Popular Argumentative Essay Topics

Popular Argumentative Essay TopicsThere are a lot of popular argumentative essay topics. This is because there are two kinds of people. One group of people read and concentrates on the structure and presentation of arguments. Another group concentrates on the information that is contained in the arguments.So what does it mean to find these argumentative essay topics? It means looking for the most well researched, most compelling, and most impressive arguments that one can find. It also means that you should be able to write at a very high level. Here are some of the popular argumentative essay topics:Knowledge about human nature is a good argumentative essay topic. We will learn more in later paragraphs. There are many reasons to focus on human nature in essay topics. Perhaps the most important reason is that we can discover much about ourselves through reading and analyzing arguments.We must be able to discuss many factors that cause debate among mankind. This is a challenging but n ecessary task for those who want to have the kind of essays that will be accepted by an audience. Because they will be willing to consider these essay topics and think about them.Here in the real world there are many forms of social change. These form the basis of essay topics that may be written about the public in general. Often there are differences in the kind of argumentative essay topics that may be written about some groups of people than there are others. This is because there are differences in the nature of those groups.The nature of the argumentative essay topics is always affected by the tone of the writing. Thus it is a good idea to be careful about this. Because if you use an argumentative essay topic that is too conversational then you will have a difficult time getting it published. This is because many people will read your essay and decide that you're not clear enough with your ideas.Most argumentative essay topics are not going to be too interesting to read on the ir own. However if they are edited and formatted well then they can be very entertaining. The right kind of editing can change even these things around. Therefore in most cases it is important to hire an editor to do this.I believe it is vital to keep in mind that everyone's reputation can be affected by what they write. This is true whether it is in a published article or in an unpublished dissertation. The writer's reputation is damaged when he/she writes poorly. And the reputation of the article itself may be harmed when the article is written poorly.

