© the forensics files lincoln-douglas debate the forensics files the forensics files

© The Forensics Files

Lincoln-Douglas Lincoln-Douglas DebateDebate

The Forensics FilesThe Forensics Files


ContentsContents IntroductionIntroduction The FormatThe Format Argument StructureArgument Structure Standards in LDStandards in LD Evaluating ResolutionsEvaluating Resolutions Case Writing &Case Writing & ResearchingResearching BurdensBurdens DebatingDebating The Affirmative RebuttalsThe Affirmative Rebuttals The Negative SpeechesThe Negative Speeches Cross-ExaminationCross-Examination TournamentsTournaments


IntroductionIntroduction

Types of DebateTypes of Debate Cross Examination DebateCross Examination Debate Lincoln-Douglas DebateLincoln-Douglas Debate Public Forum DebatePublic Forum Debate

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IntroductionIntroduction Cross Examination DebateCross Examination Debate

First type of debateFirst type of debate Teams of two competeTeams of two compete Also called ‘policy debate’Also called ‘policy debate’ The debate focuses on a resolution which The debate focuses on a resolution which

provides parameters for solving a problem.provides parameters for solving a problem. The affirmative presents a problem and a The affirmative presents a problem and a

solution (called the ‘plan’) which fits within solution (called the ‘plan’) which fits within the parameters set by the resolution.the parameters set by the resolution.

The negative tries to show that the plan won’t The negative tries to show that the plan won’t work, doesn’t fit the parameters or that a work, doesn’t fit the parameters or that a better solution exists.better solution exists.




Lincoln-Douglas DebateLincoln-Douglas Debate Individual debateIndividual debate Also called ‘value debate’Also called ‘value debate’ Individuals debate a resolution that focuses Individuals debate a resolution that focuses

on a moral or ethical truth statementon a moral or ethical truth statement Affirmative attempts to prove the Affirmative attempts to prove the

statement true.statement true. Negative attempts to show that the Negative attempts to show that the

statement is false or show that the statement is false or show that the affirmative did not prove it true.affirmative did not prove it true.




Public Forum DebatePublic Forum Debate Teams of two competeTeams of two compete Newest form of debateNewest form of debate Also called ‘Ted Turner Debate’Also called ‘Ted Turner Debate’ The resolutions focus on topics related The resolutions focus on topics related

to current events.to current events. The debate focuses on persuading a The debate focuses on persuading a

judge that the resolution is or is not judge that the resolution is or is not true.true.




Origins of Lincoln-Douglas DebateOrigins of Lincoln-Douglas Debate Reaction to CX debateReaction to CX debate Many began to think that CX was too fast and Many began to think that CX was too fast and

unrealistic.unrealistic. Modeled after the debates between Lincoln and Modeled after the debates between Lincoln and

Douglas for the Illinois senate.Douglas for the Illinois senate. Instead of focusing on a plan, LD debate Instead of focusing on a plan, LD debate

focuses on values and issues of morality.focuses on values and issues of morality. LD introduced the value and criterion structure LD introduced the value and criterion structure

which serves as the way to evaluate the round. which serves as the way to evaluate the round. This structure allows the judge to pick a winner This structure allows the judge to pick a winner based on which side achieves certain moral based on which side achieves certain moral principles.principles.




Burdens for each sideBurdens for each side There are no ‘official’ burdens in debate, but There are no ‘official’ burdens in debate, but

there are some commonly accepted burdens in there are some commonly accepted burdens in most regions.most regions.

The affirmative is typically thought to have the The affirmative is typically thought to have the burden of proof. This is usually interpreted to burden of proof. This is usually interpreted to mean that the affirmative must prove the mean that the affirmative must prove the resolution true in its entirety. resolution true in its entirety.

The negative is typically thought to have the The negative is typically thought to have the burden of clash. This usually means they have the burden of clash. This usually means they have the burden to show that the affirmative’s reasoning is burden to show that the affirmative’s reasoning is flawed and/or that the resolution is false.flawed and/or that the resolution is false.



Time FormatTime Format Affirmative Constructive (AC)- 6 min.Affirmative Constructive (AC)- 6 min. Negative Cross Examination (CX)- 3 min.Negative Cross Examination (CX)- 3 min. Negative Prep-time- up to 4 minNegative Prep-time- up to 4 min Negative Constructive (NC)- 7 min.Negative Constructive (NC)- 7 min. Affirmative Cross Examination (CX)- 3 minAffirmative Cross Examination (CX)- 3 min Affirmative Prep-time- up to 4 minAffirmative Prep-time- up to 4 min First Affirmative Rebuttal (1AR)- 4 minFirst Affirmative Rebuttal (1AR)- 4 min Negative Prep-time- remainder of the 4 minNegative Prep-time- remainder of the 4 min Negative Rebuttal (NR)- 6 minNegative Rebuttal (NR)- 6 min Affirmative prep-time- remainder of the 4 minAffirmative prep-time- remainder of the 4 min Second Affirmative Rebuttal- 3 minSecond Affirmative Rebuttal- 3 min** ** Prep time can be used at anytime during the Prep time can be used at anytime during the

round and the amount of prep time varies from round and the amount of prep time varies from area to area. area to area.



Argument Argument StructureStructure

Proving something true. Proving something true.



The Basic Argument The Basic Argument FormatFormat

Claim- What you are proving true.Claim- What you are proving true. Warrant- Why what you are proving is Warrant- Why what you are proving is

actually true.actually true. Impact- Why what you have proven Impact- Why what you have proven

matters, or why someone should care matters, or why someone should care about it.about it. Outside of debate, impacts should be Outside of debate, impacts should be

specific to your audience. You should try to specific to your audience. You should try to make them care.make them care.

In debate your impacts should explain how In debate your impacts should explain how the argument affects the debate round. the argument affects the debate round.



ClaimClaim

This is the statement that you are This is the statement that you are proving true.proving true.

Answers the question ‘what?’Answers the question ‘what?’ ExampleExample

Claim: The Dallas Cowboys are the best Claim: The Dallas Cowboys are the best football team.football team.



WarrantWarrant These are the reasons why the claim is These are the reasons why the claim is

true.true. The more warrants, the more credible The more warrants, the more credible

the argument is.the argument is. ExampleExample

Claim: The Dallas Cowboys are the best Claim: The Dallas Cowboys are the best football team.football team.

Warrant: The Dallas Cowboys have won Warrant: The Dallas Cowboys have won many Superbowls.many Superbowls.

Warrant: The Cowboys have a strong Warrant: The Cowboys have a strong offense.offense.



ImpactImpact This is the reason why the argument matters.This is the reason why the argument matters. No matter how true an argument is, if there is no No matter how true an argument is, if there is no

reason to care about it, then it doesn’t matter.reason to care about it, then it doesn’t matter. Answers the question ‘so what?’Answers the question ‘so what?’ ExampleExample

Claim: The Dallas Cowboys are the best football Claim: The Dallas Cowboys are the best football team.team.

Warrant: The Dallas Cowboys have won many Warrant: The Dallas Cowboys have won many Superbowls.Superbowls.

Warrant: The Dallas Cowboys have a strong offense.Warrant: The Dallas Cowboys have a strong offense. Impact: The Dallas Cowboys will win the Superbowl. Impact: The Dallas Cowboys will win the Superbowl.



Types of ImpactsTypes of Impacts In debate there are two basic levels or types In debate there are two basic levels or types

of impacts.of impacts. Out-of-round impacts- these are the things that Out-of-round impacts- these are the things that

you are debating about. If you argue that the you are debating about. If you argue that the resolution is true or false because of an impact resolution is true or false because of an impact then you are making an argument about then you are making an argument about something that will happen out of the round, in something that will happen out of the round, in the real world.the real world.

In-round impacts- these explain how your In-round impacts- these explain how your argument actually affects the current debate argument actually affects the current debate round. round.

