Speech and Debate Curriculum Part 2.pdf

Additional
Lesson
Materials for
Speech and Debate
Courses
Lesson materials are included for lesson planning purposes. The
following are activities that could be used in the Speech and Debate
classroom. Instructors may modify any of the assignments as works best
for their particular learning environment.
Contained in this packet are resources for all units of the curriculum.
Additionally, there are sample cases, speeches, etc. included.
Carter-CMS 2009 48

Warm Up Exercises
The inflection lesson (Did I Say That?), enunciation exercise and the tongue twisters can
be used as short lessons or as warm ups before a speaking assignment. They may also be
used as remediation for students having difficulties with enunciation or pronunciation.
Enunciation Exercise
Students should practice sounding each set of words clearly enough so that a listener can
identify which one is being said.
1. a nice house an ice house
2. ice cream I scream
3. night rate nitrate
4. an aim a name
5. lighthouse keeper light housekeeper
6. maiden aim maiden name
7. comic’s trip comic strip
8. icy I see
9. eye strain iced rain ice train
10. summer school summer’s cool
11. a narrow box an arrow box
12. Nick’s car Nick’s scar
13. a nice pick an ice pick
14. clock stop clock’s top
15. heart throbbing hearth robbing
16. green Nile green isle
17. homemade home aid
18. go for gopher
Carter-CMS 2009 49

1. Rubber baby buggy bumpers.
Tongue Twisters
2. She sells seashells by the seashore. If she sells seashells, the seashells are real
seashells, I am sure.
3. Red leather, yellow leather.
4. The shell-shocked soldier shot his shotgun
5. He sawed six slick, slender, slippery, silver saplings.
6. A swan swam over the swell; swim, swan, swim. A swan swam back through the
swell; well swum, swan!
7. Theophilus Thistle, the successful thistle sifter, in sifting a sieve full of unsifted
thistles, thrust three thousand thistles through the thick of his thumb. See that
thou in sifting a sieve full of unsifted thistles, thrust not three thousand thistles
through through the thick of thy thumb.
8. A tree toad loved a she-toad that lived up in a tree. He was a three-toed tree toad,
but a two-toad toad was she. The three-toed tree toad tried to win the she-toad’s
friendly nod, for the three-toed tree toad loved the ground that the two-toed tree
toad trod!
9. A big black bear ate a big black bug.
10. The sixth shiek’s sixth sheep’s sick.
11. The seething sea ceaseth and thus the seething sea sufficeth us.
12. A tutor who tooted the flute
Tried to tutor two tutors to toot.
Said the two to the tutor
Is it harder to toot, or
To Tutor two tooters to toot?
Carter-CMS 2009 50

Say It Right!
A cross-curricular reading exercise that emphasizes pronunciation…
SUBJECT APPLICATION MATTER
Examples…
Math/Science : selections from textbooks, theorems, postulates, and lab procedures.
Social Studies: selections from textbooks, primary source material, excerpts from news
magazines and newspapers.
English: selections from textbooks, novels, plays, poems, and even literary criticism.
Foreign Language: selections from textbooks, readings, and literature.
Physical Education: selections from textbooks, articles on anatomy, and kinesiology (a
great activity for the beginning of the semester or rainy days!)
Art : selections from art history and art criticism books.
Computer Science: selections from textbooks, explanations of programs or algorithms.
Music: lyrics, selections from music theory and criticism.
PROCEDURE
•assign students a passage (6-10 lines) from a text or selected readings.
•give students 10 minutes to prepare their readings
-let students know what they will be graded on by handing out the scoring guides
-students may want to …
•consult with the teacher or a dictionary for proper pronunciation
•mark the passage to indicate pauses or words to emphasize
•practice with another student
•practice some more!
•students read aloud their passages as you and/or other students score them using the
scoring guide.
EVALUATION
Say it Right! Scoring Guide
Name_______________________________
Oral reading of________________________________________
3-got it! 2-almost 1-what?
pronunciation 3 2 1
saying the words right
enunciation 3 2 1
saying the words clearly
inflection 3 2 1
emphasizing the right words
rate 3 2 1
pausing in the right places
Carter-CMS 2009 51

Readers’ Theater
SUBJECT MATTER APPLICATION
Excerpts from books or plays.
Can be used in English and Modern Language.
PROCEDURE
• Explain how to set up the staging area
Narrator 1 Narrator 2
Character 3 Character 4
*Each person holds his/her script with both hands and reads
*Participants are always on stage - may put head down or turn back to audience
when not in scene.
*Characters should have an off stage focus - no eye contact with audience or other
participants
*Narrators should make eye contact with audience.
*No costume or props are necessary
• Have the class groups practice a simple poem such as Shel Silverstein’s “The
Crocodiles’s Toothache” - see example below
• Have the groups choose an excerpt from a literary work studied in class and
completed the assignment sheet requirements (see handout)
TIPS FOR THE INSTRUCTOR
After trying this simple exercise, the instructor might want to have students present an
entire work using props, costumes, and having students move in and out of the staging
area.
Carter-CMS 2009 52

The Crocodile’s Toothache
To prepare the poem -
Assign Narrator 1 to read narration about the dentist
Assign Narrator 2 to read narration about the crocodile
Character 3 is the crocodile
Character 4 is the dentist
The Crocodile’s Toothache
by Shel Silverstein
The Crocodile
Went to the dentist
And sat down in the chair,
And the dentist said,
“Now tell me, sir,
Why does it hurt and where?”
“I’ll tell you the truth,
I have a terrible ache in my tooth,”
And he opened his jaws so wide, so wide,
That the dentist, he climbed right inside.
(Continue in this manner for the remainder of the poem. After the last line has been read,
all four people could repeat it.)
“But what is one dentist, more or less?”
“But what is one dentist, more or less?”
Carter-CMS 2009 53

Reader’s Theater Assignment Sheet
1. Choose a portion of the book/play that you think your audience would enjoy
hearing. You need to think about the number of people in your group. One could be a
narrator and can play minor parts. The rest should have about equal time presenting.
2. Try to show something specific in the 5-10 minute presentation. You might
concentrate on showing conflict between or among characters. You might want to
show characterization of a specific character and how he/she reacts to others, or you
might want to show plot twists.
3. On your Worksheet for Reader’s Theater, write down the specific pages, list the
characters involved, briefly describe the action. Write a paragraph telling why you
think this would be enjoyable for your audience.
4. As a group, go over all of the suggestions made on the worksheets. Pick one
scene and fill out the Reader’s Theater scoring guide you will be given. Staple all of
the suggestions to this form. This is a part of your grade. The recorder will note on
the form anyone who did not complete this portion of the assignment. He/She will not
be allowed to participate in the oral presentation. THIS IS MANDATORY!
5. Working together, decide what material might to be edited or cut out to fit the
time limits. Your audience will get bored with rambling narration, for example. Be
sure you do not change the author’s intent. 10 minutes is maximum.
6. As you practice, be sure that you stand correctly, enunciate your words, and are
serious about your presentation.
7. As a group, write a short recommendation for the end of your presentation that
would attract readers not familiar with the work. It could be a poem, a rap
presentation, an exchange of original dialogue between characters, or anything
you like---make this original and interesting.
Carter-CMS 2009 54

Worksheet for Reader’s Theater
Names of the members of the group Date____________________
___________________________________
___________________________________
___________________________________
___________________________________
Name of the story:_________________________ Author:__________________
Scene from the story/book: Chapter__________ Pages___________________
Brief description of the scene:__________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What is the significance of this scene? What does this scene show about the character(s)
or the central conflict of the story?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Write a paragraph telling why this scene would be enjoyable for your audience.
Carter-CMS 2009 55

The Duolog
An exercise in writing and delivering effective dialogue to give better understanding to
literary characters or historical figures .
PROCEDURE
•Write a duolog
*Find a partner to work with and write at least two pages of dialogue between
two people, two literary characters, two historical figures, etc.:
-all information about names, setting, and action must come from the dialogue
-the dialogue must be realistic
-the dialogue must have a beginning, middle, and end
-set it up in a play or dialogue format
-skip lines between characters
•Revision
*Have two people read your duolog to you and your partner
*Listen carefully and ask yourselves the following:
-Does it make sense?
-Does it sound natural and realistic?
-Are there lines or words that need changing?
-What needs to be added or deleted?
*Revise and type up a manuscript
*Make three copies (give one to the instructor)
•Performance
*Practice the following: eye contact, smoothness of delivery, rate, expression,
and volume
*Present to the class
EVALUATION
•grades will be based on two things:
*written work
*performance...see Duolog Scoring Guide
TIPS FOR THE INSTRUCTOR
• The instructor may give students free rein as to the subject. e.g. see the example
duolog entitled “Your Basic Quaddie.”
• Each student may be assigned a particular character from a literary work: e.g. a
dialogue could be crafted between the two fathers from Romeo and Juliet at the end
of the play.
• Each student may be assigned a historical character to depict in the dialogue. e.g.
Lincoln chats with Washington about slavery.
Carter-CMS 2009 56

Duolog Manuscript Scoring Guide
Names ____________________________ ____________________________
5-publish it! 4-minor revisions 3-acceptable 2-needs work 1-try again
INFORMATION about names, 5 4 3 2 1
setting, and action come from
dialogue.
REALISTIC dialogue 5 4 3 2 1
STORY has clear beginning, 5 4 3 2 1
middle, and end.
MANUSCRIPT is in clear form 5 4 3 2 1
and three copies have been made.
Duolog Manuscript Scoring Guide
Names ____________________________ ____________________________
comments
5-publish it! 4-minor revisions 3-acceptable 2-needs work 1-try again
INFORMATION about names, 5 4 3 2 1
setting, and action come from
dialogue.
REALISTIC dialogue 5 4 3 2 1
STORY has clear beginning, 5 4 3 2 1
middle, and end.
MANUSCRIPT is in clear form 5 4 3 2 1
and three copies have been made.
comments
Carter-CMS 2009 57

“YOUR BASIC QUADDIE”
A sample duolog (from Jersey)
“Could you believe what Stacey was wearing today?”
“Oh gawd! I know! She looked like such a sleaze!”
“Well, that’s ‘cause she is! Didn’t you hear about her and that guy in
Biology?”
“Which guy?”
“That totally cute one that sits in back.”
“Oh, him! He’s soo rad!”
“Yeah, well, they did IT!”
“Reeally?”
“Yea, she’s a total wench!”
“Gee, I guess so!”
“Well, I don’t wanna talk about that sleaze anymore. Don’t you think
John is sooo cute!”
“Hey, yes! And he has, like, this totally awesome body!”
“What happened to David?”
“Oh, him. he doesn’t even have a car. We had to ride in his mom’s
station wagon everywhere. It was, like, soo embarrassing!”
“What kinda car does John have?”
“A BMW! It’s soo hot! I’m soo glad I broke up with David yesterday!”
“Oh, gawd! Here comes that slimebag Stacy!”
“Oh, I know. Look at the way she walks!”
“Ooh, hii, Stacey! How are you? I loove your dress! It, like, totally fits your
personality!”
Carter-CMS 2009 58

Oral Interpretation of Biography/Autobiography
A cross-curricular activity designed to present biographical information with students
speaking in character.
SUBJECT MATTER APPLICATION
This activity can be used across the curriculum in art, music, science, math, social
studies, foreign languages, literature, and business.
PROCEDURE
•the instructor may want to assign specific books or allow the student to choose the
biography/autobiography
•students read the book and write a report (see example of assignment sheet)
•students write an outline (see example)
•students present speeches in character
EVALUATION
The instructor grades written report, outline and oral presentation.
Scoring Guide for Oral Interpretation Biography/ Autobiography
Name_____________________________ Person__________________________
5-fantastic! 4-above average 3-good 2-needs revision 1-try again!
voice and body language 5 4 3 2 1
eye contact w/ audience 5 4 3 2 1
vocal projection 5 4 3 2 1
character is fully-developed 5 4 3 2 1
use of props and/or costumes 5 4 3 2 1
Comments:
Carter-CMS 2009 59

Biography/Autobiography Assignment Sheet
1. Select a biography/autobiography. Suggestions will be provided by instructor.
2. Read the book!
3. Compose a written report (see form)
4. Prepare an outline which will help you present this person to the class. Depending
upon the subject, the divisions in the body are up to you, but consider chronological
order and/or family background, formal / informal education, contribution to mankind,
impact on society, etc.
5. Develop a visual image for your character and a suitable costume and props to portray
his image. [This can be made optional]
6. Present the report to the class by becoming the character you have studied. Use the
information developed on the outline. If appropriate, wear your costume and use your
props so that the audience really gets the feel of the character. The report should be
between 4-6 minutes.
7. Remember you are the star!
Paper Due _______________________ Outline Due___________________
Speeches Begin ___________________
Self-Evaluation of Oral Biography/Autobiography
Name________________________
1. Name your book and its author
2. How well do you think you portrayed your character?
3. How much did you practice? Would more have helped?
4. Give a justification for what grade you think you deserve.
Carter-CMS 2009 60

Biography/ Autobiography Written Report
I. Publication Information (you may just list)
• title
• author
• date of publication
• number of pages
• name of person being studied
II. About the book (please respond in complete sentences and paragraphs for the rest of
the paper)
• summary (don’t try to tell us everything--keep it brief)
• conflicts (include page #’s w/ quotes to support who/ what/ why)
• solutions (what solutions come up or fail to surface?)
• time (when in history did/does the person live)
• place (where does the person live?)
• significance of time/place (what events in the person’s life were shaped by the
time and place in which they happened?)
III. Theme of a person’s life
• cause of prominence (what led to this person’s fame?)
• turning points (what experiences, ideas, or self-realizations caused this person to
change?)
• theme of person’s life (how would you sum up the controlling idea of the person’s
life?
• what you learned (what did you learn about life by reading about this person)
IV. Point of View
• is the narrator’s point of view first person (“I”) or third person (“she/he”)?
• is this a primary or secondary source?
• does it have a subjective or objective viewpoint?
• what difference does point of view make to the story?
V. Evaluation
• write one well-developed paragraph expressing your personal evaluation of the
book.
• what did you learn from it?
• was it worthwhile?
• support your point of view with examples.
Carter-CMS 2009 61

Persuasion Without Rhetoric
An exercise in persuasion that takes a text which is void of rhetoric and adds body
movement and voice to make it look and sound persuasive.
PROCEDURE
• Bring your math/science book.
• Copy 2 sentences which are void of rhetoric onto a sheet of paper.
sample... “In a single covalent bond just two electrons are shared between two
atoms. In a double covalent bond, four electrons are shared.”
• Students may want to …
-consult with the teacher or a dictionary for proper pronunciation
-mark the passage to indicate pauses or words to emphasize
-practice with another student
-practice some more!
• MEMORIZE--15 minutes of pacing and reciting should be enough practice—it’s 2
sentences.
• Deliver your sentences to a group AND let them coach you and give feedback
• Tips for performers:
Do: Don’t:
stand and move with poise step backwards
have eye-contact with audience shift weight
use effective hand gestures look at the ceiling, floor, wall
use appropriate facial expressions smirk
have hand contact w/body
(e.g. don’t play with your hair)
• Each individual in each group performs in front of the class for a grade... (everyone’s
allowed one “choke” for only a 2pt. penalty). *Optional* Group with the highest
cumulative score earns 10 bonus pts.
Carter-CMS 2009 62

Persuasion w/o Rhetoric Scoring Guide
Name________________________________
3-got it! 2-almost 1-what?
pronunciation 3 2 1
saying the words right
enunciation 3 2 1
saying the words clearly
inflection 3 2 1
emphasizing the right words
rate 3 2 1
pausing in the right places
body language 3 2 1
proper movement, eye contact, gestures
Persuasion w/o Rhetoric Scoring Guide
Name________________________________
3-got it! 2-almost 1-what?
pronunciation 3 2 1
saying the words right
enunciation 3 2 1
saying the words clearly
inflection 3 2 1
emphasizing the right words
rate 3 2 1
pausing in the right places
body language 3 2 1
proper movement, eye contact, gestures
Carter-CMS 2009 63

Storytelling
An experience which develops speaking and listening skills while encouraging the
exchange of cultural/ethnic heritages.
SUBJECT MATTER APPLICATION
•English/Theatre: (any level) when studying literature such as The Iliad, The Odyssey,
Huckleberry Finn, Canterbury Tales, Catcher in the Rye, Cannery Row, Beowulf, Bean
Trees, Bless Me Ultima, To Kill a Mockingbird, The Pigman, The Pearl, When the
Legends Die.
•Modern Language: when studying a particular culture, including mythology, fables,
folklore, and oral traditions in the language being studied.
•Social Studies: when studying historical figures, events, legends, and cultures.
•Art: when studying famous works of art or when sharing original creations.
• Music: when studying ballads or singing tales.
PROCEDURE
1. Give some background on storytelling and/or tell a story yourself to the class. (See
Background for Storytelling)
2. Give the students guidelines in storytelling including:
• Character dialogue should never be summarized. It need not be memorized
word-for-word, but the characters should speak. i.e. The hen said, “Get out of
here!” NOT “The hen told the fox to leave.”
• The moral at the end of a fable MUST BE MEMORIZED ACCURATELY.
3. Make numerous copies of several of the fables (suggested text: Fables, written and
illustrated by Arnold Label, published by Harper & Row.
4. Divide the class into equalized groups. Suppose you have four groups (A,B,C,D) of
four students each: (you may sub in ANY fables for these titles)
• Give all four members of Group A a copy of “The Bear and The Crow”
• Give all four members of Group B a copy of “The Bad Kangaroo”
• Give all four members of Group C a copy of “The Elephant and His Son”
• Give all four members of Group D a copy of “The Frogs at the Rainbow’s
End”
• Two other fables that work well for additional groups are: “King Lion and the
Beetle” and “The Young Rooster.”
5. Introduce Group Student Practice and Procedure.
• Move among the groups as they work.
• To avoid over-memorization, do not allow the students to take the copies
home with them.
Carter-CMS 2009 64

GROUP STUDENT PRACTICE AND PROCEDURE
for Storytelling
1. READ THE FABLE SILENTLY – each student reads the fable silently.
• READ THE FABLE ALOUD-One group member at a time may read a section; one can
read the narration and others can read characters. ALL must be involved in the reading.
Read the fable a minimum of two times.
• DISCUSS - Discuss the fable with major emphasis on the sequence of events and the
meaning of the fable.
• READ ALOUD AGAIN - Share the reading again, allowing time for at least two read-
throughs. Remember stories are easier to understand when we hear them several times!
• FLESHOUT - Talk about the characters’ attitudes, their dialogue, the appropriate voice
for each character, images in the fable, and the setting of the fable.
• GROUP TELL – Place the fable face down on your desk. One group member should
start the fable, using dialogue where appropriate. Stop. Let the next person pick up where
you left off and continue in this way until the fable has been told. All members repeat the
moral.
• INDIVIDUAL “TELL THE WALL” – Stand and face a wall with at least an arm’s length
between you and the person next to you. (All members of your group should be at the
same wall; do not mix groups.) DO NOT take a copy of the fable with you. Practice
telling the entire fable to the wall.
• SHARING THE FABLE – Now, change groups so that each group has an A, B, C, and D
member. Tell your fable to the other members of the new group. DO NOT use your
script.
• PRESENTATION – Re-united with your original group. You will be asked to step
outside and come into the room, one at a time, to present your fable. The listeners will
critique each person.
INDIVIDUAL STUDENT PRACTICE AND PROCEDURE:
1. Locate a story, fable, tale, myth, or legend to present on your own.
2. Using the process for preparing to tell a story and what you learned in the group practice,
prepare to present the story to the class.
3. Present your tale to the class, with a short introduction that includes the tile, author, and
source of your tale. You may wish to include the background of the story or the reason for
choosing it.
4. Provide a copy for the teacher.
Carter-CMS 2009 65

BACKGROUND FOR STORYTELLING
One of the finest books on storytelling is
Favorite Folktales from Around the World ed. Jane Yoen
“. . .tales are meant to be told. That simple statement is correct both in the
etymological sense – ‘tale’ comes from the Anglo-Saxon ‘talu,’ which means ‘speech’. .
.in a historical sense, storytelling, that oldest of arts, has always been both an
entertainment and a cultural necessity. Laws, news, customs, even royal successions
encapsulated within the bodies we kept alive by this process of mouth-to-mouth
resuscitation, the storytellers breathed life into human cultures. . .The accumulated stories
from the world’s many societies are a veritable Sears catalogue of people, places, events
– and wonder. . .Each place, each culture, each teller leaves a mark. As Italo Calvino has
written, the folktale ‘tends to absorb something of the place where it is narrated – a
landscape, a custom, a moral outlook, or else merely a very faint accent or flavor of that
locality.’”
A Harvest of World Folk Tales ed. Milton Rugoff
“Where is there a literary tradition that has developed characters as popular as the
heroes and gods, the wise men and fools the inspired beasts and birds, the demons and
bony-legged witches, the princes and beggars, the faithless wives and cunning tricksters
of the folk story? . . .A literary masterpiece becomes famous only among the few who
are sufficiently literate; the audience for a folk tale is all mankind.”
The Folktale by Stith Thompson
“This oral art of taletelling is far older than history, and it is not bounded by one
continent or one civilization. Stories may differ in subject from place to place, the
conditions and purposes of taletelling may change as we move from land to land or from
century to century, and yet everywhere it ministers to the same basic social and
individual needs.”
Homespun: Tales From America’s Favorite Storytellers by Jimmy Neil Smith
“Everyone has a story to tell. And while we could spend a lifetime learning the
art and technique of storytelling – perfecting our style and performance – for most of us,
it is the simple telling of a tale that’s important. Something as ordinary as the events of
the day, an old joke, or a traditional story we heard as a child. Storytelling comes from
the heart, not the head, and nothing should keep us from the exhilaration and sheer
pleasure of telling a story.”
Storytelling – “Once Upon a Time” by C. Madeleine Dixon
“The attention of the group plays like a wind on the storyteller’s instrument. He
tunes it and sets the key to fit the particular group in front of him; he adjusts his material
to the composite listening ear of his group. No two groups are alike nor is the same
group in like mood twice running. The art of the storyteller is the most fluid of all the
arts.”
Carter-CMS 2009 66

The Story-teller’s Start-up Book – Finding, Learning, Performing, and Using Folktales by
Margaret Read MacDonald.
“The folktale has so much to teach us. It brings us the voice of the past and the
voices of distant people. The tale speaks with human wisdom, it bounces into the lives of
our children carrying the joy of another age, another people. Or it slides into our hearts
bearing their sorrows, their wanderings. It should be received as tales have always been,
as a simple gift dropped from one mouth to another. Use the folktale as a springboard
into the worlds of cultures distant and past. Talk of the story and assess the humaneness
of its actions. Wonder about its motives, its mysteries, its madness. . .”
There is an excellent video of storytelling – By Word of Mouth: Storytelling in America
produced by Connecticut Public Television released in 1990. There is an original
African-American, modern version of Cinderella, a terrific Brer Rabbit tale, and an
amusing duo story -- available through Wombat Film and Video, 930 Pitner Avenue,
Evanston, IL 60202, 1-800-323-5448. *ALL MEDIA MATERIALS MUST BE
APPROVED!
Carter-CMS 2009 67

STORYTELLING SCORING GUIDE
Name_____________________________ Date __________
STORY/FABLE/TALE/MYTH/LEGEND ____________________________________
4 - Exceptional Achievement
3 - Adequate Achievement
2 - Some Evidence of Achievement
1 - Limited Evidence of Achievement
INTRODUCTION 4 3 2 1
(prepare audience for tale)
USE OF CHARACTERS 4 3 2 1
(use of specific dialogue)
PHYSICAL INVOLVEMENT 4 3 2 1
(gestures, movement,
facial expression, eye contact)
VOCAL INVOLVEMENT 4 3 2 1
(volume, rate, diction,
feeling, emphasis)
NARRATION 4 3 2 1
(story easy to follow, exciting)
OVERALL EFFECT 4 3 2 1
(Does the total performance make the
story exciting/funny/dramatic/come alive, etc.)
Overall Comments:
Comments
Carter-CMS 2009 68

Did You Say That?
A speaking activity emphasizing inflection.
PROCEDURE (Warm up)
• Read the sentence “I didn’t tell John you were stupid.” aloud several times each time
emphasizing a different word in the sentence.
• Ask the students for the meaning of each sentence as you change emphasis.
• Assign each student a sentence and a desired meaning and have the student reading
the sentence with the emphasis on the correct word to bring out the meaning assigned.
PROCEDURE (Group activity)
• Read the sentence “I didn’t tell John you were stupid.” aloud several times each time
emphasizing a different word in the sentence.
• Discuss the meaning of each sentence as you change emphasis (CONSIDER
INFLECTION)
• Each group would be assigned a sentence and several meanings.
• The students work together to determine the emphasis that provides the correct
meaning. (Allow a fixed amount of time, say 10-15 minutes for this.)
• Each student is asked to read their assigned sentence using emphasis to obtain one of
the assigned meanings.
• Ask the other groups for the meaning of each sentence as the student reads it.
EVALUATION
• Give a student points for using the proper emphasis on the first try.
• A student may get fewer points for a second try.
• In the group activity, students may be grades individually or as a group.
TIPS FOR THE INSTRUCTOR
Suggested meanings for “I didn’t tell John you were stupid.”:
I didn’t tell John you were stupid. (Someone else told him)
I didn’t tell John you were stupid. (I’m keeping the fact a secret)
I didn’t tell John you were stupid. (I only hinted at it.)
I didn’t tell John you were stupid. (I told everyone but John.)
I didn’t tell John you were stupid. (I said someone around here was stupid. John
figured it out by himself.)
I didn’t tell John you were stupid. (I told him you still are stupid.)
I didn’t tell John you were stupid. (I merely voiced my conviction that you weren’t
very bright.)
Carter-CMS 2009 69

Did You Say That? Sample Exercises
The following examples can by given to individual students or to groups to obtain the
indicated meaning by a change in inflection.
Yes, I like her. (line)
She is probably all right, but I am not eager for her friendship (inflections)
I’d better say I like her, but I don’t believe it.
I’m sure of it.
Whatever others think, she suits me.
I like her, though my friend does not.
I like her, but no more than that.
I like her, but not the other girl
Who said I did not?
I think she is a fine girl.
She’s wonderful.
I thought he would fail.
And he has.
Just what I expected all along.
What a mistake I made.
I cannot understand why he hasn’t.
How absurd.
Ironically. When obviously he hasn’t.
But I don’t think it would matter.
But I wasn’t prepared for such a complete failure.
But others didn’t.
But I wasn’t sure.
But not the others.
She saw me.
Asking a question.
Pleased surprise.
Horrified surprise.
Stout affirmation.
Sarcasm.
Oh, he did?
Surprise.
Threat. You’ll see about it.
Fear.
Jeering.
You were wonderful.
Warmly.
He used to be good but isn’t anymore.
Surprised he wasn’t pretty bad.
Pleased to learn that he was a success.
He really was pretty bad.
Carter-CMS 2009 70

ROBBERY REPORT
An activity intended to build critical listening skills.
SUBJECT MATTER APPLICATION:
This activity can be used across the curriculum in art, music, science, math, social
studies, foreign languages, literature, and business.
Procedure:
• Ask for three volunteers who think they are very good listeners
• Tell all students you will be playing the adult versions of TELEPHONE
• Explain to all that you will be reading a story called ROBBERY REPORT to one of
the three while the other two wait outside; one at a time each student will be asked
back in and the story will be repeated to him or her
• After the two students go outside of the room, distribute copies of the ROBBERY
REPORT worksheet
• Tell students their job is to jot down any changes or omissions made by each of the
volunteers as he/she repeats the story
• Read the story to the one student remaining; use verbal and non-verbal
communication skills when reading the story
• Ask in the next volunteer and have the first volunteer retell the report. This is then
repeated with the third volunteer
Debrief:
*With everyone present, read the original ROBBERY REPORT to everyone
*Ask the three volunteers:
-How did you feel as you tried to remember the message?
-What made it difficult or easy to remember the message?
*Ask the other students
-How did the report change?
-Was anything important left out?
-What would have made it easier for the volunteers to remember the report?
-What can get in the way of clear communication?
Follow-up Activity
*Ask three students to join together as a team
*Have one student tell his/her version of the story; when he/she is done have
another group member add things that were missed; when this person is done,
asks the third member to add anything he/she remembers that has not been said.
Carter-CMS 2009 71

Name__________________
ROBBERY REPORT WORKSHEET
Please listen carefully because I have to go to the hospital right away. I just called the
police from the gas station on the corner. Wait here and report the robbery to them. I
was walking into Johnson’s Hardware Store, and this guy came running out and almost
knocked me over. He was carrying a white bag, and it looked like he had a gun in his left
hand. He was wearing a Levi jacket with the sleeves cut out and a green and blue plaid
shirt and blue jeans with t hole in the right knee. He had skinny legs and a big stomach.
He wore wire-rim glasses and high-top red Converse tennis shoes. He was bald and had
a brown mustache and was six and a half feet tall, probably in his mid thirties.
DIRECTIONS: For each repetition of the report, note anything the person missed, added
or changed from the previous report.
First Volunteer:
Second Volunteer:
Third Volunteer:
Carter-CMS 2009 72

Good, Bad and Ugly Listening
A strategy intended to build active listening skills.
Subject Matter Application:
This can be used with any subject matter across the curriculum. Teachers can generate a
wide variety of topics that relate to their particular fields.
Procedure:
• Select a student who is good-natured and a willing volunteer. Arrange two stools in
front of the class and sit facing the student.
• Ask the student to slowly recite his times-tables (the sevens work the best) or
something he or she knows by heart (The Pledge of Allegiance?)
• While the student is reciting his times-tables, demonstrate good listening skills ( e.g.
sit attentively, make eye-contact, etc.) for a short period of time; then segue into bad
listening skills (e.g. slouch, avoid eye-contact, etc.); then [for the grand finale]
employ ugly listening skills (e.g. turn away form the speaker, start grading papers,
eating, etc.).
• At some point, the willing volunteer will either trip up, give up, inquire “what are you
doing???” When this happens, announce to all of the students that they have just
witnessed the effects of good, bad, and ugly listening.
• Distribute the Good, Bad, and Ugly Rubric, and discuss the three levels of listening in
terms of the effects they had on the student speaker. (e.g. “when you looked away, he
lost his concentration and said 7x6 was 48.”)
• Let the students know that they will be assessed on their listening skills, using the
rubric throughout different activities.
TIPS FOR THE INSTRUCTOR
• Possible activities for evaluating good, bad and ugly listening:
*In groups of three, two students dialogue while the third student uses the rubric to
evaluate his group member’s listening skills. You may want to pre-assign
students to behave “good, bad, or ugly”, allowing the evaluator a chance to
observe the many reactions of the speaker to the variations in listening.
*In situations when students are asked to evaluate student speakers or
presentations, the teacher can turn her desk around and use the rubric to evaluate
the students in the audience.
Carter-CMS 2009 73

Evaluation: Listening Rubric
Listening Good Bad Ugly
Non-verbal
Feedback
*sits attentively
*makes eye-contact
with speaker
*takes notes if
appropriate
Verbal Feedback *asks appropriate
questions
*gives speaker a
reply (“thank
you”, etc.)
*slouches
*avoids eye-contact
with speaker
*looks bored or
buys w/something
else
*asks questions
which are off topic
or have been
already asked
*gives a flippant
reply (“no, duh!”)
*turns or walks
away from speaker
*engages in
another activity
*makes distracting
noises
*talks while the
speaker is speaking
*may blurt out
comments (“no
way!”)
Carter-CMS 2009 74

Block Head
An activity intended to build good listening skills and following directions.
Subject Matter Application:
This can be used within any subject matter across the curriculum—especially in math
classes.
Materials:
• Two identical sets of geometric children’s blocks
Or
• Two identical sets of cardboard geometric shapes
Procedure:
• Choose two students to sit back to back in the front of the room
• Divide the blocks/shapes equally between the two students
• Allow the students to decide who will give the directions and who will receive the
directions .
• The teacher then builds a structure on the direction-giver’s desk
• Then proceed with one of the following options:
• One student directs the receiver on how to build the structure without any
interaction.
OR
• Allow the student receiving the directions to question the giver as they
progress (or as you watch their frustration level rise) .
TIPS FOR THE INSTRUCTOR
• Set time limits for the initial demonstration
• Instruct the rest of the class that’s observing the exercise NOT to respond verbally or
non-verbally (“sigh!”) to the successes or failures of the participants
• Allow additional students to rotate into the block-building desk. Be sure to build a
new structure for each pair of students.
• You’ll discover that the students who go near the end of the day are better at
following directions because they’ve learned the cues that work from observing the
failed attempts of their predecessors.
Evaluation:
Students write a metacognitive reflection responding to the following questions:(see
next page)
Carter-CMS 2009 75

Block Head
Evaluation Sheet
Please respond candidly and specifically to the following questions:
1. What was the most frustrating portion of the exercise?
2. What was the most successful portion of the exercise?
3. What changes did you notice in the approach and/or language from the first group to
the last group. (e.g the difference between “ a slanted block” and “ a block with a 45°
angle”)
4. What conclusions can you draw about the nature of clear directions?
5. What conclusion can you draw about the
nature of good listening regarding following
directions.
Carter-CMS 2009 76

LISTEN UP!
An exercise in using active listening and specific language to complete the
Communication Model
SUBJECT MATTER APPLICATION
To be able to communicate effectively, you will need to learn how to use specific and
vivid language. Successful speakers learn to say what they mean to say, in the fewest
words possible. This activity will help you see how effectively you can do so.
The Communication Model is composed of the speaker (you), the message (your speech),
the receiver (your audience), and the feedback (your listener’s response to what you have
to say).
PROCEDURE
• Your teacher will hand you a sheet of paper with an odd arrangement of shapes and
lines of different sizes and line thickness. The teacher will pair you with another
student. Don’t share the drawing with your communication partner OR others who
may be asked to observe.
• Stand back to back. No peeking! Your partner will have a paper and a pencil and
will try to reproduce what you describe. You will be asked to describe the picture for
your partner under three different circumstances:
First time: Your partner may not speak AT ALL. You may give a verbal
description of the drawing. The drawer may not look at the drawing nor may he
ask questions.
Second time: Remaining with backs turned, the drawer is to turn the paper over
and draw it again. This time he may ask questions and you may respond. Still no
looking at each other or at what is being described and drawn.
Third time: Sit face-to-face with your partner. Look at each other this time, but
DO NOT share the picture yet. This time you may use gestures, eye contact,
watching the drawing in progress, questioning anything at all to get the job done.
Your partner can use any means available as well, short of actually looking at the
drawing.
EVALUATION
When this exercise is over, your teacher will ask you to make the following observations:
• What did you learn about the communication process?
• What effect does eye contact have on communication?
• What effect does voice have on communication?
• What effect do gestures have on communication?
• What effect do questioning and clarification have on communication?
Carter-CMS 2009 77

ACTIVE LISTENING DEBATE
A paraphrase activity which strengthens active listening skills.
SUBJECT MATTER APPLICATION:
This activity can be used across the curriculum in art, music, science, math, social
studies, foreign languages, literature, and business.
PROCEDURE:
• Have students brainstorm a list of topics that can be debated. Do this on chart paper.
These topics should be ones that they can discuss with personal opinion or you can
have them do research.
• From this list have students vote on the top three. To do this, give each student two
sticky dots (Avery makes colored dots). Have students place a dot next to their top
two issues or topics they would like to debate. The three topics which received the
most dots are the ones you choose to debate. The topic which received the second
most is the second, etc.
• Have students prepare a two to three minute presentation on the first topic.
• These are the rules of the debate:
-You need to actively listen to everyone’s speech. You may not take written notes.
-You may not present your own arguments until you have repeated/summarized
the arguments of the person who spoke directly before you.
-The first person who speaks has the task of repeating the last speaker’s arguments.
-This way he/she gets an opportunity to actively listen also.
-If the speaker cannot summarize the person’s arguments he/she cannot speak.
TIPS FOR THE INSTRUCTOR
• To make this more workable, you may pre-select who is going to speak in what order.
That way, students know the person he/she has to really listen to so that the
arguments can be summarized.
• You may also choose to allow the previous speaker to okay the summary given by the
person who speaks. You can also ask the previous speaker to repeat any arguments
missed so the speaker after him/her can try and summarize before speaking.
Carter-CMS 2009 78

ACTIVE LISTENING DEBATE
SPEAKER:_______________________________TOPIC________________________
Knock Out Won on Points Draw Sucker Punch
Summary 4 3 2 1
Use of information 4 3 2 1
Analysis 4 3 2 1
Clash 4 3 2 1
Etiquette 4 3 2 1
ACTIVE LISTENING DEBATE
SPEAKER:_______________________________TOPIC________________________
Knock Out Won on Points Draw Sucker Punch
Summary 4 3 2 1
Use of information 4 3 2 1
Analysis 4 3 2 1
Clash 4 3 2 1
Etiquette 4 3 2 1
Carter-CMS 2009 79

Facts and Inferences
SUBJECT MATTER APPLICATION
This activity can be used across the curriculum in any classes that require a substantial
amount of reading such as social science and language arts. It is also useful in classes
where students are required to read closely to find information such as science and higher
level mathematics.
PROCEDURES
• Teacher reads one of the Facts and Inference stories to students.
• Students are given a listening test. Each test is a set of statements asking the
students to determine whether: the information was provided in the story (students
would label the statement “T”);if the information contradicts what was presented
in the story (students would label the statement “F”); or if the truth of the
statement can’t be determined on the basis of the story (students would label the
statement “?”)
• Allow students five minutes to complete each test.
TIPS FOR THE INSTRCUTOR
• Teacher could copy the following pages after blocking out the answers written at
the bottom.
• Teacher could vary skill level required by allowing the students to look at the
questions while the story is being read, allowing the students to read the story as
they hear it, or by adjusting the time allotted to finishing the test. Teacher will
need to adjust instructions given to the students based on the actual situations
being set up.
• The test can be self-graded, student can grade each other’s tests, or they can be
teacher corrected.
• If several stories are used, all of these factors can be combined to provide an
increasingly more challenging experience.
• Teacher could incorporate a cooperative element into the activity by allowing
students to confer in teams to classify the statements in the test.
• Teacher could lead a debriefing discussion to help students understand why the
correct response is correct.
• Teacher could use a reading from their class readings instead of those provided
here.
EVALUATION
• Evaluation could be done based on scores that the students received on listening
tests.
• Teacher could also evaluate student participation in debriefing discussions
• Attention should also be given to student scores that improve even as the stories become
harder.
Carter-CMS 2009 80

Facts and Inference Story 1
Instructions: In the story that I will read to you, you may assume that all of the story is
accurate. After listening to the story, you will be given a test. For each statement in the
story put a “T” to indicate that the statement is definitely true, an “F” to indicate that the
statement is definitely false, and “?” if you can’t be certain on the basis of the story. If
any part of the statement is doubtful, mark it “?”
John and Betty Smith are awakened in the middle of the night by a noise
coming from the direction of their living room. Smith investigates and
finds that the door opening into the garden, which he thought he had
locked before going to bed, is standing wide open. Books and papers are
scattered all over the floor around the desk in one corner of the room.
Statements about Story 1:
1. _______ Mrs. Smith was awakened in the middle of the night.
2. _______ The door to the garden was open.
3. _______ Smith locked the door from his living room to his garden before going
to bed.
4. _______ The books and papers were scattered between the time Mr. Smith went to
bed and the time he was awakened.
5. _______ Smith found that the door opening onto the garden was shut.
6. _______ Mr. Smith did not lock the garden door.
7. _______ John Smith was not awakened by a noise.
8. _______ Nothing was missing from the room.
9. _______ Mrs. Smith was sleeping when she and Mr. Smith were awakened.
10._______ While a burglar was the first thing Smith thought of when he was
awakened, the story does not really make clear that there was a burglar
present.
11._______ The noise did not come from their garden.
12._______ There are papers scattered near the desk.
13._______ Mr. and Mrs. Smith were awakened in the middle of the night by a noise.
14._______ Smith saw no burglar in the living room.
Answers:1. ?, 2. T, 3. ?, 4, ?, 5. F, 6. ?, 7. F, 8. ?, 9. ?, 10. ?, 11. ?, 12. T, 13. ?, 14. ?
Carter-CMS 2009 81

Facts and Inference Story 2
Instructions: In the story that I will read to you, you may assume that all of the story is
accurate. After listening to the story, you will be given a test. For each statement in the
story put a “T” to indicate that the statement is definitely true, an “F” to indicate that the
statement is definitely false, and “?” if you can’t be certain on the basis of the story. If
any part of the statement is doubtful, mark it “?”
A businessman had just turned out the lights in the store when a man
appeared and demanded money. The owner opened a cash register. The
contents of the cash register were scooped up, and the man sped away. A
member of the police force was notified promptly.
Statements about Story 2:
1. _______ A man appeared after the owner had turned off his store lights.
2. _______ The robber was a man.
3. _______ The man did not demand money.
4. _______ The man who opened the cash register was the owner.
5. _______ The store owner scooped up the contents of the cash register and ran away.
6. _______ Someone opened a cash register.
7. _______ After the man who demanded the money scooped up the contents of the
cash register, he ran away.
8 _______ The cash register was left undisturbed.
9. _______ While the cash register contained money, the story does not state how
much.
10._______ The man demanding money held a gun to the businessman.
11._______ The robber demanded money of the owner.
12._______ A businessman turned out the lights.
13._______ The story concerns a series of events in which only three persons are
referred to: The owner of the store; a man who demanded money; and a
member of the police force.
14._______ The following events in the story are true: someone demanded money; a
cash register was opened; its contents were scooped up; and a man dashed
out of the store.
Answers:1. ?, 2. ?, 3. F, 4, ?, 5. ?, 6. T, 7. ?, 8. F, 9. ?, 10. F, 11. ?, 12. T, 13. ?, 14. ?
Carter-CMS 2009 82

Facts and Inference Story 3
Instructions: In the story that I will read to you, you may assume that all of the story is
accurate. After listening to the story, you will be given a test. For each statement in the
story put a “T” to indicate that the statement is definitely true, an “F” to indicate that the
statement is definitely false, and “?” if you can’t be certain on the basis of the story. If
any part of the statement is doubtful, mark it “?”
A man, his wife and sons, ages 11 and 14, drove across the country on a
vacation trip in their three-year-old-automobile. They started the trip on a
Friday, the thirteenth day of the month. The wife said she did not like the
idea of leaving on that day and the man laughed at her statement. During
the trip, the automobile radiator sprang a leak. The 14-year old boy nearly
drowned. The 11-year-old boy became car sick for the first time in his life.
The wife was badly sunburned. The man lost his fishing rod.
Statements about Story 3:
1. _______ There were fewer than two children in the family.
2. _______ The sedan’s radiator sprang a leak.
3. _______ The wife really didn’t mind leaving on Friday the thirteenth.
4. _______ A fishing reel was lost.
5. _______ The man turned back because his wife was superstitious.
6. _______ The 11-year-old boy had never been car sick before.
7 _______ The family’s trip began on Friday the thirteenth.
8. _______ The 11-year-old lost his fishing rod.
9. _______ The 14-year-old boy fell into water.
10._______ The mini-van was three years old.
11._______ The story mentions the name of the family taking the trip.
12._______ The wife spent two much time in the sun.
13._______ The make of the automobile in which the family made the trip was not
mentioned in the story.
14._______ The man laughed at his wife’s fears of Friday the thirteenth.
Answers:1. F, 2. ?, 3. F, 4, ?, 5. F, 6. T, 7. T, 8. ?, 9. ?, 10. ?, 11. F, 12. T, 13.T, 14. ?
Carter-CMS 2009 83

