Communication Skills
Students “develop communication skills when preparing for and participating in debate” (Camp & Schnader, 2010, p, 657). For example, debaters refine and practice public speaking skills. Student debaters develop clarity “by presenting information so the audience can understand the facts and interpret them” (p. 657). “Roy and Marchiette (2005) suggest that, in a debate, one must communicate creatively” to adapt to various audiences (p. 657). A classic study by Semlak and Shields concludes that academic debate is more effective than speech contests or even speech courses in developing the public speaking skills of students. Students also develop interpersonal communication skills through “interaction with other students” in debates (p. 657). NAUDL reports that “debating for an interscholastic program teaches cooperation, teamwork, and social maturity.” Additionally, they observe, “debaters must develop critical listening skills.” (http://www.urbandebate.org/value.shtml). Roy and Marchiette (2005) agree that academic debate incentivizes a notoriously difficult to teach skill and “requires participants to develop effective listening skills” (p. 657).
Students “develop communication skills when preparing for and participating in debate” (Camp & Schnader, 2010, p, 657). For example, debaters refine and practice public speaking skills. Student debaters develop clarity “by presenting information so the audience can understand the facts and interpret them” (p. 657). “Roy and Marchiette (2005) suggest that, in a debate, one must communicate creatively” to adapt to various audiences (p. 657). A classic study by Semlak and Shields concludes that academic debate is more effective than speech contests or even speech courses in developing the public speaking skills of students. Students also develop interpersonal communication skills through “interaction with other students” in debates (p. 657). NAUDL reports that “debating for an interscholastic program teaches cooperation, teamwork, and social maturity.” Additionally, they observe, “debaters must develop critical listening skills.” (http://www.urbandebate.org/value.shtml). Roy and Marchiette (2005) agree that academic debate incentivizes a notoriously difficult to teach skill and “requires participants to develop effective listening skills” (p. 657).