May the words of my mouth and this meditation of my heart be pleasing in your sight, Lord my Rock and my Redeemer!
Speech and Debate
Student and Parent Handbook
2024-25
Summit Christian Academy Speech and Debate program will consist of students who have taken speech or debate classes or will be participating in classes during an active school year. Those taking classes will be invited to participate on the team and receive extra credit when they compete (up to two tournaments for semester class and five tournaments for year course). Students who have taken speech and debate classes and past team members will be able to participate and compete using the following guidelines! Competing on the team has benefits that could be helpful when they are looking for colleges and careers.
Coach Bio:
Bill Lindsey Head coach
22 years teaching, coaching
MA Baker University, BA Graceland University
Eligibility:
Before a student can participate in a Fine Arts program at SCA, he/she must meet the following requirements:
1. The student must be academically eligible (see academic requirements listed below).
2. The student and parents must access the PRIVIT link, complete, read, agree to and sign all online documents. https://scaeagles-mo.e-ppe.com/index.jspa
3. The parents must attend the program’s required parent meeting or sign off that they viewed the video meeting.
MSHSAA Academic Eligibility
For a student to be eligible to participate in high school choirs, band, strings, and speech/debate, MSHSAA has established the following requirements for full time students.
1. If a student does not earn 3.0 units of credit or earn credit in 80% of the maximum allowable classes in which a student can be enrolled in the semester, whichever is greater, the student would be ineligible for the entire following semester. At SCA, this means a student must pass 7 out of 8 classes in the previous semester.
2. If a student is not enrolled in and regularly attending classes that offer 3.0 units of credit or 80% of the maximum allowable credits which may be earned in that semester, then the student would be ineligible for that semester. At SCA, this means a student must be enrolled in at least 7 out of 8 classes in the semester of participation.
3. Special education students must be making standard progress for his/her level the preceding semester in a special education program for the handicapped approved by the Missouri State Department of Education. He/she must also be enrolled in a full course at his/her level in said special education program.
The following requirements apply for part-time students.
1. Students must be enrolled in at least two on-campus classes.
2. When a student who has not had any connection to SCA initially applies, two different areas must be reviewed and confirmed before the student is able to represent SCA in MSHSAA competitions.
a. Academic credit for the prior full semester has to be confirmed and accepted. For this to happen, a student must have earned a minimum of 3.5 credits or have earned credit in 80% of the maximum allowable classes in which a student can be enrolled in the semester, whichever is greater.
b. All previously taken courses must be added to the SCA transcript. To be added, courses must meet criterion of SCA courses (i.e., be from an accredited body and/or taught by certified personnel, meet hours p/Carnegie measure, be listed in SCA Course Description Guide, or be approved via the academic dean based on previous listed criterion).
3. Part-time students must provide SCA with verification of all courses completed. (Documentation should include tracked hours from an accredited program OR a virtual transcript.)
4. In addition to following MSHSAA academic semester requirements, SCA students must also meet grade check requirements. Grades should reflect no F's OR no more than one D in all courses in order to participate in MSHSAA competitions.
5. At the end of each semester, the school advisor will confirm students are continuing in eligible courses for the next semester and will also confirm all previous semester courses were passed. These courses will then be added to the transcript.
6. A $35.00 transcripting fee will apply per year. This fee will be charged upon enrollment and is non-refundable.
7. SCA will provide a transcript that includes all SCA and transferred approved courses. Courses transferred into SCA will be placed in parenthesis on the transcript.
If a student is ineligible due to MSHSAA regulations, then he/she may not continue to be a part of a Fine Arts program at SCA until they have met the MSHSAA eligibility requirements.
Exemption for Students Earning College Credit
A student who is dual enrolled in college classes being taken off campus with credit being placed on the high school transcript and high school classes may only count up to one full credit earned from the college classes toward academic eligibility and must be enrolled in and regularly attending the remainder of classes at the high school. Directors/Debate Coach may contact the Academic Advisor if they have any questions regarding this policy.
SCA Academic Eligibility
For a student to be eligible to participate in competing Fine Arts programs at SCA he/she must remain eligible. In addition to those established by MSHSAA (see above), the following circumstances would make a student ineligible.
1. If at any grade check a student has a cumulative semester grade of 59% or below in any class, he/she would be ineligible for two weeks, and then meet all eligibility requirements at that time.
2. If at any grade check a student has a cumulative semester grade of 69%-60% in any two classes, he/she would be ineligible for two weeks, and then meet all eligibility requirements at that time.
3. All grades reset at the end of each semester. Students must meet all MSHSAA requirements as stated earlier at the beginning of each semester in order to participate.
If a student is ineligible due to #1 or #2 listed above, then he/she may continue to practice and attend home competitions at the discretion of the director, parents, and Fine Arts Coordinator. A re-check will be done at the end of each two week period, at which time the student must meet all eligibility requirements.
Grade Check Dates
Before December break
First week in February
First week in March
First week in April
Before school is out
Behavior expectations:
● Students will be respectful and observe and practice SCA rules and expectations in school and at all competitions. This includes technology expectations and behaviors in all classes at SCA.
● Violation of any SCA rules and or expectations will result in missing a tournament and demonstration of improvement before student would return to future competitions.
● Disrespect toward teachers, coaches, other students and other teams will not be tolerated. Parents will be contacted and consideration of how to continue on the team will be discussed.
● Continued violations of any of the above will necessitate parent meeting and or Administrative intervention and possible expulsion from the team.
● Good advice: Come prepared, Be an optimist, Love people as Christ loves you and demonstrate who you are as a Christian.
Expected attire for competitions:
● Students are expected to dress for success at all tournaments or competitions
● Girls should wear dresses or outfits that represent the SCA dress code. If an outfit is not considered appropriate for representation of Christian modesty, students will be asked to change into something more appropriate or not be allowed to go to the tournament.Tennis shoes or sports shoes are not appropriate footwear for tournaments.
● Boys should wear suits or slacks with shirt and tie or polo with school logo. No tennis shoes or sports shoes at tournaments.
Practice and Preparation:
● Students will be expected to check in with the coach at least once a week to work on cases with the coach and to allow the coach to review content and offer assistance. Hours for check ins will be from 3:30 till 4:30 Monday through Thursday afternoons. If a student does not check in they will not be entered into tournaments.
Parent involvement:
Parents, you are valuable to our program. Below are ways to serve our team. Please help and serve as you find time:
● Assist at at afterschool check ins
● Provide snacks and drinks at tournaments
● Be a chaperone during tournaments (this is very helpful)
● Be on committee for Bulletin Board and Media input for the school.
● Be on planning committee for annual planning for the team
● Pray, Pray, Pray
MSHSAA (Missouri State High School Activities Association)
● SCA is in District 9
● Lance Quessenberry is our activities director and should be able to answer specific questions about meeting MSHSAA guidelines.
● Students involved in competition need to be turned in to Mr. Quessenberry, to check eligibility, by the beginning of October.
● There is a coaching rules test that opens in October and needs to be completed (online) by the end of November. The state rules manual can be found on the MSHSAA website.
