1.1.1.     The aim of the debate competition is to provide learners with a platform to practice their reasoning, analytical and speaking skills.

1.2.1.     To hone critical thinking

1.2.2.     To enhance understanding of critical issues

1.2.3.     To increase retention of information

1.2.4.     To develop team building and collaboration skills.

1.2.5.     To provide motivation to research and learn

1.3.1.     The LATAZ Debates are open to primary and secondary school learners from private, government and grant-aided schools.

1.3.2.     Each debate team must have and register a teacher as the Debate Mentor. The teacher will be the point of contact between LATAZ and your Debates Team.

1.3.3.     A fee to be determined by the LATAZ Executive Committee may be paid for participation in the Debates to help cover some of the running costs.

1.4.1.     A LATAZ Debates team is made up of 3 pupils, however, we recommend having a panel of 5 or more to help with research, preparation and substitution.

1.4.2.     Your LATAZ Debates Team members can be changed for any given round, for example, if a team member is sick or on a school trip and needs to be replaced or if you want to give another pupil a ‘go’.

1.5.1.     The LATAZ Debates shall run from the school to the national level.

1.5.2.     A winning school at each level shall progress to the next level.

1.5.3.     Each speaker shall be given 4 minutes and 30 seconds to speak.

1.5.4.     The team captain speaks twice, once to introduce his or her team and the arguments they will be making and again at the end to sum up the points that have been made and to refute those of their opponents.

1.6.1.     Interclass, zonal and district debates shall be held on the dates to be set by the District Executive Committee.

1.6.2.     The provincial and national debates shall be held in the second term on dates to be determined by the Provincial and National Executive Committees respectably.

1.6.3.     Time All debates shall be held between 09. 00 hours and 17.00 hours depending on the number of teams involved at that level.

1.6.4.     National Debates held at the Language and Literacy Fair shall sometimes be held in the evening.

1.7.1.     The LATAZ shall engage neutral Debates Adjudicators from the local community on a voluntary basis. Ideally, there will be three adjudicators at each debate however circumstances (difficulty in recruiting volunteers, illness, or lack of availability) sometimes mean that just two adjudicators will be present.

1.7.2.     The association shall budget for and provide logistics for the engaged adjudicators.

1.7.3.     In areas of the country where LATAZ struggles to recruit adjudicators, we will ask that teachers and the school community help recruit adjudicators in their local area. LATAZ will provide all training needs for new recruits.

1.8.1.     LATAZ may from time to time as resources allow offer highly informative and engaging Debates workshops for clusters of LATAZ Debates Teams in given areas. These shall cover everything from focused research and argument presentation to active listening, teamwork and effective refutation and rebuttal.

1.8.2.     There shall be adjudicators’ orientation sessions prior to the commencement of the competition.

1.8.3.     LATAZ at each level will also provide debate adjudicators’ training workshops as and when resources allow.

1.9.1.     LATAZ Executive Committee shall set and assign motions for Debates at all competition levels.

1.9.2.     The motions will cover topics related to national and international development (hunger, poverty, overseas aid, gender, conflict, the United Nations, climate change, energy, business practices, tourism, health, youth issues etc.) and the Sustainable Development Goals.

1.9.3.     The motions are set by LATAZ and always aim to be balanced, fair, topical and (occasionally) fun.

1.9.4.     Schools that are asked to Propose the motion in each round will take the host’s home team position.

1.10.1. All LATAZ Debates Team members whether researchers, debaters, practice partners or all-around helpers will receive a Certificate of Participation from LATAZ.

1.10.2. LATAZ gives an award to schools across 5 categories that include: Best Debates Speakers (2), Best Debates Team Mentor, Best Debates Researchers and Best Whole School Involvement.

1.10.3. Teams that reach the semi-finals are presented with shields at the National Final.

1.10.4. Both Finalists receive trophies and medals.

1.11.1. LATAZ Debates shall follow a mixture of the Team Policy and Parliamentary Debate formats.

1.11.2. The chairperson/moderator welcomes the participants, outlines the session’s proceedings and calls on the captain of the proposition to begin the debate.

