The Structure of a Debate n Constructive Speeches

The Structure of a Debate n Constructive Speeches n 1 AC: 8 Minutes n n 1 NC: 8 Minutes n n Cross-Examined by 1 NC: 3 Minutes 2 NC: 8 Minutes n n Cross-Examined by 1 AC: 3 Minutes 2 AC: 8 Minutes n n Cross-Examined by 2 NC: 3 Minutes Cross-Examined by 2 AC: 3 Minutes Rebuttal Speeches n n 1 NR: 5 Minutes 1 AR: 5 Minutes 2 NR: 5 Minutes 2 AR: 5 Minutes

The Stock Issues n Topicality: n Harm: n Inherency: n Solvency: n Disadvantage: Is it germane? Is there a problem? What is causing the problem? Can the problem be solved? Will the solution create more serious problems than the ones it resolves?

Constructive Speaker Burdens n 1 AC: Present a “Prima Facie” Case n n 1 NC: Present the Negative Attack n n n Traditionally attacked the 1 AC More recently: Topicality, Disads, Case 2 AC: Re-Defends Against 1 NC n n Harm, Inherency, Solvency, Plan Follows 1 NC point-by-point 2 NC: Answer 2 AC positions n Divide positions with the 1 NR (division of labor)

Rebuttal Speaker Burdens n n n No new arguments in rebuttal (new evidence OK) 1 NR: Answer remaining 2 AC arguments 1 AR: Answer all 2 NC & 1 NR arguments 2 NR: Extend winning negative arguments 2 AR: Answer all remaining negative arguments & claim all affirmative positions that are no longer contested

Cross Examination n n The speaker completing the constructive speech remains at the podium for questions Both questioner and respondent face the judge The questioner controls the cross examination period What to ask? n n Set up arguments for later speeches Use all of your time (it’s prep time for your partner)

Keeping a Flow Sheet I. Abstinence-based education is incapable of slowing the HIV/AIDS epidemic in sub. Saharan Africa A. It imposes a culturally-biased view B. B. It has failed where it has been tried C. C. It undermines condom-based education programs Just the opposite is true: African cultures have traditional values which would be undermined by condom-promotion. Abstinence-based programs are primarily responsible for Uganda’s remarkable success against HIV/AIDS Untrue: The “ABC” approach used in Uganda and elsewhere combines abstinence education and condom use. The Bush administration’s approach imposes U. S. religious values on African cultures. Uganda’s success is primarily the result of its condom promotion efforts – not abstinence promotion. The “ABC” approach is confusing because it sends mixed messages; education programs could be more successful with straight-forward condom promotion.

Flowsheet Tips n Use abbreviations appropriate to the topic (SSA=Sub. Saharan Africa, M=Malaria, W/S=Water & Sanitation) n Use symbols for common claims: (up arrow for increasing, down arrow for decreasing, right arrow for “causes” or “results in”, etc. ) n Establish priorities: 1. Contention labels first priority, 2. Supoints second priority, 3. Evidence reference third priority (Katyal, ’ 05), 4. Key words of evidence fourth priority. n Teach debaters to ask for missed points (in CX or prep time). n Use lots of paper (separate sheets for plan arguments and for case arguments; each big argument should have its own sheet). n Line up flowsheet paper with debaters’ “road-maps”

Judging Debates n n n The affirmative team has the “burden of proof” – they must prove each of the stock issues. Most judges won’t vote negative on an issue not raised by the negative team (i. e. – do not vote negative on topicality when the negative team has never made a topicality argument) The last two rebuttals are critically important; these issues are the ones the debaters believe to be most important.

The Decision Div: Affirmative Rd: Judge Name: Points Ranks Negative Spkr 1: Spkr 2: In my opinion, the better debating was done by Points Ranks