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Define the following terms. Explain what it means to you…

Define the following terms. Explain what it means to you…. Debate Respect Argue. Resolved: Justice requires the recognition of animal rights. LD: Lincoln-Douglas Debate. History: 1858 - Illinois senatorial debates between Abraham Lincoln & Stephen Douglas

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Define the following terms. Explain what it means to you…

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  1. Define the following terms. Explain what it means to you… • Debate • Respect • Argue

  2. Resolved: Justice requires the recognition of animal rights.

  3. LD: Lincoln-Douglas Debate History: 1858 - Illinois senatorial debates between Abraham Lincoln & Stephen Douglas 1980 - Became high school competitive event

  4. Types of propositions • LD uses propositions of value: good or bad, right or wrong, useful or useless • Different from CX which uses propositions of policy: what should be done about a problem, what changes should be made

  5. LD Format & time limits • 6: AFF constructive • 3: NEG CX • 7: NEG constructive • 3: AFF CX • 4: AFF Rebuttal • 6: NEG Rebuttal • 3: AFF Rebuttal • Also: 4 minutes of prep. time allowed

  6. LD Format • AFF speaks more than NEG- AFF has burden of proof • Times are equal for both AFF & NEG

  7. LD Speaker Responsibilities • AFF constructive: 6 min. Present AFF case including definitions • NEG constructive: • 7 min. Present NEG case (approx. 5 min.), present arguments that clash w/ AFF positions in 1st speech • (approx. 2 min. to attack AFF); will not be able to introduce new arguments in rebuttal • (only new evidence, reasoning, or responses to arguments already stated), • so set up arguments now • For each case- have at least one quote per argument; use philosophers for support

  8. LD Speaker Responsibilities • 1st AFF Rebuttal: 4 min. Respond to NEG case, reestablish AFF issues by comparing them to NEG’s issues, proving AFF to be better position • NEG Rebuttal: 6 min. Challenge comparisons established by AFF, extend arguments denying AFF’s case w/ evidence & reasoning, reinforce NEG positions, summarize debate to NEG’s advantage • 2nd AFF Rebuttal: 3 min. Reestablish comparisons of value, proving AFF position to be strongest, summarize debate to AFF’s advantage • ALL: Include voting issues- why you should win!

  9. What law changed today? What effect might that law have on the future?

  10. This Saturday is the UIL Super Conference ! • $5 per student and they also need to bring money for lunch.  • SPEECH & DEBATE: Jana Riggins, UIL director of speech & debate. • Bus will leave from here and return you here.

  11. 9:00 – 10:30 a.m. • • Prose and Poetry: An Introduction. Acquaints beginning students with the UIL interpretation contests rules • and procedures. Includes student demonstrations. Judy Mulholland, Mexia HS. SH 186 • • Documentation Details: Prose & Poetry Categories. For advanced oral interpretation competitors and • coaches. Discussion of problematic websites and other documentation issues for the current categories. Ron • Dodson, Austin. SH 135 • • The Basics of Lincoln-Douglas Debate. Familiarizes beginning students with value debate. Learn debate • format for LD, along with speaker responsibilities and case construction. Holly Reineking, Kingwood Park • HS. SH 138 • • Advanced Lincoln-Douglas Debate Strategies. For advanced LD debaters. Discussion of advanced • strategies used in LD debate. Harold Mulholland, Mexia HS. SH 133 • • Cross-Examination Debate Basics. For beginners. Getting started in CX team debate. Explanation of policy • debate terminology, speaker responsibilities, and case construction. Scott Alderson. SH 134 • • The Economics of Space Exploration. For advanced CX debaters. A discussion on how federal regulatory • barriers can be reduced for firms developing new rocketships, space planes, and various moon and space • exploration projects. Gregory Rehmke, Economic Thinking. SH 139

