Understand Cross-Examination Debate

The following PDFs are great resources for understanding Cross-Examination Debate. They are divided into categories;

General Introductions

Speaking and flowing

Research

Topicality and Theory

Counterplans

Politics Disadvantages

Case Arguments

Critiques/Kritiks

 

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March/April NFL Topic Overview

Resolved: The United States is justified in using private military firms abroad to pursue its military objectives.

Introduction

The use of private military contractors (PMCs) is a significant issue for several reasons. The United States has used private groups in war since its inception.[i] Privateers, or private ships licensed to carry out warfare, helped win the American Revolution and the War of 1812. In World War II, the Flying Tigers, American fighter pilots hired by the government of Chiang Kai-shek, helped defeat the Japanese.

The available data suggests that contractor personnel as a proportion of overall force numbers have increased with successive post-Cold War military deployments. Civilian contractors accounted for 1 to 10 of deployed personnel in Bosnia. In Kosovo the ratio was 1 to 2. Statistics for the current Iraq deployment indicate a ratio of approximately 1.5 contractors to each member of the military.[ii]

Despite successes in outsourcing in the armed services, concerns remain about quality and cost.

The resolution is carefully worded. You should make sure you understand each term.

First, find a solid definition of “private military firms.” Debaters might attempt to argue that “private military firms” only include soldiers, while firms that instead send truck drivers, cooks and mechanics are not topical. Debaters should be very careful if they use this definition because there is much solid literature available that defines private military firms in a broader way.

David Isenberg, a navy veteran and a military affairs analyst with the Cato Institute, defines PMCs in this way[iii]:

  • Military combatant companies-firms that actually provide military forces capable of combat are fairly rare and only constitute a minority of PMCs, even though such firms tend to receive the most publicity. Examples include the now disbanded PMCs Executive Outcomes of South Africa and Sandline of the United Kingdom; none are currently operating in Iraq.
  • Military consulting firms-these traditionally provide training and advisory services, though some have expanded into personal security and bodyguard services. Examples include Blackwater, MPRI, DynCorp, and SAIC of the United States.
  • Military support firms-these provide non-lethal aid and assistance, such as weapons maintenance, technical support, explosive ordnance disposal and intelligence collection and analysis. Examples include Halo Group, Vinnell and Ronco of the United States.

Another thing to keep in mind is that you might have to work especially hard to create clash on this topic. Debates on this topic are likely to become muddled because the affirmative may find pragmatic arguments most readily available while the negative may be tempted to make mostly philosophical arguments. It will be your job as a debater to figure out how to create clash in this round. One way to do this is to have prepared blocks against common arguments that make pragmatic arguments applicable to philosophical ones and vice-versa.

A Discussion of the Value Criterion

This debate leaves a great deal of room for creativity for the value criterion.

For the affirmative, there are obvious choices like safety and less obvious values such as efficiency, progress, and legitimate government. For instance, the affirmative can value safety and use “efficiency in wartime” as the criterion, arguing that PMCs make war more efficient and efficient wars lead to less loss of life and quicker peace. The affirmative can also value legitimate government and use “protecting the lives of citizens” as the criterion, arguing that a government’s main function is to protect its citizens and private military firms do this by lessening the number of civilian soldiers needed and increasing the likelihood of winning a war.

The negative has several choices as well. Societal welfare, peace, governmental legitimacy and morality all come to mind as obvious choices. The negative can value societal welfare and use “ensuring social cohesion” as a criterion, and argue that private military firms take away the public’s desire to fight for the country and wear away at ties to society.

Affirmative

Many arguments are available to affirmative debaters.

First, the affirmative can argue that private military firms reduce costs. According to the Heritage Foundation, the competition between firms drives cost down and allows private sector comparative advantage to be exploited.[iv]

In addition, scholars Doug Brooks and Jim Shelvin point out that each new solider “represents and enormous long-term investment in the form of training, salary, and extended benefits,” whereas private firms operate “short-terms contracts with finite costs.”

When a contractor working with a private military firm has completed his or her contract, the company does not have to continue to give him or her benefits. Instead, the contract is done and the worker is owed no more. Brooks and Shelvin maintain that because of this, private firms have lower costs since “most companies rely on short-term contract employees, well paid but requiring no long term benefit costs.”

