Champion’s Guide to Debate

Introduction to Public Forum,

Lincoln-Douglas, and Congressional Debate

Teacher’s Edition – Sample Chapter

This packet includes a complete chapter as a sample of the Teacher’s Edition for the
Champion’s Guide to Debate Flexbook! The combination textbook and workbook includes
all the basics for new debaters.

As you’ll see in this sample, every chapter has multiple pages of new content for
educators to guide you through the lessons. All in-text activities include sample student
responses and the chapters are annotated with additional explanations.

The Champion’s Guide to Debate Flexbook offers specific guidance for Public Forum,
Lincoln-Douglas, and Congressional debate in addition to lessons on:

• Public Speaking Skills • Case Writing

• Argumentation Structure • Rules and Norms
• Research Methods • Judge Adaptation
• Refutation and Defense • Strategies for Success

The Flexbook model allows students to complete activities within the book as they
learn new speech and debate skills. This edition is the result of contributions from
13 nationally acclaimed debate educators with 100+ years of combined classroom
experience.

If you have any questions, please contact us at Team@TheChampionPress.com

 Teacher’s Edition

Chapter 5 Teaching Guide

As you are planning your lessons for this chapter, here are a few helpful tools and tips:

Overview
This chapter focuses on mastering the art of argument construction and presentation
within competitive debate and everyday persuasive communications. Students will
explore the Toulmin Model as a framework for developing well-structured arguments,
adapt these techniques to various debate formats, and integrate their arguments
effectively into debate cases. Encourage students to appreciate the nuances of logical,
dialectical, and rhetorical perspectives in crafting arguments that are not only compelling
but also sound and persuasive.

As you guide students through this chapter, emphasize the strategic element of
debate—not just what arguments to present, but how to present them effectively to
engage and persuade an audience. Explore the significance of audience analysis, which
helps in tailoring arguments to be more impactful based on the audience’s values and
beliefs. Encourage students to view argument construction as a craft, where each word
and piece of evidence is carefully chosen to build a persuasive case. This approach will
not only enhance their debating skills but also their overall communication proficiency,
equipping them with the tools to articulate their thoughts and ideas compellingly in any
setting.

Key Points
Here are some core concepts that you should emphasize when teaching the material:

• Structural Integrity of Arguments: Stress the importance of the Toulmin Model

in providing a clear structure for arguments, including claims, data, warrants, and
impacts. This model aids in organizing thoughts and presenting them logically.

• Adaptability Across Formats: Highlight how different debate formats might require
modifications in argument presentation. Encourage students to think flexibly and
adapt their strategies to suit the format and audience.

• Real-World Application: Emphasize that the skills developed in debate are transfer-
able to real-life situations, such as job interviews, presentations, and discussions on
public issues. This will help students see the value beyond competitive environments.

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Explaining Concepts
Here are a few ideas that some students may struggle to comprehend and ways to help:

• Understanding the Toulmin Model: Break down each component of the model
(Claim, Data, Warrant, Impact) with examples to illustrate how they interconnect to
form a coherent argument.

• Importance of Sound Arguments: Discuss the difference between ‘valid’ and

‘sound’ arguments. Use examples to show how an argument can be logically correct
(valid) but not necessarily true (sound) if based on false premises.

• Adapting to Different Debate Styles: Students might find it challenging to switch

their argumentation style to match different debate formats. Provide practice oppor-
tunities in various formats to build this adaptability.

• Analyzing Arguments: Teach students how to critically evaluate the strength of an

argument by looking at its structure and the quality of its evidence. Use real-world
examples to practice this skill.

• Impact Relevance: Explain how the impact ties an argument to real-world conse-
quences, which is crucial for persuasion. Discuss how impacts can be aligned with the
values and concerns of the audience.

Engagement Strategies
Here are some ways to keep students excited about the material with hands-on learning:

• Debate Workshops: Organize workshops where students can construct and present
arguments on both sides of a current issue. This active participation fosters a deeper
understanding of argument construction.

• Peer Review Sessions: Use peer feedback sessions to allow students to critique
each other’s arguments. This not only helps refine their arguments but also enhances
critical thinking skills.

