Debate and Communication Skills

Prepared by: Nola Kortner Aiex
ERIC Clearinghouse on Reading, English, and Communication Digest #56

According to one educator (Lybbert, 1985), the debate discipline has three goals: (1) the enhancement of critical thinking and reasoning abilities; (2) academic advancement or development; and (3) the promotion of communication skills. For young children, the focus can be on the development of oral communication skills. And beginning a debate program with young children in elementary school can go a long way toward removing the somewhat elitist aura that surrounds debate in high school and college.

Debate concepts are presented to the children in simplified form in lessons lasting 15 or 20 minutes. Each lesson emphasizes a certain skill and contains a writing exercise. For example:

"Lesson #6: Good Behavior for the Answerer. When you are answering questions, there are certain rules you should follow:

• Stand so you may see the questioner and the audience.

• If the questioner asks you to keep your answers brief, you are obliged to do what you are told.

• It is not proper to answer a question with another question.

• When asked a question, the speaker may not ask anyone else to answer."

"Now--write down some questions here that you can use in practice."

Debate topics were chosen by the children but were subject to teacher approval. The topics ranged from the personal (often chosen by the younger children) to the political and environmental--the Panama Canal Treaty and smokers' rights, for example. Carre (1987) describes a similar classroom project in which seven-year-olds debated the controversial environmental issue of the building of a new road to their town.

The KIDSPEAK project culminated in a debate presented for the children's parents who were pleased with the results and with their children's mastery of debate concepts at such a young age.

Since the experts generally agree that communication apprehension increases as the child passes through adolescence, perhaps the earlier introduction of speech/debate courses in the curriculum would allow the student to acquire communication skills more easily.

The tips sheet includes tips for before the debate (such as, "when introduced, smile and look at the audience"); during the debate ("try to use words that create clear pictures"); and after the debate ("try to evaluate your own presentation"). Additionally, 10 tips on delivery were enumerated--tips which could serve for anyone intent on improving his or her communication skills:

• If you can, practice speaking into a tape recorder. Play it back to yourself. See how many words you slur, mumble, or mispronounce.

• Always practice, but never memorize. Use of notecards should be kept to a minimum.

• Stress the important issues by pausing and/or increasing your volume.

• Gesture naturally, or not at all. Never force gestures.

• Use vocal variety. Do not speak in a monotone.

• Speak clearly, slowly, distinctly.

• Make sure that you have adequate volume.

• Remember to look at the audience, your opponent, and the judge--establish eye contact.

• Watch nervous mannerisms, like playing with your hair, or tapping your pencil on the desk.

• Remember to relax.

Some educators feel that debate should become more audience centered and focused on community issues rather than on tournaments (Stepp, 1989). Many college students who are involved in debate feel that the emphasis on tournament debating makes them too argumentative in everyday life. For younger children, a focus on developing communication skills rather than on competition in debate fosters attitudes of open-mindedness, fairness, and tolerance for the viewpoints of others. (Atwater, 1984)

Carre, Clive. "Learning through Talking: A Contribution towards the Moral Environment of Seven-Year-Olds Provided by an Environmental Project." Educational Review, 39 (1), 47-53. EJ 351 843

Curriculum Frameworks Grades 6-8: 1986-1987. Tallahassee: Florida State Department of Education, 1986, 38p. ED 295 183

Huston, David. "What Should Be the Goals of High School Debate?: An Examination and Prioritization." Paper presented at the National Forensic League Conference on the State of Debate, Kansas City, MO, 1985, 19p. ED 272 942

Littlefield, Robert S. and Kathy M. Littlefield. "Debate Instruction at the Elementary School Level: An Opportunity to Build Legitimacy." Paper presented at the Annual Meeting of the Speech Communication Association, San Francisco, CA, 1989, 17p. ED 314 780

Lybbert, Blair. "What Should be the Goals of High School Debate?" Paper presented at the National Forensic League Conference on the State of Debate, Kansas City, MO, 1985, 9p. ED 272 941

McClain, Thomas B. "Secondary School Debate." Argumentation and Advocacy, 25 (4), 203-04. EJ 392 900

Sodikaw, Richard B. "Pogo the Possum Lives, or We Have Met the Enemy, and They Still Are Us: A Response to Frana and Wallmark." Paper presented at the National Forensic League Conference on the State of Debate, Kansas City, MO, 1985, 20p. ED 272 940

Stepp, Pamela. "Taking CEDA Debaters Out of the Normal Tournament Setting." Paper presented at the Annual Meeting of the Speech Communication Association, San Francisco, CA, 1989, 14p. ED 314 771