Also, private military contractors can ease overstretch. As the Heritage Foundation notes, “Battlefield outsourcing reflects the impacts of changes in supply and demands. On the one hand, since the Cold War the U.S. and U.K. have found their armed forces overstretched as they have had to sustain a range of operations. On the other hand, the large-scale downsizing of their armed forces immediately after the Cold War left a surplus of trained military personnel in the civilian labor market. This balance of supply and demand has provided the opportunity to ease overstretch by, in effect, employing former military personnel through the vehicle of private firms.”[v]

Next, affirmatives can argue that the changing nature of warfare makes private military contractors especially useful. According to the Heritage Foundation, the nature of warfare has changed since the Cold War. Increases in the complexity of contemporary military systems have made it less viable for armed services to develop and retain in-house military maintenance capabilities.[vi] The process of recruiting and training for the most demanded positions takes years. Because of the speed at which the military requires the skills, taking from the civilian population is not always possible. Scholars Doug Brooks and Jim Shelvin say that private firms solve this problem by being able to “quickly recruit personnel with the needed expertise from the global pool of former military.”[vii]

The military relies on private military firms for specialized weapons use and to fill in the gaps when army soldiers are not available. Urey says that military obligations overseas have greatly increased in the past decade, leaving the U.S. military in need of assistance because cuts have been made “mainly in the logistical ‘tail’ where reductions were made within the combat service support specialties to preserve the ‘tooth’ of our Army, that being our powerful combat arms structure.”

“The increase in operational tempo, coupled with the manpower reductions previously discussed, have forced the Defense Department to increase its usage of contractors in support of many logistical functions across the full spectrum of operations,” says Urey.

Additionally, because of cuts and the need for advancing military technology, Urey says that it has become “uneconomical or not practical to keep military personnel technologically capable of maintaining, troubleshooting and in some cases, employing sophisticated weapons.” She says that the increasing speed of technology and the need for more troops than the U.S. military can feasibly provide will continue to make private troops necessary.

Colonel Ronda G. Urey with the U.S. Army says that the United States has long recognized the efficiency of using private sector resources for the military. “The Defense Department’s 2001 Quadrennial Defense Review Report states that the Department of Defense (DoD) will pursue actions to sustain the force more efficiently and effectively by only keeping those functions that must be performed by DoD. Therefore, any function that can be provided by the private sector and is not a core government function should be obtained through new models of public-private partnerships to improve overall performance.”[viii]

Finally, Matthew Uttley, chairman of the Defense Studies department and King’s College London, notes that outsourcing can actually enhance levels of troop morale, cohesion and combat effectiveness within the armed services themselves because it frees up military personnel from mundane civilian-type duties.

Negative

First, the negative can argue that using private firms in place of the civilian military may destroy cohesion inside and outside of the military, jeopardizing missions. James Pattison argues that if citizens are willing to defend their nation, it “can develop affinity within the community.” He says people may feel closer to each other by fighting against a common aggressor. “However, when PMCs are employed instead, the potential benefits in terms of communal identity that come from having citizens defend the community are lost. Communal defense becomes not a matter of shared pride in the community, but simply necessary for the protection of the atomistic individual,” says Pattison.[ix]

Second, the negative can make the case that private firms are not monitored well enough by the government. A Government Accountability Office report released in March 2008 said that the Pentagon relies too much on contractors who often work alongside their government counterparts. The report said that relying so much on contractors creates “the risk of loss of government control over and accountability for” government programs.

Poor monitoring may also make PMCs more likely to create controversy. Christopher Shays, a former Republican congressman from Connecticut who is co-chair of the Commission on Wartime Contracting, said his team is looking into cases of contractors, of what he called “outright scam artists,” charging foreign laborers to fly them to supposed jobs in Dubai. But instead, contractors dump laborers on air bases in Afghanistan with no job, no identification and no way home. “The bigger problem is that we don’t know who they are but they are inside our installations… This presents a security risk,” said one official.[x]

Next, the negative can argue that using private military forces undermines democracy. According to New York University law professor Zoe Salzman, it does so for three reasons.