• Role-Playing Different Audiences: Have students present their arguments to dif-

ferent “audiences” in the classroom, adjusting their approach based on audience type
(peers, teachers, younger students).

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Activity Ideas
Here are a few ideas for class activities about the material:

• Constructing Arguments: Create an activity where students must build arguments

using random sets of claims, data, and impacts, emphasizing the need for logical
consistency.

• Real-World Argument Analysis: Have students bring in articles or editorials

and break down the arguments using the Toulmin Model, identifying strengths and
weaknesses.

• Mock Debates: Conduct mock debates where students can apply their skills in a
simulated competitive environment, focusing on using structured arguments and
responding to opposition effectively.

Other Thoughts
As you’re teaching the material, here are some final thoughts to keep in mind:

• Encouraging Openness to Feedback: Cultivate an environment where constructive

criticism is valued as a tool for improvement. Encourage students to view feedback as
a necessary part of learning to refine their arguments.

• Focus on Continuous Improvement: Remind students that mastering argumen-

tation is a progressive skill that improves with practice and exposure to diverse
viewpoints and critiques.

• Ethical Considerations: Discuss the ethical aspects of argumentation, such as

the importance of honesty and integrity in presenting data and respecting differing
viewpoints.

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Chapter 5 Teaching Notes

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Chapter 5 Teaching Notes

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Chapter 5:
Everything Is An Argument

Core Question: How can I effectively construct and present

persuasive arguments for competitive debate and beyond?

Objectives
By the end of this chapter, you will be able to:

Understand the Toulmin Model to construct well-structured arguments

Demonstrate the ability to integrate arguments into a debate case
Adapt argumentation techniques to different debate formats and styles

We’ve all had informal arguments with our As you learned in Chapter 1, scholars and
friends and family, but learning how to thinkers have grappled with the complexi-
structure an argument in a debate setting ties of the debate process for centuries.
is a different process.
Today, we have three ways of viewing
In this chapter, we’ll explore the art of arguments: logical, dialectical, and
crafting and framing compelling argu- rhetorical.
ments. As debaters, we understand that
the strength of ideas lies not just in their Logical perspective: “Is the argument
content but also in how we present them. sound?”
How we shape and mold our arguments Dialectical perspective: “Has the discus-
can determine whether we sway minds or sion encompassed differing perspectives of
fail to persuade our audience. the topic?”
Rhetorical perspective: “Has the speaker
5.1 Role of an Argument constructed an argument so that it can
successfully persuade the audience?”
Arguments are reasons to agree or
disagree with a statement. Constructing As we dive deeper into the components of
compelling arguments will help you argumentation, keep these perspectives in
harness the true power of words to shape mind. By considering the three categories
perceptions, win debates, and leave a of perspectives, you’ll be better equipped
lasting impact on your judge and audience. to develop a strong point of view and use
sound logic in your debate rounds.

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The Role of Arguments in Facts are provable through research and

Debate tangible observations about the world.
Opinions are interpretations about the
In the realm of debate, arguments serve world based on those facts.
as the building blocks upon which you’ll
construct your cases, challenge opposing When discussing debate, we don’t call an
viewpoints, and strive to convince judges argument true. Instead, we classify argu-
of the superiority of your position. ments as either valid or sound.

Arguments in debate serve multiple An argument is considered valid if its

purposes. conclusion logically follows from the facts
and opinions that comprise the argument,
• Arguments provide structure and regardless of the truth of the statement.
organization, allowing for a systematic Validity is about the form and structure of
presentation of ideas and evidence the argument rather than the actual truth-
fulness of its parts.
• Arguments act as building blocks for an
overall position supporting or opposing An argument is sound if it is valid and all
the resolution of the underlying supports and assump-
tions are true. Soundness combines the
• Arguments serve as a primary form of logical structure of the argument with
persuasion, aiming to focus the audi- factual accuracy. A sound argument guar-
ence’s understanding of an advocacy in antees the truth of the conclusion.
a concise way

