Constitutional Debate Constitutional Debate PRO Speech Writing 101PRO Speech Writing 101

How to write your speech.How to write your speech.

VoiceVoice

►Don’t forget: The voice needs to be Don’t forget: The voice needs to be appropriate for the topic and audience.appropriate for the topic and audience.

►The speech needs a persuasive effect.The speech needs a persuasive effect.►How do we do that?How do we do that?

That means formal writing styleThat means formal writing style No “I think” or “I feel” statementsNo “I think” or “I feel” statements Always support ideas with evidenceAlways support ideas with evidence Do not use I, you, me, we, us (except in Do not use I, you, me, we, us (except in

quotes or at the call to action)quotes or at the call to action)

Introduction Introduction ParagraphParagraph

The BreadThe Bread

II.A. Hook.A. Hook► See page 37 of the Writer’s Guide for See page 37 of the Writer’s Guide for

attention getters.attention getters.

Examples:Examples:► New York Times journalist Mary Pilon quoted a Missouri New York Times journalist Mary Pilon quoted a Missouri

superintendent saying “the school board conducted a survey superintendent saying “the school board conducted a survey of parents, and 72% said that a drug-testing program was of parents, and 72% said that a drug-testing program was necessary.” necessary.”

► New York Times journalist Mary Pilon’s research states, “As a New York Times journalist Mary Pilon’s research states, “As a 12-year-old seventh grader, Glenn and Kathy Kiederer’s older 12-year-old seventh grader, Glenn and Kathy Kiederer’s older daughter wanted to play sports at Delaware Valley Middle daughter wanted to play sports at Delaware Valley Middle School.She also wanted to join the scrapbooking club. One day School.She also wanted to join the scrapbooking club. One day she took home a permission slip. It said that to participate in she took home a permission slip. It said that to participate in the club or sport, she would have to consent to drug testing.” the club or sport, she would have to consent to drug testing.”

► More and more students are becoming attracted to substances More and more students are becoming attracted to substances that are threatening their life, safety and future.that are threatening their life, safety and future.

II.B. Background Info.B. Background Info

►Does your section on background Does your section on background information cover the following:information cover the following: What is the issue?What is the issue? Who is involved in the issue Who is involved in the issue

(stakeholders)?(stakeholders)? Why is this issue important?Why is this issue important?

II.B. Background Info.B. Background Info

Example:Example:► In the last twenty years, there has been growing In the last twenty years, there has been growing

dispute over the issue of student drug testing. dispute over the issue of student drug testing. There are school administrators, teachers and There are school administrators, teachers and parents supporting both sides of the issue. Some parents supporting both sides of the issue. Some believe that schools conducting random drug believe that schools conducting random drug testing will reduce the number of students who testing will reduce the number of students who abuse drugs. Opponents to random drug testing abuse drugs. Opponents to random drug testing say that drug testing violates fourth amendment say that drug testing violates fourth amendment privacy rights of students. The outcome of this privacy rights of students. The outcome of this debate impacts all schools in America.debate impacts all schools in America.

II. C & D. Thesis and Subtopics. C & D. Thesis and Subtopics

► This is the focus of you paper, the main This is the focus of you paper, the main idea that you are trying to persuade! idea that you are trying to persuade!

► See Position Statements (Pg. 3 of Debate See Position Statements (Pg. 3 of Debate Guidelines)Guidelines)

► Your subtopics are #2 – 4 on your Your subtopics are #2 – 4 on your Research WebResearch Web

II. C & D. Subtopics and . C & D. Subtopics and Thesis Thesis

► Option 1: It is necessary for the Option 1: It is necessary for the government to make laws on government to make laws on gun ownership because it is gun ownership because it is supported by the Second supported by the Second Amendment of the Amendment of the Constitution, America’s Constitution, America’s democratic ideals, and a democratic ideals, and a balance of stakeholders’ balance of stakeholders’ common good and individual common good and individual interests.interests.

► Option 2: Gun control is Option 2: Gun control is supported by the Constitution. supported by the Constitution. Democratic ideals are upheld Democratic ideals are upheld by these laws. Also, by these laws. Also, stakeholders value gun stakeholders value gun regulations because they regulations because they balance between common balance between common good and individual rights. Gun good and individual rights. Gun control restrictions are control restrictions are constitutional and protect the constitutional and protect the safety of this country. safety of this country.