First, it undermines the state’s monopoly on the use of force. She says that the United Nations Convention holds its states “answerable” for actions of force. Because private companies necessarily take this force out of their hands, this becomes a problem. She says, “Unlike other businesses… private contractors are engaged in selling the use of force. As a result, by creating a market for violence, they effectively break states’ monopoly on the use of force.”

Second, private military firms increase the executive’s power to wage war without democratic accountability. She says that governments are given a monopoly on the use of force because their citizens hold them accountable. “Private contractors, however, greatly undermine democratic accountability, and in so doing circumvent the democratic reluctance for war. By undermining the public’s control over the war- making powers of the state, private contractors threaten the popular sovereignty of the state,” she says.

Third, it she says that because military force is now “sold as a commodity on the market,” there is a risk that contractors will aggravate situations in order to keep up their profits because they directly benefit from war. She reports that there have “been allegations that Halliburton has run additional but unnecessary supply convoys through Iraq because it gets paid by the trip”- a clear abuse of their power for profit. [xi]

In addition, negatives can argue that PMCs are less efficient because their staff is likely to serve only a short-time in the military. According to the Cato Institute, “Another troubling practice is contractor staff serving short tours, many rarely lasting more than a year. With subsequent staff rotations having little or no overlap, this inevitably results in the loss of lessons learned, know-how and counterpart rapport.”[xii]

Finally, negatives can find literature describing how motives matter in moral judgment. Terry Nardin, professor at the National University of Singapore argues: “[m]otives are a necessary element in judgments of responsibility, of praise and blame, culpability and excuse’ and are ‘relevant in making moral judgments because we have moral duties to act from the proper motives.”[xiii]

In this case, the motive in question is the one motivating experienced military persons to join private firms, and in most cases that’s money. Pattison argues that this is immoral because, “It is problematic if individuals are motivated by financial gain in the context of military force, given that military force harms others.” And third, “Private contractors are more likely to be motivated by financial gain than regular soldiers.”

He says that his objection is due to the fact that, in this instance, as opposed to other instances (like participating in the stock market) that produce financial gain, harming others is involved. “…those using or assisting military force should not possess a particularly problematic motive, and a financial motive (along with, for example, sadism, xenophobia, hatred, and revenge) seems to be objectionable in the context of military force,” he says.[xiv]


[i] David Isenberg, “Shadow Force: Private Security Contractors in Iraq,” Cato Institute, February 16, 2009. http://www.cato.org/pub_display.php?pub_id=9979

[ii] Matthew Uttley, “Private Contractors on Deployed Military Operations: Inter-Agency Opportunities and Challenges,” The Heritage Foundation, Heritage Lectures No. 972, June 15, 2006. http://www.heritage.org/research/lecture/private-contractors-on-deployed-military-operations-inter-agency-opportunities-and-challenges

[iii] David Isenberg, “Shadow Force: Private Security Contractors in Iraq,” Cato Institute, February 16, 2009. http://www.cato.org/pub_display.php?pub_id=9979

[iv] Matthew Uttley, “Private Contractors on Deployed Military Operations: Inter-Agency Opportunities and Challenges,” The Heritage Foundation, Heritage Lectures No. 972, June 15, 2006. http://www.heritage.org/research/lecture/private-contractors-on-deployed-military-operations-inter-agency-opportunities-and-challenges

[v] Matthew Uttley, “Private Contractors on Deployed Military Operations: Inter-Agency Opportunities and Challenges,” The Heritage Foundation, Heritage Lectures No. 972, June 15, 2006. http://www.heritage.org/research/lecture/private-contractors-on-deployed-military-operations-inter-agency-opportunities-and-challenges

[vi] Matthew Uttley, “Private Contractors on Deployed Military Operations: Inter-Agency Opportunities and Challenges,” The Heritage Foundation, Heritage Lectures No. 972, June 15, 2006. http://www.heritage.org/research/lecture/private-contractors-on-deployed-military-operations-inter-agency-opportunities-and-challenges

[vii] “Reconsidering Battlefield Contractors,” Doug Brooks and Jim Shevlin, Georgetown Journal of International Affairs, Summer 2005.

