Court Room Analogy Affirmative Constructive Case 1 CX 2
Negative Constructive Case and Refutation 3 CX 4 Affirmative
Rebuttal 5 Negative Rebuttal 6 Affirmative Rebuttal 7 Decision
Slide 8
Lincoln Douglas Format 1 st Affirmative Constructive 6 minutes
Cross Examination by Negative3 minutes (Prep Time by Negative) 1 st
Negative Constructive7 minutes (includes refutation of affirmative)
Cross Examination by Affirmative 3 minutes (Prep Time by
Affirmative) 1 st Affirmative Rebuttal 4 minutes (Prep Time by
Negative) 1 st Negative Rebuttal6 minutes (Prep Time by
Affirmative) 2nd Affirmative Rebuttal 3 minutes
Slide 9
What is a policy debate? A policy debate consists of two teams,
the Affirmative and the Negative, debating the national debate
topic, or resolution. Each team consists of two debaters. The
Affirmative team supports or advocates the policy direction
prescribed by the resolution. The Negative team opposes the
resolution.
Slide 10
Some Key Debate Concepts Burden of proof: The Affirmative team
has the burden of proof. They must prove the need for change or the
need for the resolution. Status quo: The present system or the ways
things are now. Presumption: Absent proof of a need for change,
presumption says that things should remain as they are, or status
quo. The Negative team and the status quo have presumption. Fiat:
The basic assumption that the Affirmative plan will be adopted.
Prima Facie: The requirements that the Affirmative case must
fulfill to prove a need for change and to support the
resolution.
Slide 11
The Prima Facie or Stock Issues Topicality: Is the Affirmative
case germane to the resolution? Harm: Is there a problem? What is
wrong with the status quo? Significance: Is the problem
qualitatively or quantitatively significant? Inherency: What is
causing the problem? What barrier prevents change or prevents the
SQ from solving the harm? Solvency: Can the problem be solved? Will
the solution create more serious problems than the ones it
resolves? Is the solution advantageous?
Slide 12
Prima Facie: Topicality The resolution limits the topics or
issues that the Affirmative may argue; the Affirmative must stay
within the bounds of the topic. If the Affirmative plan does not
fall within the bounds of the resolution, then it is Not
Topical.
Slide 13
Prima Facie: Harm & Significance To warrant adoption of the
resolution, there must be a reason to change; there must be a
problem with the present system. Harms may be physical, economic,
or philosophical. The problem, or Harm, must also be significant.
Quantitative significance (statistics, numbers) Qualitative
significance (values, quality)
Slide 14
Prima Facie: Inherency There must be a reason that the present
system can not solve for the Harm; there must be a barrier to
change. Types of Inherency (3) Structural inherency (law or policy)
Attitudinal inherency (attitudes) Existential inherency (harm
simply exists)
Slide 15
Prima Facie: Solvency AFF must eliminate or reduce the Harms.
The AFF plan is the mechanism of solvency. The plan should be more
advantageous than the SQ.
Slide 16
The Prima Facie or Stock Issues An easy phrase for recalling
the Prima Facie requirements: T= Topicality H= Harms
(Brink-Link-Impact) I= Inherency S= Solvency (Advantages)
Slide 17
Harms: _______________
Slide 18
The Structure of a Debate High School policy debate uses the
8-3-5 format. Each debater delivers a 8-minute constructive speech,
which is followed by a 3-minute questioning period (Cross-X) by the
opposing team. Each debater delivers a 5-minute rebuttal or closing
speech. Each team also has 8-10 minutes of prep time to use between
speeches. This is a total of 8-10 minutes, not 8-10 minutes between
each speech.
Slide 19
The Structure of a Debate Constructive Speeches First
Affirmative Constructive (1AC): 8 Minutes Cross-Examined by 2N: 3
Minutes First Negative Constructive (1NC): 8 Minutes Cross-Examined
by 1A: 3 Minutes Second Affirmative Constructive (2AC): 8 Minutes
Cross-Examined by 1N: 3 Minutes Second Negative Constructive (2NC):
8 Minutes Cross-Examined by 2A: 3 Minutes Rebuttal Speeches First
Negative Rebuttal (1NR): 5 Minutes First Affirmative Rebuttal
(1AR): 5 Minutes Second Negative Rebuttal (2NR): 5 Minutes Second
Affirmative Rebuttal (2AR): 5 Minutes
Slide 20
Constructive Speaker Burdens 1AC: Presents a Prima Facie Case
Harm, Significance, Inherency, Solvency, Plan Topicality is granted
until challenged by the Negative team 1NC: Presents the Negative
Attack Traditionally attacks the 1AC May also present off-case
arguments such as Topicality, Disadvantages, Counterplans, and/or
Kritiks
Slide 21
Constructive Speaker Burdens 2AC: Re-Defends Against 1NC
Rebuilds the Affirmative case presented in the 1AC Follows 1NC
point-by-point or applies the 1NC points to the 1AC structure 2NC:
Answers 2AC positions/continues Negative attack Presents any
additional Negative arguments not presented by the 1NC Answers
some, but not all, 2AC positions (divide positions with the
1NR)
Slide 22
Rebuttal Speaker Burdens No new arguments No new arguments in
the rebuttals (new evidence to further a previous argument is OK)
1NR: Answer remaining 2AC arguments not covered by the 2NC 1AR:
Answer all 2NC & 1NR arguments
Slide 23
Rebuttal Speaker Burdens 2NR: Extend winning Negative arguments
(pick and choose, do not go for everything); tell the judge why she
should vote Negative 2AR: Answer all remaining Negative arguments
& claim all Affirmative positions that are no longer contested;
tell the judge why he should vote Affirmative
Slide 24
Resolved:.The United States federal government should
substantially increase its exploration and or development of space
beyond the earths mesosphere
Slide 25
What is a resolution? The resolution is always a proposition of
policy. The resolution specifies what action should be taken and by
whom. Sample policy resolution: Resolved: that the United States
federal government should substantially change its foreign policy
toward Israel.