Sensory Overload
An activity intended to build good listening and the power of observation.
Subject Matter Application:
• English: When using repost of information
Example: Power of Media
• Social Science: When studding historical events
Example: World War II; Vietnam War; Voting Righting
• Science: When studding concepts
Example nuclear force
Procedures:
• Obtain a video clip containing a great amount of action (News Clip of 15
minutes, History Channel, Discovery Channel -- A good example is the eruption
of Mount St. Helens.)
• Show the clip with no explanation
• After the clip is over say the following: You have five minutes to write a
description of what you just saw.
• At the end of the time each student shares with the class what he/she thinks
he/she saw and heard.
• Question students validity of observation
• Re-show the video at allow students to check their power of observation
TIPS FOR THE INSTRUCTOR
• Check with local news for longer clips
• Buy pre-recorded video: natural disaster; World at War or Viet Nam the 1000
Day War
• Make sure you know what is in the clip (It may help to outline it minute by
minute)
• Several questions to prompt the description are as follows:
Who or what was involved?
What action took place?
What was said about the action?
Evaluation:
Students write a metacognitive responding to the following question (teacher generated):
Carter-CMS 2009 84

Sensory Overload
Evaluation Sheet
Please respond candidly and specifically to the following questions:
1.What did you observe and/or hear that others missed?
2. What did you miss that others observed and/or heard?
3. What did you do to insure your observation was accurate?
4. What could you do to insure you were more successful with your next observation?
Carter-CMS 2009 85

BARRIERS TO LISTENING
LISTENER________________________________
Contrast the barriers to listening that may occur in formal and informal listening
situations. Join the audience to hear a formal speech (for example, a religious sermon,
school board presentation, political debate) and record the types of barriers that affected
(1) you and (2) other members of the audience. Contrast this situation to an informal
setting when you are listening to a friend talk about something serious or important.
Record the types of barriers that affected (1) you and (2) any other people present.
FORMAL SETTING
Describe Situation
Barriers Specific examples of what
affected you…
External Distractions
Internal Distractions
Listener’s Desire to Speak
Personal Biases
Conflicting Demands
Specific examples of what
affected others (if you could
tell)…
Carter-CMS 2009 86

INFORMAL SETTING
Describe Situation
_________________________________________________________
Barriers Specific examples of what
affected you…
External Distractions
Internal Distractions
Listener’s Desire to Speak
Personal Biases
Conflicting Demands
Specific examples of what
affected others (if you could
tell)…
Carter-CMS 2009 87

TEN KEYS TO EFFECTIVE LISTENING
These are positive guidelines to effective listening. They are at the heart of developing
effective listening habits that will last lifetime.
Keys to Effective Listening A Passive Listener Will… An Active Listener Will…
1. Find areas of interest Tune out dry subjects Ask, “What’s in it for me?”
2. Judge content, not Tune out if delivery is Judge content, skip over
delivery poor delivery errors
3. Wait to respond Tend to enter into Not judge until
arguments comprehension is complete
4. Listen for ideas Listen only for the Listen for central themes,
facts concepts, etc.
5. Be flexible Take intensive notes Take fewer notes, using
using one system different systems, depending
on situations
6. Work at listening; Show no energy output; Work hard; exhibit active
provide effective fakes attention body state
feedback
7. Resist distractions Be easily distracted Correct or avoid
distractions; tolerate bad
habits; concentrate
8. Exercise mind Resist difficult material, Use heavier material
seek light listening to exercise mind
9. Keep mind open React to emotional words Interpret emotional words
easily and get hung up on them
10. Capitalize on fact that Tend to daydream when Challenge; anticipate;
thought is faster than listening to slow speakers mentally summarize; weigh
speech the evidence; listen between
the lines
*previous collection of materials courtesy of the California High School Speech and Debate Association
Carter-CMS 2009 88

Primer
CQ Researcher
Guide to Research
Great for background and providing both sides of the story (available through libraries and some schools)
Universities to Search For
Harvard
Stanford
MIT
UPenn (knowledge@wharton)
Yale
Princeton (usually doesn’t have anything)
Dartmouth
Columbia
Berkeley
Duke
UChicago
Brown
Georgetown
Cornell
Johns Hopkins
International Universities
Oxford
Cambridge
London School of Economics
Obviously these sound more legitimate on an international topic, but they often do relevant
research about America as well. An international comparison on a domestic topic can also bolster a case.
Often these universities will have centers on what you want to research. For example, UPenn’s Wharton
School has the Pension Research Council, which provided great information for the pensions topic; John’s
Hopkins had the Center for Gun Policy and Research for nationals, and Harvard had the Harvard Project
on Indian Economic Development for the casino topic.
This is not to say that the research from these universities is actually any better than that from any other
university, but it sounds better when you talk about a Harvard study. Of course, if it’s the non-Harvard
study that is giving you the best information go with that.
Journal Articles & Studies
Blackwell Synergy
JSTOR
Science Direct
Springer Link
Project Muse
Wiley Interscience
LexisNexis Legal
Questia
These are all great, but if you can’t get access it’s not the end of the world. They are mostly available
through universities so if you know someone who would give you their login, go for it.
Limited Access Research Organizations
PolicyFile
Carter-CMS 2009 89

National Bureau for Economic Research (NBER)
PolicyFile is available through universities mostly (although not all have it) and a lot of its info comes from
the GAO, which anyone can search.
Any study from the NBER working papers section can be obtained by searching for “NBER” and the
working paper number. Keep in mind that economics means more than just money. Economists did many
studies done about gun violence even though they weren’t about the economy.
Free Research Databases
Berkeley Electronic Press
Social Sciences Research Network
EconPapers/RePEc
Google Scholar
These are all great and free, although some articles are not available.
Magazine & Newspaper Databases
LexisNexis
Academic Search Premier
InfoTrac One File
Business Search Premier
Most local libraries have access to one or more of these and your school might as well (or access to
something similar). You can use them to get articles from many of the periodicals below, and others.
Periodicals to Check (if they apply)
Top Tier:
The Economist
Foreign Affairs
Foreign Policy
Harvard International Review
Brown Journal of World Affairs
Policy Review
Harvard Business Review
MIT Sloan Management Review
2 nd Tier
Time
Newsweek
US News & World Report
Business Week
For some of these signing up for membership is free and can get you access to everything, others
immediately provide access to all and some require a subscription (see above though). Also most are
available at a library, which might keep back issues.
Newspapers
Top Tier:
The New York Times
The Washington Post
The Financial Times of London
The Wall Street Journal
2 nd Tier:
The Boston Globe
The Los Angeles Times
The San Francisco Chronicle
Carter-CMS 2009 90

The Chicago Tribune
The Nearest Major Paper-(e.g. The Rocky Mountain News is more legitimate in Denver)
Require Subscriptions for non-recent articles (but see section on magazine & newspaper databases)
Government Organizations (if they apply)
Governmental Accountability Office (GAO)
Congressional Budget Office (CBO)
Congressional Research Service (CRS)
National Institutes of Health (NIH)
Environmental Protection Agency (EPA)
Center for Disease Control and Prevention (CDC)
Federal Reserve Board (The Fed)
Think Tanks
Hoover (Stanford)
Economic Policy Institute
Brookings Institution
Cato Institution
Heritage Foundation
American Enterprise Institute
Center for Democracy
There will be think tanks that pertain to the specific issue you are debating as well.
Yes, there is usually a bias, but they provide good info that is usually catchier and “dumbed down” for a
citizen judge and a bias doesn’t make them wrong.
*courtesy of Jonathan Peele
Carter-CMS 2009 91

Public Forum Debate
Case Switch: Debate & Response
We are _________________ and _________________, using _________________’s
case. We are debating _________________ and _________________, who are using
___________________’s case.
Part 1 - Directions: You and your partner have been randomly handed a case by another
student in your class. You are now going to informally debate another team in class
using the following process: each team will read their cases, there will be a three-minute
grand crossfire, you will have two minutes of prep time, then each team will give a four
minute line-by-line rebuttal. Your team will flow your opponent’s case on this sheet and
will draft your line-by-line rebuttal.
Contention 1:
Contention 2:
Contention 3:
Opponent’s Case Our Rebuttal
Carter-CMS 2009 92

Part 2 - Directions: Now that you’ve completed the informal debate, together you and your partner should
answer the following questions about the case you debated against today.
1. In debating against this case, the best argument it contained was
2. The was the best argument because
3. In debating against this case, the worst argument it contained was
4. The was the worst argument because
Part 3 - Directions: Swap this paper with your opponents. You are now going to answer questions about
your own experience debating with the case you used in class today.
5. In debating with this case, the most successful argument was
6. The was the best argument because
7. In debating with this case, the least successful was
8. The was the least successful argument because
Final Directions: Now attach this handout to the case that you used in the debate today and turn it in.
*courtesy of Jonathan Peele
Carter-CMS 2009 93

Honors Debate III & Honors Debate IV
Debate & Speech Reading List & Assignment Details
Allison, Graham, Nuclear Terrorism: The Ultimate Preventable Catastrophe, 2004
Barber, Benjamin, Jihad Vs. McWorld, 2003
Barnett, Thomas P.M., The Pentagon's New Map: War and Peace in the 21 st Century, 2005
Bhagwati, Jagdish, In Defense of Globalization: With A New Afterward, 2007
Bodenheimer, Thomas, and Kevin Grumbach, Understanding Health Care Policy: A Clinical Approach, 2001
Brzezinski, Zbigniew, The Choice: Global Domination or Global Leadership, 2005
Diamond, Jared, Collapse: How Societies Choose to Fail or Succeed, 2005
Ehrenreich, Barbara, Nickel and Dimed: On (Not) Getting By in America, 2002
Ervin, Clark Kent, Open Target: Where America is Vulnerable to Attack, 2007
Ferguson, Niall, Colossus: The Rise and Fall of the American Empire, 2005
Ferguson, Niall, Empire: The Rise and Demise of British World Order and the Lessons for Global Power, 2004
Fishman, Ted C., China Inc.: How the Rise of the Next Superpower Challenges America and the World, 2006
Foer, Franklin, How Soccer Explains the World, 2005
Frank, Thomas, What's the Matter with Kansas: How Conservatives Won the Heart of America, 2005
Friedman, Thomas L., Longitudes and Attitudes, 2003
Friedman, Thomas L., The Lexus and the Olive Tree, 2000
Friedman, Thomas L., The World is Flat, 2007
Fukuyama, Francis, America at the Crossroads: Democracy, Power, and the Neoconservative Legacy, 2007
Gordon, Michael R. and Bernard Trainor, Cobra II: The Inside Story of the Invasion and Occupation of Iraq, 2007
Gore, Al, The Assault on Reason, 2007
Hayek, Friedrich A, The Road to Serfdom, 1994
Huntington, Samuel P., The Clash of Civilizations and the Remaking of World Order, 1998
Kagan, Robert, The Return of History and the End of Dreams, 2008
Kissenger, Henry, Does America Need a Foreign Policy, 2002
Lakoff, George, Howard Dean, and Don Hazen, Don't Think of an Elephant, 2004
Lewis, Bernard, The Middle East, 1997
Micklethwait, John and Adrian Wooldridge, The Right Nation: Conservative Power in America, 2005
National Commission on Terrorist Attacks, 9/11 Commission Report, 2004
Nye, Joseph, Soft Power: The Means to Success in World Politics, 2005
Nye, Joseph, The Power to Lead, 2008
Obama, Barack, The Audacity of Hope, 2006
Packer, George, The Assassins’ Gate: America in Iraq, 2006
Peterson, Peter, Running on Empty: How the Democratic and Republican Parties are Bankrupting Our Future, 2005
Perkins, John, Confessions of an Economic Hit Man, 2005
Ricks, Thomas E., Fiasco: The American Military Adventure in Iraq, 2003 to 2005, 2007
Risen, James, State of War: The Secret History of the Bush Administration and the CIA, 2006
Rossi, Melissa, What Every American Should Know About the Rest of the World, 2003
Steele, Shelby, White Guilt: How Blacks and Whites Together Destroyed the Promise of the Civil Rights Era, 2006
Stiglitz, Joseph, Globalization and its Discontents, 2003
Sullivan, Andrew, The Conservative Soul: How We Lost It, How to Get It Back, 2007
Yergin, Daniel, The Prize, 1993
Wolf, Martin, Why Globalization Works, 2005
Zakaria, Fareed, The Post-American World, 2008
Carter-CMS 2009 94

Assignment Requirements
Book Report - After reading the entirety of the book you selected, answer each of the following questions
in at least 300 words each. Your report should be organized with each of these four questions as a heading
with a clear, separate response to each underneath. 80 points.
1. Identify the author’s thesis. Does the book convince you that the author is right about his/her thesis?
Why or why not?
2. Select at least five quotes from the book that you believe are the most important (these could be clear
statements of the author’s opinion, evidence for his/her opinion, or other passages of significance).
Transcribe each quote as part of your answer, then for each quote explain why you believe it is
important and how it relates to the author’s overall thesis. Note: the quotes you transcribe should not
be considered part of your 300-word answer.
3. Consider your book and how it relates to debate. What arguments could you use this book as evidence
to support? What concepts/ideas did the book help you to understand in more detail? How?
4. What are the flaws or potential points of attack on the arguments made in your book? Explain how
you would refute the arguments put forth by the author.
Presentation – You are expected to, on the report due date, be prepared to give a 2-minute presentation
explaining the main ideas of your book to the class without notes. Be prepared to answer questions from
your classmates and the teacher. 20 points.
*courtesy of Jonathan Peele
Carter-CMS 2009 95

Honors Speech and Debate III & IV Topic Specific Areas of Study
The following are topic specific areas of study by theme. These are provided as potential areas of whole-class
study and discussion within the Honors Speech and Debate III & IV classroom.
Political Theory Theme
1. What is the meaning and significance of American political parties and labels?
2. How do voters decide which candidates to support?
3. How are public opinion polls constructed and interpreted?
4. What is the role of interest groups in the American political discourse?
5. Do interest groups produce a net benefit or a net harm to the people of the United States?
6. How has the balance of power shifted between the state and federal government?
7. What are the different theories of federalism?
8. How does the American federal system differ from the governments of other nations?
Domestic Social Policy Theme
1. What are the major facts and positions on current civil liberties issues?
2. What are the various schools of Constitutional interpretation?
3. How has the Supreme Court changed in recent years and what major decisions have been
recently handed down?
4. How has the power of the religious right impacted the American political landscape?
5. What is the appropriate role of government in issues of reproduction and sexuality?
6. What evidence exists to prove or disprove man-made global warming?
7. What is the current state of the American education system?
8. How can the American education system be reformed and improved?
9. What can be done about the global warming crisis?
10. How do political considerations impact U.S. policies towards global warming?
Domestic Economic Policy Theme
1. What are the tenants of the most influential economic theories?
2. What does the Federal Government spend our tax money on?
3. What should America’s tax policy be?
4. How has free trade impacted the American economy?
5. What is the historical and current role of organized labor in America?
6. What is America’s role in globalization and is it appropriate?
7. How do economists determine the health of the U.S. economy?
8. What is the role of the Federal Reserve System?
Carter-CMS 2009 96

Federal Bureaucracy Theme
1. How is the executive branch organized?
2. How is leadership selected for the various Federal departments?
3. What is the role of each executive department, particularly the Department of Defense,
the various social service departments, the Justice Department and the State Department?
4. What are the current controversies involving the various Federal departments?
5. How efficient is the Federal bureaucracy and how could it be reformed?
International Relations Theme
1. What are the various theoretical approaches to foreign policy?
2. How has the power dynamic shifted since the end of the Cold War?
3. How has the “War on Terror” impacted America’s standing in the world?
4. What are the major international organizations and what function do they serve?
5. When should nations engage in military intervention, if ever?
6. What are the major foreign policy concerns of the European Union and Russia?
7. What are the major foreign policy concerns of the emerging Asian powers India and
China?
8. What are the major foreign policy concerns of the African Union and other African
nations?
9. What are the major foreign policy concerns of Israel and other Middle Eastern countries?
10. What are the major foreign policy concerns of developing nations?
11. How does energy policy (particularly oil) intersect with other foreign policy issues?
Domestic Politics of Other Nations Theme
*courtesy of Jonathan Peele
1. What are the political systems and parties of selected other nations?
2. In the United Kingdom, what are the current domestic political controversies?
3. In France and Germany, what are the current domestic political controversies?
4. In Israel and other Middle Eastern countries, what are the current domestic political
controversies?
5. In Russia, what are the current domestic political controversies?
6. In China, India, and Japan what are the current domestic political controversies?
7. In the developing world, what are the current domestic political controversies?
Carter-CMS 2009 97

Speech and Debate II: Lincoln Douglas Debate
Opening Quotation:
Lincoln Douglas Basic Case Outline
Because I agree with____________________, I affirm/negate the resolution which states Resolved: the
United States has a moral obligation to promote democratic ideals in other nations.
Definitions:
The United States
Moral
Obligation
Promote
Democratic Ideals
Value and Criterion:
My value for this round will be______________, which is important because…This value relates to the
resolution because…
My criterion will be_______________. This criterion is important because…This criterion achieves my
value premise because…
Contention One (tagline):
Main Argument One—Claim
Warrant
Data (evidence)
Impact
Relationship to the criterion and value
Main Argument Two—Claim
Warrant
Data (evidence)
Impact
Relationship to the criterion and value
Contention Two (tagline):
Main Argument One—Claim
Warrant
Data (evidence)
Impact
Relationship to the criterion and value
Main Argument Two—Claim
Warrant
Data (evidence)
Impact
Relationship to the criterion and value
Carter-CMS 2009 98

Speech and Debate II: Fallacies
A fallacy is an error of reasoning. It can be used against you in an argument, but if you are familiar with them, you will be able to
refute the fallacious argument. Likewise, if you are clever, you can use them to convince others.
Fallacies fall into two major categories:
Fallacies of Relevance
Fallacies of relevance occur when the premises of an argument are irrelevant to the conclusion.
Fallacies of Ambiguity
Fallacies of ambiguity occur when ambiguous, changeable wording in the propositions can lead to there being more than one meaning
in an argument.
Here are examples of each of the major fallacies. Reflect upon them and write in a definition that makes sense to you.
Fallacies of Relevance
1. Argumentum ad Bacculum (appeal to force)
"Pay back the loan and 10 % daily interest by Thursday, or be sure that you have you hospital insurance paid up."
2. Argumentum ad Hominem (abusive)
"Don't believe anything John says; he's a nerd."
3. Argumentum ad Hominem (circumstantial)
"Of course he thinks fraternities are great. He's a Phi Delta."
4. Argumentum ad Ignorantiam (argument from ignorance)
There is no proof that witches exist; therefore, they do not.
5. Argumentum ad Misericordiam (appeal to pity)
"Your honor, how can the prosecution dare try to send this poor, defenseless child to jail for the murder of his father and mother. Have
a heart; the boy is now an orphan."
6. Argumentum ad Populum
"Don't be left out! Buy your Chevette today!"
7. Argumentum ad Vericundiam (appeal to authority)
Joe Namath selling pantyhose; Joe DiMaggio selling Mr. Coffee.
8. Accident
"What you bought yesterday, you eat today; you bought raw meat yesterday; therefore, you eat raw meat today."
Carter-CMS 2009 99

9. Converse Accident (hasty generalization)
"That man is an alcoholic. Liquor should be banned."
10. False cause (Post hoc ergo propter hoc) (Many of our superstitions stem from use of this fallacy.)
"A black cat crossed Joe's path yesterday, and he died last night. The black cat caused Joe's death."
11. Petitio Principii (begging the question)
"It's time to come in the house now, Billy."
"Why?"
"Because I said so!"
"Why?"
"Because it's time, and I said so."
12. Complex Question
"Have you given up cheating on exams?"
13. Ignoratio Elenchi (irrelevant conclusion)
In a law court, in attempt to prove that the accused is guilty of theft, the prosecution may argue that theft is a horrible crime for anyone
to commit.
Fallacies of Ambiguity
1. Equivocation
Some dogs have fuzzy ears. My dog has fuzzy ears. My dog is some dog!
2. Amphibole (grammatical construction)
"Woman without her man would be lost." or "Save Soap and Waste Paper."
3. Accent
"We should not speak ill of our friends."
4. Composition
"Each part of this stereo weighs under one pound. This is a very light stereo."
5. Division
"Purdue is a great engineering school. Mike went there; he must be a great engineer."
Listen to your roommate, the TV, and even your teachers. You'll be amazed how many fallacies we encounter each day.
More important, check your papers. Does your argument have premises and conclusions stated properly? Have you been guilty of
fallacious reasoning?
*courtesy of the NFL
Carter-CMS 2009 100

SAMPLE PUBLIC FORUM DEBATE CASE: PRO
Thank you to Myers Park Public
Forum debaters: Lee Schietema and
Ramy El Kalioby for sharing their
cases for use as part of the curriculum
packet.
Resolved: That, on balance, the No Child Left Behind Act of 2001 has improved academic
achievement in the United States.
______________________________________________________________________
My partner and I affirm the resolution Resolved: That, on balance, the No Child Left Behind
Act of 2001 has improved academic achievement in the United States.
Our first contention is that No Child Left Behind (NCLB) has increased the accountability of schools to
meet Annual Yearly Progress, leading to a lowering achievement gap and increasing proficiency in critical
subjects and has succeeded in increasing the number of highly qualified teachers within the country. No
Child left behind has decreased the achievement gaps that exist between affluent students and minority
students. One of the main goals of NCLB was to decrease the achievement gaps that have resulted from
lack of accountability, and thus lack of attention, on minority and poor students. Previously, funding was
concentrated on the students that were either proficient, or to students that were at the very bottom, with
little extra care given to the students in the middle that were falling behind. However, because schools must
meet AYP in all categories, not just over all, low-income and minority students can no longer be
overlooked, and must be helped, or the school can and will face loss of funding and closure. To help meet
these standards, there was a 51% increase in Title I funding for low-income students in 2006, allowing
schools to provide services such as free tutoring to students that need it. This aspect of the law is working,
as the Department of Education notes that the achievement gaps between white and African American 9
year olds in reading and math are at an all time low. In addition, they state that academic progress in urban
schools, where lower achieving students are most likely to be located, has outpaced national gains for the
past several years. Similar numbers can be seen for other minority groups. In addition, the Center of
Education Policy notes that according to one of their studies, which takes into account external factors, the
achievement gaps have gone down in the majority of states, backing up the data from the Department of
Education. These lowering achievement gaps shows that achievement for students is becoming more
uniform, an important aspect of academic achievement. The U.S. Department of Education clarifies that
under the NCLB Act, “The Department has invested nearly $3 billion each year to help states meet the
Carter-CMS 2009 101

equirements, which include state certification and subject-matter knowledge. The percentage of highly
qualified teachers rose from 87 percent to 94 percent between the 2003-2004 and 2006-2007 school years.”
The article also states that the act has elevated loan forgiveness for highly-qualified teachers who choose to
work in high-poverty areas. Thus, we can see that the No Child Left Behind Act has directly improved
academic achievement by increasing the percentage of highly-qualified teachers as well as alleviating the
burden of teachers who make efforts to help the impoverished. These higher quality teachers offer immense
benefits to students. Dan Goldhaber of the Center on Reinventing Public Education, reports that “a student
with a very high quality teacher will achieve a learning gain of 1.5 grade level equivalents, while a student
with a low-quality teacher achieves a gain of only 0.5 grade level equivalents. Thus, the quality of a teacher
can make the difference of a full year’s learning growth.” The logic is simple: better teachers with higher
understanding of the subject material lead to elevated knowledge of the subject for students, which
improves overall academic achievement. Highly-qualified teachers facilitate learning, having a profoundly
positive effect on academic achievement in America.
The second point relating to increasing accountability is that there is an overall increase of the
proficiency levels of students, which necessarily implies an increase in academic achievement. The Center
on Education Policy undertook a study that “Limited [the] analysis to test results that were truly
comparable from year to year.” They noted that in states with enough data to produce conclusions,
student achievement in math and reading went up since 2002, which was the year in which No Child Left
Behind was enacted. In, addition, in a majority of the states that had sufficient data, the yearly gains in test
scores were larger after 2002 than they were before. Clearly, NCLB has caused for there to be an increase
not only in the test scores, but in the amount that the test scores are increasing, an improvement on
academic achievement. No Child Left Behind has improved the quality of teachers, making the classroom
experience better and contributing to the achievement of the students. The NCLB legislation mandates that
teachers be considered ‘highly proficient’ in the subject area that they teach, ensuring that they truly know
what they are doing and can more adequately ensure the education of their students. Congress has allocated
over $3 billion in funds to help schools meet these requirements, and in 2004 added much flexibility that
made it easier for teachers to become highly qualified. As a result of this, between the 2003-2004 school
years and the 2006-2007 school years, the number of highly qualified teachers rose from 87-94%. In
Carter-CMS 2009 102

addition, there has been an increased incentive for highly qualified teachers in math, science, and special
education to work in high poverty areas, with loan forgiveness being more than tripled. This is enabling
more and more teachers to go to the schools that need it and help the kids that are falling further and further
behind, increasing the academic achievement in the United States. By creating more of an incentive
through tangible benefits and repercussions, the NCLB Act has galvanized schools into improving the
education of lower-income students. Furthermore, the NCLB requires schools “in need of improvement” to
provide free tutors or “Supplemental Educational Services” to students who can’t afford them. The
Department of Education reports that “More than 530,000 students received free tutoring or afterschool
help under NCLB's SES provision in 2006-07.” By actively creating more involvement with lower-income
students, NCLB has raised the overall level of academic achievement.
Carter-CMS 2009 103

SAMPLE PUBLIC FORUM CASE: CON
Thank you to Myers Park Public
Forum debaters: Lee Schietema and
Ramy El Kalioby for sharing their
cases for use as part of the curriculum
packet.
Resolved: That, on balance, the No Child Left Behind Act of 2001 has improved academic
achievement in the United States.
______________________________________________________________________
My partner and I negate the resolution, Resolved: That, on balance, the No Child Left Behind
Act of 2001 has improved academic achievement in the United States. We negate the resolution
because the No Child Behind Act, has shown little to no improvement, takes away time and money from
other programs, and the law does not test for deeper knowledge. In order for our side to win the round
today, the resolution simply asks us to weigh the benefits of NCLB againsts its harms, and the affirmative
side simply has to prove No Child Left Behind has had a negative or no impact on US Academic
Achievement. We will affirm our position with our three main contentions.
1. Not only are many states not making progress according to education standards, state gains being
reported are not reliable because the state tests are usually dumbed down.
2. NCLB has hurt academic achievement in the U.S. because it takes time and money away other
educational programs
3. NCLB has hurt academic achievement in the United States because the tests used by the NCLB do
not test on deeper knowledge .
Our first contention is that state gains being reported are not reliable because the state tests are
usually dumbed down, and when compared to the National Assessment of Educational Progress (NAEP),
the gains often times are not actually there, or the trends have been present since before NCLB was
instituted. According to a study by the Civil Rights Project at Harvard University, “The reported state
successes are artifacts if state testing policies which lead to apparent gains of state tests that simply
do not show up on an independent national test.” What this is saying is that even though state tests are
Carter-CMS 2009 104

showing gains, those gains aren’t actually there when the only independent national test, the NAEP, is
looked at. For example, Time Magazine has reported that, in 2005, 89% of fourth-graders in Mississippi
were rated proficient in reading--the highest percentage in the nation. But when Mississippi youngsters sat
for [took]the rigorous NAEP--the closest thing to a national gold standard--they landed at the bottom: just
18% of fourth-graders made the grade in reading. Time Magazine later elaborates that this trend is
happening in 30 other states. The gains that have been reported by the state tests clearly do not show that
there have been any gains in academic achievement, when their scores are compared to the NAEP scores.
Our second contention is that the NCLB has hurt academic achievement in the U.S. because it
takes time and money away other educational programs. USA Today has written that, the law's annual
testing requirements in math and reading have led many schools to pump up the amount of time they spend
teaching these two staples — often at the expense of other subjects, such as history, art or science. Jack
Jennings of the Center on Education Policy has found that 71% of districts are reducing time on other
subjects in elementary school. This increase in time spent teaching reading and math has led to a decrease
in time and money spent on other subjects like history, literature, science, and art. The NCLB also takes
money away from schools that don’t make their AYP. Jack O'Connell, California's superintendent of
public instruction, has stated that, Some California schools have made huge progress, but because they did
not make AYP they are required to help students transfer to another school. He states further that, we have
to take away resources that we can document are improving achievement and put them into transportation
to bus kids to other schools. Clearly the NCLB has led to a severe diversion of time and money away from
other programs, hurting educational achievement in the U.S.
Our third contention is that the NCLB has hurt academic achievement in the United States because
the tests used by the NCLB do not test on deeper knowledge. The NCLB only requires testing on basic
math and reading skills, and whatever’s on the test is taught. Because the NCLB only tests for basics in
math and reading, schools only teach the basics and no deeper knowledge is taught. USA TODAY has
stated that, the law has created a "complexity gap." Children in lower grades have made improvements —
some impressive — in basic skills, but the improvements vanish in middle school and beyond, when kids
are tested on more complex conceptual thinking. This complexity gap is a direct result of schools not
Carter-CMS 2009 105

teaching deeper knowledge in math and reading and less time and money spent on teaching critical thinking
and analytical thought in the schools. This complexity gap is a clear harm to educational achievement and a
clear result of the No Child Left Behind Act.
The No Child Left Behind Act has clearly hurt educational achievement in the U.S.
because it has created lower educational standards in the states, it has taken time and money away from
other programs, and it does not test on deeper knowledge.
Carter-CMS 2009 106

SAMPLE PUBLIC FORUM CASE: PRO
Resolved: That the United States government should implement universal health care
modeled after the French system.
_____________________________________________________________________
Thank you to Myers Park Public
Forum debaters: Lee Schietema and
Ramy El Kalioby for sharing their
cases for use as part of the curriculum
packet.
“If a criminal has a right to a lawyer, working Americans have a right to a doctor.” Because my
partner and I agree with former senator Harris Wofford, we affirm the resolution Resolved: That the
United States government should implement universal health care modeled after the French system.
We support our position with two main contentions.
information efficiency.
First, Universal health care will increase efficiency in two groups: economically, and
A. Yale professor Jacob Hacker explained that “America’s $2.2-trillion-a-year medical
complex is enormously wasteful, ill-targeted, inefficient, and unfair. The care is
financed extremely bad and is falling apart.” The National Health Administrative
expenditures are more than $143 billion. Half of this could be saved by nationalizing
health insurance. Harvard medical school concluded that a national health insurance
program could result in savings of $286 million on paperwork alone, which is more
than enough to cover all uninsured Americans along with full prescription drug
benefits for all Americans, similar to the #1 rated French universal health care
system. This means that funding for a nationalized health care system can be found
simply by removing insurance company overhead. Nationalized health care will
eliminate wasteful spending from uncompensated care. According to a study in 2005
by the American medical student association, Due to millions of Americans that lack
health insurance, over $34.5 billion dollars a year is spent on uncompensated care
costs which includes free care, discounted care, and unpaid care that is written off by
the provider because the uninsured person cannot pay. A system of nationalized
health care would eliminate the uncompensated costs. This issue is also exacerbated
by unnecessary ER visits that occur in a non-nationalized system. The average visit
Carter-CMS 2009 107

to an emergency room costs $383, whereas the average physician’s office visit costs
$60. It is estimated that 10.7% of ER visits in 2000 were for non-emergencies,
costing the system billions of dollars. Universal health care will save money by
decreasing unnecessary insurance costs as well as removing uncompensated care-- the
system virtually pays for itself. The Boston Globe Reported, “France’s doctors don’t
face the high nonmedical personnel payroll expenses that burden American
physicians.” Medical school expenses in France are completely covered by the
government, leaving doctors with no loans to pay back.
B. Nationalizing healthcare will improve recordkeeping within the system and eliminate
the growing identity theft problem. The FTC reports, medical identity crimes cost the
U.S. economy $468 million per year. Robert Gellman, blames the US’s intricate
medical system; “any single medical treatment can involve a half dozen entities.”
The implementation of a nationalized healthcare system would terminate this
problem. Dr. Barry Hieb Of Washington University in 2005 said, “Healthcare
information for the average American exists in a highly fragmented state, “The
proposal to implement a national healthcare identification, eliminates virtually all the
barriers that have previously prevented progress on this issue.”
Second, The French System will fuel the job market and economy. Universal health care will
remove of the job-lock problem. According to Paul Dutton, “the US economy suffers from a job-lock rate
of 25 and 45 percent, accounting for 100 million Americans being tied to their job because of the health
insured they are guaranteed under it. The study explains that these people would be significantly more
inclined to leave their low paying and unsatisfying jobs in favor of starting their own businesses if the cost
of health care was not so high. With a nationalized system, these small businesses could startup and there
would be increased productivity and efficiency in the workplace, generating 60 to 80 percent of net new
jobs annually over the last decade, and creating more than 50 percent of our GDP. Universal health care
will make American wages more competitive on a global scale as employers do not need to pay for health
coverage. An MSNBC reports that for every car it makes, it spends $1,500 because of health care costs, far
more than what Japanese and German automakers have to pay. This Global disadvantage would be erased
Carter-CMS 2009 108

if a universal system were to be implemented. Nationalized health care will spur economic growth and will
eliminate global disadvantages faced by US industry and the economic benefits of universal healthcare
would give the US leverage over countries and mobilize our position in the global economy.
Because my partner and I believe that the economic benefits of universal healthcare greatly
outweigh the costs, and that the system would also lead to much more efficiency and productivity, we urge
a affirmative ballot. Thank You.
“If a criminal has a right to a lawyer, working Americans have a right to a doctor.” Because my
partner and I agree with former senator Harris Wofford, we affirm the resolution Resolved: That the United
States government should implement universal health care modeled after the French system.” We support
our position with two main contentions.
information efficiency.
First, Universal health care will increase efficiency in two groups: economically, and
C. Yale professor Jacob Hacker explained that “America’s $2.2-trillion-a-year medical
complex is enormously wasteful, ill-targeted, inefficient, and unfair. The care is
financed extremely bad and is falling apart.” The National Health Administrative
expenditures are more than $143 billion. Half of this could be saved by nationalizing
health insurance. Harvard medical school concluded that a national health insurance
program could result in savings of $286 million on paperwork alone, which is more
than enough to cover all uninsured Americans along with full prescription drug
benefits for all Americans, similar to the #1 rated French universal health care
system. This means that funding for a nationalized health care system can be found
simply by removing insurance company overhead. Nationalized health care will
eliminate wasteful spending from uncompensated care. According to a study in 2005
by the American medical student association, Due to millions of Americans that lack
health insurance, over $34.5 billion dollars a year is spent on uncompensated care
costs which includes free care, discounted care, and unpaid care that is written off by
the provider because the uninsured person cannot pay. A system of nationalized
health care would eliminate the uncompensated costs. This issue is also exacerbated
Carter-CMS 2009 109

y unnecessary ER visits that occur in a non-nationalized system. The average visit
to an emergency room costs $383, whereas the average physician’s office visit costs
$60. It is estimated that 10.7% of ER visits in 2000 were for non-emergencies,
costing the system billions of dollars. Universal health care will save money by
decreasing unnecessary insurance costs as well as removing uncompensated care-- the
system virtually pays for itself. The Boston Globe Reported, “France’s doctors don’t
face the high nonmedical personnel payroll expenses that burden American
physicians.” Medical school expenses in France are completely covered by the
government, leaving doctors with no loans to pay back.
D. Nationalizing healthcare will improve recordkeeping within the system and eliminate
the growing identity theft problem. The FTC reports, medical identity crimes cost the
U.S. economy $468 million per year. Robert Gellman, blames the US’s intricate
medical system; “any single medical treatment can involve a half dozen entities.”
The implementation of a nationalized healthcare system would terminate this
problem. Dr. Barry Hieb Of Washington University in 2005 said, “Healthcare
information for the average American exists in a highly fragmented state, “The
proposal to implement a national healthcare identification, eliminates virtually all the
barriers that have previously prevented progress on this issue.”
Second, The French System will fuel the job market and economy. Universal health care will
remove of the job-lock problem. According to Paul Dutton, “the US economy suffers from a job-lock rate
of 25 and 45 percent, accounting for 100 million Americans being tied to their job because of the health
insured they are guaranteed under it. The study explains that these people would be significantly more
inclined to leave their low paying and unsatisfying jobs in favor of starting their own businesses if the cost
of health care was not so high. With a nationalized system, these small businesses could startup and there
would be increased productivity and efficiency in the workplace, generating 60 to 80 percent of net new
jobs annually over the last decade, and creating more than 50 percent of our GDP. Universal health care
will make American wages more competitive on a global scale as employers do not need to pay for health
coverage. An MSNBC reports that for every car it makes, it spends $1,500 because of health care costs, far
Carter-CMS 2009 110

more than what Japanese and German automakers have to pay. This Global disadvantage would be erased
if a universal system were to be implemented. Nationalized health care will spur economic growth and will
eliminate global disadvantages faced by US industry and the economic benefits of universal healthcare
would give the US leverage over countries and mobilize our position in the global economy.
Because my partner and I believe that the economic benefits of universal healthcare greatly
outweigh the costs, and that the system would also lead to much more efficiency and productivity, we urge
a affirmative ballot. Thank You.
Carter-CMS 2009 111

SAMPLE PUBLIC FORUM CASE: CON
Resolved: That the United States government should implement universal health care
modeled after the French system.
___________________________________________________________________
Former President Ronald Regan once said, “The greatest lie ever told was: ‘I’m from the
Government and I’m here to help.” Because my partner and I agree with this quote, we must strongly
disagree with today’s resolution, Resolved: That the United States government should implement
universal health care modeled after the French system.
Our first contention is, a nationalized healthcare system harms American values and yields a more
harmful system for the people. Sue Blevins of the Cato Institute reported, “Currently, many Americans
choose to pay privately for health services to maintain their medical privacy. However, a single-payer
health plan would eliminate that option and all citizens would be forced to give up their ability to maintain
a confidential doctor-patient relationship. Medicare rules dictate, patients receiving home health care are
required to divulge personal medical, sexual, and emotional information, or have their health care revoked.
Medicare officials stress that the government protects patient’s privacy. However, the GAO reported to
Congress that at five of 12 Medicare contractors' sites, they were able to penetrate security and obtain
sensitive Medicare information. At a time when citizens are concerned about high health care costs and
loss of medical privacy, a single-payer health plan could exacerbate these concerns.” Not only is privacy of
the individuals deteriorated, the ability of the government to run a national healthcare program would be far
from successful.
Our second contention is that the current system provides the best healthcare system possible for
the United States, and flaws are inherent in the French System.
A.) The United States has the highest levels of technological innovation and new
Thank you to Myers Park Public
Forum debaters: Lee Schietema and
Ramy El Kalioby for sharing their
cases for use as part of the curriculum
packet.
medical research, this can be attributed to the fact that as our capitalist society looks
for and rewards innovation substantially. Pamela Bailey of the advantage medical
technology association wrote, The U.S. technology industry is the largest producer
Carter-CMS 2009 112

of medical devices and diagnostics, with production estimated at $77 billion in 2002.
Further, the U.S. is one of the world’s largest exporters of medical technology,
selling to other countries an estimated $20.3 billion, or about a quarter of total U.S.
production, the French System had to cap approximately 80% of technological
innovation. If a socialized health care system places all funds into the hands of the
government, not only are many lives lost, but also the need for medical
breakthroughs drops dramatically and curbs innovation.
B.) The French system has very costly problems. First, it has run a deficit every year
since 1985. This means that the system costs more than the taxes it bring in.
Therefore, The French government must borrow money to make up the difference.
This is Problematic because taxes end up paying interest instead of services. As the
deficit Grows, the problem increases. Second, some regions have better care than
others leading to unequal care. In 2005, France had to ration their healthcare
meaning that only 50% of MS patients, 40% of Alzheimer’s patients and 30% of
Asthma patients got the care they needed. Other nations have more equitable care,
every one must wait the same Amount of time and generally receive the same level
of treatment.
Richard Ralston Wrote, “When payment is separated from those receiving a service, demand expands much
faster than supply. Insurance companies receiving health insurance premiums from individuals or
employers cannot pay for everyone’s health care no matter what it costs. They have to establish limits on
the nature and amount of health care provided. When government intervenes in health care, it makes the
problem much worse. Medicare regulations currently exceed 130,000 pages. No hospital, physician, or
patient can read or understand them, and the French system is predicted to collapse by 2013.
Our Third Contention is the French system is harmful, and would cause more harm to the US
system. “French professor Alice Teil not only said the French system is “not Sustainable anymore,” but
copying parts of America's could save it. The only way to see if a system is effective, is to see how it
responds to a crisis, and France failed to provide support for 14, 000 people who died during a heat wave.
USA today reported, “The French Parliament released a harshly worded report blaming the deaths on a
Carter-CMS 2009 113

complex health system, widespread failure among agencies and health services to coordinate efforts, and
chronically insufficient care for the elderly.” The French system cannot be sustained. It costs too much
and would be too much of a tax-burden to be funded adequately. The United States already has a huge
budget deficit and national debt the French health care model would increase this tremendous burden
further.
Because French Health Care, yields more deficits, treats patients poorly, and harms the economy
of the nation, we strongly Urge a Negative Ballot.
Carter-CMS 2009 114

Tournament Wrap-Up
Tournament:
Round: 1 2 3 4 Total
Rank/Speaker Points
Comments Coach’s Student’s
What did
the
Ballots
Teach
Me?
What
changes
do I need
to make?
What are
the steps
to make it
happen?
Carter-CMS 2009 115

Name
Selection
Tournament
Event
Shortest
Time
Longest
Time
Round 1 2 3 4
Ranks
Speaks
Positive
Judge’s
Remarks
Constructive
Criticism
My
Thoughts
on my
performance
Want I want
to work on
1.)
2.)
3.)
Carter-CMS 2009 116

Tutorial on First Extemp Tournament
by Kristopher Augsburger
When one first hears the rules of Extemp most people are turned off by the short prep time. 30 minutes doesn't
sounds like a lot of time to prepare a speech seven minutes long, but once you become familiar with some of the
basic techniques it isn't as daunting of a task.
I. Before the Tournament
The most important preparation starts before you ever enter the room. In actual practice, it is very difficult to
get a good understanding of some topics because it is just too complicated to completely orientate yourself about
the question if you have never heard about it before. By understanding the basics of something like the Middle
East the more you productive your preparation time will be.
II. The Prep Room
This is where the event officially begins. In the average prep room you will have a proctor who will be the
keeper of the topics and the time. He or she will at a given time call out speaker #x, which should at some point
correspond with what speaker you shall be in for your speaking room. Once you are called to draw your topic
you will make your first big decision. How you draw varies, some tournaments just give you a sheet with three
topics, others have tons of small strips face down and ask you to draw three. In either case it is pretty much luck
in what you get. Some tournaments will require you to tell the number of your topic, but most won't. Once you
receive your topic you will have to choose what you plan on doing within at most 2 minutes. Since your time
starts once the draw begins it is important that you don't waste time because you are taking it out of your prep
time.
Once you have selected your topic we get to the actual preparation of your speech. The first thing you should
do is to look into your extemp box to see what sources you have that could be used in your speech. Once you
have done this, you should make a decision on how you are going to answer the question. This doesn't mean that
you should advocate extremist opinions since the judge(s) may have their opinions as well. To prepare for your
speech you can't ideally spend the next 20 minutes reading to defend your opinion. If you did that you would
have never had a chance to practice the speech. (Note: due to the demands of quietness of a prep room, most
people lip sync their words instead of actually practicing) This is why most of the best extempers never attempt
to write out the entire speech, rather they outline what they plan on saying and then merely memorize the cites
and put those cites into the structure that they have outlined.
While you are practicing your speech in the prep room you will have to build the structure. When you decide
to do this is somewhat a matter of personal preference. Some people prefer to make that decision when they
decide on their cites. Others will do that while they are practicing the speech and seeing what fits together.
Regardless of when in your prep you decide the organization you will want it to be clear to the judge. The best
way to do this is to do what is called "signposting", which is simply to tell the judge in the speech where you are
going. You need to keep the description brief. You are just providing the judge with an idea on where you are
going in the speech.
III. Practicing your Speech
Carter-CMS 2009 117