[viii] “Civilian Contractors on the Battlefield,” Colonel Ronda G. Urey, United States Army War College. http://www.dtic.mil/cgi-bin/GetTRDoc?Location=U2&doc=GetTRDoc.pdf&AD=ADA431808

[ix]James Pattison “Deeper moral objections to the privatization of military force,” Journal of Political Philosophy, 18/4: 425-447. http://www.jamespattison.co.uk/papers/J%20Pattison%20(2010)%20Deeper%20Objections%20to%20the%20Privatisation%20of%20Military%20Force.doc4

[x] Josef Storm and Malou Innocent, “To Better Afghanistan, Boot the Contractors,” Cato Institute, September 24, 2010.

[xi] “Private Military Contractors and the Taint of a Mercenary Reputation,” Zoe Salzman, NYU Journal of International Law and Politics. http://www.law.nyu.edu/ecm_dlv2/groups/public/@nyu_law_website__journals__journal_of_international_law_and_politics/documents/documents/ecm_pro_058877.pdf

[xii] Josef Storm and Malou Innocent, “To Better Afghanistan, Boot the Contractors,” Cato Institute, September 24, 2010.

[xiii] “Introduction’, NOMOS XLVII: Humanitarian Intervention,” ed. Terry Nardin and Melissa S. Williams (New York: New York University Press, 2006), pp. 1-28 at p. 10.

[xiv] Krahmann, “The New Model Soldier”, p. 255.

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Understand Lincoln-Douglas Debate

The following PDFs are great resources for understanding Lincoln-Douglas style debate.

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February Topic Overview

Resolved: Wikileaks is a threat to United States national security.

Introduction

As with most public forum resolutions, the February topic is very timely. You will have no trouble finding plenty of articles online about Wikileaks.

There are several terms in the resolution to which you should pay attention. Because the resolution specifies Wikileaks, you are restricted to the leaks for which Wikileaks has been responsible. Other leaks are not relevant.

Continue reading

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Judge Adaptation and Tips

Judges have various backgrounds. Some have no experience at all, while others are former TOC champions. If you want to be successful, you need to be able to debate in front of all of them and cater to what they want to hear. Often, adapting to a judge can be just as important as your arguments.  The following are some basic guidelines for judge adaptation.

Your Demeanor.  Your demeanor should be calm, cool and collected. If you look nervous, the judge will think you are unprepared and your arguments will seem less convincing. Act like you own the joint, and you will be fine. Confidence is just as much a part of debate as the arguments themselves.  Of course, be careful not to cross the thin line between confidence and arrogance. You should also look like an honest person. While you may think that is a strange thing to say, you never really believe people who have shifty eyes or smirk like they are getting away with something.

Your Dress.  While many debate teams have different dress policies, it is always good to look professional. Even if your coach does not require you to wear a tie and jacket, you should at least be wearing clean, unwrinkled clothing. Guys should stray away from baggy pants and girls should avoid wearing skirts that come above the knee. You should make sure that you are well groomed and look like you’ve bathed. No one wants to be in a small room with someone who is not wearing deodorant!

Your Delivery.  Always give the judge what they want. Before every round, ask the judge how they feel about speed. If they are comfortable with speed, then go ahead and speak fast. If not, then you should slow it down. Speaking quickly, however, may not always be to your advantage. Just because a judge says that they can “handle” speed, that doesn’t always mean that they want you to go fast.  You should be attentive to body language and ask clarifying questions if necessary. If you prepare a long case that requires spreading, you should carry a shortened version as well just in case you run into a judge that cannot handle or does not like speed.

The Environment.  If you have ever been to a debate tournament before, you know that you could be debating anywhere from a closet to an auditorium. So it is necessary to change your behavior according to the features of the room. Speak louder if the room is bigger and softer if the room is smaller. Be mindful of things like noisy air conditioners, loud crowds in the hallway, etc that might influence how loud you should speak. Always arrange the room so that it works for you, but make sure you are making the judge the focal point of the room. You are speaking to her, not the audience or your partner. Make sure you can see the judge at all times-even when the other team is speaking.

Etiquette.  Every judge hates mean debaters. Do not be rude to your opponent. You are much more persuasive if you are professional and courteous. If your opponent says something during his speech that you disagree with, don’t make a face or throw your hands in the air. You will have a chance to rebut them in your next speech, so don’t distract the judge during your opponent’s speech. If you are negative, do not start packing your things during the affirmative’s last speech for any reason. It is rude and makes it seem like you are no longer paying attention.

