OREA

1. Facts vs. Opinions
HCHS Debate
20220825

2. What is a fact?
Facts are statements that can be proven.
Facts may be true or false.
But facts can be proven.
Examples
1. Statistically, women live longer than men.
2. Most buses weigh more than most cars.
3. There are ten inches in a foot (false).

3. What is an opinion?
Opinions are statements that cannot be proven.
Opinions can be argued.
Opinions may be supported with facts.
Opinions cannot be proven.
Examples
1. Golf is boring.
2. Pizza is delicious.
3. Math is the hardest subject.

6. Oreo Structure
HCHS Debate
20220825

7. OREO Structure
Building up your
arguments step by step

8. OREO Structure
★ Opionions
○ Tell the readers how you feel about something.
★ Reasons
○ Tell the readers why you feel that way.
○ 告訴
★ Examples
○ Provide some examples for the readers by using “because/ more details.”
★ Reasons
○ Tell the readers why you feel that way.
★ Examples
○ Provide some examples for the readers by using “because/ more details.”
★ Opinions
○ Restate your opions and reasons.

9. OREO Structure
★ Opionions
Tell the listeners your opinion
★ Reasons
○ Tell the readers why you feel that way.
★ Examples
○ Provide some examples for the readers by using “because/ more details.”
★ Reasons
○ Tell the readers why you feel that way.
★ Examples
○ Provide some examples for the readers by using “because/ more details.”
★ Opinions
○ Restate your opions and reasons.

10. Types and Test of Evidence
HCHS Debate
20220825

11. Types of Evidence
★ Facts
○ Incidents or phenomenon once existing or happening
★ Examples
○ Typical, representative, or an illustrative instance or case
★ Statistics
○ Numerical facts providing percentage or the number of
incidents
★ Testimonies
○ Statements by someone authoritative or experienced

12. Test of evidence (1)
✔ Is there a source given for the evidence?

13. Test of Evidence (2)
✓ Is there a date on the source?
✓ Does the length of time since the date matter?

14. Test of Evidence (3)
➔ Is the source biased?
◆ Based on the figures, women occupied
more jobs as teachers while men expert
in engineering. That’s to say, people are
suitable for different jobs based on their
genders.

15. Test of Evidence (4)
✔ Does the evidence support the
whole or only part of the assertion?
✔ Is the support is an example, is it a
typical example?

16. Test of Evidence (5)
➔ If the support is statistics or data, are the methods used to
obtain the statistics/ data valid?

17. Test of Evidence (6)
➔Is the source of the support
an expert or authority in the
field?

18. Common Fallacies
HCHS Debate
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19. Common Fallacies (1)

20. Common Fallacies (2)

21. Common Fallacies (3)

22. Hasty Generalization
➔Assumptions are made about
a whole group or range of
cases based on inadequate
sample, such as stereotype.
◆ A-mei is the indigenous
singer, and A-lin is, too.
● All indigenous people
are good singers.

23. Inapporpriate Appeal to Authority
➔falsely believing in what an expert or
authority says, or citing the wrong
authority in terms of the status quo
◆ The professor in physics says that
abortion will do harm to mother’s
body.

24. Appeal to the Herd
➔ Arguments based on popular
generalization and assertions or
beliefs and prejudice of the crowd
◆ Lots of people believe
homosexuality is a disease, so it
must be cured.

25. Straw Man
➔ A person’s point of view is
distorted or even doesn’t exist.
◆ A: I like Japanese female
cartoon characters.
◆ B: So, are you objectifying
women?

26. Circular Argument
➔ An argument is not confirmed to
be true and people continue using
the evidence.
◆ Girls are not good at math and
science. So, there are more boys
in science departments.

27. False Cause
➔ The assumption that falsely directing the
cause
◆ Most students failed the exam.
● People concluded that the exam is way
too difficult.

28. False Analogy
➔ Arguments of citing two cases
which aren’t the same by applying
the same logic
◆ Punishment in different countries
with different situations (Taiwan
vs. North Korea)

29. Double Standard
➔ Applying different standards on
different group of people about the
same situation
◆ The teacher demands that students
wear their masks while they often
forget to put on theirs.

30. Black or White
➔Only two sides or options to one
thing, then automatically denying
the other
◆ If you don’t like gender-neutral
restrooms, then you’re a sexist.

31. Slippery Slope
➔Arguing that once something
happens, there will be an inevitable
trend leading to disastrous effects
◆ Same-sex marriage will lead to the
extinction of human beings.

32. Policy Debate:
Stock Issues
HCHS Debate
20220825

33. Stock Issues- Topicality
➔ What is the problem mentioned at the beginning of the
discussion today?
➔ Are the things you’ve just mentioned correspond to the
topic today? Or are we just not on the same page?

