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Debate Tips & Tricks
Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 Home About Us ∠ For Debaters & Coaches ∠ News & Events ∠ Join the Movement Debate Tips & Tricks Partners & Partner Supporters: Schools: Alvarez Central Click Here to download Debate 101: This is a helpful guide to Policy Debate written by Bill & Will Smelko detailing everything 3 you need to know from Rudiments of Rhetoric to Debate Theory. E 5 tips to help you win Juanita every debate round: Sanchez 1. Think as if you were your judge, not yourself. Remember, the only person whose opinion matters at Mount the end of the round is the judge’s, not yours! A Pleasant common mistake everyone in public speaking makes is assuming that because you understand the argument that your audience does as well. Take into account the Paul Cuffee judge’s debate experience before using a lot of debate http://www.riudl.org/debate-tips-tricks/ Page 1 of 4 Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 lingo, and make sure you look up at your judge while making a key point. This will both reinforce your argument because of the eye contact you will make, and it will allow you to look for signals from the judge (ie, Woonsocket shaking her head) that she understands you. 2. Always think comparatively. Every argument that you make, at the end of the round, will be compared against something the other team said. If you’re affirmative, for example, you should always be thinking in the mindset of “how does my plan compare to the status quo?” [i.e., doing nothing, what the negative frequently advocates]. -
DEBATING AGENT of ACTION COUNTERPLANS (I): MORGAN POWERS & EXECUTIVE ORDERS by David M
DEBATING AGENT OF ACTION COUNTERPLANS (I): MORGAN POWERS & EXECUTIVE ORDERS by David M. Cheshier By the end of last year's academic wider than those few discussed here. This Court enforces, then the counterplan to sim- achievement season, agent of action essay does not review the merits of state ply have the Court initiate action which it counterplans were well established as a legislative or judicial action, although those then enforces as it would other decisions generic of choice, and the early indication will obviously be viable strategies in cer- might well be plan inclusive. Or is it? Even if is that they will have a similarly dominant tain debates. It does not review the compli- the outcome is very similar, one might ar- influence in privacy debates. While the cated literatures surrounding the Congres- gue the mandates of the plan are essentially summer experience of students at the sional delegation power, though in some different from the counterplan. And if we Dartmouth Debate Institute may be atypi- debates the delegation/nondelegation issue decide otherwise, wouldn't every cal, almost every round there came down to will arise. Nor does it review the range of counterplan become plan-inclusive, if only an agent counterplan, a Clinton popularity/ potential international action counterplans because both the plan and counterplan political capital position, a privacy critique, available on this topic, most of which would share similar language regarding "normal and associated theory attacks. The strate- presumably involve either consultation or means", "enforcement," and "funding"? gic benefits are plain to see - agent harmonization of American privacy policy Since there is, in certain quarters, a counterplans often capture the case advan- with the European Union - it was only little growing hostility to plan-inclusiveness, and tage and open the way for political process more than a month ago that U.S. -
Debate Association & Debate Speech National ©
© National SpeechDebate & Association DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko © NATIONAL SPEECH & DEBATE ASSOCIATION DEBATE 101: Everything You Need to Know About Policy Debate: You Learned Here Copyright © 2013 by the National Speech & Debate Association All rights reserved. Published by National Speech & Debate Association 125 Watson Street, PO Box 38, Ripon, WI 54971-0038 USA Phone: (920) 748-6206 Fax: (920) 748-9478 [email protected] No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, now known or hereafter invented, including electronic, mechanical, photocopying, recording, scanning, information storage and retrieval, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the Publisher. The National Speech & Debate Association does not discriminate on the basis of race, color, national origin, religion, sex, age, gender identity, gender expression, affectional or sexual orientation, or disability in any of its policies, programs, and services. Printed and bound in the United States of America Contents Chapter 1: Debate Tournaments . .1 . Chapter 2: The Rudiments of Rhetoric . 5. Chapter 3: The Debate Process . .11 . Chapter 4: Debating, Negative Options and Approaches, or, THE BIG 6 . .13 . Chapter 5: Step By Step, Or, It’s My Turn & What Do I Do Now? . .41 . Chapter 6: Ten Helpful Little Hints . 63. Chapter 7: Public Speaking Made Easy . -