Slide 26
The 2011-2012 High School Resolution Resolved:.The United
States federal government should substantially increase its
exploration and or development of space beyond the earths
mesosphere
Slide 27
Initial Questions about the Topic What is The US federal Govt,
What is the mesosphere, ? What does should mean? What constitutes
Substantially, increase, ? What are areas that need to be explored
and or developed? Why is it important that we do it?
Slide 28
Space Exploration on the Affirmative Space beyond the
Mesosphere? The Planet Earth is a terminal entity. BOOM!!! Were
gone Resources on earth are limited (Electricity) Space The
benefits of exploration are infinite. (GPS, maintenance of
satelites and space stations. Colonization. Inventions for earth,
Medical breakthroughs and experimentation.
Slide 29
Space Exploration on the Affirmative Solar Satelites: Reliance
on fossil fuels puts the US at a crossroads Transition to SPS is
key to ensure access to carbon neutral technologies Oil shocks
coming now because of supply disruptions perception of instability
in the mid east and supply disruptions causes oil prices to soar
that tanks the global economy Additionally, the resulting oil
competition causes US China war China US war escalates and causes
nuclear war SPS solves the economy creates multiple jobs and saves
the space industry
Slide 30
Space Exploration/Development on the Affirmative Balistic
Missile Defense: The US Federal Government should deploy a
constellation of kinetic energy ballistic missile interceptors in
space above the mesosphere. Chinese expansion into space challenges
US national security US and China likely to go to war over hegemony
and security competition
Slide 31
Space Exploration on the Affirmative Other Topics: Asteroid
Mining Asteroid Mining Aliens Asteroid Detection Asteroid Detection
China Cooperation China Cooperation Colonize Mars Colonize Mars
Lunar Mining Lunar Mining Nuclear Waste Disposal Nuclear Waste
Disposal Space Tourism. Space Tourism http://www.debatecoac
hes.org/page/open- evidence-project
Slide 32
Space Exploration/Development on the Affirmative You will be
constructing an Affirmative Case and building evidence files on the
Negative side. Your job is not to come up with something from
scratch.. But to locate and organize your files. Team Approach so
you are not on your own.
Slide 33
Slide 34
Selecting the Affirmative Case The best cases are found only
after you have done extensive preliminary research on the topic.
Begin by looking for Solvency evidence try to find recommendations
for topical action. Once you have a plan gather the Harms and
Inherency evidence. Summer debate workshops and some tournaments
will produce case lists.
Slide 35
Selecting the Affirmative Case Some thoughts about case
selection: Think Strategically Does the case position you to refute
obvious Negative DAs and CPs? Big changes/impacts to outweigh or
minimal change to avoid the links What are your research abilities?
Big cases central to the topic are easier to research. Cases
inadequately researched will not win. YOU Pick a case that is
interesting to YOU
Slide 36
Organizing the Case (the 1AC) There are 3 types of cases: The
Needs Case The Comparative Advantage Case The Goals Criterion
Case
Slide 37
The Traditional Needs Case Remember: All cases must meet the
prima facie requirements regardless of organizational structure.
Based on a problem-solution theme The Affirmative explains the
cause and the extent of the problem and then presents a plan and
demonstrates that it solves the problem.
Slide 38
The Traditional Needs Case Contention 1: SQ will not solve the
problem (Inherency) Contention 2: The inherent problem results in a
significant problem (Harms & Significance) Plan Contention 3:
Implementation of the plan will solve the problem (Solvency)
Slide 39
The Traditional Needs Case Cont 1: SQ Fishing Policy Fails Cont
2: Overfishing is Destroying Our Oceans Plan: establish marine
reserves system Cont 3: Reserves restore our oceans
Slide 40
The Comparative Advantage Case Focuses on comparing the SQ and
the Affirmative alternative Begins by describing the nature of the
SQ (inherency) Presents the plan and compares it to the SQ by
illustrating the plans Advantages
Slide 41
The Comparative Advantage Case Observation: SQ will not
implement the plan Plan Advantage 1 A. Harm B. Solvency Advantage 2
A. Harm B. Solvency
Slide 42
The Comparative Advantage Case Observation: SQ Fishing Policy
Fails Plan: establish marine reserve system Advantage 1: Ocean
Environment A. Overfishing is Destroying Our Oceans B. Reserves
Protect Ocean Ecosystems Advantage 2: Economy A. Overfishing will
collapse fisheries B. Reserves economically benefit fisheries
Slide 43
The Goals Criterion Case Argues that we have a goal and that
the AFF plan better meets the goal than does the SQ Must win two
arguments The goal(s) exists and is a worthy goal The Plan better
meets the goal Prima facie requirements are addressed by the second
argument.
Slide 44
The Goals Criterion Case Obs: Reducing juvenile crime is a
national priority (the goal) Plan: increase funding for runaway
shelters; non- disclosure statutes for shelters; repeal 15-day
limit for staying in shelters
Slide 45
The Goals Criterion Case Contention 1: SQ policies promote
juvenile crime by runaway youths A. SQ lacks a comprehensive policy
to deal with runaway youths B. Runaway youths increase juvenile
crime C. Runaway youths increase prostitution leading to the spread
of AIDS Contention 2: Aff plan better reduces teen runaways A.
Increased funding for expanding training and expanding youth
shelters solves B. Non-disclosure statutes ensuring confidentiality
solves C. Repealing 15-day-stay limit solves
Slide 46
Writing the Affirmative Case Do not over-structure the case.
Every piece of evidence does not need to be labeled as a subpoint.
Some substructure (A, B, C) may be necessary or desirable. Use
transition sentences/tag lines: Each card should be introduced by a
sentence that succinctly summarizes the argument it supports. Cite
the complete source for the evidence.
Slide 47
Writing the Affirmative Case Use your best evidence in the 1AC.