  12. 10:45 – NOON • • Interp: From Invitational to State: The Journey of a Lifetime! Examining the preparation necessary for • prose and poetry from the beginning to the end of the journey. Ron Dodson, Austin. SH 186 • • An Introduction to Extemporaneous Speaking. For beginners. The basics to get started in persuasive and • informative speaking. Student demonstration by state medalist included. Holly Reineking, Kingwood Park • HS. SH 133 • • Economics for Extemporaneous Speaking. For advanced speakers. An introduction to economic principles, • with applications for speech and debate. Gregory Rehmke, Economic Thinking. SH 139 • LD Debate: Fall Topic Analysis. An examination of the UIL fall value topic over capital punishment in • Texas. Larry McCarty, Bellville. SH 134 • • CX Demonstration. Watch a live demonstration of a policy debate round presented by Brenham HS. • Moderated by Andy Hart, Brenham HS. SH 138 • • Coaches Corner. Creative ideas and tips on building

  13. 12:15 – 1:30 p.m. • • Prose and Poetry Performance Hour. Performances by state medalists critiqued by experienced judges. • Critics: Ron Dodson, Austin; Joanna Hickey, Boling HS. SH 186 • • Electronic Extemp Files. Discussion will focus on the new guidelines for using electronic retrieval devices • in Extemporaneous Speaking. Instruction on how to set up electronic files for use in the UIL prep room. Scott • Alderson. SH 134 • • Extemp: Winning Traits of a Successful Speaker. Examining what it takes to be a great extemporaneous • speaker. Larry McCarty, Bellville. SH 135 • • LD Debate: Show Me How It’s Done. A demonstration of a Lincoln-Douglas debate round by state • debaters. Moderated by Harold Mulholland, Mexia HS. SH 133 • • Advanced LD Debate: The Economics of Criminal Justice. Is capital punishment unjust to victims and • criminals? A review of the three “Rs”: Retribution, Rehabilitation and Restitution. Gregory Rehmke, • Economic Thinking. SH 139 • • CX Debate Topic Analysis. Discussion led by the author of the study report on space presented at the • national cross-examination debate topic selection meeting. Examining affirmative and negative positions on • the space topic. Chad Flisowski, Port Lavaca Calhoun HS. SH 138

  14. Case Construction:Start • Topic analysis • Case needs to include: • Intro. • Statement of resolution • Resolved: Justice requires the recognition of animal rights. • Definition of terms • Value to be defended • Criteria for evaluating debate • Outline of issues to be debated w/ evidence & reasoning to support issues • Justification of issues or values as key elements

  15. LD Values • Values- something so prized by society it becomes a goal in life (liberty, security, safety, equality, justice, progress, etc.) • Types: • Moral- ethical means • Political- constitutional principles, power • Utilitarian- efficiency of means; usefulness or effectiveness of behavior

  16. Maslow’s Hierarchy of Needs • Physical- survival (food, water, shelter) • Security- protection from threats • Belonging- love • Self-esteem- status, respect • Self-actualization- fulfillment, being all we can be!

  17. LD Criteria • Needs to relate to value! • How to judge if value is met • Keep value & criterion upheld throughout debate

  18. C-W-I • Claim – Dignity • Warrant – Biocentrism • Impact – We weigh our value of dignity through the concept of Biocentrism. • In other words we respect nature through this concept and doing so gives dignity to animals.

  19. Cross examination • Prepare questions ahead of time • Set up arguments to be used in your rebuttal • Avoid open-ended questions unless getting opponent to explain how or why • Be polite & direct • When being examined… • If you don’t understand, have them clarify • Try to give direct answers • Don’t fall into a trap!

  20. Steps of Effective Refutation • State opponent’s argument as close as you can • Provide brief summary of what they said • Indicate what they left out • Give your arguments • Summarize & move on (For each argument)

  21. Rebuttals • Where you win the debate! • Be organized • Don’t just summarize speech • Answer every point on the flow • Signpost- tell judge which point you are refuting

  22. Making evidence cards • Get articles • Bracket evidence in articles (put brackets around 2-3 sentences you chose as evidence) • Cut out the evidence • Tape or glue the evidence to paper • Source cite the evidence (Author, qualifications, date, book/mag./etc. name & page number right before each piece of evidence) • Tag the evidence (Write a 4-9 word complete sentence that accurately & persuasively states the main point of the evidence

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