Competition Events At A Glance

An Introduction to
Public Forum Debate (PF)
List of Past PF Topics

Resolved: NATO should strengthen its relationship with Ukraine in

order to deter further Russian aggression.
Resolved: Single-gender classrooms would improve the quality of
education in American public schools.
Resolved: Immigration reform should include a path to citizenship for
undocumented immigrants currently living in the United States.
Resolved: The benefits of domestic surveillance by the NSA
outweigh the harms.
Resolved: The continuation of current U.S. anti-drug policies in Latin
America will do more harm than good.
Resolved: On balance, the rise of China is beneficial to the interests
of the United States.
Resolved: Congress should renew the Federal Assault Weapons Ban.

Event Description

Public Forum Debate involves opposing teams of two,

debating a topic concerning a current event. Proceeding
a coin toss, the winners choose which side to debate
(PRO or CON) or which speaker position they prefer
(1st or 2nd), and the other team receives the remaining
option. Students present cases, engage in rebuttal and
refutation, and also participate in a crossfire (similar to a
cross-examination) with the opportunity to question the
opposing team. Often, community members are recruited
to judge this event.

Considerations for Public Forum Debate

As a team event, students who compete in Public Forum

need to be able to work well with a partner. Balanced
teams, both in terms of preparation before debates and
contributions within a debate, helps provide a competitive
advantage during tournaments. PF is the newest form
of debate in the Association and looks at current event
topics. Students who do Public Forum must be prepared
to debate in front of judges without any formal debate
training. Being able to persuade a range of judges is
a central component to this event. Additionally, PF is
focused upon debating varying resolutions that change
frequently, which exposes students to a variety of topics
during a singular competitive season.

Traits of Successful PF Debaters

When considering what event you should choose, or in which
direction to point a student when selecting an event, below are
some general traits of successful PF debaters to keep in mind:
Thinks logically

Organized in both presentation

and thought

Big-picture thinker

Engaging personality that is

persuasive to a variety of people

Simplifies concepts
Professional

Resolved: The benefits of post-9/11 security measures outweigh the

harms to personal freedom.

Learn More! The National Speech & Debate

Association is the leading provider of competitive and

educational resources to aid students and coaches as they
explore our competitive events. For Public Forum Debate,
we provide a number of helpful resourcesincluding live
and recorded webinars designed to introduce foundational
and advanced concepts in PF; access to PF final round
videos; a PF textbook; a starter file for beginning debaters;
research assistance; and much more! Take advantage of
the amazing benefits of being a member by using our
resources to help you advance yourself in competitive
speech & debate activities. For more information, visit
www.speechanddebate.org.

Find Your Voice

Public Forum played a large role in who I am today.

It taught me to be persuasive. At its core, the
events structure and audience forced me to shape
and mold my thoughts into concise, simple, yet
elegant arguments.
Danny Rego, Association Alum
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Competition Events Guide

Public Forum Debate (PF)

Basic Understandings
Public Forum Debate (PF) is a two-on-two event where
teams argue against each other on a specified resolution.
Therefore, it is imperative that when students begin PF,
they know the resolution being debated. If you visit www.
speechanddebate.org/currenttopics, you will see the
topics, which are assigned by month of competition. .
It is important to note that not all tournaments use the
topic suggested due to the timing of their tournament.
Therefore, be sure to check the tournament invitation for
complete information.
Once a debater knows the resolution, s/he should
begin brainstorming potential arguments on the topic.
An arguments basic structure is referred to as claim,
warrant, and impact (more details below). A debater will
also construct their positions, referred to as cases (more
details below). Finally, s/he should think through potential
arguments by their opponent and brainstorm responses.
As the round progresses, a team should also offer reasons
why they should win the round to the judge.

Research
After students do an initial brainstorm session, they
should conduct research. Evidence can come from
anywherenewspapers, journal articles, studies, books,
primary documents, etc. When gathering research, a
student should ask four questions:

1. Is the source reputable? Sources should have a good

reputation for getting it rightnewswires such as
the AP and Reuters tend to be less credible than
newspapers.

2. Is the source verifiable? This refers to the ability to

verify the data and claims made by the source. If a
source is based on a personal interview or some other
insider knowledge, that generally cannot be verified
through independent means.

3. Is the source authoritative? Different sources are

expert at different fields. The Office of Budget and
Management is an authority on budget policy on the
US, but may not be the ideal source for a resolution
about foreign policy in the Middle East.

4. Is the source recent? While not every source must be

up-to-the-minute, generally, a more recent source is
better.