Use evidence that allows you to refute (or preempt) commonly run
Negative arguments. Avoid evidence that sets up or makes you
vulnerable to specific Negative attacks. Make adjustments to your
1AC throughout the debate season.
Slide 48
Writing the Affirmative Plan Specify the agent of adoption Give
specific policy mandates Specific plan mandates should be
consistent with the solvency evidence Include funding &
enforcement mechanisms F & E may be by normal means, or you may
specify the means. However, you can not claim an advantage from the
specified F & E. Reserve the right to clarify plan intent Use
Planks or write as a paragraph
Slide 49
Sample Affirmative Plan Plank 1: Mandates The United States
federal government will adopt the May 2003 recommendations of the
Pew Oceans Commission regarding overfishing, including the shift to
an ecosystems-based approach to fishery management and the
establishment of a National Oceans Agency empowered to oversee and
implement a nationally-coordinated system of marine reserves and
marine protected areas within the United States Exclusive Economic
Zone. Plank 2: Funding and enforcement are guaranteed. Plank 3:
Affirmative speeches shall serve as policy intent.
Slide 50
Sample Affirmative Plan The United States federal government
will adopt the May 2003 recommendations of the Pew Oceans
Commission regarding overfishing, including the shift to an
ecosystems-based approach to fishery management and the
establishment of a National Oceans Agency empowered to oversee and
implement a nationally-coordinated system of marine reserves and
marine protected areas within the United States Exclusive Economic
Zone. Funding and enforcement are guaranteed. Affirmative speeches
shall serve as policy intent.
Slide 51
Answering Negative Attacks Generally, you should anticipate the
Negative attacks and prepare briefs with evidenced and analytical
responses. Answering Topicality attacks: Provide counter
definitions and interpretations Provide counter standards for
evaluating your definitions/interpretations vs. the Negatives
Slide 52
Answering Negative Attacks Answering Case Attacks Use your 1AC
evidence or read new evidence to counter Negative claims. Provide
analysis about why your evidence and arguments are better.
Line-by-line vs. Lump & Dump (grouping)
Slide 53
Answering Negative Attacks Answering Disadvantages Challenge
the arguments uniqueness Deny/take-out or turn the link
Deny/take-out or turn the impact Beware of the double turn Consider
whether the NEG inherency attack disproves the Uniqueness or Link
Does the Harm solved by the plan outweigh the impact of the
DA?
Slide 54
Answering Negative Attacks Answering Counterplans Is the CP
topical? Is the CP competitive? Permutation Does the CP solve the
case Harms? Does the CP have any Disadvantages?
Slide 55
Slide 56
Negative Debate Strategies Attack or refute the Affirmative
case Argue that the Affirmative is not topical Present
disadvantages to the Aff Plan Propose a counterplan
Slide 57
Attacking the Affirmative Case Attack the Harms/Significance:
Prepare briefs against all the harms that affirmatives are likely
to present such as ocean pollution and species extinction. Attack
the Inherency: Argue that the present system does have programs to
address the harms or that the plan has been adopted. Show new ocean
policy initiatives are working to address problems. Suggest minor
repairs
Slide 58
Attacking the Affirmative Case Attack the Solvency: Deny that
the plan will work. Blame causes outside of the U.S. ocean policy
for environmental problems and then show the plan won't solve these
problems. Show that government programs fail to help marine natural
resources. Tips for Attacking the Case Listen to the 1AC evidence.
Does it really say what they claim it says? Are there any gaps in
their reasoning?
Slide 59
Attacking the Affirmative Case Tips for Attacking the Case
Attacks may be take-outs or turn-arounds Apply your arguments to
the 1AC case structure Follow the Steps of Refutation 1. State the
opponents argument you are attacking (signpost) 2. State your
argument 3. Read evidence to support your argument or explain your
argument with analysis Number your arguments
Slide 60
Arguing Topicality A topicality attack is like a motion in a
court of law or a legislative body in which you argue that the
judge does not have the jurisdiction to vote for the AFF plan
because it falls outside the bounds of the resolution. The Negative
team argues that the Affirmative plan violates one or more terms in
the resolution. A Topicality argument consists of four parts: the
definition, the violation, the standards, and the voting issue. It
is presented as an off-case observation.
Slide 61
The Structure of a Topicality Attack Definitions: read
definitions for the terms in the resolution that you claim the AFF
plan does not meet. Violations: Explain how the AFF plan does not
meet the definition and thus violates the topic. Standards: What
standards should we apply for determining that your interpretation
of the resolution is the better one? Better Definition: Field
Context, Grammatical Context, Precision Each word has meaning
Reasonability, Debatability
Slide 62
The Structure of a Topicality Attack Voting Criteria: Why
should the judge vote NEG on T? Prima Facie Issue Jurisdiction
Fairness
Slide 63
Arguing Topicality on Ocean Protection The plan is not the
United States federal government because it relies on the states or
private businesses or another country. The plan does not establish
an ocean policy or increase protection because it concerns
activities on land or it only modifies an existing policy. The plan
does not concern marine natural resources because it preserves land
or human-made resources.
Slide 64
Sample Topicality Argument A. Definition Random House 2003
establish: to create or originate B. Violation The plan only
modifies the current policy regarding double hulls by accelerating
the time frame. It does not create or originate an ocean policy. C.
Standards 1. Precision: this definition provides a precise limit to
the term 2. Debatability: allowing Affirmatives to modify existing
policies excessively broadens the topic and places an unfair burden
on negatives D. Voting Criteria 1. Prima Facie burden: T is a PF
burden. The Aff must win all PF burdens to win. If they lose T,
they lose the debate 2. Jurisdiction: The resolution only empowers
you to consider topical plans. Plans outside the bounds of the
resolution are outside your jurisdiction and thus, like a judge in
a court, you should throw out the case
Slide 65
The Disadvantage An argument that claims that adoption of the
AFF plan will have bad consequences. 4 parts of the Disadvantage
Impact: What would happen? How bad would it be? Link: Why will the
plan cause this? Brink: Why is this a critical time? Uniqueness:
Would the DA happen even without the plan?
