to instruct or improve specific audiences of the same style, while when we talk about the debate is presented by the groups who present the arguments for or against a topic and use in all directions on a wide range of topics.

Key Takeaways Speech is speaking to an audience, while a debate is a formal argument between two sides with different opinions or viewpoints. Speech is one-way communication, while debate involves an exchange of ideas and arguments between two sides. Speech can be persuasive or informative, while debate aims to persuade the audience to agree with one side’s argument.

Speech vs Debate

Speech involves delivering a prepared or impromptu presentation on a particular topic. There are various types of speech, and they can cover many subjects. The debate involves arguing a specific position on a given topic. Participants are divided into teams, taking turns to argue and counterargue.

Speech Vs Debate

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Speech is only one approach to expressing a personality’s thoughts on a specific topic. Speech desires preparation and delivery. The speaker presents his or her thoughts on a specific topic to the associating audience.

The audience could have sympathy with or may have a conversion to the speaker’s project or cause.

The debate could be an argument between 2 teams wherever one cluster can support inspiration, and also the different clusters can oppose the concepts of the opponent.

Debating sets out formal routines for the method of the talk. The speaker for the subject speaks, followed by the speaker against the subject.

Comparison Table

What is speech.

A good speech wants preparation and delivery. The speaker presents his or her thoughts on a selected subject to the audience. The audience could also be created from students in academic surroundings, or it may well be of political origin.

A speech may be created in educational circles or at social events like weddings, special birthdays, and alternative occasions. 

While delivering a speech, the participants should concentrate more on the points to be delivered, tone of speech, and body gestures. More importantly, the speaker should not deviate from the topic.

Listeners are the key to success, so the speech should be delivered beautifully to attract the listeners.

A speech may be informal, making awareness over a social issue, or additional formal before an associate audience. The speaker is giving an associate opinion on a given topic.

The audience could sympathise with or have a conversion to the speaker’s project or cause.

A speech involves additional individual performances around the chosen topic to keep the audience captivated and paying attention to the speaker.

Speech is a kind of communication that involves talking or giving a presentation to an audience. A discussion between two people is an example of speaking. The presidential address is an example of a speech.

direct speech

What is Debate?

Although debating needs public speaking , the construct of a debate is different. The purpose of the speakers in a debate is to present opposite sides of a subject that may be argued in a for or against manner.

Debating sets out formal routines for the method of the debate.

The speaker for a topic speaks, followed by the speaker against the subject. There could also be quite one speaker in every debating team in some things.

The audience listens to the 2 sides of the talk and can kind associate a degree of opinion with the speeches.

Primarily a dialogue is an associate degree extended formal argument. The advantage of paying attention to dialogue is that both sides of the argument are given to the audience. Debating has rules and definitions.

There are different kinds of debates, and a few academic establishments have debating societies.

Before a dialogue, it’s necessary to line down the foundations by which the talks are conducted. Some debates are judged, and there’s audience participation.

Usually, there are 2 groups; one is the team in favour of the subject and the different team against the subject.

Most debates have different members appointed to the edges of the talk.

An associate degree exception to the current debate may be a debating vogue referred to as the ‘Turncoat debate’, and during this scenario, one person takes either side of the argument and delivers a solo performance.

Main Differences Between Speech and Debate

  • A speech is just an expression of ideas, where you do not compete in terms of proving your point of supporting or opposing a notion , whereas debate is where you have a rebuttal session and counter-questioning to prove your points of being in favour or against a motion.
  • Speeches are competitions, everyone, more or less, keeps the same point, whereas debaters are divided into favouring and opposing teams.
  • In the speech, the audience doesn’t take an energetic role, but they will be invited to raise queries by the speaker, whereas in debate, the audience can participate and question either side of the debating team to expand the decision-making process.
  • Speeches input need is to create the speech is correctly, whereas debate order around that there is always a motion for or against the topic under debate.
  • Speech is delivered to the associate audience by the speaker who has ready the subject to suit the audience, whereas debates are delivered by two opposing sides of the debated topic.

Difference Between Speech and Debate

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Last Updated : 13 July, 2023

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Emma Smith holds an MA degree in English from Irvine Valley College. She has been a Journalist since 2002, writing articles on the English language, Sports, and Law. Read more about me on her bio page .

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Difference between Speech and Debate with Comparison Chart

Many schools, colleges, and universities teach their students the art of great debates and splendid speeches. With the teachers’ expert instructions and students’ marvelous skills, many academic institutes have produced world-renowned debaters and orators. While debating and public speaking are centuries-old arts, many people still get confused about the difference between speech and debate. Although the two share a common goal of addressing a group of people, there are more differences than similarities between the two.

In this article, we have explained the difference between a speech and debate. So, please continue reading below to clear your confusion about the two.

What is a Speech?

difference between speech and debate writing

In the simplest words, we can define a speech as a formal way of addressing a group of people. It follows a single opinion or point of view about the topic. Moreover, a single speaker presents it to an audience, without making them participate. Usually, a speaker does not take the audience’s point of view into account and they may agree or disagree with the speaker. In other words, a speech is like an individual performance or solo act of the speaker that does not involve audience participation.

In a speech, the speaker presents their thoughts about a particular topic to the audience. Usually, the audience is students, teachers, and other faculty members, if the speaker delivers a speech in an academic institute. In order to win the audience over, speakers should research and prepare well and then deliver the speech with full fervor.

Besides academic circles, speeches are also common at political and social events, like election campaigns, weddings, birthdays, promotions, etc. Depending on the occasion and audience, a speech can be formal or informal.

Generally, we can define speeches according to four aspects:

  • By Presentation

Usually, one individual delivers a speech to a group of people. Depending on the occasion, the audience can be a smaller or larger group of people. Moreover, some speakers also broadcast their speeches if the goal is to reach a wider or worldwide audience.

Generally, speakers deliver speeches to people with like-minded ideas in order to improve and strengthen their views. For this purpose, the content can be educational, social, religious, or political.

There are different methods for delivering a speech and each method serves different purposes. For instance, inaugural speeches, motivational speeches, lectures, official ceremonial speeches, wedding speeches all serve different groups of listeners.

  • By Contribution

The contribution means the input that makes a speech appropriate for a particular occasion. For instance, an academic lecture requires the correct academic information. On the other hand, a wedding speech requires family connections and anecdotes to make it appropriate for the occasion.

What is Debate?

Debate is also a form of formal public speaking, but it is different from a speech in multiple aspects. Generally, a debate takes place between two opposing parties in which one speaks  for  the topic while the other speaks  against  it. In simple words, a debate is like an extended formal argument where one individual/group brings claims in favor of the topic while the other counters those claims.

Usually, debating has a set of rules that both groups have to follow. The speaker in favor of the topic speaks first and then the speaker against the topic speaks. Debating teams can have single speakers as well as groups of speakers. Both teams speak in front of an audience, who listen and form an opinion based on the arguments. If the debate is judged, the audience will participate, too. Moreover, in the end, the jury will declare the team who convinced them the best as the winner of the debate.

Generally, we can define debates according to four aspects:

In a debate, at least two teams are required to present their arguments in favor of or against a topic. Most debating societies determine the rules of the debate beforehand and both teams must follow those rules. Moreover, debates encourage audience participation and are usually judged.

Depending on the audience and participants of the debate, a teacher or instructor determines the content of the debate. Most debates take place in academic circles and parliaments. So, if a debate has to be presented at the parliament, its content will be political. On the other hand, academic debates usually choose educational or social topics.

Formal debates follow a particular format and there are rules and regulations that both teams agree upon before the debate. During the debate, it is mandatory for both teams to follow these rules or they may be disqualified. Moreover, in competitive debates, a jury announces a winner at the end.

Debates have more than one contributor in most cases. In order to make the debate appropriate, both teams present arguments according to their motion, i.e. in favor or against.

Differences Between Speech and Debate

Now that we have explained speech and debate in detail, it’s time to differentiate between the two. Below we have shared some common differences between debating and public speaking:

  • The primary difference between speech and debate is that the former requires only one speaker while the latter needs at least two.
  • The audience does not participate during a speech while they actively engage in a debate.
  • Most speeches are not judged but debates are judged.
  • The speech content depends on the event on which the speaker will deliver it while debate topics are also of varying nature they ultimately give rise to two opinions.
  • A speech presents a single point of view that the speaker prepared according to the audience. However, debates deliver two opposing arguments urging the audience to formulate a point of view according to them.

Speech and Debate: Comparison Chart

speech-and-debate-chart

In a Nutshell

If we summarize the difference between speech and debate, it lies in the aim of each activity. Speeches and debates are both formal manners of public speaking, where speakers deliver a message through speeches. However, a speech is directed towards a group of like-minded people and requires no audience participation. On the other hand, debates require the audience to participate and formulate a point of view according to the two opposing arguments presented by two groups. Students should learn the differences between the two to prepare well for each.

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Choose the right debate program & format

What is the difference between Speech and Debate?   Speech is primarily a persuasive activity.  Students give prepared or extemporanoeus speeches (depending on the speech event) and their speeches are judged against the speeches of other competitors on their merits and persuasiveness.  Debate is an adversarial activity, meaning that students speak in response to the points made by their opponents (this means that debaters respond directly to what their opponents say, and the winner is determined based on who "won" the arguments).  In a nutshell, speech is adjudicated in a comparative manner (was my speech better than my opponent's?) whereas debate is more directly adversarial (did my arguments defeat the arguments of my opponent?).

What do you want to achieve?   Forensics (speech & debate) offers a unique and rewarding mix of academic and extracurricular opportunities that provide a wide range of benefits to students, whether they learn the basics and are occasional competitors or become experts in an event and compete every weekend.  No matter their level of involvement and commitment, there is a format of debate beneficial for every student.

Students who participate in speech & debate learn a variety of skills which are directly transferable to a wide range of academic and real-world situations.  For starters, all formats of speech & debate teach the vital skill of public speaking, useful to a student nowfor the confidence to speak up to answer a question or in making a presentation in front of a class, or later in life as a professional who has a busy slate of meetings, press releases and pitches.  Regardless of what area of study a student elects to follow, public speaking skills honed in competitive debate will be of immense assistance, from the foundational confidence to speak in front of others to developing logical framework for approaching new and unexpected challenges as they appear in an extemporaneous manner.  For more information, see our Why Debate? page.

The below is tailored to high school aged students (rising 9th-12th graders).  For more information on our Middle School sessions, see our Middle School Programs page!

If you aren't sure that competitive speech & debate is the right pick for you , we also offer Public Speaking Programs designed to teach the same basic foundational logic, rhetoric and argument skills without the focus on a specific competitive format.  If you want to learn more about the art of public speaking but aren't interested in joining a competitive speech & debate program in school, our  Public Speaking Programs  might be the right choice for you!

  • 1-Week Public Speaking Introduction : designed for students with no prior experience and is more introductory than our  1-Week Introduction to Argumentation & Debate  program 
  • 2-Week Public Speaking + Introduction to Debate Experience : combines our 1-Week Public Speaking Introduction  and  1-Week Introduction to Argumentation & Debate  programs, intended for students eith no prior experience looking to start with a more theoretical foundational exposure to core speaking skills before learning formal competitive debate

If you are not sure between competitive speech & debate, we offer a series of combined "forensics" programs :

Our Forensics (Speech & Debate) programs combine both competitive speech & debate into a single program to register for!

  • Our 2-Week Forensics Experience  session combines our  1-Week Introduction to Competitive Speech  and our  1-Week Introduction to Argumentation & Debate  prgram into a single program.

If you are interested in competitive speech (see above for details; speech is fundamentally comparative) :

There are several program options in our competitive speech (Individual Events) division:

  • 1-Week Introduction to Competitive Speech  program: This program is an excellent start for a total beginner with no prior formal experience in competitive speech!  You'll learn the basics and become familiar with the different styles and formats available for competition, and you'll be ready to continue on into one of our more advanced competitive speech programs in subsequent weeks.
  • 2-Week Core Individual Events Program : This session is the most common program selected by students in competitive speech.  You can expect to have enough time to find, cut, prepare and hone a piece so that it is competition ready!
  • 3-Week Individual Events Experience : The 3-Week Experience allows attendees to work on a second event or piece in addition to the basic 2-Week curriculum of the 2-Week Core session.
  • 1-Week Individual Events Workout : Only recommended for students with significant experience who are schedule constrained for the 2-Week and 3-Week sessions, as this is not designed as a stand-alone session and there is not sufficient time to complete an entire curriculum.

I'm still not sure which type of competitive speech is the best fit for my interests.  Help me start off on the right foot!   We offer a  Beginners' Introduction to Competitive Speech  series specifically for students just starting out in speech & debate because we know that it can be hard to make a choice about specific programs.

  • The  1-Week Introduction to Competitive Speech  program is designed to teach the basic skills that a student needs to succeed in competitive speech with the goal of allowing a student to continue into a subsequent program at a level beyond beginner/novice.  There is also a survey component which exposes students to the different events in competitive speech so that they can make an informed decision about which event to choose for their entry into competition.
  • We also offer the  3-Week Beginners' Core Flex Package : this session combines the  1-Week Introduction to Competitive Speech  program which combines the basic skills and tools a students needs with a survey of the different competitive debate formats plus two weeks of competitive speech camp form of the  2-Week Core Individual Events Program .
  • We also offer the  4-Week Beginner's Experience Flex Package : this session combines the  1-Week Introduction to Competitive Speech  program which combines the basic skills and tools a students needs with a survey of the different competitive debate formats plus three weeks of competitive speech camp in the form of the  3-Week Individual Events Experience .
  • If you're not sure that you're ready for or interested in competitive speech, we recommend our  Public Speaking Programs .

If you are interested in debate ( see above for details; debate is fundamentally adversarial ) :

How serious do you want to be about the activity?  All formats of debate involve some level of preparation.  However, the exact amount and type of preparation varies widely across formats. The main types of debate are ranked below in terms of their general research burden and in terms of the “upfront” level of commitment necessary in order to be a reasonably well prepared competitor in an event.  If you set your mind to it, any of the formats are options; however, much like you wouldn't set your sights on running a marathon without being prepared to devote substantial time for training, it might not make sense to select one of the more time-intensive types of debate if your goals are to simply explore what debate is and to gain some simple skills.  This is not to say that any of the debate formats are “easy” or that a serious student wouldn't be well suited to any of the formats; this is simply an attempt to provide some general comparisons and observations about each type of debate.  For someone who is knowledgeable about debate, the below summaries will be overly simplistic; this list is meant merely to provide some baseline guidance to anyone interested in getting into competitive debate.

Differences amongst the programs and types of debate: Note that these events are ordered from most to least rigorous/difficult to master.  At the top end, policy debate has a large research burden and success generally requires students to be familiar with a large literature base.  At the other end of the spectrum, parliamentary debate rewards students for being broadly familiar with a range of material, and does not expect familiarity with a large literature base in order to succeed.