Is the Consultant Counterplan Legitimate
THE D G E IS THE CONSULTATION COUNTERPLAN LEGITIMATE? by David M. Cheshier The most popular category of counterplan on the “weap- ons of mass destruction” (WMD) topic involves consultation. The negative argues that instead of promptly adopting and imple- menting the plan, the United States should consult some speci- fied government beforehand, only moving forward if the plan meets the approval of our consultation partner. Many versions were produced over the summer, including counterplans to consult NATO, Japan, Russia, China, Israel, India, and Canada. On this resolution, the consultation counterplan is often an irresistible strategic option for the negative. Because most plan texts as written advocate immediate implementation (if they don’t the affirmative may be in topicality trouble), the counterplan is mutually exclusive, for one can’t act and consult about acting at the same time. Because the resolution locks the affirmative into frequently defending policies the rest of the world would agree to, the counterplan consultation process would usually culminate in the eventual passage of the plan. Thus, the negative is able to argue there is little or no downside to asking for input. Consulta- tion promises to capture the advantages, with the value added benefit of an improvement in America’s relations with NATO, Rus- sia, or China (from here on I’ll use Russia as my example). The view is also prevalent that the consultation counterplan cannot be permuted by the affirmative, since to do so invariably commits the affirmative either to severance or intrinsicness (more on this shortly). Consultation is here to stay. For the counterplan to work, the negative must include lan- guage, which gives the consultation partner a “veto” over the plan. -
Urban Debate Newsblast March 2007 Vol
Urban Debate NewsBlast March 2007 Vol. II, No. 1 You are receiving this NewsBlast because you are a believer in and backer of urban debate and the National Association for Urban Debate Leagues. We thank you very much for that support. Through our NewsBlasts, we intend to keep you aware of the highlights of the work of the NAUDL, and of the state of urban debate in the U.S. The NAUDL upholds and advances the urban debate mission by building, institutionalizing, expanding, and connecting Urban Debate Leagues. Your support helps make it possible for us to serve thousands of urban youth across the country. We also would welcome and look forward to your feedback. Please email us at [email protected] or call (312-427-8101) with your views. The NAUDL Launches Three Year Expansion Plan with New UDLs and a National Championship Among Objectives Over the past several years the NAUDL has focused hard on its mission of increasing the number of urban students participating in debate programs. Its reach has effectively been restricted, however, by the organization’s limited “bandwith” – the fact that Executive Director Les Lynn, with some modest assistance from the board, part-time staff and volunteers, has essentially been working alone. The NAUDL has embraced an ambitious Expansion Plan that seeks dramatically to expand the organization’s bandwith over the next several years. Its goals include establishing seven new Leagues in seven major cities, institutionalizing an additional four existing leagues, developing debate-related curricula, and, beginning in May 2008, hosting a National Urban Debate Championship. -
Ccofse Policy Debate Glossary Advantage: a Description Used By
CCofSE Policy Debate Glossary advantage: a description used by the affirmative to explain what beneficial effects will result from its plan. affirmative: The team in a debate which supports the resolution and speaks first and last in the order of the speeches. affirmative case: The initial affirmative position (presented in the Affirmative Constructive) which demonstrates that there is a need for change because there is a serious problem (harm, or need) which the present system cannot solve (inherency) but which can be solved by the affirmative plan (solvency). affirmative plan: The policy action advocated by the affirmative burden of proof: 1) The requirement that sufficient evidence or reasoning to prove a claim should be presented; 2) the requirement that the affirmative must prove the stock issues. burden of rebuttal or clash: The requirement that each speaker continue the debate by calling into question or disputing the opposition's argument on the substantive issues. comparative advantage case: An affirmative case format that argues desirable benefits of the plan in contrast to the present system. It claims advantages in comparison to present policies. constructives: The first four speeches of the debate, the two Affirmative Constructives (1AC, 2AC) and the two Negative Constructives (1NC, 2NC). Arguments are initiated in these speeches and extended in rebuttals. criteria case: An affirmative case format that posits a goal and then outlines the criteria necessary to achieve the goal. cross-examination: a three minute period following each of the constructive speeches in which a member of the opposing team directly questions the speaker. disadvantage (“DA” or "disad"): An undesirable, effect of the plan. -
