VOA慢速英语2015 成功的辩论就像盖一所房子

Successful Debate is Like Building a House 成功的辩论就像盖一所房子

As an English learner, you want to be able to understand and to discuss a subject. You want to have the ability to express your opinions, and to support that opinion with a clear argument.

You can learn these skills by learning how to debate.

What is debate?

In everyday conversation, Americans use the word debate to talk about discussions among people. When people debate, they give their own opinions about a topic.

Another use of the word debate describes a more formal discussion.

Debaters work on a team to convince a judge that their opinion about a topic has more value than the opposite side’s opinion.

The National Speech and Debate Association say that students of debate research both sides of a topic. They “learn to think critically about every argument that could be made on each side.”

Debate as a democratic skill

Debate is part of the tradition of forensics started in Ancient Greece. The Greeks thought that, in a democracy, people needed to have certain skills. These skills included speaking in public in favor of an opinion, and providing evidence to support one’s opinion.

The Greeks supported the development of these skills by holding contests. Western education today continues the tradition with competitions between debate teams.

A debate contest traditionally has this structure:

Teams agree to debate a resolution, a statement, such as “Nuclear power should be banned.”

One team is the affirmative team, in support of the resolution. One is the negative, against the resolution.

Each team gives an argument for or against the resolution. Then each team asks questions about the other team’s argument. After answering the questions, each team makes more statements to support their argument.

Finally they summarize the arguments. In a classic debate, teams may take 12 turns, in which one member of the team speaks.

If you have never seen this kind of debate, you can imagine that it is a difficult activity, even for native English speakers.

Another approach to teaching debate

Professor Charles LeBeau teaches English and debate in Japan. He says that many English teachers in Japan did not think their students could take part in a debate. The teachers had no experience with debate, and they thought it was too difficult for their students. Instead, they focused on teaching presentation.

“There is a huge gap between presentation, which is mostly a one-way experience, and then we have something on the other end of the spectrum², which is discussion. The problem with discussion is that there is no real clear, exacting³ format⁴.”

Mr. LeBeau says that most “people mistake debate as being mostly a speaking skill.” But debate is a more natural kind of discussion than what happens in those classrooms. That is because debate requires understanding the other person’s opinion.

“The nice thing about debate is debate leads towards a more natural discussion…. First, I give my position and then you give your position, and then I would address each of the points in your position and comment on them. And then you would have the opportunity to address each point in my position and comment on it.”

Building a Strong Argument

Charles LeBeau wrote a book with Michael Lubetsky called, “Discover Debate” to help teachers understand a simpler way to teach debate. The method depends on creating a kind of visual aid known as a graphic⁵ organizer. The visual aid reflects the way we talk about critical thinking and developing an argument. Mr. LeBeau says:

“I think that an easy way to visualize⁶ the metaphor⁷ is as if it’s a house; a house has a roof, and it usually has some sort of pillars or supports, and then there is a concrete foundation.”

Students work with the idea of building their argument just like they would build a house. They would draw their house on paper or a whiteboard and list:

The focus of the discussion or the debate is the roof.

The reasons and arguments are the “pillars” to support the roof.

The data, numbers, examples, and expert opinions provide the concrete foundation.

The house metaphor helps students who have not experienced a debate in their own culture. It gives students a way to plan what they will say to support their message. As many nervous speakers know, having a visual aid is very helpful when speaking in public in a second language.

“In a sense they are presenting the house, they are giving the audience a tour of the house. It’s not just a bunch of words. There is something concrete and visual that is the center the debate."   

In Part Two of our series next week, we will introduce the kind of debate topics that work well for English learners. Mr. LeBeau will also introduce tips for organizing a debate in a large class and judging arguments.

In Part Three, we will explain the reasons for learning to debate in business as well as the academic world. We will discuss how debating gives students a better understanding of Western culture and lets students practice critical thinking.

Words in This Story

convince – v. to cause (someone) to believe that something is true?

critical thinking - n. the objective analysis and evaluation⁸ of an issue in order to form a judgment⁹.?

forensic¹ - adj. belonging to, used in, or suitable to courts of law or to public discussion and debate

resolution - n. a formal statement that expresses the feelings, wishes, or decision of a group

affirmative - adj. saying or showing that the answer is “yes”

negative - adj. expressing denial or refusal; saying the answer is “no”

summarize - v. to tell (information) again using fewer words

classic – adj. used to describe something that has been popular for a long time

graphic - n. a picture, drawing, or graph used as a decoration or to make something (such as magazine article) easier to understand

metaphor n. an object, activity, or idea that is used as a symbol of something else 

1 forensic   

adj.法庭的，雄辩的

参考例句：

• The report included his interpretation of the forensic evidence.该报告包括他对法庭证据的诠释。
• The judge concluded the proceeding on 10:30 Am after one hour of forensic debate.经过近一个小时的法庭辩论后，法官于10时30分宣布休庭。

2 spectrum   

n.谱，光谱，频谱；范围，幅度，系列

参考例句：

• This is a kind of atomic spectrum.这是一种原子光谱。
• We have known much of the constitution of the solar spectrum.关于太阳光谱的构成，我们已了解不少。

3 exacting   

adj.苛求的，要求严格的

参考例句：

• He must remember the letters and symbols with exacting precision.他必须以严格的精度记住每个字母和符号。
• The public has been more exacting in its demands as time has passed.随着时间的推移，公众的要求更趋严格。

4 format   

n.设计，版式；[计算机]格式，DOS命令:格式化(磁盘)，用于空盘或使用过的磁盘建立新空盘来存储数据；v.使格式化，设计，安排

参考例句：

• Please format this floppy disc.请将这张软盘格式化。
• The format of the figure is very tasteful.该图表的格式很雅致。

5 graphic   

adj.生动的，形象的，绘画的，文字的，图表的

参考例句：

• The book gave a graphic description of the war.这本书生动地描述了战争的情况。
• Distinguish important text items in lists with graphic icons.用图标来区分重要的文本项。

6 visualize   

vt.使看得见，使具体化，想象，设想

参考例句：

• I remember meeting the man before but I can't visualize him.我记得以前见过那个人，但他的样子我想不起来了。
• She couldn't visualize flying through space.她无法想像在太空中飞行的景象。

7 metaphor   

n.隐喻，暗喻

参考例句：

• Using metaphor,we say that computers have senses and a memory.打个比方，我们可以说计算机有感觉和记忆力。
• In poetry the rose is often a metaphor for love.玫瑰在诗中通常作为爱的象征。

8 evaluation   

n.估价，评价；赋值

参考例句：

• I attempted an honest evaluation of my own life.我试图如实地评价我自己的一生。
• The new scheme is still under evaluation.新方案还在评估阶段。

9 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。