  • At one end of the spectrum, policy debate is a very rigorous format which requires a great deal of research, leaving the student an expert on a specific area.  Students across the country will be preparing for and debating on a single, broad topic selected by the National Forensic League for the entire academic year.  Topics vary widely by year; however, all topics are about big picture issues that policy makers consider, such as how to protect the marine environment, US support of UN Peacekeeping Operations, deployment of US troops in bases abroad, mandated action to increase energey efficiency, etc.  The result of having a single year-long topic that is standardized across the country is that students become experts in the topic, and a well-prepared student will be familiar with many hundreds of pages of research material on the topic.
  • Policy debate is a two on two format; a student and one partner compete against other teams of two students at tournaments (teams of two students competing against one another).
  • In general, evidence (researched material) will always outweigh analytic arguments.  Debates about the credibility of sources are common, and teams build “cases” solely from the research that they have done (although many debate “squads” write cases as a group and multiple teams from the same school might argue essentially the same case).  Debate camps like SNFI also do substantial research and produce cases, files, and the other pieces of research that a student uses in policy debate.
  • Suggested program pairing for beginners:  2-Week Core Beginners' Policy Program , or if time allows the  3-Week Beginners' Policy Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics.
  • Lincoln Douglas (LD) debate is generally about questions that are of a deeper moral or philosophical nature.  Here, the debate will be about "big issue" or moral questions such as whether we should prioritize security or liberty, whether the US should intervene in foreign countries to protect human rights, etc.  The topic changes every two months, and is standardized across the country.  Whereas arguments of pragmatics often are effective in policy debate, LD is more often about the principles and philosophy, and an LD case is structured around a philosophical objective, with arguments supporting why that objective ought be valued over all else (for example, security is most important, and then principled arguments explaining why that is the case).  There is a lesser research burden for LD versus policy debate, and an LD case is often substantially written by a student, with pieces of quoted research brought in at strategic locations (as opposed to a policy case being all about the evidence).
  • LD debate is the only format that is one-on-one.  Some students prefer this style for the ability to control your own destiny, as you win or lose based solely on your own arguments as opposed to also relying on a partner.
  • Suggested program pairing for beginners:  2-Week Core LD Program  (there is a group for beginning/novice students), or if time allows the  3-Week LD Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics and prep on an additional topic area for the coming season.
  • Public Forum debate has the most in common with policy debate structurally. The topic changes each month, and again is set nationally.  Although the topic areas in Public Forum are broadly similar to the topic areas in policy debate, the topics are somewhat narrower so that students can master them within a month (you couldn't be fully proficient at a broad policy debate topic in only a month).  The format is similar to policy in that cases are written and the topics have more of a practical, policymaking bent than the philosophical issues that tend to be discussed in LD.
  • Public Forum debate is a two-on-two activity (teams of two students competing against one another).
  • Suggested program pairing for beginners:  2-Week Core Public Forum Program  (there is a group for beginning/novice students) or if time allows the  3-Week Public Forum Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics and prep on an additional topic area.  For students with tight schedules we also offer an abbreviated week-long  Beginner's Public Forum Program .
  • Parliamentary debate has less of a structured research burden that the other main types of debate due to the nature of its topics.  Parliamentary topics are different in every round of debate, so when you are at a tournament a topic is announced and you are given 15-20 minutes to prepare prior to starting the debate round.  You are allowed to bring materials with you into the prep room; however, you can only take what you've written down during the prep period into the debate round with you, and internet is not allowed during preparation.  Obviously the topic couldn't be of a particularly technical basis, or students wouldn't be knowledgeable enough to prepare a case in only 15-20 minutes.  As a result, the topics are broad and mainstream enough that a student can engage with the resolution (the specific topic for a round).  They generally broadly fall into categories such as philosophical issues, pragmatic/political topics (domestic and international) and “fun” topics that might relate to pop culture or other current happenings that aren't really political or policy based.  The Parliamentary format rewards students who are generally well-read and well-informed on a variety of issues, and one of the best ways to prepare is to be a regular follower of the news.  The format is highly extemporaneous, as the topic you will debate can only be prepared starting 15 minutes in advance.
  • Parliamentary debate is a two-on-two activity (teams of two students competing against one another).
  • Suggested program pairing for beginners:  1-Week Parliamentary Program  or  2-Week Parliamentary Program , both of which offer a group for beginning/novice students.

Similarities amongst the types/formats of debate:

  • The first speeches are “constructive” speeches, during which you present and develop your case, respond to the arguments presented by your opponents, present evidence, etc.  Each person in the round will give a constructive speech (so there are 4 constructive speeches in policy, Public Forum and Parliamentary, and 2 constructive speeches in LD).
  • After each constructive speech, there is a cross examination period during which the other team may ask the speaker questions.  In Parliamentary debate, cross-examination happens during speeches; the opponents may offer a “point of information” during a constructive speech, and it is customary for a speaker to accept one or two of these POI questions during their speech.
  • Following the conclusion of the constructive phase of the round, there are a series of rebuttal speeches.  In a rebuttal speech, the goal is to tie up loose ends and show why and how your team has won the arguments necessary to won the round.  In general, new arguments are not allowed during the rebuttal speeches since there wouldn't be adequate opportunity for the opponents to answer or rebut your new argument.
  • All of these debate events are adjudcated on a comparative basis.  This means that the judges are looking to see which team's arguments defeat the other team's arguments.

How do you pick the program and/or type of debate that's best for you?

  • Consider your motivations for wanting to do debate and think about your goals: How serious is the student about competitive debate?  How much time do they plan to commit to the activity?  What type of skills do they hope to obtain?  Each of the events has its own strengths and characteristics, both in terms of skills gained and preparation for a career in competitive debate.
  • Check in with the coach : One of the most important issues to consider when you are deciding on a type of debate is the level of support that a student will receive from their school's debate program.  Many schools tend to field competitors in a subset of the events, for a number of reasons including the skills of the coaching staff and the size of the school's squad of students.  Some coaches prefer that beginning (novice) students start out in a specific event in order to provide a more consistent experience for incoming debaters.  After a semester or a year of debate, many students elect to switch to a different debate event than the one which they started out in.  It is important to make sure that the event that a student begins competing in will be supported by their school's squad and also is generally available in their region.  We suggest that you reach out to your student's coach to get this information.  While there are many benefits and skills that are transferable across events, it's likely to be a better experience for a beginning student if they are able to begin their competitive career in school by competing in the same event that they work on during their time at camp.
  • Competitive speech & debate seems like it is too much for your goals and interests?  Consider our  Public Speaking Programs , where you'll learn the same baseline skills without the substantial focus on adversarial competition that comes with a debate format.

Ok, I figured out which kind of debate... which program is right for me? : These suggestions are by no means your only choices, however generally we'd suggest the following program pairings as starting points for a beginner in each of the formats of debate (this doesn't mean that these programs are only for beginners):

  • Policy Debate : 2-Week Core Beginners' Policy Program , or if time allows the  3-Week Beginners' Policy Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics.
  • Lincoln Douglas :  2-Week Core LD Program (there is a group for beginning/novice students), or if time allows the 3-Week LD Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics and prep on an additional topic area for the coming season.
  • Public Forum :  2-Week Core Public Forum Program  (there is a group for beginning/novice students) or if time allows the 3-Week Public Forum Experience  for further opportunity to reinforce the concepts learned in the program with additonal practice debates in front of experienced debate critics and prep on an additional topic area.  For students with tight schedules we also offer an abbreviated week-long  Beginner's Public Forum Program .
  • Parliamentary : 1-Week Parliamentary Program or 2-Week Parliamentary Program , both of which offer a group for beginning/novice students.

I'm still not sure which type of debate is the best fit for my interests.  Help me start off on the right foot!  We offer a  Beginners' Introduction to Debate  series specifically for students just starting out in speech & debate because we know that it can be hard to make a choice about specific programs.

  • The  1-Week Introduction to Argumentation & Debate  program is designed to teach the basic skills that a student needs to succeed in competitive speech & debate with the goal of allowing a student to continue into a subsequent program at a level beyond beginner/novice.  There is also a survey component which exposes students to the different formats of debate so that they can make an informed decision about which event to choose for their entry into competitive speech & debate.
  • We also offer the 3-Week Beginners' Core Flex Package : this session combines the  1-Week Introduction to Argumentation & Debate  which combines the basic skills and tools a students needs with a survey of the different competitive debate formats plus two weeks of camp in the program of the student's choice after the first week (students can choose to continue on with the  2-Week Core LD Program , the  2-Week Core Public Forum Program  or the 2-Week Core Individual Events Program ).
  • We also offer the 4-Week Beginner's Experience Flex Package : this session combines the  1-Week Introduction to Argumentation & Debate  which combines the basic skills and tools a students needs with a survey of the different competitive debate formats plus three weeks of camp in the program of the student's choice after the first week (students can choose to continue on with the  3-Week Public Forum Experience , the  3-Week Lincoln Douglas Experience  or the  3-Week Individual Events Experience ).
  • If you're not sure that you're ready for or interested in competitive debate, we recommend our  Public Speaking Programs .
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Debate Writing

Debate Speech

Caleb S.

A Comprehensive Guide to Preparing and Delivering A Debate Speech

Published on: Mar 9, 2022

Last updated on: Jan 31, 2024

Debate Speech

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Whether you are a student, a policymaker, or a business leader, the ability to debate effectively can be a game-changer. 

Debate speeches are important for anyone wanting to persuade others. However, writing and delivering a debate speech isn’t easy, especially if you are new to the process. 

This guide explains simple steps on how to write and deliver an excellent debate speech. It covers everything from preparing your arguments to delivering your speech with confidence and conviction.

So dive in to learn!   

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What is a Debate Speech?

A debate speech is a structured argument on a specific topic that is presented in a formal setting.  

The main purpose of debate speech is to:  

  • Express your point of view persuasively and effectively
  • Convince the opposition that you are right.
  • Change the people’s point of view on a particular topic.

In a debate speech, the speaker presents their argument in a clear, concise, and convincing manner. Debate speeches have a set time limit, and the speaker must use their time effectively to make their case and address counterarguments. 

Preparing for a Debate Speech 

You can only win your debate if you have spent time preparing it well. Follow the steps below to be prepared for your next debate speech.

Understanding the Debate Format 

It's essential to understand the format of the debate in which you want to participate. Different debate formats have specific rules and guidelines that you need to follow to succeed. 

Some popular types of debates include parliamentary, Lincoln-Douglas, and policy debates.

  • Parliamentary debate is a format where two teams of two or three members argue for or against a motion. It is presided over by a moderator. In this format, debaters have limited preparation time to gather information and construct their arguments.
  • Lincoln-Douglas debate is a one-on-one debate where debaters argue for their positions on a specific topic. This format usually involves a value system and a criterion that the debaters must uphold and defend.
  • Policy debate is a format where two teams of two members argue for or against a specific policy proposal. This format requires in-depth research and analysis of the policy and its potential implications.

Selecting a Position

Choose a topic that you are passionate about and that you feel strongly about. Once you have chosen a topic, narrow it down to a specific aspect that you can argue for or against. 

The clearer your position, the easier it will be to research and prepare your arguments.

Need some good debate topic ideas to get started? Check out our list of interesting and engaging debate topics to help you out!

Researching and Gathering Information

Once you have selected your topic, research it thoroughly. Gather as much information as you can from credible sources such as academic journals, news articles, and government reports. 

Take detailed notes, and make sure to record the sources you use so that you can reference them later.

Understanding Both Sides of the Argument 

To write a persuasive debate speech, it is important to understand both sides of the argument. 

Consider the arguments that your opponents might make and anticipate counterarguments. This will help you to strengthen your own arguments and address potential weaknesses in your position.

Organizing Your Arguments 

Once you have gathered all of the information you need, organize your arguments in a clear and logical way. 

Start by outlining the main points you want to make and then add supporting evidence to each point. Make sure that your arguments flow logically and build on each other.

Practicing Your Delivery

Finally, practice your delivery. Read your speech out loud several times to get a feel for how it flows. 

Time yourself to make sure that you can fit all of your arguments into the allotted time. Consider practicing in front of a friend or family member to get feedback on your delivery.

Paper due? Why Suffer? That's our job.

Paper due? Why Suffer? That's our job

How to Present a Debate Speech?

This type of speech requires some essential components. Here are the major components you need to present an effective debate speech. 

1. Catchy Introduction

The first important step is starting the debate with a compelling introduction. You can begin with a question, a quote, or a statistic related to the topic.

Moreover, your introduction should state your stance on the topic and provides a preview of your arguments. 

2. State the Problem & Define Key Terms

Define key terms in your speech that are important to your argument. This helps to ensure that your audience understands the meaning of the words you use.

3. Present Your Arguments

Present your arguments in a clear and logical order. Start with your strongest argument and provide evidence to support it. Then, move on to the weaker arguments and provide evidence for each one.

A good argument often follows the PEE structure, which means “Point, Evidence, Explanation (PEE)”.

  • Point or Reason: This is where you state your main idea or argument, providing a concise and clear statement of your position. The point should be specific, focused, and relevant to the topic at hand. It serves as the foundation for your argument
  • Evidence: Here, you provide supporting evidence to bolster your argument. This can take the form of examples, statistics, or any other relevant information that helps illustrate your point. 
  • Explanation: In this part, you elaborate on how the evidence you provided supports your point. This is where you explain the relationship between your point and the evidence, highlighting its significance

4. Rebuttals 

Address counterarguments by acknowledging the opposing viewpoints and refuting them with evidence. This is called a rebuttal. 

It shows that you have considered both sides of the argument and strengthens your own position. Addressing counterarguments through rebuttals is a vital aspect of constructing a well-rounded and persuasive argument. 

Rebuttals involve presenting evidence that challenges the opposing counter-arguments and weakens their validity. Additionally, it is crucial to explain the flaws or fallacies in the opposing arguments during the process of rebuttal.

5. Conclusion

End your speech with a strong conclusion that summarizes your arguments and restates your stance on the topic. You can also end with a call to action, encouraging your audience to take action based on your argument.

Tips for Presenting a Debate Speech Effectively

The above steps will help you prepare and present an acceptable speech, but you can improve it even more with the tips below.

  • Use Clear and Concise Language

Speak clearly and use language that is easy to understand. Avoid using jargon or complex words that might confuse your audience.

  • Emphasize Key Points

Highlight the key points of your argument by using vocal inflection and tone. Emphasize important words or phrases to help your audience remember your key arguments.

  • Use Body Language and Gestures

Body language and gestures can help to reinforce your arguments and make your speech more engaging. Use hand gestures to emphasize key points, and vary your posture and movement to keep your audience interested.

  • Maintain Eye Contact

Maintain eye contact with your audience throughout your speech. This will help to establish a connection with them and make them feel more engaged with your argument.