Structural Components
One team advocates for the resolution, known as the PRO,
and one team advocates against the resolution, known as
the CON. Before the debate begins, the teams conduct
a coin flip. The winner of the flip chooses either the side
of the debate OR the speaking order. The team losing the
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Competition Events Guide

Public Forum Debate (PF)

flip makes the other choice. For example, Jonesville High
School wins the coin flip and chooses CON. Smithtown
High School, who lost the flip, chooses the speaking order.
If they choose 2nd, Jonesville would speak 1st on CON and
Smithville will speak 2nd on PRO. Note that unlike other
forms of debate, the CON may speak first. The structure
of the round, and corresponding speaker responsibilities,
follow:
Speech

Time
Limit

Responsibility of Debater

Team A Speaker 1 Constructive

4 min

Present the teams case

Team B Speaker 1 Constructive

4 min

Present the teams case

3 min
Crossfire

Speaker 1 from Team A

& B alternate asking and
answering questions

Team A Speaker 2 - 4 min

Rebuttal

Refute the opposing sides

arguments

Team B Speaker 2 - 4 min

Rebuttal

Refute the opposing sides

arguments

3 min

Speaker 2 from Team A

& B alternate asking and
answering questions

Team A Speaker 1 Summary

2 min

Begin crystallizing the main

issues in the round

Team B Speaker 1 Summary

2 min

Begin crystallizing the main

issues in the round

3 min

All four debaters involved

in a crossfire at once

Crossfire

Grand Crossfire

Team A Speaker 2 - 2 min

Final Focus

Explain reasons that you

win the round

Team B Speaker 2 - 2 min

Final Focus

Explain reasons that you

win the round

*Each team is entitled to two minutes of prep time during

the round.

Organizing
Argumentation
First, a debater must clearly establish a claim. This is
generally a declarative statement establishing the point
they are setting out to justify. Second, a debater must
clearly establish why their argument is This is known
as the warrant for an argument. Debaters need to go
beyond asserting their claims and back them up with
analysis explaining why the argument is valid. The
warrant can come in many forms, but is necessary for the
development of the argument. Debaters may use logic or
research to back up their claims. It is important to note
that having an author make an assertion about a topic is
not on its own a warrant. Third, a debater must provide
an impact for their argument. This means the debater
establishes why the argument is significant in the round.

Casing
After students have brainstormed arguments, it is time to
construct cases. While there is no rule requiring a specific
structure, there is a traditional approach to constructing
a case. Often, a case starts with a well thought out thesis
statement as an introductory lead-in to the position.
Next, the case would define key terms. Following this
introduction the debater would offer contentions, or main
arguments.

Refutations
But, PF is more than just cases! After presenting cases,
students engage in refuting each others arguments.
Students commonly refute cases by denying the validity
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Public Forum Debate (PF)

of the argument. Additional strategies include, but are
not limited to, justifying the reverse of the argument,
showing the opponents arguments do not carry as much
weight as their arguments, or taking out the link between
the opponents argument and the priority they establish
in the round. Students can pre-write their answers to
arguments they expect their opponents to make. These
are commonly known as blocks.

Flowing
It is important for debaters to learn how to keep track
of arguments in the round. Typically debaters flow the
debate roundmaking note of the arguments presented
and refuted in the round. This note-taking approach
requires students to abbreviate terms, phrases, and ideas
so that they can get as much of the debate notated as
possible. Here are some tips:

Two sheets of paper. One page will be for anything

said about the affirmative, the other for anything said

about the negative, regardless of which debater is
saying it. Each speech in the round will receive its own
column on these pages.

At least one pen, but we recommend two, in different

colors.

If the opponent is speaking, write (dont try to

determine whats important at the outsetjust write

as much as you can)

Orient both pieces of paper vertically, like a book.

Note that columns will be narrow, which will increase

the need for accurate/efficient abbreviations.

Standing it Up/Practicing
It is a great idea to do practice rounds before going to
your first tournament. At first, it may seem you do not
have enough to say to fill up the speech times. However,
that will change with practice. The first round could be a
stop and go round where a coach stops you when theres
a missed opportunity or confusion about what to do
during the speech. During these rounds, you may re-give
speeches until you or the coach are satisfied with the
speech. Additionally, students should practice delivering
prepared speeches focusing on emphasis, eye contact, and
fluidity.

Performance Tips
When at your first tournament it is important to keep in
mind that it gets easier with more practice. The goal is not
about where you begin, but where you end. Improving
from round to round, and tournament to tournament,
is the true mark of success. Focus not only on what
you could enhance, but also on what you did well. Take
feedback from judges as opportunities to improve. If they
provide oral feedback, take notes on what they share to
review with your coach. Finally, do not fixate on the wins
and lossesit wont lead to greater success!

Resources
The Association offers great resources to our members.
These include recorded videos, written topic analysis,
research guides, a textbook, and more! Once you join the
Association and register on our website, you can access
these through your dashboard. From there you can click
on debate resources, then select Public Forum.

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National Speech & Debate Association 2014-2015 updated 08/27/14