At the same time as the popularity of the English language has risen in the last decades, more and more educational systems of countries throughout the world include the English language in their curriculum and in the teaching process. Debates are considered to be one of the most effective method in developing the four main skills of the English language. There have been revealed many theories, definitions and application techniques of debates that could be applied in schools to students of different ages, capacities and levels, therefore, the debate method is seen as an efficient tool. Writing is one of the four main skills of a language. Practice of debating develops learners’ writing skills as well. While writing debate scripts, students practice writing compositions in an organized way. To make debate scripts, they need to brainstorm on the topics and jot down points. Thus, they learn how to think about a topic in a systematic manner and also to make connections between points. Moreover, they learn the process of prioritizing points. Furthermore, students practice limiting topics and making them controversial enough for arguments and counter-arguments. When students make the final debate script, they retain only the main points, not the details. In this way, they master limiting topics, writing topic sentences and also making outlines. To sum up, debating entices students to write compositions in English [1, p.150]. As an example of developing writing skills through debates, we present the argumentative “For and Against” essays. An argumentative essay uses reasoning and evidence. The essay explores two sides of a topic and presents arguments for and against it. The writer should support his/her arguments with data. Before starting to write the essay, the learners have to do the following: research both sides of the topic thoroughly and make notes, make a list of the points for and against the topic, present both sides of the issue, then state their personal opinion and explain why they chose a particular side. Students learn more effectively when they play an active role in the learning process as opposed to passively absorbing information [2, p.7]. Active learning has several definitions, but generally means providing students “opportunities to talk and listen, read, write, and reflect as they approach the course content” [2, p.1]. A scientific pedagogical research in higher education that was analyzing the topic of debates has shown positive results regarding debates in the classroom [3, p.8]. It was established that there is no perfect instruction method, because students learn in their individual way, according to their capacities, background, and even mood, but a positive connection between students’ active engagement and critical thinking and grade point average was demonstrated, especially in cases involving students with low Scholastic Aptitude Test scores. This research supports the use of debates in the classroom since it requires active engagement by students, investing them with the responsibility to investigate, articulate and defend a particular issue [4, p.3]. Research has also shown that debates encourage class participation among those students who typically do not talk in class. For teachers who have to deal with students that are weak, or poorly prepared, debates are seen as an opportunity to put the ”responsibility” for learning most on students’ shoulders, and they become responsible to react in a way, to be active, sometimes even because of the fear of looking ill-prepared in front of their classmates. Most importantly, debating brings out the need to reach the line beyond basic knowledge in a subject matter and to progress towards higher thinking skills that good debates require. Debaters must analyze, synthesize, and evaluate the knowledge they have acquired in order to propose, oppose, and make competing choices. This process develops and improves oral communication skills, and at the same time, hones students’ listening skills as a necessity for making effective rebuttals. Though some may question the competitive nature of debates in the classroom, it can actually create unique opportunities for students to develop empathy. Through exposure to contrasting viewpoints or by the defense of a position to which a student is opposed, students learn to listen to both sides of an argument and to see things from another point of view. The debate method helps pupils not only to improve all four skills of the English language, but also to develop the pragmatic feeling and critical thinking of a language situation on a background of a problem in the social and cultural sphere, to find out the reasons of the given situations and even to try to solve them. The students become interested and independent in decision-making for solving a problem. They get a driving force in the process of acquiring knowledge.