1.11.3. Adjudicators mark the captain of the proposition.

1.11.4. The captain of the opposition responds to the motion.

1.11.5. Adjudicators mark the captain of the opposition.

1.11.6. Speakers alternate between the proposition and opposition until the third or fourth (as the case may be) speaker from the opposition has spoken.

1.11.7. Adjudicators assign marks at the conclusion of each speaker’s contribution.

1.11.8. The captain of the opposition sums up on behalf of his/her team followed by the captain of the proposition.

1.11.9. Adjudicators assign marks at the conclusion of each captain’s contribution.

1.11.10.  The adjudicators take the timekeeper’s sheet and retire to an adjoining room to make their decision.

1.11.11.  Open forum – while the adjudicators are agreeing to their decision, the floor is opened to the audience.

1.11.12.  The adjudicators return and the chief adjudicator delivers his/her feedback and the result.

1.11.13.  The chief adjudicator keeps the timesheet, results sheet, and Adjudication Sheets and returns them to LATAZ. Adjudication Sheets and results sheets should not be shared with teachers or debaters.

1.11.14.  Enjoy a well-deserved cup of tea in the school hall.

1.12.1. The Captains

1.12.1.1.    The captain gives two speeches – an opening speech, and a summation after all the rest of the team has spoken.

1.12.1.2.    You do not have to use the same captain for each debate, you can rotate the roles if you want to give different pupils the chance to be captain.

1.12.2. The Captains’ Opening Speeches

1.12.2.1.       The captain of the proposition is responsible for defining the motion, breaking it down into its relevant parts and giving their team’s interpretation of it.

1.12.2.2.       It is very important that the captain of the opposition then responds to the definition given by the captain of the proposition. The opposition captain may then accept, challenge, or broaden the proposition’s definition by giving their own team’s definition of it.

1.12.2.3.       Each captain should introduce their teammates and the arguments they will make. As well as addressing the motion and introducing the team, each captain should advance an argument of their own, but bear in mind that they will not have as much time to do this as other members of the team.

1.12.3. Captains’ Summation

1.12.3.1.    Summations occur after the third member of the team has spoken.

1.12.3.2.    The captain of the opposition is called first, followed by the final speaker of the session, the captain of the proposition.

1.12.3.3.    Captains should remind the adjudication panel of their team’s key arguments.

1.12.3.4.    They should try and tie all the arguments together.

1.12.3.5.    A captain may not introduce new material in their summation – they will not receive any points for any new material they bring in at this stage and may have marks deducted.

1.12.3.6.    The captain’s summation is an opportunity for them to refute and rebut the arguments of the other team and to recall the various rebuttals that were employed by their team.

1.12.4. Second and Third speakers

1.12.4.1.    Each speaker should have their own approach to or angle on the motion.

1.12.4.2.    Everyone on the team should be aware of the points their teammates will use to avoid repetition and to ensure continuity of argument.

1.12.4.3.    If you are using a team line it is important that no one forgets. But don’t overuse it – it should be reserved for key moments or to emphasise a point.

1.12.4.4.    Each team member is responsible for refuting and rebutting the arguments of the other team.

1.12.4.5.    If a speaker does not address any of the other team’s points, then he/she will not receive any points under the refutation and rebuttal section of the marking sheet.

1.12.4.6.    As the third speaker will have heard most of their opponents’ arguments there is an expectation that they will employ more refutation and rebuttal than the second speaker.

1.12.5. Researchers and Substitutes

1.12.5.1.    Teams must have substitutes who are involved in the preparation of each debate and who are able to step in should a member of the team be unable to debate.

1.12.5.2.    Researchers are very useful as they can help with interviews and listen critically to debaters as they practise and prepare.

1.12.5.3.    You do not have to stick to the same three speakers for each debate, for example, if you have six pupils involved you can rotate them.

