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Students learn to set aside personal bias and use objective debate methods to understand issue complexity and propose workable solutions. The standards reflect Utah course structure differences, align with Utah Core ELA expectations, and organize learning into research and development, fundamentals, and performance and evaluation through specific speech/debate skills and evaluation practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/speech-and-debate-supplemental-standards-for-english-language-arts/423117/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/speech-and-debate-supplemental-standards-for-english-language-arts/423117.png","ImageObject",300,407,{"name":92,"@type":93},"AfterMidnight","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills do the Speech and Debate standards emphasize?","Question",{"text":112,"@type":113},"The standards emphasize research, critical thinking, organization, persuasion, and communication. Students must debate objectively and understand the complexities of issues to develop workable solutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the standards organized?",{"text":117,"@type":113},"The standards are organized into three strands: Research and Development, Fundamentals, and Performance and Evaluation. Each strand includes specific performance statements labeled S&D.x.x.",{"name":119,"@type":110,"acceptedAnswer":120},"What do students practice in the Fundamentals strand?",{"text":121,"@type":113},"Students analyze and evaluate speech and debate formats, compare philosophers, explain the role in democratic society, demonstrate ethical practices, and use communication skills. They also apply terminology, conventions, and stock-issue argumentation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},423117,1791222126,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090896061,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Speech & Debate Supplemental Standards for English Language Arts Introduction  \nSpeech and Debate provides students an opportunity to develop skills in research, critical thinking, organization, persuasion and communication. Students must set aside personal bias and previous knowledge to objectively debate various sides of an issue and understand the complexities of the world in order to develop solutions that are workable and solve inherent problems. These skills are invaluable for college, career, and citizenship.  \nThese standards were created knowing that Utah LEAs and schools structure their speech and debate courses differently based on individual needs and demands. Therefore, some of the standards may not be applicable to all speech/debate courses but should be used as guides. For example, some schools may have a speech/debate course that is not a competition class, while others may. Additionally, some schools may offer Speech/Debate I, II, and/or III, and thus, they may divide these standards across the various courses. Competition policies and guidelines are dictated by Utah High School Activities Association (UHSAA) and the Utah Debate Coaches Association (UDCA) .  \nSpeech and Debate courses are applied or advanced courses that may be used to fulfill up to 1 credit of the English Language Arts graduation requirement. These standards align with the Utah Core Standards for English Language Arts.  \nStrand 1: Research and Development. Students will read and collect research from textual evidence to prepare for debates.  \nS&D.1.1: Prepare for and present in a variety of speech and debate formats (see appendix) .  \nS&D.1.2: Analyze current events and political atmosphere  \n(e.g. , domestic policy, economic policy, foreign policy, social climate) .  \nS&D.1.3: Collaborate to define issues and develop strategies.  \nS&D.1.4: Research arguments to support substantive claims using a variety of primary and/or secondary sources including but not limited to historical, scientific, and technical texts:  \n• central idea  \n• discrepancies in content  \n• explanation for action or events  \n• points of view  \n• specialized vocabulary  \n• textual evidence  \nS&D.1.5: Evaluate researched texts for validity, reliability, and credibility of source, content, and/or author.  \nStrand 2: Fundamentals. Students will analyze and evaluate various speech and debate formats to develop fundamental knowledge for application.  \nS&D.2.1: Compare and contrast classical and contemporary philosophers and their contributions to speech and debate.  \nS&D.2.2: Explain the historical and contemporary role that speech and debate play in democratic society (e.g. , diplomacy, government policy, justice system, politics) .  \nS&D.2.3: Discuss ethical dilemmas and practices as found in various speaking topics, contentions, and presentations.  \nS&D.2.4: Demonstrate ethical practices in speech and debate (e.g. , behavior, courtesy, verbal and nonverbal communication) .  \nS&D.2.5: Demonstrate effective communication skills in speech and debate:  \n● Speaking (e.g. , framing questions, responding to questions, speaking extemporaneously, using appropriate language)  \n● Listening (e.g. , critical and attentive listening demonstrated by note taking, critiquing)  \n● Nonverbal communication (e.g. , attire, eye contact, facial expressions, gestures, proximity)  \nS&D.2.6: Analyze a variety of speech and debate structures for task, audience, and purpose. S&D.2.7: Use speech and debate conventions appropriately (see appendix A)  \nS&D.2.8: Use speech and debate terminology effectively (see appendix A)  \nS&D.2.9: Identify, develop, and argue stock issues:  \n● Harm  \n● Inherency  \n● Significance  \n● Solvency  \n● Topicality  \nS&D.2. 10: Apply critical thinking skills when researching, preparing, and presenting arguments:  \n● Causal arguments  \n● Logical fallacies  \n● Source validity  \n● Topic and analysis support using strong evidence  \n● Challenge the status quo and current policy prop","cbCaisKPqpjDXAEQ","https://ap.wps.com/l/cbCaisKPqpjDXAEQ","pdf",80101,"English","# Introduction\n# Strand 1: Research and Development\n## S&D.1.1 - Prepare and present formats\n## S&D.1.2 - Analyze current events and political atmosphere\n## S&D.1.3 - Collaborate on issues and strategies\n## S&D.1.4 - Research arguments with evidence\n## S&D.1.5 - Evaluate credibility and validity\n# Strand 2: Fundamentals\n## S&D.2.1 - Compare philosophers and contributions\n## S&D.2.2 - Role of speech and debate in democratic society\n## S&D.2.3 - Ethical dilemmas in speaking topics\n## S&D.2.4 - Ethical practices in communication\n## S&D.2.5 - Effective communication skills\n## S&D.2.6 - Analyze structures for task and purpose\n## S&D.2.7 - Use conventions appropriately\n## S&D.2.8 - Use terminology effectively\n## S&D.2.9 - Argue stock issues\n## S&D.2.10 - Apply critical thinking and evidence\n# Strand 3: Performance and Evaluation\n## S&D.3.1 - Ethical communication principles\n## S&D.3.2 - Adjust behaviors and arguments\n## S&D.3.3 - Present clear and concise language\n## S&D.3.4 - Refutation and cross examination\n## S&D.3.5 - Constructive criticism\n## S&D.3.6 - Presentation skills for complex ideas\n## S&D.3.7 - Analyze communication barriers\n## S&D.3.8 - Mutual respect in interpersonal communication\n## S&D.3.9 - Critical, empathetic listening skills","[{\"question\":\"What skills do the Speech and Debate standards emphasize?\",\"answer\":\"The standards emphasize research, critical thinking, organization, persuasion, and communication. Students must debate objectively and understand the complexities of issues to develop workable solutions.\"},{\"question\":\"How are the standards organized?\",\"answer\":\"The standards are organized into three strands: Research and Development, Fundamentals, and Performance and Evaluation. Each strand includes specific performance statements labeled S\\u0026D.x.x.\"},{\"question\":\"What do students practice in the Fundamentals strand?\",\"answer\":\"Students analyze and evaluate speech and debate formats, compare philosophers, explain the role in democratic society, demonstrate ethical practices, and use communication skills. They also apply terminology, conventions, and stock-issue argumentation.\"}]","Speech and Debate Supplemental Standards for English Language Arts | PDF",1790630269,13]