Intro to Flowing

District of Columbia Urban Debate League

Introduction to Flowing

ELA Standards Strand: Writing (Expository Writing)

Goals:

• Students will be able to support and refute positions
• Students will be able to explain the process of flowing a debate.

Materials: Paper and pens (students), board (teacher)

Narrative:

Step 1: Start the class with a review of the two basic tools in debate, argumentation and refutation. Have the students identify the three components of an argument (ARE) and give example arguments (as many as needed). Then have the students identify the components of refutation (4 Step) and practice by refuting the earlier example arguments (as needed).

Step 2: Select a topic for the class to then use for the remainder of the exercise. The topic should narrow and within the students’ abilities to discuss without reference to other sources. The students should then be divided into two groups, Proposition and Opposition. The students can self-select their position or it can be determined by the instructor.

The students should then write three arguments supporting their position. Wait for all the students to complete this step before continuing. It is all right if students repeat each other’s arguments as the exercise only requires a few unique arguments on either side.

Step 3: Draw four columns on the board and have the students do the same on a sheet of paper. Ask for a volunteer from the Proposition group to offer one argument supporting their position. Record this argument at the top of the first column in an abbreviated fashion appropriate for a flow. Repeat this process, recording the other unique arguments beneath the first in the column, until three arguments are recorded. As you do this, be sure that the students are following you on their papers.

Next, ask a volunteer from the Opposition group to refute the first argument in the Proposition column. It may be helpful to see if any of the arguments already written by the Opposition can be used to refute those on the board instead of asking for original refutation on the spot. Record this refutation in an abbreviated fashion in the second column directly next to the argument it refutes. Repeat this process for the next two arguments offered by the Proposition.

Step 4: Ask the Opposition to offer any other arguments they have written supporting their position that do not appear on the board yet. Record these (up to three) in the second column beneath the refutations already there. Then as ask the Proposition to refute these arguments, recording the answers in the third column directly next to the arguments they refute. Then, ask the Proposition team to answer the refutations made by the Opposition in at the top of the second column. Record these at the top of the third column. Then repeat this process with the Opposition in the fourth column.

Step 5: Review the “debate” by following an argument across the board from the first speech to the fourth. Do this as necessary for the students to see how the arguments “flow” across the page.