While practicing your speech in the prep room you are going to want to treat it like you are presenting your
speech to the judge. It's okay to make mistakes during this point. When you are practicing your speech you want
to time how long it takes for you to go thru it. If after seven minutes, you aren't wrapping up your speech you are
going to have to decide what to cut. If you are nowhere close to finishing stop right there and start to think about
what's unnecessary. Consider possibly dropping a point or if you only have two points you should try to make
one or both of your points more specific and getting rid of the cites that don't relate to your revised points.
While practicing you should be thinking about your hand gestures, where you are going to move as the speech
goes on and what you want to emphasize. You want all of your body language to serve a purpose in your speech.
When you decide to start moving your speech should be moving on as well. Therefore, you want to think about
what type of hand gestures would be appropriate to use in your speech.
IV. The Speech
When you are on your way to the room you should make sure that you make a good impression on the judge
when you enter the room. Make sure that you don't have your shirt unbuttoned, and you don't have anything that
would distract from your speech. Also, make sure that you arrive to your round on time. There are two reasons
for being on time: First, It leaves a bad impression on the judge to be late; and second, by arriving late you
increase the likelihood of the tournament running late.
When you walk in the room, you should be confident in yourself. From the moment you enter the room until
you leave you shouldn't insult yourself (or the Judge!) Comments like that was a, "bad speech," just make it look
like you want a four. If the judge doesn't ask for your topic, then just put your topic in your pocket. Another
common pitfall about the first moments in you room is that you ought to check what time signals the judge gives.
Most judges, but not all judges will do five minutes down-30 sec- and a 10 second countdown. If you prefer
something different you should make it clear with the judge before you start.
Before you start you should make sure that the judge is ready. After the judge tells you they are ready, you
should start almost immediately. You should concentrate your attention on the judge when you speak. In other
words your eyes shouldn't wander around the room. Even if you don't know what to do with your feet you should
never pace. This will not only make you look nervous, but could be distracting.
When you are speaking if you think your speech will be a bit short you may feel the need to ad-lib as one goes
along so that it doesn't seem so short. Don't do this! For one thing many people end up losing track of time and it
usually doesn't fit together very well. You should always stick with what you planned on saying. It will almost
always look a lot better.
Finally, comes the ending. Never say "I am done". It is not only stupid, but it implies that you knew that your
conclusion wasn't obvious to the judge. Most of the time when people say that they usually lack conclusions.
Your conclusion should try to bring everything together a lot like you would in a good essay. If you go over a
few seconds you shouldn't worry too much since most judges won't make a big deal unless you are substantially
over (15-20 seconds or more). When you are done the only thing you should say is a customary "thank you".
Don't get into a habit of saying "thank you for judging" and trying to shake the judges hand. It's brown nosing
and makes you look like a real suck up. In all honesty it won't help your rank at all and there is the possibility
that the judge thinks you are just a real kiss up.
Good luck on your speeches!
Carter-CMS 2009 118

The Extemp Speech Structure
As in any speech, there are three main parts which must be followed. These parts are the introduction,
body, and conclusion. A speech lacking even one of these points will ultimately fail. Below is a suggested
outline for a well written extemp speech.
INTRODUCTION
-ATTENTION GETTER - This should be something fun, uplifting, funny, or interesting. This is the first
thing your judge will hear and, in my opinion, is the most important part of the speech. I have found that it
is best to take some everyday aspect of life that is somewhat linked to the question (for instance, examples
from television work great) and make that your intro.
-CONNECTION - Tell your judge how your attention getter relates to the current issue you are discussing.
-QUESTION - State the question exactly as it is given to you.
-ANSWER - Briefly answer the question you just asked.
-FORESHADOW - This is so very important to any extemper. Foreshadowing your
main points of analysis to your judge will give him or her a chance to better prepare for
what you are going to tell them.
-JUSTIFICATION - Tell the judge why what you are going to tell them is important.
An example of a good introduction...
In the game of chess, when all the pieces are put away in the box, the black pawn and
the white Queen are thrown in together without a second thought. Unfortunately though,
in real life people with such noticeable differences do not always get along so
harmoniously, leading us, as American citizens, to question America's immigration
policies. This leaves us to ask the important question: Should the United States reexamine
its immigration policy? The answer to this question is yes but such an answer
is incomplete. In order to have a grasp on the true meaning of the question, we need to
discuss my three main areas of analysis which are; Americas increased immigration,
Problems resulting from increased population, and the instability of America because of
increased immigration. It is crucial for us to examine this subject because it concerns the
future of our country.
BODY
When writing the body of your speech it is best to think of the number 6. That is, you
should have 3 main points with 2 sub-points each or 2 main points with 3 sub-points
each. If you follow this rule, the body of your speech will be informative and well
organized. Always remember to use good transitions to get from one point to another.
CONCLUSION
Think of the conclusion as being the introduction - backwards. The steps should be:
-REPEAT POINTS (just like foreshadowing)
-QUESTION
-ANSWER
-ATTENTION GETTER/CONCLUDE - This should be along the same lines as the
opening attention getter. By using the same idea to end the speech as you did to begin it,
you will bring a sense of closure to the speech itself.
An example of a good conclusion...
...so we can tell by examining our three points of analysis (see above example) that
when asked the question, "Should the United States re-examine its immigration policy?"
the answer is clearly YES. Yes it should be re-examined because, unfortunately, life just
isn't as harmonious as it is in the chess box.
Transition Words
My first point is...
In the second place...
Third, we have...
The next major issue is...
Finally...
To illustrate this point...
For example...
In other words...
Furthermore...
Let's look at it this way...
A continuation of this idea
is...
On the other hand...
Consequently...
Therefore...
As a result...
At the same time...
From this...
However...
On the contrary...
With this in mind...
In addition to...
For this reason...
Next come...
In closing...
Now let me close with...
To conclude...
Next...
Now, to move on to...
On to...
Secondly...
Thirdly...
To begin with...
Moving on...
To expand upon this...
Carter-CMS 2009 119

C Your Way to Success in OO
By Tony Figliola | August 5th, 2008 | Category: Featured, Public Speaking |
Well, it’s that time of the year again. Time for OOers to start panicking that they haven’t
yet begun writing, or even thinking about their OO. Well, fear not, Orators, for we here
at Forensics Underground have got you covered, thanks to a little help from a legendary
coach.
You may have heard of the seven seas before, but in this article, coach Tony Figliola
presents the 15 C’s for writing a successful OO. We hope that Figliola’s expertise can
help make your OO the best it can be.
…at the very least it should give you and your oratory a good kick in the right direction.
Catch…
The Audience’s Attention with an Attention Getting Device
There are many ways to get someone’s attention. You could begin:
With a personal story
A series of examples
A hypothetical
A startling statement
A rhetorical question
A quotation or scene from someone/something interesting
Indirection (making the audience think you are talking about one thing when you
really are speaking about something else)
A creative ploy (using foreign language, using mime, pretending you forgot your
intro, beginning with the conclusion and then sitting down)
You can also get the audience’s attention by using a vehicle (a device that begins the
speech, structures it, and then summarizes it)…
IE
Talking about the “Wizard of Oz” as an attention getter, then letting the three points in
the speech be our search for heart (the Tin Man), our search for brains (the Scarecrow)
and our search for courage (the Lion).
Carter-CMS 2009 120
-Ed.

Connect…
The Attention Getting Device to the Main Idea
Remember, it must be germane to the topic…
IE
You cannot fire a gun and then say, “now that I have your attention.”
Instead, say, “This not just something that happened in the past; this is not something
peculiar to the Indian tribe…the world of Disney-it is happening to us.”
Clarify…
The Thesis (Avoid a Generic Idea)
Concern…
The Listeners About the Topic (Link it to them with a Significant Statement)
Motivate them to listen: “It’s happening all over!”
Nicely incriminate them: “We’re all more involved than we think.”
Easily scare them: “It is more threatening and closer to you than you think.”
Intellectually stimulate them-lure them into your thought pattern
Link yourself to the topic-establishing a personal relationship to the topic allows
the audience to relate to it as well
You can do this with a quotation from an authority, with a frightening stat/stats,
with a series of short, “jabby” examples, with a longer example, with emotional
explanation, with good humor and personal warmth-if they like you, you have
them listening.
Concede…
Part of the Topic - You are not Solving Everything
This implies that the topic has been defined and helps to focus the direction of the topic…
IE
Now, I know that pride is sometimes a bad thing, that it can even cause major problems
for us at times. “Pride goeth before a fall”-we learned that in Oedipus Rex; but I would
like to discuss today the importance of a healthy pride, separating it from its evil twin;
because it is this healthy pride, which we sometimes do not feel enough, that can lead us
to greatness.
Carter-CMS 2009 121

Cut…
Preview Your Main Points
List the points you will touch upon in your speech
They must be succinctly stated but they can be cleverly put (sometimes they can
even rhyme)
Clinch…
The Intro by Ending Interestingly
Classify…
The Problem Areas
Harmful aspects of the problem
Places/walks of life where it is played out
Ways it is played out
Corroborate…
The Significance and Harmful Impact of the Problem Areas
Layer the proof with examples, stats, facts, testimony, and bottom line statements
Series of three quick potent instances or jabs (soft proof)
A longer example at the end
Some potent testimony from someone affected by the problem, or by someone
who has authoritatively studied it
A stat /fact or two (hard proof)
Encase the proof in personal talk: “this frightens me”
Caution…
Us About the Incidental and Cumulative Harm
Maybe end with a worse case scenario example
Claim…
The Reasons why the Problems Exists/Persist (Causes)
Carter-CMS 2009 122

Cure…
The Problem and Eliminate the Causes by Offering Solutions
Most solutions are of the “in here” type:
o Advising us what we must think, keep in mind, or things we must do
Others are of the “out there” type:
o Suggesting what others should do
Comfort…
Us by Offering a Visualization of Someone who has Triumphed by Following the
Solution Given
Conclude…
By Summarizing the Topic and/or Main Points
Clinch…
By Persuasively Inspiring us to Reach the Goal
Or by Referring back to the Attention Getting Device or by Ending Creatively
Somehow
Tony Figliola - Director of Forensics at Holy Ghost Prep, is member of the Pennsylvania
State Hall of Fame and the NFL Hall of Fame. Figliola, is a forensics vet, committed to
education and excellence. I should know…he’s my old coach. He wrote the initial duo
guidelines and ballot for the NCFL, and successfully urged the NFL to adopt the event.
In the early 90s, he developed a student interp curriculum handbook and a teacher
symposium handbook for several nationally known camps. Recently, he came up with an
oratory handbook for his summer students, leading many of them to national semi and
final rounds - including his own at HGP. Tony has coached a record number of finalists
at NCFL and has coached numerous students into NFL final rounds in every forensics
event (including six in oratory!).
Carter-CMS 2009 123

40 Steps to Original Oratory
1. Top Ten List
2. Narrow Down your ideas
3. Choose an umbrella topic
4. Write a rough thesis statement
5. Meet with Coach
6. Research
7. Rough Outline
8. Review Outline with Captain
9. Research: Gather Varied Sources
10. Rough Draft
11. Time
12. Meet with Coach
13. Seven Minute Summary
14. Humor
15. Transitions
16. Clarify Structure
17. Draft 2
18. Time
19. Review Draft with a Novice
20. Review Draft with Captain
21. Review Draft with Coach
22. Incorporate Changes
23. Final Draft
24. Identify Areas of Vocal Emphasis
25. Memorize
26. Plot Walking and Gestures
27. Eye Contact
28. Pace, Pausing and Time
29. Perform for a Novice
30. Perform for Captain
31. Video and Self-Ballot
32. Perform for Coach
33. Incorporate Changes
34. Perform for another Coach/Adult
35. Perform for Peers (Group Critique)
36. Polish and Fine Tune
37. Tournament
38. Ballot Review
39. Fine Tune
40. Keep it Fresh: After 7 tournaments you must add/change cutting
*courtesy of Shellie Kingaby
Carter-CMS 2009 124

Debate II: Original Oratory
**This selection may NOT be used in competition—it would be considered plagiarism to do so**
To Cover or Not to Cover?
by: Fatima Butt
North Carolina State Championship Runner-Up
I probably do not fit into the preconceived notion of a “rebel”. I have no visible tattoos; I have
minimal piercing. I don’t even posses what a 1950’s movie would say is the symbol of the typical rebel: a
leather jacket. What kind of impression do you get when you come across me? When most people look at
me, their first thought is usually something along the lines of “oppressed female”. Those brave individuals
who have mustered the courage to ask me about the way I dress, usually have questions like, “Do your
parents make you wear that?” or “Don’t you find that really unfair?” My answer to those questions and
hundreds like them is that my choice of clothing is a reflection of who I am and my personal response to
society.
Taking the veil, or hijab in Arabic, is mandatory upon every Muslim woman. Historically, the
hijab is to make a particular effort to hide physical charms and objects of beautification and sound out a
loud, clear signal to all strangers that she is a modest lady whom no one should even think of taking
advantage of. Muslim women are required by the Qu’ran to fulfill certain customs. This following verse
fro the Qu’ran deals with the dress customs of Muslim women: “And tell the believing women to lower
their gaze from looking at forbidden things as well as protecting their modesty and thye should not show
off their beauty except to those they cannot marry. And believing women must draw her veil to those she
could possibly marry.” The Qu’ran, chapter 24, line 31.
A 2001 edition of TIME magazine did a report on two girls in Montreal who were kicked out of
school for dressing in the garb of a traditional Muslim woman. Similarly this year in France, the
government is trying to completely disregard the hijab. The Daily South Town of Illinois reports that the
protest against banning of the hijab was a cry of anguish from the rarely hear section of French society of
Muslim women. They were the first ones in Paris against Jacques Chirac’s announcement on Wednesday,
December 16, 2003, that headscarves and other obvious religious symbols should be banned from public
schools in order to protect French society. It seems strange that a little piece of cloth would make for such
controversy. Of course, the issue at hand is more than a mere piece of cloth. I am a Muslim woman, who
like millions of other Muslim women across the globe chooses to wear the hijab. And the concept of the
hijab, contrary to popular opinion, is actually one of the most fundamental aspects of female empowerment.
When Muslim women cover, we make it virtually impossible for people to judge us according to the way
we look. We cannot be categorized because of our attractiveness. Compare this to life in today’s society;
we are constantly sizing one another on the basis of our aesthetic attributes like our hair, make-up, clothing,
and jewelry. What kind of depth can there be in a world like this? Yes, I have a body, a physical
manifestation upon this Earth, but it is only a vessel for an intelligent mind and a strong spirit.
Because of the superficiality of the world in which we live, external appearances are so
emphasized that the value of the individual counts for almost nothing. It is a myth that women in today’s
society are liberated. What kind of freedom can there be when a woman cannon walk down the street
without every aspect of her physical self, being “checked out”? I can be certain that no one is looking at
me and making assumptions about my character from the length of my skirt. There is a barrier between me
and those who would exploit me. I am first and foremost, a human being, equal to any man, and not
vulnerable because of my sexuality.
One of the saddest truth of our time is the question of beauty and the ideal female self-image.
Reading any popular teenage magazine you can instantly find out what body image is in or what body
image is out, and if you have the wrong body then you’re just going to have to change that---won’t you?
Acknowledged in the 2002 September issue of SEVENTEEN magazine, a girl named Abbey Watson said,
“I’m so glad you took a different perspective on overweight teenagers, and stated statistics on how it’s
actually more normal to be those heavier body types rather than those slim ones, no other magazine has
ever taken this step before.” So let’s fact it, there is no way you can be overweight and still be beautiful.
Right? Look at any advertisement. Is a woman being used to sell the product? How old is she? How
attractive is she? What is she wearing? More often than no, the woman will be no older than her early
Carter-CMS 2009 125

20’s, taller, slimmer, and more attractive than average, dressed in skimpy clothing. Why do we, as women,
and as a society allow ourselves to be manipulated like this?
Whether the modern woman wishes to believe it or not, she is being forced into a mold. She is
being coerced into selling herself; into compromising herself. This is why we have 14 year old girls
sticking their fingers down their throats to loose weight and overweight adolescents hanging themselves as
in the case of _______________________. When people ask me if I feel oppressed I can honestly say,
“no”. The dilemma of “to cover or not to cover” is a decision I have truly made of my own free will. I like
the fact that I am taking control over the way other people perceive me. I enjoy the fact that I don’t give
anyone anything to look at, and that I have released myself from the burden of the swinging pendulum of
the fashion industry and other institutions that exploit females.
My body is my own business. Nobody can tell me how I should look or how “appealing” I am. I
know that there is much more to me that that. When people ask me if I feel repressed I can say, “no”
without hesitation. I have taken control over my sexuality. I am thankful I will never have to suffer the
fate of trying to lose or gain to satisfy others, or tying to find that exact lipstick shade that will go with my
skin color. I have made choices about what my priorities are and these are just not among them. So the
next time you see me, don’t look at me sympathetically. I am not under duress, nor am I a male
worshipping female captive from those barbarous Arabic deserts. I’ve been liberated. And that is why I
wear the hijab.
Total number of quoted words = 88
**This selection may NOT be used in competition—it would be considered plagiarism to do so**
Carter-CMS 2009 126

40 Steps to Interp (HI, DI, DUO)
1. Choose an event
2. Choose a partner
3. Narrow Down you ideas
4. Choose a piece, Get coach approval
5. Read Entire Book/Script
6. Identify the Climax / Point of Change
7. Outline the Structure (with pg numbers)
8. Photocopy, Rough Cut: Chapters, Chunks
9. Type into Script Format
10. Meet with Coach
11. Cut 2: Sentences, Phrases & Words. Add transitional material (kept to min)
12. Final Cut (to time: HI 9:30 min, DI 8:30)
13. Meet with Coach
14. Define Characters (Posture, Voice and Gestures)
15. Establish an Environment – Draw it out
16. Initial Blocking
17. Character Work: Identify Objectives
18. Memorized
19. Character Work: Text to Self Connections
20. Tech
21. Pantomime Practice with Props
22. Sound Effects
23. Pop-Off Your Characters, Smooth Melding
24. Signature Moment
25. Fine tune Blocking
26. Add Your Intro
27. Perform for a Novice
28. Perform for Captain
29. Perform for Coach
30. Rework and Fine Tune
31. Video Tape and Self-Ballot
32. Perform for another Coach/Adult
33. Rework and Fine Tune
34. Perform for Peers (Group Critique)
35. HI & Duo Identify Extra material for Finals
36. DI: Consider the Stage
37. Tournament
38. Ballot Review
39. Fine Tune
40. Keep it Fresh: After 7 tournaments you must add/change cutting!
Carter-CMS 2009 127

INTERPRETATION EVENTS: DI / HI / DUO / OI
Finding an Interpretation piece:
Your assignment is to find a published piece that you will develop into a 6-10 minute interpretation.
Things to Look For: Things to Avoid:
1. Basically, anything with an ISBN# will
work and is allowed. This includes novels,
novellas, short stories, graphic novels,
comic books, plays, poetry, musicals, radio
transcripts, published screen plays,
children's books, biographies, fiction, nonfiction,
etc.
2. Look for strong characters with some likeability.
Tell a complete story with a
beginning, middle and end. Remember life
is both funny and sad—so HI’s need a
moral to the story or poignant moment and
DI’s need humor and levity.
3. Be Original! Look for a story that
communicates an idea that most people can
relate to—but in an unpredictable and
interesting way.
4. If you choose to do classic literature or a
well known story, be original in your
approach. How can you put your own
interpretation on it?
Mrs. K's favorite places for you to look for pieces:
1. Avoid Pre-Cut Interp pieces from
companies like Brooklyn Publishers.
These pieces are overdone and unoriginal.
2. Avoid overused authors and topics. In HI,
avoid authors Christopher Durang and Ken
Bradbury—both are hysterical, but very
over-done. In DI, avoid topics like: Nazis/
concentration camps, rape, cancer, and
dead children. All of these topics are over-
done.
3. Avoid any piece that made it to finals in
the last several years at the State
Championship or the National
Championship.
4. Avoid Hollywood movies, recent boxoffice
hits. Anyone watching you perform
will visualize the high-priced Hollywood
actor playing the role, and you want to
compete with the other kids in the round—
not them!
(1) Your own bookshelves. What do YOU like to read? Choose Literature that you love.
(2) The library. Ask a librarian. Tell them what types of stories you want to tell and what kind of
characters you’d like to play. It is their job to know and love books – so use them!
(3) Amazon.com Read the book reviews, sample texts, etc.
(4) Script houses: These cost $, but are not expensive.
www.playscripts.com
www.samuelfrench.com
www.dramatists.com
*courtesy of Andrew West and Shellie Kingaby
Carter-CMS 2009 128

Name:
PHYSICAL
DESCRIPTION:
Age: Country:
Gender: City:
Hair color: Type of Home:
Eye color:
Character Analysis
RESIDENCE: PERSONALITY:
Condition of
Home:
Height: CURRENT INFORMATION:
Build/Body
shape:
Mannerisms:
Time of Story
(past, present,
future, era):
Character's Best Trait
(to character):
Character's Actual
Best Trait:
Character's Worst Trait
(to character):
Character's Actual
Worst Trait:
Character's Motto :
Hopes/Dreams/Desires:
Occupation: Religion/Philosophy:
Skills:
Politics:
Actions while Angry:
Actions while Happy:
Income: Hates:
Hobbies and
Leisure pursuits
Biggest
accomplished
achievement in
life:
Current
Relationship:
Loves:
Biggest Regret & Why:
Carter-CMS 2009 129

Feeling About
Childhood:
Childhood Trauma:
Education:
Biggest
influence/Mentor:
The very worst thing
about your
character:
*courtesy of Shellie Kingaby
BACKGROUND INFORMATION:
Childhood habit
hardest to break
and how it
affects character
today:
What did they
want to be when
they grew up?
Last
relationship:
The most bizarre
thing about your
character:
The very best
thing about your
character:
Carter-CMS 2009 130

Structure
Element
Initial Incident
Rising Action
Climax/Point of
Change
Falling Action
Dénouement
*courtesy of Shellie Kingaby
Interp Cutting Structure
Description Page Numbers
Who, What, When, Where—but never
Why. Foreshadow the Main Conflict.
Develop the Plot, Build Character
likeability
Clear, Significant
Get out quickly—with a “Take Away”
(Why)
Clinch the Story—Tie Back to Teaser
Carter-CMS 2009 131

Debate II: Cutting an Interpretive Piece
The following is a “cut” from the novel, The Lovely Bones by Alice Sebold. This cutting
includes an introduction and has been re-typed in dialogue format. This selection was performed in
Dramatic Interpretation and earned the student a bid to the NFL National Speech and Debate
Tournament in Philadelphia, PA, in 2005.
***************This cutting may NOT be utilized by a student for competition. **************
My name is Salmon, like the fish; first name, Susie. I was fourteen when I was murdered
on December 6, 1973. In newspaper photos of missing girls from the seventies, most
looked like me: white girls with mousy brown hair. This was before kids of all races and
genders started appearing on milk cartons or in the daily mail. It was still back when
people believed things like that didn’t happen.
Intro:
So begins the story of Susie Salmon, who is adjusting to her new home in
heaven, a place that is not at all what she expected, even as she is watching life on
earth continue without her.
The Lovely Bones
By Alice Sebold
My murderer was a man from our neighborhood. My mother liked his border
flowers, and my father talked to him once about fertilizer. My murderer believed in old-
fashioned things like eggshells and coffee grounds, which he said his own mother had
used. My father came home smiling, making jokes about how the man’s garden might be
beautiful but it would stink to high heaven once the heat wave hit.
But on December 6, 1973, it was snowing, and I took a shortcut through the
cornfield back from junior high. It was dark out because the days were shorter in the
winter, and I remember how the broken cornstalks made my walk more difficult. The
snow was falling lightly, like a flurry of small hands, and I was breathing through my
nose until it was running so much that I had to open my mouth. Six feet from where Mr.
Harvey stood, I stuck my tongue out to taste a snowflake.
Carter-CMS 2009 132

Mr. Harvey: Don’t let me startle you.
Of course, in a cornfield, in the dark, I was startled. After I was dead I thought
about how there had been the light scent of cologne in the air but that I had not been
paying attention, or thought it was coming from one of the houses up ahead.
Susie: Mr. Harvey?
Mr. Harvey: You’re the older Salmon girl, right?
Susie: Yes.
Mr. Harvey: How are your folks?
Although the eldest in my family and good at acing a science quiz, I had never
felt comfortable with adults.
Susie: Fine.
I was cold, but the natural authority of his age, and the added fact that he was a
neighbor and had talked to my father about fertilizer, rooted me to the spot.
Mr. Harvey: I’ve built something back here. Would you like to see?
Susie: I’m sort of cold, Mr. Harvey and my mom likes me home
before dark.
Mr. Harvey: It’s after dark, Susie.
I wish now that I had known this was weird. I had never told him my name. I
guess I thought my father had told him. But, as it turned out, my father had not
mentioned us to Mr. Harvey.
Mr. Harvey: I’ve made a little hiding place.
Susie: I don’t see anything.
Mr. Harvey: You should be more observant, Susie.
I felt like observing my way out of there, but I didn’t. Why didn’t I?
Mr. Harvey: Come and see.
It was awkward to get into, that much he admitted once we were both inside the
hole. It was obvious that escape wasn’t a concept I had any real experience with.
Mr. Harvey asked me if I would like a refreshment. I said I had to go home.
Mr. Harvey: Be polite and have a Coke. I’m sure that the other kids
would.
Susie: What other kids?
Carter-CMS 2009 133

Mr. Harvey: I built this for the kids in the neighborhood. I thought it
could be some sort of clubhouse.
I don’t think I believed this even then. I thought he was lying. I imagined he was
lonely. I felt sorry for him.
world.
Mr. Harvey: Do you have a boyfriend?
Susie: No, Mr. Harvey.
I swallowed the rest of my Coke, which was a lot.
Susie: This is a cool place Mr. Harvey, but I have to go.
He stood up and did his hunchback number by the six dug-in steps that led to the
Mr. Harvey: I don’t know why you think you’re leaving.
I talked so that I would not have to take in this knowledge: Mr. Harvey was no
character. He made me feel skeevy and icky now that he was blocking the door.
Susie: Mr. Harvey, I really have to go home.
Mr. Harvey: Take off your clothes.
Susie: What?
Mr. Harvey: Take your clothes off.
Susie: Mr. Harvey, please let me leave.
Mr. Harvey: You aren’t leaving, Susie. You’re mine now.
I fought hard. I fought as hard as I could not to let Mr. Harvey hurt me, but my
hard-as-I-could was not hard enough, not even close.
I thought of my mother.
My mother would be checking the dial of the clock on her oven.
“Susie! Susie!” I heard my mother calling. “Dinner is ready.”
He had ripped away the veil of my innocence. That was all. I was still breathing. I
heard his heart. I smelled his breath. I knew he was going to kill me. I did not realize then
that I was an animal already dying.
I could not move. I could not get up.
Mr Harvey: Tell me you love me.
Susie: (weakly) I love you.
The end came anyway.
Carter-CMS 2009 134

Mr. Harvey took my remains to a sinkhole eight miles from our neighborhood. On
the way back to the wagon he put his hands in his pockets. There was my silver charm
bracelet. He couldn’t remember taking it off my wrist. Had no memory of thrusting it into
the pocket of his clean pants. He walked into a hole that would soon be a false pond, and
he stood there and fingered the charms one last time. He liked the Pennsylvania keystone,
which my father had had engraved with my initials and he pulled it off and placed it in
his pocket. He threw the bracelet, with its remaining charms, into the soon to be man
made lake.
It would be some time before I realized what you’ve undoubtedly already
assumed, that I wasn’t the first girl he’d killed. He knew to remove my body from the
field. He knew to watch the weather and to kill during an arc of light-to-heavy
precipitation because that would rob the police of evidence. As he scoured his body in the
hot water, he felt a calm flood him. He kept the lights out in the bathroom and he felt the
warm water wash me away.
PAUSE
Years later, in a small house a few miles away was a man who held my mud-
encrusted charm bracelet out to his wife.
Man: Look what I found at the old industrial park. A
construction guy said they were bulldozing the whole lot. They’re afraid of more
sinkholes.
His wife poured him some water from the sink as he fingered the tiny bike and the
ballet shoe, the flower basket and the thimble. He held out the muddy bracelet as she set
down his glass.
I smiled. Almost.
Woman: This little girl’s grown up by now.
Not quite. //
***************This cutting may NOT be utilized by a student for competition. **************
Carter-CMS 2009 135

THEATRE GAMES
Who’s in Control?
One person leaves the room while the other members of the cast separate and sit around the room at
different angles. Each person is assigned a number. Person one, the leader, must be in clear view of number
two. Person two must be clearly seen by person three. The leader moves in a very slow motion performing
many different kinds of activities. These motions are copied by person two, and then three, etc. Once the
entire room is in motion, the person who left the room returns. It is that person’s job to figure out who is in
control.
Tag Team Photograph
Two people are required. The first person strikes a pose (perhaps pointing a gun) and then the second
person strikes a pose to complete the pose (like raising hands in the air). After the pose is completed, the
first person sits down but the second person remains. Then, a third person comes in to complete the new
photograph.
Running Blindly by Faith
The entire cast scatters to various edges of the room. One volunteer walks about the room blindfolded. This
person must trust the others for guidance. The cast is not to allow this person to walk into the wall or other
objects that may be harmful. After a little practice, have the volunteer pick up the pace. It is possible to do
this even at a jogging pace.
Professor
This gives the actors more practice with improvisation. The actor is the professor, the expert on one topic.
They have one minute to expound all the wisdom they have on the given area of expertise. It doesn’t matter
how absurd the topic, they are the expert and everything they have to say must be the truth.
Possible areas of expertise could be:
-- fashion sense of Mediterranean glass blowers
-- courtship rituals of earthworms
-- the origin of the name Clinton
-- the most powerful love potion known
-- what really happened to Elvis
Name that Movement
-- why Madonna is really an alien
-- the lost city of Ungah
-- why the Titanic is the worst movie of all time
-- cannibalistic women of the ancient world
-- Picasso’s lost paintings from his rainbow
period
Have the students sit in a circle. One by one they must say their name and think of some kind of a
movement that goes along with their name. The next person in the circle must first repeat the name and
action of all previous actors and then create a movement to go along with their own name.
Carter-CMS 2009 136

Ali Baba Concentration
How to Play: All participants sit in a circle. The leader begins, saying “Ali Baba and the forty thieves”
while doing a repeatable motion (Clapping, snapping) with her hands. As soon as the phrase, “Ali Baba and
the forty thieves” is finished, the second person (person to the right of the leader) picks up the leader’s first
motion, saying the “Ali Baba” phrase. The leader is now saying “Ali Baba…” for the second time, with a
new hand motion, so the second person must still keep an eye on the leader – he will have to duplicate
every new motion as the leader finishes. The motions travel around the circle in this fashion, with the
leader coming up with a new motion every time she says “Ali Baba…”, until the first motion reaches the
leader. That is, the leader sees the person to her left making the first motion that she made, and so stops her
action. Then the non-action follows through the circle until the last person has repeated the last motion.
EMOTION PARTY
Explanation: The host of a party and the guests acquire the emotional state of whoever enters the party.
How to Play: One person begins, as the host, with a neutral emotion. The first guest knocks or rings the
bell (saying “knock-knock” or “ding-dong”), and enters in highly charged emotional state. Emotions that
work well with this exercise include, excitement, fear, anger, jealousy, joy, sadness, etc. As soon as the host
picks up on the emotion, she “catches” it, and interacts with the guest. The next guest enters with a
different emotion, and the host and guest “catch” it. Things get more chaotic as more guests enter, as each
new guest causes a different emotion to permeate the party. Once the first guest has entered, the
participants can interact with different people until they notice a change in the emotion, and then they must
adapt that emotion. The participants should not watch the new guests for the emotional state, rather, they
should let the emotion “travel” to them as it will. To make things really tricky, two guests could enter at the
same time with different emotions. The participants will be really wired after this game, so plan
accordingly to use that energy.
OPEN SCENES
The two lines in each scene are to be repeated over and over again in a predetermined situation, i.e., for
scene one, character A is stuck underneath a fallen tree, and character B is not strong enough to lift the tree.
One
A: Help me.
B: I can’t.
Two
A: I’m sorry.
B: It’s all your fault.
Three
A: Stop it.
B: Make me.
Four
A: What are you doing?
B: What does it look like?
Five
A: It’s time to go.
B: Not yet.
Six
A: I need you.
B: Just a minute
Carter-CMS 2009 137

YOU
How to Play: Participants stand in a circle. One person starts by gesturing towards someone else in the
circle and saying “You.” That participant then gestures and says “you” passing it to another person in the
circle. There is no particular order or sequence for the “you”, but as it is passed, the energy of gesture and
volume of the “you” increases. This continues until one participant achieves such energy and volume that
the person to whom she is passing the “you” realizes that he cannot top it. The energy and volume then
begins to decrease in steps until the gesture disappears and the “you” is not heard, only mouthed. From
there, the mouthing stops, the “you” is passed with movement of the eyes, and eventually nothing happens
to indicate who has the “you”, but it is still being passed around the circle. It will get lost very soon after
this point, but the participants will feel as if they have had a psychic connection with each other.
*courtesy of Shellie Kingaby
Carter-CMS 2009 138

WHOSE LINE IS IT ANYWAY?
Addicts Anonymous
Three contestants attend a meeting run by the fourth, for their strange addiction.
Advertisement/Ads
A contestant advertises an audience-suggested product in the style of some music that is played in.
African Chant
A contestant sings about an audience member’s job, with the others accompanying the chants.
Alphabet
Contestants act a scene with each sentence starting with successive letters of the alphabet.
Variation: 90 Second Alphabet – as above but with a time limit.
Animals
The contestants act out a soap opera, but as animals (e.g. hamsters, dinosaurs)
Audition
One contestant auditions the others for roles in a play, giving them songs or acts to perform.
Audition Piece
Contestants present the World’s Worst auditions for a role (name used in radio series).
Authors
The contestants improvise a story given the title, in the style of their chosen author.
Backwards scene
Two contestants act out a scene starting with a last line and working backwards to the beginning.
Bad Applicants
Contestants present the World’s Worst applicants for a job (name used in radio series).
Ballad Of...
Two contestants sing a ballad about an audience member.
Bartender (Bar Scene, Bar)
Contestants sing their troubles to a bartender, who sings back some advice.
Book Writer
One contestant interviews another, the author of a book on a chosen topic.
Change Of Company
Contestants act out a story, changing into various types of casts (occupations, nationalities etc.)
Changing Emotions/Room
Contestants act a scene, displaying the emotion associated with whichever prop(s) they are holding.
Charity Anthem
Two contestants are famous singers performing an anthem on a topic with the other two introducing.
Couples
Two contestants improvise a scene changing into various famous couples suggested by the audience.
Courtroom Scene
Contestants play the judge, prosecution, and various witnesses (using props) trying to solve a court case.
Carter-CMS 2009 139

Credit Reading
The “winners” (or Drew’s choice of players) read out the credits in a given style/impression/scene.
Dating Service
Contestants act out short dating service videos using hats & masks (see also “Hats”).
Daytime Talk Show
The contestants act out a talk show with one as host, two guests and one audience member.
Dead Bodies (Fainting Bodies)
One contestant in a play must move, and speak for, two dead bodies and a third who enters and dies.
Variation: An audience member is sometimes used as one of the dead bodies.
Director
Two contestants perform a scene directed by a third, the director, based on audience suggestions.
Duet
Two contestants sing a duet on a given topic (see also some “Song Styles”).
Emotion Option
During a scene contestants switch into the emotions suggested by the audience.
Every Other Line
One contestant reads from a play, while the other acts a scene and tries to reach a given end line.
Expert
One contestant is an “expert” on an obscure topic, interviewed by another contestant.
Expert Translation
A contestant translates as another explains an aspect of a foreign country in that language.
Fashion Models
Contestants commentate on the others acting as models at a fashion show.
Film and Theatre Styles (Film, Theater and TV Styles)
Two contestants are given a scene and then various film/theater/TV styles to act it out in.
Film Dub(bing)
Contestants must improvise a new soundtrack for a piece of film on a given topic.
Film Review
One contestant reviews a film, acted out by the other three.
Film Trailer
One contestant narrates a film trailer which is performed by the other three.
Fixed Expressions
The contestants act out a scene while maintaining a given expression (happy, constipated, etc.)
Foreign Film Dub
2 contestants act a film in the given language, with the others translating.
Funeral
Contestants speak at the funeral of a person with a strange quirk, usually singing a unison hymn.
Carter-CMS 2009 140

Game Show
A host and three contestants act out a game show with the show name taken from the audience.
Gangsta Rap
A two person “Song Styles”-type game about a particular occupation.
Genre Option
See “Film & Theatre Styles”. (name used on radio and in the pilot)
Gospel
The contestants each sing a verse of a gospel song on a given topic.
(The) Great Debate
Contestants debate a given topic, each playing a particular type of person (occupation etc).
Greatest Hits
Two contestants advertise a Greatest Hits album, naming songs performed by another (or 2).
Green Screen
See “News Flash”.
Hands Through/Helping Hands
Two contestants act out a scene but one has his hands provided by a third contestant.
Hats
Contestants give “World’s Worst” examples (dating agency video, audition) using weird hats.
Here He Is Now
Two contestants discuss quirks of the other two contestants, which they must show when they enter.
Hey you down there
One contestant narrates a public information video whilst others act it out.
Hoedown
The contestants each sing a verse of a hoedown song on a given topic.
Hollywood Director
See Director, but usually played with one contestant directing and three acting.
Home Shopping
Two contestants perform a home shopping programme selling useless items.
If You Know What I Mean
Contestants perform a scene speaking in (or inventing) euphemisms.
Improbable Mission
See “Mission: Impossible”
Interrogation
Two contestants interrogate another about a bizarre crime suggested by the audience.
Interview
A contestant interviews fictional/historical character in the style of a given magazine/TV show.
Irish Drinking Song
Contestants each sing single lines in an Irish Drinking Song on a given topic.
Carter-CMS 2009 141

Let’s Make A Date
A contestant is on a dating program and must ask questions and guess the quirk for each date.
Letter Changes
Two contestants act out a scene, but must each replace one particular letter with another.
Living Scenery
Two contestants act a scene using the others (or audience/guests) as any required props.
March
The contestants each sing a verse of a march on a given topic.
Millionaire Show
Contestants are host, contestant, audience and phone friends in a styled Millionaire game show.
Mission: Impossible (or Mission Improbable)
Contestants perform a scene Mission:Impossible style, with one providing the tape message.
Motown Group
Three contestants each sing one verse of a song on a given topic, the others backing them up.
Moving People
Two contestants act out a given scene, but they can only move when moved by two audience members.
Musical (American Musical)
The contestants perform a musical based on the life of an audience member.
Multiple Personalities
Contestants during a scene become a particular character when holding a certain prop.
Musical Film Review
Clive reads a movie summary from a guide, a contestant reviews the film which the others perform.
Musical Producers
Two producers discuss a musical on a given topic, which is acted out by the other two.
Narrate (for each other)/Film Noire
Two contestants perform a scene, narrating their thoughts on the other’s actions.
News Flash
Two ‘hosts’ question a field reporter in front of a green screen who must work out where he is.
News Report
A host, expert, reporter and interviewee cover a news report on a children’s/biblical story.
Number of words
The four contestants are given a scene, but each can only speak a fixed number of words at a time.
Old Job/New Job (or vice versa)
One (or more) contestants must incorporate aspects of a previous job into their current one.
Opera (Rock Opera)
The contestants perform an opera based on the life of an audience member.
Carter-CMS 2009 142

Party Quirks
The party host must guess the strange quirks assigned to each party guest.
Panel
Using props (wigs, hats, etc), contestants become panel members discussing a topic with Clive as host.
Party Pieces
Used in radio series for other games (couples, home shopping) catering to specific pairings.
Picture
Two or more contestants put their heads through holes cut from a picture and act out a scene.
Press Conference
A contestant must work out their achievement from the questions asked at a press conference they give.
Prison Visitor (Prison Scene, Prison Cell)
The prison visitor has problems of prisoners sung to them, and sings back replies.
Props
Each of two pairs of contestants gets a prop for which the contestants must find uses.
Psychiatrist
Contestants sing their troubles to a psychiatrist, who sings solutions back.
Questionable Impressions
See “Questions Only”, but contestants must maintain a different impression each time they enter.
Questions Only
Only questions may be used in a scene. Contestants may swap when one makes a mistake.
Quick Change
Two contestants act a scene but when a third shouts “Change” they must alter the line they have just said.
Quiz Show
One contestant is the host of a bizarre quiz show, the others are the contestants.
Rap
The contestants each sing a verse of a rap song on a given topic.
Remember That Song?
During a scene, characters recall each others’ past songs which they must perform.
Remote Control
The contestants are given a show, and must discuss and audience-chosen topic in that show’s style.
Reunion
A reunion is enacted for people of a certain occupation, concluding with a song.
Scene to Music
Contestants act out a scene in the mood/style suggested by music which is played in.
Scene to Rap
The contestants perform a scene by rapping.
Scene With Audience Member
Contestants perform a scene with an audience member reading lines from a card.
Carter-CMS 2009 143

Scenes Cut From A Movie
The contestants invent scenes that never made it into audience-suggested movies.
Scenes from a Hat
Clive pulls audience suggestions for scenes out of a hat, which the contestants step forward and perform.
Scene with a Prop
Contestants are given a prop and must develop a scene using it.
Secret
Given a scene and secret’s location, two contestants act the scene during which the secret is revealed.
Soap Opera
The contestants perform the start and end scenes of a soap opera set in a location given by the audience.
Song Styles
A contestant is given a topic and a style of song to perform.
Song Titles
The contestants act out a scene speaking only in song titles.
Variation: Contestants swap over (as in Questions Only) if they mess up.
Sound Effects (i)
One contestant acts out a scene whilst another provides the sound effects. Variation: Two contestants act whilst
audience members provide the effects.
Sound Effects (ii)
The contestants act out a scene and have to incorporate sound effects which are played in.
Sports Commentators/Sportscasters
Two contestants act out an activity in slow motion, while the other two commentate.
Stand, sit, lie (down)/bend
At all times in a scene, one contestant must be standing, one sitting, one lying down/bending.
Story(teller)
One contestant narrates a story with the others acting it out. The audience gives a title and moral.
Strange Bedfellows
Contestants act out a scene, each given a particular character they must perform.
Superheroes
A contestant is given a worldwide problem, and superhero name. He names the others as they join him.
Survival Show
Contestants are appearing in a ‘Survivor’-style show, stuck in a strange location.
Tag
The audience chooses initial positions of 2 contestants. They start a scene based on those positions, when another
contestant shouts “freeze”, they swap places and start a new scene from the current positions.
Telethon
Two contestants host a telethon, the others sing the ‘help-a-song’ as various celebrities.
That’ll Be Charlie Now
One contestant is Charlie, the other 3 discuss his many quirks which he must show when he enters.
Carter-CMS 2009 144

Theme(d) Restaurant
Two contestants visit a restaurant with a chosen theme, with the others as waiter and host.
This is the Story of Your Life
The contestants are host, guest and acquaintances on a “This is Your Life” show.
Three-Headed Broadway Star
Given a style and title, three contestants sing a broadway song, alternating words.
Three of A Kind
Similar to Old Job, New Job. Three contestants in a scene must involve an occupation they used to share.
Two Characters
Two contestants act out a given scene as two characters (e.g. Capt. Kirk and Mr Spock).
Video Players
Three contestants act scenes from a chosen movie, another fast forwards, rewinds, etc.
Weird Newscasters
A news anchor has a co-anchor, sports/finance reporter and weather/traffic reporter with strange quirks.
What Are You Trying To Say?
Two contestants converse, but keep reading insults into everything the other says.
Whose Line
Two contestants act out a scene, incorporating audience-suggested lines on pieces of paper given to them.
World’s Worst
The contestants, on the “World’s Worst step”, perform examples of the World’s Worst of a given topic.
Wrong Theme Tune
Contestants improvise a TV show in the style of another TV show whose theme is played in.
*courtesy of Shellie Kingaby
Carter-CMS 2009 145