Compairing Of Two Civil War Leaders - Free Essay Example

Sample details Pages: 4 Words: 1078 Downloads: 1 Date added: 2019/05/08 Category History Essay Level High school Tags: Civil War Essay War Essay Did you like this example? Two important names that will forever be linked with the American Civil War are Ulysses S. Grant and Robert E. Lee. Don’t waste time! Our writers will create an original "Compairing Of Two Civil War Leaders" essay for you Create order The rivalry of these two men is surrounded by pivotal moments in the history of the United States. Though the two men differed in almost every aspect of their lives, they also shared several similarities. Both men were powerful leaders in their own way, in spite of coming from different backgrounds, and leading their respective troops in the way they best saw fit. Grant came from a working-class family, he was a nationalist with ideas that privilege and respect was earned through hard work. Lee was brought up among the aristocratic society in Virginia, and believed the separation among social classes was necessary. While Lee and Grant each had their own unique ideals that garnered their success, they also both possessed several of the same traits that made the two men more alike than they probably realized. Ulysses S. Grant served as the general to the Norths Union Army during the Civil War. Born in Ohio, Grant was no stranger to hard work and perseverance, growing up in a working-class family. In the time leading up to the Civil War he was not a well-known man, unlike his parallel. Grant had fallen on hard times, unable to support his family, when the South had succeeded from the Union. The North needed experienced officers such as himself, and he was appointed to lead a volunteer regiment. This group of men truly tested the leadership skills of Grant. The regiment had been deemed untrainable, but he was able to instill discipline, and in turn gained the groups allegiance and respect (Waugh, 2017). His ability to inspire and lead a group of men that all others had given up on displayed the patience and time he was willing to put in to his subordinates. His patience can also be seen in the way that he fought too. Throughout battle Grant fought with a calmness that impressed those around him (Waugh, 2017). As the war went on Grant continued to gain more confidence in himself and the Union Army. He was able to learn from his mistakes and mold himself in to a strong role model for those around him. He had an unwavering courage that showed he was a man with a true force of will. Regardless of the outcomes, or setbacks experienced along the way Grant continued to fight, he was able to face uncertainty with strength and determination (Wagner, 2014). Robert E. Lee was born in Virginia and was accustomed to an aristocratic, high society, lifestyle. He served as a general in the Souths Confederate Army during the Civil War. Lee fought to uphold his ideals of society, believing that there should be a working class and a leisure class. He believed that it was an advantage for human kind to have inequity among social classes (Catton, n.d.). A man that chose to lead by example, oftentimes Lee would put himself on the front lines of battle to inspire his people. He was truly compassionate towards his soldiers in the sense that he genuinely wanted them all to succeed. He made sure all of his soldiers were being used to their highest potential by putting them in positions that he knew they would excel in. To Lee it was a leaders responsibility to assist less experienced, or less talented, members of his army by finding them positions that best suited their personal abilities (Crocker, 1999). The loyalty Lees soldiers had towards him can e asily be seen by how willing they were to continue fighting for him. At the end of the Civil War his soldiers were beaten down and struggling, but they regarded Lee as a symbol of everything they were fighting for, and willing to die for (Catton, n.d.). Lees soldiers continued to fight and support him until the very end, when he finally surrendered. Their allegiance to him was more important than their personal feelings about the war they were fighting. While both Grant and Lee were dissimilar in most aspect of their lives, from their differing American experiences, growing up in different social classes, to the way they led their respective armies, it almost does not seem possible that they could also share several similarities. Nonetheless, these men did share several qualities that made it possible for them to be the infamous leaders they were. They both possessed perseverance that resulted in refusal of giving up, regardless of the circumstances that were in their ways. They shared a stubbornness that gave them a sense that they did not want to admit defeat. Each man was a risk taker that used the resources readily available to him to try and achieve success for their army. Along with their undeniable commitment to what they were fighting for was also their tenacity and fidelity to their soldiers and ideals. Both of these virtues are visible through their leadership styles, even though they each led their troops differently. Perhaps most importantly though among the things these men had in common was their ability to so quickly transition from war to peace (Catton, n.d.). After Lee surrendered, they were able to civilly work out the terms, and thus starting a new chapter in American life and history. Grant was willing to accept almost any terms of Lees surrender as long as they were reasonable (Johnson, 2016), show casing their ability of respect and forgiveness. The meeting and discussion they had to work out the terms of surrender also conveyed the mutual respect they had for each other. The behavior of Grant and Lee gave a feeling of hope that there was a possibility for reconciliation between the North and South. In conclusion, though both Ulysses S. Grant and Robert E. Lee were vastly different they also shared several similarities. It is these difference, and similarities, that have linked their names not only with the Civil War, but as important historical leaders that helped to promote lasting change in the United States. Grant built all of his ideals around hard work and perseverance, while Lee believed in loyalty to society and leading by example. Regardless of their distinct differences, Grant and Lee also shared strong determination, refusal to give up, and the ability to transition quickly from war to peace. Two true great Americans, who despite being almost complete opposites also shared some of the same characteristics and ideals which made them successful.

Running Head Literacy Case Study .......... Literacy Case

Running head: LITERACY CASE STUDY Literacy Case Study: Angel Juarez Age: 7 Alexandria Wallace 04 April 2017 Arizona State University Literacy Case Study Background Information/ Observational Notes/ Interview Background Information The reason for this case study is to assess the reading skills of a 2nd grader, Angel. He is a seven-year-old boy. The areas of assessment will include phonemic awareness, phonics, fluency, and comprehension. It was discussed that he just did not perform well on DIBELS. However, after seeing this result more than once, it was said by his teacher, Ms. C., that he is a struggling reader, well below benchmark. Angel attends Isaac E Imes Elementary School located†¦show more content†¦He remains on task, even when others in his group are distracted or off task. This is definitely a strength to his character as a learner. Angel’s weakness is that he is shy. His shyness often interferes with him seeking help with reading when needed. His interaction with peers is very respectful. He does not cause any conflicts with anyone. He tries to help others stay on task during reading centers. In regard to how he learns, Angel works really hard at completing tas ks on his own. The reading centers help him to learn from others as well. The reading strategy Angel used during the observation was breaking apart words to sound them out before blending the words together. Reading Inventory The Burke Reading Interview with Angel took place on February 17, 2017 in the back of the classroom, at the round table. This interview introduced Angel to the subject of reading and allowed him to talk freely about what he liked and disliked about reading, as well as experiences that he has had with reading in the past. Angel says that he learned to read through reading little, easy books and from his mom and dad who would read to him every night. He said that they continue to read to him every night. He believes that he is a good reader because he practices reading every day. He claims that when he comes to something that he does not know, he just asks the teacher and never does anything else to figure it out. My observation ofShow MoreRelatedThe Usage of Textisms Is Not Causing Illiteracy2179 Words   |  9 PagesRunning head: THE USAGE OF TEXTISMS IS NOT CAUSING ILLITERACY The Usage of Textisms is Not Causing Illiteracy in Young People ASB 344 1 Running head: THE USAGE OF TEXTISMS IS NOT CAUSING ILLITERACY 2 The Usage of Textisms is Not Causing Illiteracy in Young People Recently, cell-phone SMS texting has become an indispensable tool in communication among young people as it has surpassed all other common forms of interaction in frequency of use. 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Poverty It Affects Everything Essay Example For Students