► Should the government Should the government have the ability to control have the ability to control who owns a gun?who owns a gun?

► Gun control is good. Gun control is good.

NoNoYesYes

Remember your two options: Remember your two options: • combining your subtopics combining your subtopics into the thesis into the thesis • stating the subtopics stating the subtopics individually and then ending individually and then ending with a concise position with a concise position statement on the issue. statement on the issue.

Conclusion ParagraphConclusion Paragraph

The BreadThe Bread

IIIIII A. Conclusion Restatement of A. Conclusion Restatement of Thesis Thesis

► Restated Thesis: It is Restated Thesis: It is essential and beneficial for essential and beneficial for the government to make the government to make laws on gun ownership laws on gun ownership because it is bolstered by because it is bolstered by the Second Amendment of the Second Amendment of the Constitution, America’s the Constitution, America’s democratic ideals, and democratic ideals, and stakeholder interests.stakeholder interests.

► Original: It is necessary for Original: It is necessary for the government to make the government to make laws on gun ownership laws on gun ownership because it is supported by because it is supported by the Second Amendment of the Second Amendment of the Constitution, America’s the Constitution, America’s democratic ideals, and democratic ideals, and stakeholder interests.stakeholder interests.

► Should the government be Should the government be able to decide who owns a able to decide who owns a gun?gun?

► Individual gun ownership is Individual gun ownership is bad. bad.

NoNoYesYes

Remember that the ideas need to Remember that the ideas need to be the same but the way you say be the same but the way you say them different. them different.

IIIIII C. Purpose of the Call to C. Purpose of the Call to ActionAction

► Step 1: Decide if this needs to change or stay Step 1: Decide if this needs to change or stay the same (status quo)the same (status quo)

► Change: Laws or school rules need to be Change: Laws or school rules need to be more strict in requiring drug testing.more strict in requiring drug testing. Action step that the audience can take to make Action step that the audience can take to make

this change. this change.

► Status Quo: The laws or school rules are good Status Quo: The laws or school rules are good the way they are.the way they are. Action step that the audience can take to make Action step that the audience can take to make

sure the laws/ rules are protected and don’t get sure the laws/ rules are protected and don’t get changed. changed.

IIIIII C. Call to Action C. Call to Action

► As citizens, we have a As citizens, we have a right to feel safe in our right to feel safe in our communities knowing communities knowing that laws keep guns that laws keep guns out the hands of out the hands of dangerous people. You dangerous people. You can protect these gun can protect these gun control laws by writing control laws by writing your congressmen to your congressmen to show your support for show your support for his work in keeping his work in keeping laws like mandatory laws like mandatory background checks.background checks.

► Vote to keep gun control.Vote to keep gun control.► Tell your friends the benefits Tell your friends the benefits

of gun control.of gun control.

Do you call people to act by Do you call people to act by demanding change of the demanding change of the law or do you encourage law or do you encourage authorities to maintain authorities to maintain status quo?status quo?

Does this “call to action” Does this “call to action” give specific action steps give specific action steps the audience can do for the audience can do for change or maintaining change or maintaining status quo?status quo?

This is the only place it is ok to This is the only place it is ok to address the audience as “we” address the audience as “we” or “you” in your speech.or “you” in your speech.

YesYes NoNo

Check the type of quotesCheck the type of quotes

► Look at your quotes throughout your notes Look at your quotes throughout your notes sheets, because in your speech you will sheets, because in your speech you will need:need: At least one court case (you’ll need to identify the At least one court case (you’ll need to identify the

title of the court case)title of the court case) At least one statistic (a number based quote)At least one statistic (a number based quote) At least one example (a situation that identifies At least one example (a situation that identifies

the impact/benefit of drug testing or whatever the impact/benefit of drug testing or whatever you’re persuading) you’re persuading)

► Mark each box as CC, S, or E for the type of Mark each box as CC, S, or E for the type of info you have.info you have.