Warm Up Exercises
1.) Physical: Core Stretching. The group will stand in a
circle and reach up to the sky, stretching their muscles.
Then we will stretch a bit further, alternating arms.
Visualizations of picking cherries or apples from a tree.
Then we will drop at the waist letting out torsos hang
freely—loose—shaking our arms out—limp. Then we
will roll slowly into a standing position one vertebrate at
a time. This process can be repeated and varied with side
stretches thrown in for fun.
2.) Physical: The great 8 Shake. We will shake our right
hands eight times. Then we will shake our left hands, then
right foot, then left. The process repeats—this time counting
to seven each time. The repeating follows
through 6, 5, 4, 3, 2 and 1—or until the
group is moving fast enough that they
can’t keep track!
3.) Vocal: Mother Pheasant Plucker. The group will repeat in
small chunks, increasing in length, speed and volume as they
become more familiar. “I am a Mother Pheasant Plucker. I
pluck Mother Pheasants. I am the most pleasant Mother
Pheasant Plucker that ever plucked a Mother Pheasant. I
am not a Mother Pheasant Plucker. I am the Mother
Pheasant Plucker’s son. And I’ll be plucking Mother
Pheasants till my Mother Pheasant Plucking days are
done.”
*courtesy of Shellie Kingaby
Carter-CMS 2009 146

Radio Speaking Round: 4 Sample Script
Optional Script: The Sports Report
As reading speeds vary contestant to contestant, an exact 3 minute length is impossible to predict. Be
prepared to add filler content including station identification and tagline.
The Vikings-Eagles playoff game provides plenty of story lines to watch. Minnesota coach Brad Childress,
the former Eagles offensive coordinator and quarterbacks coach, is matched up against his former boss and
mentor, Philadelphia coach Andy Reid. Childress has the advantage because his team is playing at home as
the higher seed (No. 3 vs. No. 6). And the Eagles are just 3-4-1 on the road this year. In the end, it will be
up to Childress to show that he can out-coach Reid.
Childress has to do some of his best work in practice this week to get quarterback Tarvaris Jackson
comfortable with the blitzes the Eagles are sure to throw at him. Jackson has to be a better game manager
than he showed against Atlanta and the New York Giants the past two weeks.
Vikings running back Adrian Peterson has to get back on track in terms of his confidence after yet another
fumble. With the exception of a 67-yard touchdown against the Giants, Peterson had just 36 yards on the
other 20 carries. The Vikings need Peterson, who won the league’s rushing title with 1,760 yards, at his
best in the playoffs.
There’s speculation, valid or not, that this could be the final season for Eagles quarterback Donovan
McNabb in Philadelphia. If he ultimately winds up playing for another team next season, he might be a
good fit in Minnesota, where he could be reunited with Childress.
The Eagles Keys For Success? Start strong on offense: When the Eagles start quickly and pounce, Reid is
prone to stick with the run and keep the offense balanced, which alleviates pressure from McNabb to carry
the offense on his back. It’s when they get down early and struggle in the trenches when Reid starts to get
an itchy trigger finger in the passing game and those lopsided pass-run ratios resurface. If Brian Westbrook
and Correll Buckhalter can move the chains, the offense is in good hands.
Playoff games are won by taking advantage of the opponent’s mistakes. Vikes QB Tarvaris Jackson is the
kind of quarterback who can be counted on to make a handful of poor choices, and the Eagles have to turn
those miscues into turnovers, which usually creates good field position. The Eagles are plus-six in turnover
ratio in their past four wins.
Vikings Key For Success is to protect the ball. Jackson and Peterson have been careless with the football
down the stretch this season. Peterson has three fumbles the past two games and played a role in another on
a botched handoff with Jackson. Peterson led NFL running backs with nine fumbles in the regular season.
He’s got to be smarter with the ball. Jackson has to be smarter as well. He can’t telegraph passes or handle
the ball away from his body when he gets hit, as he’s done lately.
The Bottom Line? The Vikings will rely on Jackson and Peterson to be smart, productive and protect the
football. Those are reasonable expectations, but those players have no postseason experience. As the
players who will have the ball in their hands the most, they will be largely responsible for the Vikings’ fate
in this game. Give the slight edge to the Vikings because of the home-field advantage and the fact that the
Eagles don’t play as well on the road. Minnesota wins 21-20.
(Insert Tagline and Reporter Name) and that wraps up the Sports Report.
Carter-CMS 2009 147

Radio Speaking Round: 2 Sample Script
Optional Script: Entertainment, A Look back at 2008
As reading speeds vary contestant to contestant, an exact 3-minute length is impossible to predict. Be prepared
to add filler content including station identification and tagline.
As 2008 comes to an end, let’s take one more look back at the headlines that dominated this year. From movies
that broke box office records to albums that proved people still buy music to a few decisions that changed the
entertainment landscape, ‘08 had it all.
Heath Ledger’s shocking death started 2008 on a somber note. As authorities investigated what happened and his
friends and family struggled to come to terms with the news, the fate of many of his film projects remain up in
the air.
After almost 100 days, the writers’ strike ended in early February, clearing the way for writers to get back to
work and for the Oscars to proceed without interruption.
It was hard to believe at first, but in March the news came that The CW had plans to revive Beverly Hills, 90210
with a new spinoff.
In the year’s craziest legal drama, Project Runway producers The Weinstein Co. announced in April that they
were taking their show on the road, leaving Bravo for Lifetime.
After months of anticipation, the Sex and the City movie hit theaters at the end of May. Zooming straight to the
top of the box office, it set records for movies carried by women.
In what was generally seen as a terrible, horrible, no good, very bad time for album sales, Coldplay’s Viva la
Vida arrived and promptly shot up the charts. It finished the year with a boatload of Grammy nominations. This
year, Coldplay — along with Lil Wayne, Mariah Carey, and a few others — proved that music sales aren’t dead
after all.
If July’s The Dark Knight is the last time Heath Ledger appears on screen, at least he went out with a stunning
role in a rare blockbuster that also achieved critical acclaim.
In August, Warner Bros. announced it was moving Harry Potter and the Half-Blood Prince to July 2009. In its
place, Twilight moved its release date up.
September brought the death of the man who epitomized the movie star era: Paul Newman. Not only did he
have 50 powerful years in film, but he also dedicated himself to family and charity.
It was the end of an era in October, when Rolling Stone went from being a big, floppy, oversized magazine to
just normal-sized. It might have been cumbersome at its old, wider size, but there was never any doubt that you
were reading Rolling Stone.
In November, Twilight opened to the roar of loyal fans of Stephenie Meyer’s book series. The movie’s box
office take its first weekend was the highest ever for a female director.
The entertainment world usually slows down toward the end of the year, but NBC made one last splash by
announcing that Jay Leno would get a primetime weeknight slot starting in the Fall of 2009. The move signaled
the end of NBC’s traditional use of the 10 p.m. slot for dramas like ER and Law and Order.
(Insert Tagline and Reporter Name) and that wraps up the year 2008 in Entertainment.
Carter-CMS 2009 148

A LOOK AT CONGRESSIONAL DEBATE
An Outline for Congress Speeches
by Harold C. Keller
I. Introduction (:15 - :30 seconds max)
A. If an authorship (or sponsorship) speech, one should have a guaranteed three-minute speech
and a two-minute cross-examination period.
B. Regardless of the speech, expect and/or relate to the ideas that are or might be stated.
1. use a quote
2. use an analogy
3. use evidence to get the attention and to relate to the expected or the real flow
of the legislative debate
II. Purpose or thesis (:10 second max)
A. Make sure you have a purpose and that you know the purpose of your speech.
B. Make sure you have a purpose for the speech other than simply trying to earn NFL
speaker points
III. Body (2:00 minute max)
A. CLASH!!!!!
1. State the debate issues on the floor
2. State your point(s) in conflict (SIGNPOST!)
3. Prove your point with REAL evidence or logic, but prove your point with something!
Know with your own reasoning that you proved your point.
4. Tell the assembly the IMPACT of your point—tell them why you gave your speech—
do something more than just talk.
B. Present a challenge to the opposition—challenge them to answer the issue—make specific
references to previous points and REFUTE them---leave them hanging
IV. Conclusion (:30 second max)
A. Summarize your key issues of clash (your rebuttal)
B. Summarize YOUR key points
C. Allow yourself to be vulnerable—allow for cross-examination.
Harold C. Keller
Known commonly around the circuit as “Mr. Congress,” Harold C. Keller was the driving force behind the National
Student Congress for 26 years. Harold holds the namesake behind the Harold C. Keller Public Service Leadership
Award provided by the Stennis Center for Public Service. Harold was elected to the Board of Directors in 1984 and has
been serving continuously ever since. Harold also travels to District Tournaments and has presents programs about his
experiences and knowledge on speech, debate, and Congress. Harold has taught at multiple institutes including Ripon
Institute, American University, Georgetown University, Kansas State University, Iowa Institute, Florida Forensic
Institute, NFL IDEA Institute in Washington D.C., and has held workshops in Lithuania and Istanbul, Turkey. His
primary goal is “working for a positive educational experience for the many students involved in NFL.” With decades
of involvement in the NFL, Harold’s greatest coaching memory is earning his fifth diamond and realizing the hundreds
of students that he helped in the attaining of their membership to the National Forensic League. Harold is a member of
the NFL Hall of Fame.
Carter-CMS 2009 149

Congressional Debate Sample Speech
It is typically recommended that novice Congressional Debaters flesh out their speeches prior to competition and
more experienced Congressional Debaters use an outline format. Both formats are dependent upon the debater and
it should be remembered that rebuttal is expected—so, leave some space to write on the go while in chambers!!!
The following is a transcript of a speech. It is what would be SAID in chambers—not necessarily that the student
would arrive with typed out in this format.
Smoking Ban Speech—CON
by Katie Baker
2 time NFL National Qualifier in Congressional Debate
“In a nation founded by colonists who used tobacco leaves as currency, no other product has such deep roots
winding through the country’s history, its economy, its culture, and its political institutions.” It is because I agree with
this Newsweek article from June 1998 that I must OPPOSE this legislation to ban the use of tobacco for three main
reasons: FIRST, it is grossly unconstitutional; SECOND, it would create yet another disastrous Prohibition; and
THIRD, it would cripple the U.S. economy.
This bill reminds me a lot of the 18 th Amendment, which outlawed alcohol in the 1920’s. Except, there is one
problem, this bill is not an amendment to the Constitution, like Prohibition was. We cannot pass this legislation
because Congress has no power over this matter without an amendment. Laws passed by Congress must have at least
some basis from the Constitution and nowhere did our Founding Fathers mention tobacco in the Constitution, much
like the Framers did not mention alcohol, thus, Congress needed to pass Prohibition by amending the Constitution.
Senators, Prohibition failed much like a smoking ban will fail now. First of all, even with unlimited funding,
it would be impossible to enforce a smoking ban. This legislation does not even make ANY provisions for funding
enforcement. We should spend or money wisely combating drug trafficking of more dangerous drugs such as cocaine,
marijuana, and heroin. The other lesson we must draw from Prohibition is that a smoking ban will create a black
market that we cannot even begin to comprehend. Tobacco is addictive—yes, but the notion that millions of smokers
will quite instantly is not reasonable. No, instead we will witness the emergence of figures like Al Capone, bootlegging
tobacco to smokers across the nation.
Finally, this legislation would destroy the U.S. economy. According to the U.S. Chamber of Commerce in
1998, “America’s economic addiction to tobacco begins with the 142,000 full-time growers, 300,000 tobacco company
workers, and 200,000 other workers who rely on tobacco for their livelihood.” Tobacco is the highest grossing industry
in America; it constitutes 1.3% of this nation’s entire economy. The tobacco industry provides $7.5 billion in state
excise and sales taxes, that’s well over a quarter of all state tax revenues. This loss of revenue will surely push us back
into economic recession.
The tobacco companies are also one of the largest philanthropists in the nation. According to The New York
Times from November 15, 1998, Phillip Morris gives $55 million per year to various charities; R.J. Reynolds gives $25
million a year. The industry helped fund the Women’s Research and Education Institute. Brown and Williamson
helped fund the Joint Center for Political and Economic Studies, the nation’s premier black think tank—additionally,
R.J. Reynolds is the single largest contributor to the United Negro College Fund. All of this would evaporate if this bill
passes.
I must oppose this legislation to ban the use of tobacco because it is unconstitutional, it is impossible to
enforce, and it is destructive to the American economy. Tobacco is crucial to our present and future. Let’s not repeat
the mistakes of the past and condemn tobacco to the past. Thank you. I now yield to cross-examination.
Carter-CMS 2009 150

A Guide to Public Forum Debate Page 1
Public Forum Debate (PFD) is a team event that advocates or rejects a position posed by the monthly resolution topic
(announced online at www.nflonline.org). The clash of ideas must be communicated in a manner persuasive to the
non-specialist or “citizen judge”, i.e. a member of the American jury. The debate should:
Display solid logic, lucid reasoning, and depth of analysis
Utilize evidence without being driven by it
Present a clash of ideas by countering/refuting arguments of the opposing team (rebuttal)
Communicate ideas with clarity, organization, eloquence, and professional decorum
The Topic ~ Topics are worded as resolutions,
meaning they advocate solving a problem by establishing a
position. Teams must understand the meaning of the
terminology in a consistent manner so debates have a clash
of ideas. If the topic were “Resolved: Free trade benefits
all nations,” it would be vital to understand the concept of
free trade. An expert definition from an economics
dictionary or encyclopedia would be preferable to a
standard dictionary. If the topic were, “Resolved: NATO
countries should act together on international matters,”
the more common terms ‘act’ and ‘together’ could be
appropriately defined by a standard dictionary. Given the
limited time of a round, debate should not center on
obscure claims of minutia.
Case Development & Evidence
A team must develop both a pro and con case,
persuasively supported by evidence and
reasoning. Given the short nature of a Public
Forum round, the cases should center on a few
quality arguments. A team, however, should research
several arguments on both sides of the issue, so it can adapt
its case to the opposing team’s claims as necessary. Having
arguments in direct contradiction with each other will
enhance the clash in the rebuttals. Organization of the
speeches through effective communication and clear
outlines is important so both judges and the opposing team
can follow each of the arguments and their supporting
evidence. Effective persuasion requires credible, unbiased,
quality supporting evidence. Believable, rationale evidence
may include a mix of facts, statistics, expert quotations,
studies, polls; but it may also be real-life examples,
anecdotes, analogies, and personal experience. Since
topics are based on current events, research should be
accessible through periodicals, Web search engines and
think tanks. Teams should not overwhelm their case with
evidence; rather, they should select the best evidence to
represent their claims.
The Coin Flip ~ The round starts with a
coin toss; the winning team selects either:
The side (pro or con) they will argue
The speaker order (begin the
debate or give the last speech).
The team that loses the toss will then decide their
preference from the option not selected by the winner (i.e.,
if the winning team decides to speak last, then the losing team
may decide which side they will argue). The debate, therefore
may begin with the con side, arguing against the topic.
Teams might consider: Is one side of the topic more
acceptable to citizen judges? On which side is the team
stronger? On which side of the topic are the opponents
stronger? Is the first speaker position critical to “sell” the
case by making a good first impression? Is the final focus
speech critical for the last word to the judge(s)? Are the
opponents so effective in either the first or last speaker
position that our team needs to select speaker position
rather than side? The first team sits to the judge’s left.
Speeches and Time Limits
Speaker 1 (Team A, 1st speaker ) .........................4 min.
Speaker 2 (Team B, 1st speaker)...........................4 min.
Crossfire (between speakers 1 & 2) .................3 min.
Speaker 3 (Team A, 2nd speaker )........................4 min.
Speaker 4 (Team B, 2nd speaker ) ........................4 min.
Crossfire (between speakers 3 & 4) .................3 min.
Speaker 1 Summary...................................................2 min.
Speaker 2 Summary...................................................2 min.
Grand Crossfire (all speakers).........................3 min.
Speaker 3 Final Focus................................................1 min.
Speaker 4 Final Focus................................................1 min.
Each team may use up to two minutes of prep time.
First Pro Speech ~ This speech constructs
arguments advocating the resolution’s worthiness. The key
analysis will be to present major reasons why there is a
problem. An underlying concept will always be the risk of
change versus the risk of not changing. This speech should
have a brief introduction to frame the team’s case for the
judge. If a definition is important to understanding the case,
it should be presented from the most appropriate source.
A few reasons for adopting the topic should be presented
with accompanying evidence. Each reason should be an
independent reason to vote for the resolution, and should
explain why it is pertinent. The speech should conclude
with a summary of the arguments covered.
First Con Speech ~ This speech constructs
arguments showing disadvantages of the resolution and
why it should not be adopted. If the pro speech has the
advantage of a changing future, the con speech has a
track record of experience (status quo) and why change is
ill-advised The rest of the speech elements will be the
same as the pro speech.
Carter-CMS 2009 151

A Guide to Public Forum Debate Page 2
The Second Team ~ If the team feels that the
opponent’s case is based on a faulty or unfair
interpretation of the resolution, they should provide
counter definitions and convincingly explain why their
perspective is more appropriate. Whichever side speaks
second may also choose to drop a reason from the
prepared speech and spend time instead refuting claims
presented by the other team. This strategy should be
employed when one of the arguments directly clashes with
the other teams or when the team believes one of the
opponent’s arguments is based on a false definition or
assumption.
Third & Fourth Constructive Speeches
Both of these debaters have the primary burden to refute
the other team’s arguments by analyzing and explaining
flaws in the opponent’s position. The debater should
identify key arguments of the opponent and attack their
legitimacy by: turning the analysis to the other side;
presenting evidence that destroys or reduces the opposing
position; presenting alternate causes that are not
accounted for by the opposition argument; exposing
argument inconsistencies between the speakers or
between the opponents and their statements during
crossfire. To best accomplish refutation, both members of
a team should have a consistent approach and a unified
view of what is important and less important. An argument
format could be an introduction that links the team’s
second speech to the first speech, followed by an overview
of the issue, which is frequently the opponent’s argument,
followed by reasons/evidence why the opponent is wrong,
followed by what this argument clash now means for your
side in the debate. In addition, some time in either of these
speeches should be allocated to rebuilding the original
case. It is important to have clarity that is seldom attained
by an intricate outline. Speeches should conclude with a
summary.
Summary Speeches ~ These are complicated
speeches because each debater has to find a way to explain
issues in the light of all that has happened so far – in just
two minutes – without speaking too rapidly. New
evidence, but not new arguments may be presented. This
means that a limited number of issues can be addressed.
For example, perhaps develop one to two issues from the
debater’s side on the resolution and one from the
opponent’s side of the resolution. The speech should have
a brief overview. On each key argument,
try to add a short original quotation,
anecdote, or fact. Wrap up each
argument by stressing its importance in
arriving at a fair decision.
The Final Focus ~ This frames, with clarity, why
your team has won the debate. Again, no new arguments
may be presented. Before the final focus, ask, “If I were
judging this round, what would I be voting on?” Strategies
include: Choose the most important argument you are
winning, and summarize the analysis and evidence that
make it so important. Turn a major argument from your
opponent into the winning analysis and evidence of one of
your important arguments; this technique clinches two
arguments. Answer the most important argument you may
be losing by summarizing the analysis and evidence that
you believe takes out the opponent’s argument. Choose an
argument that you believe the community judge will most
likely vote on. Expose a major inconsistency made by your
opponent—two arguments that contradict each other—at
least one of which the opponent is focusing on to win the
debate. Remember, however, the final focus is only one
minute long and trying to win multiple arguments will be
fruitless. A single argument that is
presented clearly and persuasively will
be the best strategy.
Art of Argumentation ~
The quantity of arguments is less
important than the quality of arguments, just as the
quantity of evidence is less important than the quality of
evidence. Thus we come to three important components
of an argument: claim, evidence, and warrant. A
claim is a major argument made on either side of the
resolution. On the resolution, “Resolved that NATO
countries should have acted together in Iraq,” a claim
could be that animosities would be reduced because one
nation would not bear the brunt of the responsibility for
the invasion. To prove this to be true, a debate must
provide evidence, proving that the claim is valid. The
debater chooses at least one type of evidence that will
support the claim even when challenged. In the above
example, much credible evidence exists that resistance is
high because the United States for the most part acted
alone. Perhaps the most crucial component of
argumentation is the warrant. Warrants connect the
claim and its support, sometime obviously, sometime
subtly. Warrants emerge from the total sum of our
experiences and personal observations. Thus it is entirely
possible that the debater and the judge have a different set
of experiences. The warrant for the claim used in the
NATO example should connect the judge to the thesis,
perhaps by making anecdotal comments about how
everyone is much better satisfied when cooperation exists,
whether among people or nations. On the other hand,
the opposing team can counter that forcing nations to
cooperate with each other when that is not their wish
alienates allies and ruins alliances. Turn the evidence
against the team and make the logical warrant that such a
NATO policy for Iraq would have destroyed NATO,
would have kept us operating in Iraq by ourselves, and
would have destroyed the unity for future NATO
missions. Warrants provide believable reasons why a
claim and evidence are true. That is why evidence without
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A Guide to Public Forum Debate Page 3
analysis can result in an assertion without substance and an
argument lost. Arguments and evidence without warrants
are seldom persuasive.
Crossfire ~ Questioning periods
give debate interactivity and a change
to build clash. In crossfire, both
debaters have equal access to the
floor, but the first question must
be asked to the debater who just
finished speaking by a debater
from the other team. After the initial question and
answer, either debater may question or answer. A
debater who attempts to dominate or be rude to his
opponent will lose points. Good questions are brief and
good answers must meet the question. In the first two
crossfires, only the corresponding speakers may
participate, and they stand next to each other.
Grand Crossfire ~ Seated, all debaters interact
with one another. The first question is asked to the team
that just ended its summary by the other team. After the
initial question and answer, any debater may question or
answer, and all should participate. The same guidelines for
rudeness and stalling apply to the grand crossfire. Resist
rushing questions or answers, or trying to do too much in
crossfire; desperation is not persuasive.
Prep Time ~ Each team has two
minutes of prep time. For very practical
reasons, a team should not use prep time
until their summary speech or final focus
speech. Being prepared on the arguments
is the best way to avoid using prep time until it is vital to
select the key arguments and issues.
Delivery ~ Effective delivery is critical to impact the
arguments for a citizen judge. Practice delivery in front of
ordinary people: teachers, parents, relatives, friends, nondebate
classmates. Heed their advice. If they tell you to
slow down, slow down; if they tell you to quit repeating
yourself, start your sentences with the subject and avoid
compound complex sentences; if they tell you to enunciate
more clearly, practice with a pencil in your mouth; if they
tell you to look up, make sure you remember everything
about the person to whom you are talking; if they tell you
to speak with variety, practice emphasizing key words,
especially action verbs; if they tell you to speak louder,
practice with cotton in your ears. In other words, do
everything before a debate to cultivate a good delivery.
Working Knowledge ~ The more a debater
knows about a topic, both arguments and evidence, both
pro and con, the more one will be able to practice delivery
and hence become truly skilled in the communication of
arguments, evidence and analysis.
Evaluation & Judging ~ The judge is the
chairperson of the round (facilitating the coin flip and giving
time signals if requested), and may halt any crossfire lacking
civility. S/he may not interact in the crossfire.
Judges evaluate teams on the quality of the arguments
actually made, not on their own personal beliefs, and not
on issues they think a particular side should have covered.
Judges should assess the bearing of each argument on the
truth or falsehood of the assigned resolution. The pro
should prove that the resolution is true, and the con
should prove that the resolution in not true. When
deciding the round, judges should ask, “If I had no prior
beliefs about this resolution, would the round as a whole
have made me more likely to believe the resolution was
true or not true?” Teams should strive to provide a
straightforward perspective on the resolution; judges
should discount unfair, obscure interpretations that only
serve to confuse the opposing team. Plans (formalized,
comprehensive proposals for implementation),
counterplans and kritiks (off-topic arguments) are not
allowed. Generalized, practical solutions should support a
position of advocacy.
Quality, well-explained arguments should trump a mere
quantity thereof. Debaters should use quoted evidence to
support their claims, and well-chosen, relevant evidence
may strengthen – but not replace – arguments.
Clear communication is a major consideration. Judges
weigh arguments only to the extent that they are clearly
explained, and they will discount arguments that are too
fast, too garbled, or too jargon-laden to be understood by
an intelligent high school student or a well-informed
citizen. A team should not be penalized for failing to
understand his or her opponent’s unclear arguments.
In short, Public Forum Debate stresses that speakers must
appeal to the widest possible audience through sound
reasoning, succinct organization, credible evidence, and
clear delivery. Team points provide a mechanism for
evaluating the relative “quality of debating” by each side.
Compiled from instructional materials from the National Forensic League.
Carter-CMS 2009 153

ublic Forum
Debate
Carter-CMS 2009 154

DEFINING PUBLIC FORUM DEBATE
Public Forum Debate is a team event that advocates or rejects a position
posed by the resolution. A central tenet of the debate is that the
clash of ideas must be communicated in a manner persuasive to the
non-specialist or “citizen judge”, i.e. a member of the American jury.
The debate should:
-display solid logic, reasoning, and analysis
-utilize evidence but not be driven by it
-present a clash of ideas
-counter the arguments of the opponents (rebuttal)
-communicate ideas with clarity, organization, eloquence, and
professional decorum
Public Forum is a unique debate form. While Policy Debate focuses
on a plan to solve the problem(s) posed by the resolution, and Lincoln
Douglas Debate focuses on the core value of the resolution, Public
Forum Debate focuses on advocacy of a position derived from issues
presented in the resolution, not a prescribed set of burdens.
Carter-CMS 2009 155

PUBLIC FORUM DEBATE
Q and A about NFL's new event
The Coin Flip
QHow does a Public Debate Forum round begin?
AWith a flip of a coin between the competing teams.
QWhy a coin flip?
AThe coin toss adds an element of uncertainty and
teaches students strategy, since depending on the toss
a team may choose to be pro or con or may choose to
speak first or last.
QHow is the flip conducted?
AA coin is tossed by one team and called by the other
team. The team which wins the flip may choose EITHER
the side of the topic they wish to defend (pro or con) OR
the speaking position they wish to have (begin the debate
or end the debate). Once the coin toss winners select
their favorite option (i.e. they choose to have the last
speech) then the other team makes a choice within the
other option (i.e. pro or con). The analogy here is to football:
Toss the coin and the winner chooses to kick or
receive OR the side of the field they wish to defend.
QCould the con side go first?
AIndeed. There is no presumption or burden of proof in
Public Forum Debate. The pro side wishes to convince
the audience that the topic should be adopted; the
con side wishes to convince the audience that the
proposition should be rejected. So the con side, knowing
the topic, can argue against it as first speaker.
QWhy not just alternate sides?
AInvitational tournament directors may choose alternation
but NFL suggests flipping. Alternating sides locks the
pro as first speaker and the con as last speaker. It is much
fairer for students to have the choice of side or speaker
position. All NFL contests will use the flip.
Crossfire
QWhat is crossfire?
ABoth debaters "hold the floor." But the first question
must be asked by an opponent to the speaker who just
finished speaking. After that question and answer, either
debater may question and/or answer at will. Debaters
should stand during regular Crossfire.
QWon't this create confusion?
AAs students practice the format, they will learn
valuable lessons: that an advocate may be more
effective with good answers then asking questions;
that good questions must be brief; that filibuster
answers will be exposed; that rudeness will be
penalized by judges.
QPublic Forum Debate sounds like TV debate shows?
ARight! Capital Gang, Crossfire, McLaughin Group et al do
this each week. Crossfire adds excitement to the debate
process which attracts audiences and the media. Your
principal will love to see a Public Forum Debate!
QWon't debaters abuse this format?
ANot if they want to be successful! Adult judges from the
community will be using a ballot which calls for questions
to be "brief" and answers to be "on point". Contestants
will be penalized for rudeness and poor communication.
QWhat is the Grand Crossfire?
AAll four debaters have the floor to interact with questions
and answers. This is a real test of team work. The first
question is asked by the team that had the first summary
to the team which had the last summary. After that, any
debater may question or answer. Debaters should be
seated for Grand Crossfire.
QDoes the judge ever ask questions?
A This is not a common practice.
QI'm still worried that the crossfire periods will be "Towers
of Babel"
AThe judge is chairperson of the round and may halt any
crossfire out of control. Most debaters will learn that
interrupting, shouting, filibustering (all of which may
also occur in Policy and L/D cross examination
periods) are counter productive.
QHow can students be taught cross examination skills?
ARead James Copeland's book Cross Examination in Debate,
National Textbook Co.; read pages TA7 and
TA8 of the NFL Manual; read John Munkman,
The Technique of Advocacy, Butterworth (U.K.); read the
Lost Art of Cross Examination by J. W. Ehrlich, Dorset
Press; read the Art of Cross Examination by Francis L.
Wellman, Dorset Press [check for used copies at
abebooks.com. The Munkman is British so Amazon.com
(U.K.) might be best]. Also, check your library.
Final Focus
QWhat is "Final Focus"?
AThe "Final Focus" is a persuasive final restatement
of why your team has won the debate. This speech
might begin "Judge this is why you should vote
(pro or con). "Final Focus" trains students to choose
what is vital to decision-making. Final Focus" must be
based on arguments and issues previously addresed
in the debate. New arguments in the Final Focus are to
be ignored by the judge.
Carter-CMS 2009 156
10/25/05

Summary Speeches
QAre the summary speeches the same as rebuttals?
AYes. Each team should summarize key arguments it is
winning and refute the important arguments it is losing.
QCan new information be presented in the summary and
Final Focus speeches?
AYes. Facts, opinions, statistics -- evidence of all kinds are
legal and welcome to advance the debate. New arguments
in summary and Final Focus speeches are forbidden. An
answer in response to an argument originally presented
by the opposition is not a new argument.
Topics and Research
QWhen are topics announced?
AA new topic will be announced the first day of each
preceding month at www.nflonline.org. The National
Tournament topic is released on May 15 th .
QWho chooses the topics?
AA topic committee has been set up to make topic selections.
QHow should topics be researched?
ANewspapers, news magazines, online news sites, books.
QIs evidence necessary?
AYes. This is a debate event. Arguments must be supported
by evidence.
QHow much evidence should be presented?
APublic Forum Debate is audience debate. Present
enough evidence to prove your arguments but not
so much as to destroy good communication with a
community judge.
Argumentation
QAre Plans and Counterplans allowed?
ANo. In Public Forum Debate, a plan or counterplan is
defined by the NFL as a formalized, comprehensive proposal
for implementation. Neither the pro or con side is permitted
to offer a plan or counterplan; rather, they should offer
reasoning to support a position of advocacy. Debaters may
offer generalized, practical solutions.
QAre kritiks banned?
AYes. Kritiks, which are off topic arguments, are not
allowed. Public Forum Debate should stick to issues within
the proposition -- not outside issues.
Judges
QWho judges?
AAlmost any adult in the community: salesmen, librarians,
retired teachers, business people -- a typical American
jury. Theuse of community judges is strongly encouraged.
However, any adult can judge.
QHow should a judge evaluate the Final Focus?
AEach debater will select what s/he believes is the voting issue(s);
the judge should vote on one of these unless the judge
feels the debaters have ignored the critical issue.
QWhy are judges required to identify their voting issue?
AIn order to make sure arguments play a part in the decision.
Although superior communication must be rewarded, Public
Forum Debate is debate, not just public speaking.
Ballot
QWhy are there team speaker points?
APoints are awarded to facilitate tie breaking in regular invitationals
and to create a reasonable and consistent standard. Team speaker
points recognize team excellence rather than individual speaker
excellence.
QHow can speaker awards be determined?
ASpeaker awards are not required. If awards are given, perhaps
they can be based on team excellence.
NFL Rules
Q How many NFL points does Public Forum Debate earn?
A6 for a Win and 3 for a loss; Maximum of 750 points
(exclusive of district and nationals) in the debate category.
QMay students double enter in Public Forum Debate and
another event at the NFL district tournament?
AMaybe. Individual district committees have the authority
to determine district double entry rules. However, no district
can allow doubling in Public Forum Debate and another team
event (Policy, Duo).
Q How many Public Forum Debate teams may a school
enter in the district tournament?
AEntry is based on the quota system on page TD-2 of the
District Tournament Manual.
Preparation
QWhat can a student do to be successful in Public Forum
Debate?
AMainly learn to speak well. This is public debate to community
audiences.
QWhat can a student study to be successful?
AStudents and coaches may wish to read Public Argument by
Robert O. Weiss, University Press of America, or the long essay
by Bill Davis in the November Rostrum, The A-Ha Experience.
QAre there sample tapes/DVDs of Past Public Forum Debates?
AYes. Past National final round debates are available on
Video and DVD by going to www.dalepublishing.us.
Carter-CMS 2009 157
10/25/05

PUBLIC FORUM DEBATE
TIMING SCHEDULE
(In the Following Order)
First Speaker - Team A = 4 Minutes
First Speaker - Team B = 4 Minutes
Crossfire = 3 Minutes
Second Speaker - Team A = 4 Minutes
Second Speaker - Team B = 4 Minutes
Crossfire = 3 Minutes
Summary - First Speaker - Team A = 2 Minutes
Summary - First Speaker - Team B = 2 Minutes
Grand Crossfire = 3 Minutes
Final Focus - Second Speaker - Team A = 1 Minute
Final Focus - Second Speaker - Team B = 1 Minute
Prep Time (per team) = 2 Minutes
Carter-CMS 2009 158

Public Forum Debate Ballot
Round #_____ Room # _____ Judge Name _______________________________ Date _____________
Resolution _____________________________________________________________________________________________
Before EVERY round, flip a coin to determine the side and speaking order of the debate. The winner of the flip has the option of choosing
either the side (Pro or Con) or the speaking order (1 st or 2 nd ) in the round. The team that loses the flip makes the remaining choice, either
side or speaking order. After this is determined, record the names of the competitors. Please note that new arguments in the Final Focus
are to be ignored. The Final Focus must be based on arguments and issues previously addressed in the debate.
SAMPLE
PLEASE DO NOT FILL OUT THIS BALLOT UNTIL AFTER THE COIN TOSS HAS BEEN COMPLETED
AND THE DEBATERS HAVE DETERMINED SIDE/SPEAKING ORDER
Code______________ Side ______________
Speaker 1 _____________________________
Speaker 3 _____________________________
Team Points _______
29-30 Outstanding
27-28 Above Average
24-26 Average
20-23 Below Average
Code______________ Side ______________
Speaker 2 _____________________________
Speaker 4 _____________________________
Team Points _______
The team that won this debate is ________________ representing the PRO/CON (please circle the winning side)
(Code)
Comments to debaters: Comments to debaters:
These are the reasons for my decision:
SAMPLE
Order/Time Limits of Speeches
Speaker 1 4 min
Speaker 2 4 min
Crossfire (1&2) 3 min
Speaker 3 4 min
Speaker 4 4 min
Crossfire (3&4) 3 min
Speaker 1 Summary 2 min
Speaker 2 Summary 2 min
Grand Crossfire (all) 3 min
Speaker 3 Final Focus 1 min
Speaker 4 Final Focus 1 min
2 minutes of Prep Time per Side
Judge Signature ____________________________________ Affiliation/Occupation _________________________________
Carter-CMS 2009 159

TIPS FOR JUDGING A ROUND
OF PUBLIC FORUM DEBATE
Thank you for agreeing to judge a Public Forum Debate round. Your service is especially important as this event is
designed to bring citizen judges and high school debaters together in an educational and productive encounter. The
pro team tries to convince you that the resolution is true while the con team tries to convince you that the resolution is
not true. This activity was designed to teach excellent critical thinking and public presentation skills, so debaters
typically communicate an air of professionalism in their dress, demeanor, and delivery.
BEFORE THE DEBATE:
•Find out the exact wording of the debate resolution and write it down.
•Read and follow the instructions on the judging ballot you will receive.
•Read the PFD Judge Instructions that are provided for you (perhaps on the back of this sheet).
•You may introduce yourself to the debaters (esp. to put new debaters at ease) before the debate starts (if you are
comfortable doing so), but without showing favoritism toward either side.
•Debaters should always be respectful of one another and of you, and you should set a tone of decorum.
TO BEGIN THE DEBATE:
•There will be a coin toss to determine the side (PRO OR CON) and the speaking order (1 st or 2 nd ) that each team will
take in the debate. The team that wins the toss may choose either the side or the speaking position it prefers. The team
that loses the toss makes the remaining choice.
•The team that speaks first in the debate should be listed on the left side of the ballot and sit on the left side of the room
as you, the judge, look at the debaters.
•Please pay close attention when recording the team code and side. You can ask teams for this information again if you
are uncertain.
DURING THE DEBATE:
•Judges need to monitor speaking times during the round. Maximum speech times are listed on the ballot. Each team
has two minutes of preparation time total) in each round to use before their speeches.
•Judges should not ask questions or otherwise interrupt the round.
•Debaters directly question each other only during the Crossfire segments, with the team that spoke first asking the first
question.
•Debaters should not expect any response from the judge.
•Judges are advised that plans and counterplans by either team are not allowed and that the Final Focus must deal only
with issues previously raised in the debate.
•Judges should be objective and judge the debate on the quality of the arguments made, not on personal beliefs or on the
arguments you wish they had made.
AFTER THE DEBATE:
•Please pay close attention to the side that each team chose in the debate and which spoke first and last. Check your
codes carefully. This is especially important when marking the winner of the debate.
•Judges should not reveal their decision at the end of the round.
•In your written comments, please be as encouraging and educational as possible.
•Assign points between 20 and 30, indicating the quality of each team as indicated on the ballot.
•Check your ballot carefully before you turn it in. Did you:
1. declare a winner
2. assign team speaker points
3. provide useful suggestions for improvement
4. justify your decision thoroughly
5. sign the ballot
(MORE JDUGING TIPS ON BACK)
Carter-CMS 2009 160

ADDITIONAL PUBLIC FORUM JUDGING TIPS
1. Model professional, respectful behavior at all times. Treat all students, coaches, and other tournament
participants with civility and kindness. Do not tolerate rude or disrespectful behavior from contestants, and
report any such behavior to the student’s coach and the tab room. Follow all announced tournament policies and
instructions.
2. Recuse yourself from any possible conflicts of interest. The following are examples of relationships to
students that constitute conflicts of interest: past teammate, present or past coach, paid assistant, parent or other
relative, personal friend. Notify the tab room immediately if you have a possible conflict of interest.
3. Judge the debaters on the quality of the arguments they make, not on your own personal beliefs or
on the arguments you wish they had made. Set aside personal biases as much as possible. Remember that
the debaters must prepare to debate both sides and that they cannot read your mind. They can respond only to
the arguments their opponents actually make.
4. Prefer balanced, straightforward interpretations of the resolution to unfair or obscure interpretations.
If the debaters offer different interpretations of the resolution, make your decision on the basis of whichever
interpretation better fits ordinary English usage and provides more equal grounds for reasonable public debate.
5. Asses the bearing of each argument on the truth or falsehood of the assigned resolution. The pro
should prove that the resolution is true, and the con should prove that the resolution in not true. Arguments
unrelated to the truth or falsehood of the resolution should not influence your decision. A good question to ask as
you decide each round is, “If I had no prior beliefs about this resolution, would the round as a whole have made
me more likely to believe the resolution was true or not true?
6. Prefer quality and depth to mere quantity of arguments. Reward students who present well-explained
arguments. Judge the quality of arguments presented in the round as a whole. To promote quality debate, do not
penalize students for failing to address frivolous or minor points due to time constraints.
7. Consider quoted evidence only as support for arguments explained by the debaters. Well-chosen
evidence may strengthen arguments. However, quoted evidence should not replace arguments by the debaters,
and all evidence should be relevant.
8. Treat clear communication as a major consideration. Remember that PFD is a speech communication
event. Weigh arguments only to the extent that they are clearly explained. It is acceptable to discount arguments
that are too fast, too garbled, or too jargon-laden to be understood by an intelligent high school student or a
well-informed citizen. Do not penalize a debater for failing to understand his or her opponent’s unclear arguments.
9. Write constructive suggestions for each team and a thorough reason for decision. Students and
coaches appreciate your comments. The ballot is a valuable educational tool for students and their coaches long
after the tournament is over.
10. Pursue suspected dishonesty with tournament officials after the round. If you believe a student is
plagiarizing, fabricating, or otherwise misusing research sources, notify the tournament director after the debate
and let him/her take the appropriate steps.
Carter-CMS 2009 161

RESEARCH
In order to understand a topic one must read current material about it.
Such current material may be found by both electronic or print means.
Electronic:
Access good search engine like GOOGLE (www.google.com),
Yahoo (www.yahoo.com), Alta Vista (www.altavista.com) or MSN
Search (www.msn.com)
Type in key words of the topic (ie..."Tax Cuts" or "Armed Pilots").
The search engine will list websites which discuss that issue.
Click on those sites to read and download material.
Print:
You may access the Reader's Guide to Periodical Literature in your school library. The Guide lists articles in
current periodicals by topic .
Look up "Hijacking", "Airline Safety", "Tax Cuts" or other issues and make a list of magazines which carry stories
by date and page number. Then read the articles. Copy parts which are good evidence.
The New York Times index (available in most public libraries) will allow to you search articles in the New York
Times (usually on microfilm).
You also should look up the key definitions of words in the topic in a good unabridged dictionary or a topic specific
dictionary (i.e..Blacks Law Dictionary)
Polls:
Since you will be debating before a citizen judge from your community, it would be helpful to research polling data
on how citizens feel about the issues posed by the topic and why they feel that way.
This polling information can be used to select arguments which will address citizen judge concerns.
Evidence:
Hall of Fame Coach Esther Kalmbach once defined evidence as "a reason for a judge to believe an argument."
Evidence may of course be "hard evidence": facts, statistics, quotations from experts; but "soft" evidence is also
persuasive: examples, anecdotes, analogies, stories.
Debaters will want to find a wide variety of types of evidence that will be persuasive.
www.google.com
Carter-CMS 2009 162

:
THE COIN TOSS
Prior to each round the teams will flip a coin. The team winning the coin toss may choose either:
Side of Topic: Pro or Con
or
Order of Speaking: First or Last
This choice is very strategic. Considerations may include:
• Is one side of the topic more intuitively acceptable to citizen judges.
• Is our team significantly stronger on one side.
• Are opponents significantly stronger on one side.
Should our team pre-empt them by "choosing" our opponent's best side.
• Is first speaker position critical to "sell" our case by making a good first impression.
• Is the final "last shot" speech critical for us to have the last word to the judge(s).
• Are our opponents so effective in first (or last) speaker position we wish to pre-empt them
by selecting that position for ourselves.
Once the coin toss winner selects either a side or a speaker position, the coin toss loser then has a choice. If the
winner selects a side, the loser selects a speaker position. If the winner selects a speaker position then the losing team
selects the side of the topic. The above list of options should be carefully studied by both teams.
Please realize the con side of the topic may begin the debate and argue directly against the adoption of the topic
before the pro side says a word.
Carter-CMS 2009 163

SPEAKER DUTIES
The first and second speakers should prepare in advance the
reasons for adoption (or rejection) of the topic. Arguments should
be carefully worded to be accurate and persuasive.
The first crossfire should be used to clarify arguments and
define where clash exists. Probing questions to expose weakness
are useful. Both debaters should stand during two person
Crossfire.
The third and fourth speakers have two duties:
To attack (refute) the case (arguments) of their opponents;
and to answer attacks made upon their own arguments by
their opponents. The speeches should reflect analysis and refutation
with an emphasis on clash and adaptation to the issues raised
in the previous speeches and crossfire.
The second crossfire should advance the debate by finding
areas of agreement and attacking arguments with which the debater
does not agree. Previously prepared dilemmas may be posed. Contradictions should be exposed.
Both debaters should stand during two person Crossfire.
The summary speakers should consolidate their positions by defending the most important point
in their own case and attack the most important point in the opponents case. Select only the most
important issue or issues and cover them thoroughly, but do not rush.
Grand Crossfire:
The purposes of grand crossfire are to find areas of agreement, highlight clash, and expose
areas of opponent weakness to bring the debate to its final focus.
All debaters should be seated during Grand Crossfire, but should be able to see the judge(s),
audience, and camera. The Crossfire TV Show on CNN is a good model.
The first question is asked to the team who just ended their summary by the team which had the
first summary.
After the first Q and A any debater may question and answer at will.
Final Focus:
The purpose of the Final Focus is to restate the reason(s) why your team has won the debate. Judges
will be instructed that new arguments in the final focus are to be ignored.
Tip: Delivery should be conversational and extempore in style but absent flaws like vocal pauses,
fast delivery, poor articulation, and lack of vocal variety.
Carter-CMS 2009 164

