CX versus LD http://www.uiltexas.org/speech/debate/debate- introduction-video http://www.uiltexas.org/speech/debate/debate- introduction-video
CX Explained CX stands for cross examination--policy debate in which “teams of two advocate for and against a resolution that typically calls for policy change by the United States federal government” (Wikipedia). It is often referred to as cross-examination debate, or CX, because of the 3- minute questioning period following each constructive speech. Affirmative teams generally present a plan as a proposal for implementation of the resolution. The negative will generally prove that it would be better not to do the plan or that the opportunity costs to the plan are so great that it should not be implemented. Criteria for judging CX debate: http://www.uiltexas.org/speech/debate/criteria-for- judging-cx-debate http://www.uiltexas.org/speech/debate/criteria-for- judging-cx-debate
2014-15 CX Debate Topic Resolved: The United States federal government should substantially increase its non-military exploration and/or development of the Earth's oceans. Inquiries to Consider: Why do the oceans need further exploration or development? What is the United States’ current deficit? Can we afford any further financial involvement? Do the advantages of our engagement outweigh the disadvantages of increasing our deficit? Are the harms significant and dire enough to increase our deficit?
CX Time Format 1AC: 8 minutes CX of 1Aff by 2Neg: 3 minutes 1NC: 8 minutes CX of 1Neg by 1Aff: 3 minutes 2AC: 8 minutes CX of 2Aff by 1Neg: 3 minutes 2NC: 8 minutes CX of 2Neg by 2Aff: 3 minutes 1NR: 5 minutes 1AR: 5 minutes 2NR: 5 minutes 2AR: 5 minutes 8 minutes PREP Time
LD Explained LD stands for Lincoln Douglas, which is one-on- one policy debate. LD is also often called values debate, “because the format traditionally places a heavy emphasis on logic, ethical values, and philosophy. The Lincoln–Douglas Debate format is named for the 1858 Lincoln–Douglas Debates between Abraham Lincoln and Stephen A. Douglas, because their debates focused on slavery and the morals, values, and logic behind it” (Wikipedia).
2014 Fall LD Debate Topic RESOLVED: On balance, government restrictions on threatening speech are desirable. Inquiries to Consider: What qualifies a speech as threatening? Who decides if the government restrictions are on balance? Desirable for whom? The U.S. citizens? Are threatening speeches currently a problem?
Format of the Course Debate—both CX and LD—is driven by research. You should know essentially EVERYTHING about your topic and continually research it throughout the year (semester LD). There will be a new LD topic in the spring semester. Therefore, most days of class will be spent in the library, an open computer lab, or on your smartphone as you do extensive research to produce and improve your cases. After two to three weeks of consistent research, you all will begin practicing in class; and I will judge each team (or individual debater—LD) as if it were an actual debate tournament.
Grades Research: you will be responsible for acquiring new research each week. Cases: While at first you will focus solely on one case, composing multiple drafts of it and running the case in class debates, eventually, you will be responsible for developing multiple cases and will choose your best case to use at tournaments. Delivery: Not only will you be graded on the case itself, but your delivery will also be assessed. Terminology: It is imperative that each of you learn the appropriate debate jargon in order to do well at tournaments. A judge told one of my CX teams two years ago that they would have won the round if they had simply used the correct jargon. Thus, you will be tested on debate vernacular, so you will better your chances at being successful at tournaments. Current Events: One becomes a better, more knowledgeable debater when he or she keeps up with current events. Therefore, you will be quizzed over current news reports (as specified in the syllabus) each week.
Tournament Information I will soon have a list of dates for the tournaments we will attend this year, so you can plan accordingly. Most tournaments will be on Fridays and/or Saturdays. If a tournament is on a Friday, your absence from school will be excused. However, you are still responsible for getting your assignments from your teachers beforehand. Plan ahead, so you do not get behind! Everyone is expected to attend and participate in tournaments. Attire: you are expected to dress professionally at tournaments. Boys: Dress pants (slacks), dress shirt, and perhaps a suit jacket and tie if you have them Girls: Dress pants or modest, dressy skirt and blouse Black (skirt/pants) and white (shirt/blouse) are commonly worn.
Tournament Attendance and Transportation In previous years, I would rent one van through the school and take about six or seven debate students; but since the debate program grew significantly, I am still working on our transportation arrangements. Some students may have to provide their own transportation, or we may only be able to attend the tournaments that other DHS UIL organizations attend and ride with them on a bus. Or to enhance competition in the debate classes, I may only bring the most skilled debaters to tournaments. So bring on the competition! But my hope is that every student will attend and participate in at least one tournament this year. Students who are unfamiliar with debate and would like to observe a tournament before competing in one may certainly do so. Watching advanced debaters debate in class will be beneficial to observe as well.