For example: The impact that I have proven the For example: The impact that I have proven the resolution true is an impact that is actually happening resolution true is an impact that is actually happening in the debate round, not in the real world. in the debate round, not in the real world.



Refuting an ArgumentRefuting an Argument

In order for an argument to carry any In order for an argument to carry any weight in a debate round, all three weight in a debate round, all three parts of the argument must be intact.parts of the argument must be intact.

In order to refute an argument you In order to refute an argument you only need to take out one part.only need to take out one part.

However, an argument usually only However, an argument usually only needs one warrant and one impact, so needs one warrant and one impact, so you must refute all warrants or all you must refute all warrants or all impacts.impacts.



Standards in Standards in Lincoln-Douglas Lincoln-Douglas

DebateDebateThe Weighing MechanismsThe Weighing Mechanisms



ContentsContents

What are standards?What are standards? ValueValue CriterionCriterion Debating the standardsDebating the standards Impacting to the standardsImpacting to the standards



What are the Standards?What are the Standards?

Standards are used to weigh the Standards are used to weigh the impacts in the debate round.impacts in the debate round.

Only impacts that relate to the given Only impacts that relate to the given standard are relevant in the debate standard are relevant in the debate round.round.

Thus they are used to narrow the Thus they are used to narrow the debate to a few key issues.debate to a few key issues.



Standards in Everyday Standards in Everyday LifeLife

Everyday we all use standards to make decisions. Everyday we all use standards to make decisions. For example, we all have standards for For example, we all have standards for

friendship. These usually include loyalty, friendship. These usually include loyalty, trustworthiness, and compassion. These are all trustworthiness, and compassion. These are all standards for friendship.standards for friendship.

Teachers also use standards for grading. If Teachers also use standards for grading. If you’ve ever had a project and your teacher has you’ve ever had a project and your teacher has given you grading criteria or a rubric, then your given you grading criteria or a rubric, then your teacher was giving you standards for getting a teacher was giving you standards for getting a good grade.good grade.

These function in a similar manner in debate.These function in a similar manner in debate.



ValueValue

The value is the first part of the The value is the first part of the traditional LD standards structure.traditional LD standards structure.

The value is the goal that each debater The value is the goal that each debater is trying to show that her side achieves. is trying to show that her side achieves.

Values are often derived from the Values are often derived from the resolution. For example, if the resolution. For example, if the resolution asks if something is just, resolution asks if something is just, then the value usually is justice.then the value usually is justice.

Values are abstract goals, they are not Values are abstract goals, they are not tangible objects. tangible objects.



Requirements for the Requirements for the ValueValue

The value must somehow link to the The value must somehow link to the resolution, this means that it must resolution, this means that it must reflect a goal that the resolution implies reflect a goal that the resolution implies is good or worth achieving.is good or worth achieving.

The value should also be something The value should also be something that is inherently good; something that that is inherently good; something that is valuable. is valuable. Other common values are liberty, societal Other common values are liberty, societal

welfare, morality, and legitimate welfare, morality, and legitimate government. government.



CriterionCriterion There are many different conceptions of the There are many different conceptions of the

criterion.criterion. The criterion is the mechanism to achieve the The criterion is the mechanism to achieve the

value.value. By meeting or achieving the criterion, the value By meeting or achieving the criterion, the value

should also be met. should also be met. Different debaters will establish how to meet the Different debaters will establish how to meet the

criterion in different ways. There is no set way to criterion in different ways. There is no set way to do this, but remember to make it clear how to do this, but remember to make it clear how to impact to your criterion. impact to your criterion. For example, if your criterion is protecting rights, you For example, if your criterion is protecting rights, you

need to explain if some rights violations can occur or if need to explain if some rights violations can occur or if any violation at all will prevent someone from meeting any violation at all will prevent someone from meeting the standard. the standard.



Requirements for the Requirements for the CriterionCriterion The criterion should be a verb, it The criterion should be a verb, it

should be an action that can be should be an action that can be taken to meet the value.taken to meet the value. Good criterion- protecting rightsGood criterion- protecting rights Bad criterion- safety (No verb)Bad criterion- safety (No verb)

The criterion should be measurable.The criterion should be measurable. Good criterion- ensuring consistent Good criterion- ensuring consistent

punishmentpunishment Bad criterion- protecting welfare Bad criterion- protecting welfare

(cannot measure welfare)(cannot measure welfare)



Requirements for the Requirements for the CriterionCriterion

The criterion should be specific.The criterion should be specific. The criterion should be necessary to The criterion should be necessary to

achieve the value. This means that achieve the value. This means that you shouldn’t be able to achieve the you shouldn’t be able to achieve the value without this criterion.value without this criterion.

The criterion should be sufficient to The criterion should be sufficient to meet the value, in other words, you meet the value, in other words, you should be able to achieve the value should be able to achieve the value by meeting the criterion alone.by meeting the criterion alone.



Debating the StandardsDebating the Standards Remember that both you and your opponent will Remember that both you and your opponent will

present a value and a criterion, but only one of present a value and a criterion, but only one of them will be used at the end of the round to them will be used at the end of the round to evaluate the other arguments. Thus you need to evaluate the other arguments. Thus you need to show the judge why they should prefer your show the judge why they should prefer your standards.standards.

There are at least two distinct levels of debating There are at least two distinct levels of debating in an LD round, the standards debate and the in an LD round, the standards debate and the case debate. case debate.

The standards debate should only discuss the The standards debate should only discuss the validity of USING the standards to weigh the validity of USING the standards to weigh the round. The standards debate should NOT discuss round. The standards debate should NOT discuss whether or not you achieve the standard.whether or not you achieve the standard.



Arguments to use while Arguments to use while debating the standardsdebating the standards

ValueValue Doesn’t link to the resolutionDoesn’t link to the resolution Isn’t inherently valuableIsn’t inherently valuable

CriterionCriterion Doesn’t link to the valueDoesn’t link to the value Isn’t necessary to achieve the valueIsn’t necessary to achieve the value Isn’t sufficient to achieve the valueIsn’t sufficient to achieve the value Isn’t measurableIsn’t measurable Need another standard to weigh itNeed another standard to weigh it Is too vagueIs too vague No brightline for when it has been achievedNo brightline for when it has been achieved



Impacting to the Impacting to the StandardsStandards

Having the better standards DOES NOT mean Having the better standards DOES NOT mean that you have won the round! To win the round that you have won the round! To win the round you must show that you have better achieved the you must show that you have better achieved the standards.standards.

It is possible to have the better standards and It is possible to have the better standards and still lose the round if your opponent shows that still lose the round if your opponent shows that they impacts to your standard are greater than they impacts to your standard are greater than yours. yours.

After discussing an argument, you should show After discussing an argument, you should show how it functions to achieve the criterion.how it functions to achieve the criterion.

Also, you should discuss how those impacts show Also, you should discuss how those impacts show that you meet the criterion more than your that you meet the criterion more than your opponent does. opponent does.



Evaluating Evaluating ResolutionsResolutions““The topic is out! Now The topic is out! Now

what?”what?”



ContentsContents

Evaluative termEvaluative term Agent of ActionAgent of Action Comparative v. Non-comparativeComparative v. Non-comparative Every word mattersEvery word matters



Evaluative termEvaluative term The evaluative term/phrase is the part of the The evaluative term/phrase is the part of the

resolution that asks the question. It tells you resolution that asks the question. It tells you what the resolution is questioning.what the resolution is questioning.

Ex. Resolved: Murder is wrong.Ex. Resolved: Murder is wrong. The evaluative term is “is wrong.” The resolution The evaluative term is “is wrong.” The resolution

is asking if the subject, murder, “is wrong.” That is asking if the subject, murder, “is wrong.” That is the question for the debate.is the question for the debate.