  • Use Vocal Variety and Tone

Vary your vocal tone and pace to add interest and emphasis to your speech. Use pauses and changes in pace to emphasize important points, and vary your volume to make your arguments more impactful.

  • Use the Debate Speech Checklist

Here is a checklist that can help you evaluate your debate.

  • Does your speech cover your opinion about the topic?
  • Does your speech start with a catchy hook?
  • Does your speech cover all the main points?
  • Does your speech provide sufficient counterarguments?
  • Does your speech contain enough evidence?
  • Does your speech provide a call to action to the conclusion?

Debate Speech Examples 

Here are some examples to help you prepare and present your debate speech better. 

Debate Speech Structure

Debate Speech Template

Debate Speech Sample

Writing and delivering a successful debate speech requires careful planning, research, and effective communication skills. 

By following the steps and tips provided above, you can persuade your audience effectively and make a lasting impact. Remember to practice, rehearse, and be confident in your abilities. 

Still need expert help in writing your speech? We’ve got you covered! 

CollegeEssay.org is here to assist you. We are an expert speech writing service with a team of experienced professionals. 

Our AI essay writing tools can help you at every step of the speech-writing process, from selecting a topic to gathering evidence.

We provide customized, high-quality writing services at an affordable price. You can also take advantage from our AI essay writer tool to improve your writing skills.

So why wait? Contact our professional essay writing service and impress your audience with an amazing speech!

Frequently Asked Questions

What are the 4 types of debate.

The four main types of debate are: 

  • Parliamentary Debate 
  • Lincoln-Douglas Debate 
  • Cross-Examination Debate 
  • Academic Debate 

What are the 2 sides of a debate called?

The opposition and proposition are the two sides of a debate. 

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difference between speech and debate writing

Literacy Ideas

How to Write a Winning Debate Speech

difference between speech and debate writing

WHAT IS A DEBATE?

A debate is a formal discussion on a specific topic. Two sides argue for and against a specific proposal or resolution in a debate.

Debates have set conventions and rules that both sides or teams agree to abide by. A neutral moderator or judge is often appointed to help regulate the discussion between the opposing sides.

Debating is a form of persuasive communication. We have a complete guide to persuasive writing, which will form the backbone of your debating speech, which can be accessed here.

Visual Writing Prompts

A COMPLETE UNIT ON CLASSROOM DEBATING

Debate Speech,debating | class debating unit 1 | How to Write a Winning Debate Speech | literacyideas.com

This unit will guide your students to write excellent DEBATE SPEECHES and craft well-researched, constructed ARGU MENTS ready for critique from their classmates.

Furthermore, this EDITABLE UNIT will provide the TOOLS and STRATEGIES for running highly engaging CLASSROOM DEBATES.

How Is a Debate Structured?

Debates occur in many different contexts, and these contexts can determine the specific structure the debate will follow.

Some contexts where debates will occur include legislative assemblies, public meetings, election campaigns, academic institutions, and TV shows.

While structures can differ, below is a basic step-by-step debate structure we can look at with our students. If students can debate to this structure, they will find adapting to other debate structures simple.

1. Choose a Topic

Also called a resolution or a motion, the topic is sometimes chosen for each side. This is usually the case in a school activity to practice debating skills. 

Alternatively, as in the case of a political debate, two sides emerge naturally around contesting beliefs or values on a particular issue. 

We’ll assume the debate is a school exercise for the rest of this article.

The resolution or the motion is usually centered around a true or false statement or a proposal to make some change in the current state of affairs. Often the motion will start, ”This House believes that….”

2. Form Two Teams

Two teams of three speakers each are formed. These are referred to as ‘The House for the Motion’ or the ‘Affirmative’ team and ‘The House Against the Motion’ or the ‘Negative’ team.

Preparation is an essential aspect of debating. The speech and debate team members will need time to research their arguments, collaborate, and organize themselves and their respective roles in the upcoming debate.

They’ll also need time to write and rehearse their speeches too. The better prepared and coordinated they are as a team, the more chance they have of success in the debate.

Each speaker takes a turn making their speech, alternating between the House for the Motion, who goes first, and the House Against the Motion. Each speaker speaks for a pre-agreed amount of time.

The debate is held in front of an audience (in this case, the class), and sometimes, the audience is given time to ask questions after all the speeches have been made.

Finally, the debate is judged either by moderators or by an audience vote. 

The teams’ aim in a debate should be to convince a neutral third party that they hold the stronger position.

How to Write a Debate Speech

In some speech contest formats, students are only given the debate topic on the day, and limited time is allowed for preparation. Outside of this context, the speech writing process always begins with research.

Thorough research will help provide the student with both the arguments and the supporting evidence for those arguments.

Knowing how to research well is a skill that is too complex to cover in detail here. Fortunately, this site also has a detailed article on Top Research Strategies to help.

There are slight variations in the structure of debate speeches depending on when the speech is scheduled in the debate order. But, the structure and strategies outlined below are broadly applicable and will help students write and deliver persuasive debate speeches.

The Debate Introduction

As with many types of text , the purpose of the introduction in a debate speech is to do several things: grab the attention of the audience, introduce the topic, provide a thesis statement, and preview some of the main arguments.

1. The Attention Grabber

Securing the attention of the audience is crucial. Failure to do this will have a strong, negative impact on how the team’s efforts will be scored as a whole.

There are several tried and tested methods of doing this. Three of the main attention grabbers that work well are:

a.) Quotation From a Well-Known Person

Using a quotation from a well-known person is a great way to draw eyeballs and ears in the speaker’s direction. People love celebrities, even if that celebrity is relatively minor. 

Quotes from reputable individuals add credibility and authority to your arguments, as they demonstrate that influential figures endorse your viewpoint. They provide a concise and impactful way to convey complex ideas or express a widely accepted perspective. Quotations can resonate with the audience, evoke emotions, and make your speech more memorable. By referencing respected individuals, you tap into their expertise and reputation, lending support to your position and increasing the persuasive impact of your debate speech.

Using a quotation to open a speech lends authority to what is being said. As well as that, usually, the quotation chosen will be worded concisely and interestingly, making it all the more memorable and impactful for the audience.

b.) Statistics

Numbers can be very convincing. There’s just something about quantifiable things that persuades people. Perhaps it’s because numbers help us to pin down abstract ideas and arguments.

By using numbers, facts, and figures, students can present objective evidence that reinforces the validity of their arguments. Additionally, statistics enhance critical thinking skills by promoting data analysis and interpretation. For teachers, encouraging students to utilize statistics fosters research skills, data literacy, and an understanding of the importance of evidence-based reasoning.

The challenge here is for the speaker to successfully extract meaning from the data in such a way as to bolster the force of their argument.

c.) The Anecdote

Anecdotes can be a valuable way to ease the audience into a complex topic. Anecdotes are essentially stories and can be used to make complicated moral or ethical dilemmas more relatable for an audience.

Anecdotes are also an effective way for the speaker to build a rapport with the audience, which, in turn, makes the task of persuading them an easier one.

2. Introduce the Topic

Once the audience’s attention has been firmly grasped, it’s time to introduce the topic or the motion. This should be done in a very straightforward and transparent manner to ensure the audience understands the topic of the debate.

For example, if the topic of the debate was school uniforms, the topic may be introduced with:

“Today, we will debate whether school uniforms should be compulsory for all high school students.”

3. Provide the Thesis Statement

The thesis statement should express the student’s or the team’s position on the motion. That is, the thesis statement explains the speaker’s side of the debate.

A thesis statement is a succinct declaration that encapsulates the main point or argument of an essay, research paper, or other written work. It presents a clear and specific stance on a topic, guiding the reader on what to expect in the subsequent content. A well-crafted thesis statement should be debatable, meaning there should be room for opposing viewpoints and discussion. It serves as a roadmap for the writer, ensuring coherence and focus throughout the piece, and helps the reader understand the purpose and direction of the work from the outset.

This statement can come directly after introducing the topic, for example:

“Today, we will debate whether school uniforms should be compulsory for all high school students. This house believes (or, I believe …) that school uniforms should not be compulsory for high school students.”

4. Preview the Arguments

The final part of the introduction section of a debate speech involves previewing the main points of the speech for the audience.

There is no need to go into detail with each argument here; that’s what the body of the speech is for. It is enough to provide a general thesis statement for each argument or ‘claims’ – (more on this to follow).

Previewing the arguments in a speech is especially important as the audience and judges only get one listen to a speech – unlike a text which can be reread as frequently as the reader likes.

Examples of strong opening statements for a debate

  Practice Activity

After explaining the different types of attention grabbers and the format for the rest of the introduction to your students, challenge them to write an example of each type of opening for a specific debate topic. 

When they’ve finished writing these speech openings, discuss with the students which of these openings works best with their chosen topic. They can then continue by completing the rest of the introduction for their speech using the format as described above.

Some suggested debate topics you might like to use with your class include:

  • Homework should be banned
  • National public service should be mandatory for every citizen
  • The sale of human organs should be legalized
  • Artificial intelligence is a threat to humanity
  • Bottled water should be banned.

The Body of the Speech

The body paragraphs are the real meat of the speech. They contain the in-depth arguments that make up the substance of the debate. 

How well these arguments are made will determine how the judges will assess each speaker’s performance, so it’s essential to get the structure of these arguments just right.

Let’s take a look at how to do that.

The Structure of an Argument

With the introduction out of the way, it’s time for the student to get down to the nitty-gritty of the debate – that is, making compelling arguments to support their case.

There are three main aspects to an argument in a debate speech. They are:

1. The Claim

2. The Warrant

3. The Impact

The first part of an argument is referred to as the claim. This is the assertion that the argument is attempting to prove. 

The warrant is the evidence or reasoning used to verify or support that claim.

Finally, the impact describes why the claim is significant. It’s the part of the argument that deals with why it matters in the first place and what further conclusions we can draw from the fact that the claim is true.

Following this structure carefully enables our students to build coherent and robust arguments.

Practice Activity

Present your students with a topic and, as a class, brainstorm some arguments for and against the motion.

Then, ask students to choose one argument and, using the Claim-Warrant-Impact format, take a few moments to write down a well-structured argument that’s up to debate standard.

Students can then present their arguments to the class. 

Or, you could also divide the class along pro/con lines and host a mini-debate!

The Conclusion

This speech section provides the speaker with one last opportunity to deliver their message.

In a timed formal debate, the conclusion also allows the speaker to show the judges that they can speak within the set time while still covering all their material.

As with conclusions in general, the conclusion of a debate speech provides an opportunity to refer back to the introduction and restate the central position. 

At this point, it can be a good idea to summarize the arguments before ending with a powerful image that leaves a lasting impression on the audience and judges.

The Burden of the Rejoinder

In formal debates, the burden of the rejoinder means that any time an opponent makes a point for their side, it’s incumbent upon the student/team to address that point directly.

Failing to do so will automatically be seen as accepting the truth of the point made by the opponent.

For example, if the opposing side argues that all grass is pink, despite how ridiculous that statement is, failing to refute that point directly means that, for the debate, all grass is pink.

Our students must understand the burden of the rejoinder and ensure that any points the opposing team makes are fully addressed during the debate.

Examples of a strong debate Conclusion

When preparing to write their speech, students should spend a significant proportion of their team collaborating as a team. 

One good way to practice the burden of the rejoinder concept is to use the concept of Devil’s Advocate, whereby one team member acts as a member of the opposing team, posing arguments from the other side for the speaker to counter, sharpening up their refutation skills in the process.

20 Great Debating Topics for Students

  • Should cell phones be allowed in schools?
  • Is climate change primarily caused by human activities?
  • Should the voting age be lowered to 16?
  • Is social media more harmful than beneficial to society?
  • Should genetically modified organisms (GMOs) be embraced or rejected?
  • Is the death penalty an effective crime deterrent?
  • Should schools implement mandatory drug testing for students?
  • Is animal testing necessary for scientific and medical advancements?
  • Should school uniforms be mandatory?
  • Is censorship justified in certain circumstances?
  • Should the use of performance-enhancing drugs be allowed in sports?
  • Is homeschooling more beneficial than traditional schooling?
  • Should the use of plastic bags be banned?
  • Is nuclear energy a viable solution to the world’s energy needs?
  • Should the government regulate the fast food industry?
  • Is social inequality a result of systemic factors or individual choices?
  • Should the consumption of meat be reduced for environmental reasons?
  • Is online learning more effective than traditional classroom learning?
  • Should the use of drones in warfare be banned?
  • Is the legalization of marijuana beneficial for society?

These topics cover a range of subjects and offer students the opportunity to engage in thought-provoking debates on relevant and impactful issues.

OTHER GREAT ARTICLES RELATED TO DEBATING

Debate Speech,debating | 1 STUDENts love to share their opinions | The Ultimate Guide to Opinion Writing for Students and Teachers | literacyideas.com

The Ultimate Guide to Opinion Writing for Students and Teachers

Debate Speech,debating | PersuasiveWritingSkills | Top 5 Persuasive Writing Techniques for Students | literacyideas.com

Top 5 Persuasive Writing Techniques for Students

Debate Speech,debating | persuasiveWriting | 5 Top Persuasive Writing Lesson Plans for Students and Teachers | literacyideas.com

5 Top Persuasive Writing Lesson Plans for Students and Teachers

Debate Speech,debating | persuasive writing prompts | 23 Persuasive writing Topics for High School students | literacyideas.com

23 Persuasive writing Topics for High School students

Debate Speech,debating | LEarn how to write a perfect persuasive essay | How to Write Perfect Persuasive Essays in 5 Simple Steps | literacyideas.com

How to Write Perfect Persuasive Essays in 5 Simple Steps

Debate: the keys to victory.

Research and preparation are essential to ensure good performance in a debate. Students should spend as much time as possible drafting and redrafting their speeches to maximize their chances of winning. However, a debate is a dynamic activity, and victory cannot be assured by pre-writing alone.

Students must understand that the key to securing victory lies in also being able to think, write (often in the form of notes), and respond instantly amid the turmoil of the verbal battle. To do this, students must understand the following keys to victory.

When we think of winning a debate, we often think of blinding the enemy with the brilliance of our verbal eloquence. We think of impressing the audience and the judges alike with our outstanding oratory.

What we don’t often picture when we imagine what a debate winner looks like is a quiet figure sitting and listening intently. But being a good listener is one of our students’ most critical debating skills.

If students don’t listen to the other side, whether by researching opposing arguments or during the thrust of the actual debate, they won’t know the arguments the other side is making. Without this knowledge, they cannot effectively refute the opposition’s claims.

Read the Audience

In terms of the writing that happens before the debate takes place, this means knowing your audience. 

Students should learn that how they present their arguments may change according to the demographics of the audience and/or judges to whom they will be making their speech. 

An audience of retired school teachers and an audience of teen students may have very different responses to the same arguments.