Slide 66
The DA Link Start from something the plan does: Increases
environmental regulation Requires federal govt action Spends
money
Slide 67
The DA Brink/Uniqueness Present recent evidence giving some
reason that we are at a critical time: Economy: On brink of
recession now. Bipartisanship: Change-over/elections of the Senate
creates a critical brink point. Present recent evidence giving some
reason why the disadvantage will be avoided in SQ: State-federal
balance is maintained now Bipartisanship will survive if Congress
can avoid contentious issues such as ocean environment.
Slide 68
The DA Impact What will happen. Be as explicit as possible
about a scenario to impact: Be prepared to explain how and why the
impact will happen. Federalism: civil war Bipartisanship: fail to
pass aid needed for Mid-east peace Spending: causes economy to
crash
Slide 69
Linear Disadvantages Linear disadvantages do not need to prove
brink, threshold, or uniqueness: Linear DAs freely admit that the
problem may already be happening in the present system; they simply
claim that the affirmative plan produces more of a bad thing. For
example: Proliferation of nuclear weapons. It may be true that
there is proliferation in the present system, but the plan would
worsen the situation. The more proliferation, the worse for all of
us since there will be a linear increase in the risk of war. The
Advantage of Using Linear DAs: More real world; brink arguments are
often artificial anyway. The Problems With Using Linear DAs: Not
much impact; difficult to outweigh the affirmative advantages; it
is difficult to quantify the increment of disadvantage caused by
the plan.
Slide 70
Presenting the Disadvantage The Shell: The DA can be first
presented in any constructive speech. Most commonly, the DA is
presented in the 1NC with a 1 to 2 minute shell of the argument. In
other instances, the DA is presented in the 2NC; in such cases, the
negative team often presents a longer version of the shell. Sample
Shell A. Uniqueness B. Link C. Impact
Slide 71
Arguing Disadvantages on Ocean Protection Business Confidence:
Companies are typically concerned with any government regulation
that makes doing business more expensive. Many affirmatives will do
just that. Creating more mandates for environmentally friendly
technology and investment could make it difficult for ship
builders, cruise ship operators and other maritime businesses to
make ends meet. That could jeopardize the fragile economic recovery
that has begun in the United States by discouraging hiring and
investment. Eco-tourism: Improving the ocean environment could make
them more appealing to visitors. Paradoxically, tourists put a
great deal of stress on the environment through the use of
resources and visiting (and trampling on) natural wonders. That
would make the policy that attempts to preserve natural resources
counter-productive.
Slide 72
Arguing Disadvantages on Ocean Protection Federalism: Many
states have created their own regimes of ocean regulation. New
ocean policies at the federal level undermine the states autonomy,
threatening this very important federalist balance of power and
perhaps preventing a stronger regulatory framework from emerging
from below. Spending: Enforcing new regulations is costly, as is
more investment from the government to restore the environment.
Budget balancing priorities demand that we avoid new spending at
this time. More federal spending is a bigger drain on the
economy.
Slide 73
Arguing Disadvantages on Ocean Protection Politics DAs: The
affirmative's plan will increase or decrease the political capital
and popularity of President Bush or congressional actors. That
could affect the chances of seemingly unrelated legislation
becoming law. It may also have implications on the electoral
viability of each party. With presidential elections coming up and
the war on terrorism continuing, these disadvantages will have
large impacts and continue to be a powerful negative tool.
Terrorism: The Coast Guard has many duties. Two of these are to
enforce environmental regulations and to guard the seas from
terrorists and other threats to security. If the Coast Guard moves
some resources away from terror prevention to implement
environmental rules, that may make it easier for enemies of the
United States to attack the homeland.
Slide 74
Turning the DA: AFF Answers Link Turns: A link turn shows that
the plan actually does the opposite of what the negative link
claims For example: On the bipartisanship DA, the affirmative may
argue that the plan would actually promote rather than hurt
bipartisanship. Impact Turns: An impact turn shows that the claimed
impact is actually good rather than bad For example: The DA says
that plan passage would result in a Russia-China alliance. The
affirmative argument is that a Russia-China alliance would be a
good thing, rescuing the Russian economy from collapse. Beware the
Double Turn: The Affirmative team must NEVER turn both the link and
the impact.
Slide 75
Presenting A Counterplan A counterplan is a policy defended by
the negative team which competes with the affirmative plan and is,
on balance, more beneficial than the affirmative plan. Counterplan
Requirements Nontopicality: Must be a NON-resolutional alternative
to solve the harm Competitiveness: Must give the judge a reason to
choose between the plan and counterplan.
Slide 76
CP Non-Topicality The resolution divides ground. If the CP is
topical it justifies the resolution. Thus voting for the CP would
be a vote for the resolution and a vote for the resolution is a
vote for the AFF. Some judges say the CP may be topical, for the
following reasons: 1. The affirmative team is asking for adoption
of the PLAN not the resolution. 2. Competitiveness provides
adequate protection against abuse. 3. Ground is preserved, since
the affirmative team had free opportunity to choose its position
first from anywhere within the resolution.
Slide 77
Counterplan Competitiveness Mutual Exclusivity: It is logically
impossible to do both the plan and counterplan. Net Benefits: The
counterplan alone is more beneficial than the plan or the plan plus
the counterplan Other Possibilities: Resource competition,
Philosophical differences
Slide 78
Counterplan Permutations A permutation is an argument offered
by the affirmative to demonstrate the non- competitiveness of a
counterplan. It suggests a specific way that the plan and
counterplan can be desirably combined.
Slide 79
Arguing Counterplans on Ocean Protection States CP: Rather than
the federal government, the 50 states should act on the affirmative
proposal. This avoids the federalism disadvantage and the inherent
risks associated with centralized national control over policies.