SPEECH DEVELOPMENT
Speaker 1 – This speaker position for both sides must be
concerned with constructing and presenting a logical argument
with evidentiary support. This is the
one time in the debate where specific
preparation can be used as a tool of
the debate. Due to the uncertainty of
whether this will become the first or
second speech in the debate, a 4minute
speech for and against the
resolution is warranted. Reserving
time for response in the Speaker 1 position
is not practical.
I. Introduction to the issue –
An overview of the issue presented
in a compelling introductory remark
or quotation to alert the judge to the
importance of the topic.
II. Definition of terms – Whenever
a debate focuses upon an issue
without support of a clarifying plan
or value, the topic must have its own
agreed upon parameters. Often this
is accomplished with a field definition
from an expert; occasionally the topic
is self-evident. In the latter case, it may be left to the judge to
interpret the topic.
III. Analysis of the issues – Traditionally, three issues are
considered sufficient to establish a warrant. These issues can be
abstract or concrete, or a mix of both. However, to be successful,
each should be an independent reason to vote for the topic. Given
the nature of the audience, a most logical progression would be:
a. Personal story or narrative story to provide context for
the judge to understand what is at issue.
b. Example from the news to show timeliness and to support
the analysis and to show the debater as knowledgeable
about the subject.
c. General or theoretical issue to establish the argument beyond
the particular and to provide grounds for revisiting
this speech later in the debate.
d. Supporting analysis may draw from areas including, but
but not limited to, pragmatic, philosophical, historical, and
economic areas of analysis.
IV. Closing – Why does this issue matter to us? Answering
this question in closing provides reasons for the judge to care;
while focusing the entire speech into a short, memorable summary.
Speaker 2 – This speaker position for both sides will have
the burden of analyzing the opponents’ position and explaining
flaws in the ideas presented by the other team. While this speaker
might present prepared arguments from briefs to establish new
points, the judge using media analysis
is now looking for the fight.
Argumentatively, at least, the judge
places an expectation that the two
sides will clash.
This speech may take the form
of a line-by-line refutation of the
opponent’s position, but this form is
rarely followed in media debate. Instead,
the speaker should identify the
most attackable issues advanced by
the other side. In this manner, the most
memorable opposition points are refuted
with memorable counter-points.
Time vested in responding will
permit only one or two key responses.
A suggested form for this debate
would be:
I. Introduction which links the
2 nd speech to the 1 st speech,
probably with a story or quotation.
II. An overview of the issue to be discussed.
a. Statement of what opponent said.
b. Reasons and/or proof of why opponent is wrong.
c. Explanation of what this means for the topic.
III.(a second issues as in II above)
IV. Closing which solidifies both of your side’s speeches.
Summary – Summary is an odd speech. The purpose is implied
in the title. Because the summary speaker will have listened to
partner respond in the 2 nd speech and in the give and take of the
Crossfire, the summary should manage all of what the judge has
heard to this point. Something like this:
I. Brief overview of the debate so far.
II. Focus on the key idea, maybe with a fresh antidotal story
or other framing quotation.
III.What does this all mean? The implications for the judge
and the world provide a clear summary focus.
Final Focus – The duties of the Final Focus speaker are
stipulated in the rules. Final Focus chooses the key issue(s) which
matters the most and frames in a final parting focus of why this
issue(s) is enough to warrant a ballot for the speaker’s team.
I. Statement of the issue(s) and its importance.
II. Explanation of the issue(s).
III.Appeal to let this issue(s) override all other concerns.
(Originally by John Durkee. Rostrum, January, 2003)
Carter-CMS 2009 165

CROSSFIRE TIPS
Correct Positioning. Debaters should stand during regular
Crossfire. All four debaters should remain seated for the Grand
Crossfire, but should be able to see the judge(s), audience and
camera.
Be polite, but firm. Keep questions and answers brief and
speaking style conversational. Don't interrupt or talk over another
debater unless s/he is filibustering. Don't ever interrupt your
partner.
Have a plan in mind. What admissions do you wish to gain
from your opponents. Which dilemmas do you wish to pose to
your opponents.
Answering can be as important as questioning. Have brief
retorts prepared for questions that you think might be asked.
Silence is golden. If you trap your opponent in an unanswerable
dilemma, let their silence or frantic babbling expose their
weakness. Don't rush in with the next question.
Relax. Don't rush! If you can establish one or two points
that is enough.
Carter-CMS 2009 166

THE FINAL FOCUS TIPS
Ask yourself this question (before your Final Focus): If I
were judging this round, what would I be voting on now . Once
you decide the key issue, make that your focus.
What should be argued? Several choices are available.
• Answer the argument(s) that you are losing
(if losing more than one, pick the most important)
• Stress an argument(s) you are winning
(if winning several, pick the most important)
• Stress an argument(s) that is most appealing to a citizen judge and
clearly win it.
• Try to "turn" a major argument(s). Show how an opponent's argument
proves your point.
• Expose a major inconsistency made by your opponents - - two arguments
they made which contradict each other.
• Remember, judges are reminded on the ballot that new arguments should be ignored.
Carter-CMS 2009 167

October/November, 2002
Resolved: Commercial airline pilots should be armed in the
cockpit.
December, 2002
Resolved: That the "Bush" tax cuts should be made
permanent.
January, 2003
Resolved: The Federal Government should authorize
oil exploration in the Arctic National Wildlife Reserve.
February, 2003
Resolved: The death penalty should be abolished in
America.
March, 2003
Resolved: Affirmative action should not be practiced in
college and university admission.
April, 2003
Resolved: Awards for pain and suffering in medical
malpractice cases should be limited to $250,000.
May, 2003
Resolved: That the United States should assume primary
responsibility for the rebuilding of Iraq.
June, 2003 (National Topic)
Resolved: That the United States should assume primary
responsibility for the rebuilding of Iraq.
September, 2003
Resolved: Use of a cell phone should be prohibited while
operating a motor vehicle.
October, 2003
Resolved: That the United States should comply with
United Nations' decisions concerning international
peacekeeping operations.
November, 2003
PAST PUBLIC FORUM TOPICS
(Name Changed to Public Forum Debate Topic)
Resolved: That Federal judges should be elected in their
district for a limited term rather than appointed by the
President for a life term.
(a/k/a Ted Turner Public Forum)
December, 2003
Resolved: That Congress should repeal the No Child Left
Behind Act.
January, 2004
Resolved: The United States is losing the War on Terror.
February, 2004
Resolved: Americans should be allowed to share copyrighted
media over the internet.
March, 2004
Resolved: The United States should provide universal health
insurance to all U. S. citizens.
April, 2004
Resolved: English should be the official national language
of the United States.
May, 2004
Resolved: All young adults in every nation should be required
to perform at least one full year of national service.
September, 2004
Resolved: That the United States should establish a cabinet-level
position to oversee its entire intelligence community.
October, 2004
Resolved: In the United States, public opinion polls positively
affect the election process.
November, 2004
Resolved: The United States government should allow Americans
to purchase prescription drugs from other countries.
December, 2004
Resolved: Corporate offshoring aids in the economic development
of the United States.
January, 2005
Resolved: The United States Constitution should be
amended to establish a mandatory retirement age for Supreme
Court Justices.
Carter-CMS 2009 168

PAST PUBLIC FORUM TOPICS
February, 2005
Resolved: In the United States, the current system of federal
income taxation should be replaced by a flat rate income tax.
March, 2005
Resolved: Student aptitude should be assessed through
standardized testing.
April, 2005
Resolved: The United States should issue guest worker visas
to illegal aliens.
May, 2005 (National Topic)
Resolved: That, when a choice is required for public high
schools in the United States, government funding should prioritize
vocational education over college preparatory education.
September, 2005
Resolved: In the United States, colleges and universities
should be permitted to pay stipends to their Division I athletes.
October, 2005
Resolved: That the United Nations should be the primary
agent to lead and direct the fight against terrorism around the
world.
(a/k/a Ted Turner Public Forum)
PUBLIC FORUM DEBATE BALLOT
3- PART FORM
Ballots can be purchased through the
NFL Website www.nflonline.org
Cost: $17 per 100
Carter-CMS 2009 169

Victory
Briefs presents
How To . . . Extemp
Written by Chad Ho
Copyright (c) 1991, 1999, Victory Briefs. All rights reserved. Unauthorized duplication of
this material is a breach of United States copyright laws.
Carter-CMS 2009 170

A Note from the Author
Hello. It’s great to be back and involved once again with the National Forensic
League, even if I seem like an ancient dinosaur to the current generation of speakers.
After debating for Stanford University at the college level and participating in the moot
court program at Harvard Law School, I can honestly say that nothing compares with
the excitement and competitiveness of NFL speech and debate.
Now a word about this book. I wrote How To ... Extemp in 1991, and some of
its examples involve topics that were making headlines several years ago. However, all
of the basic skills and insights discussed in the book still hold true and may be applied to
today’s current events topics. Indeed, the emphasis of this book is the instructional
aspect of extemporaneous speaking, not a prediction of the topics you are likely to
encounter at the next tournament.
Finally, I am interested in expanding the extemporaneous speaking aspect of
Victory Briefs. To that end, I would appreciate hearing what extemp products and
services you would like to see offered by Victory Briefs. If you have any
recommendations for future products and services, questions or comments about How
To ... Extemp, or just want to chat – I’d love to hear from you. You can reach yours
truly, Chad Ho, at chad@victorybriefs.com.
Happy reading!
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Table of Contents
Introduction............................................................................................................................ 3
Part I: What is Extemporaneous Speaking? ................................................ 4
Part II: Creating a File
Ch. 1 Types of Filing Systems......................................................................................... 5
Ch. 2 Contents of a File................................................................................................... 10
Ch. 3 Using a File............................................................................................................. 15
Ch. 4 Highlighting............................................................................................................ 17
Ch. 5 Thinning a File....................................................................................................... 19
Part III: Creating a Speech
Ch. 6 Types of Questions Asked................................................................................... 21
Ch. 7 Introductions......................................................................................................... 26
Ch. 8 Thesis Statement................................................................................................... 31
Ch. 9 Main Body.............................................................................................................. 33
Ch. 10 Conclusions............................................................................................................ 43
Ch. 11 Strategies for Answers.......................................................................................... 45
Ch. 12 Evidence................................................................................................................. 48
Ch. 13 Timing..................................................................................................................... 52
Part IV: Presentation
Ch. 14 Delivery................................................................................................................... 54
Part V: Additional Advice
Ch. 15 Preparation Time................................................................................................... 57
Ch. 16 Practice Pointers.................................................................................................... 60
Ch. 17 Tournament Tips................................................................................................... 62
Ch. 18 Overall Expectations............................................................................................. 64
Part VI: Sample Speeches…...................................................................................... 65
Victory Briefs would like to extend its deepest appreciation to Bob Hohman, Jeremy Mallory
(Swarthmore) and Christina Rodrigues (Yale) for their contributions.
Copyright (C) 1991, 1999, Victory Briefs. All rights reserved. Unauthorized duplication of this material is a breach of
United States Copyright Laws.
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Introduction
Extemporaneous Speaking is often considered one of the most impressive events
that the National Forensic League has to offer. Having the insight to critique an issue as
well as the facts and figures from a dozen publications to substantiate that analysis will
often amaze an audience.
When striving to give that amazing speech, however, aspiring extempers should
keep in mind that there is no one "right" way to do extemp. Looking back at past
winners of the National Tournament, you will find that their styles have been as diverse
as the champions themselves.
What then can one hope to get out of this book? There are certain guidelines
which every extemper should follow, and the purpose of this book is to provide a
comprehensive overview of different techniques used in the category. Granted, I will
offer recommendations for, and even endorse various strategies, however, it is ultimately
up to the reader to draw from several options and decide what technique suits him or
her best.
At this time, an important qualification must be made about the examples used
to illustrate points throughout this text. In these examples, the analyses used are based
on accumulated readings and are legitimate positions that you may want to explore
further. However, the actual evidence and source citations are not accurate and are
intended only to make the discussion of examples more concrete.
If you have questions about extemp or just want to talk about anything at all,
please feel free to email me, Chad Ho, at chad@victorybriefs.com. For general
information, please visit our website at www.victorybriefs.com.
Good luck!
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Part I
What is Extemporaneous Speaking?
Extemporaneous Speaking involves the critical analysis of current events. This
forensic event is divided into both United States extemp, which focuses on domestic
issues (including U.S. foreign policy), and foreign extemp, which deals with world affairs
(including the role of the U.S. in such global matters). Thus, to a limited extent the
topics may overlap.
At a tournament, extempers assemble in a preparation room ("prep room")
where they take turns drawing three questions out of a box. A typical question might
read: "How can the federal government improve America's educational system?" The
extemper must then choose which of the three questions he or she would like to answer.
To formulate an answer, the person is given 30 minutes, during which time the
extemper may consult a file. A file consists of any published materials, such as
newspapers and magazines, which provide evidence to support a position. A file may
not consist of any prepared outlines or previously taken notes. The speaker must
assimilate selected information, jotting down any notes he or she chooses. After 30
minutes have expired, the extemper must leave the prep room and deliver the speech
before a judge(s). The length of the speech should be as close to, without exceeding, the
7 minute time limit.
While an outline of the speech may be created and rehearsed during the 30
minutes in the prep room, a speaker may not refer to these notes during the actual
presentation at most tournaments. Some tournaments do allow notes to be used during
the speech, but I advise against this option for several reasons. First, looking down at
notes will force the extemper to break eye contact with an audience. Second, holding
notes will impede gesturing. In general, having to refer to notes makes the overall
presentation seem less impressive. Still, if an extemper is just learning the category and
would like to use notes for the first few speeches, he or she should check to see if the
rules for a particular tournament permit them.
The performance will be judged in terms of both the content and delivery of the
speech. Content focuses on not only the extemper's own knowledge, but how well the
individual substantiated his or her position with evidence. Delivery encompasses
fluency, rapport with the audience, and overall style.
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Part II
Creating a File
Chapter 1
Types of Filing Systems
There are two major types of files, the index and the folder systems. Most
extempers prefer the folder system, although resource limitations may dictate the
alternate index method. (As a side note, you may think of other types of filing systems.
By all means, do not limit yourself to the 2 mentioned in this text. Use the method with
which you feel most comfortable. The only caution should be to check that your system
does not violate any National Forensic League rules.)
Type 1: The Index System
This method involves indexing magazine or newspaper articles, generally on a 4 x
6 note card, by subject heading. Label the top of the card with a subject heading. (A
sample list of subjects will be given in Chapter 2.) There are 3 things to consider about
subject headings:
1. You will have to update your headings over time, depending on what
issues are currently important.
2. The specificity of your headings will depend on how extensive you
make your file. For example, if you have half a dozen articles on the Clean Air
Act alone, you might want to create a separate heading just for articles on that
piece of legislation rather than mix them with other aspects of the environment
such as deforestation.
3. Make sure that the headings are brief categorical descriptions. Overly
specific headings, such as "The Evolution of the Clean Air Act over the Past 20
Years," are prohibited.
Under the heading, list the publications in your file. Leave space between
publications to fill in specific source citations. If your file is very extensive, you may
have to devote several note cards to each publication.
Below the publication, include in each source citation the date of the issue, the
title of the article, and the page number. Be careful, you are NOT allowed to include
a description of an article on the note card. For example, the title of an article might
be: "The Clean Air Act – Who Will it Hurt?" In this case, you would not be permitted
to add the following description: "This is an article explaining how new amendments to
the Clean Air Act will cause financial hardship for many businesses."
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Rule: Because article descriptions are prohibited, learn to use only the
title of an article to help you recall its contents.
Often times, the same article will be useful in more than one area. For example,
an article discussing cutbacks in military spending might be relevant to speeches on both
the budget deficit and defense. (The link between these issues will become clearer when
we refer back to this example later in the chapter.) In this case, do not hesitate to index
the same article under 2 or more different subject headings.
Rule: If an article is relevant to more than 1 subject, index it under each
heading. Doing so will help ensure that you are able to find all articles
pertinent to a particular topic.
After creating your note cards, alphabetize them by subject heading and place
them in a shoe box or recipe box of some sort. As far as the actual magazines and
newspapers are concerned, keep them in a box or carrying case. Group the publications
by title and chronologically order the specific issues. In short, keep your file organized.
Rule: Your entire file must be organized if your index system is going to
work effectively and efficiently.
Sample Index Cards
A poorly organized index:
ENVIRONMENT
Newsweek April 1, 1990; p. 67; "Is it Safe to Breathe?"
Time Jan. 7, 1991; p. 25; "Denver's Folly"
Newsweek Jan. 14, 1991; p. 78; "Suffocation in Florida"
Newsweek Mar. 2, 1991; p. 45; "A Leak of Nuclear Proportions"
Time Feb. 16, 1991; p. 32; "California's Air Attack"
Time May 25, 1991; p. 72; "Don't Drink the Water"
Notice the problems with this example. The heading "ENVIRONMENT" is
too general, entries are not divided by publication, and the dates are not in order.
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A better organized index:
AIR POLLUTION
Newsweek
April 1, 1990; p. 67; "Is it Safe to Breathe?"
Jan. 14, 1991; p. 78; "Suffocation in Florida"
Time
Feb. 16, 1991; p. 32; "California's Air Attack"
TOXIC WASTE
Newsweek
Mar. 2, 1991; p. 45; "A Leak of Nuclear Proportions"
Time
Jan. 7, 1991; p. 25; "Denver's Folly"
May 25, 1991; p. 72; "Don't Drink the Water"
In this example, notice the changes. The general heading of
"ENVIRONMENT" has been replaced by the more specific headings of "AIR
POLLUTION" and "TOXIC WASTE", each put on separate notecards. Also, the
entries are divided by publication, and the dates are in order.
Type 2: The Folder System
The essential idea behind a folder system is to group the actual articles on each
subject, rather than just an index of sources, in order to enhance accessibility. You can
either xerox the articles or tear the actual pages out from the source itself, depending on
resource constraints. If you choose to rip out articles, you will have to xerox those pages
which contain more than one article. Make sure you label each article with its
appropriate source.
The rest of the folder system closely parallels the index method. You need to
create the same types of subject areas, yet instead of putting the headings at the top of
notecards, put them on manila folders or divider tabs of some sort. Alphabetize the
headings, and change them when necessary. Also, subdivide categories as folders
become to bulky. For example, you might decide to devote an entire folder just to
affirmative action programs if your folder on discrimination in general grows too large.
Finally, duplicate articles which are relevant to more than one topic.
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Because it is essential to understand the importance of this last point on
duplication, let us look more closely at the example involving military cutbacks
introduced in the previous section. As we mentioned above, this subject is relevant to
both defense and the budget deficit. Therefore, you should put a copy of the article in
both the "DEFENSE" and "BUDGET DEFICIT" folders. Why? The advantage is
evident in the following scenario.
Suppose you pull the question – "How will America's defense change in the
near future?" In this situation, "defense" serves as the buzzword prompting you to
consult your "DEFENSE" folder. In it, you would find the article on military cutbacks.
You could then say that a decrease in funding will force our military to be more efficient
and less experimental with new weapons.
On the other hand, what if you pulled the question – "Will the federal
government avoid another budgetary disaster?" In this case, "budgetary disaster"
would probably be the buzzwords prompting you to consult your folder headed
"BUDGET DEFICIT." In it you would also find the article on military cutbacks. You
would then have the evidence to say that our government will avoid budgetary disaster
because it is decreasing military expenses.
Some might argue that it's not worth duplicating the article in this scenario.
After all, you could still consult your "DEFENSE" folder in the second situation to find
the key data. That may be true, however, the key here is being able to remember not
only that you have the article, but exactly which folder contains it. If your file has
hundreds of articles in it, that will be difficult to do. When you pull the question – “Will
the federal government avoid another budgetary disaster?" – your tendency would
probably be to consult your "BUDGET DEFICIT" folder, not your "DEFENSE"
folder. If you had put the article on military cutbacks only in the "DEFENSE" folder,
you might not find it. When you only have 30 minutes to research, outline, and practice
delivering a speech, you do not want to waste valuable time finding an article. Your
chances of finding an article in the shortest time are maximized if you put copies of it in
all relevant folders.
Rule: If an article pertains to more than one subject, make copies of it
for each relevant folder.
Group or Individual File?
One of the most commonly asked questions is whether extempers should share a
team file or create individual ones. In making this decision, consider several elements. In
a group system, since there are more people to share the burden of xeroxing and
indexing, the workload that each person must put into creating and upkeeping a file
decreases. However, you also loose a certain degree of freedom over decisions such as
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what to highlight and how to divide subject headings which comes with having your own
individual file.
This is my suggestion. If you have other extempers on your team, try a group
file first. From the very beginning, the group should attempt to create a few universal
guidelines so everyone has a good indication of what to expect from the others. These
guidelines should establish deadlines for filing articles and a division of labor. You can
divide up the work by assigning people to file either a particular publication(s) or subject
area(s). Most importantly, everyone should take this time to reveal any personal or
stylistic preferences. That way, individuals will be aware of any philosophical differences
or similarities that exist among the team. Ultimately, if the group cannot come to an
agreement on the various aspects of a file, and you have the time and resources, you may
find it in your best interest to create an individual file.
A WORD OF WARNING: A group system can often cause extempers to
"lose touch" with the file when individuals fail to take note of the information filed by
others. This will hamper tournament success.
Rule: You should not feel that a group system reduces the individual
responsibility you have to know all the contents of a file, not just what
you filed personally.
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Chapter 2
Contents of a File
The first thing to keep in mind is that articles must be filed in their entirety.
National Forensic League rules also prohibit extempers from writing notes in the
margins of an article. The second general thing to remember is to divide the contents
of the file into domestic and foreign issues. In fact, a team should create 2 separate files
– one for US extempers and one for foreign extempers. This will increase organization
and prevent a "prep room jam" that can be caused by too many extempers working out
of one file. With this overview said, we can now turn to the more specific contents of a
file.
When to File
File once a week. I advise against daily filing because news changes so rapidly
that daily reports of most events quickly become outdated. This will clutter your file. A
weekly magazine will generally provide more comprehensive and concise information.
Therefore, look over a week's worth of newspaper articles and choose only those with
insight which the weekly magazines in your file do not give.
How Much to File
You should definitely file at least 3 weekly magazines and select articles from 1 or
2 daily newspapers. If you have access to and can make use of more publications, by all
means, add them to your file.
Rule: Make sure that you can work with the size of your file. Huge files
may look impressive, but they are counterproductive if you cannot
process the information in them during the 30 minute prep time.
Finally, watch CNN news regularly, and pay special attention to articles and
broadcasts for the week of a tournament. Citing the paper or newscast for the day of a
tournament is especially impressive.
Initial Filing for Beginners
Beginning extempers might notice a problem with this filing procedure. One of
the goals in extemp is to have a comprehensive file which covers the broadest possible
range of topics. However, to assimilate such a wealth of information takes time.
Publications cannot run articles on all topics at the same time. They generally limit most
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of their coverage to stories of immediate significance, and it may take more than a year
for some subjects to surface in the news. Consequently, even a beginner who files
regularly may find that he or she does not have information on several areas.
To avoid this predicament, I suggest that beginners form an "information base"
as part of their preparation. This entails researching past articles (published in the last
year or two) for information on topics for which you lack current data. For example, if
your regular weekly filing does not produce articles on Syria, look at past articles to find
out the country's political and economic status. Your goal should be to have at least 3 or
4 comprehensive articles on those subject headings which do not appear in the news
regularly.
Rule: Extempers should not think of their files as collections of only
those stories which make today's headlines. There are many subject areas
which do not appear regularly in the news, yet are regular topics for
questions asked at tournaments.
What Publications to File
The following is a list of publications often used in extemp. Get a feeling for
their topic selections and biases. Then choose those that you think you can work best
with.
Magazines Newspapers
Businessweek
Congressional Digest
Current History
The Economist
Foreign Affairs
Foreign Policy
National Review
The New Republic
Newsweek
Time
US News and World Report
World Press Review
Chicago Tribune
Christian Science Monitor
Los Angeles Times
Manchester Guardian Weekly
New York Times
USA Today
Wall Street Journal
Washington Post Weekly
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What Subjects to File
The following is a list, though not an exhaustive one, of categories which have
been standard topics for questions used in the past:
abortion
aids
business/labor
crime
defense
drugs
economy
budget deficit
interest rates
inflation
trade deficit
education
foreign policy
health care
medicaid
medicare
homeless
United States Extemp
housing
judicial system
media
minimum wage
politics
congress
ethics
political action committees
president
poverty
racism
savings and loans/banking
science/medicine
social security
space
terrorism
transportation
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Africa
Angola
Ethiopia
Liberia
Nambia
Somalia
South Africa
Americas
Argentina
Brazil
Canada
Quebec
Chile
Colombia
drugs
Cuba
El Salvador
Haiti
Mexico
Nicaragua
Panama
Asia
Afghanistan
Cambodia
China
economics
politics
India
Japan
economics
trade with US
Eastern Europe
Czechoslovakia
Hungary
Poland
Romania
Yugoslavia
Environment
defoliation
greenhouse
ozone
Foreign Extemp
Middle East
Gulf War
Kurds
Iran
Iraq
Israel/Palestine
Lebanon
Syria
Soviet Union
Azerbaijan/
Armenia
Baltics
economy
politics
Trade
debt
EEC
GATT
IMF
World Bank
NAFTA
US Foreign Policy
aid
arms control
United Nations
Western Europe
France
Germany
Great Britain
NATO
Warsaw Pact
You will notice that these areas are very broad; most questions, however, will
require specific analysis. Therefore, you must be able to discuss a wide range of issues
within these more general subject headings.
What Articles to File
At many tournaments, questions are based on stories covered in what are
considered the 3 major publications: Newsweek, Time, and US News & World Report.
Read through these magazines and make sure that you have information on most, if not
every, subject they address.
Rule: In general, your goal should be to file any articles that you feel
cover possible topics for tournament questions.
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Most articles fall into this category, therefore, here are some suggestions for
determining what articles have less importance:
1. Editorials which do not give an insightful approach to a subject can be
disregarded. Those that give strong opinions and positions are good because
they help you to discern the different sides of an issues, but some editorials do
not meet this criteria. Ask yourself: Does this one present a problem or solution
from a new or interesting perspective? Are their any biases in the author's
critique that the reader should be aware of?
2. Sections on art, entertainment, and lifestyles are of less priority,
although you may encounter some questions on these areas.
3. Profiles which trace life histories can also be disregarded if these
articles are not relevant to the person's current life. For example, an article
which discussed what type of sports President Bush loved as a child could
probably be overlooked. However, if the article talked about how the
competitive aspect of sports shaped George Bush's attitudes, the story should be
filed because it could explain some of the views he now holds as President.
4. Lengthy cover articles which are sensationalist in nature and do not
offer a substantive critique of a subject need not be filed. Make sure that
you do file cover articles which present a "fact and figure" analysis of a topic.
Finally, if you are unsure about what to file, err on the side of conservatism.
Rule: If in doubt about the importance of an article, file it. It is always
easier to throw an article away later than to try to retrieve it.
In light of this, do not make the mistake of assuming that an article lacking
current significance need not be put in your file. In the first place, what seems an
insignificant topic now will often become very important later. Second, you will find
that several questions at tournaments are on rather obscure topics. You want to be
prepared for any subject, no matter how trivial it appears. You never know when that
tiny article occupying only a quarter of a page will be vital to answering a question.
Additional Materials
As a last note on what to put in a file, you might find it beneficial to include an
almanac, dictionary, and quote book. These are excellent sources for background
information, introductions, and general clarifications.
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Chapter 3
Using a File
Once you determine what publications, subject headings, and articles will
comprise your file, the next step is being able to use the file. The key to using a file
effectively is to be extremely familiar with your file.
Rule: Know thoroughly how your file is organized and what it contains.
Knowing a file entails familiarizing yourself with all of the articles you have on
each subject and where each article is located within the file. Sometimes, subject
headings may not be specific enough for this task, and you should not rely solely upon
them. Therefore, try to memorize exactly where you put specific articles when you
file them. If you are part of a group system, go through the file and know what your
teammates filed. You should be able to mentally create a picture of where actual articles,
not just subjects, are located in the file.
Cross-Referencing
In addition to knowing where articles are located, you must learn to crossreference
multiple subjects. Cross-referencing involves thinking about how subjects
apply to other areas rather than just thinking of topics in and of themselves.
Approaching topics in this manner will enable you to provide a complete analysis in your
speech. For example, suppose that you pull the following question: "How can the
federal government reduce poverty in America?" Let us suppose further that you have
"POVERTY" as a subject heading in your file. That is an obvious folder or index for
you to consult. But is that the only place you should look for information? If you had
practiced thinking of subjects in groups, then you would probably cross-reference a file
headed "MINIMUM WAGE" and another titled "TAXES." Both subjects would be
relevant to the issue of poverty if you chose to criticize the low minimum wage and any
regressive tax laws as part of the problem.
Let us look at another example. Suppose you pulled the following question:
"What can be done to improve our quest for justice in the US?" In this case, you might
not even have a subject heading "JUSTICE." Yet even if a question does not contain an
immediate buzzword which matches any of your headings, there is no reason to panic.
Just ask yourself, What subjects pertain to justice? If you have practiced crossreferencing,
you should have no problem coming up with "CRIME," "JUDICIAL
SYSTEM," and "PRISONS." Consulting articles on each of these areas may then reveal
statistics on the homicide rate, sentencing in the courtroom, and overcrowding in jails.
Cross-referencing even further might cause you to pull articles on drugs because it is the
leading cause of crime in America.
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Rule: Because you only have 30 minutes of prep time, it is to your
advantage to mentally cross-reference ahead of time, during the filing
stages.
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Chapter 4
Highlighting
Before determining what you should highlight, it is imperative to note that
National Forensic League rules prohibit using more than one color to highlight. The
choice of color remains up to you, but after that decision, highlight only in that color.
What To Highlight
Highlighting takes practice. Beginners will often find that they highlight more of
an article than not. This defeats the purpose of highlighting. You would be surprised at
how little of even the highlighted portion of an article you will actually use in a speech,
so be selective.
Rule: Highlight only that which you think you can and will use in a
speech.
Here are a few suggestions for what to look for when highlighting:
Highlight any background or historical information to help you
understand topics with which you are generally unfamiliar. Of course, if
you already know about a subject, you need not spend time highlighting
background information for it.
Numerical data: Highlight important statistics, figures, and dates. However,
do not automatically highlight any numbers you come across. Instead, highlight
only data which you can explain and your audience will understand. Your goal
should not be to spew out as many numbers as possible. Too many statistics
without adequate explanation will only confuse your audience.
Problems/Solutions: Highlight those portions of articles which trace various
events or explicate the problem/solution aspects of a subject. Do not highlight
every single detail. Highlight just enough for you to grasp and convey the main
idea of a topic.
Quotes: Highlight quotes by authorities which affirm or clarify definite
positions. Do not just highlight a quote because it "sounds good," or else your
speech will sound verbose.
Terms: Highlight words or phrases which offer clarifications. This is especially
important for subjects in which jargon is frequently used.
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Sample Highlighting
The following is a magazine article taken from US News and Report dated June
10, 1991. The shaded portions constitute what might be useful to highlight.
“Executives at LTV Steel Corp. in Cleveland thought they had put the worst of
their business travail behind them. Hammered by the recession of 1981-1982, foreign
competition and out-of-control overhead, the nation's third largest steelmaker
was forced to declare bankruptcy five years ago. But the company fought back
with radical cost cuts and productivity enhancements that helped bolster profits in the
late 1980s. Then LTV encountered the current recession, which ripped into earnings
like a buzz saw. During the last two quarters of 1990, the badly wounded firm
experienced operating losses of $24 million; in the first quarter of this year losses
totaled nearly $50 million. And the financial suffering isn't over yet. With a weak
economic recovery on the horizon, LTV's earnings aren't expected to improve
anytime soon.
Companies across America are feeling the same profit pain as LTV today.
Last week, the government reported that corporate earnings during the first quarter
of 1991 dropped 5.6 percent from the fourth quarter of last year, the worst bottomline
performance since 1989.
Faced with large inventories, U.S. firms are trying to liquidate stockpiles as fast
as they can. In order to move goods out of the warehouses, manufacturers have been
forced to slash prices, which has led to further evisceration of profits.
To make matters worse, corporate interest expenses are not eating up nearly
56 percent of U.S. firms' pre-tax profits. As a result, corporate expansion plans,
which generate jobs and income are being scrapped or scaled back. During the first
quarter, capital spending plummeted nearly 16 percent. ‘The pressure on earnings
and the heavy commitment to debt servicing,' says Lacy H. Hunt, chief economist at
Carroll McEntee & McGinely, a Wall Street investment firm, 'indicate that the downturn
in capital spending is at a very early stage.'
Detroit's auto makers, for example, have lost $4.5 billion over the past two
quarters, which will make it increasingly difficult for them to modernize facilities and
develop new products. ‘The objective is to try to sustain the expenditures because
that's needed in order to be competitive in the marketplace,' says Harold Poling,
chairman and CEO of Ford Motor Co. 'But that can't go on forever if you're
continuing to lose money.'..."
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Chapter 5
Thinning a File
Since you should always try to keep the information in your file at a manageable
level, one way to do this, in addition to being selective of the articles you file, is to thin
your file.
When to Thin
The frequency with which you thin your file will depend on several factors. If
you choose to file many daily newspaper articles, you will probably have to thin every
month. If you file weekly, thin about every 3 months. Of course, these figures will vary
depending on how quickly new topics arise and how quickly information becomes
outdated. For example, a file on a country, such as the Soviet Union, which is constantly
in the news would probably need to be thinned more often than a file on a country, such
as Somalia, which is seldom in the headlines.
What to Thin
There are essentially 2 kinds of articles which may be discarded:
1. Repetitive articles: Get rid of articles which say the same thing as another
article. You do not need 5 different articles each telling you that 60% of the
population uses drugs. When deciding if articles are repetitive, however, make
sure that none of the contents are unique. In some cases, part of one article
mirrors another, but each may also contain different material. For example, 2
articles may both tell you that drug use is at 60%, but each may then offer 2 very
different solutions to the same problem. One might advocate attacking the
supply side of narcotics; the other might target the demand. In this case, it
would be good to keep both articles.
Rule: Only discard articles which do not give ANY new insight into a
subject.
2. Outdated articles: Get rid of outdated articles, but only if you have more
current ones to replace them. While it is always better to have the most recent
figures, having slightly older data is still better than having no data at all. Besides,
you may find that some older articles will contain historical background or longterm
analysis that still apply. This information can be useful, so do not throw
away articles just because the date of publication seems old.
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As a special note, sometimes it may be a good idea to keep past statistics
and figures, even if you have more current data, in order to illustrate
certain cause-effect relationships. This is especially true for the economy.
For example, according to the principles of economics, a decrease in the value of
the dollar will increase US exports. If you wanted to incorporate this principle
into your speech, showing your audience an example of this relationship would
make your analysis more clear than just saying such a relationship exists. How
can you go about doing this? Well, let us say that you have figures for this
month's export total and dollar value. You know that exports are high, and the
dollar value is low. If you had kept the parallel figures for six months ago and
the opposite were true, then you can illustrate that a low dollar leads to higher
exports because domestic goods will be more appealing to foreign buyers.
A WORD OF WARNING: Whenever you use illustrations to clarify an
assertion, keep in mind that correlation does not always equal causation. Only if you
know for a fact that a certain relationship exists can you make these kinds of
illustrations.
Rule: Never make blind assertions based only on the apparent
correlation of 2 circumstances.
What to do with a File at the End of the Year
If you plan to do extemp the following year, keep your file! Do not throw it
away because you think it will become outdated. The fact of the matter is that many
topics in one year will continue or resurface in the following year, and having an older
file on these subjects is invaluable.
Rule: It is much easier to add current evidence to an already-existing file
than to start from scratch.
Of course, having last year's file does not excuse you from keeping up with your
current filing. Rather, what last year's file does is give you that all-important
"information base" we talked about earlier.
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Part III
Creating a Speech
Chapter 6
Types of Questions Asked
We discussed earlier that many tournament questions are based on topics
covered in major publications. With this in mind, you might be wondering how these
topics are framed in the form of questions. Here are the 6 primary types of questions
asked:
"Should"
Many questions will have "should" as an operative term. For example, "Should
the US increase foreign aid to El Salvador?" When answering such questions, your
analysis may include both pragmatic and moral concerns. Pragmatic issues which
might be discussed in this example include whether increasing aid is economically
feasible, whether the financial support will have a significant impact, and whether
domestic opposition can be overcome. On the other hand, moral topics of interest
might focus on whether the US has the right to impose its democratic views on another
sovereign nation, or whether we ought to prioritize our domestic needs over that of
foreigners. Not all "should" questions will have moral implications, but if one does, you
must find a medium between pragmatics and morality in your overall answer.
"Can"
Rule: When weighing practical and moral issues, do not sway too far to
the extreme or your audience may disregard your position as too idealistic
or heartless.
Questions involving the word "can" are very similar to those centering on
"should." The primary difference between the two is that "can" emphasizes the
pragmatic over the moral issues of a topic. For example, "Can the federal government
support a national health care program?" In your answer, you might say that such a
policy would simply be economically unfeasible. That does not mean that you have
anything against the inherent qualities of a national health care program. In fact, you can
tell your audience that it would be desirable, but unfortunately, financial constraints
make it impossible.
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"Will"
Rule: What we can do is not always what we should do--"can"
emphasizes reality, while "should" emphasizes ideals.
Questions using/implying the term "will" give you a rather straightforward
objective – they call for you to make a prediction. For example, "Are the days of big
businesses numbered?" Unfortunately, how you go about achieving this objective is a
bit more difficult because you can never state, as a matter of fact, what the future holds.
Instead, all you can do is use current trends, which point in a certain direction, as the
basis for a forecast.
Rule: Look for trends when a question calls for a prediction.
Depending on the nature of the question, you may have to deal with anything
from social to technological trends. For US extempers, two of the most effective trends
to pinpoint are legislative and judicial direction; foreign extempers should try to
pinpoint diplomatic movements in the form of international treaties or agreements.
With this in mind, you could substantiate a "yes" response to the question on big
business by asserting that 1) judicial enforcement of anti-trust laws is increasing and 2)
recent congressional tax laws favor small proprietorships.
Furthermore, in addition to citing concrete examples of a trend, you can enhance
your position by citing the attitudes of a specific individual or population as a whole.
Ask yourself, Are there any biases which could act as potential obstacles to a certain
course of action? How will the public's support influence a certain decision? Looking
back at the question on big business, you could add a third point to your answer stating
that the population's support of big business is waning because consumers have grown
weary of corporate giants which charge high prices for low quality goods.
"Is"
Occasionally, you may be asked to determine whether something is true. For
example, "Do animals have rights?" "Is the American work ethic gone?" In these
questions, you must base your answer on what is currently true as opposed to what may
be true in the future or what was true in the past. For instance, "Are minorities safe in
America?" You might answer "no" because 1) the number of violent crimes against
minorities is greater than ever before and 2) judicial biases are reflected in the harsher
sentences minorities convicted of crimes receive. You might qualify your position and
say that legislative trends seem to be moving toward protecting minorities, but the
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enefits of this will not be felt until much later. Therefore, as matters currently stand,
minorities must be considered at risk.
"What"
Rule: "Is" questions require you to base your answer on current
principles, values, opinions, and so forth. Trends pointing toward a
future which will be different from the present may be mentioned in your
speech, but they should not be the basis for your answer.
Some questions will ask you to explain the circumstances surrounding either a
general or specific policy, program, or situation. For example, "What would be the
implications of a treaty banning all nuclear testing?" "What effect would legalizing
drugs have on America?" "What advantages or disadvantages would mandating
community service for all citizens bring to the US?" In these cases, you must comment
on the impact a thing or person will have on another. Try to divide these effects into 3
different spheres, the traditional (and sometimes overused) areas being the economic,
social, and political ramifications of a topic. In addition to these, you can discuss many
other aspects including educational, legal, and medical fields. Your options are nearly
limitless.
There are, however, two key guidelines to follow when choosing your areas of
analysis. First, make sure that the range of topics you discuss is appropriate. You do
not want to be too narrow or broad with the issues; as always, find a balance. Second,
make sure that each area you discuss is significant. Do not choose an area just because
it is easy, or you happen to find the most evidence on it. In fact, it is a good idea to tell
your audience why you chose to address certain areas. That will enhance the apparent
importance of your speech.
"How"
Sometimes a question will include "how" as an operative term. For example,
"How can the U.S. curb the spread of aids?" For this type of question, you must define
the measures or conditions which would allow a goal to be reached. In this case, you
might offer mandatory education programs as a necessary step toward controlling the
HIV virus.
Additionally, notice that "how" will often be used in conjunction with another
operative term such as "can" or "should." In these situations, "how" requires that you
change the nature of your analysis from whether or not something is true to how
something can or should be made true.
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Rule: When a question asks "how," make sure you do answer "how."
Sample Questions
The following is a list of basic questions used at past tournaments which will
help you get a general overview of various issues and the types of questions used.
US Extemp
Should aids patients be quarantined?
Does mandatory drug testing violate the Constitution?
How can America stop the international drug trade?
How can the federal government reduce the budget deficit?
Should we ratify a balanced-budget amendment?
How will a recession affect big business?
Can American business regain its competitiveness overseas?
Can the government prevent the economy from overheating?
Should the Federal Reserve increase interest rates?
How can the Federal Reserve stop the economy from stalling?
What are the implications of raising the minimum wage?
Will housing ever become affordable again?
What must be done to improve American education?
In what direction are US-Soviet relations heading?
Should a surplus in the social security fund be used to curb the budget deficit?
Should the federal government once again regulate the savings and loan industry?
Have travelers benefited from the deregulation of the airline industry?
Has the National Rifle Association become too powerful?
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Foreign Extemp
Should the US aid the Baltic independence movement?
What are the ramifications of German reunification?
Can the Soviet economy be saved?
Will the Cambodian bloodbath ever end?
Cuban socialism or Castro's death: which first?
Is Peronism alive in Argentina?
Is Apartheid finally dead?
The "new" Romania: Ceaucescu's dictatorship without Ceaucescu?
Have the winds of change blown Ethiopia off the course of democracy?
Has Violeta Chamorro overcome the economic and political beasts of burden in
Nicaragua?
Can John Major's new political stance give Great Britain greater power in the
European Community?
Will a United Germany hold membership cards in NATO, the Warsaw Pact,
both, or neither?
Will the US be successful in tilling the rocky soil of Mideast peacemaking?
Should the Soviet Union's Communist party have a "going out of business" sale?
The Cold War: Will the global warming of 1989 continue through the 1990's?
Can the Hungarians cope with the dark side of democracy?
Should the US military subsidize nations who "knock our socks off"
economically?
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Chapter 7
Introductions
The introduction is one of the most important parts of the speech for two
reasons. First, your audience will be most attentive at the beginning of your speech.
Second, introductions establish the rapport you have with your audience. A good
introduction will draw your audience in and make them want to listen to you. A poor
introduction will turn your audience off, and they may even be inclined to block out the
rest of your speech.
Rule: The introduction sets the table for the rest of your speech;
therefore, do not underestimate its importance.
Prepared or Spontaneous?
One of the biggest debates about the introduction is whether it should be
prepared or spontaneous. I do not feel that there is anything wrong with a prepared
introduction if it is relevant to your speech. Critics say that a “canned” introduction is
not true extemporaneous speaking, but let’s face it – few (if any) extempers go into a
round without any ideas for possible introductions. Of course, it would be great if you
suddenly came up with an appropriate introduction “off the cuff,” but in case you do
not, have a backup set of introductions from which to choose. In fact, many extempers
find it valuable to put anecdotes, cartoons, editorial clips, and so forth in a file folder just
for introductions.
Your set should not consist of just 1 or 2 introductions. Rather, have at least 1
introduction for each of the major areas including the economy, politics, Soviet Union,
and Middle East, just to name a few. Novice extempers should have about 5 different
introductions. As experience increases, create new ones which are more and more
specific to different areas. For example, a beginner might have one general introduction
for the economy, but an experienced speaker should have more specific ones for
different aspects of the economy such as the budget deficit, interest rates, inflation, and
so forth.
Rule: Extempers should always strive to increase the specificity of their
introductions.
Possible Openings
Rule: There are virtually no limits on the types of introductions which
can be used as long as they are relevant and in good taste.
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With that in mind, here are just a few of the most popular possibilities:
Quotations: Using a quotation to introduce the theme of your speech is very
effective, especially if it is taken from a famous person. If the person is less
known, make sure that you cite the individual's qualifications. Whether you cite
the author before or after the quotation is a matter of personal preference.
Additionally, try to use novel quotes. Cliches and adages are so often heard that
audiences may consider them trite and overused. Here are 2 examples:
Overused: "A penny saved is a penny earned." – Ben Franklin
Fresh: "He who will not economize will be forced to agonize."
– Confucius
Political cartoons: These can serve as excellent introductions because they set
up images for an audience which are often easier to remember than a bunch of
words. However, while these cartoons can be very humorous and entertaining,
they can also be difficult to deliver. When giving this type of introduction, you
are cast more in the role of storyteller than extemper. For this reason, choose
cartoons carefully. Some are too visual in nature and not conducive to verbal
communication. Furthermore, practice your delivery of the cartoon. How you
say the story is just as important as what you say. Concentrate on timing (do
not rush) and pause after the punchline so the audience has time to react to it.
The following describes a political cartoon in a US News & World Report
magazine:
“Secretary of State James Baker runs up the stairs to the White House
and bursts into George Bush's room. He warns the President, ‘There's a
rebellion outside!' The President responds, 'Quick – call in the military.'
Baker retorts, 'They are the military.'”
True Story/Factoid: Sometimes you may choose to begin a speech with factual
information. This information may include statistics or actual examples which
convey the significance of your topic. These types of openings are advantageous
in that they are often found in the same articles you will use to substantiate the
main body of your speech. Hence, your introduction will fit very well with your
points and appear very specific to the topic. However, some feel that such
"evidence-oriented" introductions tend to be less creative and entertaining.
Therefore, you must find a balance between relevance and interest-appeal. Here
are 2 examples:
First story: Citizens of Anytown, USA, had encountered many freaky
things over the past several years, including a six-legged frog and a cancer
rate which was 600% higher than the national average. But when an
eyeless baby girl was born a few months ago, the people finally took
action. Several water samples were tested for toxic contamination. As it
turned out, the local power plant had been using negligently-treated toxic
waste as fertilizer.
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Second story: In an article entitled 'Boo! You're Dead!', several Harvard
professors figured out what it would take to raise one's chance of death
by one-millionth: smoke 1.4 cigarettes, drink 1/2 liter of wine, spend 6
minutes in a canoe, 30 minutes in a mine, drink Miami tap water for 1
year, or spend 2 days in New York City.
Anecdotes/Fables: Occasionally, there may be a moral or lesson you would
like to convey in your speech. Fictitious stories or legends are good ways to
introduce your message. As I mentioned earlier with quotations, use less wellknown
stories to avoid boring your audience. For example, if you wanted to
convey the importance of compromise, you probably would NOT want to tell
the following tale:
Once there lived an elephant who was so steadfast that it had never been
moved, against its will, by anyone. At the same time, there also lived a
rhinoceros who was so powerful that nothing had ever withstood its
charge. One day, these 2 giants crossed each other's path. The
rhinoceros charged the elephant. Neither side would yield any ground to
the other, and the 'unstoppable force' collided with the 'immovable
object.' The result: both were killed.
Chances are that your audience will have heard a version of this story before.
Instead the following might be more appropriate to illustrate that when 2 sides
do not work together, each side can cancel the other's efforts:
There once lived a man whose hair was half brown and half gray. The
man also had two wives, one youthful; the other elderly, and both
extremely jealous of the other. One night while the man was sleeping,
the older wife decided to pull out her husband's brown hair so their hair
color would match, while the younger wife pulled out the man's gray hair
so their hair color would be more compatible. Consequently, when the
man woke up, he was bald.
Analogies/Historical Examples: Sometimes you may want to compare your
topic with someone or something else. For example, extempers have compared
AIDS with the Black Plague. However, make sure that you draw very strong
and concrete links. Because it is often easy to find some similarities between
any two things, you want to make your comparison seem intelligent and
insightful.
Personal Story: This is somewhat of a controversial type of introduction. Some
judges tend to question the credibility of individual experiences; others feel that
telling a personal story is not formally suited to extemp. Whether these claims
are legitimate, here are a few guidelines to consider when using a personal story:
1) Combine your experience with another type of introduction. In one
case, you could start off with a quote first and then follow with your
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story. For example, "Benjamin Franklin once said, 'Beware of little
expenses. A small leak will sink a great ship.' On my first trip alone away
from home, I found out how wise Mr. Franklin truly was..."
2) Make the story humorous and light-hearted. Telling of a personal
tragedy may make your audience uncomfortable. Some may even be so
skeptical that they think you are making up the story just to elicit
sympathy from your judge.
Ultimately, the choice is yours. You may decide to always use just 1 type of
introduction, or you may prefer to use a variety. In general, experiment with different
types of introductions. Note your audience's reactions, and see which types work best
for you.
The Bridge
The next step to a good introduction involves the bridge between your opening
and the question. This entails spending a few sentences explaining or commenting on
the opening before stating the question. How was the quote insightful? What lesson
does this anecdote teach us? What is the general significance of the opening? Keep in
mind that this bridge should be smooth and gradual, not sudden and abrupt. Let us take
a look back at 2 of the openings used above, and this time, we will add an appropriate
bridge leading up to a question for each of them.
Political Cartoon: “Secretary of State James Baker runs up the stairs to the
White House and bursts into George Bush's room. He warns the President,
'There's a rebellion outside!' The President responds, 'Quick--call in the military.'
Baker retorts, 'They are the military.' Due to recent reductions in the defense
budget, soldiers have raised their 'arms' in protest. They fear that cutbacks will
not only hamper their safety, but that of the country as well. And thus the
question arises, 'Will cutbacks in the defense budget threaten national
security?'”
Anecdote: “There once lived a man whose hair was half brown and half gray.
The man also had two wives, one youthful; the other elderly, and both extremely
jealous of the other. One night while the man was sleeping, the older wife
decided to pull out her husband's brown hair so their hair color would match,
while the younger wife pulled out the man's gray hair so their hair color would be
more compatible. Consequently, when the man woke up, he was bald. Now the
moral to this story is NOT that bigamy is bad, but that compromise is important.
When 2 sides have their differences, both sides can end up losing if they fail to
cooperate. Such is the dilemma that the US and Japan face. After years of trade
barriers, both sides now recognize the advantage of exchanging various
technologies. And thus the question arises, 'Should the US participate in
shared-technology with Japan?'”
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Take note that in these examples, the purpose of the bridge is to provide a
smooth transition from the opening to the statement of the question.
Justification (Optional)
Right before stating the question, an increasingly popular strategy is to include 1
or 2 sentences in the bridge explaining why it is important to address the topic. For
example,
“... Because, according to the New York Times, the loss of computerized medical
records endangers the lives of over 200,000 patients, it is vital that we answer the
question, 'How can we stop the spread of computer viruses?'”
Keep in mind that you are not to answer the question in the justification. Its
only purpose is to show the importance of the question itself.
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Chapter 8
Thesis Statement
After stating the question, the next step is to offer a thesis. In the thesis
statement, you have two options. You can either 1) immediately give your answer to the
question followed by how you intend to affirm that answer in the main body of your
speech, or 2) explain how you plan to analyze the topic in order to reach an answer,
reserving that answer for the latter part of the main body of your speech.
When to Answer the Question
This is arguably the point upon which the extemp community is most divided.
Half of the coaches and competitors strongly advocate answering the question
immediately after stating it; an equal number prefer to wait until later in the main body to
answer the question. Personally, I would always offer my answer midway through the
speech. I did this, however, NOT because I thought it was better, but because I felt
more comfortable with it organizationally. Since extempers have been successful using
either method, you should choose the method with which you feel more comfortable in
terms of style and organization.
Answering the Question at the Beginning
After stating the question in the introduction, state your answer and then outline
how you intend to affirm your position. Here are 2 examples:
“... and thus the question arises, 'Can America reduce its trade deficit with
Japan?' My answer to this question is 'yes' for three reasons: 1) the US is
increasing research and development 2) American worker productivity is rising
and 3) our savings rate is increasing.”
OR,
“... and thus the question arises, 'What does the future hold for the Soviet
Union?' Well, after analyzing the situation, we must say the Soviet Union's
future will be bleak and dim. And in order to see why, let us look at three areas
in which this unpleasant future will be evident: 1) political 2) social and 3)
economic spheres.”
Advantages to Answering the Question at the Beginning
1. Your audience's attention will be greatest in the beginning.
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2. Your audience will know from the start where you are going analytically.
3. You have more time to directly substantiate your answer.
Answering the Question at the End
After stating the question in the introduction, let your audience know what you
plan to analyze before reaching an answer. Reserve saying your actual answer until the
end. Now when I use the term "end," I do not literally mean to answer the question in
the conclusion with only a few seconds left. In fact, most times, you should probably
offer your answer in the middle of the speech. You will need the time to substantiate
your position. (The actual timing of your speech will be discussed in Chapter 13.)
Let us now turn to the same questions for which we formed a beginning-answer
thesis, and create a new thesis to fit the end-answer method.
“... and thus the question arises, 'Can America reduce its trade deficit with
Japan?' In order to answer this question, let us look at 1) how large the trade
deficit is, 2) its harms, and 3) only then can we assess the facts and arrive at a
reasonable answer.”
OR,
“... and thus the question arises, 'What does the future hold for the Soviet
Union?' In order to answer this question, let us look at the 1) political, 2) social,
and 3) economic factors. And only then will we be able to assess the situation as
a whole and conclude with an informed response.”
In these examples, notice how the end-answer format differs from its
counterpart. Basically, in the end-answer format, you are telling the audience what you
need to assess before the question can be effectively answered. (A closer comparison of
how a change in when you answer the question will cause a shift in the content and
organization of points will be discussed in greater detail in the next chapter on the main
body.)
Advantages to Answering the Question at the End
1. Your audience is kept in suspense and has more reason to continue listening.
2. Logistically, it is more natural to assess the facts before arriving at an answer.
3. Your audience may find it easier to understand your answer if you first discuss
the facts leading up to the answer.
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Chapter 9
Main Body
Whether you choose the beginning or end-answer method, as you will soon see,
the content in the main body will essentially be the same. The primary difference will be
the organization of your points. We will look at how this organization shifts later in
this chapter, but for now, let us focus our attention on some of the different types of
speeches. (As a logistical note, we will first look at the different types of speeches using
the end-answer organization. Then we will look at some of those same speeches using the
beginning-answer organization.)
The following are 4 of the most frequently used types of speeches. As we look
at them using the end-answer method, you will notice that the main body can be
grouped into two major parts - the prelude to the answer and the answer itself. Both of
these parts can often be further subdivided.
Type 1: Problem-Solution
Sometimes you will be asked to resolve a predicament. For example, "How can
the government clean up the environment?" In this situation, a problem-solution
organization can be very effective. In the prelude to the answer, you would detail the
problem; and in the answer portion itself, you would offer the solution. Let us now turn
to the specific components of this type of speech.
The Problem
Basically, there are two essential items which need to be included in this section –
the actual problem and its harms.
1. Problem: Isolate exactly what is the problem. Using examples, quotations,
and statistics (the specific use of which we will cover in Chapter 12), tell the
audience how significant the problem is. Quantify the dilemma or threat. For
example, if you are discussing pollution, you might assert that it has risen by
45%.
2. Harms: Show how the problem is harmful, and what negative effects it has.
When doing this, do not just look at the obvious. Look at the larger picture. Do
not just say that pollution is 'ruining the purity and beauty of the environment.'
There are many other harms to consider such as lost resources, global warming,
and health threats. For example, you might say that over 30,000 animal and 500
human deaths have been linked to environmental hazards.
In short, the prelude to the answer should serve two purposes: 1) it informs the
audience about the problem with which we are dealing, and 2) offers compelling reasons
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to address the threat. Once you have accomplished these goals, you are ready to answer
the question.
The Solution
In the solution, your goal is to target the actual causes of the problem and
present ways to rectify each cause you cite. Hence, your solution should be multifaceted
if there is more than one reason for the problem. Beginners should strive to
target two primary causes of a problem and work their way up to a three or four step
solution.
Solutions need to be well-substantiated and explained, so here are a few
suggestions to consider:
1. Do not be overly philosophical. For example, in answering the above
question on pollution, do not just say that "we need better leadership." Although
leadership is a legitimate concern, the phrasing of the point is very abstract and
ambiguous. Instead, be more concrete and say, "we need to unify the EPA's
districts in order to maintain central direction and uniform standards." You
could then go on to elaborate that currently, the Environmental Protection
Agency consists of twelve districts, each with a different set of requirements and
standards. Without any supervising body, the EPA has been unable to generate
universal results.
2. Do not generalize. It would be very easy to say that "we need increased
penalties in order to protect the environment ... that way, more offenders would
be deterred from breaking environmental laws." However, this assertion lacks
specificity. True it seems logical that increasing penalties would lead to
reductions in offenses, but the link is never clarified. It would be better to
maintain the following: "In order to deter the breaking of environmental laws,
we need increased penalties. As the situation currently stands, businesses do not
have an economic incentive to follow the law. Proper disposal is more costly
than fines for illegal dumping, and businesses find it more profitable to take their
chances with negligently discarded waste."
3. Do not overlook the importance of attitudinal barriers. Most times,
extempers deal with concrete programs and policies, but sometimes, intangible
elements, such as a lack of public support, may contribute to the problem. How
then can we come up with a concrete solution to reverse attitudinal opposition?
The first thing you must do is determine why this attitudinal barrier exists. Why
are people against something? More often than not, it is a fear which causes
opposition. After isolating this reason, you need to offer a tangible proposal
which will mitigate people's fears and induce a change of heart. For example,
you might cite a shortage of landfills as one predicament compounding pollution.
You might further stipulate that the solution to a shortage of landfills is not as
simple as building more because people are unwilling to permit the creation of
new landfills in their neighborhoods. Moreover, the reason for their lack of
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cooperation is a fear of toxic leaks. Once you have pinpointed the root of the
problem, you could advocate the implementation of certain technology within
the landfill which would reduce toxicity (such technology does, in fact, exist; yet
it has not been comprehensively implemented). If people no longer feared the
waste, then they would be more willing to allow the creation of new landfills in
their area.
Type 2: Change-Effect
Sometimes you will be asked to hypothesize what effects a certain change will
cause. For example, "Will the decrease in the defense budget have a negative effect on
national security?" Using the end-answer method, this format is very similar in
organization to the problem-solution type speech in that there are two major parts – the
prelude to the answer (consisting of the change) and the answer itself (consisting of the
effect).
The Change
In this part of the speech, you need to isolate the change which is supposed to
have various effects. That change may take the form of the adoption of a new program,
treaty, and so forth. You must first pinpoint what is the change and qualify the degree
of change. For the question on national security, you should quantify the reduction in
spending. Moreover, it would be important to discern exactly where some of the
cutbacks will come from. Will there be less funding for research and development? For
weapons? For soldiers? After your audience understands all of these implications, you
can then proceed to answer the question.
The Effect
The format of this portion of the speech parallels the structure of a multi-faceted
solution in a problem-solution type speech. You must target the specific effects of the
changes you have isolated and then determine their overall impact. For the question on
national security, you might say that one effect of the cutbacks will be fewer purchases of
new weapons by the military. After this assertion, assess the impact that less new
weaponry will have on national security. You might say that it will not hamper our
protection because our military will be able to compensate by upgrading older weapons.
A second effect of the cutbacks you could cite for this example is troop reductions.
How will this impact national security? In keeping with a "no" answer to the question,
you might say that a decline in manpower will not hinder our safety because current
technologies have reduced the role of the individual soldier.
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Type 3: Criteria-Evaluation
Sometimes you may be asked to assess a situation and determine whether or not
a certain option is viable. For example, "Is Jesse Jackson a viable presidential
candidate?" In this case, the criteria-evaluation format can be very useful. Like the
previous two types of speeches, this one will also be divided into two parts. The criteria
will serve as the prelude to the answer, and the evaluation will serve as the answer itself.
The Criteria
In this portion of the speech, you need to establish the criteria which will be
necessary for something to be true. Referring to the question above, you would need to
list the requirements for anyone to be a viable presidential candidate. Therefore, your
criteria might consist of the following: 1) money, 2) fame, and 3) popularity. After
establishing these requirements, you can proceed to answer the question.
The Evaluation
Your objective in this part of the speech is to assess the viability of the criteria.
For example, you must determine if Jesse Jackson has the necessary money, fame, and
popularity. If you were to offer a "yes" answer, you would need to elaborate more
specifically in your evaluation on how strongly Jackson meets each of the criteria. You
might point out that his campaign fund is $1.2 million, his name is recognized by 80% of
the public, and his approval rating is 69% – all figures which rank in the top 4 among
candidates.
Type 4: Past, Present, Future
Sometimes you will be asked to assess the future. For example, "What does the
future hold for minorities in America?" Anytime you have a question similar to this
one, it is often useful to employ a chronologically oriented speech. Like the other
speeches, chronological speeches can be broken up into two main parts. This time, the
prelude to the answer will include any background information needed for a prediction,
and the answer portion will include the prediction itself.
The Background
In this part of the speech, you need to explain the current situation. Tell the
audience what issues should top a list of concerns. Sometimes, if you feel it would help
your audience understand matters, include an overview of the past. As a word of
caution, however, do not get bogged down in past events. In fact, even when discussing
the past, it is good to discuss how the past has affected the present. For the question
on minorities, you might first want to qualify how the number of minorities in America
has grown by 50% over the past 2 years, and how problems of violence and
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discrimination are up 40%. Once you get your message across to the audience that
minorities are not very secure currently, you can then proceed to predict whether the
future will be different or the same for them.
The Prediction
Basically, in this part of the speech, you want to look at very specific shifts in
ideology or policy which hint at what the future may be like. Are there any trends which
will probably continue into the future? In short, cite anything which can serve as a
future indicator of the situation. For the question on minorities, shifts you could
consider include how social acceptance has led to increased representation in politics
(35%), how legislation in support of affirmative action programs has led to increased
representation in labor (20%), and how efforts to reform educational biases have led to
increased representation in schools (40%). Therefore, you might conclude by saying that
these current reforms will allow minorities to rise from their current suppression and
prosper in society.
Structuring a Speech Using the Beginning-Answer
Organization
As we mentioned at the start of this chapter, your decision to answer the
question in the beginning or the end has no bearing on the content of your speech.
However, your organization will change. Generally, the subpoints within an endanswer
organization will become the major points for the main body in a
beginning-answer format. The remaining information in an end-answer can then be
dispersed throughout the major points in a beginning-answer format.
If this sounds confusing, don't worry. It might help to visualize this
transformation by contrasting a few outlines of speeches both in the end and beginninganswer
formats.
Example 1: "How can the government clean up the environment?"
If you will recall the points discussed earlier for this question, its outline in a
problem-solution type format using an end-answer organization would look like this:
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Main body:
Point 1. Significance of pollution
• 45% increase in pollution
Point 2. Harms of pollution
• 30,000 animals die
• 500 people die
Point 3. Solution
Subpoint A. Unify the EPA
Subpoint B. Increase penalties
Subpoint C. Upgrade landfills
Re-organized to fit a beginning answer organization, the outline would look
like this:
Main body:
Point 1. Unify the EPA
• 45% increase in pollution
Point 2. Increase penalties
• 30,000 animals die
Point 3. Upgrade landfills
• 500 people died
Notice that when you change from the end to beginning-answer organization,
the subpoints A, B, and C of the answer become the points 1, 2, 3 in the main body.
Additionally, instead of grouping the harms and significance into points of their own,
they become dispersed throughout the main body where relevant.
Example 2: "Is Jesse Jackson a viable presidential candidate?"
If you will recall the points discussed earlier for this question, its outline in a
criteria-evaluation type format using an end-answer organization would look like this:
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Main body:
Point 1. Criteria
Subpoint A. Money
Subpoint B. Fame
Subpoint C. Popularity
Point 2. Evaluation
Subpoint A. $1.2 million fund
Subpoint B. 80% recognition
Subpoint C. 69% approval
Re-organized to fit a beginning-answer organization, the outline would look
like this:
Main body:
Point 1. Money
• $1.2 million fund
Point 2. Fame
• 80% recognition
Point 3. Popularity
• 69% approval
Notice that in this organization, unlike the end-answer structure, the evaluation
does NOT parallel the criteria separately. Rather, the analysis becomes unified.
Subpoints A, B, and C of Point 1 in the end-answer format become Points 1, 2, and 3 in
the beginning-answer format, while the Subpoints in the evaluation of the end-answer
format become dispersed as evidence for the appropriate points in the beginning-answer
format.
In general, the idea of parallel and unified analysis is another good way to think
of the structural difference between end and beginning-answer organizations. Endanswer
speeches parallel two parts. For example, "Point 1" will be devoted to only the
problem aspect, and "Point 2" will concentrate only on the solution aspect. If "Point 1"
sets up all the criteria, then "Point 2" will establish whether all that criteria is met. In
short, the parallel structure used for an end-answer is patterned after the following
general outline:
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Point 1.
Problem A
Problem B
Problem C
Point 2.
Solution A
Solution B
Solution C
Point 1.
Criteria A
Criteria B
Criteria C
Point 2.
Evaluation A
Evaluation B
Evaluation C
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OR
On the other hand, beginning-answer speeches unify, rather than parallel the
points. Instead of discussing all of the problems first and then all of the solutions
second, you would take one aspect at a time of the overall problem and explain what
aspect of the overall solution will resolve it. Rather than setting all the criteria first and
then evaluating all of them second, you would state just one of the criteria and
immediately assess whether it is viable. Then you would move on to the next pair of
criteria-evaluation and so forth. In short, the unified structure used for a beginninganswer
structure is patterned after the following general outline:
Point 1.
Problem A
Solution A
Point 2.
Problem B
Solution B
Point 3.
Problem C
Solution C
OR