This applies during the actual debate itself too. If the student making their speech reads resistance in the faces of the listeners, they should be prepared to adapt their approach accordingly in mid-speech.

Practice, Practice, Practice

The student must practice their speech before the debate. There’s no need to learn it entirely by heart. There isn’t usually an expectation to memorize a speech entirely, and doing so can lead to the speaker losing some of their spontaneity and power in their delivery. At the same time, students shouldn’t spend the whole speech bent over a sheet of paper reading word by word.

Ideally, students should familiarize themselves with the content and be prepared to deliver their speech using flashcards as prompts when necessary.

Another important element for students to focus on when practising their speech is making their body language, facial expressions, and hand gestures coherent with the verbal content of their speech. One excellent way to achieve this is for the student to practice delivering their speech in a mirror.

And Finally…

Debating is a lot of fun to teach and partake in, but it also offers students a valuable opportunity to pick up some powerful life skills.

It helps students develop a knack for distinguishing fact from opinion and an ability to assess whether a source is credible or not. It also helps to encourage them to think about the other side of the argument. 

Debating helps our students understand others, even when disagreeing with them. An important skill in these challenging times, without a doubt.

5 Tips for Teachers looking to run a successful classroom debate

  • Clearly Define Debate Roles and Structure when running speech and debate events: Clearly define the roles of speakers, timekeepers, moderators, and audience members. Establish a structured format with specific time limits for speeches, rebuttals, and audience participation. This ensures a well-organized and engaging debate.
  • Provide Topic Selection and Preparation Time: Offer students a range of debate topics, allowing them to select a subject they are passionate about. Allocate ample time for research and preparation, encouraging students to gather evidence, develop strong arguments, and anticipate counterarguments.
  • Incorporate Scaffolded Debating Skills Practice: Before the actual debate, engage students in scaffolded activities that build their debating skills. This can include small group discussions, mock debates, or persuasive writing exercises. Provide feedback and guidance to help students refine their arguments and delivery.
  • Encourage Active Listening and Note-taking during speech and debate competitions: Emphasize the importance of active listening during the debate. Encourage students to take notes on key points, supporting evidence, and persuasive techniques used by speakers. This cultivates critical thinking skills and prepares them for thoughtful responses during rebuttals.
  • Facilitate Post-Debate Reflection and Discussion: After the debate, facilitate a reflection session where students can share their thoughts, lessons learned, and insights gained. Encourage them to analyze the strengths and weaknesses of their arguments and engage in constructive dialogue. This promotes metacognitive skills and encourages continuous improvement.

By following these tips, teachers can create a vibrant and educational debate experience for their students. Through structured preparation, active engagement, and reflective discussions, students develop valuable literacy and critical thinking skills that extend beyond the boundaries of the debate itself.

A COMPLETE UNIT FOR TEACHING OPINION WRITING

Debate Speech,debating | opinion writing unit 1 | How to Write a Winning Debate Speech | literacyideas.com

Teach your students to write EXCELLENT PERSUASIVE ESSAYS and master INFLUENTIAL WRITING SKILLS using PROVEN TEACHING STRATEGIES with this 140-PAGE UNIT.

ALL RESOURCES AND ASSESSMENT TOOLS INCLUDED – NO PREP REQUIRED.

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VIDEO TUTORIALS TO HELP YOU WRITE A GREAT DEBATE SPEECH

The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

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How to Write a Debate Speech

Last Updated: February 20, 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 1,478,787 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

difference between speech and debate writing

Preparing for the Debate Speech

Step 1 Understand how debates work.

  • 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.

Step 2 Research the topic very thoroughly with credible information.

  • 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.

Step 3 Write an outline of your speech.

  • 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

Step 1 Write an introduction that is catchy and interesting.

  • 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.

Step 2 Outline where you stand very clearly.

  • 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

Step 3 Make key points to back up your stance.

  • 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).

Step 4 Develop your key points.

  • 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.

Step 5 Understand the art of persuasion.

  • 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

Step 1 Write a strong conclusion.

  • 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.

Step 2 Work on your delivery from beginning to end.

  • 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

Patrick Muñoz

  • 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 31 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 28 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.

difference between speech and debate writing

  • 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

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Debate

  • ↑ 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

Patrick Muñoz

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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Methods for dialogue: How can I help my students become philosophers?

In a high school classroom, students may have strong opinions but little sense of justification for them or of the value of submitting opinions to a careful and caring analysis. Too often the atmosphere is divisive, with different groups vying for dominance or simply ignoring one another. In the satiric movie, Clueless , the heroine gives a tour of her well-to-do Californian high school to a new student and points out the various stereotypical groups, each keeping with its “own.” This humorous scene is actually close to the truth! Moving beyond group identity as the major source of one’s world view is an important challenge for many students.

Although high school students have already experienced nine to ten years of schooling, they often do not know how to frame questions, listen to others (especially to one’s peers within a class situation), accept or give criticism of ideas without interpreting critiques personally. Given the strong rule of the peer group, high school students may be particularly reluctant to risk embarrassment or ridicule by disagreeing with one another or the teacher. A course in philosophy can be a lesson in communal as well as individual reflection and can help them transcend the strict social and ideological categories that rule many American high schools.

A careful reading of Ann Margaret Sharp’s and Laurance Splitter’s Teaching for Better Thinking will offer excellent ideas for teaching methodologies which address both these social and intellectual concerns. The “Philosophy for Children” movement as developed by “The Institute for the Advancement of Philosophy for Children” focuses on the nature and role of a community of inquiry as the key methodological form of nurturing philosophical reflection. A community of inquiry develops over time and is always open for revision and refinement. Its essential notions comprise:

* the coming together of a group of individuals who may include varying social and intellectual perspectives; * questions which emerge from the interest of the group itself, not simply imposed by the teacher; * a constant self-awareness of respect for others and responsibility for one’s own ideas; * a willingness to listen to others, whether we share their view or not; * a willingness to explain and justify, as well as amend and change, one’s own ideas according to the community criteria of reasonableness; and * an eagerness to submit ideas to careful scrutiny but within an atmosphere of care and concern for the persons within the community.

As you develop or implement a course or segment in philosophy keep these ideas in mind and be attentive to providing structured opportunities for your students to think for themselves but at the same time to develop a willingness to demand intellectual honesty and rigor. Philosophy should not be a lecture course, even if you are teaching the works and ideas of the great philosophers. Make time for them to think through the ideas they encounter and to test their own ideas against them.

Guidelines for Writing

(Developed by the Johns Hopkins University Center for Talented Youth)

Writing should be a central component of education in philosophy. Even in those courses where critical and analytical skills are developed through discussion, debate, translation, or other exercises, writing should be a frequent and integral activity. In addition to experiencing and learning new information, our students must be afforded the time to articulate their ideas and opinions in writing. Ultimately, the writing process will not only reinforce learning, but also contribute to a student’s ability to argue a position and critically analyze an issue.

Depending on the age and experience of your students, you may have to devote more or less attention to the “nuts and bolts” aspects of the writing process. It is important that all students, regardless of age, thoroughly understand your expectations concerning all aspects of a writing assignment. For example, an introduction to the research process itself, as well as to issues concerning proper citation and academic honesty, will help students avoid potential pitfalls once they begin working. Providing your students with a detailed account of your methods of evaluation before they begin the assignment is another useful way to prepare them for the task ahead.

There are a number of different types of formal and informal papers you may ask students to write. Here are some suggestions of writing assignments we have found effective for philosophy courses:

Position Paper: Students are asked to argue a stance on an issue. They are required to support their positions with evidence and information they have collected in class and through research. An interesting adaptation of this assignment is to have students write a paper in which they are forced to argue a position with which they disagree. This can be a very powerful assignment as it challenges students to rely only on critical thinking and analytical writing as they attempt to express an opinion that contradicts their own beliefs. Be aware that some students may be hesitant to undertake this kind of writing, as you may be asking them to support an extremely unpopular position or argue against a deeply held, personal belief. You should therefore consider carefully the kinds of positions you are asking students to defend.

Compare and Contrast Piece: In this format, students objectively describe two or more competing stances on an issue discussed in the course. They are required to synthesize the various arguments or logic behind a group’s or individual’s position and then evaluate the different accounts.

Traditional Research Paper: Students work with primary and secondary sources and are asked to form an original argument/thesis based on their findings. Variations of this type of paper may include a critical research paper in which students focus on the argument/thesis of one primary work and develop their own counter-arguments or a review of a scholarly paper or article.

Close Reading Exercise: Students narrow their focus on a short piece of primary text (a verse, quote, short passage, etc.) by analyzing and interpreting it in their own words with or without secondary resources. They should find support for their interpretation by paying close attention to the different dynamics of the passage like figurative language, diction, tone, literal content, etc. to explain the meaning and theme(s) of the text as a whole. This exercise is also good for fueling discussions when students share their individual thoughts with one another.

Creative and Free Writing: While there are a variety of writing exercises that might fall under this category, past CTY instructors recommend assigning students to write newspaper editorials, speeches, shorter response to arguments, or daily journal entries as other methods to reinforce course material.

Guidelines for In-Class Debates

Although these guidelines are meant as suggestions only, and may need to be modified to meet the specific needs of your class, they cover topics that are essential to any successful debate (including the basic elements of a debate, the necessity of a feedback session after the debate, tips for students, etc.). In-class debates represent a significant time investment for both the class and the instructor; before you begin preparations for the debate, please ensure that you can devote sufficient attention without sacrificing other aspects of your course. [The following text is adapted from “General Debate Information” by the Communication Within the Curriculum Department at the University of Pennsylvania.]

What is debate?

One way to characterize a debate is “a discussion in which reasons are advanced for and against some proposition or proposal.” Although similar to argumentation, debate sets itself apart insofar as it is more rigidly structured; instituting clear goals and processes allows for a more thorough and objective consideration of the reasons presented.

Why debate in class?

The process of debate allows participants to analyze differing viewpoints, so that the audience can understand where opinions diverge and why. Debate is also an excellent way to model the analytical and communicative processes that students are learning whenever they examine course material. In-class debates challenge students to think critically about course material and provide a forum for them to develop the art of expressing their ideas.

We recommend that you remain focused on the analysis of the issue that emerges during the debate and allow the students to reflect on what constitutes a successful argument, which often becomes a debate itself. It is important to keep in mind that each debate should be followed by an exhaustive discussion and evaluation of both the issue discussed and the debate itself. In addition to giving students an opportunity to reflect on the different positions presented during the debate, this feedback session will allow them to consider more carefully the defining features of good argumentation.

Setting up an In-class Debate

The most important aspect of any debate is the topic. For a good debate you or the students will need to create a statement, called a resolution, that people can either affirm or negate. Instructors should provide a clear interpretation of the resolution during the preliminary stages of the debate so that students can focus their research efforts and develop strong, succinct arguments. Ideally people will be able to affirm or negate the resolution for a variety of reasons, with many possibilities for constructing sophisticated positions on each side. It is also important to guard against framing a resolution that allows people to focus on unproductive, tangential questions. Most instructors require students to research the topic that they are debating. Often instructors guide students to good sources so that they are using the best information when they present to the class. Lastly, the instructor should be aware of the maturity level of the students and choose a topic that is appropriate both for the individual class.

Debate begins with research. If it is possible at your site, consider devoting class time to research in the library. Although more time and labor intensive than providing students with pre-selected research material, conducting their own research (with your supervision) will give students both the opportunity to hone their research skills and a greater sense of responsibility for the arguments they put forward in the debate.

Based on their research, students should construct cohesive arguments in support of their positions. It is important to understand that a position is what each team is assigned (either as the affirmative or negative in relation to the topic) but arguments are a way of supportingthat position. A thesis is a statement that captures the main argumentative points that the team will present as support for their position. A thesis should be more than “I disagree with the resolution that ‘the United States government should abolish the estate tax,’” since this fails to capture the way in which each group will support its position. A thesis such as “We should retain the estate tax because it prevents the development of dynasties, which are economically inefficient” is more desirable because it succinctly captures the main threads of argument that you will develop throughout the debate.

Each group should compose a complete persuasive speech that supports its thesis. (Notice that for the above example the speech would have to argue, at a minimum, that the estate tax prevents dynasties and that dynasties are inefficient). Once each team has a good idea of how it will argue its position, attention should be turned to anticipating the arguments of the opposing team. What sorts of arguments can be made in support of the opposing position? Are there problems with the opposing team’s arguments? What arguments might the opposing team construct for their rebuttal? Should these potential arguments be preempted by addressing them in the opening speech? How should the group respond if such arguments are brought up in the course of the debate?

The logistics of creating a format that allows everyone to participate without taking too much class time can be tricky, but here are a couple of rules of thumb to consider. You can have students debate one-on-one or in teams. Teams of more than 3 people may pose difficulties that require the instructor to plan accordingly. For example, each student may have a different idea of the direction the group should take. On the other hand, working with peers who may have a different perspective from oneself can be a rewarding experience for students. If you choose to have students work in teams it is a good idea to select the teams yourself, allowing you to place students with differing viewpoints on the same team.

Each debate should consist of four to six speeches and each debate requires 30-50 minutes of class-time. Post-debate questions and discussion is often very lively and very useful, so you should build in time for these activities. Without a post-debate feedback session students may not grasp the deeper significance of the debate nor focus on the skills which the debate, and the preparation leading up to it, helped instill in them. It is also useful to solicit evaluations from observers external to the debate, whether they be other students in the class who were not involved in a particular debate or other members of your school community (if there was a larger audience for the debate).

Debate Format

**Note: What follows are suggestions for structuring the actual debate. Depending on such factors as the nature of your course, the maturity level of your students and time constraints, you may need to deviate from the plan below. However, one thing that should remain constant for all debates is that the instructor be a strong supervisory presence at all stages, from guiding research efforts to stepping in during the actual debate to make sure that time constraints are followed, that students stay on-task, that the speeches are appropriate, etc.

Each speech in a debate has a different purpose. Typically each side will present three speeches during the debate. Each side can be represented by one person or a team. For the purposes of this explanation we’ll assume that people are debating in teams. Although students should be taking notes on the opposing side’s arguments throughout the debate, it may be useful to have each side submit their opening speeches in writing to the other team to facilitate a more focused rebuttal.

The first speech, called the “opening,” introduces the argument of each team. In the second speech, or the “rebuttal,” each team critically analyzes the opposing team’s argument. The third speech is a “summation” in which each team pulls their strongest arguments from all the previous exchanges and makes their strongest appeal to the audience. Sometimes a question and answer period is substituted for the “rebuttal,” or is an additional period inserted into the above format. Question and answer periods require swift thinking as each side is given equal time to ask direct questions and to quickly and succinctly answer the questions posed to them. Often 1-2 minutes of preparation time are given to debaters between speeches. One possible debate structure is as follows:

PRO TEAM-Opening 5 minutes

CON TEAM-Opening 5 minutes

Break (prep. time) 2 minutes

PRO TEAM-Rebuttal 4 minutes

CON TEAM-Rebuttal 4 minutes

**Optional: Q&A Period 6 minutes

**Optional Break 2 minutes

CON TEAM-Summation 4 minutes

PRO TEAM-Summation 4 minutes

It is possible to have the entire class debate in a class session by alternating short speeches by members of the class. In this format it is also possible to debate a question with more than two positions. Debates can also be made more complex by having each speaker both analyze the opposing team’s argument and defend their own in every speech. The above debate structure does not account for time spent reflecting on the debate in a feedback session.