Ex. Identify the evaluative term in the Ex. Identify the evaluative term in the following resolutions:following resolutions: Resolved: Killing in self-defense is just.Resolved: Killing in self-defense is just. Resolved: Killing in self-defense is acceptable.Resolved: Killing in self-defense is acceptable. Resolved: Killing in self-defense should be legal. Resolved: Killing in self-defense should be legal.



Resolved: Killing in self-defense is just.Resolved: Killing in self-defense is just. ‘‘Is just’Is just’

Resolved: Killing in self-defense is Resolved: Killing in self-defense is acceptable.acceptable. ‘‘Is acceptable’Is acceptable’

Resolved: Killing in self-defense should be Resolved: Killing in self-defense should be legal.legal. ‘‘Should be legal’ Should be legal’

Evaluative termEvaluative termBack to Table of Contents


Agent of ActionAgent of Action The Agent of Action is the entity that will The Agent of Action is the entity that will

be performing the action in the resolution. be performing the action in the resolution. There are often several interpretations of There are often several interpretations of the agent of action. Sometimes the Agent of the agent of action. Sometimes the Agent of Action is the entity evaluating the Action is the entity evaluating the resolution as well. resolution as well.

Identify the agent of action in the Identify the agent of action in the resolution:resolution: Resolved: Killing in self-defense is just.Resolved: Killing in self-defense is just. Resolved: Killing in self-defense is acceptable.Resolved: Killing in self-defense is acceptable. Resolved: Killing in self-defense should be legal. Resolved: Killing in self-defense should be legal.



Resolved: Killing in self-defense is just.Resolved: Killing in self-defense is just. Possibly the person doing the killingPossibly the person doing the killing

This person is taking the action of killingThis person is taking the action of killing Also could be whoever is determining justice- Also could be whoever is determining justice-

usually society or even a legal systemusually society or even a legal system This agent might be making the desicion that the This agent might be making the desicion that the

resolution is asking for. resolution is asking for. Resolved: Killing in self-defense is Resolved: Killing in self-defense is

acceptable.acceptable. Most likely the agent here is the person doing the Most likely the agent here is the person doing the

killing. killing. Because the resolution does not ask for justice, but rather Because the resolution does not ask for justice, but rather

acceptability, the individual is most likely the actor. acceptability, the individual is most likely the actor. Resolved: Killing in self-defense should be Resolved: Killing in self-defense should be

legal. legal. The legal system changes the agent here, society The legal system changes the agent here, society

or the legislative system determines legality. or the legislative system determines legality.

Agent of ActionAgent of ActionBack to Table of Contents


Comparative v. Non-Comparative v. Non-comparativecomparative

Comparative resolutions are resolutions that Comparative resolutions are resolutions that ask for one thing to be valued above another. ask for one thing to be valued above another.

Here are a view examples:Here are a view examples: Resolved: Individual claims to privacy ought to be Resolved: Individual claims to privacy ought to be

valued above claims to societal welfare.valued above claims to societal welfare. Resolved: An individual’s obligation to society Resolved: An individual’s obligation to society

ought to outweigh society’s obligation to the ought to outweigh society’s obligation to the individual. individual.

Non-comparative resolutions usually only Non-comparative resolutions usually only evaluate one thing. evaluate one thing. The self-defense resolution is an example of a The self-defense resolution is an example of a

non-comparative resolution.non-comparative resolution.



Every Word MattersEvery Word Matters

Simple words can change the entire Simple words can change the entire debate and meaning of a resolution. debate and meaning of a resolution.

Ex. Do you see the difference between Ex. Do you see the difference between these resolutions?these resolutions?

Resolved: Killing in self-defense is the just Resolved: Killing in self-defense is the just response.response.

Resolved: Killing in self-defense is a just Resolved: Killing in self-defense is a just response.response.

Resolved: Killing in self-defense is acceptable.Resolved: Killing in self-defense is acceptable. Resolved: Killing in self-defense should be legal. Resolved: Killing in self-defense should be legal.



Resolved: Killing in self-defense is the just response.Resolved: Killing in self-defense is the just response. Just seems to mean that this action is the right thing to do.Just seems to mean that this action is the right thing to do. ‘‘The’ suggests that there is only one just action or that this The’ suggests that there is only one just action or that this

is the most just action. is the most just action. Resolved: Killing in self-defense is a just response.Resolved: Killing in self-defense is a just response.

The difference here is that ‘a’ suggests that there can be The difference here is that ‘a’ suggests that there can be other just responses as well. other just responses as well.

Resolved: Killing in self-defense is acceptable.Resolved: Killing in self-defense is acceptable. Here the evaluative phrase ‘is acceptable’ has changed and Here the evaluative phrase ‘is acceptable’ has changed and

now the resolution is asking not if it is the action is the right now the resolution is asking not if it is the action is the right thing to do but rather if it is ok to do.thing to do but rather if it is ok to do.

Resolved: Killing in self-defense should be legal.Resolved: Killing in self-defense should be legal. Here the agent of action has changed, we are no longer Here the agent of action has changed, we are no longer

evaluating if the person that is committing the killing is evaluating if the person that is committing the killing is correct but rather if society should allow the action. correct but rather if society should allow the action.

Every Word MattersEvery Word MattersBack to Table of Contents


Other Word ChoicesOther Word Choices

Other words are important too. For Other words are important too. For example if the resolution uses ‘a’ example if the resolution uses ‘a’ instead of ‘the’ it can completely instead of ‘the’ it can completely change the debate. change the debate.

When you evaluate resolutions make When you evaluate resolutions make sure to pay attention to all of the sure to pay attention to all of the words in the resolution so you can words in the resolution so you can anticipate things your opponents will anticipate things your opponents will try. try.



Case Writing andCase Writing andResearchingResearching

Where to get startedWhere to get started



ContentsContents

Constructing value and criterionConstructing value and criterion Constructing contentionsConstructing contentions Tips for researching the resolutionTips for researching the resolution Using evidence in caseUsing evidence in case



Constructing the ValueConstructing the Value Your value is the ultimate goal that you are Your value is the ultimate goal that you are

trying to achieve. trying to achieve. A true value should be good in and of itself. For A true value should be good in and of itself. For

example, justice, rights, and life are all example, justice, rights, and life are all intrinsically good. intrinsically good.

You should pick a value that is specific to the You should pick a value that is specific to the resolution. resolution.

Many times your value will be prescribed by the Many times your value will be prescribed by the resolution. For example, with a resolution that resolution. For example, with a resolution that questions whether or not an action is just, you questions whether or not an action is just, you would value justice.would value justice.



Constructing the Constructing the CriterionCriterion

Your criterion measures whether or not you Your criterion measures whether or not you have met your value and should be have met your value and should be presented in-case after your value.presented in-case after your value.

Your criterion should provide a clear Your criterion should provide a clear calculus to weigh the round. For example, calculus to weigh the round. For example, a criterion of “protecting rights” is a criterion of “protecting rights” is weighable, which means that the debater weighable, which means that the debater who best protects rights should win the who best protects rights should win the round.round.

Since your criterion should be weighable, Since your criterion should be weighable, your criterion must contain a verb. your criterion must contain a verb.

You should use a value/criterion structure You should use a value/criterion structure that will be easy for you to meet. that will be easy for you to meet.



Constructing the Constructing the ContentionsContentions

Your contentions are your main arguments that Your contentions are your main arguments that illustrate how you impact to your criterion and illustrate how you impact to your criterion and should be presented in the case after your criterion. should be presented in the case after your criterion.

Most cases have two to three contentions and it is Most cases have two to three contentions and it is advisable for you not to exceed this amount. Each advisable for you not to exceed this amount. Each contention requires time and analysis and the more contention requires time and analysis and the more contentions you have the less substantive each of contentions you have the less substantive each of them becomes.them becomes.

Each of your contentions should follow the basic Each of your contentions should follow the basic argument structure of claim – warrant – impact.argument structure of claim – warrant – impact.

