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DEBATA.RETORYKADLADEMOKRACJi
usefulonesforthemselves.Techapterdedicatedtothistopic(Glencinthisvolume)pre-
sentsconcretesolutionsfortheapplicationofITtools,aswellasconceptsandresearch
streamsidentifiedinthefieldofargumentationtechnologies.Teirusabilityandbenefits
forusersatthediferentstagesinvolvedinexpressinganargumentationaredescribed,
frompreparingforandconductingadebatetoproducingsummariesandanalysingthe
argumentationpresentedduringthedebate.OnesuchtoolisKialo,aprogrammeadapted
forconductingandanalysingonlinedebates(Borzutainthisvolume).Teauthorhigh-
lightedanimportantdiferenceinthewayanargumentispresentedbetweentheonline
andnaturalenvironments.Disputesthattakeplaceinthevirtualspaceareusuallytran-
scribedinalinearmanner(statementunderstatement),whereastheiranalysisshows
that,duetothemultithreadingofargumentativereferences,theyhaveatreestructure
(Rogowska,Będkowski2023).Modifyingtheformofthenotationcouldhavetheefect
ofstructuringthedetailedarguments,visualisingtheargument,andmakingitclearhow
diversetheargumentsonbothsidesare.Tissectioncanbeparticularlyrecommendedto
teachers,whocanusethevisualisationofthedebatestructuretoexplainwhatadebateis.
3.1.3.Formats,Arguments,Evaluations
Asalreadystated,theorderofinteractionisanimportantpartofthedebate.Terules
andtheconstructionoftheritualargumentareimportantfortheparticipantsandthe
organisersofthemeeting.Techoiceofrulesalso“formats”one)sthinkingabouthowto
prepareanargumentativestrategy,howtofitintotheritualofthisinteraction,andhow
tousethetimeallocatedforspeaking.TeseissuesareaddressedinthechapterDebate
Formats(Rogowska,Kosman,Łukowska),whichservesasapracticalguidefordebaters,
teachers,andinstructors,aswellasorganisersofdebatingventures.Itpresentssevenof
themostpopularformats.Adescriptionofeachincludes:
yabriefhistoryofitscreation
ythebasicideasthatfosteredtheorganisationofthedebateinthisway
ythestructureoftheformat(debateflow)
ymodesofrefereeing.
Anoverviewoftheformatsgivesapictureofthediferentwaysinwhichthedebate
canbeapplied,dependingon:
y
theenvironmentandspecialisationoftheparticipants(e.g.,forlawyers-mocktrial
format,forpoliticians-Lincoln-Douglasformat);
y
opportunitiestolearnspecificskillsrelatedtothesphereofpublicexpression(e.g.,
reflexesinargumentationarewellexercisedinparliamentarydebate;critical,prob-
lematicandstrategicthinkingisthedomainofdebateintheKarlPopperformat);
y
thepurposeofdebating(tostrengthenone)sownrhetoricalskillsortoparticipatein
sportingcompetitionindebatingtournaments).
Eachformatofersslightlydiferentpossibilitiesforapproachingadebate.Anexpe-
riencedteacherwhogetsfamiliarwiththischaptercanchoosethesolutionsthatare
mostbeneficialtothegrouptheyareworkingwith.Itisworthtryingdebatesindiferent