1.13.1. At each LATAZ Debate, there will be a panel of three adjudicators: one chief and two assistants.

1.13.2. During the Zone and district competitions, each school is responsible for appointing an assistant, while LATAZ District Executive will appoint a Chief Judge.

1.13.3. The school appointee however is not permitted to adjudicate his/her own school’s debate.

1.13.4. During the Provincial and National Competitions, the Executive Committee shall appoint both the Chief Adjudicator and assistants.

1.13.5. Adjudicators’ Panel 

6.13.4.1.      There are generally three adjudicators at each debate.

6.13.4.2.      A Chief and two assistants. LATAZ will assign the role of Chief Adjudicator prior to the debate.

6.13.4.3.   The chief and assistant will both mark the debate using the same Adjudication Sheet but the chief has extra duties.

6.13.5.     Adjudication Procedure

6.13.5.1.      After each speaker, there will be a 30-second (or so) pause to allow the adjudicators time to assign their marks. The chief will check with the assistants prior to signalling the Chairperson to continue the debate.

6.13.5.2.      At the conclusion of the debate, the adjudicators will be brought into another room to add up their marks and discuss the debate. Once the decision is agreed the Chief will ask the assistants for comments and advice that will be included in his/her feedback.

6.13.5.3.        Give constructive feedback to both teams prior to announcing the result of the debate. See page 4 for examples of positive feedback and advice.

6.13.6.  The Role of the Chief Adjudicator

6.13.6.1.        The Chief adjudicator is responsible for collecting the Adjudication Sheets from the assistants and sending the sheets along with the results sheet back to LATAZ.

6.13.6.2.      Remember these sheets should not be shown to the students or teachers after the debate. Any issues or complaints should be referred to LATAZ.

6.13.6.3.   It would be appreciated if the Chief and assistants could stay around for a cup of tea after the debate, as students will often ask for a bit of additional comment or advice for future debate

6.13.7.     Tips for filling out the Adjudication Sheet.

MARKS

6.13.7.1.   When 10 is the maximum mark:

Excellent:       9 or 10

Very Good:    8 or 7

Good:            5 or 6

Need for improvement: 4 or less

6.13.7.2.   When 5 is the maximum mark:

Excellent: 5

Very Good: 3 or 4

Need for improvement: 2 or less

The LATAZ Debates Adjudication Sheet is divided into three sections: content, debating skills and team effort.

What are marks awarded for?

6.14.1. Content

6.14.1.1.       Clear evidence of adequate research through quotation of sources and speakers’ understanding of the motion

6.14.1.2.       The relevance of the content to the motion

6.14.2. Debating Skills

6.14.2.1.    The proposing captain is marked on his/her definition of the motion and outlining his/her team’s arguments.

6.14.2.2.    The opposing captain is marked for responding to the motion, outlining his/her team’s arguments and responding to the motion as proposed.

6.14.2.3.    When a speaker employs clear refutation and rebuttal (see Marking Refutation and Rebuttal) they should be duly rewarded.

6.14.2.4.    However, no marks should be given where there is no attempt at refutation and rebuttal.

6.14.2.5.    Student’s ability to interact with the audience – eye contact, body language etc.

6.14.2.6.    Clear, well connected, and forceful points.

6.14.2.7.    Speakers should be marked down for constant use of notes.

6.14.2.8.    Award marks for good use of humour.

6.14.3. Team Effort

6.14.3.1.    The captain’s summation should reiterate his/her team’s arguments as well as refute those of their opponents.

 

6.14.3.2.    The captain may not introduce new information into the debate at this point.

6.14.3.3.    Display of teamwork and co-ordination as evidenced by coherent, non-repetitive arguments,

6.14.3.4.    Familiarity with teammate’s arguments and

6.14.3.5.    Active listening and assisting one another during the debate e.g. Passing of notes etc.

6.14.4. Time Penalties 4:30

6.14.4.1. The time allotted for each speech, including the captains’ summations is four minutes and 30 seconds. Debaters should speak for no less than four minutes and no more than four and a half.

