What makes a good motion?
Quite simply, a good motion is crucial to a good debate (see Useful motions for an extensive guide). A poorly worded motion can lead to a sub-standard debate, even if the general topic is an interesting one. As well as the motions provided, teachers can involve pupils in the process of debating by asking them to contribute possible motions.
There are three questions to bear in mind when choosing a motion to debate:
- Is it clear what the debate is supposed to be about?
- Do both sides have a variety of arguments?
- Do the proposition have the more controversial side, or the side that involves making a change?
Is it clear what the debate is supposed to be about?
- This House would abolish school uniforms.
- This House would make everything green.
In the first of these examples, it is obvious that the debate should be about the abolition of school uniforms. This is a good motion - it is clear to all what the debate is about and there is no real room for misunderstanding. It is also abundantly clear what the Proposition have to propose.
It is less obvious what the second example motion is about. It could be about the environment (but does not narrow down the debate any further than that). As it is not clear what the debate should be about, it will probably lead to a poor debate as the opposition side cannot ready themselves as to what the debate is about. Furthermore, with such a motion, proposition teams may end up taking the motion literally.
When introducing debate to a classroom, it makes sense to make it absolutely clear in the motion what the debate should be about.
Do both sides have a variety of arguments?
- This House would ban smoking.
- This House believes smoking is unhealthy.
In the first of these examples, it is clear that there a number of arguments in favour and against and it is obvious what the debate is about – whether or not the government should ban smoking in this country.
In the second example, the debate is about whether smoking is unhealthy. This is much harder to argue against and the better arguments lie on the proposition’s side.
The purpose, in both instances, is to have a debate about how to combat the ill effects of smoking. The former will lead to a better debate as it makes it clear what the debate should be about and means the proposition have to propose a policy that can reasonably be argued against (even if everyone in the debate agrees smoking is an unhealthy habit, there are arguments against banning it outright).
When thinking up a motion, teachers should think whether or not there are good arguments on both sides of the debate. If a debate is very one-sided, it is not good practice for any of the pupils involved.
Which side should the proposition team choose?
- This House would abolish school uniforms.
- This House approves of school uniforms.
Proposition teams should always be the team that is proposing a change to the status quo. Debates where the opposition are proposing radical reform and the proposition are proposing the status quo tend not to work as well.
Motions that demand the proposition put forward an actual policy change tend to lead to much better debates. In the examples above, both debates will be about the costs or benefits of school uniform. The first debate will lead to the better debate because as well as arguing a series of points, the proposition needs to put forward a policy (ie to abolish school uniforms).