Point 1.
Criteria A
Evaluation A
Point 2.
Criteria B
Evaluation B
Point 3.
Criteria C
Evaluation C
A Pro/Con Speech
This type of speech employs a unique format which some extempers like to use.
Basically, it involves detailing both sides of an argument before offering an answer to the
question. For example, "Should the federal government raise the minimum wage?"
Your first point would be the arguments for raising it, and your second point would be
the arguments against raising it. Then in the third point, you would take one side and
explain why you chose that position over the other one.
I recommend against this type of speech for two reasons. First, because you
must devote time to explaining both sides, it reduces the strength of any one position.
Second, you run a greater risk of having a judge find the alternative position more
persuasive than the side you decide to choose. Therefore, if you are going to use this
format, make sure that in your answer, you refute each and every argument for
the alternative side.
Preempting
Rule: In a pro/con speech, it is vital that you give the specific reasons
why one consideration outweighs another.
As we said earlier, a pro/con format is time consuming and may still be
unconvincing. What I would use instead is a similar, yet less risky tactic called
preempting. Preempting is the art of predicting what an opposing side would say and
immediately asserting that the argument is untrue or lacks priority. For example, if your
were trying to justify a "yes" response to the question – "Should the federal government
raise the minimum wage?" – you could offer the following preemption:
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“Granted, critics argue that raising the minimum wage will increase
unemployment, but that cannot be our foremost concern. Otherwise, we would
never raise the minimum wage. There is an overriding moral imperative which
requires that our earnings keep pace with the cost of living.”
The key to preempting is not to spend an entire point, as in a pro/con speech,
explaining the opposition's views; rather focus on the strength of your own position.
Summary of the Main Body
Throughout this chapter, we have detailed several technical ways to structure a
speech, some of which may have been complicated and confusing. However, do not feel
as if you have to follow the formats outlined in this text to the letter. The ones we have
discussed need only be used as guidelines. In fact, the only rule you must remember is
also the simplest rule.
Rule: Organize the main body logically. Structure the speech in a way
most people think about the topic.
Eventually, you will probably develop a certain format that you prefer, and you
will try to fit most speeches into that outline. That is perfectly acceptable, however,
sometimes, you will need to tailor your organization to a particular question.
Rule: Do not hesitate to change your organization if it will add clarity to
your speech.
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Chapter 10
Conclusions
The basic purpose of the conclusion is to summarize the speech. This may seem
like a simple task, but in reality, it is not that easy. Many extempers make the mistake of
not practicing their conclusions because they believe that anyone can summarize.
Consequently, they stumble through the last minute of their speech. This may not seem
too costly – one bad minute out of seven; but keep in mind that your conclusion
provides the last impression judges will have of you.
Rule: A bad conclusion will hurt your ranking even if the rest of your
speech was stellar. Therefore, plan ahead of time what you are going to
say in the conclusion.
Guidelines for Conclusions
1. Refer to your points as a whole. As we said earlier, your essential objective is to
summarize your speech, but stylistically, do not describe your speech point by point.
That will disrupt the fluidity of your conclusion, and it will seem as if you are unable to
look at the "big picture." For example, here are 2 conclusions for the question on the
environment which we discussed in the previous chapter on the main body:
Fragmented conclusion: “So when we ask ourselves the question – 'How can
the federal government clean up the environment?' – remember that my first
point was to unify the EPA; my second point was to increase penalties; and my
third point was to improve landfills ....”
Unifying conclusion: “So looking at the entire situation, we can indeed
conclude that the dangers of pollution are very real. In order to alleviate the
problem, the EPA must provide central direction, stricter enforcement of laws,
and technologically improved methods of disposal. Only if all 3 of these goals
are achieved can America make significant gains toward preserving its
environment ....”
Technically, there is nothing wrong with the first conclusion, but referring to the
issues only as individual points might prevent the audience from thinking of how the
points relate to each other. The second conclusion does a better job of tying the answer
together.
2. Be brief. Do not reiterate overly-specific details from the main points. Here are 2
conclusions for the question on minorities which we also discussed in the previous
chapter on the main body:
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Poor conclusion: “So when we ask ourselves the question – 'What does the
future hold for minorities?' – we can clearly see brightness and potential due to
the increased representation of minorities by 20% in politics, led by the first
black governor of Virginia; 30% in the work force due to over 300 affirmative
action programs; and 50% in education stemming from the 1982 changes in
standardized testing which have reduced cultural biases ....”
Better conclusion: “So when we look at what is in store for minorities, we can
see a bright future filled with potential. Due to shifts in legislation and social
attitudes, we have seen gains in politics, the work force, and education.
Moreover, current trends point to even further progress ....”
In the first example, too much time is spent rehashing the same evidence used in
the main body. Consequently, the conclusion is too long and seems more like a minispeech
than a general summary.
3. Refer back to you introduction. When concluding, you want to create the effect of
rounding out your speech--making it complete. Do this by alluding to your opening and
showing how your answer affirms the point you made in the introduction. For example,
"Should the US adopt a mandatory national service program?" Suppose that for this
question, your answer was "yes," and in your introduction, you had used John F.
Kennedy's quote – "Ask not what your country can do for you but what you can do for
your country." Here is a possible conclusion which refers back to the introduction:
“So when we ask the question – 'Should the US adopt a mandatory national
service program?' – clearly the answer must be 'yes' because there is a need for
civil servants in numerous social programs, and our moral community would be
strengthened. Indeed it is important that our country listen to the wise words of
John F. Kennedy and – 'Ask not what your country can do for you but what you
can do for your country.' The sooner we heed his advice, the sooner we will be
able to help the less fortunate.”
4. End with an engaging thought. For more experienced extempers, you will seem
very polished if your last sentence is a quote, adage with a twist, simple comment, or
anything that will inspire your audience to think or take action. For example, to the
above conclusion on national service, you might add these words as a finishing touch.
“... The sooner we heed his advice, the sooner we will be able to help the less
fortunate. We are often told to 'give until it hurts.' A teacher once told me
otherwise – 'give until it feels good.'”
This technique is just "extra frosting on the cake," so do not focus on it until you
feel comfortable with the other aspects of extemp.
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Chapter 11
Strategies for Answers
Here are some suggestions to consider when formulating answers:
1. Take a definite position. The most basic type of answer belongs to those questions
which call for simple "yes" or "no" responses. Whenever you get such a question, just
answer "yes" or "no" and then give your audience the reasons why you responded in such
a way. Do NOT give answers such as "maybe," "perhaps," and "possibly." Often times,
judges will consider "middle of the road" answers to be no more than "cop out"
responses.
Rule: It is better to take a definite, well-supported position than a
wavering, indecisive stance.
2. Do not oversimplify the answer. Taking a definite stance does not mean that you
can oversimplify the situation. Do not be afraid to admit the difficulty and complexity
of solving a problem. Nonetheless, explain to your audience that difficulty does not
excuse letting the predicament go unsolved.
3. Come up with a coherent theme. As we said earlier, some questions will require
you to analyze different areas such as politics, society, and the economy, or labor,
medicine, and education. However, when you scrutinize different realms, try to find a
unifying link among them. For example, recall the question we discussed earlier –
"What does the future hold for minorities?" For this topic, we looked at politics, labor,
and education, and a common theme that we cited was a bright future for minorities in
all these spheres.
Keep in mind that the theme does not have to be fancy or profound. Its primary
purpose is to point the audience in one direction. A speech that says minorities have
potential in all three areas would be smoother, more cohesive, and easier to understand
than one that predicted no success in politics, great prosperity in the work force, but
only some opportunity in education. An audience will appreciate being able to associate
an underlying theme with your answer.
4. Do not negate the question. Negating the question involves contending that the
question rests on a false assumption. For example, the question – "How can the US win
the war on drugs?” – rests on the assumption that we, in fact, can win the war on drugs.
The question leaves it up to you to specify the necessary measures. However, if you
wanted to negate the question in your speech rather than detail those measures, you
would tell the audience that we cannot win the war on drugs. In the remainder of your
speech, you would then focus on why we cannot prevail.
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I advise against negating the question simply because it violates the spirit of extemp's
fundamental requirement:
THE GOLDEN RULE OF EXTEMP: ANSWER THE
QUESTION!!! No matter how good you sound or appear, your
paramount concern should always be to answer the question.
Even if you give good reasons why the question is based on a false assumption, some
judges may, nevertheless, downrank you. Therefore, if you think the premise of a
question is wrong, choose another one to answer.
Let us now turn our attention to answers for two special types of questions:
absolute and value questions.
Absolute Questions
Sometimes you will be asked to make an absolute judgement. For example,
"Will America ever eliminate its budget deficit?" "Is there any hope for aids
patients?" For these types of questions, it is very difficult, if not impossible, to take a
definite 'yes' or 'no' stance unless you have nearly irrefutable evidence. Regardless of its
current size, how can anyone say that we will never eliminate our budget deficit?
One strategy to make the burden of proof less absolute is to offer a qualified
response. Basically, this entails answering either 'yes' or 'no' followed by the conditions
under which your answer would be true. Here are 2 examples of qualified answers:
“... yes, America will reduce its budget deficit if and only if we raise taxes and
eliminate porkbarrel expenditures ....”
AND
“... no, there is no hope for aids patients unless we increase funding for medical
research and insurance companies become more sympathetic to victims ....”
Rule: I advise against picking absolute questions, but in the event that
you do, a qualified response might be useful.
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Value Questions
Sometimes a question may ask you to make a value judgement. For example,
"Should euthanasia be allowed?" These kinds of questions are rare in extemp, but
occasionally, you may come across one. Should you encounter one, stay away from it.
Rule: Avoid value questions. They are too controversial.
However, if for some reason you must choose one, here are a few suggestions:
1. Stress that the topic is controversial and that the judge may certainly
disagree with your opinion. Tell the audience that different positions on the
issue are understandable and should even be expected. Making the judge
conscious of personal biases may reduce the chances of him or her penalizing
you for those biases.
2. Cite outside authorities as the basis for your answer. This will make you
seem like less of a "bad guy." For example, for the question – "Should women
have the right to an abortion?" – you could respond, "... according to the
Supreme Court, the answer is yes." You could then go on to explain the basis
for the High Court's ruling.
3. Stress the need for reason over emotion. For example, "Should animal
testing be allowed?" You might answer 'yes' and offer the following
explanation: “... granted, it would be wonderful if we did not have to test
animals, but unfortunately, human safety dictates otherwise. As a lesser of 2
evils, some animals must be subject to controlled experiments to further medical
science. This is a fact we need to accept unless the nature of medical science
changes.”
4. Overall, seem very tempered and understanding. Acting as if you are
unquestionably and unsympathetically right is suicidal.
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Chapter 12
Evidence
In extemporaneous speaking, you must not only be able to form a position on an
issue, you must also be able to support that position with evidence. This evidence will
generally take three forms: examples, quotations, and statistics.
Examples
It is especially good to incorporate examples into your speech because concrete
illustrations will help your audience understand your point. Furthermore, examples can
be emotionally more powerful and compelling than abstract statistics. For instance, if
you wanted to cite the problem of gang warfare, you might use the following example:
Six year old Mary Thompson was happily tossing a ball around in her yard when
it bounced across the street. As she went to retrieve the ball, a crossfire erupted
between two rival gangs. Paralyzed with fear, Mary could only stand there until a
bullet hit her in the head and killed her.
Rule: Examples can be emotionally charged and enhance a speech,
however, they should rarely be used by themselves.
In fact, the number of examples in a speech should generally total no more than
five. The purpose of evidence is to prove a point; this can seldom be done convincingly
by presenting only a few examples. Therefore, it is a good idea to use statistics to show
how representative the example is. Looking back at the above example, you should add
the following qualification:
... until a bullet hit her in the head and killed her. Unfortunately, Mary Thompson
is not the only victim of gang warfare in America. In fact, over 5000 innocent
bystanders die per year at the hands of gang violence.
With the latter statistic, your audience is much more likely to realize the
significant harms of gang violence.
Finally, examples are also good to highlight novel solutions, situations,
programs, and so forth. Let us say that you had to offer a solution to air pollution, and
you had read an article about the effectiveness of California's alternative fuel
requirements for automobiles. You could then offer California's plan as a blueprint that
the rest of the country should follow. The only thing left to consider is how
representative the example is. At first, this may seem difficult. You cannot use statistics,
as in the Mary Thompson example, about other similar policies which have worked
because California has the only such requirements. After all, that is why you are offering
it as a model solution. How then can you enhance the credibility of your proposition?
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Instead of statistics, use a quote by an authority, such as an EPA official, to affirm your
belief in California's plan.
Rule: Quotes, like statistics, can be used in conjunction with examples to
help prove a point.
Quotations
Here are some suggestions for how to choose quotes:
Statistics
1. Make sure that the quote is taken from an authority figure. That will
make your speech more persuasive.
2. Choose short concise quotes. They are easier to follow and generally more
powerful than long quotes. In fact, do not hesitate to quote KEY PHRASES
rather than entire sentences if the quote is lengthy.
3. Choose quotes that are colorful and vivid. Quotes that are dry and
commonplace will appear useless. If that is the case, you would be better off
describing matters in your own words.
4. Do not use too many quotes. Excluding those you may use in the
introduction and conclusion, you should rarely use more than five quotes. If you
quote too much, the quotes will lose their impact and can even hurt your speech.
Rule: The primary purpose of a quote should be to affirm your points,
not to take the place of your explanations. Therefore, be selective.
Statistics are the best way to substantiate your points.
Rule: Use statistics almost every time you make an assertion.
Whenever you say something is a "significant problem," you must tell your
audience how significant it is. Otherwise your audience will have no reason to believe
you. On the other hand, do not just rattle off statistic after statistic. Some extempers, in
their quest to impress an audience, make the mistake of spewing out a number every five
seconds throughout their speech. Rather than appear knowledgeable, however, they
merely confuse their judges.
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Rule: Citing a huge quantity of statistics is useless if your audience does
not understand them. Therefore, make sure that your audience knows
exactly what the statistic represents.
For example, if your topic is inflation, do not just say, "The CPI rose 2% in
March. Therefore, we must make sure that the economy does not overheat." You need
to also clarify what the Consumer Price Index is and how its increase serves as an
indicator of inflation. If you include these types of explanations for the data, you will
find that you generally have time to cite 10-15 statistics.
Finally, whenever possible, try to offer statistics from a perspective that the
audience can relate to. For example, if you offer Argentina's 4000% inflation rate as an
indicator of its economic woes, it would be beneficial to tell the judge that a 4000%
inflation rate translates into an 11% increase in prices every day. (That is a real
incentive to get your Christmas shopping done early.) Explaining the situation in this
way helps the audience to understand how significant the problem really is.
How to Cite Sources
Judges can be picky about how to cite sources or even whether you should cite
them at all. Some insist on citing sources down to the specific page of a publication,
while others feel that constantly citing sources disrupts the flow of the speech. In
general, this is what I have found will suit most judges preferences.
Cite the source for every piece of evidence you give. Stylistically, it is usually
better to cite the source before you give the piece of evidence in order to focus your
audience's attention. In the citation, you generally do not need to include the author,
year (hopefully, your sources will be no more than one year old) or page number.
Instead, always include the name of the publication and an abbreviated date. The date
you give can be general or specific, depending on a few factors.
For both weekly and daily sources:
1. If the issue is over one month old, then just say the month.
Example: According to a March issue of Time ...
2. If the issue is between 2 and 4 weeks old, include the day of the month
as well.
Example: An April 21st issue of Time indicates that ...
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For only weekly sources:
If the issue is only a week old, refer to it as "this week's issue."
Example: This past week's issue of Time reports that ...
For only daily sources:
If the issue is no more than one week old, cite the day of the week.
Example: This past Tuesday's edition of the Wall Street Journal informs us that ...
Citing Alternative Sources
If within the publication an article gives the original source of the data, cite it,
especially if it was a special study or experiment conducted. Additionally, citing authors
with notable credentials will make your speech more persuasive. Also, if you are using a
book, just cite the author's name and the title of the book. Copyright dates, chapter and
page numbers are unnecessary. In general, citing alternative sources is a good way to add
credibility and variety to your speech.
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Procedural Notes
Chapter 13
Timing
At most tournaments, either a judge or member of the audience will give time
signals so that the speaker can divide his or her time accordingly. Generally, these time
signals are given by holding up flashcards or fingers. Make sure that you know who the
timekeeper is before you begin speaking and what signals he or she will use.
Overtime
The overtime rule varies at different tournaments. There is usually no official
"grace period," and generally, it is left up to the "judge's discretion" to penalize speakers
who go overtime. Normally, going overtime by ten seconds or less is acceptable, but
you can still be penalized. In fact, some extempers have lost tournaments because
they exceeded the time limit. Therefore, make it a point to end your speech before the
time limit expires.
Rule: Do not go overtime. Play it safe. Do not run the risk of getting
penalized.
How to Divide Your Time
Up to this point, we have talked a lot about the different elements of a speech
and the content that should be included in each section. But how much time should be
spent on each part? After all, the time limit for the entire speech is 7 minutes. In light
of this, we shall now break down the different parts of a speech and list where you
should be in a speech at a certain time.
1. Introduction: Your opening through the statement of the question should
take about 30-45 seconds to complete.
2. Thesis statement: Your thesis statement should take another 15-30 seconds,
taking you to the 1 minute-1 minute 15 second mark.
3. Main body: The main body should take about 5 or 6 minutes, taking you to
the 6 minute 15 second-6 minute 30 second mark.
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Keep in mind, however, that the time you spend on each point within the main
body will not necessarily be 5 or 6 minutes divided by the number of points you
have. In other words, the time you spend on each point will rarely be equal.
Rule: The time you devote to each point will depend on its importance
and what analysis is called for by the question.
For example, "How can the federal government reduce prison overcrowding?"
The focus of this question is the solution to a problem, not the problem itself.
Therefore, you should spend most of your time on the steps of a solution. More
specifically, let us say that you decided to answer this question using the endanswer,
problem solution format. Your points might be as follows: 1) the
significance of prison overcrowding, 2) the harms of overcrowding, and 3) a
solution. In this scenario, because the question asks – "How can the federal
government reduce prison overcrowding?" – rather than – “Is prison
overcrowding a problem which requires our immediate attention?" – you should
spend only about 2 minutes total on the problem in points 1 & 2 and about 3 or
4 minutes on the solution in point 3.
Rule: Pay close attention to the emphasis of the question and devote an
appropriate amount of time to each point.
4. Conclusion: Allow yourself about 20-30 seconds for the conclusion, and you
should finish within the seven minute limit.
What is a Good Time?
Although there is technically no time minimum, beginning extempers should try
to speak for at least 5 minutes. Generally, a speech that ends between 6 minutes and 6
minutes 30 seconds is considered a good time; a speech that is between 6 minutes 30
seconds and 7 minutes long is considered ideal.
However, time is NOT so important that you should keep speaking just for the
sake of increasing your time. In fact, rambling and unnecessarily repeating yourself will
hurt your rating.
Rule: If you are over the 5 minute mark and have nothing else to say, it
is better to end than to just ramble on or repeat yourself.
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Part IV
Presentation
Chapter 14
Delivery
Up to this point, we have only discussed the first major aspect of extemp – the
creation of a speech; now we must turn our attention to the other major component –
the presentation of a speech. Unfortunately, there is only so much that can be conveyed
about delivery through a text without personal demonstrations. However, I will do my
best to cover the key elements of delivery. Here are a few suggestions:
Fluency
1. Know your topic. One of the biggest misconceptions about extemp is that content
and delivery are exclusive of each other. That is not the case. If you are familiar with a
subject, you will have an easier time explaining it smoothly.
2. Be aware of "ums." To say "um" in conversation is natural, but do not let it carry
over into your speeches. The only way to stop this problem is for you, throughout the
speech, to make a conscious effort to avoid saying it.
3. Slow down. Do not be afraid to pause. If you find yourself breaking the flow of
your speech, check your pace. It might help to speak more slowly. Doing so will also
reduce your inclination to say "um." Furthermore, slowing down can be an effective way
to emphasize key points.
4. Do not use difficult vocabulary words if you find yourself stumbling over them.
5. Plan your transition statements. Learn to relate previous points in your speech to
the new issue at hand. For example, an effective transition from the problem to the
solution section of a speech might be as follows:
“... Now that we have a firm understanding of the health hazards caused by
environmental pollution, it is time that we explore possible measures to alleviate
this crisis ....”
6. Do impromptu speeches. They will help you to speak fluently while thinking
quickly on your feet.
7. Practice. A smooth delivery will not come with the snap of fingers. You must work
at it.
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Gestures/Movements
1. Make sure that your gestures are natural. Using a videotape or mirror, check to
see that your gestures fall within the "gesture zone." (This is an imaginary zone marked
off by a line across the navel and a line a couple of inches below the shoulders.)
Generally, motions which exceed this zone will seem awkward or rigid.
2. Do not overuse one hand to gesture. Many extempers have the tendency to favor
one hand. Avoid falling into this habit.
3. Do not hesitate to leave your hands at your side. I know it feels very strange to
leave your hands at your side, but you’d be surprised at how natural the position looks
(see for yourself on videotape). If you are going to gesture, do it deliberately and with a
purpose. Otherwise, keep your hands at your side.
4. Do not pace. Taking a few steps to enhance transitions between your points should
be sufficient movement.
5. Do not sway. Shifting your weight and/or fidgeting can be a huge distraction to the
audience.
Style/Tone
1. Tailor the tone of a speech to fit the topic. Some subjects, such as politics, are
conducive to humor. Others, such as racism, demand more seriousness.
2. Do not be afraid to use humor where appropriate. Although extemp is
considered a more serious event, good witty humor dispersed between facts and figures
is always appreciated by an audience. (Do not be intimidated by judges who do not
laugh hysterically at your jokes. Many times, they appreciate the humor, even if they do
not show it.)
However, there are 3 cautions about the use of humor. First, never direct humor
directly at someone, even if you know them. Second, do not use inside jokes unless they
are accessible to the entire audience. Third, do not include humor at the expense of
content. (Remember the golden rule of extemp.)
3. Do not talk at people. Communicate with the audience. This will allow you to take
notice of your audience's reactions and adjust accordingly. For example, if a judge seems
confused, then explain your point in another manner.
4. Employ an overall style that fits your personality. You may choose to be lighthearted,
more conservative, and so forth. Experiment with different styles and take
notice of your audience's reactions. Which styles help you to establish good rapport with
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your audience? Ultimately, your choice of style should be the one with which you feel
most comfortable.
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Part V
Additional Advice
Chapter 15
Preparation Time
Some say that the 30 minute prep time is the most nerve-wrecking period in
extemp. While occasionally it may be a nail-biting experience, there is no reason to feel
intimidated, especially if you are prepared.
How to Assimilate a Speech During Prep Time
The first thing to do after choosing a question is to figure out exactly what the
question is calling for and possible angles for an answer. (Note that if you are versed on
current events then you should be able to come up with an approach to the topic before
consulting your file.)
Once you have a handle on the question, the next step is to pull all relevant
information from your file. Scan the articles for evidence to support your points. Jot
down in outline form any main points, statistics, quotes, and so forth. Make sure that
you outline only key ideas. Do not spend time writing out your speech. Leave the actual
wording of sentences for when you rehearse the speech. Otherwise, you will run out of
time. In fact, come with up with symbols and abbreviations which will reduce the
amount you have to write. After taking notes for the main body of the speech, jot down
any information, such as quotations, for your introduction and conclusion that you
might have trouble remembering.
A typical outline might look like this:
"How can American education be improved?"
I. Intro: "Ed. is the greatest gift..." – Cicero
II. Body
A) Prob. w/ ed.
• US drop to 20th in math and sci. (June-Time)
• SAT's down 96 pts. (Apr.-Newsweek)
• avg. Jap. student > top 5% US stud. (Sat.-WSJ)
B) Answer
1. up teacher $: pay down 7% vs. inflation = no devotion (June-US News)
2. stress think > rote learning: Hawaii experiment show 15% better scores
3. mand. competence tests for grad.: 22% grads. illiterate (Wed.-USA Today)
III. Conclusion: "Ed. is our future..." --Dr. Bell, Prof., Detroit U.
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Notice how this outline is composed of phrases and symbols. In fact, you
probably cannot even understand my abbreviations and notations. This is to be
expected. Your goal when forming an outline should be to write only the information
you need to understand the main points and any evidence.
Rule: During prep time, your outline should serve only as a quick
reference for key information. It should not be used as a manuscript of
your entire speech.
Rehearsing Your Speech
During the rehearsal, concentrate first on memorizing the facts, quotes, and
general evidence. In your remaining time, find a corner in the prep room where you can
actually practice delivering the speech. As you leave the prep room on the way to your
round, continue to rehearse the major points of your speech.
When rehearsing your speech during prep time, do not feel as if you need to
memorize it word for word. (After all, your outline shouldn’t contain every word of
your speech.) Instead, concentrate on memorizing evidence and key phrases – you
will become more skilled at “extemporaneously” filling in the “gaps” of your speech with
practice. Learn to use key acronyms as mnemonic devices which will help you to recall
different parts of your speech. In fact, for each point in your speech, you should assign
a "cue" word(s). With a little practice, this strategy will help you to remember the
contents of your speech.
How to Divide Prep Time
First, make sure that you are prompt. However late you arrive at the prep room
will cost you that much of your prep time. When you are told that it is your turn to
choose a question, immediately proceed to pull your 3 questions. Allow yourself a full
minute, if necessary, to decide which question you could do best. After choosing, begin
your preparation. How you divide your prep time will depend on which of the following
2 categories you fall under:
If You Know Your Topic
Basically, if the topic of your question is one that you are familiar with, you can
spend more time rehearsing than researching your speech. For the first 10
minutes, consult your file and assimilate your speech. By the 10 minute mark,
you should begin rehearsing the speech. That will leave you about 20 minutes to
run through the speech 2 or 3 times.
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If You Do Not Know Your Topic
Ideally, you will never fall under this category. Hopefully, you will be prepared
on at least one of the 3 questions you pull. However, if all 3 questions stump
you, the most important thing to remember is not to panic.
Rule: When faced with an unfamiliar topic, you will work much more
effectively with a calm and clear head.
First, choose the question on which you have the best file, even if you are
unfamiliar with the actual information in that file. For the first 5 minutes, skim
your file and try to get an angle on the question. Then allow yourself the next
10-12 minutes to outline the speech and assemble the evidence. Your goal
should be to leave at least 12 minutes to memorize the facts and rehearse your
speech.
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Chapter 16
Practice Pointers
1. Give speeches regularly. The best way to improve is to give speeches on as many
topics as possible as if you were in an actual tournament round.
Rule: The best extempers are always the ones who practice the most.
Preparation wins, not natural speaking ability.
2. Do not focus on topics which you know. Do speeches on questions with which
you are unfamiliar so you become familiar with them – even if it makes practices more
difficult.
3. Speak in front of your coach and an audience, if one is available. You want as
much feedback as possible.
4. Avoid "crutch" phrases. Most extempers will fall into the habit of always repeating
certain phrases such as "we can see that" or "moving on." Ask someone to count how many
times you use similar phrases and make a conscious effort to stop saying them.
5. Be aware of sounding "robotic." Some extempers give so many speeches that,
despite their fluency, they begin to sound detached and unenthusiastic. No matter how
many times you have done a speech, you must always seem "in-tuned" and "fresh."
6. Speak despite distractions. Expect distractions at tournaments, such as noise
outside the room, door slamming or person coughing, while you are speaking.
Therefore, ask someone to try and distract you during practice speeches to help improve
your focus.
Rule: A good speech should never depend on ideal speaking conditions.
7. Do not discuss topics with people BEFORE you do speeches on those
subjects. Otherwise, your speech may tend to be no more than a reiteration of others'
views. Force yourself to come up with your own analysis first, and then discuss the
issues with other people.
8. Use videotapes, audio cassettes, and/or mirrors for self- critiquing.
9. Watch other speakers, especially videotaped performances of the National
Tournament. Do not mimic other people, but you can learn a lot from others and
incorporate several of their techniques into your own style.
10. Keep the outlines of all your speeches. While you cannot use them in the prep
room, they are a good source of review before and after tournaments.
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11. Study your file. During the week of a tournament, if you are unable to give practice
speeches on some topics of current significance, you should at least study the files on
those subjects.
12. Do not dwell on bad speeches. You will often give bad speeches in practice, but
do not think of them as an indicator of your tournament performance. Remember, in
practice, your priority is to do speeches on unfamiliar topics. Therefore, you should
expect to give weaker presentations, especially if you are speaking on a topic for the first
time. But ultimately, this will prepare you for tournaments.
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Chapter 17
Tournament Tips
1. Dress appropriately. Ask you coach about appropriate attire.
2. Remember to bring your file. Believe it or not, some people actually forget their
evidence.
3. Be at the tournament early enough to set up your file in the prep room.
4. Do practice speeches in the morning before your rounds begin. They will help
you to warm up.
5. Before speaking, make sure your voice is clear. Drink water and clear your throat
before going to the round.
6. Practice while you wait for the previous speaker to finish. Sometimes, a round
will run late, and you may have to wait for your turn. In that case, wait outside the room
and rehearse your speech.
7. When it is your turn to speak, go into the room. Be wary of the impression you
convey.
Rule: From the moment you enter the room, you are being evaluated.
You always want to appear poised and confident, even before you begin
speaking.
8. Write your question on the board (if there is one).
9. Give the judge(s) your topic slip.
10. Wait until the judge is done writing your topic down. In the meantime, just
quietly stand in the front of the room. Do NOT pace or fidget – you don’t want to
appear nervous (even though you are).
11. When the judge directs his or her attention to you, make sure (ask the judge
if necessary) that he or she is ready for you to begin.
12. Make sure that you know who the timekeeper is (if there is one).
13. Take a few moments to collect your thoughts (do not put your head down)
and begin.
14. Always be courteous to the judge. Make the judge want to give you first place.
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15. Always be courteous to other competitors. If you stay to watch other speakers
after your performance, remain attentive. You will leave a bad impression with the judge
if you show a lack of respect to others. (Remember Rule #7.)
16. Do not dwell on bad speeches. Focus on the next round.
Rule: Even the best extempers have an off round. But one sub-par
speech should not affect the rest of your tournament.
17. Above all, enjoy yourself. Tournaments are a great time to meet people, so be
sociable and have fun.
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Chapter 18
Overall Expectations
Extemporaneous speaking is not as hard as it may first appear. Initially, the
event will be difficult. Putting a file together and learning how to analyze topics can be
overwhelming. But if you stick with it, things will become much easier. The key is
patience; eventually, you will develop a certain style and format and all that remains is
plugging in new information.
Extemp is an educational, very practical category. Knowledge about current
events and learning to speak on your feet are extremely useful skills. Also, your ability to
assimilate, analyze, and comprehend large quantities of information in short periods of
time will improve dramatically. In short, extemp will help you in many ways outside of
competitive forensics.
Ultimately, the choice is yours. Some enjoy extemp because of the variety of
topics; others feel the category is mundane. If you are up to the challenge, I suggest you
give it a try. It can be a very rewarding experience.
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Part VI
Sample Speeches
The following 2 speeches were done a few years ago at a local tournament.
These are quality speeches that should give you an idea of how to put everything
together. Keep in mind, however, that these samples are not intended to illustrate
perfect speeches. In fact, as you look them over, try and pick out those areas that
could use some improvement.
Question 1. "Have American travelers really benefited from the
deregulation of the airline industry?"
“The ancient Chinese scholar Lao Tzu once said, 'Govern a nation as you would
cook a small fish. Don't overdo it.' With a 'hands off' policy in arenas like the savings
and loan and airline industries, it seems as though over the past decade, our federal
government has adopted this philosophy. Recently however, with many blaming the S &
L fiasco on government deregulation, many are beginning to wonder whether 'hands off'
has hurt other businesses as well. And thus the question arises, 'Have American travelers
really benefited from the deregulation of the airline industry?' Well, in order to answer
this question, I'd like to look at 3 key points of analysis: first, the financial benefits of
deregulation; second, recent flight disasters; and only then can we assess the situation as
a whole and conclude with a reasonable answer in our third point.
At 8:55 a.m. one crisp October morning in 1978, deregulation hit the airline
industry. The decision was intended to allow greater profits for businesses--to take
advantage of the free enterprise principle that competition is good. And indeed,
competition has led to several financial benefits for consumers. According to an
October issue of Time, in 1978, 55% of American travelers had to pay full fares. Now
the figure is only 9%. In fact, fares are down 23% since that time, translating into
savings by passengers totaling $5.7 billion over the past decade. Overall, profits for the
airlines have risen by $10 billion. There seems to be little question that fliers have
benefited in the pocketbook, but at the same time, people wonder whether air travel
safety has been compromised. These concerns have been kindled by several
catastrophes. Deregulation: coincidence or cause of these mishaps? For example, a
September issue of Newsweek reports that Delta flight 1141 crashed at Dallas airport
killing 13 people. That disaster was particularly overwhelming because only 3 years prior
to that, another Delta crash at that very same airport had resulted in 137 deaths. In
addition to this, a May issue of Time details the horrors of Aloha airline's Boeing 737
which ripped open on April 28th. A flight attendant was sucked out of the aircraft.
Finally, according to a January issue of US News and World Report, Pan Am flight 103
bound for New York from London mysteriously blew up in mid air killing 258 people.
The circumstances of these tragedies are not all completely clear, but
nonetheless, many can't help but wonder that safety is being sacrificed for profit. And
so it's come time to determine if American travelers have really benefited from
deregulation. My answer to this question is 'no' for primary reason that in the race to be
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the best, airlines have cut corners. This is evident in several points. First, efficiency has
suffered. A February issue of the Wall Street Journal indicates that the number of
departures delayed for over 15 minutes has skyrocketed by 117% since 1978. This
frustrating experience has become all too common for the American traveler. This
decline in efficiency is further evident by the loss of $3 billion in productivity costs.
Second, in an attempt to save money, airlines have overused planes. Prior to
deregulation, a law existed which prohibited using planes which had accumulated 30,000
miles. Anything beyond that was deemed hazardous. But as regulation flew out the
door, so did that rule. Over 291 planes, according to a May issue of Newsweek,
currently fall into that category, including the Boeing 737 we cited earlier which ripped
open this past year. Had the 30,000 mile safety precaution of the regulation years been
in effect, the Aloha flight would never have been allowed to leave the ground. Granted,
advocates of deregulation point out that the number of overall mishaps is less now than
before. That statistic, however, is misleading. Statistically speaking, while we may have
less crashes now than 15 years ago, technological advances should have left us with even
less accidents than we have had.
Third, security measures have slipped. Without the pressures of regulation,
airlines have not improved security to keep pace with advancing technology. Although
preliminary investigations are not definitive, some authorities strongly suspect that Pan
Am's explosion was caused by a plastic explosive planted by a terrorist. This type of
plastic explosive is not unheard of, and it is becoming increasingly popular in terrorist
circles because they are undetectable by conventional metal detectors. However,
screening devices which can detect the plastic do exist, it's just that airports have been
slow to implement the technology.
In conclusion, when we ask ourselves the question, 'Have American travelers
really benefited from the deregulation of the airline industry?' – our answer must be 'no.'
While deregulation has left our wallets a little bit heavier, it has also incurred serious
problems. The increased competition between airlines has led to cutting corners in an
attempt to save a buck. Consequently, efficiency, safety, and security measures have
been compromised, a predicament which cannot and should not be justified in terms of
economic prosperity. It seems as though our government, in following Lao Tzu's
advice, has certainly not intervened too heavily in the airline industry. But in the process,
its 'hands off' policy has led to a sloppy kitchen. And while you certainly do not want to
overcook the fish, safety is a meal which should never be undercooked.”
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Question 2. "Should Americans be concerned about the corporate buyout
bubble bursting?"
“The Roman philosopher Justinian once said, 'The safety of the state is the
highest law.' In America today, it seems as though we pride ourselves more and more on
the principle that the government is obligated to protect the interests of its constituents.
Citizens expect their well-being to be the highest priority. When we look at potential
threats to our country, some obvious ones include nuclear war and crime. There are
other threats, however, which may not immediately come to mind but are equally
deserving of our attention. One such issue is that of corporate takeovers, or leveraged
buyouts, infamously known in the business world as the "LBO." With the frequency of
such transactions growing at a dangerously rapid pace, the question arises, 'Should
Americans be concerned about the corporate buyout bubble bursting?' My answer to this
question is 'yes' because of the weak financial base upon which big business is growing.
But before we address the specific economic implications of the situation, let us first
address the magnitude of corporate takeovers.
If 1929 is remembered as the year of the stock market crash, then 1988 should
be remembered as the year of the leveraged buyout. For example, according to a
November issue of Newsweek, Philip Morris Cosmetics bought out Kraft, Inc. for
$12.9 billion, or $106 per share, thereby creating the world's biggest consumer products
company. Philip Morris' offer was so high that the next highest bid was more than $2
billion below. But the blockbuster deal that sent unparalleled shockwaves through the
market occurred when 2 giants of the business world went head to head in their quest to
buyout RJR Nabisco whose 1987 revenues totaled $16 billion. Ross Johnson and
Shearson Hutton offered $21.6 billion for the company. That WOULD HAVE been a
record deal had KKR, notorious for past buyouts, not successfully countered with a $25
billion offer. That $25 billion LBO is the largest of all time. To put into perspective just
how high the figure is--the previous record was set in 1984 when Chevron bought out
Gulf for ONLY $13.6 billion. Keep in mind that, while the largest, these 2 LBO's were
not the only ones of 1988. In fact, according to a November issue of Time, in 1987,
there were 105 LBO's worth $36 billion. In the first 10 months alone of 1988, 143
companies have been taken over for $91 billion, NOT including the $25 billion shelled
out by KKR.
From these figures, it is obvious that leveraged buyouts are very popular. But are
they safe? And so its come time to look at the specific economic implications which
should have America worrying that its corporate buyout bubble will burst. First, the
number of quality loans given to corporations LBO's is down. Because takeovers are so
expensive, companies must turn to other institutions for financing. Unfortunately, the
quality of these loans is down from 83% to 40%, according to an October issue of
Newsweek. This means that companies, which do not have adequate financial bases, are
being loaned money. This is economically imprudent and could lead to a collapse of not
only corporations, but the banking industry as well.
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Second, the factor of taxes could slow our economy. After buying out a
business, a company is technically in a state of debt because of all the loans which are
required to finance such takeovers. U.S. laws make the debt tax deductible. Therefore, a
company generally need not pay taxes until after its profits exceed the cost of the buyout.
For example, a December issue of Time reports that RJR Nabisco paid taxes of $370
million in 1987. It is estimated that KKR will not have to pay similar figures for the next
3 years. With the problems of the budget deficit limiting our government, Federal
Reserve Chairman Alan Greenspan has recommended that these tax incentives be
abolished.
Finally, the pressures of corporate debt are becoming dangerously intense.
Because of the increasing number of leveraged buyouts, corporate debt in the US totals
$2 trillion, and the slightest fluctuation in our economy could cause a depression. One
of the reasons that debt has burgeoned is because more and more cash flow is being
used to pay off interest on loans for takeovers. A March issue of US News and World
Report indicates that in 1979, 20% of a corporation's profits was necessary to pay off
interest. That figure has risen to 32%. The result is that more companies are unable to
pay for the cost of their takeovers. Consequently, the number of LBO's which file for
bankruptcy has risen by 20%. Essentially, LBO's are high risk. If a company can cover
the cost of the takeover, then its profit will be enormous. If a business fails to get out of
the red, its losses will be fatal.
So when we ask ourselves the question, 'Should Americans be concerned about
the corporate buyout bubble bursting?' – our answer must be 'yes.' If our government is
to follow Justinian's philosophy and ensure the safety of the state, it must closely look at
the predicament corporate debt has left this country in. Because of imprudent loans, the
tax factor, and the high risk nature of LBO's, economic instability has permeated
institutions and could result in catastrophe. Perhaps economist Gary Shilling best sums
up the situation. He was asked the question, 'How much corporate debt is too much?'
He responded, 'I don't know how much corporate debt is too much...but it's certainly
less than we have now.'”
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www.victorybriefs.com
Advanced Extemp
Written by Chris Kristofco
Edited by Chad Ho and Andrew Swan
Copyright © 2005, Victory Briefs. All rights reserved. Unauthorized duplication of this
material is a breach of United States copyright laws.
Carter-CMS 2009 239