6.14.4.2. Those speaking for between 4.31 and 5.00 will be docked 1 mark.

6.14.4.3. Those speaking for between 5.01 and 5.30 will be docked 2 marks.

6.14.4.4. Those speaking for between 5.31 and 6.00 will be docked 3 marks.

6.14.4.5. Those speaking for over 6.01 will be docked 4 marks.

6.14.4.6. After the second bell has sounded debaters have 15 seconds to conclude their remarks. No points should be awarded after the 4 minutes and 30 seconds have elapsed.

6.14.4.7. Marks are not deducted for debaters who fail to use the full-time allotted. However, instances, where a debater concludes well under the allotted time, may mean they were insufficiently prepared or spoke too quickly.

6.14.4.8. The Chief Adjudicator, without mentioning the individual ‘culprit’ may want to encourage students to learn the ‘discipline’ of speaking to time.

The Adjudication Sheet has four sections: A. Content B. Debating Skills C. Captain’s Duties D. Teamwork

 

6.15.1. Content: Speakers are assigned marks under three headings:

a) Knowledge and Understanding of the subject (10 marks)

b) Relevance to the motion (5 marks)

c)  Use and variety of sources (5 marks)

 

6.15.1.1.               Knowledge and Understanding of the subject.

A. Adjudicators should look for evidence that the speaker knows what the debate is about that they understand the motion and have researched all aspects of the topic.

B. Speakers should express their arguments in their ‘own’ language and explain any acronyms or technical terms.

C. A speaker may show their understanding of the topic, from both sides, by pre-empting points their opponents may raise.

D. Knowledge and understanding can also be gauged by how the speaker delivers their contribution to the debate; are they reading it word for word? Is there a suspicion that they have ‘cut and paste’ their speech from the internet? Are they using language appropriate to their age and skill level?

E. Knowledge and understanding are important components of the LATAZ Debates because knowledge must be the basis for any action, they will undertake to create a more equal world.

6.15.1.2.               Relevance to the motion

A. Marks are awarded for staying on topic.

B. Stories, quotes, and humour are absolutely welcome in a debate as long as they enhance the overall argument.

 

C. If there is any doubt about the relevance of a particular point the onus is on the speaker to prove how their argument links back to the motion.

6.15.1.3.               Use and variety of sources.

A.  Learners will have done a good deal of research in preparing their arguments, so it is important that they tell us where they found a particular fact, example, or quote.

B.  Using facts from long-established and ‘trusted’ organisations (United Nations, NGOs, Governments, media etc) will add strength to an argument.

6.15.2. Marks for Debating Skills

Speakers will get marks for debating skills under three headings:

a)    Refutation and rebuttal (10 marks) (except for the captains who get marks for this in their closing speech which has a separate section on the Adjudication Sheet)

b)    Ability to persuade, communicate and engage (10 marks)

c)     Logical and well-constructed argument (5 marks)

6.15.2.1. Refutation and rebuttal (R&R)

A. See ‘The art of debate’ on page 27 for definitions and examples of refutation and rebuttal.

B. There are 10 marks available for R&R for speakers two, three and four.

C. The captain receives marks for R&R in their closing speech.

D. When assigning the marks allocated for R&R adjudicators can allocate a maximum of three marks for each example of R&R used by each speaker. If it is a particularly good refutation or rebuttal the speaker is given three marks. If on the other hand, it is more of a contradiction than a refutation or rebuttal, then only one or two marks are given.

E. A speaker who makes around four good uses of refutation or rebuttal can then expect the maximum marks.

F. Quality is the key, rather than quantity. A really good point well delivered, that demolishes the main point of a previous speaker is more significant than a number of throwaway criticisms.

G.   There is generally an expectation that there will be more rebuttals from the second and third speakers than from the second, as they have heard more of the opponents’ speeches and so one could apply a graded standard to speakers two, three and four.

