Formal Discussion & Evidence-Based Presentations

Informal: 'I reckon this character is basically just selfish and doesn't care about anyone.' Formal version:

Informal: 'The book is kind of boring because nothing really happens.' Formal version:

Informal: 'I don't think that's right — you're missing the point.' Formal version that acknowledges and then challenges:

Informal: 'The ending was confusing and I didn't get it.' Formal version that frames this as an analytical observation:

Your topic or question and your central claim (one sentence):

Opening statement — how will you begin? (Write it out fully — you will need to know this confidently):

Point 1: Your first argument and the specific evidence you will use:

Point 2: Your second argument and the specific evidence you will use:

Closing statement — what do you want the audience to take away?

Informal: 'I don't agree with that at all.' Formal version:

Informal: 'There's loads of evidence that shows this is true.' Formal version:

Informal: 'But what about all the people who get hurt by this?' Formal version:

Informal: 'To be honest, I'm not really sure what the answer is.' Formal version:

Your position (agree or disagree):

Argument 1 with specific evidence:

Argument 2 with specific evidence:

Argument 3 with specific evidence:

One likely counterargument you anticipate and how you will respond:

Choose a position you have argued in this worksheet. Write the strongest possible counterargument to it:

Write a formal discussion response that: acknowledges the counterargument genuinely; concedes any valid element of it; and then rebuts it with specific evidence:

Does your rebuttal strengthen your original position, or does it suggest you need to qualify your original claim?

Did you make clear claims supported by specific evidence? Give one example of where you did this well:

Did you acknowledge and respond to the other person's points substantively, or did you talk past them?

What specific aspect of formal discussion would you most like to improve? What is your plan?

Topic and central argument:

Point 1 and evidence:

Point 2 and evidence:

Point 3 and evidence:

Counterargument and response:

Closing statement:

Choose a text (an article, essay, or extract) that raises a genuinely debatable question. Name it and describe the central question it raises:

Write three questions you could bring to a Socratic Seminar about this text — not 'what does it say?' questions but 'what does this mean?' or 'do we agree?' questions:

Write three pieces of evidence from the text you could use to support your position in the discussion:

Note three specific discussion moves you heard: one claim, one evidence use, one concession or rebuttal:

Who was most persuasive, and why? Was it the strength of their argument or the quality of their delivery?

Was there a moment where a speaker said something you disagreed with? How would you have responded formally?

Your side (for or against) and your team's case in one sentence:

First speaker arguments (2-3 arguments with evidence):

Anticipated rebuttals from the opposing side and your responses:

Closing statement:

Choose a position you feel strongly about. Write a 2-minute speech version for a peer your own age:

Now adapt the same argument for a different audience: a government policymaker. What changes?

Reflect: what specifically changed between the two versions? What does this reveal about the relationship between audience, purpose and argument?

Choose one claim you want to argue. Identify three separate pieces of evidence that support it:

For each piece of evidence, write one sentence explaining why it supports the claim:

Now write a 100-word spoken argument that uses all three pieces of evidence. Read it aloud.

Write three different opening sentences for a presentation on a topic of your choice. Each should use a different strategy: a striking claim, a question, or a brief anecdote.

Write three different closing sentences for the same presentation. Each should end on a different note: a call to action, a reflection, or a return to the opening image.

Which opening and which closing are most effective, and why?

Describe the conversation briefly: what were you arguing? Who were you talking to?

What discussion moves did you use — intentionally or instinctively? What worked?

What would you do differently now, applying what you have learned about formal discussion?

Your preparation notes (arguments and evidence):

Post-discussion reflection: where was your argument strongest? Where did it feel weakest?

What did you learn from listening to the other participant's arguments?

Your speech notes (not a full script):

Post-delivery self-evaluation: what worked? What would you change?

Parent/guardian evaluation: what was the strongest moment? What specific improvement would you suggest?

What is the most significant thing you have learned about formal discussion and presentation? Give a specific example from your practice.

What is your greatest remaining challenge as an oral communicator? What specific practice would address it?

Describe the oral communicator you want to become. What habits of listening and argument do you want to develop?

