A persuasive speaker: 一位有说服力的演讲者：

• Defends statements using clear, logical reasons 使用清晰、逻辑的理由捍卫观点
• Chooses relevant statements to defend 选择相关的观点进行辩护
• Supports their arguments with well-chosen evidence, which is explained and analysed thoroughly 用精心选择的证据支持论点，并进行全面的解释和分析

DEVELOPING ARGUMENTS WITH 'WHY?' 使用"为什么"发展论点

The most intuitive way to develop an argument is to ask 'why?' after every statement made. In answering those questions, students will provide justifications, and in doing so, construct an argument. 发展论点最直观的方法是在每个陈述后问"为什么？"。在回答这些问题时，学生将提供理由，并通过这种方式构建论点。

When students are new to debating, they will need to be prompted (you'll have to ask 'why?' on their behalf). This method is also a good illustration of the idea that statements need justification, rather than being 'just true'. 当学生刚开始辩论时，他们需要被提示（你需要代表他们问"为什么？"）。这种方法也很好地说明了观点需要证明，而不是"理所当然"。

DEVELOPING ARGUMENTS WITH 'WHO?' 使用"谁"发展论点

In a classroom setting, debates may be linked to existing schemes of work, and as such students may have a strong knowledge base to draw from. In other cases, pre-existing knowledge may be more variable. 在课堂环境中，辩论可能与现有的工作方案相关联，因此学生可能有强大的知识基础可以借鉴。在其他情况下，预先存在的知识可能更为多变。

Considering who will be affected by a proposed motion is another good way to generate arguments for a debate. Stakeholders may include groups of people (e.g. 'tourists', 'school students') or organisations (e.g. 'universities', 'small businesses'). 考虑谁会受到所提议动议的影响是为辩论生成论点的另一种好方法。利益相关者可能包括人群（例如"游客"、"学生"）或组织（例如"大学"、"小企业"）。

Students should consider: who are the most important groups in this debate? How will they be affected? Throughout, students should remember that stakeholder groups can be complicated, and persuasive speakers must describe them carefully, bearing in mind the differences within groups, as well as between them. 学生应该考虑：在这场辩论中，哪些是最重要的群体？他们将如何受到影响？始终要记住，利益相关者群体可能很复杂，有说服力的演讲者必须谨慎描述他们，同时考虑到群体内部以及群体之间的差异。

STRUCTURING ARGUMENTS WITH 'PEEL' 使用"PEEL"结构化论点

Good arguments have a clear structure. It can help to plan your arguments by thinking 'PEEL': 好的论点有清晰的结构。通过思考"PEEL"可以帮助规划你的论点：

• Point 观点 - a short statement or headline that makes it clear what your argument is about - 简短的陈述或标题，清楚地表明你的论点是关于什么的
• Explanation 解释 - an explanation of why the point is true, and why it is important - 解释为什么这个观点是正确的，以及为什么它很重要
• Evidence or example 证据或例子 - a statistic or story that illustrates the point and makes it easier for the audience to understand - 一个数据或故事，用来说明观点并使听众更容易理解
• Link 联系 - a connection back to the point to bring everything together - 回到观点的连接，将所有内容连接起来

For example: 例如：

• P – We should ban homework – because it stops young people having fun. P – 我们应该禁止家庭作业 – 因为它阻止年轻人玩得开心。
• E – Childhood is meant to be a time to have fun and play about, as well as learning. Homework makes us spend all of our time outside of school working, just like in school, so we don't have time to play. E – 童年应该是一个玩乐和学习的时期。家庭作业使我们在学校外的所有时间都在工作，就像在学校一样，所以我们没有时间玩耍。
• E - for example, this week I wanted to go and play football, but I had too much homework, so I couldn't. This is bad. E - 例如，这周我想去踢足球，但我有太多的家庭作业，所以我不能去。这很不好。
• L – So, because children are meant to have fun, and homework gets in the way, we should ban homework. Generating arguments L – 所以，因为孩子们应该玩得开心，而家庭作业妨碍了这一点，我们应该禁止家庭作业。

PREP-TIME QUESTIONS TO CONSIDER 准备时间需要考虑的问题

• Why is this motion (and our arguments for or against it) a good or bad thing? 为什么这个动议（以及我们支持或反对它的论点）是好事或坏事？
• Who is affected by this motion? 谁受这个动议的影响？
• Have we considered all the words in the motion? 我们是否考虑了动议中的所有词语？
• What would the world look like if this was in place now? 如果这现在实施，世界会是什么样子？
• What will the other side argue? 对方会提出什么论点？