Poverty: It Affects Everything Essay There are starving kids over in Zimbabwe. Eat your vegetables. This may sound familiar to most people when they were growing up. As a child, though, it is always assumed that Mom was just making up something so the vegetables would not be left over for the next days dinner. When that child grows up, however, his eyes will be opened and will realize that there really are kids starving in Zimbabwe and in every country in the world, even the United States of America. The people of this nation do not realize that poverty is a widespread thing. A census states that in the year 2000 275,917,000 people were found to be in a state poverty. 23,261,000 of those were under the age of six. Bacon cites, We must remember that we still have a great many poor people (250). Poverty affects everything. The three most common aspects of society that is affected by poverty are human needs, class, and lifestyle. The first aspect of society that is affected by poverty is human needs. Everyone has needs. The three most common are food and water, shelter, and health. If one is taken away, then there is no chance of survival. Poverty is the reason many people end up sick or without homes. To some it may seem that they are poor because they do not have more than one car for the family. As Bacon relates, But others are far closer to physical need (250). What is poverty? What is being poor? According to Encarta, poverty is the condition of having insufficient resources or income. In poverty there is a vicious cycle that seems almost unbeatable. For example, a man that lives in poverty only needs money to be out of poverty. To get money he would have to get a job. To get a job that would pull him, and his family, out of poverty, he would have to have references from past jobs. To get references from past jobs, he would have to have had a past job. This is where the cycle starts. It can only be broke n when the man decides to start at a small job and work his way up. That is the only way anyone can find a good job. The second aspect of society that is affected by poverty is class. Here in the U.S. there is supposedly no class system. However, it is not hard to see the difference between one street lined with broken down houses with pealing paint and another street with large houses spaced acres apart. The segregation of people into classes is unavoidable. If one has more money, one has more possessions. It is human nature to want the things that others have. Poverty also splits people into category by jobs. A CEO of a bank is not likely to be waiting for the next check to come in so he can feed his family. However, it may be all the burger-flipper at the local fast food place can do to take care of his wife and new baby. Also, social circles are formed because of poverty. People of different pay brackets probably do not shop at the same stores. If one person buys her food with food stamps, it is a probability that she is not going to go to an expensive international store that has their food fl own in fresh from different countries. A woman that is a member of many country clubs and saunas will most likely not want to go down to the local bingo hall. Poverty will always affect class. Only people can stop the segregation and start blurring the lines between the classes. .u48e48f82689cb122bcdf78c56b1df68a , .u48e48f82689cb122bcdf78c56b1df68a .postImageUrl , .u48e48f82689cb122bcdf78c56b1df68a .centered-text-area { min-height: 80px; position: relative; } .u48e48f82689cb122bcdf78c56b1df68a , .u48e48f82689cb122bcdf78c56b1df68a:hover , .u48e48f82689cb122bcdf78c56b1df68a:visited , .u48e48f82689cb122bcdf78c56b1df68a:active { border:0!important; } .u48e48f82689cb122bcdf78c56b1df68a .clearfix:after { content: ""; display: table; clear: both; } .u48e48f82689cb122bcdf78c56b1df68a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u48e48f82689cb122bcdf78c56b1df68a:active , .u48e48f82689cb122bcdf78c56b1df68a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u48e48f82689cb122bcdf78c56b1df68a .centered-text-area { width: 100%; position: relative ; } .u48e48f82689cb122bcdf78c56b1df68a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u48e48f82689cb122bcdf78c56b1df68a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u48e48f82689cb122bcdf78c56b1df68a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u48e48f82689cb122bcdf78c56b1df68a:hover .ctaButton { background-color: #34495E!important; } .u48e48f82689cb122bcdf78c56b1df68a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u48e48f82689cb122bcdf78c56b1df68a .u48e48f82689cb122bcdf78c56b1df68a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u48e48f82689cb122bcdf78c56b1df68a:after { content: ""; display: block; clear: both; } READ: Economics (Law of Diminishing Returns) EssayThe third and final aspect of society that is affected by poverty is lifestyle. Poverty causes stress unduly on everyone in the family. Teenagers are tempted to turn to other things that will help them find security, something poverty will not give them. Adults are tempted to give up responsibilities and escape to something else. A boy might turn to drugs because his father was laid off this week for the third time in two months. A girl might turn to a boyfriend and become sexually involved, trying

