Understand the skill
A debate needs a shared question. A motion is the proposition being examined, often about what should happen or what is true. Clarify who would act, what would change, and which situations are included. If key words such as fair, effective, or affordable remain undefined, speakers may argue about different proposals.
More context and nuance
Definitions should make discussion possible rather than guarantee one side’s victory. Distinguish a factual disagreement from a disagreement about values or priorities. Agree on manageable ground rules and use age-appropriate fictional or school scenarios. No learner should have to defend a position that denies their own dignity or disclose personal experiences.
A method you can use
State the proposition precisely.
Clarify scope and key terms.
Agree on criteria and fair discussion rules.
Compare two attempts
Attempt A
We are debating whether school is better.
Attempt B
Our question is whether this fictional school should replace one weekly homework task with an in-class practice session. We will compare learning value, access, and use of class time.
Which attempt addresses the lesson’s stated communication goal more clearly?
- Attempt B
- Attempt A
- Both attempts address the stated goal equally well
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
Our question is whether this fictional school should replace one weekly homework task with an in-class practice session. We will compare learning value, access, and use of class time. The revised motion names an actor, a specific change, and useful comparison criteria. It is possible to discuss without arguing about every aspect of school.
A common difficulty and its repair
Watch for
Defining the motion so narrowly that a reasonable opposing view cannot exist.
Try instead
Check that both sides can make relevant arguments under the same interpretation.
Practice at your level
Grade bands suggest a starting point. Move between them to suit the learner, task, and support available.
Grades K–2
An example assignment
Discuss which of two pretend games fits a rainy day; agree what ‘fits’ means.
Look for: Use a shared criterion.
Two practice contexts
- Choose a game for a small indoor space.
- Define a fair turn in a pretend game.
Context 1
Choose a game for a small indoor space.
Which next step follows this lesson’s method for the supplied context?
- State the proposition precisely.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
State the proposition precisely. Use a shared criterion.
Context 2
Define a fair turn in a pretend game.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Clarify scope and key terms.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
Clarify scope and key terms. Use a shared criterion.
Grades 3–5
An example assignment
Turn ‘Which playground is best?’ into a specific comparison with two agreed criteria.
Look for: Avoid changing the question halfway.
Two practice contexts
- Compare two playground designs.
- Clarify what makes a class activity useful.
Context 1
Compare two playground designs.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- State the proposition precisely.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
State the proposition precisely. Avoid changing the question halfway.
Context 2
Clarify what makes a class activity useful.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- Clarify scope and key terms.
- Repeat the known difficulty without changing the approach.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
Clarify scope and key terms. Avoid changing the question halfway.
Grades 6–8
An example assignment
Define an actor, action, scope, and success criterion for a hypothetical school motion.
Look for: Allow a reasonable opposing argument.
Two practice contexts
- Define a fictional school schedule motion.
- Separate a factual question from a value choice.
Context 1
Define a fictional school schedule motion.
Which next step follows this lesson’s method for the supplied context?
- Replace the message with unrelated details and ignore its purpose.
- State the proposition precisely.
- Repeat the known difficulty without changing the approach.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
State the proposition precisely. Allow a reasonable opposing argument.
Context 2
Separate a factual question from a value choice.
Which next step follows this lesson’s method for the supplied context?
- Clarify scope and key terms.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
Clarify scope and key terms. Allow a reasonable opposing argument.
Grades 9–12
An example assignment
Analyze a motion’s assumptions and distinguish factual, policy, and value questions before preparing.
Look for: Identify where the disagreement actually lies.
Two practice contexts
- Clarify a policy proposal’s scope.
- Test whether definitions favor one side unfairly.
Context 1
Clarify a policy proposal’s scope.
Which next step follows this lesson’s method for the supplied context?
- State the proposition precisely.
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
State the proposition precisely. Identify where the disagreement actually lies.
Context 2
Test whether definitions favor one side unfairly.
Which next step follows this lesson’s method for the supplied context?
- Repeat the known difficulty without changing the approach.
- Replace the message with unrelated details and ignore its purpose.
- Clarify scope and key terms.
Show a hint first
Check that both sides can make relevant arguments under the same interpretation.
Show the worked explanation
Clarify scope and key terms. Identify where the disagreement actually lies.
A planning frame to study
The question is whether ____ should ____. Here ____ means ____. We will compare ____.
Use the fixed scenarios in the argument builder to check the role of each part.
Open the fixed-choice argument builderWhat this lesson checks
- Both sides address the same question.
- Definitions are workable and fair.
- The scope fits the available time.
The checks use predefined choices about the supplied examples. They do not evaluate an original speech or written response.