United Nations CP: Instead of the United States acting, the United
Nations would develop a comprehensive international policy to
address the affirmative harms. Japan CP: The Japanese government
would enact the plan rather than the U.S. government. Possible
net-benefits: U.S. action might anger allies, cause a shift in the
2004 election, or undermine Japanese global leadership.
Slide 80
Slide 81
Keeping a Flow Sheet Obs 1. SQ Fishing Policy Fails --lack comp
appr USCOP 9/02 --SQ n/protect eco Pew 5/03 --ind. prev. reform
Sutton 03 1. NOAA focus on rebuild fish stocks Hogarth 02 SFA
rebuild 2. US adopted intl agreements Hildreth 02 adopt FAO code 3.
EO expands MPAs Dept Comm 03 4. SFA contributes to eco health now
Hildreth 02 1.SFA flawed Hogarth 02 unfocused, no $ 2. SFA only
limit ctach size Natl Geo 01 3. SFA n/protect biod Norse 02 Exec
order d/n MPAs Ore Reg 01
Slide 82
Flowing Tips Use 8 x 14-inch legal pad, not 8 x 11 Use two
colors of ink (ie black and red) Use abbreviations appropriate to
the topic Use symbols for common claims: (up arrow for increasing,
down arrow for decreasing, right arrow for causes or results in,
etc.) Establish priorities: 1. Contention labels first priority, 2.
Subpoints second priority, 3. Evidence reference third priority
(Smith, 01), 4. Key words of evidence fourth priority. Ask for
missed points (in CX or prep time). Use lots of paper (leave space
b/w arguments/evidence separate sheets for plan arguments and for
case arguments; each big argument should have its own sheet).
Slide 83
Keeping a Flow Sheet Obs 1. SQ Fishing Policy Fails --SQ lacks
comp approach USCOP 9/02 --SQ not protect ecosystem Pew 5/03
--industry prevents reforms Sutton 03 1. NOAA focus on rebuild fish
stocks Hogarth 02 SFA rebuild 2. US adopted intl agreements
Hildreth 02 adopt FAO code 3. EO expands MPAs Dept Comm 03 4. SFA
contributes to eco health now Hildreth 02 1.SFA flawed Hogarth 02
unfocused, no $ 2. SFA only limit ctach size Natl Geo 01 3. SFA no
protect biodiversity Norse 02 Exec order not increase MPAs Ore Reg
01
Final Thoughts on Flowing Flow all of the speeches Use your
flow to speak Do not give up. Listen for numbers and signposts to
help you find your place on the flow again Practice! Practice!!
Practice!!! Did I say, Practice?
Slide 86
PUBLIC FORUM DEBATE Debate I
Slide 87
WHAT IS IT? Public forum debate, also known as crossfire
debate, PFD (sometimes pronounced puff), pofo, pufo, and sometimes
called by its former names, controversy debates or Ted Turner
debate, is a style of debate practiced in National Forensic
League
Slide 88
PFD Public Forum Debate is audience friendly debate that
focuses on advocacy of a position derived from the issues presented
in the resolution, not a prescribed set of burdens. A Public Forum
Debate round begins with a flip of a coin between the competing
teams to determine sides and speaker position. Public Forum tests
skills in argumentation, cross-examination, and refutation.
Slide 89
INTRODUCTION Public Forum Debate offers students a unique
opportunity to develop on-their-feet critical thinking skills by
situating them in contexts not unlike US political (radio and TV)
talk shows. Public Forum debaters must anticipate numerous
contingencies (possibilities) in planning their cases, and must
learn to adapt to rapidly changing circumstances as discussions
progress. Public Forums open-ended cross-examination format
encourages the development of unique rhetorical strategies. Public
Forum debates should be transparent to lay audiences while
providing students with real-world public speaking skills through
the discussion of contentious ideas.
Slide 90
Public Forum Debate Public Forum will test your skills in
argumentation, cross-examination, and refutation. Example Current
PF Topic: Resolved: The benefits of post 9/11 security measures
outweigh the harms to personal freedom.
Slide 91
How it goes Two teams make up a Public Forum debate, one taking
the affirmative position, the other arguing the negative. The
guidelines for arguing these positions are as follows: 1. Arguing a
Case for the Resolution The affirmative team has the opportunity to
interpret and define the resolution, and has the responsibility to
interpret the resolution as it would reasonably be interpreted in
the public sphere. The affirmative team is not required to provide
a literal interpretation of the resolution, but may instead choose
to create a metaphorical interpretation of the resolution. The
reasonability of the affirmative teams interpretation of the
resolution is a matter that can be argued from debate to
debate.
Slide 92
How it goes 2. Arguing Against the Resolution Assuming that the
affirmative teams interpretation of the resolution is acceptable,
the objective of the negative teams efforts is to refute the
arguments offered by the affirmative team and/or to offer its own
arguments against the stance taken by the affirmative team. The
negative team may challenge any aspect of the affirmative teams
case. For instance, it may challenge the interpretation of the
motion (if it is unreasonable), the factual and analytical
foundations of the propositions case, the underlying assumptions of
the proposition teams claims, or any costs associated with the
affirmative teams arguments.
Slide 93
Public Forum Debate You and a partner will debate controversial
issues that are taken from newspaper headlines. New topics will be
announced for each month.
Slide 94
This Debate Should -display solid logic, reasoning, and
analysis -utilize evidence but not be driven by it -present a clash
of ideas -counter the arguments of the opponents (rebuttal)
-communicate ideas with clarity, organization, eloquence, and
professional decorum
Slide 95
RULES 1. In-Round Research is Prohibited Research on the topic
must be completed prior to the beginning of an actual debate. Once
the debate begins, the debaters may not conduct research via
electronic or other means. No outside person can conduct research
during the debate and provide it directly or indirectly to the
debaters. The use of a dictionary to determine the meaning of
English words that the debater may not understand should not be
construed as a violation of this rule. 2. Citations Debaters may
refer to or cite any public information. When debaters cite
information, they should be prepared to provide complete
documentation of the source to the opposing team and to the judge
on request. A teams documentation of cited material must be
complete enough that the opposing team and the judge can
independently locate the information. Ordinarily, such
documentation would include the name of an author (if any), the
name and date of a publication, the URL of a website (if the
information was retrieved electronically), and a page number (if
any exists.)