• Arguments rely on persuasive tech- Use a variety of examples to show how

niques, logical reasoning, and compel- the Toulmin Model structures argu-
ling evidence to sway opinions and gain ments, making them more persuasive
support. and effective. Encourage students to
practice by building their arguments
Evaluating Arguments using this model for both familiar and
unfamiliar topics. Consider doing a
In debate, very few arguments are abso- relay in class to make this an in-class
lutely true and infallible. If it were possible activity.
to create unbeatable true arguments, this
activity wouldn’t be very interesting. Integration into Debate: Conduct mock
debates where students must apply the
The ideas discussed in debate are generally Toulmin Model in real time. Highlight
subjective and use different sets of facts the importance of each element in
and opinions to prove one side is right constructing arguments and in rebut-
in the context of that conversation. It’s tals, allowing them to see the model’s
important to make the key distinction of value in action.
facts vs. opinions when constructing your
arguments.

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Champ’s Work: Basic Arguments

I’m trying to figure out some basic arguments before we learn how to
structure them. Can you help me come up with some arguments that
support this topic and some arguments that oppose this topic?

Resolved: Compulsory voting should be implemented in the United States.

Support 1: Enhances Democracy - Compulsory voting would ensure that electoral

outcomes reflect the will of the entire electorate, enhancing the democratic process
by preventing a minority from deciding policies that affect everyone.

Support 2: Civic Engagement - Mandatory voting would encourage citizens to be

more informed and engaged with political processes, leading to a more politically
aware society and higher quality of public debate.

Support 3: Equality - It would level the electoral playing field by ensuring that all
socioeconomic groups are equally represented in the vote, reducing the policy influ-
ence of certain demographics that are more likely to vote.

Oppose 1: Individual Freedom - Compulsory voting infringes on individual freedom

by mandating participation in a governmental process, which should be a personal
choice rather than an obligation.

Oppose 2: Voter Apathy - Forcing disinterested or uninformed citizens to vote may

lead to less informed electoral choices and could increase the number of random or
protest votes that do not contribute to meaningful election outcomes.

Oppose 3: Government Overreach - Implementing compulsory voting could be seen

as an overreach of government power, impinging on personal liberties and setting a
precedent for further government mandates on individual behavior.

Concept Checkpoint
1. Why are arguments considered the building blocks of a debate?
Provide structure, support positions, and persuade the audience
2. What is the difference between an argument being valid and sound?
Validity focuses on structure; sound means valid and true
3. In what ways do arguments provide structure and organization to a debate?
By systematizing ideas and evidence, they form the foundation for cases

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5.2 Argument Construction The grounds should be credible, relevant,

and compelling, reinforcing the strength
The art of effective argumentation is a and persuasiveness of the claim.
multifaceted process that involves more
than just expressing opinions. Warrant: The warrant is the reasoning
or logical connection between the claim
Structure of an Argument and the data. It explains why the evidence
supports the claim and bridges the gap
Argumentation requires a systematic between them. The warrant may involve
approach that uses reason and evidence logical inference, causal relationships,
to persuade others. Most interpretations general principles, or other forms of
of argument in debate are inspired by the reasoning that establish the validity of the
Toulmin Model, developed by British claim based on the provided evidence.
philosopher Stephen Toulmin. This model
provides a structured framework for con- You may have multiple warrants in an
structing and analyzing arguments. argument to explain different pieces of
data you use. In some contexts, the term
The original Toulmin Model includes six “internal link” may be used to describe the
interrelated components to form a com- warrant’s function of connecting your claim
prehensive argument: Claim, Grounds, to the data and impact.
Warrant, Backing, Qualifier, and Rebuttal.
Impact: An impact is the reason the
An adaptation of this model is widely argument is important. Usually referencing
used across competitive debate and can who or what the claim changes, the
help you form strong arguments. This impact takes the warrant one step further
“simplified” version includes Claim, Data, and establishes a compelling reason why
Warrant, and Impact. Once you understand the argument matters in the debate and
it, you’ll recognize argument structures beyond.
everywhere.