Tax Dollars Should Not Be Used For Private Schools Essays

Tax Dollars Should Not Be Used For Private schools Should parents be allowed to choose their children's schools? This is a question that goes much farther than simply just choosing schools. Do parents really have a choice? Some parents can afford to send their kids to a private religious school but some don't have the funds to do this. Some say that the government should offer tuition vouchers so that the poor and minorities can have a choice. This seems to be a good idea but there are many debates in whether or not it is constitutional. In the following I will discuss why vouchers are a horrible idea. Vouchers are plans that allow tax dollars to be used for tuition at private schools, including religious schools. The government pays for each and every citizen in America to go to school. They pay for students to go to a public school within their area but sometimes the public schools in some areas are not very good such as the inner city schools. The idea of vouchers would allow poor students to have the chance to go to a better school and rise out of poverty. Some of the questions that are being asked are will they actually help the low class or will they only help the more advantaged students? Another question is if vouchers are constitutional or not, and have there been any experiments with vouchers yet. Right now there are two programs providing public dollars to pay tuition for low-income students to attend private schools, in Milwaukee and Cleveland. Both include religious schools. These are considered to be experimental programs. These programs have been looked at and the problem so far that seems to be the most apparent is the fact that vouchers may just benefit the more advantaged. According to the Ohio official state evaluation (Metcalf 1998): "Scholarship students who accepted a scholarship to move from the Cleveland public schools to a private school were achieving at higher levels of achievement than their public school peers before they entered the program. Thus, it appears that the scholarship program attracted better achieving students away from Cleveland public schools." Another study from the National Education Association says "students in Milwaukee's SAGE class-size reduction program out performed regular public school students and voucher students in reading, and di d as well in math." The purpose of vouchers is to create a choice for parents. With vouchers that choice is not guaranteed. According to a study by the National Education Association throughout recent history the percentage of students attending public and private schools have remained constant (89%) public and (11%) private (Education 58). The one thing that sets private schools apart from public schools is the fact that public schools must accept any student that wishes to attend no matter what. A private school however can choose the students they want. Private schools only want the best students and they don't have the capacity to accept large amounts of pubic school students. So where is the choice? To me it sounds like the only people that will advantage from vouchers are the elite students and the only ones that are getting a choice are the private schools. If the voucher proposal should pass public schools are going to suffer. It is proven that that they hurt the majority of students whom stay in public schools. According to the National Education Association "In 1998-99, public funding for some 6000 voucher students resulted in a loss of over $22 million in state education funding for the Milwaukee public schools. In the same year, Cleveland public schools lost $9 million in state funding, plus another ten million in administrative and transportation costs-taken largely from state funding earmarked for disadvantaged public school students"(Education 60). How can the public schools even come close to competing with private schools taking losses like this? This is yet another reason why vouchers are a bad idea. Now comes the question. Are vouchers constitutional? The answer is no. According to An article called Are School Vouchers Constitutional? "The First Amendment of the Constitution means this: Neither the state nor federal government can set up a church. Neither can aid laws, which aid on religion, aid all religions, or

