DEBATE FINAL EXAM STUDY GUIDE Spring 2011

Debate Final Exam Study Guide Define terms using the answers here; if the answers aren’t complete, use Google to search on debate vocabulary and terms. Be sure that you complete ALL sections of the study guide.

Debate Final Exam Study Guide  Ms. Jacobson  Spring 2011

I. Definitions.  Define each of the following terms as used in debate.

1.affirmative  The side of the debate for the resolution.  pro; support; for

2. affirmative constructive  AC  Presents the case (new arguments)  6 minutes  BADL: two AC speeches: 1AC and 2AC  The 2AC is a constructive because new arguments can be presented.

3. affirmative rebuttal  AR  the speech in which arguments from the opposing team are attacked and the team represented by the speaker are defended

4. analysis 1. The process of taking something apart, breaking it down into its component parts, and determining the interrelationships of the component parts

5. argument  noun: the reason(s) or supporting details/evidence for or against some point you are trying to make: a justification, contention or overarching reason

6. articulation  the formation of clear and distinct sounds in speech; the adjustments and movements of speech organs involved in pronouncing a particular sound, taken as a whole

7. BADL  Birmingham Area Debate League

8. ballot  the piece of paper on which judges write comments, rankings, and the decision of the round

9. brainstorm  a strategy used to generate ideas in which ideas are written down as they come into the mind in response to a specific prompt (or not) without editing

10. case  A collection of arguments, reasons, and facts supporting the resolution; shows why we should affirm or negate the resolution.

11. citation  source information for a concrete detail

12. claim-warrant-impact-link  claim – an assertion. Example: cheese is good.  warrant – a reason why an assertion is true. Example: cheese has nutrients.  impact – explains the importance of the warranted claim. Example: It’s important that cheese is good, because its nutrients, especially calcium, contribute to a healthy body.  Link – a connection between the impacted claim and the value. Example: Since cheese contributes to a healthy body, my value of Individual Welfare is upheld.

13. clarification  the process of clearing up or more precisely defining something

14. clarity  the quality of being clear

15. clash  (verb) to strike head on or directly  (noun) the process of striking head on

16. composure  the act of being calm and together

17. conflict  having different needs, desires, actions, or opinions

18. constructive  speeches in a debate round during which arguments are introduced

19. cross-examination  the time during the debate to ask the opponent clarification questions or strategic questions, the answers to which may be used in the round  does not count in a debate unless the information obtained is used in a timed speech

20. crystallization  crystallization point, voting issue, voter, or – why your side wins the round. It can be an impacted drop extended across the flow in both rebuttals; it can be anything as long as the debater makes an argument and calls it a voting issue/voter/point of crystallization.  Example: The Affirmative wins this round because [argument]. Usually, crystallization is done during the last 2 minutes of the 3AR or 3 NR.  the key points in a debate that are crucial to the outcome, reasons why the judge should give the decision to a team

21. delivery

22. enunciation  the act of pronouncing words clearly and distinctly; to pronounce clearly

23. drop  When a debater does not address or respond to a subpoint or argument. In other words, they didn’t refute it, so they implicitly agree with it.  NOTE: drops must be impacted to count. It’s not enough to say your opponent didn’t refute your argument – you must say why it matters.  (impacting – why that point is so important, and the fact that your opponent agrees with you means you win the round).  Drop does NOT mean you dropped your opponent on his or her head!

24. expression  the act of setting forth in words; the manner in which the words are stated

25. evidence

1.extend

1.fact

1.flow (verb); pre-flow (verb)  flow: to take notes note taking during a debate, accurately recording the principal arguments and rebuttals  pre-flow: to outline one’s arguments right before one debates. If you are a debater arguing the Affirmative side of the resolution, then, before you begin your round (or hopefully even earlier), you outline your arguments on your flow instead of doing this during the round (that’s flowing).

1.flow (noun)  the notes taken during a debate, accurately recording the principal arguments and rebuttals

1.fluency

1.judge

1.justification

1.interpretation

1.loudness

1.negative  the side that defends the present system and argues against the resolution

1.negative constructive

1.negative rebuttal

1.pronunciation

1.RFD (rfd)

1.rebuttal

1.refutation  directly attacking the opposing teams’ arguments

1.research

1.resolution  the proposition or subject offered to debate

1.road mapping

1.signposting

1.status quo  the current state of affairs, the present system

1.support

1.supporting argument

1.symbol

1.theme

1.thesis

1.tone of voice

II. Short Response Questions.

What are positive behaviors for a speaker?

What are negative behaviors for a speaker?

What is format for a resolution?

Label a flow sheet for both the affirmative and negative in a BADL debate.

How should a debater act in a debate and at a tournament? (In your response, please address verbal and nonverbal behaviors, preparation, manners, sportsmanship, and rules.)  Verbal behavior

Nonverbal behavior

Preparation

Manners

Sportsmanship

Rules

III. Reflection

 In a well-formed response (outline before you write), reflect on your performance in debate this year. As you outline your response, make sure that you answer the following questions: In what ways have you improved? What skills and abilities have you acquired? To answer these questions, you may compare yourself as a debater at the beginning of the school year and now, at the end of the year. What might you have done differently? What are the main things you have learned? Will you continue to debate? Why or why not? How might this activity influence other parts of your life?

What are negative behaviors for a speaker?

What is the format for a resolution? ..

Label a flow sheet for both the affirmative and negative in a BADL debate. 

III. Reflection  In a well-formed response (outline before you write), reflect on your performance in debate this year. As you outline your response, make sure that you answer the following questions: In what ways have you improved? What skills and abilities have you acquired? To answer these questions, you may compare yourself as a debater at the beginning of the school year and now, at the end of the year. What might you have done differently? What are the main things you have learned? Will you continue to debate? Why or why not? How might this activity influence other parts of your life?

Widescreen Test Pattern (16:9) Aspect Ratio Test (Should appear circular) 16x9 4x3