Post on 02-Jan-2016
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Debate Final Exam Study GuideDefine terms using the answers here; if the answers aren’t complete, use Google to search on debate vocabulary and terms.
Be sure that you complete ALL sections of the study guide.
2. affirmative constructive AC Presents the case (new arguments) 6 minutes BADL: two AC speeches: 1AC and
2AC The 2AC is a constructive because new
arguments can be presented.
3. affirmative rebuttal AR the speech in which arguments from
the opposing team are attacked and the team represented by the speaker are defended
4. analysis
1. The process of taking something apart, breaking it down into its component parts, and determining the interrelationships of the component parts
5. argument noun: the reason(s) or supporting
details/evidence for or against some point you are trying to make: a justification, contention or overarching reason
6. articulation the formation of clear and distinct
sounds in speech; the adjustments and movements of speech organs involved in pronouncing a particular sound, taken as a whole
8. ballot the piece of paper on which judges write
comments, rankings, and the decision of the round
9. brainstorm a strategy used to generate ideas in
which ideas are written down as they come into the mind in response to a specific prompt (or not) without editing
10. case A collection of arguments, reasons, and
facts supporting the resolution; shows why we should affirm or negate the resolution.
12. claim-warrant-impact-link claim – an assertion. Example: cheese is good. warrant – a reason why an assertion is true. Example:
cheese has nutrients. impact – explains the importance of the warranted claim.
Example: It’s important that cheese is good, because its nutrients, especially calcium, contribute to a healthy body.
Link – a connection between the impacted claim and the value. Example: Since cheese contributes to a healthy body, my value of Individual Welfare is upheld.
19. cross-examination the time during the debate to ask the
opponent clarification questions or strategic questions, the answers to which may be used in the round
does not count in a debate unless the information obtained is used in a timed speech
20. crystallization crystallization point, voting issue, voter, or – why your side
wins the round. It can be an impacted drop extended across the flow in both rebuttals; it can be anything as long as the debater makes an argument and calls it a voting issue/voter/point of crystallization.
Example: The Affirmative wins this round because [argument]. Usually, crystallization is done during the last 2 minutes of the 3AR or 3 NR.
the key points in a debate that are crucial to the outcome, reasons why the judge should give the decision to a team
23. drop When a debater does not address or respond to a subpoint or
argument. In other words, they didn’t refute it, so they implicitly agree with it.
NOTE: drops must be impacted to count. It’s not enough to say your opponent didn’t refute your argument – you must say why it matters.
(impacting – why that point is so important, and the fact that your opponent agrees with you means you win the round).
Drop does NOT mean you dropped your opponent on his or her head!
1. flow (verb); pre-flow (verb) flow: to take notes note taking during a debate,
accurately recording the principal arguments and rebuttals
pre-flow: to outline one’s arguments right before one debates. If you are a debater arguing the Affirmative side of the resolution, then, before you begin your round (or hopefully even earlier), you outline your arguments on your flow instead of doing this during the round (that’s flowing).
1. flow (noun) the notes taken during a debate,
accurately recording the principal arguments and rebuttals
How should a debater act in a debate and at a tournament? (In your response, please address verbal and nonverbal behaviors, preparation, manners, sportsmanship, and rules.)
Verbal behavior
In a well-formed response (outline before you write), reflect on your performance in debate this year. As you outline your response, make sure that you answer the following questions: In what ways have you improved? What skills and abilities have you acquired? To answer these questions, you may compare yourself as a debater at the beginning of the school year and now, at the end of the year. What might you have done differently? What are the main things you have learned? Will you continue to debate? Why or why not? How might this activity influence other parts of your life?
III. Reflection
In a well-formed response (outline before you write), reflect on your performance in debate this year. As you outline your response, make sure that you answer the following questions: In what ways have you improved? What skills and abilities have you acquired? To answer these questions, you may compare yourself as a debater at the beginning of the school year and now, at the end of the year. What might you have done differently? What are the main things you have learned? Will you continue to debate? Why or why not? How might this activity influence other parts of your life?