2015 Starter Packet SSRA Aff and Terrorism Disadvantage
2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) 2015 Starter Packet SSRA Aff and Terrorism Disadvantage Topic – Resolved: The United States federal government should substantially curtail its domestic surveillance. More resources at 1 2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) Table of Contents ***How To***............................................................................................................................................. 4 What Is Policy Debate? ............................................................................................................................. 5 Speeches and Speech Order ..................................................................................................................... 6 The Constructive Speeches ....................................................................................................................... 7 The Rebuttal Speeches .............................................................................................................................. 9 How to write a block and why? .............................................................................................................. 12 Judge Adaptation ...................................................................................................................................... 14 Cutting Cards ......................................................................................................................................... -
Participating in a Policy Debate Program and Academic Achievement Among At-Risk Adolescents in an Urban Public School District: 1997–2007
Journal of Adolescence xxx (2012) 1–11 Contents lists available at SciVerse ScienceDirect Journal of Adolescence journal homepage: www.elsevier.com/locate/jado Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997–2007 Susannah Anderson a, Briana Mezuk b,* a Department of Global Community Health and Behavioral Sciences, Tulane University School of Public Health and Tropical Medicine, USA b Department of Epidemiology and Community Health, Virginia Commonwealth University, USA abstract Keywords: This study investigates the relationship between participating in a high school debate Adolescent program on college-readiness in the Chicago Public School district over a 10-year period. Education At-risk school students were identified using an index including 8th grade achievement, Debate poverty status, and enrollment in special education. Regression analyses were used to Graduation assess the association between debate participation and graduation and ACT performance. At-risk Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7–3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Ó 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. Introduction There are substantial disparities in educational attainment according to race, income, geography and ethnicity. -
A Student's Guide to Classic Debate Competition
Learning Classic Debate A Student’s Guide to Classic Debate Competition By Todd Hering © 2000 Revised 2007 Learning Classic Debate 2 Table of Contents Chapter 1: Introduction Chapter 2: Understanding the Classic Debate Format Chapter 3: Argumentation & Organization Chapter 4: Delivery Chapter 5: Research & Evidence Chapter 6: Writing Your Case Chapter 7: The Rules of Classic Debate To The Reader: Welcome to “Learning Classic Debate.” This guide is intended to help you prepare for Classic Debate competition. The Classic Debate League was launched in the fall of 2000. The classic format is intended to produce straightforward debates that reward competitors for their preparation, argumentation, and delivery skills. If you find topics in this guide to be confusing, please e-mail the author at the address below so that you can get an answer to your question and so that future editions may be improved. Thanks and good luck with your debates. About the author: Todd Hering debated for Stillwater High School from 1989-1991. After graduating, he served as an assistant coach at Stillwater from 1991-1994. In 1994, Hering became head debate coach at Stillwater, a position he held until 1997 when he moved to the new Eastview High School in Apple Valley, MN. Hering is currently a teacher and head debate coach at Eastview and is the League Coordinator for the Classic Debate League. Contact Information: Todd Hering Eastview High School 6200 140th Street West Apple Valley, MN 55124-6912 Phone: (651) 683-6969 ext. 8689 E-Mail: [email protected] Learning Classic Debate 3 CHAPTER I INTRODUCTION Competitive interscholastic debates have occurred in high schools for well over a century. -