● District tournament entries need to be submitted a month before the date the tournament is scheduled (the tournament is usually the third weekend of March, depending on the date of Easter). Schools get one entry for each speech event and two entries for debate events. Students may enter a total of three events, but cannot enter more than one debate event.
● Students are allowed 11 tournaments during the school year (MSHSAA district, state, and NSDA nationals do not count toward that total). The NSDA district tournament, even though it is spread out over several weeks, counts as one tournament.
● If students qualify to the state tournament, registration must be completed by the assigned deadline. Registration includes qualifying student info, entry fees, and who will fill the school’s judging requirement.
Fine Arts State Walk
State Walks are an opportunity to recognize students who, through competition or audition, have earned the right to compete or participate at the highest level available. For example, the MSHSAA solo/ensemble festival held in Columbia in the Spring; any Missouri All-State ensemble (Choir, Band, Orchestra); the National Speech and Debate Tournament, and Blue Star nominees for theatre students. State Walks will occur during the last five minutes of the school day immediately preceding the student/s’ departure for the state competition, unless other arrangements are necessary. The State Walk will consist of any students who have qualified to compete or participate at the state level along with their teacher/coach walking through the hallways of the secondary building while all other students are given the opportunity to join them in the hallway to cheer and celebrate their state accomplishments. The State Walk will be broadcasted through SCA social media outlets and a press release issued.
College Signing
A college signing ceremony will be offered to any senior student who is committing to compete at the college level. To be eligible for a college signing ceremony, the student must provide a copy of the letter of intent from the college indicating the student will be participating in that program at that institution. If a letter of intent is not available, the student must provide an alternate form of documentation from the college coach indicating their participation. The signing will take place in the Fieldhouse Hospitality Room. Development will be present and report this on SCA social media and through a press release.
Dual Activities within SCA
When a Student chooses to participate in more than one activity in a season, although every effort is made to avoid it, conflicts in the schedule will occur. It is important that these conflicts be resolved with open communication between the Student, Coach/Director, and Activities Director. The affected parties should work together to resolve the conflict with the Student’s best interest as the primary focus. The purpose of these guidelines is to aid the Student, Coach/Director, and the Activities Director in resolving these conflicts ahead of time so they don’t become an issue later. Coaches and Directors should meet with and communicate to the Student their responsibilities regarding practices, performances, and competitions prior to the athletic season or co-curricular activity. With that in mind, the following should be considered...The Coach, Director, and Activities Director should investigate prior to the start of each season any potential conflicts that might occur. Careful attention should be given to the members involved in multiple activities that have concurrent activities. - Consideration should be given as to the impact a Student has on a particular activity. - If there is a conflict between a practice and competition/performance the expectation would be for the student to attend the competition/performance. - A Student should never receive negative comments or repercussions from the Coach or Director as a result of a decision. If the events in conflict are of the same priority level in these guidelines, the Coach and Director involved with the Student in
conflict should meet with the Activities Director to discuss the conflicting events and reach a decision that is best for the Student. The following grouping of activities sets the priority levels for Coaches/Directors and Administrators to use in resolving student participation conflicts. Activities have been tiered into three levels. Level 1 Events take priority over Level 2 and 3 Events, and Level 2 Events take priority over Level 3 Events. Additionally, events within each level are listed ranking order.
Level 1 Events
1. National Competitions and/or participation.
2. State Competitions/Festivals/Performances sponsored by MSHSAA or recognized state professional organizations.
3. Quarterfinal/Sectional/District Competitions/Festivals/Performances sponsored by MSHSAA, Major annual events within the school (i.e. School Play).
Level 2 Events
1. Individual School Concerts, Show Week Dress Rehearsal, Conference events, Tournaments, Multi-School events of four or more.
2. Multi-school events of three or less, Regular Season Contest, School Play Practice 1 week before Show.
Level 3 Events
1. Regular Practices and/or Rehearsals outside regular school hours, School Play Practice 2 weeks before show.
2. Festivals/Performances for participation only.
Students who participate in two activities during the same season will only be permitted to do so if both the Coach(es) and Director(s) are in agreement and the Student and his/her parents or guardian sign a Dual Activity Agreement form. The agreement shall include allocation of practice time and athletic event participation based on the published schedule.
Registering your student on PRIVIT:
WELCOME TO PRIVIT PROFILE FOR FINE ARTS STUDENTS
Summit Christian Academy has partnered with MSHSAA and PRIVIT® to automate the process for the management and collection of health/insurance forms required for participation in any Fine Arts program. This document provides instructions to Fine Arts students, parents, and/or guardians on completing the Privit Profile process. The information can be completed on your mobile device, laptop, tablet, or any device connected to the internet. This will take 20-30 minutes to complete.
Steps to complete within Privit Profile™:
1. Register an account in parent’s name here: https://scaeagles-mo.e-ppe.com/index.jspa
2. Add student(s) to your account
3. Complete all relevant student information
Once the required information has been completed and e-signatures have been applied to the necessary forms, the signed document will become available automatically for the appropriate teacher and Fine Arts Coordinator for review and approval. See detailed instructions for each step listed above.
Step 1: Register a Parent Account:
As a parent/guardian, you will register an account in your name, then add your student to the account and complete the student’s information. Create your account by selecting or entering the following link https://scaeagles-mo.e-ppe.com/index.jspa then follow the steps below:
1. From the landing page, click Register.
2. Please register with your name as a parent, your email address, and create a password of your choice. When you are finished, click Sign Up. (If you have multiple family members or if you have already registered yourself, you do not need to register again.) You will then be taken to the HOME page.
Step 2: Add Student(s) to Your Account:
On the Home page click the Add Member button on the left side of the page. This allows you to add your student to your account; repeat this process to add other family members if necessary.
● Click Add Member on the left side of the page.
● Enter your student’s first name (and last name if different), date of birth, and gender.
● You may be taken to a copy data screen. If you are adding multiple students, this feature will allow you to copy certain demographic data from one student to another, so that you don’t have to enter it a second time. If you do not wish to copy any data click Cancel to return to the Home page.
● You will now see the student listed under Family Members. Please click on the student's Name
Step 3: Complete All Relevant Student Information:
1. From your student’s profile, begin completing the Personal Details by clicking the Start button to the right of Personal Details. When finished with all sections, click Save & Exit to return to your HOME page. In order for the Personal Details to be complete, you will need to answer all mandatory questions which are marked with a red asterisk (*). You will not be able to move on until this step is complete.
2. Begin completing the Parent Permission Form by clicking the Start button on the right. When you have finished, click Submit.
a. A message will appear if you want to review or sign the document. Click the blue Sign button and you will be taken to a page to create an electronic parent signature. Select the blue Create New Signature tab.
b. With your cursor on a computer or with your finger from a tablet/mobile device, create your signature or initials then click the blue Save tab. You will see your signature displayed. Select the grey Done tab underneath. Once complete, you will then be on your account management page. Select Home near the top left of the screen.
c. Once you have created a parent e-signature, you will not be required to repeat this process.You are able to apply this parent e-signature anywhere a parent e-signature is required.
d. Many of the forms also require a student e-signature. To sign as the student have them click the Sign button and create their signature, if necessary.
