INHERENCY, STRATEGY and ACADEMIC DEBATE by Benjamin R
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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. -
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 . -
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. -
CDL High School Core Files August 2019
Table of Contents Red/Maroon Conference Argument Limits Blue/Silver Conference Argument Limits Ukraine AFFIRMATIVE (Rookie/Novice – Beginner) Plan Plan: The United States federal government should end all direct commercial and foreign military sales of arms to Ukraine. Contention 1 - Inherency Trump is currently committed to increasing arms sales to Ukraine. Contention 2 is Harms – Ukraine Crisis Arm sales entangle the US and Ukraine. This is bad because Ukraine uses its relations with the US to antagonize Russia. U.S-Russia Military confrontation over Ukraine escalates to nuclear war. Contention 3 is Solvency Ending arms sales reduces tensions with Moscow and stops conflict escalation. Plan solves – ending arms sales respects Russia’s influence. That’s key to better relations. [Optional] Contention 4 is Harms (China-Russia) Relations Tensions with the US push Russia towards China. That improves China-Russian relations. Creation of a Russia-China alliance fuels arctic militarization. 2AC/1AR Ukraine Affirmative—Chicago Debates High School Core Files 2019- 2020 Arctic militarization causes conflict escalation. Arctic conflict escalates to nuclear war. 2AC/1AR Ukraine Affirmative Ukraine 2AC/1AR On Case Answers 2AC – Answers to Ukraine Crisis Harms Frontline #1: Arms sales good turn 1. Extend our Carpenter 2018 evidence - it says___________________________________________ __ 2. The plan solves for Russia’s perceptions – it sees the provision of weapons as a provocation. 3. Arming Ukraine fails to deter Russia and results in entanglement which forces US escalation. 4. Arms won’t deter Russia – they cause conflict escalation and back the US into a corner. 2AC – Answers to Ukraine Crisis Harms Frontline #2: Democracy Turn 1. -
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. -
Badgerland Pref Book
James Madison Memorial and Middleton High Schools proudly host Badgerland Debate Tournament November 13-14, 2015 Judge Philosophy Book Updated as of 9:35 pm, 11/12/2015 LINCOLN-DOUGLAS JUDGES .............................................................................................................................. 4 Bailey, Kevin ............................................................................................................................................................................ 5 Beaver, Zack ............................................................................................................................................................................. 6 Berger, Marcie ........................................................................................................................................................................ 7 Burdt, Lauren .......................................................................................................................................................................... 8 Dean, John .............................................................................................................................................................................. 12 Dempsey, Richard ............................................................................................................................................................... 13 Fischer, Jason ....................................................................................................................................................................... -
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. -
Niles Debate Curriculum Guide
Debate SO3D01 Curriculum Guide Niles Township High Schools, District 219 Ms. Katie Gjerpen Mr. Eric Oddo Table of Contents: Department Structure……………………………………3 Learning Targets…………………………………………4 Syllabus…………………………………………………..7 Pacing Guide…………………………………………….14 Instructional Materials…………………………………...26 Assessment Materials…………………………………...122 2 Department Structure: 3 Debate Learning Targets: Learning Target (1) - Common Core Skills A. I can read and interpret an historical document. B. I can recognize the difference between facts and opinions. C. I can write and defend a thesis. D. I can write a coherent paragraph using a claim, evidence, and a warrant. E. I can interpret maps, charts, graphs, and political cartoons. F. I can connect facts to construct meaning and make logical inferences. G. I can take notes to organize historical content. H. I can utilize the political spectrum to analyze historical events. Learning Target (2)-Advanced Research A. I can use electronic resources to find debate evidence. B. I can compile debate evidence into block format so it can be used during a round. C. I can identify quality sources and find qualifications of authors with ease. Learning Target (3)-The Affirmative A. I can explain the major components of the 1AC. B. I can construct a 1AC that places the Affirmative in strategic position over the Negative. C. I can extend case arguments in the 2AC, 1AR and 2AR effectively. D. I can describe why the impacts of the Affirmative outweigh the impacts of the Negative disadvantages, counter plan net benefits and kritik impacts. E. I can utilize Affirmative theory arguments to my advantage and to the Negative’s disadvantage during a debate round.