Table of Contents
Prfeace .................................................................................................................................3
Introduction..........................................................................................................................4
Ch. 1 The Advanced Fundamentals.................................................................................5
Ch. 2 Introductions.........................................................................................................11
Ch. 3 Conclusions ..........................................................................................................19
Ch. 4 Answering Questions ...........................................................................................22
Ch. 5 Unified Analysis...................................................................................................33
Ch. 6 Speech Structure...................................................................................................38
Ch. 7 Filing and Cutting.................................................................................................49
Ch. 8 An Examination of Sources..................................................................................62
Ch. 9 Sourcing ...............................................................................................................70
Ch.10 Delivery................................................................................................................75
Ch.11 Cross Examination ...............................................................................................81
Ch.12 Prepping Your Speech..........................................................................................86
Warp Up.............................................................................................................................90
Sample Speech...................................................................................................................91
Sample Worksheets............................................................................................................93
Sample Questions.............................................................................................................102
Victory Briefs would like to thank the following individuals for their contributions to this book:
Steve Conaway (coach at St. Joseph’s University), Jay Cox (NFL Final Round National
Champion 1999), Edward J. Murphy (3 rd at NFL Nationals 1998 & 1999), and Jason Warren
(9 th at NFL Nationals 1999)
© 2005, Victory Briefs 2
Carter-CMS 2009 240

Preface
For several years, Victory Briefs has been pleased to offer Advanced Extemp as the benchmark
for upper-level extemp instruction. While natural fluctuations in the event have altered the
approach many take, we maintain that the same skills that made extempers successful when the
original edition of this book was published—solid analysis and compelling delivery—are every
bit as competitively important today. Indeed, much of the substance of this text is unchanged;
why substantially alter a product that has been called “the very best preparation for varsity
extemp?”
What has changed, to be sure, is the contemporary relevance of examples and case studies. The
world in general and, accordingly, the world of extemp is a different place today than it was even
three years ago. I have done my best to reflect those important variances in this edition.
This text would not be possible without the generous support of Victor Jih, the founder and
Managing Director of Victory Briefs. His constant and admirable efforts to improve forensics
pedagogy is inspiring. Additionally, for teaching me a great deal about extemp, I owe a fantastic
debt of gratitude to Janet Willford (San Ramon Valley High School),Josette Surratt (Teurlings
Catholic High School), and Rob Layne (Willamette University). I am where I am because of
them.
Please contact me with any questions or suggestions.
Andrew E. Swan
Victory Briefs Extemp
June, 2005
andrew@victoybriefs.com
© 2005, Victory Briefs 3
Carter-CMS 2009 241