3. Repeat step 2 for the remaining forms: MSHSAA Pre-Participation Documentation Form, Fine Arts Student Commitment & Parental Consent Form, and Travel Consent Form. You will not have to recreate the signature each time.
● Within the Fine Arts Student Commitment and Parental Consent Form, there is a link to your student's Fine Art Program Handbook(s)--Choral, Instrumental, Speech and Debate. Both the parent and student are to read the complete handbook, agree to the rules and responsibilities, and sign the form. This is required in order for your student to participate in the program.
● For the Travel Consent Form, it is suggested to write, “All choral families/orchestra families/debate families,” if you are comfortable with your student riding with those families.
4. After completing the forms, you MUST join a team. To join a team, click Update next to Joined Teams, and check the SCA Fine Arts box.
If you need assistance with Privit Profile™, please contact the Help Center at 844-234-4357 or visit www.support.privit.com.
PRIVIT INSTRUCTIONS FOR RETURNING USERS
Summit Christian Academy has partnered with MSHSAA and PRIVIT® to automate the process for the management and collection of health/insurance forms required for participation in any Fine Arts program–Instrumental, Choral and Speech and Debate. This document provides instructions to Fine Arts students, parents, and/or guardians on completing the Privit Profile process.
If you have used PRIVIT before to register your athlete for a team, you will not need to make a new account. You will need to go in and add the SCA Fine Arts team and complete the process.
These instructions were written to be used on a desktop computer. They may vary slightly on a mobile device.
Login to your Privit account and access your student’s information. https://scaeagles-mo.eppe.com/index.jspa
Click “Update” next to Joined Teams
● All Fine Arts families must do this step.
● For any Fine Arts Program (Instrumental, Choral, Speech and Debate) click the SCA Fine Arts box.
● At the bottom of the screen, you will see a question which is actually an advertisement from NCSA, a third-party service for potential college athletes. It defaults to “yes” which means you will be receiving emails from them. SCA does not endorse or recommend the use of this service, so if you do not want emails from them, click “No”.
● Click “Done”
Click “Update” next to Personal Details
● Work your way through these screens if you need to update your personal information, insurance, family physician, or emergency contacts.
● When done, click “Save & Exit”.
Click “Continue” next to MSHSAA Pre-Participation Documentation Form
● Update any medical changes your student has had since last year.
● Click “Submit” and follow the instructions to digitally sign the document
● Click “Done”
● In that same box, click “Do you wish to sign this document on behalf of student?”
● Follow instructions to complete student’s signature
● Click “Sign Document”
Click “Continue” next to Parent Permission Form
• Make updates as necessary
• Click “Submit” and follow the instructions to digitally sign the document
• Click “Done”
Click “Continue” next to Student Agreement Form
• Review information
• Click “Submit” and follow the instructions for your student to digitally sign the document
• Click “Done”
Click “Continue” next to MSHSAA Concussion Materials (Fine Arts students must complete)
• Review information
• Click “Submit” and follow the instructions to digitally sign the document
• In that same box, click “Do you wish to sign this document on behalf of student?”
• Follow instructions to complete student’s signature
• Click “Sign Document”
Click “Continue” next to Fine Arts Student Commitment and Parental Consent Form
● Click on the handbook for your student’s particular program(s) and review all information. In order to participate in the program, both the parent and student are to read the complete handbook, agree to the rules and responsibilities, and sign the form.
● Click “Submit” and follow the instructions to digitally sign the document
● Click “Done”
● In that same box, click “Do you wish to sign this document on behalf of student?”
● Follow instructions to complete student’s signature
● Click “Sign Document”
Click “Continue” next to Travel Consent Form
● Update information as necessary. It is suggested to write, “All choral families/orchestra families/debate families,” if you are comfortable with your student riding with those families.
● Click “Submit” and follow the instructions for your student to digitally sign the document
● Click “Sign Document”
If you need assistance with Privit Profile™, please contact the Help Center at 844-234-4357 or visit www.support.privit.com
NSDA (National Speech and Debate Association)
● SCA is in the Show-Me District
● The following is the district committee for the 2024-2025 school years. These coaches can help answer questions that you may have about NSDA requirements and the association’s workings.
Chair Show Me (MO)
Show Me (MO)
Show Me (MO)
Show Me (MO)
Show Me (MO)
Phillip Helt Phillip Helt Rockhurst High School
Kelsey Bowers Kelsey Bower Grain Valley
Mark Baney Mark baney Blue springs South
Taylor Ambrosi Taylor Ambrosi Raytown High
Open seat
● Student’s tournament results will be recorded online at speechanddebate.org. All students competing on the team will need to create an account if you do not already have one.(one time lifetime membership of twenty dollars)
● The recording of a student’s competition results are not limited, except when there are only two judges in a round. If that is the case (i.e. MSHSAA District/State) you may only record one ballot per round.
● Students can also earn service points by speaking at least four minutes in front of at least 25 adults. Plays can be recorded for service. School announcements can not be recorded for service. In addition, varsity students can earn service points by judging Jr High or novice competitions.
● When students reach 25 competition/service points they can become members. There is a one time membership fee of $20.
● Becoming acquainted with the NSDA website and rules manual, that can be found on the NSDA site, will help answer more specific questions about the NSDA process.
● The Show-Me District National Qualifying Tournament is traditionally held during the first two weeks of March. Students must be paid NSDA members seven days before the first day of the tournament in order to participate. Students may enter only two events. That can be two individual events, or one individual event and one debate event. The congress portion of the tournament is traditionally held at the start of April, and an entry
in congress does not count against the limit of two events. Before the tournament starts, students that are doing more than one event have to fill out a nationals preference form showing the order of events they choose if they should qualify in more than one event.
● Unlike other tournaments, district tournament results are recorded through the district committee directly to the national office.
● If a student qualifies to nationals, that tournament is usually held the second/third week in June. Registration for that tournament must be completed by mid-May. Registration includes all necessary student information, entry fees, and names of individuals that will meet the tournament’s judging requirements (some judging rounds are required of the coach while additional rounds can be supplied by providing other adult judges, or be bought through the NSDA).
Other competitions and opportunities:
These will be presented and discussed during the season and students who are competing successfully and are committed will be invited for these opportunities:
● NIETOC
● NCFL
● Speaking contests
● Reagan Competition
● These are ongoing and some will just pop up occasionally
Setting a schedule for the season:
● SCA will be invited to attend the KC Suburban Conference meeting in September. At the meeting, most of the tournament dates for those hosting during the season will be offered. The conference chair is Zac McGee from Raytown. Most tournaments, and the dates they will be held, are also available on the MSHSAA website.
● SCA allows one overnight invitational tournament, which has traditionally been second semester at Neosho. In addition, state and nationals overnights are also allowed.
● Not every student will be able to attend every tournament (limitations and conflicts), so there will need to have invitationals scheduled for most every week to maximize student involvement/achievement.
Student sign-ups:
● When an invitation for a tournament on the SCA schedule is received, a sign-up sheet will need to be created and posted. This sign-up sheet should list the events offered and the deadline for signing up. Some schools want as many as two weeks notification for the entries a school will be asking for, some will not need to request entries as late as the Monday before the tournament. Most tournaments limit total entries, so getting entries in early gives a better chance of getting what is asked for.
