We present a model and a laboratory experiment on the informativeness ofdebate, varying both informational and institutional variables. Theinformational variable we focus on is a novel factor affecting the extent towhich audience members can learn from exposure to unpersuasive arguments.The more easily a listener can learn from an argument she findsunpersuasive, the greater the risk that the speaker will alienate thislistener when she fails to persuade her. We find a strong interactionbetween speakers’ responsiveness to that risk and the institutions ofdebate. When listeners can learn from unpersuasive arguments, many speakersare discouraged from attempting persuasion, irrespective of the debate ruleswe consider. In contrast, when listeners cannot learn from unpersuasivearguments, debate rules affect speakers’ willingness to engage inpersuasion.