Debate Tools for Students

Providing students with the following tools for effective debating will help to ensure that the discussion remains focused and productive.

Signposting: Signposts are just labels for each idea in a speech and give clarity to any sort of oral communication. In debate they are especially important because they help the audience understand how the argument is put together. You can be a little more obvious about your signposting in debate than you would in a typical speech to make sure people are following it. It’s perfectly acceptable to say “My first point is…”

Consistent vocabulary: Use the same word each time you refer to a particular concept. If you use synonymous words or phrases when referring to the same concept, some members of the audience may think you are embarking on a new and different concept. Likewise, highlight subtle differences between concepts by using different vocabulary when speaking about them.

Listening: When you debate you will spend as much or more time listening as you spend speaking. It is your listening skills, not your speaking skills that will determine the quality of your performance in the round. You will need to listen actively to understand your opponent’s argument so that you can develop a proper response. Some elements of active listening:

* Come to class prepared * Listen for the main ideas that organize each speech * Distinguish between the content of the speaker’s argument and the logical structure of the argument * Take notes * Ask yourself how each part of a person’s speech supports (or does not support!) their thesis * Identify gaps in your understanding of the speaker’s argument. Are they due to incomplete understanding on your part? Are they due to flaws in the speaker’s reasoning or communication? * Wait until the speaker has completed a thought before you evaluate it * Give great attention to the particular words a speaker chooses. The meaning of vocabulary chosen by the speaker can have great effect on the meaning of an entire argument * At the end of each speech ask yourself whether the speaker supported all the claims they made in their thesis * Demonstrate that you are listening attentively by making eye contact and responding, (verbally or non-verbally), where appropriate.

Debate can be a powerful teaching and learning method if used properly. Key elements to the debate include:

* The goal/rationale for the debate in the context of class content (why are you doing the debate – what do you want the students to get out of the debate) * A clear topic/resolution for debate * Clear debate structure procedure (length of debate and pro/con speeches) * Time for proper research and position development * Time for debriefing, discussion, reflection, etc.

Helpful Links

http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml (General index of classroom debate resources)

http://www.saskdebate.com/index.asp?tmenu=3&smenu=2 (On using debate in the classroom)

(Sample rubric for debate assessment)

Committee on Pre-College Instruction in Philosophy

The committee of the American Philosophical Association devoted to enhancing and developing pre-college philosophy in the United States.

American Philosophical Association

The American Philosophical Association was founded in 1900 to “encourage creative and scholarly activity in philosophy.” It is one of the largest philosophical associations in the world with over 11,000 members to whom it offers an array of services.

Squire Family Foundation

Working with philosophers and educators to ensure that all students in American secondary schools have an opportunity to study philosophy.

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Debate Writing

Cathy A.

Debate Writing - A Comprehensive Writing Guide

14 min read

Published on: Jan 17, 2019

Last updated on: Nov 15, 2023

debate writing

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Have you ever found yourself at a loss for words when it comes to articulating your thoughts in a debate?

The inability to formulate your thoughts in a debate can be a significant obstacle, hindering your ability to express yourself effectively. But don’t worry!

If you’re someone who’s wandering around trying to find the secrets to craft an outstanding debate speech, we’ve got your back.

In this blog, we’ll introduce you to debate writing, types, format, some tips, and debate examples, so you can understand how to pen down the perfect debate.

Let’s get going!

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What is Debate Writing?

A debate is a formal contest of argumentation where two opposing teams defend and attack a given resolution. Similarly, it is also a persuasive manner of speaking to convert one’s opinion into your viewpoint.

Here, the speaker either speaks for or against a particular topic being discussed. Moreover, it is the process of preparing and writing the debate before its formal presentation.

Features of Debate Writing

The following are the main features of debate writing.

  • Informative -  A good debate must provide complete information and facts. It is supposed to inform and educate people with the help of logical reasoning.
  • Well-reasoned - The arguments discussed in a debate must be logical, relevant, competent, and well-explained.
  • Persuasive -  A debate must emphasize strong arguments to convince the people.
  • Orderly -  A debate must present the facts in a structured and organized form. It should also follow a specific format.
  • Dynamic -  In a debate, two teams present opposing arguments. Similarly, all the important points must be questioned and answered by each team member.

Types of Debate

The following is a detailed description of common debating types that are practiced on various occasions. 

  • Team Policy Debate -  It consists of two teams, each with two debaters. The main aim is to present a huge amount of data coherently.
  • Cross-examination Debate -  It is considered a period between speeches. Here, the opponents ask each other to clarify and understand the points based on evidence.
  • Lincoln-Douglas Debate - It is a one-on-one and an open-style debate. Here, the debaters focus on arguing for or against a topic persuasively and logically.
  • Spontaneous Argumentation - Includes two teams that argue on a specific idea, but it does not require much research work. Similarly, this debate focuses more on presentation than content.
  • Public Forum Debate -  It includes arguments on controversial topics. Moreover, these are used to test the argumentation, cross-examination, and refutation skills of the debaters.
  • Parliamentary Debate - It consists of two teams, one called the government and the other called the opposition team. The Government team proposes a motion, and the Opposition team argues against it.

If you want to learn more about the different debating types, head to over comprehensive blog on types of debates.

Debate Writing Format

The debate writing for middle or high school follows the same format structure. Here, we have mentioned a detailed format for you to get an idea of the parts of a debate.

Check out the given debate writing template to get help with structuring your debate.

Debate Writing Template

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How to Start a Debate?

When starting the debate writing process, the question “ How to write a debate introduction?… ” could come off as a daunting one, but don’t worry.

Here are some easy steps for you to write a compelling debate introduction.

speech examples

1. Impressive greeting and strong opening sentence:

Greet your audience with enthusiasm, capturing their attention with a compelling opening statement that sets the tone for your debate.

2. Tell a personal story:

Connect emotionally by sharing a relevant personal anecdote that humanizes the topic, making it relatable and engaging.

3. State an amazing Fact:

Introduce a surprising or impressive fact related to your debate topic to pique interest and establish credibility.

4. Use a powerful quotation:

Incorporate a thought-provoking quote that aligns with your argument, adding depth and authority to your speech.

5. Ask a rhetorical question:

Pose a rhetorical question to stimulate critical thinking among your audience, encouraging them to ponder the issue at hand.

6. State a problem:

Clearly articulate the problem or challenge associated with your debate topic, highlighting its significance and relevance.

7. Share your opinion about the topic:

Express your stance on the matter, providing a concise preview of your argument and setting the stage for the forthcoming points in your debate speech.

How to Write a Debate?

Following are the steps you can stick to for writing a debate speech that lets you stand out from the competition:  

1. Understand the Debate

The first of many steps in debate writing is understanding its nature. Here, both teams will be given a topic, and they will choose an affirmative or negative stance.

2. Research the Topic Thoroughly

Brainstorm and research the topic thoroughly to understand all the aspects of the debate. Make a list of critical points and use credible sources to cover them in your key arguments.

3. Develop a Debate Outline

Develop a basic debate speech outline that consists of three main sections. It includes an introduction, body, and conclusion that are discussed below in detail.

It is the first section of the outline that includes an attention grabber. Introduce your topic and present the context with the help of a  thesis statement . Also, provide a brief overview of the students’ arguments to understand the direction of the debate.

It is the main section of the debate that discusses the key arguments in detail. Moreover, it further includes logical reasoning and evidence to support the thesis.

The conclusion is the last chance to demonstrate significant ideas. It summarizes the main body by adding emotion and drama to the words and includes a strong closing sentence.

4. Writing the Debate

Start writing the final draft of your debate. Mention the crucial elements of persuasion, which are ethos, pathos, and logos. These are used to explain the effects of the resolution in the real world.

Also, use transition words to maintain a logical flow between paragraphs. Lastly, edit and proofread your work to avoid plagiarism, grammar, spelling, and punctuation errors.

Here is a great example of a well-written debate introduction:

If you’re thinking, “ How to write a debate greeting? ”, take a thorough look at the detailed steps below: 

If you have the question, “ How to write a debate against the motion? ” in mind, look at this step-by-step procedure below:

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How to End the Debate?

End the debate by making sure that you have included the following elements. It will help you assess the credibility of your debate.

  • Does your debate start with an interesting greeting?
  • Does it provide original content, personal experience, and a call to action?
  • Does the debate follow a proper format structure?
  • Does it include the correct sentence structure?
  • Does it maintain logical transitions to flow ideas from one paragraph to another?
  • Have you proofread or revised it for common mistakes such as spelling, grammar, and punctuation?
  • Does the debate mention your opinion about the given topic?
  • Does the debate end with a powerful conclusion sentence to leave a lasting impact on the audience?

Debate Writing Tips and Tricks

Here are some amazing debate tips and tricks for you to write a perfect debate:

  • It is better to know and prepare for a debate before starting it
  • Conduct thorough research work to collect relevant data and draft creative arguments about the topic
  • A writer should think relatively to identify the validity of significant claims
  • Try to understand the formal debate through a variety of personal experiences
  • Support the arguments with examples and evidence to make them more credible and authentic
  • Also, consider the perspective of the judges and audience while making a critical argument
  • Always structure your speech while keeping the time limits in mind
  • Do not always disagree with the opponent’s arguments. Instead, you should take notes and think logically
  • Build your case by keeping in mind all the possible objections that others can raise
  • Never make the mistake of introducing new arguments in your closing section

Advanced Techniques for Debate Writing 

Below are some easy  debating techniques  to write a primary and high school debate.

  • Introduce the topic at the beginning of the debate and form an opinion about it.
  • Know your audience to adjust your argument according to them.
  • Assign the two sides as affirmatives and negatives.
  • Take enough time to research the case and the vocabulary used for it.
  • Organize your opinion and present supporting facts to persuade the audience.
  • Follow a basic debate structure that includes the following period.
  • Get an idea about the opponent’s arguments and advance your research by weakening them.
  • Make a judgment based on the audience’s votes and your opinion about the arguments.
  • Connect to the audience emotionally by presenting examples, evidence, and personal experiences.
  • Incorporate simple, well-timed humor to engage and emphasize your argument effectively

Debate Writing Examples

Check out the following examples of debate writing to get a better idea of the concept.

Debate Example for Ks2

Debate Writing Class 6

Debate Writing Class 7

Debate Writing Class 8

Debate Writing Class 9

Debate Writing Class 11 PDF

Debate Writing Class 12

Debate Writing Example on Online Classes

If you want inspiration from more examples on various debate topics, visit our comprehensive debate examples blog!

Debate Writing Topics for Students 

The following are some impressive debate writing prompts for students to get started.

  • All schools should conduct compulsory drug testing on their students
  • Middle and high schools must ban sex education
  • Is it ethical to move in before getting married?
  • Academic institutes should ban smoking on college premises
  • Peer pressure is harmful to students
  • High schools should provide daycare services to students who have children
  • The government should develop nuclear energy for commercial use
  • Celebrities can get away with crime more easily than non-celebrities
  • Cell phones should not be used in classrooms
  • Money motivates people more than any other factor in the workplace

Head over to our list of debate topics to choose from a wide range of unique debate writing ideas.

To sum it up,  This comprehensive guide to debate writing will help you write a perfect one for your high school or college. We’ve covered all the essential details one would need to craft a winning debate.

However, if you think that you could use a helping hand to perfect your debate writing game, we’ve got you covered. 

You can get help from our speech writing service to solve your debate writing worries. Our writing experts will deliver you comprehensive and well-composed debates at rates that won’t break the bank. 

Simply reach out to our reliable essay writing service , and we’ll take care of all your writing-related problems. 

Cathy A. (Literature, Marketing)

Cathy has been been working as an author on our platform for over five years now. She has a Masters degree in mass communication and is well-versed in the art of writing. Cathy is a professional who takes her work seriously and is widely appreciated by clients for her excellent writing skills.

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4.2: Spoken Versus Written Communication

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What’s the Difference?

While both spoken and written communication function as agreed-upon rule-governed systems of symbols used to convey meaning, there are enough differences in pragmatic rules between writing and speaking to justify discussing some of their differences. Imagine for a moment that you’re a college student who desperately needs money. Rather than looking for a job you decide that you’re going to ask your parents for the money you need to make it through the end of the semester. Now, you have a few choices for using verbal communication to do this. You might choose to call your parents or talk to them in person. You may take a different approach and write them a letter or send them an email. You can probably identify your own list of pros and cons for each of these approaches. But really, what’s the difference between writing and talking in these situations? Let’s look at four of the major differences between the two: 1) formal versus informal, 2) synchronous versus asynchronous, 3) recorded versus unrecorded, and 4) privacy.

clipboard_e4fb3182d42f917319b197ea636afd056.png

Figure \(\PageIndex{1}\)1

Case In Point - Informal Versus Formal Communication

clipboard_ee6e0f124af1b1d3d7957dde3b8b95a4f.png

Figure \(\PageIndex{1}\)2

Text Version

FYI… we’re meeting on friday. wanna go to the office party after? its byob so bring whtvr you want. Last years was sooo fun. Your dancing made everyone lol! hope to see u there :)

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We are having a meeting on Friday, November 6th. Afterwards, there will be an office party. Let me know if you would like to attend. It will be a Bring Your Own Beverage party, so feel welcome to bring whatever you like. Last year’s was great, I’m sure everyone remembers your great dance moves! I hope to see you there,

The first difference between spoken and written communication is that we generally use spoken communication informally while we use written communication formally. Consider how you have been trained to talk versus how you have been trained to write. Have you ever turned in a paper to a professor that “sounds” like how you talk? How was that paper graded compared to one that follows the more formal structures and rules of the English language? In western societies like the U.S., we follow more formal standards for our written communication than our spoken communication. With a few exceptions, we generally tolerate verbal mistakes (e.g. “should of” rather than “should have”) and qualifiers (e.g. “uh” “um” “you know,” etc.) in our speech, but not our writing. Consider a written statement such as, “I should of, um, gone and done somethin’ ‘bout it’ but, um, I I didn’t do nothin’.” In most written contexts, this is considered unacceptable written verbal communication. However, most of us would not give much thought to hearing this statement spoken aloud by someone. While we may certainly notice mistakes in another’s speech, we are generally not inclined to correct those mistakes as we would in written contexts. Even though most try to speak without qualifiers and verbal mistakes, there is something to be said about those utterances in our speech while engaging in an interpersonal conversation. According to John Du Bois, the way two people use utterances and structure their sentences during conversation creates an opportunity to find new meaning within the language and develop “parallelism” which can lead to a natural feeling of liking or sympathy in the conversation partner. So, even though it may seem like formal language is valued over informal, this informal language that most of us use when we speak inadvertently contributes to bringing people closer together.

