The Principles of Effective DebatingUniversity of Wisconsin. University Extension Division. Department of Debating and Public Discussion University of Wisconsin, 1912 - 43 sider |
Vanlige uttrykk og setninger
affirmative arguing argument from resemblance argument proper Argumentation and Debating audience Beside the point bulletin catalogue cent clash in opinion commission criminal tenden Debating and Public debating societies Department of Debating doubtful terms Dred Scott Decision EFFECTIVE DEBATING elective system Enforcing essential issues evils extraneous fallacy free silver hard to assimilate Harvard College hearers ignorant Illiterate immigrants immigration question instance labor unions large number laws literacy test lower the American method of refutation one's opponent Panama pauper tendencies paupers per million present PRINCIPLES OF EFFECTIVE prove public address Public Discussion public speaking pupils rebuttal Reductio ad absurdum references Senator La Follette side skillful debater slum speaker special issues speech statement STEP IN ANALYSIS student Suppose testify testimonial evidence tion truth United United States Senate UNIVERSITY EXTENSION DIVISION University of Wisconsin vital issues voice volume of immigration witness worthy of belief young debater Zealand
Populære avsnitt
Side 39 - If then the removal of the causes of this spirit of American liberty be, for the greater part, or rather entirely, impracticable ; if the ideas of criminal process be inapplicable, or if applicable, are in the highest degree inexpedient ; what way yet remains ? No way is open, but the third and last — to comply with the American spirit as necessary ; or, if you please, to submit to it as a necessary evil.
Side 16 - All idiots, insane persons, paupers, or persons likely to become a public charge,' persons suffering from a loathsome or a dangerous contagious disease, persons who have been convicted of felony or other infamous crime or misdemeanor involving moral turpitude, polygamists, and also any persons whose ticket or passage is paid for with the money of another, or who is assisted by others to come...
Side 37 - We cannot absolutely know that all these exact adaptations are the result of preconcert. But when we see a lot of framed timbers, different portions of which we know have been gotten out at different times and places, and by different workmen...
Side 39 - Sir, if I were capable of engaging you to an equal attention, I would state, that, as far as I am capable of discerning, there are but three ways of proceeding relative to this stubborn spirit, which prevails in your colonies, and disturbs your government. These are — To change that spirit, as inconvenient, by removing the causes. To prosecute it as criminal. Or, to comply with it as necessary.
Side 31 - Would you shake the rope while he was passing over it, or keep shouting to him, "Blondin, stoop a little more! Go a little faster!" No, I am sure you would not. You would hold your breath as well as your tongue, and keep your hands off until he was safely over. Now the government is in the same situation. It is carrying an immense weight across a stormy ocean. Untold treasures are in its hands. It is doing the best it can. Don't badger it! Just keep still, and it will get you safely over.
Side 12 - You make them say how well he speaks.' I make them say, ''Let us march against Phillip.
Side 6 - what your young men of twenty are thinking about, and I will tell you the future of the state." Very many of our public men believe that nothing could be done which would more effectually train the young citizens in civic and national affairs, than the formation and maintenance among them of a large number of active debating societies.
Side 31 - Blondin, the famous rope-walker, to carry across the Niagara Falls on a tight rope. Would you shake the rope while he was passing over it, or keep shouting to him, ' Blondin, stoop a little more ! Go a little faster !
Side 11 - ... is interested. (d) He learns how to formulate sound judgments which rest upon his convictions. (e) He acquires the ability to grasp the central issues in any problem. (f) He learns how to present the truth as he sees It, to others in a convincing manner. (iff) Finally, he learns how to distinguish between what is credible and what is not worthy of belief in all that he reads and hears. This is the educational province of debating. Its Importance should be emphasized by every principal and teacher...
Side 17 - The elective system should not be adopted for 1st. Those in charge of public high schools can choose better for all than can each pupil for himself, for a. There are certain studies essential for all pupils. b. Pupils do not elect these studies. c. Pupils will choose foolishly. 2nd. There are compromises superior to the elective system.