Rebuttal Exercises
Developing Counterpoints
Purpose
This exercise is designed to give debaters practice in developing counter-arguments and defending a position against counter-arguments. It is particularly useful for third speakers, and debaters who wish to develop their rebuttal when working under timed conditions.
Instructions
Have each debater write on the top of a piece of paper one position which they are willing to defend. This should be either the affirmative or negative side of a topic that people will be able to respond to without research.
Pass all of the papers around the room and have each person list a reason against this argument as quickly as possible.
When all papers are returned to the original debater, they will have 10 minutes to prepare responses to the arguments which have been written against their own original argument. Debaters are encouraged to group similar answers together and answer them at once (i.e. thematic rebuttal).
Finally, each debater has to rebut as many of these attacking arguments as they can in 5 a minute speech.
Rebuttal in Four Movements
Purpose
This activity breaks down the process of making a rebuttal so that each step is made explicit. It can work as both an introduction to rebuttal and as a way of improving the content and structure of your counterpoints.
Instructions
Divide the debaters into four-person groups. Each group needs to present one at least one argument to another group in response to a topic.
Each group has the responsibility to come up with a rebuttal to this argument. Each person in the group is to fulfil a specific role in order to emphasise the steps in rebuttal:
- First Person: states the argument that will be rebutted (“They say…”)
- Second Person: states the counter-claim that will be used to rebut that argument (“However…”).
- Third Person: explains the reasoning behind this counter-claim (“This is because…”).
- Fourth Person: explains why their chances of winning the debate are greater now that this argument has been rebutted (“Therefore…”).
Rebuttal Ball
Purpose
This exercise trains you to think on your feet and quickly respond or support another person’s position on an issue.
Instructions
Debaters stand in a circle. Throw a ball to one. The person who catches the ball makes an argument (you can set a topic, or leave it open) and then throws the ball to another person. The person who catches the ball must either:
- Refute the argument (give reasons why it isn’t true), or
- Extend the argument (providing new and different reasons why it is true).
They throw the ball to a new person and the game continues in this manner. If a player is uncertain how to answer, or if you have stayed too long on one issue, then there is another option:
- Make a new argument on a different issue.
You can vary up the game by having all other debaters quickly vote on whether they feel a point has been convincingly rebutted (i.e. the argument made in rebuttal is more convincing that the original argument).
Whoever ‘wins’ the point remains standing, and the less convincing speaker sits down. The ball is passed to a new debater, who makes a new argument, and the game continues. The last person standing is the winner.
Impromptu Rebuttal
Purpose
This exercise uses the processes used for impromptu speaking as a means of helping you to develop greater depth in your rebuttal points. It can also be modified for use as a means of practicing thematic rebuttal.
Instructions
Debaters have exactly two minutes to prepare a three minute rebuttal. For an added challenge, debaters can be made to present their rebuttal without the use of notes (although they may write during preparation time).
Sample arguments to rebut include:
- We should increase our refugee intake because the refugees we would accept will boost our economy by providing new markets for locally-made consumer products, and building their houses will create new jobs for construction workers.
- That violent or disturbing content should not be depicted in news reports because children may view them, who may be traumatised by seeing, hearing or reading about such events.
- That Australia should become a republic with an elected president because visits by the Royal Family are too expensive, wasting taxpayer dollars which could be used for schools on food, accommodation and security for the queen.
- That performance enhancing drugs should be legalised in professional sport in order to allow for their proper regulation by government agencies, which will in turn make things safer for athletes as these drugs can be properly tested.
Students should structure their speech by:
- Stating the argument that they will be rebutting.
- Provide at least two specific counter-claims that will form the basis for their rebuttal.
- Conclude by stating a better alternative that would support their team’s case.
Points of Information For The Win
Purpose
This exercise allows people to interject rebuttals as a person is making a speech, allowing for points to be made while they are fresh in a speaker’s mind. It also allows the person giving a speech to gain immediate feedback on what points are likely to be subject to the easiest or most powerful rebuttals.
This exercise is also good practice for forms of debating which allow points of information, such as British Parliamentary or World Debating Championship rules.
Instructions
Present a debate as normal, except that the first and second speakers do not present rebuttal in their speeches (i.e. they can only present their team’s own positive material). Instead, when a point comes up in an opponent’s speech that they wish to rebut, the rebutting speaker must quickly stand up, raise their hand and say ‘point of information!’
The speaker must, within the next fifteen seconds, acknowledge the rebutting debater and allow them to present their point of information. This rebuttal must be presented as a question (maximum speaking time: 20 seconds). The speaker must respond to this question, after which they may continue with their speech.
Once a POI has been presented, the rebutting speaker should quickly jot down their rebuttal point and pass it to the third speaker, who can include the full rebuttal in their speech.