While writing is generally more formal and speech more informal, there are some exceptions to the rule, especially with the growing popularity of new technologies. For the first time in history, we are now seeing exceptions in our uses of speech and writing. Using text messaging and email, people are engaging in forms of writing using more informal rule structures, making their writing “sound” more like conversation. Likewise, this style of writing often attempts to incorporate the use of “nonverbal” communication (known as emoticons) to accent the writing. Consider the two examples in the box. One is an example of written correspondence using text while the other is a roughly equivalent version following the more formal written guidelines of an email or letter.

Notice the informality in the text version. While it is readable, it reads as if Tesia was actually speaking in a conversation rather than writing a document. Have you noticed that when you turn in written work that has been written in email programs, the level of formality of the writing decreases? However, when students use a word processing program like Microsoft Word, the writing tends to follow formal rules more often. As we continue using new technologies to communicate, new rule systems for those mediums will continue altering the rule systems in other forms of communication.

The second difference between spoken and written forms of verbal communication is that spoken communication or speech is almost entirely synchronous while written communication is almost entirely asynchronous. Synchronous communication is communication that takes place in real time, such as a conversation with a friend. When we are in conversation and even in public speaking situations, immediate feedback and response from the receiver is the rule. For instance, when you say “hello” to someone, you expect that the person will respond immediately. You do not expect that the person will get back to you sometime later in response to your greeting. In contrast, asynchronous communication is communication that is not immediate and occurs over longer periods of time, such as letters, email, or even text messages at times. When someone writes a book, letter, email, or text, there is no expectation from the sender that the receiver will provide an immediate response. Instead, the expectation is that the receiver will receive the message and respond to it when they have time. This is one of the reasons people sometimes choose to send an email instead of calling another person, because it allows the receiver to respond when they have time rather than “putting them on the spot” to respond right away.

Just as new technologies are changing the rules of formality and informality, they are also creating new situations that break the norms of written communication as asynchronous and spoken communication as synchronous. Voicemail has turned the telephone and our talk into asynchronous forms of communication. Even though we speak in these contexts, we understand that if we leave a message on voicemail, we will not get an immediate reply. Instead, we understand that the receiver will call us back at their convenience. In this example, even though the channel of communication is speaking, there is no expectation for immediate response to the sent message. Similarly, texting is a form of written communication that follows the rules of spoken conversation in that it functions as synchronous communication. When you type a text to someone you know, the expectation is that they will respond almost immediately. The lines continue to blur when video chats were introduced as communication technologies. These are a form of synchronous communication that mimics face-to-face interaction and in some cases even have an option to send written messages to others. The possible back and forth between written and spoken communication has allowed many questions to arise about rules and meaning behind interactions. Maria Sindoni explains in her article, “Through the Looking Glass” that even though people are having a synchronous conversation and are sharing meaning through their words, they are ultimately in different rooms and communicating through a machine which makes the meaning of their exchanges more ambiguous.

Verbal Communication Then 3

Historians have come up with a number of criteria people should have in order to be considered a civilization. One of these is writing, specifically for the purposes of governing and pleasure. Written verbal communication is used for literature, poetry, religion, instruction, recording history and governing. Influential written verbal communication from history includes:

  • The Ten Commandments that Jews used as a guide to their faith
  • Law Code of Hammurabi which was the recorded laws of the Ancient Babylonians.
  • The Quran which is core to the Islam faith.
  • The Bible which is followed by Christians.
  • The Declaration of Independence which declared the U.S. independent from Britain.
  • Mao’s Little Red Book which was used to promote communist rule in China.

The third difference between spoken and written communication is that written communication is generally archived and recorded for later retrieval, while spoken communication is generally not recorded. When we talk with friends, we do not tend to take notes or tape record our conversations. Instead, conversations tend to be ongoing and catalogued into our personal memories rather than recorded in an easily retrievable written format. On the other hand, it is quite easy to reference written works such as books, journals, magazines, newspapers, and electronic sources such as web pages and emails for long periods after the sender has written them. New communication applications like Vine add to the confusion. This app allows users to record themselves and post it to their profile. This would be considered a form of spoken communication, yet it is archived and asynchronous so others can look at the videos years after the original posting. To make the matter more complicated, Snapchat’s many functions come into play. On Snapchat you have the option of sending videos or photos that are traditionally not archived since the sender decides how long the receiver has to view them, then they will theoretically disappear forever. Most recently with the addition of My Story, users of the app can post a picture for 24 hours and have their friends view it multiple times. The feeling of technological communication not being archived can lead to a false sense of privacy, which can lead to some negative consequences.

As with the previous rules we’ve discussed, new technologies are changing many of the dynamics of speech and writing. Just take a look at the “Verbal Communication Then” sidebar and see how far we have come. For example, many people use email and texting informally like spoken conversation, as an informal form of verbal communication. Because of this, they often expect that these operate and function like a spoken conversation with the belief that it is a private conversation between the sender and receiver. However, many people have gotten into trouble because of what they have “spoken” about others through email and text. The corporation Epson (a large computer electronics manufacturer) was at the center of one of the first lawsuits regarding the recording and archiving of employees’ use of email correspondence. Employees at Epson assumed their email was private and therefore used it to say negative things about their bosses. What they didn’t know was their bosses were saving and printing these email messages, and using the content of these messages to make personnel decisions. When employees sued Epson, the courts ruled in favor of the corporation, stating that they had every right to retain employee email for their records.

While most of us have become accustomed to using technologies such as texting and instant messaging in ways that are similar to our spoken conversations, we must also consider the repercussions of using communication technologies in this fashion because they are often archived and not private. We can see examples of negative outcomes from archived messages in recent years through many highly publicized sexting scandals. One incident that was very pertinent was former congressman and former candidate for Mayor of New York, Anthony Weiner, and a series of inappropriate exchanges with women using communication technologies. Because of his position in power and high media coverage, his privacy was very minimal. Since he had these conversations in a setting that is recorded, he was not able to keep his anonymity or confidentiality in the matter. These acts were seen as inappropriate by the public, so there were both professional and personal repercussions for Weiner. Both the Epson and Anthony Weiner incidents, even though happening in different decades, show the consequences when assumed private information becomes public.

As you can see, there are a number of differences between spoken and written forms of verbal communication. Both forms are rule-governed as our definition points out, but the rules are often different for the use of these two types of verbal communication. However, it’s apparent that as new technologies provide more ways for us to communicate, many of our traditional rules for using both speech and writing will continue to blur as we try to determine the “most appropriate” uses of these new communication technologies. As Chapter 2 pointed out, practical problems of the day will continue to guide the directions our field takes as we continue to study the ways technology changes our communication. As more changes continue to occur in the ways we communicate with one another, more avenues of study will continue to open for those interested in being part of the development of how communication is conducted. Now that we have looked in detail at our definition of verbal communication, and the differences between spoken and written forms of verbal communication, let’s explore what our use of verbal communication accomplishes for us as humans.

Functions of Verbal Communication

Our existence is intimately tied to the communication we use, and verbal communication serves many functions in our daily lives. We use verbal communication to define reality, organize, think, and shape attitudes.

Teaching And Learning Communication Now

Being able to communicate effectively through verbal communication is extremely important. No matter what you plan to do as a career, effective verbal communication helps you in all aspects of your life. Former President Bush was often chided (and even chided himself) for the verbal communication mistakes he made. Here is a list of his “Top 10”.

  • “Families is where our nation finds hope, where wings take dream.” —LaCrosse, Wis., Oct. 18, 2000
  • “I know how hard it is for you to put food on your family.” —Greater Nashua, N.H., Jan. 27, 2000
  • “I hear there’s rumors on the Internets that we’re going to have a draft.” —second presidential debate, St. Louis, Mo., Oct. 8, 2004
  • “I know the human being and fish can coexist peacefully.” —Saginaw, Mich., Sept. 29, 2000
  • “You work three jobs? … Uniquely American, isn’t it? I mean, that is fantastic that you’re doing that.” —to a divorced mother of three, Omaha, Nebraska, Feb. 2005
  • “Too many good docs are getting out of the business. Too many OB-GYNs aren’t able to practice their love with women all across this country.” —Poplar Bluff, Mo., Sept. 6, 2004
  • “They misunderestimated me.” —Bentonville, Ark., Nov. 6, 2000
  • “Rarely is the questioned asked: Is our children learning?” —Florence, S.C., Jan. 11, 2000
  • “Our enemies are innovative and resourceful, and so are we. They never stop thinking about new ways to harm our country and our people, and neither do we.” —Washington, D.C., Aug. 5, 2004
  • “There’s an old saying in Tennessee — I know it’s in Texas, probably in Tennessee — that says, fool me once, shame on — shame on you. Fool me — you can’t get fooled again.” —Nashville, Tenn., Sept. 17, 2002

Verbal communication helps us define reality

We use verbal communication to define everything from ideas, emotions, experiences, thoughts, objects, and people (Blumer). Think about how you define yourself. You may define yourself as a student, employee, son/daughter, parent, advocate, etc. You might also define yourself as moral, ethical, a night-owl, or a procrastinator. Verbal communication is how we label and define what we experience in our lives. These definitions are not only descriptive, but evaluative. Imagine you are at the beach with a few of your friends. The day starts out sunny and beautiful, but the tides quickly turn when rain clouds appear overhead. Because of the unexpected rain, you define the day as disappointing and ugly. Suddenly, your friend comments, “What are you talking about, man? Today is beautiful!” Instead of focusing on the weather, he might be referring to the fact that he was having a good day by spending quality time with his buddies on the beach, rain or shine. This statement reflects that we have choices for how we use verbal communication to define our realities. We make choices about what to focus on and how to define what we experience and its impact on how we understand and live in our world.

Verbal communication helps us organize complex ideas and experiences into meaningful categories. Consider the number of things you experience with your five primary senses every day. It is impossible to comprehend everything we encounter. We use verbal communication to organize seemingly random events into understandable categories to make sense of our experiences. For example, we all organize the people in our lives into categories. We label these people with terms like, friends, acquaintances, romantic partners, family, peers, colleagues, and strangers. We highlight certain qualities, traits, or scripts to organize outwardly haphazard events into meaningful categories to establish meaning for our world.

Verbal communication helps us think. Without verbal communication, we would not function as thinking beings. The ability most often used to distinguish humans from other animals is our ability to reason and communicate. With language, we are able to reflect on the past, consider the present, and ponder the future. We develop our memories using language. Try recalling your first conscious memories. Chances are, your first conscious memories formed around the time you started using verbal communication. The example we used at the beginning of the chapter highlights what a world would be like for humans without language. In the 2011 Scientific American article, “How Language Shapes Thought,” the author, Lera Boroditsky, claims that people “rely on language even when doing simple things like distinguishing patches of color, counting dots on a screen or orienting in a small room: my colleagues and I have found that limiting people’s ability to access their language faculties fluently–by giving them a competing demanding verbal task such as repeating a news report, for instance–impairs their ability to perform these tasks.” This may be why it is difficult for some people to multitask – especially when one task involves speaking and the other involves thinking.

Verbal communication helps us shape our attitudes about our world. The way you use language shapes your attitude about the world around you. Edward Sapir and Benjamin Lee Whorf developed the Sapir-Whorf hypothesis to explain that language determines thought. People who speak different languages, or use language differently, think differently (Whorf; Sapir; Mandelbaum; Maxwell; Perlovsky; Lucy; Simpson; Hussein). The argument suggests that if a native English speaker had the exact same experiences in their life, but grew up speaking Chinese instead of English, their worldview would be different because of the different symbols used to make sense of the world. When you label, describe, or evaluate events in your life, you use the symbols of the language you speak. Your use of these symbols to represent your reality influences your perspective and attitude about the world. So, it makes sense then that the more sophisticated your repertoire of symbols is, the more sophisticated your world view can be for you. While the Sapir-Whorf hypothesis is highly respected, there have been many scholarly and philosophical challenges to the viewpoint that language is what shapes our worldview. For example, Agustin Vicente and Fernando Martinez-Manrique did a study regarding the “argument of explicitness,” which has two premises. The first premise is that “the instrument of thought must be explicit” in order for thought and language to be connected; the second is that natural languages – languages that humans can learn cognitively as they develop – are not explicit (Vicente and Martinez-Manrique, 384). The authors conclude that thoughts “demand a kind of completeness and stability of meaning that natural language sentences, being remarkably underdetermined, cannot provide” (Vicente and Martinez-Manrique, 397). It makes sense that something as arbitrary and complicated as the connection between thought and language is still being debated today.

While we have overly-simplified the complexities of verbal communication for you in this chapter, when it comes to its actual use—accounting for the infinite possibilities of symbols, rules, contexts, and meanings—studying how humans use verbal communication is daunting. When you consider the complexities of verbal communication, it is a wonder we can communicate effectively at all. But, verbal communication is not the only channel humans use to communicate. In the next chapter we will examine the other most common channel of communication we use: nonverbal communication.

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Using Oral Debates to Find an Argument

Rebecca lorimer (english 201).

When student writers struggle to write argument-driven—rather than report-driven—research papers, it is often because they misunderstand the difference between a research topic and a research argument . In order to help students move from topics to arguments, I stage in-class debates with students before the research writing begins.

My goals for conducting an in-class debate are to help students

  • Find a research topic that is relevant to the course
  • Narrow down the topic so it is specific enough to be researched
  • Find an argument about that specific topic
  • Practice using persuasion

I lead students through the following steps to prepare for and carry out the debates. These usually occur over the course of two class meetings, but could easily be abbreviated for one class or extended to multiple meetings for more in-depth debate.

  • Watch a clip of a debate . You can find debate clips easily on YouTube. I’ve often used Jon Stewart’s appearance on the now-defunct CNN show Crossfire to great success. Watching a debate elicits students’ thinking about what successful persuasion looks like. After we watch the clip I ask students:

            Who did you find more persuasive? Why?

            How would you characterize the success of this debate? What was accomplished?

  • Set parameters for a successful debate . Through the conversation above, the students and I come to an agreement about what will constitute a successful debate in our class. This usually includes the following:

Civilized discourse—genuine listening, acknowledging what other side has just argued

Honest arguments—claims are reasonable and logical, use evidence for support

Changed minds—arguments that “win” persuade a listener of something they were disinclined to believe

No attacks or outbursts—speakers appeal to emotions, but not to the sacrifice of their ethos

  • Explain debate format . Formats are very flexible, but this loose structure has worked in the past: each debate side gives a two-minute speech that presents their arguments; both sides debate for six minutes. The audience asks questions for five minutes and then writes for five minutes about who has been more successful in the debate.
  • In-class preparation work . Depending on how much time is available during a class meeting, you can assign groups, debate roles, and topics, or else let students choose all of these. When I have time to let students choose, I do the following:

      Ask students to write down one debatable topic relevant to the course and write it on the board.