Different Regions.  Different regions of the United States feel differently about debate. If you are traveling, you’ll want to keep these distinctions in mind. Texas and California are known for being progressive. You’ll see most of the new trends in debate in these places, and the judges here will typically be more open to new and different things.  Texas does differ by region, however. The major metropolitan areas like Dallas, Austin, and Houston will be very progressive while smaller towns will be more traditional. Other parts of the country, especially the Northeast, are very traditional.

Always Weigh.  Regardless of who your judge is, they want you to make the decision for them. By the end of the round you should have picked the most important arguments and be able to succinctly explain why you won the debate. Help the judge decide that you won; they will appreciate it. Even if you feel like you are oversimplifying things, that’s ok. It’s better to oversimplify than leave people in the dark.

Avoid Being Too Technical.  Just because your case can be super technical, doesn’t mean it has to be. Put your arguments in English. As a judge, one of the most annoying things to watch is a debater who thinks that throwing around debate terms and using fancy phrases strengthens an argument. In reality, all this does is make the round confusing and void of clash. Go read your case to someone who doesn’t really know how to debate, and if they don’t understand it, then dumb it down.

Be Ethical.  Don’t lie about dropped arguments, make things up, or put words into the mouth of your opponent. Don’t clip cards or fabricate evidence.  Judges know when you are doing this and most take it very seriously.

Have Several Cases. For the most part, judges fall into three categories: Mama judges, coaches, and college debaters.

A “mama judge” is someone who has no idea how to debate or what it is.  While they aren’t necessarily mothers, they are usually someone who has come along just to help out and got pulled into judging because the tournament needed someone to pick up a ballot. These people will be confused by technical arguments, will hate you if you are mean, and tend to vote based solely on how persuasive you are.  You should have a completely different case for these kinds of judges. It should be simple, void of technical terms and intricate philosophy, and very straight forward.

Coaches know what they are doing, obviously. They will understand technical arguments but will hate it if you are mean. They want clean debates and no shenanigans.

College students can be spotted from a mile away. They are usually wearing hoodies, carrying a cup of coffee, and look like they would rather be anywhere else than judging at a tournament. These people want the same things as coaches, except for that they also want you to be funny. College students are used to faster paced, more difficult debates. Since they have been listening to high school debate all day long, they are bored. If you entertain them, they will probably vote for you.

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Research Strategies and Tips

by David Weeks

What is a card?

A card is a paragraph or several paragraphs taken from a credible scholarly or journalistic source that proves a specific argument true. It is a word-for-word quotation, without adds (unless bracketed), deletes, paraphrasing, or ellipses. This quotation, when put together with a summary tagline and a citation, makes a card.

Why do they matter?

  • We are not professional experts in the fields that we debate. We may debate standardized tests and social networks, but we are not education policy specialists or sociologists. Using a credible source to back up your claims allows you to invoke that source’s authority on the matter. Obviously, your source’s qualifications will not matter if the card does not provide a warrant or reason why the claim is true.

 

  • They offer us interesting ways to compare clashing arguments.

 

What makes a good card? (in descending order of importance [generally])

  • Strength of warrant that supports the claim of the argument. Your cards should explain why your claim is true. They should either offer empirical reasons for why your argument is true (ie. Recent study about the failures of standardized tests), or an analytical reason (ie. A is true because B, B is true because C). If you have cards with analytic warrants, make sure they are developed and deep.

 

  • Author qualifications. The card should be an expert in a related field. Avoid quoting undergraduates or those without some formal post or official experience. Be careful when quoting authors whose credibility is not yet fully established, just as those still in law school. Watch out for politicians when they’re campaigning or trying to appeal to specific groups of people.

 

  • Source of publication. It’s best to draw from respected scholarly journals and periodicals (such as law reviews, think tank publications, and social science journals). Books from university presses and respected newspapers/magazines are also acceptable. News sources may still be used, but are seen as less legitimate. Avoid news giants like CNN, MSNBC, FOX, etc. Instead, try the Washington Post, New York Times, Wall Street Journal, LA Times, Houston Chronicle, Boston Globe, Christian Science Monitor, the Financial Times, Economist, and BBC. News services like Reuters and the Associated Press are also fine.

