Advanced debate. Readings in theory, practice & teaching /
- 1
- USA Fondo de Cultura Economico de Mexico 1992
- 579 16cm de ancho X 23.5cm de largo
- Serie .
Contents
DE
Part One Overview of the Discipline
1
Why Should We Support Debate?
1
2
Kent Colbert and Thompson Biggers
2 Women in High School Debate
J. Cinder Griffin and Holly Jane Raider
3 Ethics in Academic Debate: A Gaming Perspective
Alfred C. Snider
Part Two Advanced Debate Practices
4
Affirmative Case Approaches
Allan J. Lichtman, Daniel M. Rohrer, and Jerome Corsi
5 A Systematic Approach to Opposing Policy Change Michael Pfau
8
15
31
33
42
6 A Reevaluation of Negative Division of Duties
50
Dwaine R. Hemphill
7 Cross-Examination Reexamined
61
George Ziegelmueller
8 Prep Time: Maximizing a Valuable Resource
71
Gloria Cabada
9 A Theory of the Turnaround Walter Ulrich
81
10 Value Analysis in Lincoln-Douglas Debate:
The Need for Substance over Form
87
Diana Prentice
Impact and Implications of Parliamentary Format on
94
11
American Debate
E. Sam Cox and Kendall R. Phillips
12 The Use of Empirical
Studies in Debate Tim Lee, Dave Harris, and Craig Dudczak
105 Advanced Debate
40
Towards a Strategic Focus in Nonpolicy Debate
David J. Shipley
501
41 The Indivisibility of Value Claims from Policy Positions:
An Argument for Policy in Value Debate
517
Dale Herbeck and Kimball Wong
42 Value Implications Kent Colbert and David A. Thomas
43 Hasty Generalization Revisited David M. Berube
528
535
44 When the Whole Is Greater Than the Sum of the Parts:
The Implications of Holistic Resolutional Focus Jeffrey T. Bile
549
45 Debating Impacts: Intrinsicness Argumentation in
560
Nonpolicy Debating
David M. Berube
Appendix A
Author Directory
Appendix B
Source Notes
577
579
Part One
Overview of the Discipline
In what sense can debate be called a discipline? There are several senses that come to mind.
First, debate can be considered an academic discipline, studied in the curriculum of such courses as argumentation and debate. In this sense, scholars and theorists conduct research and publicize their findings in the latest advances in debate theory and research.
Second, debate can be considered an extracurricular discipline in the form of a student activity. Like band, athletics, or the student yearbook, debate furnishes an organization and a set of educational goals for students beyond the classroom. In this sense, students and their activities are the focal point for our interest.
Third, as an activity, debate itself incorporates critical thinking and analytical approaches to current issues in society. Debate's routines are disciplined.
In the section that follows, three articles explore the discipline of debate. "Why Should We Support Debate?" is a question Colbert and Biggers ask. Their curiosity echoes that of many school administrators, teachers, parents, and students today. Their answer is optimistic and positive, and their findings should find their way into the rationale of many debate directors as they petition their school administrators for budgetary support.
Griffin and Raider address the issue of white, male dominance of debate, an issue being raised increasingly in the consciousness of edu-cators and directors of many other activities as well. The low partici-pation rates of women and minorities in debate are unsettling. To the extent that the activity discriminates against groups, a flaw in the system exists that must be remedied. This article provides a useful starting point for discussion. Finally, Snider presents a paradigm for addressing ethical questions in the format of the formal academic debate context.