Each contention should be presented with a tagline Each contention should be presented with a tagline (claim), which is a brief 4-8 word sentence that (claim), which is a brief 4-8 word sentence that summarizes your argument.summarizes your argument.

Example, “My first contention is that the use of the Example, “My first contention is that the use of the death penalty decreases the rights of the death penalty decreases the rights of the convicted.”convicted.”



Tips for researching the Tips for researching the resolutionresolution

Before you begin writing your case you Before you begin writing your case you should have a proper understanding of the should have a proper understanding of the resolution. After this you can begin resolution. After this you can begin researching for evidence to use in your case.researching for evidence to use in your case.

Evidence can be found from numerous Evidence can be found from numerous places ranging from printed material like places ranging from printed material like books to online material like academic books to online material like academic journals.journals.

Anything you decide to use should come Anything you decide to use should come from a reputable source.from a reputable source.

Using evidence in your case is a great way to Using evidence in your case is a great way to support your arguments and an even better support your arguments and an even better way to gain credibility. way to gain credibility.



Using Evidence in-caseUsing Evidence in-case Evidence can be utilized to highlight aspects Evidence can be utilized to highlight aspects

of the claims, warrants, and impacts that you of the claims, warrants, and impacts that you are making.are making.

Many times a professional who has spent Many times a professional who has spent years in a specific field can better explain the years in a specific field can better explain the implication of one of your arguments.implication of one of your arguments.

Although evidence can be used to boost Although evidence can be used to boost credibility and to explain an argument, credibility and to explain an argument, evidence itself is not necessary to evidence itself is not necessary to constructing a case.constructing a case.

If you can better explain an argument yourself If you can better explain an argument yourself then you should. Remember, a good then you should. Remember, a good argument is good because it is explained well, argument is good because it is explained well, not because of who says it.not because of who says it.



Citing EvidenceCiting Evidence You should site your evidence in-case before you say it. You should site your evidence in-case before you say it.

Additionally, although it is perfectly fine to simply say a name Additionally, although it is perfectly fine to simply say a name or an organization, you should have the full citation available. or an organization, you should have the full citation available.

The idea is that anybody who wanted to access the source of The idea is that anybody who wanted to access the source of your evidence could do so by your citation. This requirement your evidence could do so by your citation. This requirement acts as a check on debaters making up evidence. acts as a check on debaters making up evidence.

Your citation does not need to follow any specific format, but it Your citation does not need to follow any specific format, but it should contain things like author’s name, organization, title, should contain things like author’s name, organization, title, date, and url if you retrieved it online.date, and url if you retrieved it online.

Example, Example, Director of Legal Studies at the University of Texas, John DoeDirector of Legal Studies at the University of Texas, John Doeexplains,explains,““---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------”---------------------------------------------------------------------------------------------------”(Doe, John. University of Texas. Policy Journal. “Aspects of Law,” p. 20. March (Doe, John. University of Texas. Policy Journal. “Aspects of Law,” p. 20. March

16, 2006.) 16, 2006.)



Evidence Out of ContextEvidence Out of Context When using evidence, you should include, or have When using evidence, you should include, or have

available, the whole paragraph from which you are available, the whole paragraph from which you are pulling from.pulling from.

This is to ensure that you are not taking the author out This is to ensure that you are not taking the author out of context. If you only included parts of the paragraph of context. If you only included parts of the paragraph then there would be no way to decipher whether or not then there would be no way to decipher whether or not the author comes to a clear conclusion.the author comes to a clear conclusion.

Additionally, this makes the debate unfair because now Additionally, this makes the debate unfair because now your opponent cannot specifically indict your your opponent cannot specifically indict your author/evidence because they do not have access to all author/evidence because they do not have access to all of it.of it.

You do not have to read the whole paragraph in round; You do not have to read the whole paragraph in round; many times there is superfluous information that does many times there is superfluous information that does not need to be said. You can simply underline the parts not need to be said. You can simply underline the parts that you want to read and only read those. that you want to read and only read those.



BurdensBurdens

Winning the RoundWinning the Round



ContentsContents

Types of BurdensTypes of Burdens Establishing BurdensEstablishing Burdens Refuting BurdensRefuting Burdens Meeting BurdensMeeting Burdens



Types of BurdensTypes of Burdens Remember:Remember:

The Affirmative is often assumed to have the The Affirmative is often assumed to have the burden of proof.burden of proof.

The Negative is often assumed to have the The Negative is often assumed to have the burden of clash. burden of clash.

Besides these preliminary burdens there Besides these preliminary burdens there are two general categories of burdens:are two general categories of burdens: Offensive burdens Offensive burdens Defensive burdens Defensive burdens



Offensive BurdensOffensive Burdens Offensive burdens are burdens that generate Offensive burdens are burdens that generate

offense for a debater when they meet them.offense for a debater when they meet them. Usually offensive burdens are placed upon Usually offensive burdens are placed upon

oneself.oneself. A debater will argue that if the offensive burden A debater will argue that if the offensive burden

is met, then they win the round or have at least is met, then they win the round or have at least done what they need to do to win the round. done what they need to do to win the round.

The criterion often serves as an offensive burden. The criterion often serves as an offensive burden. If the criterion is met, usually that debater will If the criterion is met, usually that debater will win the round. win the round.



Defensive BurdensDefensive Burdens Defensive burdens are necessary but not Defensive burdens are necessary but not

sufficient to win rounds. This means that a sufficient to win rounds. This means that a debater must meet the burden before they debater must meet the burden before they can gain offense or attempt to win the can gain offense or attempt to win the round, but meeting the burden isn’t enough round, but meeting the burden isn’t enough to win the round alone. to win the round alone.

Defensive burdens are generally placed by Defensive burdens are generally placed by the debater’s opponent. the debater’s opponent.

Defensive burdens make the round harder Defensive burdens make the round harder for the person who has to meet them for the person who has to meet them because they require extra work in the because they require extra work in the round but don’t usually generate more round but don’t usually generate more offense for the debater once they meet them.offense for the debater once they meet them.



Establishing BurdensEstablishing Burdens Burdens should be structured in the same ways as any other Burdens should be structured in the same ways as any other

argument. argument. First, you must establish what the burden is. You must explain First, you must establish what the burden is. You must explain

how your opponent can meet the burden, you why they are not how your opponent can meet the burden, you why they are not meeting the burden.meeting the burden.

Second, you must explain why the burden must be met. Often Second, you must explain why the burden must be met. Often you can derive a burden from the wording of the resolution or you can derive a burden from the wording of the resolution or the phrasing of the standard. If these imply a burden that is not the phrasing of the standard. If these imply a burden that is not explicit you can attempt to make them meet it. You can also explicit you can attempt to make them meet it. You can also explain why the resolution means you only have one burden.explain why the resolution means you only have one burden.

Third, you must explain why the burden is more important than Third, you must explain why the burden is more important than other issues in the round. other issues in the round.

Fourth, you must explain why this is important enough to vote Fourth, you must explain why this is important enough to vote off of.off of.

Fifth, you must explain how this burden affects the round. Fifth, you must explain how this burden affects the round. Usually for an offensive burden the implication will be that you Usually for an offensive burden the implication will be that you win the round. For a defensive burden, the implication is that win the round. For a defensive burden, the implication is that the burden must be met before your opponent can have a the burden must be met before your opponent can have a chance of winning the round. chance of winning the round.



Refuting Offensive Refuting Offensive BurdensBurdens

First, placing a defensive burden on your First, placing a defensive burden on your opponent is a good way to impede an opponent is a good way to impede an offensive burden. The offensive burden offensive burden. The offensive burden doesn’t function to win the round if there is a doesn’t function to win the round if there is a defensive burden that isn’t met.defensive burden that isn’t met.

Second, you can nullify the burden by doing Second, you can nullify the burden by doing one of the following:one of the following: Refute the justification for the burden, explain Refute the justification for the burden, explain

that the resolution implies more than just meeting that the resolution implies more than just meeting this one burden.this one burden.