Body Paragraph 1Body Paragraph 1

Constitutional CitationsConstitutional Citations

The purpose of Constitutions The purpose of Constitutions CitationsCitations

► The whole point of this paragraph is to The whole point of this paragraph is to prove that experts (judges, lawyers, prove that experts (judges, lawyers, scholars) believe your position on the scholars) believe your position on the issue. Possible evidence:issue. Possible evidence: Quotes from an expert (university professor)Quotes from an expert (university professor) Quotes from a judge from majority or dissent Quotes from a judge from majority or dissent

statementstatement Court decision in favor of your positionCourt decision in favor of your position

A. Constitution Topic SentenceA. Constitution Topic Sentence

► To begin, the Fourth To begin, the Fourth Amendment of the Amendment of the Constitution allows the right Constitution allows the right of schools to conduct of schools to conduct student drug tests. student drug tests.

► TThe nation was founded on the he nation was founded on the Constitution and it should be Constitution and it should be followed today.followed today.

► Drug testing is supported by the Drug testing is supported by the Fourth Amendment. Fourth Amendment. (Not (Not specific enough. Who is being specific enough. Who is being tested?)tested?)

► In this paragraph you will learn In this paragraph you will learn about how the fourth about how the fourth amendment supports school amendment supports school drug testing. drug testing. (Avoid addressing (Avoid addressing the audience, keep the focus on the audience, keep the focus on the topic.)the topic.)

YesYes NoNo

• Does this clearly connect the subtopic (constitutional support) to Does this clearly connect the subtopic (constitutional support) to the thesis/position of the paper (school right to conduct student drug the thesis/position of the paper (school right to conduct student drug testing)? testing)?

• Transitional phrase? Transitional phrase?

A. Constitution Quote A. Constitution Quote Set-UpSet-Up

► The language of the Fourth The language of the Fourth Amendment says "The right of Amendment says "The right of the people to be secure in their the people to be secure in their persons, houses, papers, and persons, houses, papers, and effects, against unreasonable effects, against unreasonable searches and seizures, shall not searches and seizures, shall not be violated…” An Oklahoma be violated…” An Oklahoma teenager, Lindsey Earls teenager, Lindsey Earls believed this right was being believed this right was being violated by her school’s drug violated by her school’s drug testing policy and brought the testing policy and brought the issue to trial. However the issue to trial. However the Supreme Court ultimately ruled Supreme Court ultimately ruled in favor of the school district in in favor of the school district in the case Board of Education v. the case Board of Education v. Earls. Earls.

► Nothing between topic sentence Nothing between topic sentence and the quote. and the quote.

► Don’t you think preventing drug Don’t you think preventing drug teenager drug use is important? teenager drug use is important? (Doesn’t introduce the (Doesn’t introduce the amendment in dispute or give amendment in dispute or give context on the court case)context on the court case)

YesYes NoNo

• Do I identify the specific part of the constitution that my expert will reference in the quote?

•Do I give context about the situation that resulted in the court case or judge’s response?

B. Constitution QuoteB. Constitution Quote

► Linda Greenhouse  states, “In his [majority] opinion, Justice Thomas said the Tecumseh program was ‘entirely reasonable’ in light of the ‘nationwide epidemic of drug use’ among school-age children. While the Tecumseh district did not now appear to have a serious problem, he said, ‘it would make little sense to require a school district to wait for a substantial portion of its students to begin using drugs before it was allowed to institute a drug testing program designed to deter drug use.’”

► A direct quote of the 4A direct quote of the 4thth Amendment. Amendment. (You need an (You need an expert saying what the 4th expert saying what the 4th Amendment means legally) Amendment means legally)

► Donna Leinwand quotes Donna Leinwand quotes Principal Chris Steffner saying, Principal Chris Steffner saying, ‘It works in the workplace and ‘It works in the workplace and in the miltary. Why wouldn’t it in the miltary. Why wouldn’t it work in schools?’” work in schools?’” (Quote not (Quote not from a legal expert)from a legal expert)

YesYes NoNo

• Is my quote from a court case or an expert (judge, Is my quote from a court case or an expert (judge, lawyer, law professor) who is interpreting the lawyer, law professor) who is interpreting the meaning of the amendment?meaning of the amendment?

• Did I use a quote verb phrase? Did I use a quote verb phrase?

C. Constitution AnalysisC. Constitution Analysis

► This proves that the fourth This proves that the fourth amendment’s right to be amendment’s right to be protected from an protected from an unreasonable search was not unreasonable search was not being violated because the being violated because the Supreme Court decided the Supreme Court decided the nationwide drug epidemic was nationwide drug epidemic was a probable cause to use drug a probable cause to use drug tests in preventing and tests in preventing and deterring drug use. The court deterring drug use. The court made this decision because made this decision because schools have a responsibility schools have a responsibility to keep the students safe and to keep the students safe and shouldn’t have to wait until a shouldn’t have to wait until a drug problem gets too out of drug problem gets too out of control before they try to control before they try to deter drug use.deter drug use.