6.15.2.2.    Ability to persuade, communicate and engage.

A. Persuade: Debaters should leave the audience in no doubt that their side of the motion is the right one, they should be passionate and assured.

B. Communicate: Speakers should be articulate, and speak slowly, clearly, and audibly. They should know their speech backwards, so they are not stumbling over it!

C. Engage: Debaters should use body language, and eye contact and vary their tone to keep the audience captivated.

D. Passion, humour, and emotion will be rewarded in this category!

E. Humour is welcome and can lighten the mood particularly if the motion is ‘heavy’.

F.  However, humour should be appropriate, not made at the expense of the opponents and on topic.

G.   Speakers using sarcasm and off-coloured humour should lose marks in this section. 

6.15.2.3. Logical and well-constructed argument

A. Like an essay or exam answer, it helps if the speaker has a beginning, a middle and an end to their argument.

B. Advice to pupils is that they make three or four well-developed points rather than touching on many more.

C. There is only so much information an adjudicator can absorb after all.

6.16.1. What separates debating from public speaking is the art of refutation and rebuttal.

6.16.2. Essentially a debate is a conversation between two groups that disagree, with each group trying to convince the adjudicators of the correctness of their own position as well as the absurdity or irrationality of their opponents’.

6.16.3. To refute an argument is to produce evidence (facts and figures) in order to prove it untrue (e.g. ‘our opponents claim that child labour affects only a few thousand children around the world, well, according to the latest ILO report, that figure stands at 218 million)

6.16.4. To rebut an argument is to disprove or discredit it by offering an alternative and stronger argument.

(e.g. ‘our opponents have argued that it is the fault of the people, the everyday consumer. But I disagree, it is the responsibility of government and big business to solve this problem, and I will tell you why….’)

Examples of refutation and rebuttal (good and bad)

A.  ‘Speaker 2, you said that multinational corporations working in the developing world such as Nestlé haven’t cleaned up their act, and I think you’re wrong for thinking they have. Now for my first point…’

This is an example of very weak refutation, there’s no evidence given and it’s bolted on before the prepared speech rather than woven in.

B.     ‘Speaker 2, you said that multinational corporations working in the developing world such as Nestlé haven’t cleaned up their act, but according to the Nestlé website they are dedicated to a long-term strategy putting business development above short-term returns, ensuring they have become a source of stability and economic growth in the developing world.’

This is a much better example of refutation.

C. ‘Speaker 2, you said that multinational corporations working in the developing world such as Nestlé haven’t cleaned up their act. I believe that it is not the responsibility of the multinationals but the governments, to legislate and enforce human rights and environmental sustainability within their countries, to protect their own nations.’

This too is a good example, of rebuttal this time.

6.17.1. The captain gets marked in the same way as all the other team members under content and debating skills (except for refutation and rebuttal). But the captain also receives marks for their special captains’ duties.

6.17.2. There are 35 marks in total going here, so it is important to get it right!

6.17.3. Opening Speech:

A.    Definition of the motion or response to the motion (10 marks)•

B.    Outline of team’s arguments (5 marks)

6.17.4. Closing Speech:

A.    Summary and defense of team’s arguments (10 marks)

B.    Rebuttal of other team’s arguments (10 marks)

6.17.5. The proposing captain is marked on his/her definition of the motion and outlining his/her team’s arguments.

6.17.6. The captain of the opposing team is marked for responding to the motion defined by the proposition (and suggesting an alternative definition if they have one!), outlining his/her team’s arguments and for presenting an argument of his/her own.

6.17.7. Closing Speeches

A. In their closing speeches, each captain is marked on their summation of their team’s arguments and rebuttals, and refutation or rebuttal of their own.

B. No new material should be introduced in the summation, even if it shows brilliant research or understanding.

C. Adjudicators should disregard any new information or argument introduced by the captains in their summations unless it is clearly in the form of a refutation or rebuttal.