Show that even if the burden is important, it is not Show that even if the burden is important, it is not more important than the other issues in the round.more important than the other issues in the round.

Show that the implication of not meeting the Show that the implication of not meeting the burden doesn’t really matter.burden doesn’t really matter.



Refuting Defensive Refuting Defensive BurdensBurdens

In order to nullify a defensive burden you In order to nullify a defensive burden you must must dodo one of the following: one of the following: Meet the burdenMeet the burden Refute the justification for the burden, explain Refute the justification for the burden, explain

that the resolution does not imply that you that the resolution does not imply that you must do whatever your opponent argues you must do whatever your opponent argues you must.must.

Show that even if the burden is important, it Show that even if the burden is important, it is not more important than the other issues in is not more important than the other issues in the round.the round.

Show that the implication of not meeting the Show that the implication of not meeting the burden doesn’t really matter. burden doesn’t really matter.



Meeting BurdensMeeting Burdens

When attempting to meet burdens it When attempting to meet burdens it is important to:is important to: Use the same rhetoric or word choice as Use the same rhetoric or word choice as

the burden. This will make it clear that the burden. This will make it clear that you have met the burden.you have met the burden.

Explain the implication of meeting the Explain the implication of meeting the burden. Discuss how this burden affects burden. Discuss how this burden affects the round and the way that the judge the round and the way that the judge should evaluate the arguments.should evaluate the arguments.



Last NoteLast Note Burdens can be very difficult to understand or Burdens can be very difficult to understand or

deal with. If you are having trouble with burdens deal with. If you are having trouble with burdens a good approach is to refute the concept of a a good approach is to refute the concept of a burden.burden.

Burdens are usually arbitrary and do not provide Burdens are usually arbitrary and do not provide sufficient justification as to why they are more sufficient justification as to why they are more important than the standards. You can always important than the standards. You can always argue that because they are arbitrary and that all argue that because they are arbitrary and that all the necessary burdens are already incorporated the necessary burdens are already incorporated into the standards that the judge should not into the standards that the judge should not evaluate other burdens in the round. evaluate other burdens in the round.



DebatingDebating

Putting things into PracticePutting things into Practice



ContentsContents

Speech TimesSpeech Times Prep TimePrep Time Flex PrepFlex Prep Pre-FlowsPre-Flows FlowingFlowing Sign-PostingSign-Posting



Speech TimesSpeech Times Affirmative Constructive (AC) - 6 minutesAffirmative Constructive (AC) - 6 minutes Negative Cross-Examination (CX)- 3 minutesNegative Cross-Examination (CX)- 3 minutes Negative Prep TimeNegative Prep Time Negative Constructive (NC)- 7 minutesNegative Constructive (NC)- 7 minutes Affirmative Cross-Examination (CX)- 3 Affirmative Cross-Examination (CX)- 3

minutesminutes Affirmative Prep Time-Affirmative Prep Time- First Affirmative Rebuttal (1AR)- 4 minutesFirst Affirmative Rebuttal (1AR)- 4 minutes Negative Prep Time-Negative Prep Time- Negative Rebuttal (NR)- 6 minutesNegative Rebuttal (NR)- 6 minutes Affirmative Prep Time-Affirmative Prep Time- Second Affirmative Rebuttal (2AR)- 3 Second Affirmative Rebuttal (2AR)- 3

minutesminutes



Prep TimePrep Time Each debater begins each round with a certain Each debater begins each round with a certain

amount of prep time. The amount varies from amount of prep time. The amount varies from tournament to tournament and from region to region. tournament to tournament and from region to region. Make sure to check with the tournament to determine Make sure to check with the tournament to determine how much the debaters will have for their rounds. how much the debaters will have for their rounds.

The minimum amount is 3 minutesThe minimum amount is 3 minutes The debaters may use their prep time before both of The debaters may use their prep time before both of

their un-prepared speeches. These speeches are the their un-prepared speeches. These speeches are the negative constructive and rebuttal and the affirmative negative constructive and rebuttal and the affirmative first and second rebuttals.first and second rebuttals.

Once you have used all of your prep time, you must Once you have used all of your prep time, you must stop preparing, and give your speech. stop preparing, and give your speech.

The time can be divided between the two preparation The time can be divided between the two preparation periods however the debater chooses. periods however the debater chooses. For example, the debate might use two minutes during the For example, the debate might use two minutes during the

first part and one minute during the second. first part and one minute during the second.



Flex PrepFlex Prep The preparation periods follow both cross-The preparation periods follow both cross-

examination periods. examination periods. At some larger tournaments, debaters are At some larger tournaments, debaters are

allowed to use the time together. allowed to use the time together. This means that the 3 minutes of cross-This means that the 3 minutes of cross-

examination is added to the prep time and the examination is added to the prep time and the debaters may use all of this time for debaters may use all of this time for preparation. They may also ask questions preparation. They may also ask questions during the entire time. Usually questions are during the entire time. Usually questions are allowed in both preparation periods if this allowed in both preparation periods if this system is used. system is used.

Remember that if flex prep is not use, you Remember that if flex prep is not use, you may not ask questions during prep time.may not ask questions during prep time.

Check with the tournament to determine Check with the tournament to determine if flex prep will be used. if flex prep will be used.


Pre-FlowsPre-Flows Before you debate, it is necessary for you to write all Before you debate, it is necessary for you to write all

of your arguments down so that you can keep track of of your arguments down so that you can keep track of them during the round. them during the round.

To do this, first take two pieces of computer paper. To do this, first take two pieces of computer paper. Make five columns on one and four columns on the Make five columns on one and four columns on the other. other.

If you are affirming, you will write your arguments on If you are affirming, you will write your arguments on the paper with five columns. If you are negating, you the paper with five columns. If you are negating, you will write your arguments on the paper with four will write your arguments on the paper with four columns. columns.

You will write your arguments from your case in the You will write your arguments from your case in the first column on your respective paper. first column on your respective paper.

Write these as small as you can, but make sure you Write these as small as you can, but make sure you can still read them.can still read them.

You will want to leave space between each argument You will want to leave space between each argument so that you have room to write your opponent’s so that you have room to write your opponent’s responses next to your argument. responses next to your argument.

Make sure you write down your value, criterion, Make sure you write down your value, criterion, taglines from your case, your authors’ names and taglines from your case, your authors’ names and what your evidence says. what your evidence says.



Pre-FlowsPre-Flows

These are sample pre-flowsThese are sample pre-flows

Aff, write your arguments here

Neg, write your arguments here



Pre-FlowsPre-Flows

For each round you will need a pre-flow For each round you will need a pre-flow of your case. of your case.

You will also need a blank pre-flow so You will also need a blank pre-flow so that you can write down your opponents that you can write down your opponents arguments. arguments.

So, if you are Affirming, you will have So, if you are Affirming, you will have one paper will five columns that has your one paper will five columns that has your case pre-flowed on it. You will also have case pre-flowed on it. You will also have one paper with four columns that are all one paper with four columns that are all blank. blank.



FlowingFlowing Each Column is for a specific Each Column is for a specific

speech. speech. NC 1AR NR 2AR

AC NC 1AR NR 2AR



FlowingFlowing Flowing is a method of keeping track of the Flowing is a method of keeping track of the

arguments in the debate round. arguments in the debate round. You will write the responses to an argument next You will write the responses to an argument next

to that argument, in the correct speech column.to that argument, in the correct speech column. For example, if you are the affirmative debater, For example, if you are the affirmative debater,

you will flow the negative case in the first column you will flow the negative case in the first column on the paper with four columns. Then, when your on the paper with four columns. Then, when your opponent finishes reading their case, you will flow opponent finishes reading their case, you will flow their responses to your case in the column next to their responses to your case in the column next to where you pre-flowed your case. where you pre-flowed your case.