 

  • Date of publication. Some arguments don’t require that your card be extremely recent, but many empirical arguments require recent cards. Arguments about current saving or spending rates, predictions about deficits, or demographic observations should be three years old or less.

 

  • Specificity. The card should be talking about the matter at hand, rather than an issue only tangentially related to the subject of debate. Often, law journals will refer to court decisions and pieces of legislation, so make sure that what they’re referring to matches up with your intent.

 

  • Number of warrants. If a card has several arguments or warrants, it is harder to refute.

 

  • Rhetoric. Choose cards that are concise and forceful.

 

o Conciseness/Directness/Clarity Avoid wordy cards. If they’re concise and clearly explain the warrant, its probably a good card.

o Forcefulness/Persuasiveness Cards that use forceful, decisive language are more persuasive than boring, dry descriptions

What makes a bad card?

  • Weak warrant

 

  • Having too many rhetorical questions or excessive archaic language. Would thou not be more persuasive to the arbiter of thy oratorical duel if thou wouldst avoideth the employment of rhetorical questions in thy speech? Indeed thou couldst enhance the clarity of expression of what thou dost opine!

 

  • “Strawperson” arguments. You should not card a passage that is an author’s explanation of an argument that he/she does not support or endorse. Often, authors will explain the argument of the opposition, or describe an alternate explanation that they disagree with. Do not card them as saying this, because you attach their qualifications to the statement in doing so. Red flags for strawperson args are “It is often said that…” and “[Person X] argues that…”.

 

  • Mitigated or Qualified statements- Avoid using cards that make highly qualified statements. Do not read a card describing the “worst case imaginable” as what will inevitably happen. For this reason, be careful about reading cards that contain “sometimes,” “occasionally,” “can,” “might,” “it is conceivable that…,” and “has the potential to…”

 

  • Out of context arguments. Be careful that you aren’t quoting the author on another issue or misinterpreting the intent of the passage.

 

  • Missing or incomplete citations. Make sure you have a citation, complete with the full name of the author, year of publication, author qualifications, title of article/chapter, title of source journal, book, or website, and page # if applicable.

 

  • Unavailable to the general public. Avoid sources that are not available to the general public such as private e-mails.

 

  • Power-tagged. Tagline that you provide for the argument overstates the content of the card, by either exaggerating the impact, or over-generalizes or over-specifies the claim.

 

  • Under-tagged. Tagline is too vague or understates the impact of the card.

 

Where do I find them?

  • Finding the articles and books

o Online. Begin with basic searches like dogpile, google, and googlescholar. Debate Central, Cross-x.com, victorybriefs, and paradigm provide debate-specific resources. Try Jstor.org, Lexisnexis.com, Proquest, WorldCat, PolicyFile, PAIS International, Wilson’s Education Index, and CSA’s PsycInfo.

o Library. Try your local library, then call regional college and university libraries and ask if they allow guests. If they do, find out what your rules and constraints are (for example, if you can’t check out books, bring change for the copier or scanner).

 

  • Search terms

o Terms in the resolution

o Political/legal terms of art (eg. Value Added Assessments)

o Influential article that many authors quote

o Footnote mining– find the part of the article that looks most useful and search for the works cited in the foot/end notes of that section)

o Search within search-jstor and lexis can return thousands of results. Try narrowing them down by searching within your search results.

o Control+f to scan a webpage

 

What do I do once I found a passage for a card?

  • Tag it. The tag should be a concise claim that the card proves true. It should not be much more general or specific than the actual card is.

 

  • Cite. Include the full citation.

 

  • Underline/Highlight.

o Maintain warrants, some forceful rhetoric, but don’t underline extraneous wording.

o Do not exclude words that change the meaning of the sentence entirely like “not”, and words that change the strength of the statement like “generally” “sometimes” “might”.

 

Plagiarism/Fabrication

The short story- don’t do it. You will not learn as much, and you’ll get punished. Some coaches and judges are very serious about accurate cites, and fabricating anything can get your school banned from a tournament forever. Besides the fact that it’s wrong, it’s just not smart.

