Foreic: Tne Sevtles: a :Etrospective
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
CX Firm Foundation I
Stefanie Rodarte-Suto Canyon High School [email protected] §Policy Debate: US policy at home and abroad is the central issue of the topic/resolution. Debaters role play by acting as a policy maker, playing out possible scenarios. Evidence driven §CX Debate: Cross-Examination Debate §Team Debate: Two members constitute a team; Two teams of Two constitute a debate § “At the beginning, though, it is important to understand that, whatever else debate is, it is a game. It has teams, points, winners, losers, tournaments, and trophies. Like many games, it is not always fair (even though we try hard to make it fair). Most importantly, debate is supposed to be fun.” - Dr. Joe Bellon, Director of Debate Georgia State University 2006 § Just like any game, there are rules and a basic structure to learn and understand. Constructives § 8 min. 1st Affirmative Constructive (1AC) § 3 min. CX by 2nd Negative § 8 min. 1st Negative Constructive (1NC) § 3 min. CX by 1st Affirmative § 8 min. 2nd Affirmative Constructive (2AC) § 3 min. CX by 1st Negative § 8 min. 2nd Negative Constructive (2NC) § 3 min. CX by 2nd Affirmative Rebuttals § 5 min. 1st Negative Rebuttal (1NR) § 5 min. 1st Affirmative Rebuttal (1AR) § 5 min. 2nd Negative Rebuttal (2NR) § 5 min. 2nd Affirmative Rebuttal (2AR) *8 minutes of prep time for each team §Resolution § Topic to be debated- Selected each year by a national vote § Debated across the US throughout the academic year § Wording is important: Each word has meaning (Topicality) Providing boundaries for each team § 2017-2018 Resolution: Resolved: The United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States. -
The Use and Abuse of Risk Analysis in Policy Debate
DOCUMENT RESUME ED 354 559 CS 508 069 AUTHOR Herbeck, Dale A.; Katsulas, John P. TITLE The Use and Abuse of Risk Analysis in Policy Debate. PUB DATE Oct 92 NOTE 16p.; Paper presented at the Annual Meeting of the Speech Communication Association (78th, Chicago, IL, October 29-November 1, 1992). PUB TYPE Speeches/Conference Papers (150) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Debate; Debate Format; Higher Education; *Probability; Rhetorical Criticism; *Risk IDENTIFIERS *Policy Debate; Rhetorical Strategies; *Risk Assessment ABSTRACT The best check on the preposterous claims of crisis rhetoric is an appreciation of the nature of risk analysis and how it functions in argumentation. The use of risk analysis is common in policy debate. While the stock issues paradigm focused the debate exclusively on the affirmative case, the advent of policy systems analysis has transformed debate into an w,aluation of competing policy systems. Unfortunately, the illusion of objectivity masks several serious problems with risk analysis as it is presently used in academic debate. Risk analysis artificially assigns probability to arguments and overvalues arguments with large impacts. Four suggestions can dramatically improve the use of risk analysis in policy debate:(1) some risks are so trivial that they are not meaningful;(2) the increment of risk must be considered; (3) debaters must not become enslaved to large impacts; and (4) debaters must rehabilitate the importance of uniqueness arguments in debate. (Twenty-one notes are included.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. -
Tackling UK Poverty and Disadvantage in the Twenty-First Century
Tackling UK poverty and disadvantage in the twenty-first century An exploration of the issues Edited by David Darton and Jason Strelitz JR JOSEPH ROWNTREE FOUNDATION Using this report This book is primarily designed to be accessed as a pdf document. It contains internal links that can be followed by hovering over the underlined text with your cursor. You can return to your original place in the text using marginal arrow/page number boxes (e.g.▲ 9 ). This publication is also available in hard copy form. The Joseph Rowntree Foundation has supported this project as part of its programme of research and innovative development projects, which it hopes will be of value to policy makers, practitioners and service users. The facts presented and views expressed in this report are, however, those of the authors and not necessarily those of the Foundation. Joseph Rowntree Foundation The Homestead 40 Water End York YO30 6WP Website: www.jrf.org.uk © Joseph Rowntree Foundation 2003 First published in 2003 by the Joseph Rowntree Foundation All rights reserved. Reproduction of this report by photocopying or electronic means for non-commercial purposes is permitted. Otherwise, no part of this report may be reproduced, adapted, stored in a retrieval system or transmitted by any means, electronic, mechanical, photocopying, or otherwise without the prior written permission of the Joseph Rowntree Foundation. ISBN 1 85935 070 4 (paperback) 1 85935 090 9 (pdf: available at www.jrf.org.uk) A CIP catalogue record for this report is available from the British -
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 . -
Beg. CX Robertson-Markham