The paper with five columns is where all The paper with five columns is where all arguments about the affirmative case should go arguments about the affirmative case should go and this is called the affirmative flow.and this is called the affirmative flow.

The paper with four columns is where all The paper with four columns is where all arguments about the negative case should go and arguments about the negative case should go and this is called the negative flow. this is called the negative flow.



Sign-PostingSign-Posting The judge will use their own flow to The judge will use their own flow to

determine who won the round. determine who won the round. Remember that they have to write all of the Remember that they have to write all of the

arguments down, so you want to make sure arguments down, so you want to make sure that you are clear.that you are clear.

Sign-posting means explaining to the judge Sign-posting means explaining to the judge what argument you are referring to and what argument you are referring to and where it is on the flow. where it is on the flow.

You should tell the judge physically where You should tell the judge physically where the argument is. the argument is. Ex. “Go to the first argument in my contention.”Ex. “Go to the first argument in my contention.”

Then explain what the argument says so that Then explain what the argument says so that the judge knows exactly where to write what the judge knows exactly where to write what you are saying. you are saying.



Affirmative Affirmative RebuttalsRebuttals

Proving the Resolution is Still Proving the Resolution is Still TrueTrue



ContentsContents

Goal of affirmative speechesGoal of affirmative speeches 1AR- First Affirmative Rebuttal1AR- First Affirmative Rebuttal 2AR- Second Affirmative Rebuttal2AR- Second Affirmative Rebuttal Structuring voters Structuring voters



A Note about AffirmingA Note about Affirming The advantage of affirming is that you have The advantage of affirming is that you have

the first and last speech. the first and last speech. The disadvantage of affirming is that you The disadvantage of affirming is that you

have much shorter speeches than your have much shorter speeches than your opponent.opponent.

Because of the time disadvantage, it is Because of the time disadvantage, it is important that you be selective in which important that you be selective in which issues you want to discuss in your speech. issues you want to discuss in your speech.

You will not be able to cover everything in You will not be able to cover everything in the round; so you need to show why things the round; so you need to show why things that you are winning are more important that you are winning are more important than the things you cannot address. than the things you cannot address.



Goal of Affirmative Goal of Affirmative speechesspeeches

The goals of the Affirmative rebuttals The goals of the Affirmative rebuttals are:are: Show that your case or offense is still Show that your case or offense is still

intact.intact. Establish enough offense to win the Establish enough offense to win the

round.round. Explain why what you are winning is Explain why what you are winning is

more important than what your opponent more important than what your opponent is winning. is winning.

Prove the resolution true. Prove the resolution true.



Order of the 1AROrder of the 1AR BurdensBurdens Overviews (which are still usually a type of Overviews (which are still usually a type of

burden)burden) ValuesValues CriteriaCriteria Offense- always start with your case because Offense- always start with your case because

you need offense to be able to win the round. you need offense to be able to win the round. Defense- You should try to refute your Defense- You should try to refute your

opponents arguments but winning your own opponents arguments but winning your own arguments is more important. arguments is more important.



1AR Formula- Burdens and 1AR Formula- Burdens and StandardsStandards

My burden is to prove the resolution true. If I do this then you sign My burden is to prove the resolution true. If I do this then you sign your ballot affirmative.your ballot affirmative.

***Go to the overview, my opponent says this is pre-standard, but the ***Go to the overview, my opponent says this is pre-standard, but the implications are only bad if they impact to a standard and it does not, implications are only bad if they impact to a standard and it does not, thus the overview is not a reason to negate.thus the overview is not a reason to negate.

Go to my value, my value links to the resolution because ________.Go to my value, my value links to the resolution because ________. My opponent argues that my value _________, this is untrue My opponent argues that my value _________, this is untrue

because________.because________. My opponent’s value does not link to the resolution because My opponent’s value does not link to the resolution because

_________._________. My criterion is the proper method to achieve my value because My criterion is the proper method to achieve my value because

_______._______. My opponent argues _________ against my criterion, these are untrue My opponent argues _________ against my criterion, these are untrue

because ________.because ________. The problems with my opponent’s criterion are (insufficient, The problems with my opponent’s criterion are (insufficient,

unnecessary, circular, etc.)unnecessary, circular, etc.) Therefore, my criterion of ________ is now the only weighing Therefore, my criterion of ________ is now the only weighing

mechanism for the round, if I comparatively meet this criterion mechanism for the round, if I comparatively meet this criterion better, then I have met my burden for the round and you vote better, then I have met my burden for the round and you vote affirmative.affirmative.



1AR Formula- Extending 1AR Formula- Extending OffenseOffense

Go to the __(restate the argument)_____ argument Go to the __(restate the argument)_____ argument in contention one (give the physical location of in contention one (give the physical location of this argument on the flow). My opponent argues this argument on the flow). My opponent argues _________ against this. This is untrue because _________ against this. This is untrue because __________. Therefore, I am winning this __________. Therefore, I am winning this argument. The implication of this argument is argument. The implication of this argument is that ______( state out-of-round impact… ex. that ______( state out-of-round impact… ex. Terrorism)___. This shows that I am comparatively Terrorism)___. This shows that I am comparatively achieving the standard better because _________. achieving the standard better because _________. Thus I have met my burden for the round and you Thus I have met my burden for the round and you can vote for me.can vote for me.

Go to the negative case. Remember I have already Go to the negative case. Remember I have already won the round, but if you don’t buy that, I’m won the round, but if you don’t buy that, I’m going to refute the negative anyway. going to refute the negative anyway.



1AR Formula- 1AR Formula- Refuting the Negative CaseRefuting the Negative Case

Go to ____(state the physical location of the Go to ____(state the physical location of the argument on the flow)____. My opponent argues argument on the flow)____. My opponent argues _______ (restate their argument)_____. This is _______ (restate their argument)_____. This is untrue because ___________.untrue because ___________.

Go to ____(state the physical location of the Go to ____(state the physical location of the argument on the flow)____. My opponent argues argument on the flow)____. My opponent argues _______ (restate their argument)_____. This is _______ (restate their argument)_____. This is untrue because ___________. (Repeat all the way untrue because ___________. (Repeat all the way down the negative flow)down the negative flow)

End of speech: Remember my job is to prove the End of speech: Remember my job is to prove the resolution true, I have done that by meeting the resolution true, I have done that by meeting the criterion and achieving the value. Therefore, I criterion and achieving the value. Therefore, I urge an affirmative ballot. urge an affirmative ballot.



1AR Notes1AR Notes Remember to impact the arguments to the Remember to impact the arguments to the

standards when extending and refuting.standards when extending and refuting. Try to compare the arguments during this Try to compare the arguments during this

speech, remember that you will probably not win speech, remember that you will probably not win every argument in the round so you should show every argument in the round so you should show why the arguments your opponent is winning do why the arguments your opponent is winning do not matter.not matter.

It is important to always start with the It is important to always start with the affirmative case because you need to have affirmative case because you need to have offense. If you and your opponent have offense, offense. If you and your opponent have offense, you can still win the round, but if you have no you can still win the round, but if you have no offense then you have virtually no chance of offense then you have virtually no chance of winning the round. winning the round.



Order of 2AROrder of 2AR

BurdensBurdens Overviews (which are still usually a Overviews (which are still usually a

type of burden)type of burden) ValuesValues CriteriaCriteria Offense- including final weighingOffense- including final weighing Defense- including final weighingDefense- including final weighing Voters/ Voting IssuesVoters/ Voting Issues



2AR vs. 1AR2AR vs. 1AR In the 2AR you can follow a similar format as In the 2AR you can follow a similar format as

the 1AR but you need to be more the 1AR but you need to be more comparative in your analysis. That is, comparative in your analysis. That is, compare what you are winning to what your compare what you are winning to what your opponent could be winning. opponent could be winning.

The 2AR should summarize the discussions The 2AR should summarize the discussions that have taken place in the round and give that have taken place in the round and give reasons as to why you have won.reasons as to why you have won.