Slide 96
How It Goes a resolution or topic is a normative statement
which the affirmative team affirms and the negative team negatesThe
debate begins with the first team's first four-minute constructive
speech. In this speech, one of the members of the team gives
arguments either for or against the resolution (a resolution or
topic is a normative statement which the affirmative team affirms
and the negative team negates.), depending on which side the team
is speaking for. Strictly speaking, the custom in public forum
debate dictates that when debaters speak (both for speeches and
crossfire), they should face forward towards the judge, sometimes
from behind a lectern. However in some tournaments, it is customary
for debaters to remain seated and face each other during
crossfire.
Slide 97
CLOSER LOOK @ First Two Speeches In these two speeches, the
first and second speakers should deliver their pre-prepared reasons
for adoption or rejection of the topic. The second speaker may also
respond to the most important arguments raised by the first
speaker. In the first two speeches, speakers for both sides must be
concerned with constructing and presenting a logical argument that
draws on evidentiary support. This is the one time in the debate
where specific preparation can be used as a tool of the
debate.
Slide 98
How It Goes Next, the other side is permitted to give its first
four- minute constructive speech in which not only arguments may be
presented, but rebuttals to arguments from the first speech as
well. However, rebuttals are almost always not presented until a
team's second constructive, and are frowned upon in some
states/tournaments, and the first constructive generally consists
exclusively of prepared material.
Slide 99
Cross Fire Following this speech, the first speaker from the
first team joins the first speaker from the second team at the
podium if one is provided (in the absence of one debaters stand by
their desks) and the first three-minute "crossfire" begins. The
first speaker begins crossfire by asking a question to the second
speaker. In crossfire, the two debaters directly ask each other
questions and answer questions of their opponent. Crossfire may be
used, like cross-examination, to ask revealing questions in an
attempt to expose a weakness in the opponents' arguments, but it is
often used as a way to further develop and attack arguments through
discourse.
Slide 100
Keep Goin After crossfire, first team's second speaker gives a
four- minute rebuttal speech. After they have rebutted their
opponents case, they move on to "rehab" their own (rebut the
opponents rebuttals in an attempt to nullify them. Although, this
only applies to the second speaker as the first team should not
have had any points rebutted yet.) Then, the second speaker of the
second team gives a four-minute constructive speech following this
same format. Following this speech, another three-minute crossfire
ensues.
Slide 101
CLOSER LOOK @ 2 nd SPEECHES This speaker position for both
sides has the burden of analyzing the opponents position and
explaining flaws in the ideas presented by the other team. The
judge has an expectation that the two sides will clash. Clash may
be in the form of line-by-line refutation of the opponents position
or could focus on the most "attackable" issues advanced by the
other side.
Slide 102
Grand Crossfire The first speaker of the first team then gives
a two- minute summary speech of the debate, which includes further
rebuttal of the opponents case and reiteration of the first team's
case, and the first speaker of the second team does the same. After
this speech, all four debaters participate in "Grand Crossfire".
Grand Crossfire is similar to crossfire except that all four
debaters can ask and answer questions of each other. The speaker
that gave the first summary speech begins Grand Crossfire by asking
the first question.
Slide 103
Final Focus After Grand Crossfire, each team's second speaker
has a chance to give a one-minute speech called the "Final Focus,"
the first team giving this speech first. In the Final Focus, the
speaker is given one last chance to explain exactly why his or her
team has won the round. No new arguments or evidence is allowed in
the Final Focus. This speech is often the determining factor for a
judge's decision in a closely contested round, as it allows the
judge to hear which arguments/evidence each team views as the most
important to his or her case, and summarizes the entire
debate.
Slide 104
CLOSER LOOK @ FINAL FOCUS In the Final Focus, speakers should
select the issue or issues they feel have become crucial to the
round. Moreover, they should explain how their side has won
arguments related to those issues. The Final Focus should not be an
attempt to explain all issues that have been raised, but rather
offer sustained, persuasive commentary on a single issue or small
number of issues of importance.
Slide 105
TOPICS April 2009: "Resolved: That the Employee Free Choice Act
serves the best interests of the American people. March 2009:
"Resolved: That, on balance, the No Child Left Behind Act of 2001
has improved academic achievement in the United States. February
2009: "Resolved: That, on balance, the rise of Brazil, Russia,
India, and China (BRIC) has had a positive impact on the United
States. January 2009 "Resolved: That, by 2040, the federal
government should mandate that all new passenger vehicles and light
trucks sold in the United States be powered by alternative fuels.
December 2008: "Resolved: That, on balance, social networking Web
sites have had a positive impact on the United States."
Slide 106
TOPICS PT. 2 November 2008: "Resolved: That the United States
government should implement universal health care modeled after the
French system. October 2008: "Resolved: That the United States
should significantly increase its use of nuclear energy." September
2008: "Resolved: That the United States should implement a military
draft." NFL Nationals: "Resolved: US policies established after
September 11, 2001 have substantially reduced the risk of terrorist
acts against the United States.
http://www.idebate.org/debatabase/topic_suggestions.php
Slide 107
Time Schedule Public Forum Timing Schedule First Speaker - Team
A = 4 Minutes First Speaker - Team B = 4 Minutes Crossfire = 3
Minutes Second Speaker - Team A = 4 Minutes Second Speaker - Team B
= 4 Minutes Crossfire = 3 Minutes Summary - First Speaker - Team A
= 2 Minutes Summary - First Speaker - Team B = 2 Minutes Grand
Crossfire = 3 Minutes Final Focus - Second Speaker - Team A = 1
Minute Final Focus - Second Speaker - Team B = 1 Minute Prep Time
(per team) = 2 Minutes
Slide 108
Everyone is expected to be a respectful audience member. A
judges rank may reflect a contestants disrespect to other
competitors during the round.