Australian Gold Rush Immigrants

Australian Gold Rush Immigrants Prior to Edward Hargraves 1851 discovery of gold near Bathurst, New South Wales, Great Britain regarded the distant colony of Australia as little more than a penal settlement. The promise of gold, however, attracted thousands of voluntary settlers in search of their fortunes- and ultimately ended the practice of transporting British convicts to the colonies. The Dawn of the Australian Gold Rush Within weeks of Hargraves discovery, thousands of laborers were already frantically digging at Bathurst, with hundreds more arriving daily. This prompted the Governor of Victoria, Charles J. La Trobe, to offer a  £200 reward to anyone who found gold within 200 miles of Melbourne. Diggers immediately took up the challenge and gold was quickly found in abundance by James Dunlop at Ballarat, by Thomas Hiscock at Buninyong, and by Henry Frenchman at Bendigo Creek. By the end of 1851, the Australian gold rush was in full force. Hundreds of thousands of new settlers descended on Australia during the 1850s. Many of the immigrants whod originally come to try their hand at gold-digging, chose to stay on and settle in the colonies, ultimately quadrupling the population of Australia between 1851 (430,000) and 1871 (1.7 million). Did Your Ancestors Arrive During the Gold Rush? If you suspect that your Australian ancestor might have originally been a digger, begin your search in traditional records from that time period, such as census, marriage,  and death records that generally list an individuals occupation. If you find something that indicates your ancestor was likely- or even possibly- a digger, passenger lists can help pinpoint the date of their arrival in the Australian colonies. Outbound passenger lists from the United Kingdom arent available prior to 1890, nor are they readily available for America or Canada (the Australia gold rush attracted people from all over the world), so your best bet is to search arrival manifests in Australia. Unassisted Immigrants to NSW, 1842-1855: This is an index of unassisted (or free) passengers who came to Australia at their own expense, including ships crewmembers.Unassisted Passenger and Crew Arrivals, 1854-1900: The Mariners and Ships in Australian Waters website has transcribed passenger listings and links to digital scans of original Shipping Inward lists from the Shipping Masters Office.Victoria Passenger Lists: Immigration records for Victoria 1852–1899 are online from the Public Record Office Victoria, including the Index to Unassisted Inward Passenger Lists to Victoria 1852- 1923 and the Index to Assisted British Immigration 1839- 1871. Researching Ancestors Who Predate the Gold Rush Of course, your Australian gold rush ancestors may have actually arrived in Australia in the years preceding the gold rush- as an assisted or unassisted immigrant, or even as a convict. So, if you dont find them in the passenger arrivals from 1851 on, keep looking. There was also a second sizeable gold rush in Western Australia during the 1890s. Start by checking the outbound passenger lists from that time period. Once youve determined that your ancestors were likely involved in the gold rush in some way, you may be able to locate them in a gold-digger database or learn more from newspapers, diaries, memoirs, photos, or other records. Gold Diggers from South Australia: This free searchable database includes gold diggers from South Australia (1852- 1853) who brought or sent their gold home from the Victorian goldfields, including those who deposited gold at the SA Gold Assay Office in February 1852; the consignors and consignees associated with the first three mounted police escorts; and those who lost their receipts or failed to claim their gold by 29 October 1853.SBS Gold!: Explore the impact of the Australian gold rushes and uncover stories of the diggers through newspaper accounts, diaries,  and memoirs.The Goldminers Database: Search information on some 34,000 gold miners who participated in the gold rushes of New Zealand between 1861 and 1872, many of whom were Australians who went to New Zealand for only a short period of time.Fortune Hunters in Australia: This online database, available to members of the New England Historic Genealogical Society, includes names and other information extracted from the pub lished CD titled American Fever Australian Gold, American and Canadian involvement in Australia’s Gold Rush by Australian authors Denise McMahon and Christine Wild. In addition to data compiled from official records, archives, contemporary newspapers, and diaries, there is also material from correspondence written to or from fortune seekers, both from the goldfields of Australia, as well as communications penned during ocean crossings. The National Library of Australia: Search the digital collections database for the term gold photos, maps, and manuscripts related to the Australian gold rushes and those who participated in them.