Remember a voting issue should be an Remember a voting issue should be an impact impact to the standard or a burden; it to the standard or a burden; it should not be the value or the criterion. should not be the value or the criterion.

You should not make new arguments in the You should not make new arguments in the 2AR. 2AR.



Voting IssuesVoting Issues Voting issues should write the ballot for Voting issues should write the ballot for

the judge. Explain why you have won the the judge. Explain why you have won the round.round.

A voting issue should be an argument on A voting issue should be an argument on the flow whose impact is that the the flow whose impact is that the resolution is true. This is usually an resolution is true. This is usually an impact to the standard.impact to the standard.

You should compare your voting issues to You should compare your voting issues to the negative voting issues and show why the negative voting issues and show why yours are more important or why theirs yours are more important or why theirs are not really reasons to vote for them. are not really reasons to vote for them.



The Negative The Negative SpeechesSpeeches

Disproving the resolutionDisproving the resolution



ContentsContents

Goal of negative speechesGoal of negative speeches NC- Negative ConstructiveNC- Negative Constructive NR- Negative RebuttalNR- Negative Rebuttal Structuring voters Structuring voters



A Note about NegatingA Note about Negating The advantage of negating is that you have The advantage of negating is that you have

longer speeches. longer speeches. The disadvantage of negating is that your The disadvantage of negating is that your

opponent has the first and last speeches. opponent has the first and last speeches. Your goal should be to make the Your goal should be to make the

affirmative’s job much harder by using your affirmative’s job much harder by using your time advantage to make a good number of time advantage to make a good number of arguments and to make offensive arguments arguments and to make offensive arguments as well. as well.

Your opponent will have to be selective Your opponent will have to be selective about what they cover in their speeches so about what they cover in their speeches so you want to make sure that as many issues you want to make sure that as many issues as possible are important in the round. as possible are important in the round.


Goal of Negative Goal of Negative speechesspeeches

The goals of the Negative rebuttals are:The goals of the Negative rebuttals are: Show that your case or offense is still Show that your case or offense is still

intact.intact. Establish enough offense to win the round.Establish enough offense to win the round. Show that your opponent doesn’t have Show that your opponent doesn’t have

sufficient offense to win the round. sufficient offense to win the round. Explain why what you are winning is more Explain why what you are winning is more

important than what your opponent is important than what your opponent is winning. winning.



Order of the NCOrder of the NC Read your case- this establishes your offenseRead your case- this establishes your offense Respond to any framework discussion. Respond to any framework discussion.

Framework arguments are arguments that Framework arguments are arguments that present observations or ideas that shape the present observations or ideas that shape the debate.debate.

Respond to the standards debate- usually Respond to the standards debate- usually this means showing why your standards are this means showing why your standards are preferable.preferable.

Refute the affirmative offense. Watch out for Refute the affirmative offense. Watch out for any ‘pre-standards’ arguments.any ‘pre-standards’ arguments.

Remember in the NC you are basically only Remember in the NC you are basically only refuting your opponents arguments. refuting your opponents arguments.



NC Formula- standardsNC Formula- standards Go to my opponent’s value, it does not link to the Go to my opponent’s value, it does not link to the

resolution because ________.resolution because ________. My criterion is the proper method to achieve my My criterion is the proper method to achieve my

value because _______.value because _______. The problems with my opponent’s criterion are The problems with my opponent’s criterion are

(insufficient, unnecessary, circular, etc.)(insufficient, unnecessary, circular, etc.) Therefore, my criterion of ________ is now the Therefore, my criterion of ________ is now the

only weighing mechanism for the round, if I only weighing mechanism for the round, if I comparatively meet this criterion better, then I comparatively meet this criterion better, then I have met my burden for the round and you vote have met my burden for the round and you vote negative.negative.



NC Formula- responding to NC Formula- responding to offenseoffense

Go to ____(state the physical location of the argument Go to ____(state the physical location of the argument on the flow)____. My opponent argues _______ (restate on the flow)____. My opponent argues _______ (restate their argument)_____. This is untrue because their argument)_____. This is untrue because ___________.___________.

Go to ____(state the physical location of the argument Go to ____(state the physical location of the argument on the flow)____. My opponent argues _______ (restate on the flow)____. My opponent argues _______ (restate their argument)_____. This is untrue because their argument)_____. This is untrue because ___________. (Repeat all the way down the affirmative ___________. (Repeat all the way down the affirmative flow)flow)

**You should also try to make offensive arguments, to **You should also try to make offensive arguments, to do this you must show why an argument they make do this you must show why an argument they make actually supports your side of the resolution or why actually supports your side of the resolution or why they actually cause the problems they are trying to they actually cause the problems they are trying to prevent. prevent.



NC NotesNC Notes

Remember, if you can refute the main Remember, if you can refute the main premise behind the case your premise behind the case your opponent’s 1AR will be much more opponent’s 1AR will be much more difficult. difficult.

Refuting the claim, warrant Refuting the claim, warrant andand impact impact as well as the link to the criterion for as well as the link to the criterion for the arguments in the affirmative case the arguments in the affirmative case will make it much harder for the will make it much harder for the affirmative to rebuild the argument. affirmative to rebuild the argument.



NR-Negative RebuttalNR-Negative Rebuttal There is no set ‘order’ for this speech.There is no set ‘order’ for this speech. In this speech you need to do all of the following:In this speech you need to do all of the following:

Discuss the standards debateDiscuss the standards debate Rebuild your offenseRebuild your offense Show why the offense your opponent extended doesn’t Show why the offense your opponent extended doesn’t

matter or is still not true.matter or is still not true. Compare your offense to your opponents. Compare your offense to your opponents. Give voting issues.Give voting issues.

Do not make new responses to the affirmative Do not make new responses to the affirmative case. case.



NR Formula-extending NR Formula-extending offenseoffense

Go to the __(restate the argument)_____ argument in Go to the __(restate the argument)_____ argument in contention one (give the physical location of this argument contention one (give the physical location of this argument on the flow). My opponent argues _________ against this. on the flow). My opponent argues _________ against this. This is untrue because __________. Therefore, I am winning This is untrue because __________. Therefore, I am winning this argument. The implication of this argument is that this argument. The implication of this argument is that ______( state out-of-round impact… ex. Terrorism)___. This ______( state out-of-round impact… ex. Terrorism)___. This shows that I am comparatively achieving the standard shows that I am comparatively achieving the standard better because _________. Thus I have met my burden for better because _________. Thus I have met my burden for the round and you can vote for me.the round and you can vote for me.

***This should be used to rebuild arguments in your case ***This should be used to rebuild arguments in your case during the NR.during the NR.



Giving Voting IssuesGiving Voting Issues Voting issues should write the ballot for the Voting issues should write the ballot for the

judge. Explain why you have won the round.judge. Explain why you have won the round. A voting issue should be an argument on the A voting issue should be an argument on the

flow whose impact is that the resolution is true. flow whose impact is that the resolution is true. This is usually an impact to the standard.This is usually an impact to the standard.

You should compare your voting issues to the You should compare your voting issues to the affirmative voting issues and show why yours affirmative voting issues and show why yours are more important or why theirs are not really are more important or why theirs are not really reasons to vote for them. However, the reasons to vote for them. However, the affirmative has not given their voting issues yet, affirmative has not given their voting issues yet, so you should weigh between your voting issues so you should weigh between your voting issues and the offense they extended in the 1AR. and the offense they extended in the 1AR.



CXCX

““Who, What, Where, When, Who, What, Where, When, Why, How?”Why, How?”



ContentsContents

OverviewOverview Purpose of CXPurpose of CX CX strategyCX strategy


OverviewOverview There are two 3-minute cross examination (CX) There are two 3-minute cross examination (CX)

periods. There is a CX after the affirmative periods. There is a CX after the affirmative constructive (AC) where the negative has an constructive (AC) where the negative has an opportunity to ask the affirmative questions. opportunity to ask the affirmative questions. The affirmative has an opportunity to ask the The affirmative has an opportunity to ask the negative questions after the negative negative questions after the negative constructive (NC).constructive (NC).