34. Stock Issues- Harm
✔ What are the harms resulting from
the status quo?

35. Stock Issues- Significance
✓ How many people are impacted because of the status quo? Are the harms so
serious that a new policy must be made?
✓ Compare the downsides that you’ve come up with and prioritize according to
the degree.

36. Stock Issues- Inherency
➔ Where does the
problem originate
from?
➔ What causes the
harms to appear?
➔ Are there any flaws in
the existing system?

37. Stock Issues- Solvency
✔ Can the policy effectively solve the problem?
✔ Minor repair or a new policy is needed?

38. Stock Issues- Solvency
✔ Can the policy effectively solve the problem?
✔ Minor repair or a new policy is needed?

39. Stock Issues- Disadvantage
➔What is your solution?
➔What other disadvantages
may appear if the policy is
implemented?

40. Stock Issues- Affirmative
Topicality
What is the
definition of the
topic?
01
Significance
How serious are
the problems?
(Provide evidence.)
03
Plan
What are the plan and
steps to solve the
problems ?
(funding,
enforcement…)
05
Harms
What are the
problems in the
current situation?
02
Inherency
Do the problems/
risks really occur
because of the
existing policy?
04
Solvency
Can the plan solve
the problems? Is
the plan practical?
06

41. Stock Issues- Negative
Topicality
The definition is
not topical.
01
Significance
-Harms are not significant
-The system will solve
the problems eventually.
-Make only minor repair of
the current system
03
Disadvantage of the Plan
-New problems will be
caused by the new plan.
- Negative counterplan
(optional)
05
Harms
-Harms do not exist.
-They are necessary
evil.
02
Inherency
Harms are not
caused by the
current system.
04
Solvency
- The new plan cannot
solve the problem.
-Not practical. (funding,
enforcement…)
06

42. Resolutionality -Central questions of the resolution
Argumentation - Logical reasoning
- Cross-examination
Burden of proof -Qualitative and quantitative evidence
(No debater can realistically prove complete
validity or invalidity of the resolution.)
Clash -Attack opponent’s case and defend their own case.
(Compare and contrast)
Delivery -Communication

43. Value Debate
p.30~
HCHS Debate
20220825

44. Resolutionality -Central questions of the resolution
Value structure
(useful for clashes)
-Cohesive relationship between the
argumentation and the value structure
Argumentation - Logical reasoning
- Cross-examination
Burden of proof -Qualitative and quantitative evidence
(No debater can realistically prove complete validity
or invalidity of the resolution.)
Clash -Attack opponent’s case and defend their own case.
(Compare and contrast)
Delivery -Communication

45. I. Values Cherished by Individuals
❖ Privacy
❖ Safety
❖ Autonomy
❖ Liberty
➢ Freedom of Choice
➢ Freedom of Speech
❖ Justice
❖ Self-worth/dignity -
❖ Well-being

46. II. Values Esteemed by Societies or Groups
❖ Equality vs. Equity
❖ Fairness
❖ Limited freedom
❖ Social justice
❖ Positive discrimination
❖ Upward mobility
❖ Community/belonging
❖ Social harmony
❖ Societal welfare/well-being
❖ Social progress
❖ Humanitarianism

47. III.Values associated with governments and
authorities
❖ Security
Citizens, lives, liberty, and property.
❖ Government legitimacy
Authority granted to the
government
❖ Collectivism
Willingness to submit to authority
❖ Protectionism (big government)
The government has the duty to
intervene
❖ Free market (small government)

48. Practice Cross Examination and Exchange values!
0 1 2 3 4 5 6 7
Speach time
POI time (Raising Qs)

49. Sample Topic:
Should Batman Kill the Joker?
HCHS Debate
20220825

50. Should Batman Kill the Joker? Ethical Reasoning
Focus on consequences:
Many lives could be saved if
Joker is killed. Social security
(Utilitarianism 效益論)
Focus on the act of murder:
Joker deserves a fair trial
before pleading guilty. Social
justice
Deontology義務論

51. Should Batman Kill the Joker? Ethical Desposition
Focus on character:
Would any criminal get the
same treatment? Virtuous?
(Ethics of Virtue)
Focus on relationships: Empathy
(Ethics of Care)

53. Topic for Debate: 13:00-15:00
That the ministry of
education should abolish
the academic portfolio
system for high school
students in Taiwan
Let’s welcome guest speakers to share their opinion!

54. Room 1 : AB (Alice+Effie) 數學科教
室
Room 2: CF (Anna+ Annie) 未來教室
Room 3: DE (Derrick + Bob) 國文科教室
老師: 階梯教室 Let’s design lessons!
可到各間教室用餐~

55. word cloud