Mater Dei College

HIGH SCHOOL DEPARTMENT

Tubigon, Bohol

DASIG: MDC HIGH SCHOOL DAYS 2023

“Beyond Grateful”

Event: Debate Competition

RULES OF OXFORD- OREGON DEBATE

What is an Oregon Oxford Debate?

- traditional debate format used in elementary, governors debate, house debate rules, parliamentary
debate rules, high school debate, youtube debate, presidential debate, colleges and all over the country.

- There are 2 sides in this format : the Affirmative and the Negative. The Affirmative proves the validity
of the issue or topic called the Proposition while the Negative disproves it. Each team has four speakers. A
Debate Moderator enforces the rules to ensure the debate’s smooth conduct.

Format of Debate - Oxford-Oregon Type (Three Speakers from each side)

First Affirmative - Constructive Speech

First Negative - Interpellation of the first affirmative Speaker

First Negative - Constructive Speech

First Affirmative - Interpellation of the first negative speaker

Second Affirmative - Constructive Speech

Second Negative - Interpellation of the second affirmative

Second Negative - Constructive

Second Affirmative - Interpellation of the second negative

Third Affirmative - Constructive Speech

Third Negative - Interpellation of the third affirmative

Third Negative - Constructive Speech

Third Affirmative - Interpellation of the third negative

Rebuttal of the Last Speaker of the Negative Side

Rebuttal of the Rebuttal of the Last Speaker of the Affirmative Side

1 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)
Duration

Constructive Speech: Minimum of three (3) and maximum of five (5) minutes

Interpellation: Maximum of three (3) minutes

Rebuttal Speech: Maximum of (5) minutes

Issues for Debate

A. Whether or not it is Necessary? (Necessity)- First Affirmative/ Negative

B. Whether or not it is Beneficial? (Beneficiality)- Second Affirmative/ Negative

C. Whether or not it is practical? (Practicability)- Third Affirmative/ Negative

D. Rebuttal- Fourth Affirmative/ Negative

Criteria for Judging

Levels of Performance for AFFIRMATIVE Team
Criteria 4 3 2 1
1. Organization & Completely clear Mostly clear and Clear in some parts Unclear and
Clarity: and orderly orderly in all parts but not overall disorganized
presentation throughout
Main arguments and
responses are outlined in a
clear and orderly way.
2. Use of Argument: Very strong and Many good Some decent Few or no real
Reasons are given to support persuasive arguments given, arguments, but arguments given, or
the resolution arguments given with only minor some significant all arguments given
throughout problems problems had significant
problems
3. Use of cross- Excellent cross- Good cross-exam and Decent cross-exam Poor cross-exam or
examination and exam and defense rebuttals, with only and/or rebuttals, but rebuttals, failure to
against Negative minor slip-ups with some point out problems
rebuttal: team’s objections significant in Negative team’s
Identification of weakness in problems position or failure
Negative team’s arguments to defend itself
and ability to defend itself against attack.
against attack.
4. Presentation Style: All style features Most style features Few style features Very few style
Tone of voice, clarity of were used were used were used features were used,
expression, precision of convincingly convincingly convincingly none of them
arguments all contribute to convincingly
keeping audience’s attention
and persuading them of the
team’s case.

Levels of Performance for NEGATIVE Team

Criteria 4 3 2 1
1. Organization & Completely clear Mostly clear and Clear in some parts Unclear and
Clarity: and orderly orderly in all parts but not overall disorganized
presentation throughout
Main arguments and
2 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)
 responses are outlined in a
clear and orderly way.
2. Use of Argument: Very strong and Many good Some decent Few or no real
Reasons are given against the persuasive arguments given, arguments, but arguments given, or
resolution arguments given with only minor some significant all arguments given
throughout problems problems had significant
problems
3. Use of cross- Excellent cross- Good cross-exam and Decent cross-exam Poor cross-exam or
examination and exam and defense rebuttal, with only and/or rebuttal, but rebuttal, failure to
against Affirmative minor slip-ups with some point out problems
rebuttal: team’s objections significant in Affirmative
Identification of weakness in problems team’s position or
Affirmative team’s arguments failure to defend
and ability to defend itself itself against attack.
against attack.
4. Presentation Style: All style features Most style features Few style features Very few style
Tone of voice, clarity of were used were used were used features were used,
expression, precision of convincingly convincingly convincingly none of them
arguments all contribute to convincingly
keeping audience’s attention
and persuading them of the
team’s case.
The judges, based on their discretion, shall have the authority to determine who will be the Best Speaker
and Best Debater. The winning team shall be determined by the majority decision of the Board of Judges.

Guides for Constructive Speech/ Rebuttal

Speech types of Constructive Speech may be:

1. Reading Method

2. Memory Method

3. Extemporaneous

4. Mix method of memory and conversational or dramatic

Poise, gestures, audience contact and voice projection are highly recommended.

Rules on Interpellation

1. Questions should primarily have focused on arguments developed in the speech of your opponent.
However, matters relevant and material to the proposition are admissible.