You should stand during CX and remain facing You should stand during CX and remain facing the judge.the judge.

Just as in every speech you should time CX Just as in every speech you should time CX while you’re asking and answering questions.while you’re asking and answering questions.



Purpose of CXPurpose of CX CX should be utilized for three main goals:CX should be utilized for three main goals:

1.1. Filling in missing parts of your flow. If you Filling in missing parts of your flow. If you missed a tag line to a contention, author’s missed a tag line to a contention, author’s name, or any other important information you name, or any other important information you should ask for that first. Not only does this should ask for that first. Not only does this increases your clarity because now you can increases your clarity because now you can reference arguments exactly as they were reference arguments exactly as they were made by your opponent, but it also makes it made by your opponent, but it also makes it easier for the judge to see exactly where you easier for the judge to see exactly where you are on the flow. are on the flow.



Purpose of CXPurpose of CX

CX should be utilized for three main CX should be utilized for three main goals:goals:

2.2. Clarifying arguments that you do not Clarifying arguments that you do not understand. It doesn’t matter if you understand. It doesn’t matter if you perfectly flow every one of your perfectly flow every one of your opponent’s arguments if you do not opponent’s arguments if you do not understand them. Don’t be afraid to understand them. Don’t be afraid to ask “why?” If nothing else, during CX ask “why?” If nothing else, during CX you can go down your opponent’s case you can go down your opponent’s case and ask “why is that true?” and ask “why is that true?”



Purpose of CXPurpose of CX

CX should be utilized for three main CX should be utilized for three main goals:goals:

3.3. ““Tricking” your opponent or pointing Tricking” your opponent or pointing out flaws in your opponent’s out flaws in your opponent’s arguments. If you recognize that there arguments. If you recognize that there is a contradiction in your opponent’s is a contradiction in your opponent’s case then, if you have time after the case then, if you have time after the first two steps of CX, question them first two steps of CX, question them about their faulty logic. about their faulty logic.



CX StrategyCX Strategy Refrain from being overbearing in CX. Often Refrain from being overbearing in CX. Often

times judges will deduct speaker points for times judges will deduct speaker points for being rude. Similarly, refrain from being being rude. Similarly, refrain from being overly evasive, try to respond to your overly evasive, try to respond to your opponent’s questions as clearly as you can.opponent’s questions as clearly as you can.

If your opponent is being overbearing or If your opponent is being overbearing or even rude do not engage them. Simply step even rude do not engage them. Simply step back and let them rant. Best case scenario, back and let them rant. Best case scenario, the judge will deduct speaker points from the judge will deduct speaker points from them. Worst case scenario, they will waste them. Worst case scenario, they will waste all of their CX time.all of their CX time.

Maintain your professionalism. CX should Maintain your professionalism. CX should be handled as if it were a speech. be handled as if it were a speech.



TournamentsTournaments

The Culmination of All that The Culmination of All that WorkWork



ContentsContents

PreparationPreparation AttireAttire ProfessionalismProfessionalism PostingsPostings Speaker PointsSpeaker Points BreaksBreaks OutroundsOutrounds



PreparationPreparation

Preparation before the tournament Preparation before the tournament is as important as your performance is as important as your performance at the tournament. at the tournament.

Be sure to make sure you have all of Be sure to make sure you have all of the following:the following: Cases printed and organizedCases printed and organized Extra paperExtra paper Plenty of pensPlenty of pens Pre-flowsPre-flows



AttireAttire

Your attire says a great deal about Your attire says a great deal about your commitment to the activity. your commitment to the activity.

You should wear a suit or You should wear a suit or professional business clothing. professional business clothing.

Like it or not, debate is an activity Like it or not, debate is an activity that you are judged in and your that you are judged in and your appearance can be as important as appearance can be as important as your case writing or your rebuttal your case writing or your rebuttal skills. skills.



ProfessionalismProfessionalism Your behavior at tournaments is very important. Your behavior at tournaments is very important.

You are being judged in and out of the debate You are being judged in and out of the debate round. round.

You should behave in a professional manner at You should behave in a professional manner at all times. Of course, having fun is one of the all times. Of course, having fun is one of the important parts of debate, but make sure your important parts of debate, but make sure your fun is appropriate. fun is appropriate.

You are a representative of yourself and your You are a representative of yourself and your school and you should represent both of them school and you should represent both of them with pride. with pride.



PostingsPostings

When rounds are announced a piece of When rounds are announced a piece of paper will be put on the wall. This paper paper will be put on the wall. This paper will have each debater on it with their will have each debater on it with their opponent, the side they are debating, the opponent, the side they are debating, the room number and the judge for the room number and the judge for the round. round.

These are called the ‘postings’ or These are called the ‘postings’ or ‘pairings.’‘pairings.’

These will have the times for the rounds These will have the times for the rounds as well… as well… Don’t be late! Don’t be late!



Speaker PointsSpeaker Points During you debate rounds your judge will award what During you debate rounds your judge will award what

are called ‘speaker points.’ are called ‘speaker points.’ There are many different scales for speaker points There are many different scales for speaker points

usually they are on a 10 point scale, sometimes 20-30 usually they are on a 10 point scale, sometimes 20-30 and sometimes 40-50. and sometimes 40-50.

Judges have fairly free-range in assigning speaker Judges have fairly free-range in assigning speaker points. Most assign them based on how well you points. Most assign them based on how well you speak during the round. Some assign them based on speak during the round. Some assign them based on your strategy in the round. your strategy in the round.

Rude behavior can greatly decrease your speaker Rude behavior can greatly decrease your speaker points.points.

Speaker points are used to rank the debaters after Speaker points are used to rank the debaters after their win-loss records. their win-loss records.



BreaksBreaks Tournaments will announce before the Tournaments will announce before the

tournament what they will be ‘breaking’ to. tournament what they will be ‘breaking’ to. ‘‘Breaks’ are the debaters that advance past Breaks’ are the debaters that advance past

the preliminary rounds. the preliminary rounds. Triple-octafinals break the top 64, double-Triple-octafinals break the top 64, double-

octafinals break the top 32, Octafinals break octafinals break the top 32, Octafinals break the top 16, quarters break the top 8 and the top 16, quarters break the top 8 and semifinals break the top 4.semifinals break the top 4.

The rankings are based first on win-loss The rankings are based first on win-loss record, then adjusted speaker points (drop record, then adjusted speaker points (drop the highest and lowest), then total speaker the highest and lowest), then total speaker points, then usually opponents win-loss points, then usually opponents win-loss record. record.



Out-roundsOut-rounds Out-rounds are paired based on preliminary Out-rounds are paired based on preliminary

seeding. The top seed will debate the lowest seeding. The top seed will debate the lowest seed, the second seed will debate the second seed, the second seed will debate the second lowest seed and so-on. lowest seed and so-on.

‘‘Breaking brackets’ occurs when members of the Breaking brackets’ occurs when members of the same team are set to ‘hit’ or debate each other. same team are set to ‘hit’ or debate each other. When this happens, the tournament may When this happens, the tournament may rearrange the bracket so the teammates are no rearrange the bracket so the teammates are no longer debating each other. However, not all longer debating each other. However, not all tournaments do this. tournaments do this.



A Final NoteA Final Note

Tournaments are the culmination of Tournaments are the culmination of all of your hard work. They can be all of your hard work. They can be overwhelming at times but you’ll overwhelming at times but you’ll figure things out pretty soon. figure things out pretty soon.

Good Luck!Good Luck!


© the forensics files lincoln-douglas debate the forensics files the forensics files

Documents

table of contents

prep time

resolution true

minnegative preptime

minaffirmative preptime

negative cross examination

minsecond affirmative

negative attempts