Jonathan Robertson, Sudan H.S. and James Markham, Anton H.S. An Introduction to UIL CX Debate UIL WTAMU SAC - September 23rd, 2017 Beatriz Melendez and Jose Luis Melendez, 2-A UIL CX Debate State Champions 2016 “You can do it!” -The Waterboy Introduction - Brief video as students and coaches enter: (Debate class video) What is CX Debate? Policy debate. Policy = evidence. Lots of evidence. This event will change your life. One student’s story that ends submerged. So, are you ready to “Suit Up”? The Resolution: Resolved: The United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States. “Debate is blood sport, only your weapons are words.” 2 - Denzel Washington in The Great Debaters The Speeches and their Times: 1st Affirmative Constructive (1AC=8 min) CX (3 min by the 2NC) (never use prep time before CX periods) 1st Negative Constructive (1NC=8 min) CX (3 min by the 1AC) 2nd Affirmative Constructive (2AC=8 min) CX (3 min by the 1NC) 2nd Negative Constructive (2NC=8 min) (2NC + 1NR = Negative Block) CX (3 min by the 2AC) 1st Negative Rebuttal(1NR=5 min) 1st Affirmative Rebuttal (1AR=5 min) 2nd Negative Rebuttal (2NR=5 min) 2nd Affirmative Rebuttal (2AR=5 min) Each team receives 8 minutes of prep time that may be used according to their strategy. Citation of evidence Evidence must be contiguous. And, citations done correctly, i.e.: Frank, 2015 [Walter M. Frank (legal scholar, attorney), “Individual Rights and citation → the Political Process: A Proposed Framework for Democracy Defining Cases,” 3 Southern University Law Review 35:47, Fall, 2015, p. -
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. -
Intergenerational Transmission of Disadvantage: Mobility Or Immobility Across Generations? a Review of the Evidence for OECD Countries
DELSA/ELSA/WD/SEM(2007)7 Intergenerational Transmission of Disadvantage: Mobility or Immobility across Generations? A Review of the Evidence for OECD Countries Anna Cristina d’Addio 52 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS Unclassified DELSA/ELSA/WD/SEM(2007)7 Organisation de Coopération et de Développement Economiques Organisation for Economic Co-operation and Development ___________________________________________________________________________________________ English text only DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS COMMITTEE Unclassified DELSA/ELSA/WD/SEM(2007)7 Cancels & replaces the same document of 29 March 2007 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS NO. 52 INTERGENERATIONAL TRANSMISSION OF DISADVANTAGE: MOBILITY OR IMMOBILITY ACROSS GENERATIONS? A REVIEW OF THE EVIDENCE FOR OECD COUNTRIES Anna Cristina d'Addio JEL Classification: D31, I32, J62, I2, I38 All social, Employment and Migration Working Papers are now available through OECD's Internet website at http://www.oecd.org/els only text English Document complet disponible sur OLIS dans son format d'origine Complete document available on OLIS in its original format DELSA/ELSA/WD/SEM(2007)7 DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS http://www.oecd.org/els OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS http://www.oecd.org/els/workingpapers This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language – English or French – with a summary in the other. Comment on the series is welcome, and should be sent to the Directorate for Employment, Labour and Social Affairs, 2, rue André-Pascal, 75775 PARIS CEDEX 16, France. -
BREAKING DOWN BARRIERS: the Teacher Materials SAMPLE Policy
BREAKING DOWN BARRIERS: The Teacher Materials SAMPLE Policy Prepared by Jim Hanson with thanks to Will Gent for his assistance Breaking Down Barriers: Policy Teacher Materials Page 1 BREAKING DOWN BARRIERS: SAMPLE POLICY TEACHER MATERIALS By Jim Hanson TABLE OF CONTENTS INTRODUCTION TO THE TEACHER'S MATERIALS ................................................................... 3 BASIC SKILLS OF DEBATING: BUILDING TOWARD MINI-DEBATES ....................................... 3 POLICY DEBATING: TOWARD TEAM/CX DEBATES ................................................................. 4 THE MOST ASKED QUESTIONS ABOUT BREAKING DOWN BARRIERS ..................................... 5 USING THE LESSON PLANS FOR LECTURES ........................................................................... 6 DEBATE COURSE SYLLABUS .................................................................................................. 7 SUGGESTED SCHEDULE FOR THE BASICS .............................................................................. 9 SUGGESTED SCHEDULE FOR POLICY DEBATING .................................................................. 10 SUGGESTED SCHEDULE FOR ADVANCED POLICY ................................................................. 11 LECTURE OUTLINES ............................................................................................................ 12 BASIC SKILLS OF DEBATE LECTURES .................................................................................. 12 SESSION 1: INTRODUCTION TO THE CLASS ....................................................................... -
11. Lincoln-Douglas Debate [Language Approved by Membership at NFA 2013; Incorporated by Executive Council on August 12Th, 2013]