Claim: The claim is the central statement

or proposition a debater seeks to prove If students struggle with the elements
or support. It is the main argument or of an argument, compare the elements
position that the debater puts forward. A to an essay paragraph.
claim should be clear and concise, specific,
and focused, capturing the essence of The claim is like an introductory
the argument. Think of this like a topic sentence showing what the paragraph
sentence in an essay. is about. The data and warrants are
supporting sentences proving the claim
Data: The data, also known as grounds true. The impact is the concluding
or evidence, are the facts, data, examples, sentence explaining why the paragraph
or expert opinions that support the claim. matters.
They provide the logical and factual basis
for accepting the claim as valid.

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Applying Argument
Structure Impact: If more people vote, our gov-
ernment will better reflect the will of all
Understanding and applying these compo- American voters, not just the ones who
nents (Claim, Data, Warrant, and Impact) showed up to vote. By creating a more
will allow you to construct well-structured representative government, we make it
and persuasive arguments. more likely that policies reflect the will and
needs of more Americans. This provides
Let’s look at an example of the CDWI the way that the claim being true would
model using our sample resolution, affect people’s lives.
Resolved: Compulsory voting should be
implemented in the United States. Watch some examples
Claim: Compulsory voting strengthens Choose an episode of Open To Debate and
democracy. This provides a clear and listen to the opening speeches.
concise statement summarizing the
argument. How do the speakers structure their
arguments?
Data: The foundation of a functioning
democracy is the participation of citizens Are the arguments valid or sound?
in the electoral process. According to
the United States Census Bureau, voter Can you think of ways an argument would
turnout was only about 66.8% in the be improved through better usage of
2020 presidential election. Even though Ethos, Pathos, or Logos?
this marked the highest turnout in over a
century, that means that 33.2% of eligible How do opposing arguments interact, and
voters did not participate. This provides how do the speakers adjust their strategy
clear evidence to show why a world based on their opponent?
without compulsory voting is flawed and
what might be improved by implementing Can you think of ways an argument would
compulsory voting. be improved through better structuring in
the CDWI model?
Warrant: By implementing compulsory
voting, we can increase voter turnout to Open To Debate Videos
nearly 100% by providing a real incentive www.debatetextbook.com/open-debate
to one-third of Americans who tend not
to vote. We can strengthen democracy by
maximizing the participation of all citizens.
This provides a logical explanation of how
the claim is proven by the data.

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Champ’s Work: Identifying Components of

an Argument

I’m working on arguments for the compulsory voting topic, but I’m
having trouble identifying the parts of the argument. Can you help me by circling the
claim, underlining the data, boxing the warrant, and double-underlining the impact?

The marked up solution is different than the student instructions. The claim is under-
lined, data is italicized, warrant is underlined and italicized, and impact is bolded.

Compulsory voting improves political equality. Compulsory voting encourages and

requires every citizen, irrespective of their socioeconomic status, education level, or
political engagement, to participate in the electoral process. This is different from
voluntary voting systems, where studies have shown that the wealthy, educated,
and politically engaged are more likely to vote. By making voting mandatory, we
are ensuring that every citizen’s voice is heard, promoting greater political equality.
All citizens from various backgrounds and walks of life have their perspectives con-
sidered equally in the electoral process. This can lead to more equitable policy
decisions that reflect the needs and interests of all citizens, not just those
who are privileged or engaged under voluntary voting.

Here’s another one I need your help with! This one is on the opposite side of the
topic.

Compulsory voting infringes on personal freedom. Freedom includes the right to

make personal choices without coercion. In a democratic society, this extends to
the right to participate or not participate in the electoral process. Many countries,
like the United States, prioritize absolute freedom and see it as a fundamental
democratic principle. Implementing compulsory voting would undermine this freedom
by imposing a legal obligation to vote. This coerces individuals to participate in a
process they may not wish to be a part of for a variety of valid reasons, such as
political disillusionment or protest. This coercion could lead to increased dissat-
isfaction with the government.

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Champ’s Work: Finding CDWI

in the Real World
This activity will help you better understand the CDWI model and
recognize it in real-world applications.

Go to your favorite news source and find an article. See if you can identify the
claims, data, warrants, and impacts used by the writer to convey their points.
Imagine if one of these components was missing. Would the article still be as
informative?