► This proves that drug testing is This proves that drug testing is good.good.

► This proves that the drug This proves that the drug testing was found constitutional testing was found constitutional because the Supreme Court because the Supreme Court said it was. said it was.

Does this explain the connection Does this explain the connection between my quote and thesis between my quote and thesis and more specifically, the and more specifically, the meaning of the constitution?meaning of the constitution?

Did I use an analysis verb Did I use an analysis verb phrase?phrase?

YesYes NoNo

2 G. Constitution Conclusion2 G. Constitution Conclusion

► In summary, schools In summary, schools using random drug using random drug testing in order to testing in order to reduce drug use in reduce drug use in the school population the school population is not an is not an unreasonable search unreasonable search as defined by the as defined by the fourth amendment.fourth amendment.

► Don’t you see how Don’t you see how important drug testing important drug testing is?is?

Does this conclusion clearly Does this conclusion clearly state how the subtopic state how the subtopic (constitutional interpretation) (constitutional interpretation) supports your thesis?supports your thesis?

Did I use a summarizing Did I use a summarizing transition?transition?

YesYes NoNo

Body Paragraph 2Body Paragraph 2

Democratic IdealsDemocratic Ideals

A. Democratic Ideal Topic A. Democratic Ideal Topic SentenceSentence

► Equally important, the right Equally important, the right for schools to use random for schools to use random drug testing programs is drug testing programs is supported by the democratic supported by the democratic ideal of liberty.ideal of liberty.

OROR► In addition, the democratic In addition, the democratic

ideal of liberty supports ideal of liberty supports schools having the right to schools having the right to give students random drug give students random drug tests.tests.

► Don’t you like to have Don’t you like to have freedom? freedom? (No questions. (No questions. Also too vague)Also too vague)

► You will now learn why our You will now learn why our democratic ideals support democratic ideals support drug testing. drug testing. (Too vague--(Too vague--which democratic ideal? which democratic ideal? Also too informal)Also too informal)

•Does this establish a position or restate your thesis? (Pro= Does this establish a position or restate your thesis? (Pro= schools should have the right to give students drug tests randomly schools should have the right to give students drug tests randomly or for extracurricular activities)or for extracurricular activities)•Does this tell you that democratic ideals support your position on Does this tell you that democratic ideals support your position on drug testing? drug testing? •Is there a transitional phrase to emphasize new point?Is there a transitional phrase to emphasize new point?

YesYes NoNo

A. Democratic Ideal A. Democratic Ideal Quote Set-UpQuote Set-Up

► Liberty is the freedom Liberty is the freedom to make decisions and to make decisions and choices. Some people choices. Some people say testing students say testing students for drugs limits their for drugs limits their ability to make their ability to make their own choices. However, own choices. However, this is untrue.this is untrue.

► Nothing between topic Nothing between topic sentence and the quote.sentence and the quote.

► Democratic ideals are Democratic ideals are important and I’m going important and I’m going to tell you why they to tell you why they support schools having support schools having drug tests. drug tests. (This is too (This is too vague and informal)vague and informal)

YesYes NoNo

• Do I identify a democratic ideal?

• Do I define the meaning/value of the democratic ideal in the context of the topic?

B. Democratic Ideal QuoteB. Democratic Ideal Quote

► Amy Moore states, “The Amy Moore states, “The Institute of Education Institute of Education Sciences’ student drug Sciences’ student drug testing study found that testing study found that drug-testing policies have drug-testing policies have not reduced the number of not reduced the number of students participating in students participating in extracurricular activities as extracurricular activities as a means to avoid testing.” a means to avoid testing.”