Name the discussion and describe its context:

Identify five specific discussion moves made by different participants. For each: quote or describe the move and name what type it is (claim, concession, rebuttal, extension, synthesis, signposting):

Which participant was most effective? What specific discussion skills made them stand out?

Name the discussion and its context:

Fallacy 1: name the fallacy, quote the example, explain why it is fallacious:

Fallacy 2: name the fallacy, quote the example, explain why it is fallacious:

Did the use of fallacies make the argument more or less persuasive in the moment? Why?

Your discussion topic and the central question:

Rules and structure (how long each person speaks, what happens when someone disagrees, how the discussion will conclude):

Three opening questions to get the discussion started:

After conducting the discussion: what worked? What would you change?

Prepare for this question: 'Tell me about a text you have studied this year and what you found most interesting about it.' Write your planned response (2-3 minutes):

Prepare for a follow-up: 'What is one thing you disagreed with or found difficult about that text?' Write your planned response:

Deliver both responses aloud. Reflect: where did your spoken language differ from your written plan? Was the difference helpful?

Choose a topic. List three pieces of specific evidence (statistics, quotations, examples):

Write a spoken argument (150-200 words) that builds from this evidence to a conclusion. Use signposting to guide the listener:

Deliver the argument aloud. Was the evidence integrated smoothly, or did it feel like a list?

What is the most important thing you have learned about formal oral communication?

Which oral communication skill has improved most over the course of this worksheet? Give a specific example.

What is your specific goal for the next formal discussion or presentation? What will you do differently?

Your preparation: three open-ended questions to bring to the seminar:

Your preparation: three pieces of evidence from the text you might use:

Post-seminar reflection: what new understanding emerged from the discussion that you could not have reached alone?

Choose a current issue (local, national, or global). Research two credible sources that support your position and one that challenges it. Summarise each source in 2–3 sentences.

Using your research, write five key points you would make in a formal discussion of this issue. Order them from most to least compelling.

What is the strongest counterargument to your position? How would you respond to it in a discussion?

Choose a topic you know well. Write a detailed plan for a 5-minute formal presentation: introduction (with hook and thesis), three body points with supporting evidence, and a conclusion.

Write your opening 60–90 seconds of the presentation in full, including any rhetorical devices you plan to use.

What aspect of formal presentation do you find most challenging (eye contact, pace, pausing, using notes)? Write a specific strategy for improving it.

Rate yourself on each dimension of oral communication (1 = need much more work, 5 = consistently strong): clarity of argument, use of evidence, listening and responding, formal language register, non-verbal communication. Explain each rating.

Set three specific goals for improving your oral communication over the next two weeks. For each goal, describe one concrete strategy you will use.

Write a 200-word reflection on how your understanding of formal discussion has developed through this worksheet. What do you now understand about oral communication that you did not before?

Design your ideal formal discussion format: how many participants, what topic, what rules, what time limit? Justify your choices.

What is one thing a skilled oral communicator does that you most want to develop in yourself? How will you practise it?

Choose a topic you are currently researching or studying. Draft a 3-minute presentation plan: opening hook, three evidence-based claims with supporting data or examples, and a clear conclusion.

Write the opening 30 seconds of your presentation in full. Include a hook that engages the audience and introduces your central claim.

How will you handle potential counterarguments or challenging questions from your audience?

Imagine you are facilitating a formal discussion on a controversial topic. Write a brief facilitator's guide (150 words): how will you open the discussion, manage contributions, handle conflict, and bring the discussion to a productive close?

What specific strategies would you use to draw in participants who have been quiet, without making them feel singled out?

What are some discussion behaviours that are considered polite or effective in one cultural context but rude or ineffective in another? Give specific examples if you know them.

How should a formal discussion facilitator accommodate different cultural communication styles? What principles should guide their approach?

Is it ethical to use rhetorical techniques to persuade an audience of a position you do not yourself hold? Argue your position in 150 words.

What responsibility does a speaker have for the consequences of their words? Give an example that illustrates the complexity of this question.

Listen to a recording of yourself speaking (in a conversation, presentation, or discussion). Describe what you notice: your pace, your use of pauses, any filler words (um, like, you know), your pitch and volume.