● Most tournaments will allow a student two individual events and a debate event. Double check the invite to make sure what is allowed (this will have a lot to do with whether competition is in person or online).
● If the tournament is virtual, the sheet should list the date/time that recorded videos will be due.
Transportation or SCA room requests:
● If a tournament will be live, a van/bus will need to be requested through the transportation director. It is best to get the request in at least two weeks before the tournament dates.
● Unless more than 12-15 students are attending, the coach will be expected to drive the van.
● If the tournament is virtual, a request for SCA classrooms will need to be made. The request will be for entries in live performances. Try to make those requests at least a week before the classrooms are needed (Mikki Shearer is the person to schedule with).
Participation requirements:
● Debate one, and Competitive Debate classes are full year courses, not semester classes.
● Students in debate one and competitive are required to compete at two tournaments a semester.
● The students are expected to do at least one speaking event (Oration, Extemp, Informative, Congress, Radio) and debate at each tournament.
● If students have mastered their speaking event(s), they have been able to prepare and perform an interpretation event (Prose Reading, Poetry Reading, Program of Oral Interpretation, Dramatic Interpretation, Humorous Interpretation, Duo Interpretation, or Storytelling).
● If there is a Competitive Drama Class, students would be expected to prepare and perform one event, per tournament, in the first semester and two events in the second semester. This has not been established as of this time but will most likely be in the future.
● Students in Advanced Competitive Debate have also been expected to read novice/Jr High debate cases and write critiques on them as part of a mentoring program. They have also been expected to judge at a novice/Jr High tournament to demonstrate their ability to assess argumentation.
Overnight trips:
● Students that are approved for overnights will be expected to pay for their hotel rooms. To reduce costs, four to a room is a good way to go.
● The state and nationals trips are the exception. SCA covers the cost of rooms on those trips for those that qualify..
● There will need to be both a male and female chaperone if there are both male and female participants on the trip. Student participants also cover the cost of the chaperone’s room, but not the coach’ room.
Tournament Information to students:
● Students should receive a schedule of tournaments by the end of September so they can plan for their season.
● Students should receive a tournament info sheet by the Wednesday of the tournament they are attending. The info sheet should include a list of times, who is competing, competition codes, and any additional info that the student would need to be prepared for the competition.
Lettering and Honor Cords:
● To letter, students have had to compete at least 5 tournaments, advanced to elim rounds in either speech or debate, competed both semesters of the academic year, and not create any problems for the team or the school.
● The NSDA is also an honor society and graduates are allowed to wear the NSDA honor cords if they meet the following criteria: they competed during both semesters of their senior year, have earned at least the Degree of Honor (75 competition points), and have not created any problems for the team or the school.
● A list of who would receive letters and NSDA honor cords should be turned in to Brittany Miles by the end of April so those can be available.
Other end of year awards:
● These awards have been voted on by the students:
● Debater of the Year
● Best Speaker
● Most Improved Speech/Debate Student
● Best Novice
● 1st Peter 4:10 Award (to the best team mate)
SPEECH AND DEBATE HANDBOOK
Part 1 - Attitude
Attitude is very important to develop life skills:
You will learn that in many ways competitive activities, like debate and forensics, are very much like life. There is a slim margin of success. It starts with a belief in yourself. You can't develop your abilities without a positive attitude. You can't come in with an "I can't do this!" attitude. If you do, you are beaten already and will never allow yourself to grow and move forward. You must also be willing to give just a little more than the other guy. If you goof off, it will show when you least want it to. Vince Lombardi, perhaps the greatest football coach of all time, once said that you must try to be a winner in everything you do, or you will be a loser when you least want to be. The reason ... no one is able to turn on and off an attitude at will. It is something that you live every day. In order to develop a winner's attitude, we must first identify what it takes.
THE DIFFERENCES BETWEEN WINNERS AND LOSERS:
A WINNER:
1. Has a philosophy of working together. "I win, and you win!"
2. Assumes responsibility.
3. Opens lines of communication.
4. Believes that “Now is the time to start.”
5. Believes that time is a resource that can’t be replaced, so they don’t waste time.
6. Believes that you must live one day at a time; they deal with the now.
7. Will set goals.
8. Is flexible because they know that things will change.
9. Will not repeat mistakes
A LOSER:
1. Has a philosophy of “I’m the only one that matters.”
2. Blames others.
3. Will close off lines of communication.
4. Believes that everything will take care of itself later.
5. Will waste time until it is too late.
6. Will worry about the past and the future.
7. Will have no idea what they want, and where they are going.
8. Is afraid of change and avoids it.
9. Will repeat their mistakes over and over.
10. Cannot take criticism and cannot give praise.
**Identify your shortcomings and motivate yourself to overcome them. Take pride in yourself as you move closer to being a true winner. Allow that pride in yourself and your school to show! "You will never rise to the heights if your expectations are low!"
Part 2 - Create a plan
Everyone needs direction. Here are seven steps that can help you to develop a winning attitude.
7 KEYS TO MEETING CHALLENGES AND OPPORTUNITIES:
KEY l PLAN FOR SUCCESS
Adapt to changes as you work. Handle the pressure of restructuring your surroundings. Take advantage of new circumstances rather than letting the circumstances control you.
KEY 2 MANAGE CHANGE
Adapt to changes as you work. Handle the pressure of restructuring your surroundings. Take advantage of new circumstances rather than letting the circumstances control you.
KEY 3 TEAM BUILDING
Develop cooperative alliances with others. Build rapport and earn respect. Make your success collaborative rather than just an individual statement. Become indispensable to those around you. Work to trust others and let them trust you.
KEY 4 COMMUNICATIONS EXPERTISE
Polish your communication techniques. Learn to handle a variety of personality types. Learn to use and interpret non-verbal communication. Sharpen your listening skills.
KEY 5 TIME MANAGEMENT
Learn to establish and manage priorities. Take charge of paperwork and eliminate time wasting distractions and interruptions. Streamline routine tasks. Don't be afraid to assign tasks to others.
KEY 6 PROBLEM SOLVING
Resolve difficult problems quickly. Learn and practice the skill of thinking on your feet for intelligent decision making. Learn how and when to take the initiative.
KEY 7 STRESS MANAGEMENT
Discover how to identify and eliminate sources of stress. Learn to stay in control and turn stress into a positive motivator. Learn when to take a break and recharge.
Part 3 - Basic Ideas in Debate
THE RULES OF DEBATE:
In academic debate, there are only three rules -
1. There is an affirmative/pro side that upholds the resolution.
2. There is a negative/con side that opposes the resolution.
3. There is a judge that will determine who wins and who loses.
EVERYTHING ELSE THAT IS CONTENDED IN DEBATE IS THEORY!
You must convince the judge that your theory is the best one to follow. Thus the idea .. Good debaters are good teachers!
