Although argument is a fundamental part of academic work, many students shy away from what they see as an overly combative writing style. But college-level argumentation actually requires much more subtle skills than just giving a yes-no answer: it requires that students discuss weaknesses as well as strengths, use counterargument, and make concessions. How can we help students gain confidence with this sort of writing?
In-class debate forces students to take a clear stand on an issue, and also to engage directly with other perspectives. In-class role playing can help students gain a more in-depth view of a text or body of texts by requiring that they recognize both the strengths and the weaknesses and inconsistencies of that text, and prepare an adequate explanation or defense. It feels less threatening to the students than beginning with a written argument. Most importantly, it demands that they take a second and third look at the texts or issues rather than assuming a simplistic stance. It is not a substitute for other sorts of class discussion, but rather a dynamic, interactive way of cementing in students’ minds the many angles from which to explore an issue. Debate is especially useful as a prelude to an argumentative paper or exam assignment.
Here’s one way to set up an in-class debate; this example is based on three philosophical texts that centered around similar issues of justice and social morality: Plato’s Crito, Martin Luther King, Jr.,’s “Letter from Birmingham Jail,” and Henry David Thoreau’s “Civil Disobedience.”
Other possibilities for setting up a debate include:
- in a political science course, students role-play a congressional hearing or town meeting
- in a history class, students put a controversial historical figure “on trial”
- in a science class, students put together a case before the NIH/NAS/NASA requesting funding for a new set of experiments or trials.
Before Class
Let the students know in advance that there will be a debate scheduled for a particular day, and make clear which texts the debate will focus on. This exercise is better done later in the semester, when students are more comfortable and confident. Ask the students to prepare for the debate by reexamining all the texts (which they have already discussed in class) and jotting down what they see as the primary strengths and weaknesses of each piece, with page numbers and specific quotes as appropriate. I prefer not to provide the specific debate question in advance, as not doing so encourages them to reexamine the whole work.
During Class
In class, divide the students into groups (one for each text) and assign each group to one of the texts. On the board write the primary question of the debate (in my case, it was “what is justice, and who should take charge of applying it in society?”). Each group now has twenty minutes. The group should assign one person to be the note-taker, keeping track of important quotes, page numbers, ideas etc. The group together decides what the biggest weaknesses are of the other positions, and discusses how they might critique them from the point of view of “their” author. They also discuss the weaknesses of their own author’s position and how they might defend these. Finally, they prepare an opening statement. As much as possible, the groups should try to use the words of the original texts as support for their assertions.
The first group to speak is determined by random drawing. That group reads their opening statement; the second group drawn responds; then a free-for-all ensues. Students should be encouraged to take as direct an approach as possible, even attacking the other views as they see fit, without making personal attacks on the other participants. The idea is for each group to truly play the role they’ve been assigned.
At the End of Class
At the end of the assigned debate time, give students a few minutes to take notes on their impressions of the debate and on anything they’ve learned about the various positions.
Some Important Considerations
1. Make sure the students are well-prepared before they begin. They need ample time to examine and interpret the texts, both individually and as a group, for the debate to remain substantive and complex.
2. Divide the groups evenly among quiet and outgoing people. Often quiet students are very strong in the pre-debate discussion, even if they don’t participate as actively in the debate itself.
3. Require that the students stay well-grounded in the texts or issues they’re working with.
Students generally enjoy in-class debate, and have remarked that it has helped them reconsider stances they initially found puzzling. In some cases the contradictions or subtleties in a stance actually prompted them to change their minds about that author or stance altogether. After participating in an in-class debate, students are better prepared to consider the finer points of an author’s view and more confident in articulating their own views in writing.
Alison Kaufman (Political Science)
Originally published: Volume 3 – Number 1 (Spring 2002)