Slide 109
Student Congress A Brief Introduction to Speech Development,
Procedures, and Speaking
Slide 110
What is Student Congress? Student Congress is a hybrid event
that blends the use of public speaking skills used in Forensics
competitions, the argumentation strategies from Debate events, and
the ability to master procedural methods used by the United States
Congress.
Slide 111
What Does It Take to Succeed? In order to be a successful in
Student Congress, the competitor must be able to accomplish the
following (1) Speak Clearly and Persuasively (2) Successfully
Refute or Support the Arguments of Other Competitors (3) Actively
Engage in the Process and Procedures Used to Organize a
Session
Slide 112
Developing Student Congress Speeches
Slide 113
On What Topics Do Competitors Speak? In student Congress
competitors speak on a variety of Bills or Resolutions describing a
particular course of action to be taken by the model congress. The
students are to approach the session as though the decisions made
will become binding parts of American governing policy. Students
will either speak in favor of a particular Bill or Resolution, or
will speak against this course of action.
Slide 114
Sample Resolution Whereas, there are Americans who use guns for
recreational sports such as hunting, target practice and
professional shooting, and, Whereas, guns also provide in-home
protection for Americans, and, Whereas, there are thousands of home
invasions each year in the United States and guns. can help people
protect themselves and their families from these criminals, and,
Whereas, establishing gun control laws would encourage more people
to break these7. laws, and, Whereas, gun control laws would make
criminals aware that families have no means to protect themselves,
Therefore, be it resolved, by this student congress here assembled,
that all legislation promoting gun control laws be abolished.
Slide 115
Sample Bill Given that the stimulus package enacted by the
federal government has been largely successful in ending the
recession; and Since another stimulus would help increase spending
by American citizens and state governments; and Since spending is
necessary to avoid falling into another recession; Therefore, this
Congress ought to add one hundred and fifty billion dollars to the
current stimulus plan to be distributed amongst all fifty states,
ensuring increased spending.
Slide 116
Bill vs Resolution A Resolution presents a very specific plan
of action that must be described in detail in the wording of the
resolution. A Bill suggests a possible general idea for government
action without going into detail as to how this action might
look.
Slide 117
The A.R.E. Method to Speech Writing Writing a Student Congress
speech is as easy as A.R.E. X 3
Slide 118
Argument! The Argument is the point the speaker is making about
why the bill should be affirmed or negated.
Slide 119
Sample Argument On the Gun Control resolution: My first point
is that gun control laws lead to greater rates of black market gun
sales.
Slide 120
Reasoning! The Reasoning is the three or four explanations of
what the argument means and why it is relevant.
Slide 121
Sample Reasoning Gun control laws lead to strict regulation of
who can and who cannot buy guns. Often those who seek to purchase a
gun are those who would not pass the necessary background checks in
order to purchase a gun. As a result, these individuals seek back
channel methods to purchase firearms. In turn this helps to support
criminal and dangerous groups in our society.
Slide 122
Evidence! The Evidence is the two sources (minimum) used to
support the argument and reasoning of the speaker.
Slide 123
Sample Evidence According to The Future of Freedom Foundation
in an article written May 23, 2010, black market gun sellers
service over 2 million customers each year. Further the Cato
Institute contends that the profits made by black market gun
sellers leads to further expansion of illegal gun and drug empires
into struggling communities.
Slide 124
Put it All Together! My first point is that gun control laws
lead to greater rates of black market gun sales. Gun control laws
lead to strict regulation of who can and who cannot buy guns. Often
those who seek to purchase a gun are those who would not pass the
necessary background checks in order to purchase a gun. As a
result, these individuals seek back channel methods to purchase
firearms. In turn this helps to support criminal and dangerous
groups in our society. According to The Future of Freedom
Foundation in an article written May 23, 2010, black market gun
sellers service over 2 million customers each year. Further the
Cato Institute contends that the profits made by black market gun
sellers leads to further expansion of illegal gun and drug empires
into struggling communities. Without question the well-intentioned
gun control laws have had an adverse effect on gun sales and safety
in America.
The 4-Steps to Refutation / Support Teaching students to refute
or support an argument can be easily done in 4 simple steps!
Slide 130
Step 1 They say Briefly restate the point the speaker just made
and the point you are about to answer. For example: They say that
gun control laws lead to increases in gun sales made through the
black market
Slide 131
Step 2 But Make your counter assertion! For example: But
eliminating gun control laws would cause greater hikes in crime as
almost anyone would be able to purchase firearms.
Slide 132
Step 3 Because Offer reasoning and evidence to support your
counter-assertion. For example: This is because it becomes easier
to purchase firearms after laws are eliminated. According to a
Mayors Against Illegal Guns study, over half of the violent gun
crimes in America occurred with guns purchased legally from states
with relaxed gun control laws
Slide 133
Step 4 Therefore Conclude your point by comparing you point to
the point youre answering. For example: Therefore while gun control
laws may lead to greater sales in black markets, eliminating gun
control laws all together would drastically increase violent crime
even further.
Slide 134
Put it All Together They say that gun control laws lead to
increases in gun sales made through the black market, but
eliminating gun control laws would cause greater hikes in crime as
almost anyone would be able to purchase firearms. This is because
it becomes easier to purchase guns after laws are eliminated.
According to a Mayors Against Illegal Guns study, over half of the
violent gun crimes in America occurred with guns purchased legally
from states with relaxed gun control laws. Therefore while gun
control laws may lead to greater sales in black markets,
eliminating gun control laws all together would drastically
increase violent crime even further
Slide 135
Outlining the 4-Step Plan RefutingSupporting 1.They say 2.
but2. and 3. because 4. Therefore
Slide 136
Actively Engaging in the Process and Procedures of Student
Congress
Slide 137
Procedures for the Novice Competitor Beginning student congress
competitors should consistently strive to take part in three key
procedures used in all sessions: (1) Make Motions (2) Ask Questions
(3) Vote!