VOCABULARY:
1. Status Quo ( a Latin term) - The way things are now.
2. Prima Facie (a Latin term) - Acceptable at face value; can stand on its own merits.
3. Constructive - A speech where the major arguments are presented.
4. Rebuttal - A speech where the major arguments are reviewed and crystallized.
5. Cross-examination - A time to thoroughly question and be questioned by the opposition.
Time Limits and Traditional Responsibilities for each speech:
Policy-
8 minutes - First affirmative constructive (IAC). A prima facie case is presented.
3 minutes - Second negative cross-ex of the IAC
8 minutes - First negative constructive (INC). Depending on the team, will present either case and/or plan attacks.
3 minutes - First affirmative cross-ex of the INC
8 minutes - Second affirmative constructive (2AC). Rebuilds the affirmative in light of the attacks by the INC.
3 minutes - First negative cross-ex of the 2AC
8 minutes - Second negative construction (2NC). Depending on the team, will present either case and/or plan attacks.
3 minutes - Second affirmative cross-ex of the 2NC
5 minutes - First negative rebuttal (1NR) Reopens and extends the 1NC attacks.
5 minutes - First affirmative rebuttal (1AR). Identifies and summarizes major issues as they answer the attacks made by both the 2NC and the 1NR.
5 minutes - Second negative rebuttal (2NR). Points out dropped arguments as they identify and summarize major issues.
5 minutes - Second affirmative rebuttal (2AR). Identifies and summarizes all major issues. Each side will be given 5 minutes (at most tournaments) to get ready. This is called… prep time.
Each side has an advantage in the speaking order of the debate. The affirmative’s advantage is called primacy/recentcy, which is ..
People listen to and remember best what they hear first and last.
The negative’s advantage is called the negative block, which is the second negative constructive and first negative rebuttal; thirteen minutes of negative speeches that the first affirmative rebuttal must answer in five minutes.
Lincoln-Douglas -
6 minutes - Affirmative constructive. Prima facie affirmative case is presented
3 minutes - Negative asks questions of the affirmative.
7 minutes - Negative constructive. Prima facie cases are presented and arguments are made against the affirmative case.
3 minutes - Affirmative asks questions of the negative.
4 minutes - First affirmative rebuttal. Arguments are made against the negative ase and the affirmative case is rebuilt.
6 minutes - Negative rebuttal. Identifies and argues major issues.
3 minutes - Second affirmative rebuttal. Identifies and argues major issues.
Each side will be given 4 minutes (at most tournaments) to get ready. Because the time for an LD round is about half of the time for a policy round. There will be two debates (These are known as flights A and B.) during the time allotted for a round. Each side has an advantage in the speaking order of the debate. The affirmative's advantage is called primacy/recentcy.
The negative's advantage in the speaking order ... is that they have more continuous speaking time in the order of speeches.
Public
Forum -
Public Forum is the newest type of debate that is done and it has several differences from the other types of debate.
To start, in Public Forum debate the side that supports the resolution is called the "Pro" and the side that opposes the resolution is called the "Con". Unlike the other two types of debate, the side that supports the resolution does not always go first. Who speaks first is determined by a coin flip at the start of the round. The team that wins the flip may choose one of two options: EITHER the SIDE of the topic they wish to defend (pro or con) OR the SPEAKING POSITION they wish to have (begin the debate or end the debate). The remaining option (SIDE OR SPEAKING POSITION) is the choice of the team that loses the flip. I.E. - The winner of the flip chooses to speak first and the loser of the flip decides to be the "pro".
Next, the cross-ex time is called a cross-fire. In the cross-fire both sides are allowed to ask, as well as answer, questions. The first question is always asked by the debater/side that spoke first. In the final cross-fire, all four debaters will participate together and must remain seated as they participate.
4 minutes - A prima facie case is presented.
4 minutes - A prima facie case is presented and arguments are made against the opponent's case.
3 minutes - The first speakers from each team will cross-examine each other.
4 minutes - Their case will be rebuilt and the other team's case will be argued.
4 minutes - Their case will be rebuilt and the other team's case will be argued.
3 minutes - The second speakers from each team will cross-examine each other.
2 minutes - Key points in the debate will be identified; defending their case and clashing with the opponent’s case
2 minutes - Key points in the debate will be identified; defending their case and clashing with the opponent’s case.
3 minutes - All four debaters will be involved with cross-examinations, asking and answering questions from/to the other team.
2 minutes - Select the most important issue(s) and restate why your team has won the debate.
2 minute - Select the most important issue(s) and restate why your team has won the debate.
Each side is allowed 3 minutes of prep time.
THE BUILDING BLOCKS OF DEBATE: WHAT IS A DISPUTE OR ARGUMENT?
What is a dispute or argument?
A controversy where the truth of a matter is called into question.
What is the major problem with most arguments?
The major problem is that people do not have enough information to create the proper logic to defend their position, and so there is no real impact to the argument.
There are four kinds of disputes…
1. Definition
2. Fact
3. Value
4. Policy
There are relationships between disputes that create argumentation.
1. A dispute of definition with any of the other three.
2. The interaction of fact, value, and policy.
(Here is the idea of relations between disputes in a visual context.)
How to properly create an argument:
In order to debate, you must be able to make strong arguments. That process begins by knowing that an argument needs structure. Structure allows those that are listening to be able to follow your logic. The most basic structure is ...
1. Position statement or claim.
2. Analysis and reasoning (logic).
3. Illustration or information to back up the position.
4. Impact statement (the difference that the argument makes).
How to properly refute an argument:
In debate you don't just introduce your own arguments. You must also argue against, or refute, the arguments the other side brings up. This process is very simple when you follow five easy steps ...
1. Tell the judge what you are arguing against (signpost).
2. Remind us what the opposition said.
3. Tell the judge how many responses /arguments you have against their argument.
4. Make those responses.
5. Impact your responses.
Practice: Spontaneous Argumentation Debate (SPAR)
We will now practice creating argumentation by doing SPAR debates. Spontaneous Argumentation is an exercise that does not require extensive preparation. Topics are different for each debate. Some are serious and some are humorous. Each debate is made up of five parts:
1. Affirmative position statement - no more than two minutes.
2. Negative position statement - no more than two minutes.
(During the position statement periods. limit your focus to one or two main points. The negative should also take time to refute what was said by the affirmative. Don't use arguments that may require excessive explanation or are too bizarre. Base arguments on general knowledge and solid logic and reasoning. A vivid story, example, or quote are memorable ways to close.)
3. Clash period - each debater may ask the other questions - no more than two minutes.
4. (Balance assertiveness, professionalism, and courtesy. NEVER BE RUDE!)
5. Negative summary statement- no more than one minute.
6. Affirmative summary statement- no more than one minute.
(In your summary statements, go to the arguments that you feel will win the round for you. No new arguments should be introduced. Don't be afraid to refute the other's position.) You and another student will be selected at random. There will be a coin toss to determine who will be affirmative and who will be negative. You will then receive your topic and have two minutes to get ready. There is no prep time during the debate. Keep a positive attitude. This exercise is to help you learn. If you make mistakes as we practice, it's okay. You will receive feedback to make you better. As long as you do your best and take the exercise seriously you will do fine.
Part 4 - Research and Evidence
Bow to provide proof:
In debate, it is not enough to say how you think things are (even if you are sure of yourself). You must give the judge a reason to believe you. To do that, you must provide proof. Proof can best be defined in the following way ...