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Important Terms in Lincoln-Douglas Debate

Understanding debate terminology is essential to excelling in the round.  These terms are not limited to debate.  They are applicable more broadly to assessing ideas and arguments.

Affirmative: The side that supports the resolution is affirmative.  The affirmative case explains why the resolution is correct and is presented during the affirmative constructive (AC).

Abuse:  This refers to arguments, assumptions, or definitions made by one side that prevent both sides from completing on equal ground.  Abusive assumptions skew the round in favor of one team.

Apriori- see “Prima Facie” 

Best Definitions:  Debaters may argue that their definition is superior to that of another debater for a variety of reasons such as setting fair limits for the debate or being used in the literature.

Burden of Proof:  A debater who offers an argument must show that it is valid in order for it to be accepted.  In Lincoln-Douglas debate, the affirmative team has the burden to prove the resolution true while the negative has the burden to prove the resolution false.

Card: A piece of evidence with a claim and warrant. 

Constructive: Constructive speeches are speeches in which debaters introduce their position and advocacy.  In Lincoln-Douglas debate the first two speeches are constructives.

Contention: A contention is a major argument in the debate.  Affirmatives and negatives build their cases with contentions.

Criterion:  A criterion is a necessary or sufficient standard by which to measure the competing values.  It is a conceptual tool used to decide which value should be upheld.  For a more detailed explanation, see “Logic in LD: Casing Applications (Continued).”

Cross-ex: Cross-ex and CX are both short for cross examination.  Cross-ex is the time one debater gets to interact with another debater by asking questions.  In Lincoln-Douglas debate, each debater gets three minutes of cross-ex time after his or her opponent’s constructive speech.  The time can be used for clarification or to set up an argument.

Crystallize: Debaters generally crystallize the debate in their last speech.  Crystallizing involves summing up the debate, addressing the most important arguments, and offering voting issues.

Evidence: Evidence refers to published literature introduced into the debate to provide support for an argument.  Lincoln-Douglas debate is less evidence-intensive than Policy Debate.

Flow: Flowing is a note taking technique.  Debaters and judges flow throughout the round to keep track of the arguments being made.  The “flow” may also refer to the notepad itself.

Games Theory: Games theory is the idea that debate must be fair for both sides.  The rules of debate must not provide a better opportunity for one side to win over another.

Ground: Ground refers to the arguments debaters can make during the round.  It is used to say that each side must have sufficient ground for the round to be fair.

Prep Time: In Lincoln-Douglas debate, debaters have a total of three minutes of prep time that can be used during the debate to get ready and plan for their next speech.

Prima Faciae: Latin for “on face”.  A prima facie argument, or an apriori argument, is one that supposedly comes before arguments that relate to the value criterion. Sometimes called a “prestandards issue”, you must answer these arguments somehow, since they are intended to be arguments that will make you automatically lose the round.

Predictability– This is used to refer to how predictable an argument was based upon the topic literature or some standard of preparedness.

Rebuttal: Rebuttal speeches are shorter speeches later in the debate in which debaters argue over issues that were built during the constructive speeches.

Refutation: Arguing against constructive arguments made by the other debater.

Resolution: The topic of the debate.  The resolution sets forth the issues to be discussed in the debate and the respective sides affirmative and negative teams will take.

Spread: Spreading is when one debater makes as many arguments as possible attempting to make too many for the opponent to answer.

Standard– This means the value criterion.

Status quo: The status quo is the current situation while the debate is occurring.

Value: A value is an idea that a debater argues is paramount.  The contentions in an Lincoln-Douglas case uphold the value.  Generally, the debater will present philosophical background to support and explain their value.  For a more detailed explanation, see “Logic in LD: Casing Applications (Continued).”

Value Objection: The negative debater can offer a competing value that is upheld through their case.  The negative must show that this value is superior to the affirmative’s value.

Voting Issue: Both teams can make voting issues throughout the debate.  A voting issue is a reason to affirm or negate.  Voting issues are arguments that have been won by one side or another that conclude that the resolution is true or false.

Warrant: The reason why your claim is true. If an argument has no warrant, it may be automatically disregarded by some judges.

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