                 -As a class we decide if it is indeed debatable or not. (Do people disagree on this topic?)

      Assign students to small groups and let them choose the topic from the board they’d like to debate.

                 -Students decide who will be on which side of the debate.

      Have students choose roles: Who will give the speech and who will present which claims?

  • Out-of-class preparation work . Students research their topic in course material and outside reading. They email each other support they’ve found and write notes. Whoever will give the speech writes their two-minute speech.
  • Students debate . Groups move to the front of the class to carry out their debates according to the format above. The rest of the class acts as an audience, writing down at least one question for the debate group as they listen. The audience asks questions for five minutes and then everyone writes for five minutes, answering the following questions:

Which side did you find most persuasive and why?

What was their topic and argument?

What was your view on the topic before the debate and what is your view now?

I read students’ responses to these questions and tally which arguments the class found most convincing—these groups get the pleasure of a “win.” But the exercise is intended most of all to accomplish the goals stated above. Student responses show me whether or not they understand the difference between topics and arguments and whether or not they can describe persuasive techniques. Some students end up writing their papers with their debate argument or other arguments they saw presented by other groups. Other students research an entirely new topic but follow the process practiced in the debate.

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Debate vs. Forensics: Seemingly similar classes vary in technique, structure

Debate and forensics classes often go hand-in-hand but are two very different activities. Debate involves creating a specific speech and a plan — an affirmative side and a negative side — whereas forensics is more like a track and field event. There is acting and speaking, partner events and singular events. Senior Rajvi Shah , co-captain of both the debate and the forensics squads, said the captains’ main purpose is to oversee the new participants. “We’re in charge of different functions, making sure all the students know what they’re doing, know what our end goal is and pretty much facilitating the smooth transition between seasons for [debate and forensics teacher] Mr. [ Chris ] Riffer ,” she said. Junior Aquib Jamil has been involved in debate and forensics since his freshman year. He said experienced debaters persuaded him to take both classes, but he enjoys debate more than forensics. “I ended up loving [debate] because, in a sense, it’s like a word game,” Jamil said. “It’s like, they run this argument, and you have to figure out the best way to beat their argument. There’s a judge sitting right in the back room, so you have to have good people skills. You also have to be smart and be able to think on the spot about how you’re going to destroy someone’s case.” Every year, there is a different topic that is debated throughout the course of the debate season. “This year the topic’s infrastructure,” he said. “So, you have to make a case talking about how you want an increase in the structure. Then, the negative team has to get up and argue why that’s a bad idea. So, every tournament you go one round with your case and one round saying why the other teams case is bad.” There are many different events forensics participants can compete in, ranging from speaking to acting to poetry. “I do informative and extemporaneous speaking,” Jamil said. “Informative is when you write a speech about anything. I wrote one about Snickers bars. I didn’t actually take that to a tournament. Then, the one I legitimately worked on was about sleep paralysis. It has to be about seven minutes long, and you go up and present it in front of a judge.” Another forensics event is extemporaneous speaking, where no outside preparation is done. “In extemporaneous speaking, you pull a political question out of an envelope, and then you have 30 minutes to prep a speech for it,” Jamil said. “Then you write the speech and memorize it. Then you give it.” Shah said she’s more of a debater because of the speech class she took in eighth grade. “I’ve always liked voicing my opinion and telling it like it is,” she said. “Being argumentative was something that was really big for me, and being able to construct and be logical in arguments is what I really like. You always have a partner with you, and the rounds, I feel like, are more educational.” Jamil said forensics is more relaxed than debate. “It’s a lot more laid back in the sense that you don’t have to do as much work throughout the year,” he said. “It’s still a lot of work when you have to prep your speech and stuff. In debate, it’s an hour and a half of straight just getting up there and talking over and over again. If you go to quarter-finals or semi-finals, you have to do it again because each round is an hour and a half long.” Shah said debate is much more time consuming than forensics. “It’s definitely more of a time commitment,” she said. “You have evidence you have to file, and you have to think of different arguments and everything; whereas, forensics is more individual, you can pick a piece, go over it in like a week, then be done with it.” Riffer said he changes his teaching style depending on the class. “There’s head-to-head competition in debate,” he said. “You spend a lot more time talking about strategies, and [the class is] centered around the topic you’re debating. For forensics, it’s a lot more individually focused in teaching. I work with various speakers on their individual speeches.” Riffer said he couldn’t see his life without debate and forensics. “They’re both so different to me, but I have to teach both of them,” he said. “It’d be like trying to give up one of my kids — I couldn’t do it.”

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Speech Categories: What’s the Difference?

by Patrick McDonald | Nov 12, 2021 | Speech Events , Strategy | 0 comments

difference between speech and debate writing

I have watched more than my fair share of speeches. Whether it be online, in-person, or in competitive speech and debate, I have dedicated minutes — nay! hours — to this endeavor. Some have been incredibly instructive, with facts or points of view that I still remember to this day. But even when the speeches aren’t particularly engaging, there is always something new or different hidden within their confines.

This is to say that I think everyone should spend less time at tournaments talking and more time watching speeches, but I severely doubt that I would be able to persuade many of you with that thesis.

More hopefully, this is also to say that I consider myself a fairly adequate judge of how interesting or entertaining a speech is. Perhaps this is why I often find myself puzzled when examining the results of speech and debate tournaments: the speeches that tend to do well in forensics are structurally different from those that tend to do well in the real world. This is because, as my esteemed colleague has noted , the performance rubric for speeches in the real world is not the same as it is in speech and debate.

One of the ways in which this manifests itself is in the fact that speech judges are not making their decisions arbitrarily. They are given specific instructions on who to vote for, and those guidelines are based on the category they are judging. Judges aren’t judging your persuasive as a speech ; they are judging it as a persuasive . And you need to tailor your presentation to reflect that reality.

Know What You’re Aiming For

People get speech categories wrong a shocking percentage of the time. How many times have you seen or heard of a speech in a traditionally funny category (e.g. After Dinner or Humorous Interpretation) that just wasn’t that amusing?

This happens because the presenter decided on all of the fine details of the speech itself before picking a category and thus ended up smack dab in the middle of two categories. You should try to avoid that. Decide early and remind yourself often which category you are competing in. Otherwise, you may end up halfway between two categories as well.

If your goal is simply to write a speech that you enjoy performing, this is not a problem! Do not draw nigh and pay no heed, for this advice is not for you! But if you also happen to want to do well with your speech, the no-man’s land between two categories is not the place to be. To be successful in competitive speech and debate, it’s not enough for the judge to enjoy what you’re talking about; you need to check all of the boxes.

Which Boxes?

The ones on the ballots, of course. Your speech, like everyone else’s, is judged according to the ballots for your category. That’s the scoring rubric, and whoever follows that rubric the closest will win. Your job is to follow the rubric as close as you can.

For instance, one of the sections in most platform and limited prep ballots says something along the lines of: “Presents a clear thesis and develops it throughout the speech.” Does your speech do that? Does it check that box? If your thesis isn’t quite clear or developed enough, then you might have some revising to do!

From experience, one of the most common complaints about speech and debate is that judges make their decisions arbitrarily. For some judges, this might very well be the case; we’ve all experienced a judge who simply wasn’t personally interested in our topic and therefore gave us a low rank.

But for most judges, they are simply following the rules — rules, I may add, that are neither arbitrary nor hidden. If you want your rankings to become more consistent, you should adjust your speeches so that they jive with the only common factor that all of your judges share: the ballot.

Know Your Category

That’s enough about judges. Let’s talk about categories again.

Before you figure out which category to aim for, it’s critical to understand what that means in the first place. Every category comes with its own set of expectations, each of which is enumerated on the ballots for said category. You should start there to decide which category is the best fit for your speech idea.

But even after you have made up your mind on which category you will compete in, the ballot is still important. As you are writing (or perhaps rewriting) your speech, ask yourself: am I checking the boxes? If you’re not, it will be that much easier for judges to give you a low rank.

Concluding Remarks

If you want to do well in speech and debate, you don’t need your speech to be a jack of all categories — you need it to be a master of one. And that means internalizing and adhering to the checklists on the ballot. It does not mean completely revamping your speech! But you should keep conscious of the rules for the game that you are playing.

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THE SIMPLEST WAY TO LEARN ENGLISH CORE OF CLASS 11 AND 12 (CBSE)

difference between speech and debate writing

What is Debate Writing?

A formal discussion on a particular matter in a public meeting or legislative assembly, in which opposing arguments are put forward and which usually ends with a vote.  

When it comes to writing debates during exam, we have to be smart and wise with our choice and length of words. This is because there are time constraints and within that time constraint, we have to impress the person checking it.

Tips to attempt a question on Debate writing

The first and the foremost step is to choose the side, whether you want to write for, or against the motion. Always try to select the side you personally want to support and have more material, information to write on. It is preferable to make a choice during the reading time.  

An ideal debate must consist of 4 paragraphs, namely-

Introduction/Salutations,

Solution and

The conclusion.

Let us discuss each of them in detail.

1. Introduction - This includes salutations and the topic (including FOR/AGAINST the motion). For Example:- Good morning everyone. Esteemed judges, honourable guests, respected teachers and my fellow students. I, (name given in the question or else, XYZ) feel honoured to have been given the opportunity to speak (FOR/AGAINST) the topic- (name of the topic).  

2. Body (Problem) - This is the main paragraph or the body of the debate.

Always begin with the meaning of the topic or the explanation of the topic in not more than a line.

Then start quoting the issues. Iis important to follow a sequence. It is possible that you have too many points or very few points. When you have a lot of varied points, it is better you choose a few best ones and write a line on each. In case you have very few already, explain them in at least two lines each.

Make sure you are clear with your thoughts, only then you'll be able to put them into words unambiguously.  

3. Solution - "For every problem, there is a solution." This paragraph needs to be short and crispy whereby; you are supposed to give a rational and practical solution for all the above problems.

In case you are not able to figure one out, keep in mind a few general ones. It could involve spreading awareness, campaigns, stringent laws and their strict implementation, education, etc.

Using a quote never hurts. It can be general ones like, on working together. Every situation can be faced and solved if there is unity. So here are a few handy ones.

"Wherever there is unity, there is always victory." "Unity is strength." "United we stand, divided we fall." And many more.  

4. Conclusion - This part involves clarification of your statement and stance along with thanking the audience for being such patient listeners. This paragraph needs to be short and precise.

Things to remember

Write down all the points (one/two words per point) at the back of your answer sheet (rough sheet) so that you do not forget relevant points while writing. This also helps you in maintaining a sequence, which is very important.

Make sure you double check for grammatical accuracy and spellings. They carry marks.

Leave adequate number of lines between paragraphs to make it look clean.

Underlining the main points is very important. But it is advised to do it after finishing your exam. Use a pencil and scale for underlining.

Always have a few general quotes in handy. They help in presentation and shows that you're prepared

Presentation is very important.

Read a lot of debates to get an idea.

Have information about all the major environmental, political, social issues that have taken place during the entire year.

Practice previous year Question paper questions.

Never mention any of your personal details, i.e., name, school name or address.

Never write in one go. Make sure you follow the right format and make paragraphs.

Don't use slangs or short forms.

Don't write wrong facts.

Try not to exceed the prescribed word limit of 150-200 words.

Do not invest too much time in just this question.

Difference between speech and debate

             Speech                                                        Debate

1.Argues the pros and cons.                     1. Argues either pros or cons.

2.Follows Facts, Causes,                         2. Follows mostly facts.

  Consequences & Solutions.                       

3.Can ask a few questions.                       3.Can give answers to questions.

4.Address the audience in second person.   4.Address the audience in second                                                                          person.

5.Ends with a ‘thanks.’                            5. Ends with a thanks.

         

Question – Write a  debate in favor or against the motion “online smart classes are the future education style.”

FOR THE MOTION:

Honorable judges and worthy listeners

If you are so old minded and dare to think that computers will be distracting children from studies, with a sincere sorry for you, let me tell you that the young generation has gone a long way with computers!

When most parents think of learning from computers, socializing websites like facebook appear before their eyes. It is the biggest cyber tragedy. There are definitely a large number of sites beyond the just facebook. I am not here to debate if these social networking sites are doing good or bad – certainly they do both – but I am here to talk about the endless possibilities of computer and internet based teaching method.

Khan’s academy, Baiju’s teaching app, learn-next, meritnation, good-reads… the list of online teaching platforms is endless and ever growing. There are millions of students and teachers who use these websites and apps for their exam-preparation. They are mostly free is what makes one turn away from traditional paper-guides. With a smartphone in every hand, city and village alike, these online libraries are within everyone’s reach. Google has already replaced the word Guru because this guru gives us knowledge.

With seven hundred billion population and six hundred trees, it is the need of the century to minimize the use of paper. In this context you can find no better solution than eLearning. Rather than living the life of a consumer, let’s be contributors. Instead of buying paper books, let’s buy eBooks. Instead of collecting a thousand books in our shelves, let’s convert our phones or computers a virtual library and learn.

AGAINST THE MOTION:

Good morning, ladies and gentlemen! My topic for the day is "Online Classes are the Future of Education Style" and I choose to speak against the motion.

Online learning or e-learning refers to learning conducted via electronic media, typically on the Internet. There is no face-to-face interaction between the teacher and the student. It decreases the scope of adjusting and modifying the language or the concept according to various audiences. Moreover, humans are known to be social animals and are thus, more interested in direct tuition than virtual tuition. There is lack of proper guidance and self-assessment mechanisms. Not only this, it would also reduce employment among teachers.

Since it involves only brain work and not physical work, they tend to get lethargic resulting in altered physiology. Also, it leads to lack of discipline. Attending a school makes one have a time schedule in a day. This helps them learn some good habits like, bathing, breakfast, going to bed at the right time etc. Physical school help children adopt a discipline.

Not to forget the excellent interactions involved in physical learning. People tend to make friends who support them and mentors who guide them. Thus, no matter how fast technological developments are taking place, the traditional way of learning should not be displaced.

Thank you.  

http://www.dhruvilchauhanarts.wordpress.com

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Trump wins South Carolina GOP primary as Haley vows to stay in race

By Tori B. Powell , Shania Shelton , Kaanita Iyer and Paul LeBlanc , CNN

CNN's GOP primary delegate count

From CNN's Ethan Cohen

CNN projects that Donald Trump will win South Carolina’s 6th Congressional District and the district’s three delegates. With all the state’s delegates allocated, here’s CNN’s final South Carolina Republican delegate estimate: 

  • Nikki Haley: 3

Total delegates won to date: 

  • Ron DeSantis: 9
  • Vivek Ramaswamy: 3

1,215 delegates are required to win the Republican nomination. 