Proof = evidence + reason
If a debater makes a statement without providing both parts of the equation, they have made an assertion. An assertion is defined as….
A claim that is not proven.
Vocabulary:
1. Empirical - Backed by experience; tried and proven.
2. Methodology - The process or procedure by which a conclusion is reached
3. Opinion - A view, belief, or judgment that is advanced without proof.
4. Brief - A page of evidence specific to a main point of an argument or case.
Evidence:
Evidence is a statement of knowledge from a qualified source that would be able to back-up what is being contended. This is much like a witness' testimony in court. There are two types of evidence ( in terms of how it is researched):
1. Primary - evidence that is researched by the one using it.
2. Secondary - evidence that is researched by someone else (handbooks).
There are 3 reasons why we use evidence:
1. We are not experts.
2. We have a bias because we want to win the debate round.
3. Experts and knowledgeable sources tend to give informed examples and opinions (Evidence can be argued with other evidence to show a source is wrong.)
Some common questions about the use of evidence are ...
1. What must be supported with evidence?
Anything that is said in a debate round that the judge would not accept as fact by just hearing it.
2. When one claim is made with evidence against another claim with evidence, which side will win?
When this happens, which should be most of the time, the side with the most persuasive evidence should win.
What makes evidence persuasive?
1. How recent it is. You should ask yourself if the truth or knowledge on a subject is likely to have changed since the statement was made.
2. Authority of the source that is being quoted. To check the author's qualifications ask …
a. How knowledgeable is the person on the subject?
b. How honest is the person perceived to be?
c. Are there any outside sources of pressure on the person?
3. The accuracy of the quotation. Never used condensed versions of the information.
4. The semantic force of the evidence. Semantic means/has to do with the meaning and power of words. So, you look at how the quote is phrased and the terms that are used. For the following, rank the phrases from most powerful (1) to least Powerful ( 4)
● It could be true.
● It is true most of the time.
● It is always true.
● It is true sometimes.
5. What makes evidence non-persuasive?
A. Misinterpretation of the evidence.
B. Taking evidence out of context.
C. Distorting the evidence; changing it to make it sound better.
D. Fabrication of the evidence; making it up.
NEVER DO THE THINGS THAT MAKES EVIDENCE NON-PERSUASIVE!
1. How do I know what to look for when I research?
Identify questions that you may be asked and find the answer.
I.e. - What is the definition of poverty? What services does the U.S. government presently provide to those in poverty? Are there any limitations to services offered to those in poverty?
2. What should be recorded so that the evidence can be used in a debate round?
A. A brief tagline (7 words or less is best) describing the content of the evidence.
B. The source citation. This includes:
Author's name and qualifications (when available). Title of book, magazine, newspaper, or web site. You will also need to list the title of the article, when applicable.
Date of publication.
Page or internet address.
C. The quotation. It should answer the question( s) that might be asked. The quote should be accurate and verbatim.
D. Your first name and the initial of your last name.
Example (Evidence was fabricated for illustration purposes - DO NOT USE this evidence in a round!)
Minorities are most at risk for poverty
Kensal Dubi-Waters, staff writer, U>S> News and World Report, “Nowhere to turn,” August 1, 2009, p. 37
“With all the resources that the United States has at its disposal, it Still has not adequately assigned the resources needed to help those in poverty. The citizens most at risk have long been and continue to be those in minority populations.”
(D) Joe S.
It is now your turn to create a real piece of evidence that could be used in a debate round. You will receive an article in which you will need to find a quote that could be used in an actual debate round. When you find the quote, mark it with [ ] in pencil. Do not start the quote in the middle of a sentence. After it has been checked, cut it out and tape it in the box below. Then put in the tag line, source citation, and your first name and initial.
Creating a brief:
A properly cited and recorded piece of evidence is important in creating a good debate file. To make your job easier, you want to organize evidence together based on a type of argument or a part of an argument. By putting more than one piece of evidence on a sheet of paper you
reduce the bulk of your files and make your evidence easier to find. A brief should record at least two, but not more than four pieces of evidence. Everyone on the debate squad should create briefs that use the same format. This is so that briefs can be shared between members of the squad with no problems. That format is:
There should be a 1/4 inch margin from all edges of the paper.
_________ (I)
________ (2)
_________ (3)
______ Health care costs are high (5)
(4) 1/3
Key Joe Sims, Staff writer, NY Times, “Why we Should worry about the future,” July 14, (1) Brief Title 2006, p. D11 (6)
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXX (7)
______ Many cannot afford health care (5)
(2) General Area
(3) Specific Area
(4) Brief Pg Number
(5) Tag Line
(6) Complete source Ed Lotto, Government spokesperson, Current Citation Affairs, Blood from a Turnip,” March/April, (7) Evidence Quote 2008, p. 10 (6) (8( Name of debater Who created brief
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXX (7)
Part 5 - Case Construction Vocabulary
(8) Aaron B.
1. Paradigm - The basis that an individual uses to make a decision. The way a judge judges.
2. Burden of Proof - The obligation of debaters on either side to prove any argument they initiate.
3. Fiat- An assumed power to put a proposal into effect. Based on the word 'should' in the resolution.
4. Uniqueness - A condition of inseparability of the proposal and effects that result from it.
5. Link- A step in the logic chain that connects one idea to another. It should be able to answer a why/how question.
6. A Priori (Latin) - To look at first.
7. Presumption- Traditionally, the assumption that conditions and policies should stay as they are.innocent until proven guilty
8. Burden of rebuttal- Obligation of the negative in any debate to meet and clash with the affirmative case
The basic paradigm for policy debate = Stock Issues:
Stock issues are thought to be the natural issues in a policy debate round (there are no stock issues in Lincoln-Douglas or Public Forum debate). In other words, they should be found in all rounds. The debaters will place importance on each issue by the time and effort they invest in them. Thus, a judge can base their decision on whether these issues are covered and how well they are debated.
Affirmative
-
These are the stock issues that the affinnative must present to have a prima facie case. The affirmative must also have won these in the end to have a chance to win the round.
1. Significance - The problems/needs being important enough to call for a change. There are two types of significance:
a.Quantitative - dealing with quantity - facts/numbers.
b.Qualitative - dealing with quality - values.
2. Harms - An undesirable impace resulting from the operation of a policy system; in case the status quo.
3. Inherence - The problem or problems are built in and why the problem or problems are allowed to exist.
a.Structural - dealing with laws
b.Attitudinal-dealing with the attitudes of those who make the decisions.
c.Existential- dealing with the existence, or the lack of existence of policies.
4. Topicality -= The state of conforming to the resolution. The affirmative should be an example of the resolution. (The box should be used to show how cases can fall outside of the boundaries/limits of the resolution.)
5.Solvency - The relationship of workability between the policy and its claimed effects. The ability to demonstrate that the problem can be resolved.
*There are three ways that the affirmative can have a chance of winning these issues, and thus the debate:
1. The negative side does not argue one or more of the stock issues.
2. The negative argues them at the start of the debate, but does not continue to argue them later in the debate (drops them).