11. Lincoln-Douglas Debate [Language approved by membership at NFA 2013; incorporated by Executive Council on August 12th, 2013] PURPOSE: A debate event designed to engage the audience through a policy-oriented dialogue. DESCRIPTION: NFA Lincoln-Douglas Debate is a one-person, persuasive, policy debate on the traditional stock issues of policy debate (harms, inherency, solvency, and topicality). It is a communication event, in which competitors will be evaluated on their analysis, use of evidence, and ability to effectively and persuasively organize, deliver and refute arguments. Rapid-fire delivery, commonly called “spread delivery,” is considered antithetical to the purpose and intent of this event. RULES: a. Paradigm for Judging Lincoln-Douglas Debate - The official decision making paradigm of NFALD is that of Stock Issues: Harm (Advantage or Goals), Inherency, Solvency, and Topicality. The affirmative is required to propose a plan that meets four initial burdens. The plan need not be detailed, but should be sufficient to prove the plan’s propensity to solve the problem area. The affirmative must prove: - The harm of the present system or that a comparative advantage or goal can be achieved over the present system; - The inherency which prevents solving those harms or achieving those advantages or goals; - The proposed plan’s propensity to solve the harm or achieve the advantage or goal claimed by the affirmative; and - The topical nature of the proposed plan as an inductive proof of the resolution. If, at the end of the debate, the negative has convinced the judge that the affirmative proposal has violated the parameters set by the resolution, then the decision in the debate should be awarded to the negative. -
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 ......................................................................................................................................... -
Closing the Academic Divide THROUGH DEBATE
Closing the Academic Divide THROUGH DEBATE The competitive, student-centered nature of debate gives learners a reason and opportunity to struggle with complicated text in a manner that speaks to their interests. Illustration iStockphoto 16 Spring 2013 ASHLEY BELANGER RHODE ISLAND URBAN DEBATE LEAGUE STEVE STEIN BOSTON DEBATE LEAGUE Urban youth with great potential often go unrecognized in public nondebaters on all sections of the ACT College Readiness Bench- schools. When they cease to feel engaged in the classroom, students marks. Debaters overall were 50 percent more likely to reach the may drop out, give up, or resort to self-destructive behaviors. Un- English benchmark than nondebating students. African Ameri- derserved urban youth in particular often grow up without the skills can male debaters were 70 percent more likely to reach the read- they need to succeed in college and to compete in today’s economy. ing benchmark and twice as likely to reach the English bench- In Rhode Island’s urban core and in Boston, however, many mark as peers. young people are being empowered by debate leagues and related • Debate improves academic outcomes. After one year of debate, enrichment activities that reverse the negative trends. 11th graders’ ability to read for accuracy increased more than three grade levels, and their ability to read for fluency and comprehen- Understanding Debate sion increased more than two grade levels.3 Students who debat- For more than 100 years, competitive academic debate has been ed 25 or more rounds during high school had 12th grade GPAs an effective training ground for many policymakers, business ex- (grade point averages) that were .20 points higher than students ecutives, legal professionals, and change makers. -
Introduction to Lincoln-Douglas Debate
Introduction to Lincoln-Douglas Debate John R. Prager Copyright © 1993, 2007 John R. Prager CONTENTS 1 Lincoln-Douglas Debate Format 1 2 Values 5 3 Value Hierarchies 12 4 Fundamental Theory of Lincoln-Douglas Debate 20 5 The Affirmative Constructive Speech 29 6 The Negative Constructive Speech 36 7 The Rebuttal Speeches 50 8 Cross-Examination and Flowcharting Skills 55 9 Evidence and Research Skills 61 10 From Policy Debate to Lincoln-Douglas 72 11 Fallacies of Reasoning 76 12 A Sample Lincoln-Douglas Debate 86 Index 97 INTRODUCTION This text developed in response to the needs of my own students during my tenure as a coach of a small school in Michigan. At the time, Michigan did not have a statewide program of competition in Lincoln-Douglas, but a handful of invitational tournaments were experimenting with the form. There were no good options for textbooks on the subject at the high school level, and so my teaching notes gradually evolved to become this text. As of 2007, which this book was last revised, Michigan continues its exclusive commitment to policy debate at the high school level. The experiments with Lincoln-Douglas at tournaments have largely stopped. Yet I remain convinced that there is great worth for the high school student in learning about value debate, both for its own sake and for spillover benefits on policy and legislative debating. For this reason, I have made this text available online as an introduction to the subject for students and coaches. If you are approaching Lincoln-Douglas after experience with policy debate, you may wish to begin reading with Chapter 10, which has been written to ease the transition between the two forms of debate.