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The debate consisted of three speeches: a constructive speech, which required the kind of skills employed in constructing an academic essay; a cross-examination speech and a refutation speech, both of which reflect the demands of carrying out a class discussion.
Overall, despite the defensiveness and the belief in papers' rights to expose the private lives of footballers, it was a constructive speech.
Diane Abbott recently spoke about the crisis of masculinity, in a wide-ranging and constructive speech, but inevitably the headlines were grabbed by a paragraph or two portraying (some) young men as savage bundles of machismo, misogyny and homophobia fuelled by pornography, Viagra and Jack Daniel's.
Negative constructive speech (6 min).
The evaluation factors were tested for inter-rater reliability during a pilot study until a final framework was established (Table 2): Table 2 Evaluation factors for Japanese and English debates Constructive speech Did the speakers clarify the significance and key terms of the debate?
For the sake of clarity, each of the three types of speeches (constructive, cross-examination and rebuttal) will be examined in turn: The aim of the constructive speech in a debate is to lay out within a logical and formal structure the major arguments of one's case.
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The raters' specific comments on the Japanese constructive speeches were as follows: Rater A: On the whole, the constructive speeches displayed clear evidence of critical thinking.
The speeches mainly consisted of a repetition of the constructive speeches.
Unlike the constructive speeches, the students had very little time to prepare the cross-examination speeches.
Rather than refute, they mainly repeated the same arguments made in their constructive speeches.
Rater A: On the whole, the constructive speeches displayed clear evidence of critical thinking.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com