What one aspect of your voice or delivery do you most want to develop? Design a specific, practical strategy for practising it this week.

Write a 200-word reflection on your development as a formal oral communicator. What are your current strengths? What do you most want to develop? Give specific examples from discussions or presentations you have participated in.

What does effective oral communication share with effective written communication? What is unique to spoken language? How do these two modes of communication develop each other?

Set yourself three specific, measurable goals for your oral communication practice over the next semester.

The Toulmin model of argument identifies: Claim (what you assert), Grounds (your evidence), Warrant (the principle connecting evidence to claim), Backing (support for the warrant), Qualifier (degree of certainty), and Rebuttal (exceptions). Apply this model to one argument you plan to make in an upcoming discussion or presentation.

Why is it important to acknowledge the limits and qualifications of your own argument? How does doing so actually strengthen rather than weaken your position?

What are the key differences between a casual conversation and an academic oral discussion? Consider: register, evidence requirements, listening expectations, and how disagreement is handled.

Prepare three discussion moves you would use to contribute thoughtfully to an academic seminar on a text you are studying: one that builds on another participant's point, one that introduces a counterexample, and one that synthesises multiple contributions.

Design a 30-minute formal discussion on a topic connected to any text or subject you are studying: specify the question, the format (Socratic seminar, fish bowl, structured academic controversy, panel), the roles, the time management, and the success criteria.

What strategies will you use as facilitator to ensure all participants have equal opportunity to contribute?

Looking back across all the oral communication activities in this worksheet, identify: your three strongest current skills, three areas you most want to develop, and one specific oral communication experience you want to seek out in the next month.

Write a 'Formal Discussion Protocol' for yourself — a personal set of principles that will guide your participation in any formal discussion from now on.

Write a 300-word 'Oral Communication Profile': describe who you are as a communicator right now — your characteristic strengths, your challenges, your goals. Be honest and specific.

List five specific oral communication experiences you want to have in the next year that will help you grow. For each, explain what you expect to learn.

Choose a debatable proposition on any topic you are studying (e.g. 'Social media does more harm than good' or 'Literature is essential to a meaningful education'). Research and prepare arguments for the affirmative position.

Now research and prepare arguments for the negative position. Which was harder? What does this reveal about your own biases?

Identify the three strongest arguments on each side. Which do you find most compelling overall, and why?

Describe your current level of confidence in formal oral communication. What situations make you most anxious? What helps you feel most prepared and capable?

Design a six-week 'confidence building plan' for oral communication: specific activities, increasing in complexity and audience size, that will help you develop confidence through practice.

In what other subjects or contexts do you use formal oral communication skills? How do the skills from this worksheet transfer to those contexts?

Think about a career or life path you are interested in. How important is formal oral communication in that field? What specific oral skills would be most valuable?

What oral communication assessment tasks are required in your senior English course? Describe the format, duration, assessment criteria, and any specific preparation requirements.

Based on your understanding of these requirements, what are the three most important skills you need to develop between now and your senior assessment? Write a specific plan for developing each one.

What formal oral assessment tasks will you face in Year 11 and 12? Describe the format, duration, criteria, and any particular challenges they present.

Using what you have learned in this worksheet, design a specific preparation plan for your next formal oral assessment task.

Write a 250-word 'Oral Communication Portrait': describe who you are as an oral communicator right now. What are your strengths? Where do you still need to grow? What experiences have shaped your communication style?

Set five specific, measurable goals for your oral communication development in Year 11. For each, describe how you will practice and how you will know when you have achieved it.

Interview someone (parent, mentor, or family friend) who regularly uses formal oral communication skills in their professional life. Ask them: what formal communication situations do they navigate regularly, what skills they find most important, and what they wish they had learned earlier. Write a 300-word reflection.

How does this conversation change your sense of the importance of the oral communication skills you are developing?

What aspect of formal speaking or discussion has improved most for you? What made the difference?

Identify one specific oral communication skill you will practise deliberately in the next month, and describe how you will practise it.

What kind of speaker or discussion participant do you want to become by the end of Year 10? Describe in two or three sentences.