POLICY DEBATE: “Two Versus Two” Debate
WNDI 2014 p. 1 of 12 Policy Debate http://www.whitman.edu/academics/whitman-debate POLICY DEBATE: “Two versus two” Debate. CONDUCTING THE DEBATES THEMSELVES Each debate will have four constructives, four rebuttals, and four cross-examination periods. In a single debate, each student will deliver two speeches—a constructive and a rebuttal. 1AC: 5 minutes First Affirmative Constructive : This speech is almost fully prepared before the debate starts. The First Affirmative constructive speech is expected to defend the resolution in the most compelling way possible. This means at least 3 (and probably 4) components should be part of the 1ac: The existence of a problem, the consequences (impact of significance) of that problem, the need for a solution provided by the proposition, and (optional) arguments against what the negative side might say. In other words, the task of the 1A is to explain the resolution and provide arguments defending the resolution. The format is flexible, but most good 1As will defend an interpretation of the resolution and then establish 3-5 arguments in favor of the resolution. Each argument should have a claim, data, and warrants. Each argument should independently prove that the resolution is valid or true. Each argument should be given weight (significance)—why does that argument matter? Each argument should also link itself directly to the wording of the resolution. Most importantly, each argument should have evidence to back it up—quotations from experts, statistics, narratives, other reasoning, etc. CX of 1AC: 3 minutes The negative team cross-examines the affirmative speaker. These 3 minutes can be used to clarify information, set up future arguments, expose weaknesses in the speech, etc. -
Lincoln-Douglas Debate Textbook
© National SpeechDebate & Association LINCOLN-DOUGLAS DEBATE Dr. Seth Halvorson & Cherian Koshy LINCOLN-DOUGLAS DEBATE Dr. Seth Halvorson & Cherian Koshy © NATIONAL SPEECH & DEBATE ASSOCIATION LINCOLN-DOUGLAS DEBATE Copyright © 2013 by the National Speech & Debate Association All rights reserved. Published by National Speech & Debate Association 125 Watson Street, PO Box 38, Ripon, WI 54971-0038 USA Phone: (920) 748-6206 Fax: (920) 748-9478 [email protected] No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, now known or hereafter invented, including electronic, mechanical, photocopying, recording, scanning, information storage and retrieval, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the Publisher. The National Speech & Debate Association does not discriminate on the basis of race, color, national origin, religion, sex, age, gender identity, gender expression, affectional or sexual orientation, or disability in any of its policies, programs, and services. Printed and bound in the United States of America Contents About the Authors . iv About This Text . v. Unit 1: Introduction to LD Debate . 01 Unit 2: How do I write a case? . 09 . Unit 3: During the debate round . 25 Unit 4: Refutation . 33 Unit 5: Rebuttal Speeches . 43. Unit 6: Go with the flow: taking notes and tracking arguments . 51 Unit 7: Delivery . 55 Unit 8: Sample Affirmative Case . 61 Unit 9: Sample Negative Case . 69 . Unit 10: The Debate Round: A Timeline . 73 . Unit 11: Practice suggestions and drills for debaters . 77 APPENDIX A: Glossary of commonly used debate terminology . -
Metro Memphis Urban Debate League Policies for 2015-16 Season
Metro Memphis Urban Debate League Policies for 2015-16 Season 9/13/2015 This handbook contains all rules and regulations governing tournaments for the Metro Memphis Urban Debate League for the 2015-16 season. Contents 1. League Principles 1.1 Origins 1.2 Overall Governance 1.3 Coach-Directed Policy-Making 1.4 Foundational Objective: Participation 1.5 Guiding Principle: Lay Judges 2. League Structure 2.1 Memphis Style 2.2 Divisions 2.3 Student Participation 2.4 Coach Participation 2.5 School Participation 2.6 Roster 2.7 Transitioning Students or Schools 3. Tournament Entry 3.1 Tournament Registration Procedure 3.2 Judge Obligation 3.3 College Student Judges 3.4 Maverick Teams 3.5 Hybrid Teams 3.6 Combining Divisions 3.7 City Championship Awards 4. Tournament Round Procedure 4.1 Punctuality 4.2 Observers 4.3 Use of Electronic Devices 4.4 In-Round Evidence Sharing 4.5 Unethical Use of Evidence 4.6 Closed Out Elimination Rounds 1 4.7 Tag Team Cross Examination 4.8 Prompting 5. Judging Procedure 5.1 Interruption of a Debate Round 5.2 Independent Decisions 5.3 Judge Evidence Reading 5.4 Judge Disclosure and Critique 5.5 Debater-Judge Colloquy 5.6 Speaker Points 6. Argument Limits 6.1 Specific Argument Limits and Core Files 6.2 Argument Limit Enforcement 7. Amending These Rules 8. Rule changes for 2015-16 Note: * denotes a rule that was changed or added at the Debate Centers during the 2009 – 2010 season. Note:** denotes a rule that was changed or added during the 2010 – 2011 season.