► According to Tamara Roleff, According to Tamara Roleff, “District officials held a parent “District officials held a parent ‘input night’ to discuss the ‘input night’ to discuss the proposed student athlete drug proposed student athlete drug policy, and the parents in policy, and the parents in attendance gave their attendance gave their unanimous approval.” unanimous approval.” (Yes, (Yes, parents had the liberty to parents had the liberty to decide, but there are better decide, but there are better examples of liberty out there)examples of liberty out there)

► Donna Leinwand claims “The Donna Leinwand claims “The Bush Administration was a key Bush Administration was a key player in expanding drug player in expanding drug testing. The White House asked testing. The White House asked Congress to boost federal Congress to boost federal grants for testing programs by grants for testing programs by 45%.” 45%.” (Off topic for “liberty”)(Off topic for “liberty”)

YesYes NoNo

• Will my selected quote connect the identified democratic ideal (life)?

• Did I use a quote verb phrase?Did I use a quote verb phrase?

C. Democratic Ideal AnalysisC. Democratic Ideal Analysis► This illustrates that students’ liberty This illustrates that students’ liberty

hasn’t been limited because hasn’t been limited because students are still making the choice students are still making the choice to participate in sports and activities to participate in sports and activities that they enjoy. If anything, the drug that they enjoy. If anything, the drug test gives students the freedom to test gives students the freedom to say no to drugs in order to be a part say no to drugs in order to be a part of healthy activities. of healthy activities.

OR:OR:► This illustrates that if students are This illustrates that if students are

still making the choice to participate still making the choice to participate in sports and activities they enjoy, in sports and activities they enjoy, then they are experiencing liberty then they are experiencing liberty because they aren’t discouraged because they aren’t discouraged from the activity due to the fear of a from the activity due to the fear of a drug test.drug test.

► This illustrates that students This illustrates that students have liberty. have liberty. (Doesn’t analyze (Doesn’t analyze anything)anything)

► This illustrates that students This illustrates that students have liberty because the have liberty because the number of students number of students participating isn’t reduced. participating isn’t reduced. (Too vague)(Too vague)

YesYes NoNo

• Does my analysis mention the specific democratic ideal (liberty) and explain the meaning of the democratic ideal in the context of the quote?

• Did I use an analysis verb phrase?

G. Democratic Ideal ConclusionG. Democratic Ideal Conclusion

► In short, the In short, the democratic ideal of democratic ideal of liberty is not violated liberty is not violated by schools when they by schools when they require mandatory require mandatory student drug testing, student drug testing, in contrast, drug in contrast, drug testing expands testing expands students liberty to students liberty to make positive and make positive and healthy choices.healthy choices.

► Now, don’t you think Now, don’t you think students should be tested students should be tested for drugs? for drugs? (Don’t end the (Don’t end the conclusion with a question.)conclusion with a question.)

Does this conclusion clearly Does this conclusion clearly bring it back to position bring it back to position supported by the democratic supported by the democratic ideal? ideal? (Pro= schools should (Pro= schools should have the right to give students have the right to give students drug tests randomly or for drug tests randomly or for extracurricular activities)extracurricular activities)

Does it include a concluding Does it include a concluding transitional phrase?transitional phrase?

YesYes NoNo

Body Paragraph 3Body Paragraph 3

Individual Right v. Common Individual Right v. Common GoodGood

A. Ind. Rt./Common Good Topic A. Ind. Rt./Common Good Topic SentenceSentence

► Furthermore, mandatory Furthermore, mandatory student drug testing is student drug testing is valued because they benefit valued because they benefit both the common good and both the common good and the individual.the individual.

OR (if you only express common OR (if you only express common good)good)

► Furthermore, most people Furthermore, most people believe in schools’ believe in schools’ mandatory drug testing mandatory drug testing programs because the programs because the common good outweighs common good outweighs the individual rights of a the individual rights of a student.student.

► Drug testing is Drug testing is acceptable because acceptable because people are safer with people are safer with them. them. (Doesn’t mention (Doesn’t mention common good or common good or individual right)individual right)

YesYes NoNo

•Does this establish a Does this establish a position/restate your thesis? (Pro= position/restate your thesis? (Pro= schools should have the right to schools should have the right to give students drug tests randomly give students drug tests randomly or for extracurricular activities)or for extracurricular activities)• Does this explain if you are Does this explain if you are proving the common good or proving the common good or individual right or a balance of individual right or a balance of both?both?•Transitional phrase to emphasize Transitional phrase to emphasize new point?new point?