3. The negative argues them. The affirmative responds. The clash continues throughout the debate. In the end the judge decides that the affirmative did the better job.
Negative-
The negative, by the theory of presumption, has an easier job than the affirmative. There are still some natural issues that the negative may present. Unlike the affirmative under this paradigm, the negative does not need to present or win any of these issues to win the round.
1. Disadvantage (DA) - A new or greater evil created by the new affirmative policy. It would be weighed against the possible advantages of the affirmative.
2. Counter-olan - This line of argumentation concedes that the status quo has problems (under Traditional theory presumption disappears). Because of this, the negative offers a Counter proposal that is comparable. There are two basic types:
A. Traditional - non topical
B. Topical - claims that once the affirmative claims a case area all other case areas fall to the negative side.
3. Kritik - A value based argument that may or may not deal with the affirmative proposal A kritik will ask the judge to rethink their value system before making a decision to examine the specific affirmative. The argument is rather controversial and often not accepted by the judge.
Other popular paradigms:
1. Policy-maker - The person using this paradigm believes that under any circumstances, debate is always a comparison of policies; advantages v disadvantages, plan v counter plan, etc... The winner should be the side that offers the best choice.
2. Skills - The person using this paradigm believes that debate is an event to sharpen presentational skills. Debaters should speak clearly and explain themselves well. The winner will be the side that speaks/presents themselves the best.
3. Hypothesis Testing - Based on the scientific method. The person using this paradigm believes that the resolution is an untested hypothesis. If the judge is to accept an untried idea, such as the affirmative proposal, it should be tested on all levels. This paradigm allows for contradictions and conditionality within negative argumentation.
4. Games Theorist - This person thinks that debate is a game by its nature. You go to tournaments, receive trophies, etc... Therefore, the debate should never be seen as real world. Both sides are equal (no presumption). Both sides must play by the same rules: i.e. -If one side claims that an issue can decide the entire round if they win it, they must also be willing to lose the entire round if they lose it.
5. Tabula Rasa - The term is Latin for 'blank slate'. The person using this paradigm will try to use only the issues/information presented by the debaters and not bring in any of their own personal knowledge on the topic.
Vocabulary:
1. Contention - An argument essential to support a position on an issue.
2. Criteria - A standard of measurement based on an underlying value.
3. Fallacy - An erroneous conclusion based on faulty reasoning.
Case construction - General
No matter what type of debate, you have a better chance of winning if you have crafted a good story. Best practice then is to make sure that you have thought about what you want your story to say before you let it take shape.
Case constructions for the policy affirmative:
The most popular type of case to use in a round is called a ... Comparative Advantage Case
This type of case does not need to be solved for the entire problem. Rather, it must prove that it is better than the Status Qµo. It must also show that it is a significant enough improvement to warrant a change.
The affirmative presentation (lAC) is divided into the CASE arguments (why a change is needed) and the PLAN (the details of the change) to improve the problem. In the end, a prima facie affirmative should be provided.
CASE
I. Introduction
II. Statement of the resolution
III. Observation(s)
The observation should show a significant harm or harms that are inherent to the status quo. Evidence is used here.
PLAN
IV. The plan. You must have a proposal that will deal with the problems outlined in your observations.
A. Mandate(s). These are specific things that the affirmative plans to do.
B. Agent of Action. This is the agency or group that will oversee the mandates.
C. Enforcement. There needs to be a way to ensure that the mandates will be followed.
D. Funding. How/who will pay for the plan.
E. Time Frame. This is how long it will take to put the plan into effect.
F. Intent. This allows you to clarify during the debate. The exact statement that will be used is: “Affirmative speeches wil serve as legislative, judicial, and executive intent.”
G. Reserved rights. This allows you to argue additional things that you do not provide in your opening presentation. I.e. - definitions.
CASE
V. Advantage( s) This is where the affirmative demonstrates/proves how they are better than the status quo. The advantages must come directly from the affirmative plan (they must link) and can only be achieved by the affirmative plan (they must be unique). Evidence is used here.
Case constructions for the Lincoln-Douglas affirmative: The case for LD is much more oratorical/persuasive than a policy case. Because, by rule, there is no policy involved, the examination of values and their results are the focus of the case.
I. Introduction
II. Statement of the resolution
III. Definition of key terms in the resolution.
IV. The value that the affirmative will uphold. The value needs to be stated and followed with an explanation as.to why that value should be viewed as the most important value in the round. Examples of values that might be used are:
Life or Freedom or Justice or
Individuality or Safety or ...
Evidence should be used here to support the position.
V. Value criteria. This is used to focus the results/outcomes of the value that is used This should also be followed with an explanation of why it is the best way to examine the value. Examples of value criteria that might be used are:
The social contract
Quality of life
Ability to choose
Productivity of society
Evidence should be used here to support the position.
VI. Framework. This is a statement of what the judge should be looking for in order to make their decision. This will be influenced by what topic is being debated
VII. Contention(s ). This is the analysis and reasoning to back up your position. They should meet your framework, value, and criteria. Evidence will be used here.
Case constructions for Public Forum:
The time to present a case in public forum is much shorter than in policy or Lincoln-Douglas so you must be very on point with your presentation. Also, unlike policy and Lincoln-Douglas, the affirmative does not always speak first because of the coin toss. Therefore you must have both your pro and con cases ready to start a round. Case constructions is the same for both the pro and the con, and, by rule, cannot have a plan
I. Introduction.
II. Statement of the resolution.
III. Definition of key terms.
IV. Framework. This is a statement of what the judge should be looking for in order to make their decision. This will be influenced by what topic is being debated
V. Contentions. These should show analysis of the issues, how you meet your framework, and give the judge a clear reason to vote with the side you are supporting. Evidence is used here.
VI. Conclusion. Explain why the issues should matter to all of us and call for the judge to side with you.
Part 6 - The skills of cross-examination
Many debaters feel that cross-ex ( cross-fire in a public forum) is the most fun part of a debate round. It is the only time that the affirmative and negative side will actually speak to each other during the round. The debater that is asking the question should always have a purpose for their question. Some of those may be:
1. To get clarification on points made by the opposition.
2. To get the opposition to reveal a hole in their position.
3. To make sure that your colleague gets as much prep time as possible.
In order to make the cross-examination period work for you, you need to be in control. You should have a strong posture, face the judge ( not the debater on the other side), speak in a strong voice, and either ask questions with a purpose or give clear/direct answers. Just as important, always BE POLITE!
The North Carolina Academy of Trial Lawyers, headed by Charles L. Becton of the North Carolina Court of Appeals, wrote a law text entitled Dying in the Dust-You or the Witness? In this text they outlined cross-exam techniques for control and effect. These techniques are presented as:
The Ten Commandments of Cross-Examination
1. Be Brief The time limits in academic debate does not allow you to go too long. This should not be a worry.
2. Use short questions, using plain words as much as possible. Long questions become confusing to everyone. You should not spend time thinking aloud trying to get to your question. Try to make sure that your word choice will not confuse anyone. (By the way, the judge will have an adult vocabulary.)