Display of teamwork during the debate (10 marks)

6.18.1. There are 10 marks awarded for evidence of teamwork. This can be shown in various during the session.

6.18.2. Debaters need to show that they worked as a team in preparing for the debate. It should be obvious to the adjudicators how team members divided up the subject, and it may be an idea to use a ‘team line’.

6.18.3. Debaters should also be familiar with each other’s speeches, share research and useful statistics and refer to each other’s speeches if relevant.

6.18.4. Debaters should not be afraid of passing notes to each other (quietly) during the debate – this will show that they are working together to come up with points of refutation or rebuttal.

6.18.5.   Adjudicators are advised to make notes on a separate piece of paper as each student speaks, noting how many instances of refutation have been used, number and type of sources quoted, memorable lines used, or use of eye contact and body language, etc.

6.19.1.   The Chief Adjudicator’s feedback forms a vital part of the overall debate.

6.19.2.   It is recommended that the feedback is addressed to the team as a whole rather than to any individual speaker. Good feedback should include positive remarks and constructive critique focusing on each of the following areas.

6.19.3.   The definition of the motion: (Too narrow/too broad/just right)

6.19.4.   Research: (Clear evidence of adequate and relevant research)

6.19.5.   Content: (Appropriate and relevant to the motion)

6.19.6.   Refutation and rebuttal: (Evidence of both)

6.19.7.   Quoting of sources: (Facts supported by a range of named sources)

6.19.8.   Captain’s summation: (Good recap and analysis. No new arguments have been introduced during the summation)

6.19.9.   Teamwork: (evidence of cooperation in preparation and delivery).

6.19.10. Time penalties: (Speakers restrict themselves to the allotted 4 minutes and 30 seconds).

6.19.11.             Use of humour: (Welcome and appropriate use of humour)

6.20.1. Once the decision has been agreed the chairperson will invite the chief adjudicator to announce the result, prefaced with a few words of wisdom and advice. Here are some feedback tips;

6.20.2. Be positive and constructive.

6.20.3. Recognize the fact that this is an extra-curricular activity for students. Their preparation and participation is in addition to their regular schoolwork

6.20.4. Do not select one student for particular praise and never single out an individual student for criticism…rather refer to the teams as a whole.

6.20.5. Highlight particular areas of strength such as the amount of research, the rebuttal, the clarity of argument and persuasion skills such as body language, use of voice and eye contact.

6.20.6. Give one or two suggestions for improvement such as “try to avoid reading your speeches and over-reliance on notes” or “make sure you let us know where you got your information from by quoting your sources”, or “make sure you listen to your opponents and directly address their points by rebutting them” or if there have been time penalties to “make sure you stick within the time limit (4 minutes and 30 seconds)”

6.20.7. The result should be announced in terms of the motion is carried (result in favour of proposition) OR the motion has been defeated (result in favour of the opposition rather than simply saying the debate has been ‘won’ or ‘lost’

6.20.8. Remember, do not show the Adjudication Sheet to the debaters but be available to them after the debate if they seek out further advice. If there are any issues please refer them to LATAZ Secretariat.

6.21.1. Each debate session shall be preceded by team registration, recruitment and orientation of adjudicators.

6.21.2. Once an adjudicator has agreed to attend a debate LATAZ will provide the guidelines and Adjudication Sheet with details of the schools participating in the debate.

6.21.3. Unless otherwise stated all debates commence at 9.00 hours.

6.21.4. Along with the Adjudicators Kit (provided at the session), we recommend that the best thing an adjudicator can bring with them on the day is an open mind…after-all an adjudicator is there to judge the debate not participate in it!

6.21.5. Prior to the debate itself, it is a good idea for the Chief Adjudicator to work out a signal with the Chairperson that indicates the adjudicators have finished marking and it is alright to introduce the next speaker.

6.21.6. If a team hasn’t turned up 30 minutes after the agreed starting time, that team will forfeit the debate.

6.21.7. Efforts should be made to contact the team directly or through LATAZ.

6.21.8. If however, the team arrives just after the elapsed time and by mutual consent both teams agree, then the debate should go ahead.