Summarize the article below by summarizing a claim and its associated data,
warrants, and impacts.

Each student’s answer will be different depending on the article they select.

Prompt students to analyze articles from diverse news sources to identify and
dissect the Claim, Data, Warrant, and Impact components. Encourage them to
evaluate the effectiveness of arguments when a piece of the model is missing, and
to consider how this would affect the article’s persuasiveness and clarity.

This exercise aims to enhance students’ critical reading skills and their ability to
apply the CDWI model outside of classroom debates. By identifying these compo-
nents in real-world contexts, students can better appreciate the practical applica-
tions of structured argumentation.

Classroom Discussion: Use this activity as a springboard for discussing the

importance of each CDWI element in creating a robust argument. Encourage
students to reflect on how missing elements can weaken an argument’s persuasive
power and the potential impacts of such weaknesses in both debate and real-world
scenarios.

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Concept Checkpoint
1. Explain the simplified Toulmin Model (Claim, Data, Warrant, Impact)
and the role of each component in an argument.
Summary; evidence; explanation of evidence; why it matters
2. Why are a clear claim and relevant data crucial for constructing an
argument?
Establish a compelling argument’s foundation
3. How does a warrant connect the claim and its supporting data in an argument?
By providing the underlying reasoning or logic
4. What is the role of impact in an argument?
Explains why the argument matters, showing the consequences or significance

5.3 Putting Argumentation Offense vs. Defense

Into Practice Offense refers to arguments that are
Now that we have a strong understanding reasons to vote for one side over the other.
of persuasive language and the ways to
structure your arguments, it’s time to put These arguments aim to persuade the
these elements into action! audience that your position is correct or
preferable. It involves presenting reasons,
Arguments in Debate evidence, and examples to support your
claims. Your case will consist of offensive
As a debate competitor, you will participate arguments.
in many rounds of debate, whether these
are at tournaments or in your classroom. Defense refers to arguments that
During each round, you’ll advocate that decrease the impact of your opponent’s
you either agree with the topic or disagree offense. Defensive arguments are reasons
with the topic, which means that you need your opponent should not win. These argu-
to be prepared to argue on both sides. ments generally undermine the arguments
made by your opponent.
We’re going to walk through the structure
of a debate round step-by-step in later
chapters, but now that you understand You can explain offense and defense as
how an argument works, you can see the a sword and a shield. One tries to beat
foundations of a debate start to form. the opponent, the other prevents the
opponent from beating you.
In each debate round, you will make a few
different structured arguments as part of Ask students to go back to an Open
your case, giving you multiple opportuni- to Debate video on page 62 and see if
ties to make strong arguments to persuade they can spot offense and defense.
your audience.

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In short, offensive arguments are reasons can take the form of facts, statistics,
the judge should vote for you, and defen- expert opinions, research findings, or
sive arguments are reasons the judge examples. Select evidence that is relevant,
should not vote for your opponent. reliable, and compelling, and present it in
a clear and concise manner. Avoid over-
Ensuring that you focus on offense while whelming your audience with excessive
adequately making defensive arguments evidence, and instead focus on quality over
against your opponent is the simplest quantity.
way to meet judge expectations and work
toward winning. Logical Reasoning: Clear arguments rely
on logical reasoning to establish a coherent
Tips For Strong Arguments flow of ideas. Ensure that your argument
follows the modified Toulmin structure you
Clear and concise arguments not only just learned, with each point building upon
enhance your persuasiveness but also the previous one. Use logical connectors
facilitate effective communication with your such as “therefore,” “because,” or “in
audience. You should consider the following conclusion” to guide your audience through
principles to develop arguments that are the logical progression of your argument.
both clear and concise:
Organization and Signposting: A clear
Clarity of Thought: Clear arguments argument is organized and easy to follow.
stem from clear thinking. Before construct- Use clear and concise language to articu-
ing your argument, take the time to thor- late your points and employ signposting
oughly understand the topic. Clarify your techniques to guide your audience through
own position and identify the main points your argument. Signposting involves
you want to convey. This clarity of thought using phrases like “first,” “next,” “in
will lay the foundation for constructing a addition,” or “finally” to signal transitions
coherent and well-structured argument. between different points and sections of
your argument. This helps your audience
Strong Claim: A clear argument begins navigate your argument and understand
with a strong and focused claim. Your the logical flow of your ideas.
claim should be concise, specific, and
clearly state your position on the topic. Conciseness: Be succinct.
It should encapsulate the main idea you
are advocating and focus the argument on Just not that succinct. Conciseness is
one specific advocacy rather than a broad crucial in debate, where time constraints
selection of possibilities. A strong claim often dictate the length of your pre-
sets the direction for your argument and sentation. Strive to express your ideas
provides a clear point of focus for both you succinctly, using precise language and
and your audience. eliminating unnecessary or repetitive
information. Focus on delivering the most
Supporting Evidence: It is crucial to impactful and relevant points in a concise
provide supporting evidence to bolster the manner, avoiding tangents or excessive
strength of your argument. This evidence elaboration.