Haley surrogate explains why she is staying in the race after South Carolina loss

From CNN staff

New Hampshire Republican Gov. Chris Sununu, who has been a strong advocate for Nikki Haley, makes the case for her staying in the race after she lost her home state of South Carolina in the Republican primary.

Watch here :

'Why is Nikki Haley still in this race?': Tapper presses Haley advocate about campaign | CNN Politics

'Why is Nikki Haley still in this race?': Tapper presses Haley advocate about campaign | CNN Politics

Ex-trump aide: haley's south carolina numbers are a 'five alarm fire'.

Former Trump White House communications director Alyssa Farah Griffin discusses Nikki Haley's determination to continue her presidential campaign despite Donald Trump capturing the Republican primary in Haley's home state.

Watch below :

Ex-Trump aide: Haley's South Carolina numbers are a 'five alarm fire' for Trump campaign | CNN Politics

Ex-Trump aide: Haley's South Carolina numbers are a 'five alarm fire' for Trump campaign | CNN Politics

Could haley win delegates without winning states.

From CNN's Annette Choi, Ethan Cohen, Zachary B. Wolf and Amy O'Kruk

Republican presidential candidate Nikki Haley looks on after casting her vote in the South Carolina Republican primary on Kiawah Island, South Carolina, on February 24.

If Nikki Haley isn’t likely – at least not at the moment – to win any primaries or caucuses, is there an argument she could amass enough to keep Donald Trump from securing it?

That seems extremely unlikely.

Trump’s campaign believes the former president will have enough delegates to secure the GOP nomination – the magic number is  1,215 of 2,429 delegates  – before the end of March. Heading into South Carolina, Trump had 63 delegates and Haley had 17.

Haley has mentioned Super Tuesday, March 5, as a key date. In 15 contests, more than 850 delegates, 35% of the Republican total, will be up for grabs on that date. But it still isn’t halfway through the primaries.

It’s also before any of  Trump’s four criminal trials  get under way, although news coverage of those trials do not seem likely to hurt him in Republican primaries.

Nikki Haley’s home-state loss is unique in US politics

From CNN's Annette Choi, Ethan Cohen and Zachary B. Wolf

Republican presidential candidate Nikki Haley speaks during her primary election night gathering in Charleston, South Carolina, on February 24.

Republican presidential candidate   Nikki Haley lost in Iowa and New Hampshire. She placed second to “none of these candidates” in a Nevada primary for which there were no delegates at stake and where Donald Trump was not on the ballot. Now she has lost the primary in her home state of South Carolina, where she was a two-term governor.

Her insistence on staying in the race puts her in a rarefied position: the losing candidate who won’t quit.

No other major, modern candidate has refused to drop out of the race after so many losses.

  • Sen. Marco Rubio , the Florida Republican who ran in the crowded 2016 field that produced Trump as the GOP nominee, dropped out after he lost his home state of Florida.
  • Fellow Floridian  Jeb Bush , a former governor, dropped out earlier, after a disappointing finish in nearby South Carolina.
  • On the Democratic side,  Sen. Elizabeth Warren  of Massachusetts quit the Democratic race in 2020   shortly after Super Tuesday, which that year featured the Massachusetts primary. Finishing third was enough to convince Warren things were over.

Most candidates reading the writing on the wall drop out after Iowa or New Hampshire, or at least early enough to avoid the embarrassment of a home-state loss. That’s what  Sen. Amy Klobuchar  did in 2020, suspending her campaign days before Warren and before she was set to lose the primary in her home state of Minnesota.

DNC chair says "MAGA extremism has taken over the Republican Party"

From CNN's Samantha Wallenberg

DNC Chair Jaime Harrison gives a speech in Hartsville, South Carolina, on February 1.

Democratic National Committee chair Jaime Harrison said Saturday that the results of the South Carolina GOP primary "all but confirm that MAGA extremism has taken over the Republican Party — and that Donald Trump will once again be the Republican nominee for president."

“The American people rejected MAGA extremism in 2018, 2020, 2022, 2023, and will reject it again at the ballot box this November," Harrison said in a statement.

Here are some key takeaways from South Carolina’s Republican primary

From CNN's Gregory Krieg and Eric Bradner

Former President Donald Trump attends a primary election night party at the South Carolina State Fairgrounds in Columbia on Saturday.

Donald Trump  has won the South Carolina Republican presidential primary ,  defeating Nikki Haley  on her home turf as he completed his sweep of the early voting states.

The race accelerates now: The slow march through the early voting states is over, and the primary is now a national one. By March 12, 56% of the delegates to the Republican National Convention will have been awarded. And in most states, Republicans’ delegates are winner-take-all — which means Haley gets no credit for strong second-place showings. With Haley winless so far, the finish line — 1,215 delegates necessary to clinch the nomination — could be in sight for Trump within weeks .

Trump dominates the GOP establishment — again: In case it wasn’t clear when he won the nomination in 2016, became president, ran all but a select few Republican critics out of office or the party, then stormed into the 2024 race despite  facing multiple indictments : The GOP belongs to Donald Trump. Trump's success in Haley’s home state underscores how much has changed in less than a decade. Nor has it been a hostile takeover, no matter how hostile Trump can be toward his rivals: Most Republican voters are all in on Trump, and the parts of his personality that make establishment Republicans cringe are — as we’ve seen — actually a large part of his appeal to a majority of voters.

Where does Haley go from here? There was once a narrow, but tantalizing, path for Haley to seriously challenge Trump for the Republican nomination. It started with winning in New Hampshire and her home state. But that potentially game-changing stretch of the Republican primary race is over. Following Saturday's projected loss, Haley's campaign announced a swing through Michigan, Minnesota, Colorado and Utah starting Sunday, and she’s also spending money on advertising targeting Super Tuesday states . Whether she’ll actually notch any wins and begin to seriously challenge Trump in the delegate race, though, is a tougher question.

Nikki Haley arrives to speaks to supporters after the South Carolina presidential primary on Saturday in Charleston.

A big enough pro-Haley coalition doesn't exist in GOP primaries: Haley’s campaign has  long touted general election polls  that show her in a much stronger position than Trump in a hypothetical matchup against Biden. But she can’t skip the step of defeating Trump in a primary first. There’s long been a theoretical coalition for Haley that includes moderate Republicans, independents allowed to vote in Republican primaries in some states and those turned off by Trump — particularly suburban, college-educated voters who have fled the party since Trump’s ascension in 2016. But that coalition isn’t showing up for Haley in the primary — at least not in enough force.

Tim Scott's veepstakes audition: The most important result of South Carolina’s primary might be the cozy relationship Trump seemed to develop with his onetime 2024 GOP primary rival, Sen. Tim Scott. The last few weeks may have served as Scott’s audition for the vice presidential nomination. He campaigned with Trump, appeared alongside him in a Fox News town hall and other interviews, and urged Haley — who appointed him to his Senate seat when she was governor — to get out of the race.

Haley will win the 3 GOP delegates of South Carolina’s 1st Congressional District

CNN can project that Nikki Haley will win South Carolina’s 1st Congressional District, and the district’s three delegates.  

Donald Trump has so far won 44 delegates in the Palmetto State. The last three delegates will be awarded to the winner of the 6th Congressional District. 

Here are the total delegates both candidates have won to date:

Remember:  1,215 delegates are  required to win the Republican nomination . 

Haley homed in on foreign policy, but majority of South Carolinians say foreign policy was not their top issue

From CNN's Kylie Atwood

Nikki Haley aggressively went after former President Donald Trump over the last few weeks after he said he would encourage Russia to do “whatever the hell they want” to any NATO member country that doesn’t meet spending guidelines on defense.

Haley accused Trump of siding with a “dictator who kills his political opponents,” at many events, and sometimes went even further.

“Trump is siding with a tyrant who arrests political journalists and holds them hostage. Trump is siding with Putin, who's made no bones about wanting to destroy America,” Haley told supporters in South Carolina two days before the primary. 

Her message hit home for many of her supporters who spoke with CNN at her events, and indeed, CNN exit polls showed that for 73% of Haley voters, foreign policy was the most important issue.

But only 13% of voters overall in the exit polls named it their top issue. Foreign policy ranked far behind immigration and the economy for the majority of voters, which means Haley's message didn’t resonate with a wide swath of South Carolinians.

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COMMENTS

  1. Speech vs Debate: Fundamental Differences Of These Terms

    The word "speech" refers to the act of speaking or the ability to speak. It can also refer to a formal address or lecture given to an audience. Here are some examples of how to use "speech" in a sentence: She gave a moving speech at the graduation ceremony. The politician's speech was well-received by the audience.

  2. Debate vs. Speech

    A debate involves two or more individuals or teams presenting arguments and counterarguments on a specific topic. It requires participants to research, analyze, and defend their positions while also refuting their opponents' arguments. Debates are interactive and often involve questioning and rebuttals.

  3. Difference Between Speech and Debate

    A speech, or a debate, is a formal manner of addressing a group of people. The most obvious difference between the two forms of address is, a speech follows one opinion, while a debate is between two people on two opposing sides. Each side of the debate gives an opposing opinion. The debaters are either for or against the topic debated.

  4. What Is The Difference Between A Speech And A Debate? [The Premier

    [The Premier Answer] We've all heard the terms before: a speech and a debate. Some people get confused about the concepts because, well, they're pretty similar. Some even use them interchangeably. But the question is this: are they really the same thing? Is there a difference between a speech and a debate?

  5. Speech vs Debate: Difference and Comparison

    Speech is one-way communication, while debate involves an exchange of ideas and arguments between two sides. Speech can be persuasive or informative, while debate aims to persuade the audience to agree with one side's argument. Summary Key Takeaways Speech vs Debate Comparison Table What is Speech? What is Debate?

  6. Difference between Speech and Debate with Comparison Chart

    In simple words, a debate is like an extended formal argument where one individual/group brings claims in favor of the topic while the other counters those claims. Usually, debating has a set of rules that both groups have to follow. The speaker in favor of the topic speaks first and then the speaker against the topic speaks.

  7. Choose the right debate program & format

    The Parliamentary format rewards students who are generally well-read and well-informed on a variety of issues, and one of the best ways to prepare is to be a regular follower of the news. The format is highly extemporaneous, as the topic you will debate can only be prepared starting 15 minutes in advance. Parliamentary debate is a two-on-two ...

  8. What's the Difference between Speech and Writing?

    Of course, speech is spoken and heard, while writing is written and read. But there are many other differences: Age. Speech goes back to human beginnings, perhaps a million years ago. Writing is relatively recent, however; it was first invented by the Sumerians, in Mesopotamia, around 3200 B.C. Since then, the idea of writing has spread around ...

  9. How to Prepare and Present a Debate Speech + Tips & Examples

    This type of speech requires some essential components. Here are the major components you need to present an effective debate speech. 1. Catchy Introduction. The first important step is starting the debate with a compelling introduction. You can begin with a question, a quote, or a statistic related to the topic.

  10. How to Write a Winning Debate Speech

    1. Choose a Topic. Also called a resolution or a motion, the topic is sometimes chosen for each side. This is usually the case in a school activity to practice debating skills. Alternatively, as in the case of a political debate, two sides emerge naturally around contesting beliefs or values on a particular issue.

  11. How to Write a Debate Speech: 10 Steps (with Pictures)

    1. Understand how debates work. You will be given a debate topic - this is called a "resolution." Your team must take a stance either affirmative or negative to the resolution. Sometimes you will be given the stance, and sometimes you will be asked to take a position. You may be asked to stand affirmative or negative.

  12. Guidelines for Dialogue, Writing and Debates : PLATO: Philosophy

    Writing should be a central component of education in philosophy. Even in those courses where critical and analytical skills are developed through discussion, debate, translation, or other exercises, writing should be a frequent and integral activity. ... Each speech in a debate has a different purpose. Typically each side will present three ...

  13. Debate Writing

    1. Understand the Debate. The first of many steps in debate writing is understanding its nature. Here, both teams will be given a topic, and they will choose an affirmative or negative stance. 2. Research the Topic Thoroughly. Brainstorm and research the topic thoroughly to understand all the aspects of the debate.

  14. PDF Debate 101

    06 DEBATE 101: Everything You Need to Know about Policy Debate: You Learned Here NATIONAL SPEECH DEBATE ASSOCIATION I. ARGUMENTS. Arguments are the building blocks of debate. Learning about making arguments the right way is the essence of being well spoken in any walk of life, whether it is in the classroom, the workplace or at the kitchen table.

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    The National Speech & Debate Association is committed to educational development of the individual through the vehicle of Congressional Debate, which promotes leadership and communication skills through rigorous interaction and debate on issues confronting our democracy. These skills will prepare them for learning and leadership throughout our.

  16. 4.2: Spoken Versus Written Communication

    The second difference between spoken and written forms of verbal communication is that spoken communication or speech is almost entirely synchronous while written communication is almost entirely asynchronous. Synchronous communication is communication that takes place in real time, such as a conversation with a friend.

  17. Argumentation vs Debate: Meaning And Differences

    Define Argumentation Argumentation is the process of constructing and presenting a logical argument to support or refute a claim. It involves using evidence, reasoning, and persuasion to convince an audience of the validity of a particular viewpoint. Argumentation can take many forms, including written essays, speeches, and debates.

  18. PDF DECLAMATION

    having been the person to write it. Every word you deliver should come across loud and clear to the audience. The enunciation is what makes a speech sound clean and crisp. It could mean the difference between a speech sounding well prepared or sounding uncomfortable and unconfident. Enunciation is often overlooked because very

  19. Using Oral Debates to Find an Argument

    In order to help students move from topics to arguments, I stage in-class debates with students before the research writing begins. My goals for conducting an in-class debate are to help students. Narrow down the topic so it is specific enough to be researched. I lead students through the following steps to prepare for and carry out the debates.

  20. Debate vs. Forensics: Seemingly similar classes vary in technique

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  21. Syntactic Differences between Speech and Writing

    speech differs from writing in having more words that refer to the speaker, more indefinite quantifying words (much, many), more allness terms (all, none), more qualification terms (if, but), and more terms that indicate. opinion (seems, appears). Applying the Gillie Level of Abstraction formula.

  22. Speech Categories: What's the Difference?

    The ones on the ballots, of course. Your speech, like everyone else's, is judged according to the ballots for your category. That's the scoring rubric, and whoever follows that rubric the closest will win. Your job is to follow the rubric as close as you can. For instance, one of the sections in most platform and limited prep ballots says ...

  23. Debate

    Don't write wrong facts. Try not to exceed the prescribed word limit of 150-200 words. Do not invest too much time in just this question. Difference between speech and debate Speech Debate. 1.Argues the pros and cons. 1. Argues either pros or cons.

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