Definitions and Examples of Debates

Definitions and Examples of Debates Broadly defined, a debate is a discussion involving opposing claims:  an argument. The word comes from Old French, meaning to beat. Its also known (in classical rhetoric) as  contentio. More specifically, a debate is a regulated contest in which two opposing sides defend and attack a proposition. Parliamentary debate is an academic event held at many schools, colleges, and universities. Debate Examples and Observations In several senses, there is no correct way to debate. Standards, and even rules, differ between- and sometimes within- communities...There are at least eight distinct college debate organizations with their own rules and styles of debate. (Gary Alan Fine, Gifted Tongues: High School Debate and Adolescent Culture. Princeton University Press, 2001) Skilled political debaters will first present their overall theme in the introductory statement if the opportunity to make such a statement is allowed in the debate format being used. Then they will reinforce it with answers to as many specific questions as possible. Finally, they will return to it in their concluding statement.(Judith S. Trent and Robert Friedenberg, Political Campaign Communication: Principles and Practices, 6th ed. Rowman Littlefield, 2008) Argumentation and Debate Argumentation is the process whereby humans use reason to communicate claims to one another. . . .Argumentation is useful in activities like negotiation and conflict resolution because it can be used to help people find ways to resolve their differences. But in some of these situations, differences cannot be resolved internally and an outside adjudicator must be called. These are the situations that we call debate. Thus, according to this view, debate is defined as the process of arguing about claims in situations where the outcome must be decided by an adjudicator.​ (The Debatabase Book. International Debate Education Association, 2009) How to argue is something people are taught. You learn it by watching other people, at the breakfast table, or in school, or on TV, or, lately, online. It’s something you can get better at, with practice, or worse at, by imitating people who do it badly.  More formal debate follows established rules and standards of evidence. For centuries, learning how to argue was the centerpiece of a liberal-arts education. (Malcolm X studied that kind of debate while he was in prison. Once my feet got wet, he said, I was gone on debating.) Etymologically and historically, the artes liberales are the arts acquired by people who are free, or liber. Debating, like voting, is a way for people to disagree without hitting one another or going to war: it’s the key to every institution that makes civic life possible, from courts to legislatures. Without debate, there can be no self-government.​ (Jill Lepore, The State of Debate. The New Yorker, September 19, 2016) Evidence in Debates Debate teaches cutting-edge  research skills. Because the quality of an argument often depends on the strength of the supporting evidence, debaters quickly learn to find the best evidence. This means going beyond run-of-the-mill Internet sources to government hearings, law reviews, professional journal articles, and book-length treatments of subjects. Debaters learn how to evaluate study methodology and source credibility...Debaters also learn how to process massive amounts of data into usable argument briefs. Argument briefs bring together the strongest logical reasons and evidence supporting various positions. The ability to gather and organize evidence into logical units is a skill that is treasured by business makers, government policy-makers, legal practitioners, scientists, and educators.​ (Richard E. Edwards, Competitive Debate: The Official Guide. Alpha Books, 2008) U.S. Presidential Debates American doesnt really have presidential debates. Instead, we have joint appearances where candidates recite talking points in settings so carefully controlled by party apparatchiks that the only real wrangling is over the height of the lecterns and the temperature of the drinking water. As with so many other aspects of the political process, debates that should be enlightening, perhaps even transformational, are instead stage-managed to satisfy the demands of power brokers with money and connections rather than the needs of democracy.​ (John Nichols, Open the Debates! The Nation, September 17, 2012)Thats what were missing. Were missing argument. Were missing debate. Were missing colloquy. Were missing all sorts of things. Instead, were accepting.​ (Studs Terkel) Women and Debates Following Oberlin Colleges admission of women in 1835, they were grudgingly permitted to have  rhetorical preparation in elocution, composition, criticism, and argument. Lucy Stone and Antoinette Brown helped to organize the first womens debating society there, for women were banned from public speaking in their rhetoric classroom because of its mixed audience status.​ (Beth Waggenspack, Women Emerge as Speakers: Nineteenth-Century Transformations of Womens Role in the Public Area. The Rhetoric of Western Thought, 8th ed., by James L. Golden et al. Kendall/Hunt, 2003) Online Debates Debate is a maneuver where learners are divided onto opposing sides, generally as teams, to discuss a contentious issue. Learners are afforded the opportunity to improve their analytic and communication skills by formulating ideas, defending positions, and critiquing counter positions. Historically, a debate is a structured activity; however, online media permit a wider range of designs for online debates, from an inflexibly structured exercise to a process with minimal structure. When an online debate is more rigid, step-by-step instructions are provided for debate and defense, as in a formal face-to-face debate. When online debate is designed with less structure, it operates as an online discussion concerning a controversial issue.​ (Chih-Hsiung Tu, Online Collaborative Learning Communities. Libraries Unlimited, 2004) The Lighter Side of Debates Ms. Dubinsky: Wed like you to join our debate team.Lisa Simpson: We have a debate team?Ms. Dubinsky: Its the only extracurricular activity that doesnt require any equipment.Principal Skinner: Because of budget cuts, we had to improvise. Ralph Wiggum will be your lectern.​ (To Surveil, with Love, The Simpsons, 2010)