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Advanced Speech and Debate Technique: the Art of Persuasion, Wit, Logic and Rhetoric

Completed by 63 learners
Ages 12-17
Live Group Class
Learners will stretch their debate skills further - focusing on logic, argumentation and rhetorical skills.
Average rating:
4.9
Number of reviews:
(777 reviews)
Popular

Live video meetings
1x per week, 10 weeks
6-12 learners per class
90 min

What's included

10 live meetings
15 in-class hours
Homework
1-2 hours per week. Preparation for the following week is required most weeks.
Assessment
If requested, grades and assessments are available. All assignments must be completed in order to receive grade or assessment.
Grading
If requested, grades and assessments are available. All assignments must be completed in order to receive grade or assessment.

Class Experience

US Grade 7 - 10
Intermediate - Advanced Level
It is a pre-requisite that learners have either taken my course entitled, The Great Debate, or have some other debate training.  This is a course that will assume that learners have introductory knowledge and experience in debate including understanding constructives, rebuttals, flows etc.  

This course will continue to stretch learners who want to focus on their rhetorical skills as well as their argumentation and logic skills.  

The first half of the class will be focused on logic and argumentation.  Each week the learners will be introduced to a specific logical fallacy and will practice identifying the fallacy in other constructives as well as practicing how to avoid the pitfalls of the particular logical fallacy in their own argumentation and constructives.  The logical fallacies explored will include: 

1) Overgeneralizations – conclusions based on too little evidence.
2)Circular Reasoning – supporting your opinion by restating it in other words.
3) Either-Or Fallacy – assuming that a complex question has only two possible answers.
4) Cause and Effect Fallacy – saying one event caused another just because it came before.
5) Loaded Language – words or language meant to appeal to emotions rather than logic.
6) Bandwagon – you should do it because everybody’s doing it and you want to belong, don’t you?

The second half of the course will focus on cross examination and points of information, with learners honing their skills on how to ask effective questions in debate which serve to a) clarify the opponents position, b) identify where agreement and differences lay and c) skillfully move your opponent into a defensive position within the debate.  


Within all 10 weeks learners will be engaged weekly in both debate practice and constructive criticism, providing feedback to fellow classmates, identifying logical fallacies when they occur, and practicing rhetorical techniques in speed and presentation.  Team debate weeks will require learners to work in teams, allowing focused practice in compromise and the ability to work congruently within presentation styles.  This class is very interactive and learners should be prepared to debate weekly.  

Weekly preparation will be required of learners as well.  Topics and assigned positions will be given each week, allowing for learners to prepare research, constructive speeches and questioning  ahead of time.  Learners may want to work during the course of the week with their partners, when engaged in team debates.  

Because this class involves learners engaging together in a learning environment, it is very important that the behavior and demeanor in class remain respectful, kind and helpful in all aspects. With learners putting themselves forward to practice their debating skills, and with the element of peer and self examination, the teacher will expect all learners to engage together in a positive, helpful and supportive manner. 

It is important to note that in this particular course the minimum number of students is required to ensure that the class can go forward. Because it relies so much on student interaction, it is simply impossible to run the class without at least 6 learners enrolled.

Other Details

Parental Guidance
Potential topics for the class will be provided at the start of class. If there are any topics presented which learners are not comfortable debating, they will be asked to email me after reviewing the potential topics and I will happily remove any topics which make learners uncomfortable. It should also be noted that I do assign learners the affirmative or negative side of debate topics and sometimes learners may be asked to argue for a position which they do not agree with. I never make any learner do anything in my courses and if they ask to be moved to a different topic or position, I will be happy to do so. I do encourage learners to try to argue positions that they do not necessarily agree with it as it can be extremely beneficial to understand and respect other points of view, as well as helping to understand your own point of view a bit better.
Pre-Requisites
Debaters should have some previous debate experience and understand the basics of debate, how to draft of opening speech or constructive, how to back up claims with evidence, how to rebut etc.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.

Meet the teacher

Joined May, 2018
4.9
777reviews
Popular
Profile
Teacher expertise and credentials
I am a human rights lawyer, and have spent many years in international courts of law putting my debating skills to good use. Previously, I worked on policy with Washington D.C., structuring arguments for policy makers on Capitol Hill. My educational training in debating and the Socratic Method is extensive.  I have been teaching debate at the university, high school and middle school levels for many years now.  

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