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Practice and Feedback: Developing clear Clarity and conciseness are key to making
and concise arguments requires practice a lasting impact in the world of debate,
and refinement. Take the time to rehearse but you can also utilize these principles in
your arguments, ensuring that each point every aspect of your life!
is expressed clearly and concisely. Seek
feedback from peers or coaches to identify Whether you’re writing an essay for school,
areas where you can further enhance the coming up with a story, drafting a letter
clarity and conciseness of your arguments. to apply for a college or job, or any other
Constructive feedback can help you refine form of communication, you can apply
your communication skills and improve the what you’ve learned about arguments and
effectiveness of your arguments. persuasiveness.

By following these principles and continu-

ously honing your argumentative skills, you
can develop clear and concise arguments
that captivate your audience and effec-
tively convey your perspective.

Champ’s Work: Watch an Oratory

One of the best places to see clear and concise argumentation and
Aristotle’s tenets of Ethos, Pathos, and Logos is in the National
Speech and Debate Association Original Oratory final round.
Consider the following video from Haris Hosseini’s oratory, “Simply Put.”

Watch “Simply Put”

www.debatetextbook.com/simply-put

Video courtesy of the National Speech and Debate Association

Here are some questions to consider:

What are Hosseini’s arguments (or main points)?

What do you notice about the structure of arguments or points provided?
How does the speaker build a connection with the audience with his argumentation?
How does he utilize Ethos, Pathos, and Logos throughout the speech?

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Speech Notes from Champ’s Work

After watching a speech, have students identify and discuss the effectiveness of the
arguments used. Have students identify elements of Ethos, Pathos, and Logos on
the board as an in-class activity. You may want to repeat the activity using other
final round videos available from the NSDA.

Teachers can play a crucial role in helping students develop strong, clear, and
concise arguments by implementing focused instructional strategies and practice
opportunities. Begin by emphasizing the importance of clarity of thought. Encour-
age students to spend time understanding the topic thoroughly before formulating
their arguments. This could involve guided research sessions, group discussions to
explore different viewpoints, and activities that prompt students to articulate their
initial thoughts clearly. Such exercises help students to clarify their own positions
and identify the main points they wish to convey, establishing a strong foundation
for their arguments.

Provide opportunities for students to apply these skills in a variety of contexts—not

just in competitive debate but also in classroom presentations, essay writing, and
casual discussions. This varied practice will help students see the value of clear
and concise argumentation in all areas of communication, enhancing their overall
expressive capabilities.

Concept Checkpoint
1. What are the key principles to develop arguments that are both
clear and concise in the context of a debate?
Clarity of thought, a strong and focused claim, relevant and reliable
supporting evidence, logical reasoning, clear organization, and
conciseness
2. What is the difference between offensive and defensive argumentation?
Offense proves your position; defense protects your argument or attacks opponents
3. How can logical reasoning and organization techniques (like signposting) enhance
the clarity and flow of your arguments?
Enhance an argument’s clarity and guide the audience through its progression
4. Why is supporting evidence crucial in debate, and how should it be selected and
presented for maximum impact?
Substantiates claims; should be selected to reinforce the argument

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