B. Ind. Rt./Common Good B. Ind. Rt./Common Good Quote Set-UpQuote Set-Up

► Within this conflict between Within this conflict between individuals and the common individuals and the common good, administrators and good, administrators and school district leaders have school district leaders have decided they need to do what decided they need to do what is best for their student body. is best for their student body. This requires limiting individual This requires limiting individual student right to refuse drug student right to refuse drug testing in order to do what’s testing in order to do what’s best for the common good of best for the common good of the student population as a the student population as a whole. There is plenty of data whole. There is plenty of data to prove the common good to prove the common good benefits of these student drug benefits of these student drug tests.tests.

► Drug testing helps students. Drug testing helps students. (Too vague, no definitions of (Too vague, no definitions of common good or individual common good or individual right)right)

YesYes NoNo

•Do I communicate the stakeholders reason (either it benefits the common good or promotes individual right or balances both)?

•Do I define the common good and/or individual right?

•Do I give context for the quote?

C. Ind. Rt./Common Good C. Ind. Rt./Common Good QuoteQuote

► John Walters claims, “Since John Walters claims, “Since 2002, when the Supreme 2002, when the Supreme Court ruled random school Court ruled random school drug testing constitutional, drug testing constitutional, more schools have adopted more schools have adopted the practice which has the practice which has resulted in 23% fewer resulted in 23% fewer students using illegal drugs, students using illegal drugs, that’s 840,000 fewer than that’s 840,000 fewer than 2001.”2001.”

► Mary Pilon claims, “Olympic athletes Mary Pilon claims, “Olympic athletes must submit urine samples to prove must submit urine samples to prove they are not doping. The same is true they are not doping. The same is true for Tour de France cyclists, N.F.L. for Tour de France cyclists, N.F.L. players, college athletes and even players, college athletes and even some high school athletes.” some high school athletes.” (Too (Too neutral)neutral)

► ““It is difficult to gauge how many It is difficult to gauge how many middle schools conduct drug tests on middle schools conduct drug tests on students.” students.” (Too vague)(Too vague)

► ““Some coaches, teachers, and school Some coaches, teachers, and school administrators said drug-testing administrators said drug-testing programs served as a deterrent for programs served as a deterrent for middle school students encountering middle school students encountering drugs of all kinds.” drugs of all kinds.” (Too vague, find a (Too vague, find a court case, statistic, or anecdote)court case, statistic, or anecdote)

YesYes NoNo

• Did I use a quote that shows Did I use a quote that shows how the common good and how the common good and individual right is balanced by individual right is balanced by student drug tests?student drug tests?

• Did I use a quote verb phrase?Did I use a quote verb phrase?

D. Ind. Rt./Common Good D. Ind. Rt./Common Good AnalysisAnalysis

► This demonstrates that if This demonstrates that if students are given random students are given random drug tests, then they are drug tests, then they are less likely to use drugs. less likely to use drugs. Because of this very small Because of this very small limitation on students’ limitation on students’ individual right to privacy, individual right to privacy, the common good benefits the common good benefits as a result of the 23% fewer as a result of the 23% fewer students using illegal drugs. students using illegal drugs. The student body benefits The student body benefits because all students get a because all students get a learning environment that is learning environment that is more safe, happy and more safe, happy and productive when there are productive when there are fewer students on drugs.fewer students on drugs.

► This proves drug testing is a This proves drug testing is a common good because common good because fewer students use drugs. fewer students use drugs. (Doesn’t explain benefit to (Doesn’t explain benefit to the common good.)the common good.)

YesYes NoNo

• Does my analysis mention the specific stakeholder and explain the benefit that is identified in the quote?

• Did I use an analysis verb phrase?

E. Ind. Rt./Common Good E. Ind. Rt./Common Good ConclusionConclusion

► Consequently, student drug Consequently, student drug testing benefits the testing benefits the common good and common good and individuals alike.individuals alike.

OR (Common Good OR (Common Good only)only)

► Consequently, student drug Consequently, student drug testing creates a common testing creates a common good for school student good for school student bodies by establishing a bodies by establishing a healthy place to learn.healthy place to learn.

► Now, don’t you think we Now, don’t you think we should have student drug should have student drug testing? testing? (No questions)(No questions)

► In conclusion, drug testing is In conclusion, drug testing is good. good. (Too vague)(Too vague)

Does this conclusion Does this conclusion clearly restate how the clearly restate how the common good and/or common good and/or individual right supports individual right supports your position?your position?

Does it include a Does it include a summarizing transitional summarizing transitional phrase?phrase?

YesYes NoNo