3. Always ask leading questions.
These questions put words into the mouth of the person being questioned. The questions should start with, "Wouldn't you say ... ", or "Are you saying ... "
4. Don't ask a question that you don't know the answer to in advance.
This is tough to do in academic debate. The more you have researched, the easier it will become. If you know the answer it is much easier to lead the opposition to where you want them be, rather than allowing them to be in control.
5. Listen to the answer.
This is one of the biggest mistakes that debaters make. Why ask a question if you are not going to listen to the answer? You cannot help your position if you ignore the information that you are given.
6. Don't quarrel with the witness.
There is a fine line between being aggressive and being a jerk. It doesn't matter who might start the problem, you will still come out looking bad. Girls will need to be even more careful because our society does not deal with aggressive females very well.
7. Don't allow the witness to repeat direct testimony.
The better your note-taking ability, the less this will happen. Repeating information that has already been given stops you from getting to your issues.
8. Don't permit the witness to explain their answer.
Allowing them to explain allows them to make more points in their favor.
9. Save the ultimate point of your cross for summation.
If you are doing a good job in cross-ex, you will have set up several arguments through the admissions of your opponent. By making those arguments in your speech, rather than in crossex, your opponent must wait to respond to a much more detailed argument.
10. Don't ask the •one question' too many.
Some debaters get too full of themselves and push too fur. Remember that cross-ex is for questions, not for arguments. By asking that one question to many, what you thought would be your ultimate argument may disappear.
The following is an exchange in a cross-examination of an actual trial dealing with a personal injury suit. It is offered to help explain commandment number ten:
Q: Did you, at the time of the accident, when you were asked if you were hurt, reply that you were not hurt?
A: Yes sir, I did.
The questioning should have gone no further. The plaintiff had admitted that at the accident site he had said that he had not been hurt. But, the lawyer was not satisfied.
Q: Well sir, why have you been testifying all morning that you were hurt, giving the jury the impression that you were still suffering the effects of the accident?
A: Well, Mr. Lawyer, it was like this. I was driving my horse and buggy along the road, and along comes this client of yours in his automobile and knocks us in the ditch. You never saw such a mess in all your life. I was flat on my back with my legs in the air. The buggy was completely wrecked. Now this client of yours gets out of his car and looks at us. He sees my horse has a broken leg. He goes back to his automobile, gets a gun, and shoots him. Then he comes up to me and says, "Now what about YOU? Are YOU hurt?"
Some examples of questions you might ask in your cross-ex are:
Give the sample questions and have the students identify what type of debate would ask the question.
1. How much of the problem do you solve for?
2. How long will it take for your plan to show results?
3. Did you provide any empirical evidence to back up your point?
4. Has the U.S. government ever been involved in this way before?
5. Are you saying that only the federal government can solve this?
Have the students put down what type of debate they are doing. Have the students write five questions that they might use in a round. Have each student come up and go through the CX process by asking the instructor one of their questions and a follow-up question based on the answer.
Part 7 - Negative Argumentation
More
Vocabulary:
1. Off Case - Arguments that do not deal directly with the affirmative' s case side. I.E. - DA's, Solvency; Plan meet advantage (PMA), Plan meet need (PMN)
2. Overview - An argument that covers everything about the case, but is not specific to any One area. I/E. - Topicality
3. Frontline - An outline of arguments or responses to arguments that are created in advance of an actual debate round.
4. Road Map - A brief statement that precedes a speech and outlines the basic order of arguments.
5. Contradiction - When two or more inconsistent arguments are made by one side in a debate.
(The most common is inherency and DA’s)
6. Dilemma - When one side in a debate is forced to choose between two equally bad choices. If they pick one, the other happens.
7 Negative Philosophy- A brief statement that explains the negative position; a thesis.
8. Brink - A turning point or crossroad that if passed will cause an inevitable result.
9. Linear - Following a straight line; for each thing done, there is an equal increase in the result.
Cross-ex/Policy:
As we have already covered, the negative starts with the advantage under the theory of presumption. But, just having a system in place will not be enough to win a round. Arguments must be made to minimize the affirmative proposal, as well as showing the problems of going to a new policy. To this end, the negative side will present several types of arguments.
Case Side Arguments -
If you look back at the information on how to construct an affirmative case you see that it is broken down between case ( observations and advantages) and plan. Debating the case will require direct clash. It is important to raise questions in the mind of the judge as to whether a change is really needed and if what the affirmative is saying is really the full story. Good case arguments will MINIMIZE THE AFFIRMATIVE.
The following are some case side arguments that could be made: (most will require evidence)
1. The evidence is not current. I.E. -They read evidence from 1999 to try to prove their point. The older the evidence, the more likely that things are not the same as they were. Current evidence could be read to show the change.
2. The evidence does not say what their tag says it says. I.E. - The tag says, "Individual rights should always be the top priority." The evidence says, "The advantages of limited governmental powers speak for itself."
This is a place where you should listen and compare. Many teams will 'power tag' the evidence because they know that most debaters will not listen.
3. The content of the evidence is weak. I.E. - The evidence reads, " ... something must be Done.”
What is being called for? Where does it say that what the other team is doing is the right thing to do? In other words, the analysis in the evidence is weak.
4. The harms that the affirmative presents are not significant. I.E. -The affirmative claims that Those in poverty are destitute.
Evidence could be read to contradict what the affirmative evidence said. You could also press the affirmative for the number of people that fall under a/the definition of destitute.
5. The problem the affirmative presents is not inherent to the present policy system of the United States. I.E. - The affirmative claims that drug trafficking is a major cause of poverty.
Evidence could be read to show that the United States has taken action against trafficking, so the policy system would not be at fault.
The structure of case side arguments -
The key to making and winning case side arguments is staying organized so that you are easy to follow. There are five steps to successful organization:
1. State where you are in the argumentation.
2. Remind the listener what was said.
3. State how many responses you are going to make.
4. Make the responses.
5. Impact your argumentation.
Here is an example of how this would work. (This will be the same for all types of debate.)
Affirmative Case
Negative Case Arguments
Let’s go to observation one, where we are told that the educational system destroys a person’s chance to escape poverty. I have three reponses: Observation I. U.S. educational Destroys the chance to escape poverty
1. The evidence does not say what the tag says. Detroit Free Press, 1997
The affirmative wants you to “A study shows that there is a link between belief that our educational system is responsible for poverty, but the evidence actually only refers to a link between having an education and how much a person can earn.
2. The evidence is old.
Even if there was a correlation between the educational system and poverty, the affirmative should be able to prove that with evidence that is much more recent.
3. With more recent evidence, we will now show that their claim is unfounded.
Sean Stewart, Author, Poverty is a Bad Thing, 2018, p2
"Education is a component in a person's struggle against poverty. But, it is one of many factors that can influence a person. It would be wrong to put poverty at the doorstep of our schools."
The affirmative has over reached. Mr. Stewart is right. Education cannot be held wholly responsible and most certainly does not destroy a person's chance to escape poverty.
Looking forward to a great year!
Mr. Lindsey
Summit Christian Academy Speech and Debate Handbook
Summit Christian Academy admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, scholarship and loan programs, and athletic and other school administered programs.