Slide 138
Motions A motion is a verbal cue presented by a member of the
Student Congress in order to advance the flow of the debate in the
session. There are numerous motions used in every Student Congress
session.
Slide 139
Three Motions for New Competitors Move the Previous Question
Translation: by saying I move the previous question the student is
saying Lets vote on whether to pass or fail this resolution! When
to Use It: The student should move the previous question when it
appears that debate on a resolution or bill is over or has become
one-sided Move to Lay on the Table Translation: by saying I move to
lay this resolution on the table the student is saying Lets put
this aside and come back to it later! When to Use It: The student
should use this motion when debate is not conclusive on the issue
and there are other matters needing to be addressed. Point of
Information Translation: by saying Point of Information the student
is asking the chair person to clarify either a procedure or
specific wording that the Congress in taking into consideration.
When to Use It: The student should request a point of information
when an unclear step is being taken by the Congress.
Slide 140
Asking Questions At numerous points in a Student Congress
session, the speaker will need to respond to questions from the
rest of the chamber. Your student should strive to ask poignant and
pertinent questions related to the speech or the speakers position.
These questions can be: Clarifying Supportive Setting up an
Argument
Slide 141
Sample Questions Clarifying Question Your bill recommends that
we as a Congress vote to increase financial support of the Stimulus
package, where would that capital come from? Supportive Question
(Softball Question) In your speech you explain how the Stimulus
package benefits the economy, do you think this would help those
experiencing the greatest poverty? Setting Up an Argument (Hardball
Question) You stated that in order to support the stimulus we can
draw money from other domestic programs, how would this impact the
effectiveness of those programs? (Then in your speech you hit them
with the harms of their proposed plan!)
Slide 142
VOTE! At numerous points in the session, competitors will be
asked to contribute to the flow of debate by voting on motions and
resolutions. Students should always vote whenever it occurs in
order to show their presence and participation in the session.
Voting one way or another can also influence the course of debate
in the remainder of the session.
Slide 143
Mini-Session
Slide 144
Student Congress Mini-Session For the remainder of our time, we
will participate in a sample Student Congress session. In this
session I will play the role of the Presiding Officer and each of
you will be active participants in the competition. The resolution
we are going to discussion has the following Therefore clause:
Therefore the United States military should withdraw its forces
from Afghanistan and Iraq, instead sending them to Darfur, Sudan as
peacekeeping agents.
Slide 145
Preparation In small groups of 3 or 4, use the ARE x 3 outline
to develop either a speech in support (affirmation) of the
resolution or in (negation) of the resolution. You wont have
evidence right now, so just focus on the Arguments and your
Reasoning In 10 minutes, we will begin our sample session with a
speech in affirmation followed by a speech in negation. There will
be time for questioning after each speech.
Slide 146
Mini-Session
Slide 147
A Resolution to Send Troops to Darfur Whereas Therefore the
United States military should withdraw its forces from Afghanistan
and Iraq, instead sending them to Darfur, Sudan as peacekeeping
agents.
Slide 148
Extemporaneous Speech The World in 7 Minutes or Less
Foreign/Domestic----- Informative/Persuasive
Slide 149
What is an extemporaneous speech? A speech with only a limited
amount of preparation and limited notes. A speech about a
world/national event.
Slide 150
Reading a Question The first step in working with an extemp
speech is to select your question. 1)Pick a question you have some
knowledge about and one that has some importance to it. 2)Make sure
that you have some evidence on that question. 3)Make sure that you
understand the question.
Slide 151
Getting Your Speech Ready. 1.Determine what the question is
asking. What can the United States do to end the fighting in the
Middle East? 2. Research your topic with the question in mind. 3.
Organize the speech into 2-3 main points
Slide 152
Basic Organizational Pattern 1 The three point speech pattern:
Introduction: Attention Getter, State the Question, Preview Main
Pnts. A.1 st Main Point B.2 nd Main Point C.3 rd Main Point
Conclusion: Review Main Pnts, restate the question, wrap-up
Slide 153
Basic Organization Pattern 2 Introduction: Attention Getter,
State the Question, Preview Main Pnts. 1.Main Point a. sub point b.
sub point 2. Main Point a. sub point b. sub point Conclusion:
Review Main Pnts, restate the question, wrap-up
Slide 154
Basic Tips and Pointers 1)Make sure you answer the question.
2)Support your answer through your analysis in the body of the
speech. 3)Give yourself time to practice your speech. 4)Speak with
confidence. 5)Try and use 3-8 sources in your speech.
Slide 155
Review and Practice Read the following questions and pick one
to work on. Can the new Mali leader rebuild the country? Who is the
best rapper in the world? What can be done to bring peace to the
Middle East?
Slide 156
Scan the Information Sharon repeated his position that violence
must end before talks begin and that he doesn't believe there can
be successful negotiations as long as Arafat remains in power. "We
must have a partner for negotiations," the prime minister told
Bush. "We don't see yet a partner. Minneapolis Star Tribune, June
11 th Conditions do not yet exist to begin working toward a final
peace in the Middle East, largely because there is no confidence in
the current Palestinian leadership, President Bush said yesterday
after meeting with Israeli Prime Minister Ariel Sharon. Washington
Post, June 11 th Sharon "wants to weaken the Palestinian Authority
and to destroy the Palestinian infrastructure," Palestinian
spokesman Yasser Abed-Rabbo said. Minister Nabil Shaath accused
Israel of trying to "sabotage any progress." LA Times, June 11
th
Slide 157
For More Information For more information on giving
Extemporaneous Speeches Extempcentral CDE Extemp Topic Resources
CDE Extemp TopicsCDE Extemp Topics2011 The Extemp Page Unified
Organization (pdf required)