2. Questioner and opponent should treat each other with courtesy.

3. Both speakers stand and face the audience during the question or Interpellation period.

4. Once the questioning has begun, neither the questioner nor his opponent may consult a colleague.
Consultation should be done before but as quietly as possible.

3 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)
 5. Questioners should ask brief and easily understandable question. Answers should equally be brief.
Categorical questions answerable by yes or no is allowed, however, opponent if he choose, may qualify
his answer why yes or why no.

6. Questioner may not cut off a reasonable and qualifying answer, but he may cut off a verbose response
with a statement such as a “thank you” “that is enough information” or “your point is quite clear” or
“I’m satisfied.”

7. A questioner should not comment on the response of his opponent.

8. Your opponent may refuse to answer ambiguous, irrelevant or loaded questions by asking the
questioner to rephrase or reform his question.

Rules on Rebuttal Speech

A. Rebuttal speaker should point out clearly the fallacies committed by his opponent stating clearly what
particularly statement or argument constitute said fallacy.

B. If not familiar with the fallacies of logic, the debater may counter arguments directly by stating what
arguments or statement is incorrect or false.

Role of the Moderator

The moderator of the debate has the following duties:

1. To reveal the issue involve the debate;

2. To rule on points of clarification about the issues or questions and answers made during the
Interpellation; and

3. To see to it that the debate is orderly and follows the rules of parliamentary procedures.

Role of the Timer

1. To time the speakers and debaters accurately;

2. To give the speakers a one-minute warning with the ringing of the bell once before his/her time is up.

3. To prevent the debaters from exceeding the time allotted to them by ringing the bell twice.

Tips on Interpellation and Rebuttal

CROSS EXAMINATION

The cross-examination period of a debate is a time when the person who is not going to speak next in the
constructive questions the person who has just finished speaking. Consider cross examination an
information exchange period - it is not the time to role play lawyer.

Cross examination may serve six objectives:

1. To clarify points
4 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)
 2. To expose errors

3. To obtain admissions

4. To setup arguments

5. To save prep time

6. To show the judge how cool you are so they WANT to vote for you.

Most debaters tend to ignore the value of good cross-examination. Remember, 30% of the entire debate
is spent in cross-examination -- it should be a meaningful and essential part of the debate. If nothing
else, debaters tend to underestimate the importance that cross-examination may have on the judge.
Cross-examination will indicate to the judge just how sharp and spontaneous the debaters are. Invisible
bias will always occur in a debate round and judges would always like the sharpest team to win. Good,
effective cross-examination of the opponents can play an important psychological role in winning the
ballot of the judge.

Be dynamic. Have questions and be ready to go, answer questions actively and with confidence
whenever you can. The image you project will be very important to the audience/judge. This is the one
opportunity the audience/judge has to compare you with opponent’s side-by-side.

GUIDELINES FOR ASKING QUESTIONS:

1. Ask a short Q designed to get a short A

2. Indicate the object of your Q

3. Don't telegraph your argument, don't make it too obvious.

4. Don't ask Q they won't answer properly."So, we win, right?"

5. Make Q seem important, even if it is just an attempt to clarify.

6. Politeness is a must -- emphasize the difference if they are rude.

7. Approach things from a non-obvious direction. Then trap them.

8. Mark your flow/notes as to what you want to question them about.

9. Avoid open ended Qs unless you are sure they are clueless.

GUIDELINES FOR ANSWERING QUESTIONS:

1. Concise A.

2. Refer to something you have already said whenever possible. This is safe.

3. Answer based on your position in the debate so far. Keep options open.
5 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)
 4. Don't make promises of what you or your partner will do later.

5. Qualify your answers.

6. Be willing to exchange documents read into the debate.

7. Answer only relevant questions.

8. Address the judge.

9. Try and not answer hypothetical Q. If they demand, say you will give a hypothetical A.

10. Don't say"I don't know,"say"I am not sure at this time...."

REBUTTALS

Most debaters, coaches, and judges would agree that rebuttals are the most difficult and yet the most
important parts of the debate. Not only is there less time within each speech, but each debater has to sort
through all of the issues to determine which ones are the most important ones! What a debater does or
does not do in rebuttals will decide who wins the debate. Very few debaters (especially beginners) can
hope to extend everything that happened in the constructive speeches. Debaters don't have to do that and
just because a team may have dropped a point or an argument is not an automatic reason to vote against
that team. What matters is the type of argument that is extended or dropped in rebuttals-this will
determine the winner of the round.

Think about these four issues when rebuttals happen:

1. Which arguments have more weight at the end of the round?

2. Which outcomes (disads, counterplans) are more likely given lots of internal links?

3. What about time frame-what happens first?

4. What about the quality of evidence?

Minor Awards: Best Speaker, Best Debater, Best in Rebuttal

Major Awards: Gold (Champion); Silver (1st Runner-up); Bronze (2nd Runner-up)

Prepared by:

RICHEN II DAHUNACION

6 | Rules of Oxford Oregon Debate- MDC High School Debate Contest (DASIG 2023)