Introduction
I am writing this to let you know my thoughts behind the newest Victory Briefs extemp
publication, Advanced Extemp, because I believe that there is a need in the forensic community
as a whole to learn how to develop certain skills of extemporaneous speaking both for
competition and for more competent speaking in your professional life. It is my hope that
Advanced Extemp will help those who are good speakers to develop into great speakers.
I was, and in many ways still am, a college extemper. Prior to coaching high school
students and teaching extemp at institutes, I competed at Saint Joseph’s University for four years
in several events and had the most success in extemp and impromptu. In 1999, I was National
Champion in Extemporaneous Speaking at both the American Forensic Association National
Tournament as well as the National Forensic Association National Tournament. I say this not to
brag (okay, maybe a little) but because I think it is important that you know my background.
It is from these wide range of experiences that I draw. Throughout this book, you will
see many ideas, some of which you may already use, many of which you have never thought to
try. By expanding your horizons and becoming creative, you will become a better speaker.
Some ideas are difficult to understand without first practicing them, and this book is meant as an
introduction to these ideas. By experimenting, you will see that extemporaneous speaking is an
event in which you evolve. Do not expect a few changes to result in overnight success; plan on a
long-term change in your philosophy and style (as long as it suits you) for future success.
In my personal experience, it took a year of learning before I could really achieve
noticeable success. I made final rounds at local tournaments frequently, but nationals were an
enigma. It was difficult to compete as a freshman with experienced speakers. I was not secure
enough in my own presentation to really enjoy my speeches, and thus the judges did not find my
presentation as convincing as it could have been. This book is a guide to help you develop,
grow, mature and evolve as a speaker.
Finally, I think it is of the utmost importance to remind people how very individualized
extemporaneous speaking is. Extemp is an event where there are more styles than any other
competitive forensic event. For that reason, this book is not meant as a blueprint on how to be a
certain type of extemper. Instead, it is a selection of suggestions and styles that you may pick
and choose from in order to make yourself the best speaker you can be. If you heed no other
advice from this work, please, do not take the “carbon copy” approach to extemp. On numerous
occasions, I saw college and even high school extempers who thought that they could achieve
success by simply copying the style of extempers that had won past championships. While there
are certainly things that everyone can learn from watching successful extempers, only by
developing your own style can you truly become an advanced extemper.
Good luck, enjoy, and I hope this book can be helpful!
Chris Kristofco
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Chapter 1
The Advanced Fundamentals
Certainly people become involved in extemporaneous speaking for reasons as diverse as
there are competitors. In the end, however, it is usually a love of the event, news, reading, and
speaking on one’s feet that ultimately sway one’s interest toward extemp. When you began as an
extemper, you, most likely, developed your own style and philosophy about the event. You may
have wanted to brush up on speaking, or your current events skills. Either way, the “baggage”
that you brought to that first tournament has affected your competitive extemporaneous
speaking. For this reason, I believe it is invaluable to discuss some of the philosophies that
influence one’s competitive skills and also, a judge’s rankings.
Base of Current Event Knowledge
First, it is important to explore some beliefs and expectations that judges and competitors
bring with them to a tournament. First, it is expected that an extemper have an immense load of
background information from which to develop elaborate answers to difficult questions. While
this is true for some competitors, for many others this is an incorrect assumption. As an
instructor at a major summer institute, it has been brought to my attention by many speakers that
they are intimidated away from extemp because they do not “know enough” to even begin a
competitive career in extemporaneous speaking.
This "extemporaneous myth" can be shattered if you simply talk to some of the best
extempers in the country. While it does take a certain amount of current events savvy to do well
in competitive extemporaneous speaking (and for help on this we recommend Victory Briefs’ US
or Foreign Extemp Topic Briefs…sorry I needed to get at least one plug in), it does not require a
Tom Brokaw-esque knowledge of national and international news to be successful. It is more
vital to be able to quickly process information and draw conclusions than it is to have an
encyclopedic knowledge. Extemp is as much about critical thinking as it is about knowledge.
As an extemporaneous speaker, you will find that it is more important to develop the
skills of analysis than it is to develop your memory. With a limited amount of time (seven
minutes) and a limited amount of resources (the files that you bring with you to a tournament),
an extemper must be an exceedingly resourceful creature. For this reason, there are strategies
that can be used to overcome the fear of "not knowing enough."
Develop a topic of expertise.
One of the most useful starting points is to develop a topic of expertise. It has been said
that a little knowledge is a dangerous thing. Well, now we will learn how a lot of knowledge can
be a very dangerous thing…to your opponents. Earlier we discussed that it is not essential for
one to be an expert on every current event. However, if one specializes on a certain topic, it can
help in ways that seem unimaginable now. In order to become an expert, pick a topic that
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interests you (in extemp, that is). A domestic extemper might choose to become an expert on
Social Security, while a foreign extemper might choose Russia as his or her area of expertise.
As an extemper, I fell onto this strategy largely by accident. For some reason, I was
compelled by the events going on in Russia from 1991 to the present time. As a result, when I
finally began my career as an extemper in 1997, I was most interested in questions about Russia
and their implications on the world political scene. There were certain results of this fascination
with Russia. The first thing that changed was our team's Russia file folder (don't worry, we'll
discuss filing later). The file folder expanded, and expanded, and expanded to the point where
we had six green hanging file folders and about twenty-five subfolders to cover specific topics in
Russia!
While it is important to have an expanded file folder on some topics, it is more important
that you use the opportunity presented. By reading the articles that you file away (and I mean
actually reading them), you will obviously pick up knowledge simply from what you read.
Eventually, you will come to disagree with some of the greatest minds in international analysis.
Congratulations, you have developed your own opinion on world affairs. These opinions are the
very cornerstone of extemporaneous speaking.
Becoming a one-issue expert is easy to do. Begin by choosing the issue as described
above. Tournament after tournament, choose questions on the issue when they arise so that you
familiarize yourself with the topic area and its nuances. This will lead to a real enjoyment of
research.
Specialize but do not neglect other topic areas.
A special note must be stressed at this point. Just because you have begun to focus on
one topic does not mean that you should neglect other topic areas. The research that you do on
your specialty should be in addition to any cutting that you normally do for a weekend
tournament. This can be done in one of several ways. The internet has become a real resource
for extemporaneous speakers. As a result, an internet search can be a real boon to already solid
files on a topic (we will cover the reliability of internet sources later). Specialty magazines and
publications can be purchased at a newsstand or bookstore. Additionally, by simply examining
the headlines and titles of lead stories in publications, you can find stories that will cover, in
depth, issues that you find of interest. Eventually, you will want to attempt and develop theories
on the issues. As an example, if you were specializing in Russia, you may theorize on who will
win a future power struggle in the Duma, or who will become the next president.
Your specialty will prove useful in other topic areas.
So, by becoming an expert on one issue, what have you achieved? Well, now you know
a lot more about that specific issue. Beyond the obvious, however, you will develop skills to
help you in other areas of extemporaneous speaking. For instance, by understanding the
relationship between the Duma and the President in Russia you may develop a better
understanding of other nations in the region, or even an insight into the relationships of other
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governments half the world away. Moreover, as we will discuss later, nothing in extemp is
isolated. Almost every question is effected by an infinite number of variables. You will be
shocked how many times your "expert" knowledge can be used when answering other questions.
The Importance of Delivery
While we will discuss delivery on a more in-depth basis later in the book, one myth must
be dispelled now. Many people believe that a good extemper has amazing knowledge of a topic
and delivers it in a dry, informative matter.
While it is important to speak informatively, an extemper, at heart, is really a
salesman.
You must sell to the judge your thoughts on a very important matter. In seven minutes
you are asked to solve the problems of the world. Imagine being a judge in your own round.
You must sit and listen to six high school students speak to you on issues about which you have
probably already developed opinions.
Because of the daunting task for any high school extemper, it is important to give
yourself any edge possible. For this reason, developing an effective speaking style is vital to
convincing the judge to change his opinion, and listen to yours. A solid, personable delivery can
be the cornerstone to a good speech. And, as will be discussed, confidence is ninety percent of
good delivery.
The bottom line is that one cannot afford to fall into the trap that says that extempers
need not worry about their presentation. Nothing flashy is required, but making a lasting
impression on a judge requires one to concentrate both on analysis and delivery when speaking.
An extemper must create a picture in a judge's and audience's mind that conveys his or her
message with credibility. This message must be relayed in a limited amount of time.
Sometimes, a speaker with an effective delivery may be able to convince a judge of his or her
opinion without having the best knowledge or evidence in a round.
Evidence and Source Citations
This is a sticky issue for some extempers. How many sources should I use? How should
I use my sources? Don't all extempers make up some of their sources? These questions should
all be addressed separately.
When it comes to the number of sources, there is no hard and fast rule, but as I have
mentioned, you are trying to develop into an exceptional extemper, so obviously there are some
guidelines that should be followed.
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Your average, run-of-the-mill extemper will often use 3-5 sources in the course of
a seven-minute speech. This will become our minimum guideline. In a collegiate
tournament, the most sources I ever saw used in a speech was 22. This, we will
consider absurdly excessive.
Sources should be used carefully. The extemper who uses too few will appear less than
credible. The extemper who uses too many will look as though they have fabricated them.
Finding a happy medium between these two is difficult and part of the evolution process of
developing your own style.
Using your sources is as important as choosing how many sources to use (and, in fact, is
truly more important). Sources, as was conveyed earlier, are meant to add credibility to a
speaker. Sources should be used to guide your speech and to enhance your analysis. While the
sources should add to the speech, they should not mask your examination of the question. In
other words, while the sources add to the speech, the speech is really about you. Each
individual should put themselves into the speech. A judge can read the New York Times on his
or her own, so why should you simply recite it to him or her?
Finally, there is another issue that must be discussed at some length. Many jokes fly at
forensic tournaments that the extempers make up their sources. After all, no one could possibly
know that much stuff, and remember that many sources. I think it is vital to say some things
about extemp and cheating. While it may seem miraculous that some people can retain that
many facts and analysis in only thirty minutes, it is possible. By cheating, you really take away
from the event and from your own education.
Forensics is, first and foremost, an educational event. As such, learning is the goal and
cheating defeats that goal. Yes, there are extempers who misuse sources and who fabricate some
of their sources. They, however, will not develop into the kind of extemper that you want to be.
Extemporaneous speaking is one of the most valuable skills that you can have when you enter
the job market. It helps you think on your feet, and it assists your confidence in ways you could
never imagine. However, if you rely on cheating your way through the event, it will catch up
with you in the end.
Also, believe it or not, cheaters will be caught. Though they may never be brought up for
disqualification, there are many other ways of being caught. A judge knows, in many cases,
when you are making up a source. Even if a judge can't tell, eventually competitors will know.
It starts with rumors in the prep room and it ends with a lack of respect from the rest of the
forensic community. Be an ethical speaker and don't let this happen. Everyone flubs a date
every once in a while, but this is no excuse to deliberately doctor sources for your benefit.
Extemp as a Team Event
One thing that has been lost by many extempers is the team nature of the event.
Hopefully, a forensic team from the same school works together to help each other with moral
support and peer coaching. These strategies, however, can be used to enhance your
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extemporaneous speaking skills. Unfortunately it is true that many are on teams where there are
only one or two extempers. While this will not hamper your development as a speaker,
competitors with at least four or five extempers on a team will find that they can excel with a
little help from their friends.
Initially, you will find that filing and cutting for extemp is much easier when the task is
divided between several extempers. Many contend that individual files are more beneficial to
each extemper on a team. I, however, disagree with this point of view.
A group file helps by allowing the members of a team to have diverse resources to
draw from while speaking.
Exotic files are always impressive to judges (especially the so-called "mommy judges")
and can actually help you to get a more varied look into an issue. With several people on a team
cutting extemp articles, not only can you have the New York Times and Washington Post in your
file, but you can also focus on publications like the Journal of Commerce that are more
specialized in their approach to a topic. Having several extempers cutting at the same time
allows you to have one or two competitors focus on internet searches or publications that would
normally be forgotten.
Many fear that if you have several people working on the same file, no one will know the
file very well. Admittedly, if each extemper has his or her own file, they will know the contents
of their file intimately.
Simple communication between teammates can help to achieve the file
knowledge that would be achieved through individual files.
Several times while competing I found an article that I thought was especially useful on
several subjects. By simply telling the other extempers on the team about the article, and, yes,
inviting them to read it, they were able to know the types of articles that I had been filing. In the
same way, when they found articles that would be useful, they would let me know. A team file
requires cooperation, communication and leadership from the older members of the team.
Aside from the benefits of a team file, there are several other ways that extemp must be a
team event. When I was competing, there was another extemper on the team who was an
amazing speaker. We actually were in several national out-rounds together. We both worked
hard to develop our speaking skills and become better speakers. In many ways we were similar,
except in the way that we answered questions. Invariably, we would answer the same extemp
question in exactly the opposite way. If I said "yes," he said "no." This difference of opinion
helped us to see different perspectives on the same issues. In this way, I believe we grew as
extempers. In the same way, by listening to your teammates' approach to a question, you can
learn to develop a more mature understanding of foreign or domestic issues.
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Conclusion
These are some of the issues that we will cover in this work. The most important thing to
remember is that there is no way to prepare for every variable in extemp.
Unlike other events like interp or oratory, extemp is constantly changing and you
must be willing to change with it.
As I mentioned in the introduction, successful extemp is all about developing your own
style. As you read the book, continue to keep this in mind. While you cannot account for every
variable, you can prepare to be successful by being confident, and unafraid to try new things.
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Chapter 2
Introductions
It has been said that you only get one chance to make a first impression. In
extemporaneous speaking, a speaker only gets one chance to make a first impression, and
another chance to leave a lasting impression. The introduction is a vital element in any speech.
With an introduction, you invite your audience into your subject matter. To handle the issues of
introductions effectively, the chapter will be broken down into the following sections:
! Purpose
! Structure
! Practical Advice
Anyone who has ever given a speech knows that there must be some introductory
material. You cannot effectively begin a speech midstream.
more.
Purpose
The introduction in an extemp speech is crucial because it allows the
speaker to express him or herself, or to convey material in a way that might not be
possible in the body of speech.
Most simply put, the introduction is an attention getter. In reality, however, it is so much
The purpose of an extemp introduction is threefold: attention getting,
significance, and topic introduction. All three of these elements must be present
for an introduction to be successful.
Attention-Getting
If you have ever seen the evening news (and as an advanced extemper, of course you
have!), you have seen the little “teases” that lead into the body of the news. Usually they give
you a hint of what’s to come. The extemp intro acts in much the same way. It gives us a notion
of what will be contained in the speech, yet it does not spill so much information that the speech
becomes redundant. The audience (especially the judge) expects to be “wowed” by the advanced
extemper, and you will deliver.
In order to gain an audience’s attention, it is always effective to tell the audience
something they have never before heard. For this reason, it is my opinion that nothing is out of
bounds for an introduction (this rule has exceptions, tasteless jokes or vulgar content are
certainly out of bounds for any speech). Many speakers limit themselves to historical references
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for their introductions. This is exceedingly unfair to yourself, and, unless you are a skilled
craftsperson of language, will be very boring as well. I have seen national champion speakers
use everything from South Park to Voltaire as their introduction subjects. Now, naturally, the
South Park intro is slightly less intellectually stimulating, yet can be used effectively, and will
certainly get the attention of the audience.
To gain the audience’s interest, a speaker should attempt to tell a story with the
introduction (before you start your next speech with, A long time ago in a galaxy far, far
away…keep reading). Your intro can include:
! little known stories about a certain country or leader
! anecdotes from history
! movie references
! song references
! anything else that you can draw upon to better your speech
In the same breath, it is essential to tell you one thing that the advanced extemper should
not use – personal introductions.
Personal introductions do NOT display your knowledge or credibility.
We’ve all heard the freshman extemper:
When I was growing up, we had a Canadian nanny who disliked Quebec. She said that
the independence movement in Quebec was gaining momentum…
Besides the obvious absurdity of this introduction, it does nothing to promote your
credibility as a speaker. A personal introduction may make the point that your speech is trying to
stress, but it is not unique, and not necessarily true. Anyone can make up the most incredible
story to use in a personal intro. Whether or not the story is true is only known to the speaker.
Furthermore, the goal of an intro is to grab the attention of the listener. A great way to do this is
to speak about something to which your judge may be able to relate. A personal intro precludes
this from happening.
Significance
Second on our list of the functions of an intro is significance. An introduction must point
out to the judge that the topic you are speaking on is important, and has a bearing on their lives
and the lives of others.
The step between the initial intro story and the question is called the statement of
significance. This part of your speech will explain why the question is essential.
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Remember, you pick three questions every time you draw. A judge knows that you have
chosen one question out of the three. Now it is your turn to explain why this question should
take precedence over all others.
The statement of significance usually leads directly into the question. If we are
considering the following question: “Will Africa become the new economic frontier,” a
statement of significance might follow this model:
Considering that we have moved into a new era of a world economy where the entire
planet depends on the economic success of many of its members, it is essential that we
ask the question, “Will Africa become the new economic frontier?”
Notice that the speaker has given a global twist on a regionalized question. It is evident
from the statement of significance that everyone has a stake in the answer to the question. After
all, if the African economy can succeed, then the world economy can succeed also. Notice that,
in the above example, the speaker has condensed the statement of significance into a simple
statement that leads into the question. Considering that it is often difficult to transition from the
intro into asking the question, the statement of significance (or SoS) provides flow for your
speech also. Later in the chapter, an entire intro with SoS will be provided as an example and a
type of blueprint for speakers that are just learning to effectively use the SoS. In the SoS, every
foreign question becomes a domestic question. By this, I mean to say that you relate almost
every question to the United States, telling the judge why he or she should listen.
Topic Introduction/Stating the Question
The final element in the intro is the introduction of your topic (i.e., stating the question).
This is the simplest portion of the introduction but the one that can cause big problems for the
speaker. In high school competitive extemporaneous speaking (as you well know), the question
must be memorized. For this reason, long, burdensome, wordy questions should be avoided if
there is a sensible option other than your selected question. Memorize the question word for
word and present it as it is written, not as you think it should have been written, and this part of
the intro should provide no complications.
Along with the introduction of the topic, it is necessary to answer the question (as noted
in the next chapter) and offer a preview of your answer. Your preview involves listing the three
(or two) main points in your speech.
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Structure
The structure of the introduction is simple and logical. It follows these steps:
1. Introductory story, anecdote, or example
2. Tie-in to the question
3. Statement of Significance
4. Presentation of the Question
5. Preview
This is a fairly simple structure and should be used for a vast majority of your speeches.
Occasionally, the style of the speech, or the topic, may make it difficult to follow the entire
structure, but this should happen less than five times per one hundred speeches.
If you imagine the introduction as an inverted triangle, it becomes clearer as to why the
structure is the way it is. The speech starts out as a broad reference to a story or some other
piece of information about a topic. This topic is whittled down as the tie-in to the question is
offered. (This tie-in usually comes in the form of relating the story to the topic to be discussed.
Therefore, if the intro story is directly related to the question, there may be no need for this
portion of the intro.) The Statement of Significance directly tells us why the question is
important. The topic is further specified by the question, which limits the scope of discussion.
Finally, the three main points make the specific arguments that the speaker wishes to argue on a
topic. Thus, the intro can be visualized in this manner:
Introductory story or anecdote
Tie-in to the question
Statement of Sig.
Question
Preview
The inverted triangle model for introductions can help you to manage your time
and prioritize information in the beginning of the speech.
Why should the introduction be formed in this matter? The answer is simple. The
speech will flow and will be more balanced when based on this model. As you will see later in
the chapter on structure, the inverted triangle model will be used throughout your speech.
The speech must begin with your standard attention-getting device. As I discussed
before, almost anything is game in choosing an intro, as long as you can make it work. You then
need to bridge the gap between your intro and the “real” topic of your speech. For instance, if
you are using those lovably crude children of South Park as your (tasteful) introduction, it may
be difficult for the judge to see what that has to do with arms control. Maybe the link is brilliant,
but that link must be specifically made. In this instance, you might finish your South Park intro
and then say something like,
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…Stan, Kyle, Cartman and Kenny go on to ‘Blame Canada.’ In much the same way, the
people of Quebec have blamed Canada for many of their problems…
From South Park to French Canada in one simple step! This link is a simple bridge
between your intro and your topic.
At this point in your structure you must now move on to the Statement of Significance.
As described before, this can be a simple and easy transition into the question. In the case of the
Quebec, an SoS could be created thusly,
Because a divided Canada would cause instability and economic problems on the North
American continent, it is essential that we ask the question…
Which brings us directly to the question, and is followed by the preview. This simple
structure will work for about ninety-five percent of your speeches and will make the trauma of
creating an effective intro a thing of the past.
Practical Advice
Though there are certainly many pieces of practical advice contained in this chapter to
this point, this section is dedicated to several other practical issues. For many extempers,
introductions are a source of frustration and uncertainty. There are several pieces of advice that
can be given.
First and foremost every introduction should be used sparingly and only once if
humanly possible.
Every now and again we will come across an intro that is so good and that fits certain
questions so perfectly that we must use it twice (okay, sometimes we might even use it a third
time). My hard and fast rule for intros is to write the intro for the question, do not adapt the
question to the intro. Many of us have difficulty thinking of different intros, but you will never
shake that habit unless you try. If you have ever heard an extemper who consistently reuses
introductions (or “cans” them), you also know that the other competitors sometimes lose
considerable respect for that speaker. Moreover, many times you may have the same judge
several times throughout the year. While you might be able to remember that canned intro, you
will not always remember all of the judges that you have had. If a judge hears a canned intro,
suddenly all of your information becomes suspect. How does the judge know if you are canning
your entire speech or not?
Besides the issue of being caught over using an intro, you will also have an issue with
topic specificity. You intro should be individually tailored to the question that you have been
asked. If you employ an old introduction that has been used before, you are likely to try and fit
the intro to a question that was not meant for it. Yes, with some simple adaptation, most intros
can be made to fit many questions, but you do not get that individual tailored feel from your
introduction.
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By this time you are saying, “Great Chris, now what do I do? You’ve taken all of my
introduction strategies!” Fear not, intrepid extemper, there is a solution. Broaden your intro
base. While I was competing I learned quickly that just about every story or anecdote can
become an introduction, you just need to know where to look.
Finding Intro Material
Cable TV. If you have cable, you have three or four sources of twenty-four hour extemp
intros. The Discovery Channel, History Channel, the Learning Channel and others provide an
endless supply of material. The History Channel, in particular, offers countless tales of military
blunders, mysterious happenings, and humorous historical situations. If a story strikes you as
intro material, jot down a few notes. These resources will open up new opportunities to find
introductions with little effort (and you might actually enjoy it).
Web Sites. Beyond cable channels, there are other resources in your home and library
that will assist you. Web sites that cater to strange news stories, history, or little known facts can
provide intros that are interesting to the listener and effective in introducing a question. More
importantly, web pages can be printed and actually filed for later use.
Others. While the previous recommendations have been fairly traditional, there are other
sources for introductions that are even more obvious. Movies, song lyrics, and even television
sitcoms can be effective when used in a well-crafted manner. For instance, song lyrics could be
used for the question, Will Northern Ireland finally find peace this year?
For the last two decades, rockers U2 have been singing about peace, justice and
struggles in Ireland. Lead singer Bono has been an advocate for a united Ireland and yet
the strife continues. From ‘Sunday, Bloody Sunday’ to the ‘Good Friday Accords,’ the
Irish People have had to endure violence and political uprisings. But now that peace
seems to be on the near horizon, it could be possible that the Irish people will no longer
have to live ‘Under a Blood Red Sky.’ Considering the turmoil in Northern Ireland and
the thousands of deaths that have resulted, it is important to ask the question, ‘Will
Northern Ireland finally find peace this year?’ Unfortunately, the answer is no, they
have not ‘Finally Found What They’re Looking For.
In the above example, the speaker has crafted a small bit of history about the band, U2,
combined with bits of song lyrics and titles. This example shows how an introduction can be
crafted around an otherwise non-intellectual topic. A special note must be made here.
Unless the audience or judge has some knowledge of the band, most of your
clever intro will be lost on them.
This type of introduction must be very audience sensitive. While you do not have to
do a Peter, Paul and Mary introduction, you should avoid obscure intros as well (“As the band
Type O Negative once said…”) because you may lose your judge.
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The above example is just one way that pop culture can be used to craft an introduction.
Note, however, that it has been done in a way that is very topic-specific, succinct, and well
thought out. Just mentioning U2 is not enough. Unless a pop culture introduction is formed with
some type of care, it can become trite and silly.
How to Deliver a Perfect Introduction (Sort of)
“You never get a second chance to make a first impression.” Never is this more true that
in extemporaneous speaking. Your introduction is important because it makes an effective first
impression. It is my sincere belief that a championship speech cannot be given without a solid
(bordering on excellent) introduction. A good intro gets you as a speaker started off on the right
foot. You are now in “effective speaking mode.” Therefore, your first goal as an advanced
extemper should be fantastic intros.
But even the most amazing introduction can be lousy when it finally comes out of your
brain after thirty minutes of prepping. One tip that can save you frustration, and fluency errors, is
also a very simple suggestion.
Memorize the first complete sentence of your introduction word-for word.
This should be a well honed, written out, formal sentence. This may take a few extra
seconds in the prep room, but it will save you countless anxious moments while speaking. You
will find that, after memorizing the first line of your introduction, you will continue into the rest
of the speech more relaxed, more fluent, and more persuasively.
Conclusion
Extemporaneous speeches will rarely be perfect and without flubs or errors. Even
national finalists have issues with missed words or syntax problems in sentences. These
problems are the very nature of an event that requires you to deliver a memorized, sourced
speech after only preparing for thirty minutes. Therefore, your goal as a speaker is not to be
perfect, but to be so competent that the judge forgets the errors before you are even finished
speaking.
The introduction is the first time that you will be able to make an impression on a judge.
This first impression, if topical, clever, and succinct, will leave a judge with the impression that
you are an effective speaker. Those flubs will not matter. Your analysis will flow more easily
and your speech will have a polish to it that it has not had before.
Beyond first impressions, your introduction is a confidence booster when it is well
delivered. Whether the intro is about A Tale of Two Cities or Ally McBeal, both can be crafted in
a manner that will “wow” both you and the judge.
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Finally, your intro is a chance to relate to the judge a topic that is extremely weighty, and
possibly far removed from all of us. It brings your speech down to a real level. With a good
intro, your judge will be enticed to listen to the rest of what you have to say. As an advanced
extemper, you may find yourself in break-rounds with other extremely competent speakers. In
this case, judges have to rank people who are very close in talent from one to six. At this point,
it becomes very difficult to differentiate one speaker from another. An exceptional intro may be
enough to put you over the top. This is a skill that, once mastered, will benefit you in every
speech you give.
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Chapter 3
Conclusions
Yes, I know, we have now stepped out of order in the process of delivering an extemp
speech. While it may seem like our chronological order has been lost, there is a logical reason to
discuss conclusions directly after introductions. Conclusions are directly related to
introductions, and in many ways, are dictated by the introduction itself. Because of the closely
related nature of the two, we will address conclusions in much the same manner that we
approached introductions.
Purpose
! Purpose
! Structure
! Practical Advice
A conclusion has much the same purpose as an introduction. It offers closure for the
speech, wrapping everything up in a nice, neat bundle. At the end of the conclusion, a judge
should feel contented that they have heard the whole story on the question, received an answer,
and it was the right answer. The conclusion simply repeats what has been said and reaffirms the
competency of the speech.
An old axiom of public speaking says that speech giving is easy. Simply, “Tell them
what you are going to tell them. Tell them. Tell them what you told them.” Obviously, the
introduction fits under the category of “telling them what you are going to tell them.” The body
of the speech is where you “tell them.” The conclusion, quite logically, is where you “tell them
what you told them.”
Framing the speech in the above manner plays to basic human tendencies. Humans tend
to remember what they hear first, and last. If you have ever been given a list of terms to
memorize or a list of groceries to buy, we tend to remember the first couple of items on the list
as well as the last couple of items. In the same way, the judge will likely remember the first
thing you say, and the last. In this case, the introduction will make a first impression, and the
conclusion will leave a lasting one.
The above theory is not to discount the entire body of the speech. Certainly any good
judge is listening to the entire speech. But, the parts of the speech that will seem most clear in
the judge’s mind are the beginning and the end.
The purpose of the conclusion, then, is to refocus the speech on the
question. The entire body of the speech answers the question, but the conclusion
returns to the wording of the question to reaffirm that it has been answered
properly.
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Reviewing the three main points (or two) is a way for the speaker to show that the
question was answered thoroughly. And finally, the conclusion returns to the intro story to
provide a nice neat frame for the entire speech.
Structure
The structure for a conclusion, in many ways, is the reverse of the introduction structure.
At this point, I must say that there are different styles used in structuring the conclusion. I am
going to offer the structure that I regularly used, and that I teach to my students today.
Understand that this is one effective way, but not necessarily the only effective way of
structuring a conclusion.
Since the conclusion is meant to wrap up the speech, it is important to reuse the same
type of language that you used in the introduction. The structure should look like the following:
1. Restating the question
2. Review
3. Answer
4. Revisiting the introduction story
Notice that the only real element missing from the conclusion is the statement of
significance. There is no need to restate the importance of the question. Your entire speech has
been dedicated to proving how important the question was to answer.
Because most of these elements are either self-evident or explained in the chapter on
introductions, it is now appropriate to offer an example conclusion based on an example used in
the previous chapter. In the previous example we were considering the question, “Will Northern
Ireland finally find peace this year?” A sample conclusion might look something like this:
Today, we have asked the question, ‘Will Northern Ireland finally find peace this year.
By first, realizing that the IRA refuses to disarm, second, examining the non-cooperation
of the British government, and third, understanding that the strife goes far deeper than
any political solution, we have been able to see that the answer is ‘no.’ Unfortunately for
Bono, U2 and all of Ireland there will be no choruses of ‘Gloria’ any time in the near
future.
Notice that the above conclusion is succinct.
A conclusion is not a time to rehash every argument that you have made in your
speech.
Many extempers fall into the trap of rearguing each point individually. During your
conclusion, you want to swiftly and smartly end your speech. Re-use the same tag lines that you
have used in your preview and your main topic areas. The repetition of these points will let the
judge know that you have consistently defended the same positions throughout your speech.
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When the question is restated, it is essential that it be done accurately so as to avoid any
confusion in the mind of the judge. Restating the answer is also essential. Remember, your
main goal is to persuade the judge. As such, it is important to reassert your answer as one of the
last orders of business in your speech.
Practical Advice
As with the introduction, polish is key in a good conclusion. Because of this fact, I offer
another rule for advanced extemporaneous speaking:
Always memorize the last sentence of your speech as well.
After following my advice of memorizing the first and last sentence of your speech, you
will have a well-polished frame around a hopefully excellent speech.
In the speech above, the extemper has chosen a clever use of song lyrics to end the
speech. This type of effective one-liner can add credibility, style and impact to your seven
minutes. Many extempers will push for a joke or a clever line at the end of their speech.
It is better, however, to deliver a well-practiced, serious line than force a joke or
play on words that might not work to its desired effect.
It is also essential to always return to the initial anecdote, story or other piece of
information that you used in your introduction. But do NOT retell the entire story. A quick
mention can be much more effective (as in the example) then forcing the judge to listen to
something that he or she has already heard.
A good conclusion can end your speech in the same way that a good introduction can
begin the speech. Just as starting off by making a good impression is important, ending by
leaving a good impression is also essential. It is nearly impossible to construct a good
conclusion without an effective introduction. These two elements of the speech work hand-inhand
and should complement each other. These are really the only parts of your speech where
you get to craft language in your own style. Master, introductions, conclusions and word choice,
and you will be half way to your goal of successful extemping.
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Chapter 4
Answering Questions
As an extemper, the first, and most difficult task is to answer the question. As an
advanced extemper, your goal should be to answer the question definitively and with crisp
confidence. In order to do so, it is important to examine several aspects of answering the
question. For this reason, the chapter is broken up into the following sections:
! Types of questions
! Choosing your answer
Types of Questions
When approaching questions, it is clear that there are several different formats that
certain writers choose. We will discuss three very common types of questions, and variations on
these types of questions, as well as odd questions that you might encounter as an advanced
extemper.
Generally questions will be of three forms: “will,” “should,” or “how.”
“Will”
"Will" questions generally ask you if an event will occur. For instance:
Will Hillary Clinton become the next President of the United States?
A question like this asks a very straightforward question. Quite literally, you are asked to
predict the future. Will Hillary Clinton win the next presidential election? That's it – it’s that
simple. All you have to do is pull out your political crystal ball, wave a magic wand, and come
up with your answer. Though this is the simplest form of extemp question, it can be very
challenging to answer.
The most difficult part of this question is that it forces you to take a side. There is no
way to get around the answer. Your answer must be "yes" or "no." You are now confronted
with alienating at least part of the political spectrum. If you say "yes" then Al Gore supporters
will not like you. If you say "no" then G. W. supporters will be mad. Well, extemper, fear no
longer, because there is a solution. That solution is to answer a question definitively, forcefully
and with logic.
Many extempers fear taking a stance because of the implications (i.e., you may be
alienating part of your audience). However, in the long run, you will learn that to become a
successful extemper, being definitive is a skill that you must learn quickly.
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The first hard and fast rule of answering an extemp question of the "will" variety
is always choose a side, yes or no.
If the question asks a specific question about future events, your job as an extemper is to
answer the question. Therefore, the only way you can do so properly is to say yes or no.
The problem that you encounter with your average extemper is that they are unable to
decide which way they want to answer the question. The result is a wishy-washy, Charlie Brown
answer. For example, an extemper might be tempted to say,
We will see that Hillary Clinton will become the President of the United States, unless
her opponent is able to gain more support in larger states.
This answer is deficient because it never answers the question at all. It tells me as a
judge that Hillary might win the election, but it's up to me to decide. You want to tell the judge
who will be the president and why. By the end of a speech, a judge should have forgotten his
preconceptions and adopted your opinion as Gospel truth.
After examining the theory behind the "will" question, it is important to put that theory
into practice. Imagining that you have drawn the question, "Will Hillary Clinton become the
next president of the United States?" There is a standard form that can be used for answering the
question.
…It is important to ask the question, "Will Hillary Clinton become the next president of
the United States?" The answer is yes for three reasons. First, Clinton will have a war
chest considerably larger than her opponents. Second, she is able to appeal to a large
voter-base. Third, Clinton’s moderate brand of liberalism is able to secure large
electoral states.
The above speaker has answered the question in a way that leaves no question as to what
he or she believes. We know, after listening to a fifteen-second clip of the speech, that the
speaker believes Clinton will win. Moreover, it is apparent that there are three distinct reasons
that he will win which have been enumerated. In this short section of the speech the extemper
has exhibited his or her opinion and supported it, without any fears that this opinion will be
rejected.
The "will" question demands a definitive answer in a concise format. With that
knowledge, one can avoid skirting the issue or leaving doubt in the judge's mind. Remember
that the most important part about answering the "will" question is erasing all doubt. This is the
only question where you really get the chance to answer and explain immediately. Use this
opportunity wisely.
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“Should”
The "should" question relies on many of the same principles as the “will” question. The
main difference here is that you are asked not to predict a course of action, but to evaluate that
course of action. The should question usually takes this format:
Should the United States pursue an Anti-Ballistic Missile defense system to protect itself
and allies?
The question here asks not whether the US will pursue a course of action, but, instead,
whether that course of action is advisable. In the "will" question, you are basically predicting the
future. In the "should" question you need to evaluate the advisability of the proposal. You may
say, "Yes, X should happen," even if you know that it will never happen. In this case you have to
prove to the judge that it is in the best interest of a person or other entity to act in a particular
manner.
Notice that in forming your answer, you must consider whether the particular
person or other entity that is the subject of the question brings a unique set of
motivations.
Imagine a scenario where the interest of China, for example, differs from the interest of
others. When faced with this possibility (or likelihood), make sure you identify any unique
interests that the subject may have and explain that your answer is based on those unique set of
interests. Indeed your answer might be different if given from the perspective of another
country.
More generally, it is important to point out the standard by which you are judging
the situation. Basing your answer strictly on the national interest of one country may be a bit
narrow, while justifying a course of action based solely on morality may be perceived as overly
idealistic. Finding a comfortable middle ground will demonstrate a comprehensive analysis of
several elements and be more impressive.
“How”
The "how" question is generally asked in the following format:
How will Vladimir Putin affect the Russian quest for democracy?
The "how" question presents an interesting dilemma for the extemper. You are forced to
give an answer that is not as concise as others. You need to explain what will happen in the
future instead of declaring whether or not a future event will occur.
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Your goal in the "how" question is to predict future events in a broad manner,
then explain them.
In other words, you must tell the judge what will happen and then quickly explain the
reasoning behind your choice of answers.
The first thing that you will notice is that your choice of answers has infinitely expanded
from the "will" questions. Instead of yes or no, you pick what will happen. While this seems
more difficult to answer, it is really an opportunity for the advanced extemper to show off his or
her abilities. You now have the ability to act as an artist, painting the canvas with your answer.
You can choose the style of painting and how vivid a picture you will create. In theory, you
must be able to decide on world affairs from a much broader perspective. There is no answer
provided in the question.
In order to effectively answer this type of question, a different type of preparation is
required. You must quickly draw your conclusions based on your knowledge of the question, or
based on the research that you can quickly do in your files. An approach to this question can
probably be better explained by taking a backward look at the forming of analysis.
With the "will" question, you formed your answer, yes or no, and then found supporting
information. In the "how" question, you will instead need to research possible scenarios and
then create a broad answer to fit your conclusions. Remember, as was discussed earlier, an indepth
knowledge of every country or issue is not necessary to be a successful extemper. The
ability to analyze is far more valuable.
For example, through research, you may find that there are several things that Putin
brought to Russia that will be lost now that he is gone. Or, on the same vein, you may find that
Putin caused several problems in Russia that will be alleviated since he has departed. Three
prospective scenarios would be:
a. Stability will be lost.
b. Hard-liners will gain power.
c. Corruption will take over.
These conclusions can be reached rather easily with a strong file and careful
consideration of the events in Russia. After making these conclusions, however, it is still vital to
create a blanket answer to give the judge something to sink his or her teeth into. You need to
broadly summarize your three answers into one definite response to the question.
…When we ask the question, "How will Vladimir Putin affect the Russian quest for
democracy," the answer is that democracy will be considerably stifled in Russia. We can
see that this answer is true for three main reasons. First, the stability that Putin brought
to the country will be lost. Second, hard-liners in the Duma will take this opportunity to
make a power play. Third, corruption will take over in the government.
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In the above answer, we see the backward approach taken. Already having the
knowledge of the three conclusions that the speaker wishes to utilize, the speaker then had to
construct a blanket answer to cover these conclusions. A backward approach simply means that
the extemper formed the explanation for the answer before the concise answer itself.
Extempers often fall into a trap of coming up with three disparate answers that do not
follow the same theme and thus lead to a speech that lacks focus and is not as succinct as
possible.
If, after forming your three conclusions, you find it difficult or impossible to form
a blanker answer, you have likely answered poorly.
This rule of thumb will work for most questions. In the above example, it is clear that the
three areas of analysis follow the same theme. They all explain how the departure of Boris
Yeltsin will create complications for democracy in Russia. While they are distinct areas of
analysis, they all share a similar focus.
With the "how" question, there are some times when the question will be obscure and it
will be difficult to have much preliminary knowledge. In this case, avoid the trap of the
"how" question. This trap is that it may seem like an easy way out simply to list three areas of
analysis even if they have different fundamental ideas. This will seem awkward to the judge and
will leave an unbalanced answer. For instance:
First, we will see that Vladimir Putin will lead to decreased corruption in the highest
levels of government. Second, he will destabilize the country because the one and only
leader is gone. Third, he will encourage the United States to fund Russian democracy
better.
The above answer presents two obvious problems. First, they lack a thread of continuity
that would allow the judge to follow a logical progression through the answer. Second, they
simply do not allow a blanket answer to be made concisely or definitively. The only possible
answer seems to be "there will be many different effects from the resignation." This answer,
however, does not provide a clear thesis that the judge can remember when looking back over
the flow to judge your speech.
“Will,” “should,” and “how” are the main types of questions that you will encounter.
Master these, and you're well prepared …except the occasional out-round question that can make
or break you. We will now examine a few miscellaneous types of questions that can be
exceedingly difficult if you are not aware of them.
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Triadic-Relationship Question
The triadic-relationship question is one used particularly in late out-rounds at nationals
and other large invitational tournaments. The triadic-relationship question takes this form:
Considering recent U.S./China relations, should Taiwan be included in a new theater
missile defense system?
This question is referred to as the triadic-relationship question because it involves a threeway
cause and effect relationship between different entities. Though these entities are usually
different countries, occasionally they may be feuding political candidates or different
departments of government. The above question was actually asked in the 1999 American
Forensic Association national final round and I was lucky enough to draw it. Mastering this type
of question involves avoiding some major pitfalls.
First, recognize that the question requires one answer, not three.
Many will feel the temptation to answer the question in regards to China, the U.S. and
Taiwan, separately. Three point extempers will especially fall into this trap by making China
one point in their speech, with the U.S. and Taiwan comprising the other two areas of analysis.
But the question is asking you to evaluate how the relationship between China and the
U.S. will be affected by the addition of a missile defense system in Taiwan. This question is
essentially a "will" question considerably dressed up (though the triadic-relation question can be
asked in the "how" format). As a result, we must pick through the difficult wording and give a
concise yes or no answer. This answer will then be separated into distinct areas of analysis. One
way of answering the question is:
…When we ask the question, “Considering recent U.S./China relations, should Taiwan
be included in a new theater missile defense system,” we will see that the answer is no.
In order to see why the answer is no, we will first see that the technology will not work.
Second, including Taiwan will increase worldwide dependence on the U.S. as a defense
partner. Third, including Taiwan will cause a new cold war to begin between the U.S.
and China.
The above answer does not simply separate the areas of analysis between the three
entities that are to be considered. Instead, the approach is to answer the question completely in
each area of analysis (this will be discussed further in the chapter on Unified Analysis).
Moreover, the answer integrates all three of the entities in each of the areas of analysis. Though
it might not be clear from the tag lines, each area of analysis allows the speaker to address all
three of the countries asked about in the question.
! In the first area of analysis, the speaker will discuss that the technology (especially with
the recent technological thefts from the U.S.) will not be enough to achieve an effective
system to protect Taiwan. At the same time, the action will provoke China far too much.
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! In the second area of analysis, it will be discussed that Taiwan will become too dependent
on the United States because of this new defense alliance. Consequently, other U.S.
allies, especially those in the Asian theater, will demand the same type of protection.
This again, will act as provocation to the Chinese and create difficult relations in that
region.
! Finally, in the third area it will be discussed that Taiwan will be seen as a new "Cuban
missile crisis" in Asia. By this, it is meant that the act of placing a theater missile defense
system in Asia will be seen as an offensive move by the U.S. toward China and will
cause an arms build up like the one seen during the first cold war.
To correctly answer the triadic-relationship question, the speaker must first
determine if it is a "will" or "how" question, next form a thesis, and then establish
three points of analysis.
This type of question is really a more complicated version of simpler questions. Success
requires simplification and definitive answers.
Role-Playing Question
Another type of rare question that could cause difficulty for the advanced extemper is the
"role-playing question.” While fairly rare, it is an interesting question type and a good practice
question as it forces the extemper to really think about issues in a different way. The roleplaying
question takes this form:
If you were Condi Rice, how would you encourage the Middle Eastern peace process?
Questions like this are interesting because they require the speaker to explain not only
what would be the ideal action (i.e., what should happen) but also the speaker is expected to take
into account the position and motivation of a specific individual. In the case of the question
above, the speaker is expected to guess how the Middle East peace process can best be
encouraged through the eyes of Condi Rice, the U.S. Secretary of State.
You may never encounter this specific style of question, but that does not mean it’s not
worth practicing. Many different variants on the "how" and "will" questions differ only because
they ask you to consider a variable of motivation. For instance, a question that asks you, "How
will Kim Jong Il react to new United Nations regulations regarding arms inspections," is really
asking what Kim Jong Il’s motivations will be.
During the 1998 American Forensic Association College Nationals, an entire round of
role-playing questions were asked. One particular question asked, "If you were the parent of a
schoolchild, how would you react to the recent rash of school violence?" This question does not
ask about the rash of violence, or even how the violence will affect society. Instead, it asks how
a parent of a school-aged child would react to the shootings. This new type of question
confounded hundreds of the best college extempers in the nation.
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The role-playing question can also be called a "narrative question" because it requires
that the speaker weave a story, complete with a plot line, instead of just relaying facts and
projecting outcomes. This starts in the introduction. In the case of the school shootings, an
effective introduction might begin with a recitation of some simple statistics (i.e., the number of
incidents of school violence). After the traditional attention-getter, the question calls for a more
personal tone. Usually, I would recommend against any personalization of an extemp question.
In this case, however, the question calls for it. An example might better explain how to attack
the narrative question.
Statistics show that schools are becoming safer. The New York Times of May 15, 1999
explains that, though high profile shootings have drawn media coverage from around the
globe, schools are the safest place kids can be. Regardless of statistics, when confronted
with the actual violence and turmoil in some schools, education becomes a frightening
prospect. Watching classmates shot or fearing children with weapons in their lockers
can keep children from feeling safe while having to learn reading, writing and arithmetic.
Since Columbine and Jonesboro and countless other stories of school violence, it is
understandable that many school children and their parents might fear the prospect of
returning to the classroom. Because of the perception that schools are unsafe, it is
important to ask the question, “If you were the parent of a schoolchild, how would you
react to the recent rash of school violence?” To answer this question effectively, we must
realize that even hundreds of statistics will not allay the fears of a parent concerned
about their child. For this reason, we will answer…
As you can see, the introduction is much longer than usual. It tells a bit of a story but
justifies how you will answer the question. The key to the answer is to remember the perspective
that you must take. You are not answering the question from the perspective of a policymaker,
but from the perspective of a parent.
You might transition into the first point of your answer by saying:
As a parent, my confidence might be shaken also. In order that my student received the
best education possible, free of fear and intimidation, it would be important to reassure
him or her that the school environment is safe.
Notice in this example how it can be effective to weave your introduction through your
transition points. Of course, the “story line” that we’ve been focusing on must be supported with
reasoning and explanation.
Narrative questions may require you to inject personal, more emotional overtures
into your speech, but that does not permit you to forgo substantive analysis
altogether.
Indeed role-playing and narrative type questions will challenge your development as a
speaker, but seize the opportunity to distinguish yourself as a great extemper from a good one.
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Choosing Your Answer
This section may seem a little strange to those of you who have competed in
extemporaneous speaking in the past. Obviously I cannot explain how to answer every question
in every circumstance, but there are some words of advice that I believe are helpful to any
extemper trying to improve his or her skills.
An extemper, at heart, is a persuasive speaker. This simple statement should be a guiding
principal when selecting an answer to a particular question.
The first rule of answering the question is to choose the answer that is the most
persuasive.
This rule could easily be misinterpreted. It might seem as though the easiest answer is
also the most persuasive. This, however, is NOT always true. The easiest answer is sometimes
"too easy," minimizing your ability to impress the judges. If you are asked, "Who is the most
powerful man in Washington, DC," the easy answer would be to simply name the current
president and then explain why he wields the most power. While this is easy, it is not awfully
persuasive or impressive. The answer, "Allan Greenspan" or "William Rehnquist" might be
more difficult, but it increases your opportunity to persuade the judge of your opinion.
This approach may seem to some to be counterintuitive, and in many ways it is. It would
seem that the easiest way to convince someone would be to tell them what they already know.
This however, does not allow you to change the mind of your audience. For this reason, the
second rule is:
It is always more challenging to change someone's mind than to repeat what he or
she already believes.
As an advanced extemper, you want to challenge yourself for a couple of reasons. The
first reason is that you will separate yourself from other mediocre extempers who might be
solid in their performance but will not have the "extras" that you have. As an advanced
extemper you want to place yourself above the crowd. One way to do this is to take risks that
other extempers refuse to take. Risk taking is one of the most important aspects of becoming a
more well-rounded speaker. Certainly, especially in the beginning, some of these risks will
backfire. You will fail to convince a judge or two, or you may be considered too non-traditional
for the occasional judge, but these risks are worth taking. Only through risk-taking can you
develop your own style that others will attempt to master. The greatest compliment you can
receive in public speaking of any kind is for others to attempt to mimic your performance.
The second reason that an advanced extemper should challenge themselves is
because you will also challenge the judge. By going against their preconceived notions, you
will force judges to think about your speech. At the end of six speeches, the best way to
convince the judge to give you the "one" is to make that judge think about your speech. Leaving
an impression is your goal and a key to success.
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At the same time, the third rule is:
Always answer logically.
Even though you want to go against the grain and challenge yourself, it is still essential to
follow rules of reason. There is nothing easier for a judge to pick out than a logical flaw in your
speech. No matter how crisp your intro, how effective your structure, and how smooth your
transitions – if your speech contradicts itself, you will not be able to persuade a judge.
The above rule may seem simple but you would be surprised to see how many good
extempers ignore reason in their answer because they believe they have the other elements in
place. Without an answer that makes sense, you will not succeed in improving your speech
skills. To aid in answering logically, it is important to answer thoroughly. For that, you will
want to pay special attention to the next section.
Awkwardly Worded Questions
Even with practice, knowledge, and expertise, there will be the occasional question that
was written at 3:00 a.m. by a tournament official that was tired and frustrated. It may have the
best subject material but have a grammatical error or simply words that do not seem right for the
question. Some examples:
Should the US support Taiwan’s increasing demands for diplomatic?
Can England keep the Eurodollar viable in the world economy?
Does recent hacking problems prove that E-commerce is dangerous?
All of the above questions have difficulties of their own. Before approaching each one
individually, it is important to discuss, as a rule, how to handle questions that are worded poorly.
If there is a decent alternative to the question that you like, then choose the other question
instead. If, as is the case sometimes, there is no better alternative to the poorly worded question,
then it might be necessary to answer the question as is. The first point to make is that you
should always recite the question to the judge as it is written on the original slip of paper.
Remember that the judge sees the slip of paper with your question written on it. If you adjust the
wording of the question on your own without first reading the question as it was written, the
judge might think you are trying to pull a fast one on him.
Also, it is essential to realize that your interpretation of the question may not be the same
as the interpretation that the judge has. For instance, the first question asks, “Should the US
support Taiwan’s increasing demands for diplomatic?” Diplomatic what? As the question was
written, we are not sure what Taiwan is seeking. It may be diplomatic recognition, diplomatic
relationships, diplomatic immunity (okay, probably not the last one, but you never know). In
any event, it is clear that the interpretation of the question is left open to you and the judge.
Therefore, in a question where a word has been left out, it is essential to recite the question as it
was written first. Next, it is essential to interpret and justify your interpretation of the question.
Let the judge know why you have chosen the word “recognition.”
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The second example above features a question with a misnamed item. The “Eurodollar”
was an early name that was considered for the new unified European currency. The name was
dropped because no one wanted the world to think that Europe was creating a new currency that
was modeled after the US. So this question has simply used the old name. This may happen in
many cases such as with a country’s name or a ruler of a country. In this case, simply renaming
the item in question (after reading the question the way it was written) is acceptable. Just make
it clear to the judge that an error has been made and that you are correcting an obvious error.
The last example is also the most innocuous. A simple grammar error actually provides
an opportunity for the advanced extemper. Joking about a grammatical error is acceptable, and
can break the ice in your speech, making you feel more confident and making you seem more
clever. This type of question, while it may seem awkward upon first reading, really requires no
interpretation or concern. In almost every case, if the question is the best of the bunch that you
pull, feel free to answer it.
Finally, while not truly awkwardly worded, there are many questions that you will find
vague. If you were asked the question, “Economically speaking, how will recent political
turmoil affect the budget,” you would have a difficult time finding out what the question really
means. Try and choose only questions that are specific in their scope. The above question has
the potential to cause the speaker to go off track. Remember that a seven-minute speech is not
very long at all. In fact, it is essential that you stay on the point and remain succinct so that your
analysis does not suffer.
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Chapter 5
Unified Analysis
Unified analysis is a style of answering a question that is very effective. It is used by top
high school and collegiate extempers to get the most out of their seven minutes of speaking time.
In order to understand why Unified Analysis (or UA) is best, we will explore other ways of
answering the question to see why UA is superior.
Historical Approach
Many extempers, especially beginners, use a historical approach to answering all
questions. If the question were, “How can Social Security be fixed,” it would be very easy to
analyze it with a historical approach. The main form of the historical approach is as follows:
1. Past History
2. Present Situation
3. Future Probabilities
Obviously the historical approach focuses on a past/present/future analysis. Thus the
question above would be answered by examining:
1. History of the Social Security System
2. Present Condition of Social Security
3. What can be done in the future to save Social Security
While this seems like an effective approach to the question, let us see why it falls short.
The first point of the speech would explain what has happened to Social Security in the past.
While there is often a brief history reference needed to give the judge proper background, it is
not necessary to dedicate a full third of your speech to this purpose. After all, you are not
answering the question in any way with this third of your speech; all you are doing is telling us
what has happened in the past. You need, as the question dictates, to explore what can be done
(in the future) to keep Social Security solvent.
The second point of your speech has the same problems It centers on the present
situation and ignores the future, which is supposed to be the focus of your entire speech. You
only have seven minutes to work with yet this style allows the speaker only about a minute and a
half to solve the problem of Social Security, a problem that has been brewing for over half a
century.
In short, the historical analysis is problematic because it does not allow you to
answer the question as fully as possible.
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Buffet Style Approach
Another option is the buffet style answer. In this approach, a speaker offers three
possible answers and then points out which is the correct one. While it may seem like a clever
approach and can be somewhat effective in getting across your point, there are problems with
this style as well. The buffet style answer to Social Security would be as follows:
1. Keep the system as it is
2. Government controlled investments
3. Personal retirement accounts
Now, obviously one of these options would be selected as the correct, best answer
(probably option three). This option does allow the speaker to express other answers and explain
why they are inferior to the answer chosen, but it remains a weak way to answering this question.
In this case, two thirds of the speech is spent giving the wrong answer. In some cases, the judge
may perceive that you are wasting his or her time. Again, only about a minute and a half is
dedicated to giving the correct answer, minimizing your opportunity to persuade the judge.
Moreover, the judge may be convinced, by your own speech, that one of the other options
offered is a better solution to the problem.
Unified Analysis/Solution Step Analysis
There are variations on the types of styles employed by extempers, but many follow the
models discussed above. It is important that we choose a model and a style that allows the
answer to be explained for all seven precious minutes of your speech. The style that I will
explore is referred to as Unified Analysis (UA) or Solution Step Analysis.
UA focuses on answering the question as thoroughly as is possible. The main tenet is
that you must present a clear answer to the question, and then use your three (or two) areas of
analysis to defend that answer. For instance, “How can Social Security be fixed?” A UA answer
would say:
Social Security can be fixed by instituting private retirement accounts.
1) These accounts will allow investor freedom.
2) They will take the burden off of the existing system.
3) They will be more profitable.
For your speech, the language would be dressed up slightly for each of these points, but
for our purposes they are sufficient. In the UA question there is a clear answer given and then
explained. That single answer is that private retirement accounts are the best solution to the
problem at hand. The subsequent three points each defend that thesis. More importantly, they
each defend the thesis independently. The benefits of independent defenses of the thesis are
clear.
! First, it is more persuasive to have several reasons to defend your answer to the judge.
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! Second, the independence of these points gives a wide variety of reasons that the judge
can buy what you are selling.
! Third, even if one of your points is weaker than the others, or if that point does not
convince the judge, you have two more distinct reasons why he or she should still believe
you.
The UA answer protects you from wishy-washy, uncommitted answers. At the same
time, it presents definitive, persuasive reasons that the judge should think you are the best thing
since sliced bread.
The theory of the UA answer is quite simple. Putting it into practice requires some
refinement and careful considerations. Let us examines the components to the UA answer and
how they should be effectively assembled into a great speech. There are several components that
need to be examined:
! The Answer
! The Three Points
! Introduction
We will consider each of these independently.
The Answer
The subject of answering the question has already been covered in this chapter, however,
it is important to address it again for the purposes of answering the question using UA. When
choosing the answer for a UA style analysis, it is important that you create a “blanket answer” to
the question asked. Obviously, in the case of the “will” question, a simple yes or no will suffice
for the answer. In many questions, including “how” questions, you will be required to answer in
a general way that you will then defend through your three main points. Sometimes this answer
can be fairly specific, and other times will require the blanket response.
The above example of a social security question requires a fairly specific response. The
speaker in the outline explained that there was one way to fix the system, and that fix was
personal retirement accounts.
It is key to state that answer as succinctly as possible with little or no explanation.
In the UA answer, the explanation comes in the form of your three (or two) main
points.
Thus the opening of the question, when delivered, would sound something like the
following:
…it is important to ask the question, ‘How can Social Security be fixed?’ The answer is
by converting the system to one that utilizes personal retirement accounts. In order to
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see why this is the correct method to fix the system we will examine first that these
accounts allow for investor freedom. Second, the burden will be taken off of the federal
government to provide a retirement subsidy. And third, this new fix will be more
profitable for investors.
The above selection shows how the UA Speaker would answer the question. The answer
is made in a succinct manner. There can be no debating what the speaker believes is the solution
to the problem at hand. The question asks how the system can be fixed and the speaker responds
with personal retirement accounts. The goal here is to erase all doubt in the judge’s mind. If the
judge flows your speech, his or her outline should look just like yours.
In some cases, however, the answer will not be so specific, and will be more vague when
faced with a question like, “How will Quebec’s movement toward independence affect America’s
relations with Canada?” The first thing to consider is that this question is an exceedingly
difficult one. This example, however, will work to explain any instance in which a blanket
answer is called for. It is clear that there is no specific answer that can be given to this question.
For this reason, a broader thesis must be constructed. Let’s imagine that the speaker has
determined that the following three points will be used in the speech:
1) It will cause diplomatic strains.
2) It will cause economic strains.
3) It will force a recognition of the movement in Quebec.
These answers can all be placed under the blanket answer of “destabilization.” That is to
say, the answer is, “Relations between America and Canada will be destabilized.” Notice that, in
the first Social Security question, the answer was a specific one that was further explained or
proved through the three points of analysis. In the Quebec question, however, it is not possible
to give a specific answer (not if you want to have anything to talk about later in the speech, that
is). In this case, a blanket answer is given. The purpose behind this type of answer is to give the
judge something to hang onto until you explain your answer. The judge knows your opinion is
that the independence movement in Quebec will have an ill effect on the relationship between
the US and Canada. However, the complexity of the question requires the speaker to really give
three distinct answers.
These three distinct answers (diplomatic strains, economic strains, and recognition of the
Quebec movement) are necessary to explain the entire answer. The blanket answer serves to tie
these three together. They all share the common theme of destabilization.
Now that we have a proper understanding of how to formulate an answer to the UA
question (both specific and blanket) we must look at forming the three main points.
The Three Points
Forming the three points can be just as important to the question as forming the actual
answer. There are a few keys to properly formulating the three points. It is essential that these
points be succinct. In Lincoln Douglas Debate, your arguments, or contentions, are formed into
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small theses or “tag-lines.” In extemporaneous speaking, your main points (be it two or three)
must be in the same tag-line format. Since your goal in extemp is always to be as clear as
possible, these points must also be clear and understandable.
Your three points are the reasons that your answer is correct. Taking another sample
question, we can see how to formulate the succinct, but useful tag lines necessary to effectively
utilize UA. Consider, “Will campaign finance reform be achieved in the next session of
congress?” Now let us imagine that we will be answering “yes.” Our three main reasons are:
1. soft money
2. incumbent advantage
3. first amendment
Now, without a more precise explanation, these three reasons are virtually useless as tag
lines. We need to refine them to fit Unified Analysis. The UA speaker may formulate better tag
lines this way:
1. Elected officials are unwilling to give up soft money.
2. Reform would end the incumbent advantage.
3. The first amendment prohibits reform.
It should be noted that, in our examples, not all answers will agree with your opinion or
even your research, and are intended as reasonable illustrations only. In the above example, we
can see that the extemper, using UA, has formed the three points into succinct but informative
tag lines that independently answer the question.
The key to creating the tag line is to make sure that it is short (in most cases five
to six words), but remains informative/complete, and makes an argument. In
many ways, your points in an extemp speech are contentions, just like in debate.
Introduction
The introduction in a UA speech is essential to creating a picture in the mind of the judge.
In a speech that utilizes Unified Analysis, the introduction acts to frame the speech in a neat little
package. Understanding this, the speaker should not make the introduction so obtrusive that it
harms the quality of the speech.
While the introduction is a place to use humor if needed, or certainly to catch the
attention of the judge, it is not a place to spend minutes upon minutes with an
elaborate setup for the question.
The intro, like the three main points, should be brief, succinct, and topical. Ideally, you
want to be speaking on your first point of analysis before you have reached the one minute and
thirty second mark of your speech.
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Time allocation is vital in a UA speech because the speaker has so much to say (and as we
have discussed, a very limited time to speak). For this reason, the speaker must construct an
intro that lends to your answer. The intro should not answer the question, but it should assist you
in conveying your answer.
Conclusion
Unified Analysis is an effective way of answering questions that focuses on independent
reasons for an answer. Every main point in a UA speech is like an independent answer to the
question. The reason for the independent nature of your answers is to create a more persuasive
argument for your audience. While communications studies have shown that UA is more
effective than other ways of speaking, it is clear that the real proof is in listening to a polished
advanced extemper who has mastered UA. The reason for using UA is that it best uses your
limited time as a speaker. Your goal should be to speak on the topic for the full seven minutes of
your speech. While you may stray to other topics (or simply avoid answering the question) with
other styles, you will almost force yourself to answer the question fully when using UA.
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Chapter 6
Speech Structure
Extemporaneous speaking requires a meticulous examination of a complex issue and, as
such, should be prepared with great care and precision. Structuring your speech in a proper
manner will organize your thoughts, help with time allocation, and make it easier for your judge
to follow the information you are delivering. It is important to remember that the information in
this chapter is based on my own speaking style. While the theory presented should work for
every speaker, the specific practical advice may need to be modified to your own abilities and
preferences. In this chapter we will cover two facets of structure – overall speech structure and
internal structure (structure within points).
Overall Speech Structure
There are two predominant styles in structuring extemp speeches.
Whether you use two-point analysis or three-point analysis matters little. What
does matter is that your speech is properly structured.
Three-Point Analysis
In my extemporaneous speaking career, I always (with the exception of one speech) used
three-point analysis. This was not necessarily because it is the superior way to deliver a speech.
Instead, it was because I was more comfortable with three-point structure. This is the basic
structure of a three-point speech:
I. Introduction
A. Attention getting story, anecdote, or information
B. Statement of significance
C. Transition to question
D. Introduction of question
E. Preview
F. Transition to first point
II. Point #1
A. Sub-Point A
1. Analysis
2. Source Citation
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B. Sub-Point B
1. Analysis
2. Source Citation
C. Transition to second point
III. Point #2
A. Sub-Point A
1. Analysis
2. Source Citation
B. Sub-Point B
1. Analysis
2. Source Citation
C. Transition to third point
IV. Point #3
A. Sub-Point A
1. Analysis
2. Source Citation
B. Sub-Point B
1. Analysis
2. Source Citation
C. Transition to conclusion
V. Conclusion
A. Review
B. Restating Question
C. Reintroduction of Intro story
There it is, that simple. Follow this simple structure and you should be on your way to
extemp championships. Okay, maybe it's not THAT simple. The first thing that must be said is
that this outline is NOT exhaustive. There are many nuances of a speech that you will develop
on your own. This outline is as advanced as basic structure can be. If you use this outline as a
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asic building block for developing your own style, then you'll be on your way to extemp
championships.
The outline above is in the “3-2 structure.” All this means is that there are three major
areas of analysis with two sub-points under each area. It is fairly typical of the type of structure
used by three-point speakers, but it is not the only option. You could just as easily use “3-3
structure” (though you may run into certain time constraints) or “3-1” (though you may be overly
simplifying things). During my collegiate career, I usually used a 3-3 structure in order to
maximize sourcing. The speech above allows room for six to seven sources. If you feel that the
above outline is not thorough enough, simply add another sub-point to each main topic area.
The biggest benefit of using three-point analysis is that it is well balanced and
easy to learn. If you can simply come up with three fairly equal points, you can
create a speech that is easy to listen to for a judge.
If you watch any great orator, and many practical speakers (like a senator or
congressman) they will often employ a three-point structure when speaking on certain issues.
The reason for this choice is that three-point structure separates your ideas into three easy-todigest
points.
Having distinct sub-points under each main topic area is also important. Though this will
be explained more clearly in the section on internal structure, a few things should be said now.
Internal structure (structure within points) prevents confusion within points and wishy-washiness
as well.
Notice that in the above example there are built in places where source citations can be
used. This is not to say that you should use only this amount of cites in a given speech.
The only suggestion on citations and structure is that the cites be balanced
throughout your speech. It is acceptable to have more cites in one point than
another, as long as this difference isn't extremely noticeable.
A speech with four citations in Point #1 and only one in Point #2 will be obviously
unbalanced. A judge will begin to wonder why you could not source the second point more
thoroughly. More will be said on sourcing later. For now, attempt a balanced approach.
In the three-point speech, there will frequently be a point or two that are stronger than the
other(s). While this imbalance might seem a detriment to the speaker, there is a way to deal with
such discrepancies. An experienced extemper will simply bury the weak point in the middle
of the speech. While every extemper should strive to produce main areas of analysis that are
equally strong, it is not always possible. In the section on introductions, we discussed that most
people remember what they hear first and last. Using this principle to your advantage, you can
simply place the weaker point in the middle of the speech. Working off of that principle, we
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should place the strongest point third. The reason for this decision is that you want to leave
the judge with the best point on their mind.
Two-Point Analysis
Two-point analysis can effectively answer a question when mastered by a speaker. It
also has the same elements of balance that the 3-point speech has. While I never mastered this
form of speaking, I saw it used effectively several times. In one national final that I was lucky
enough to participate in, there were three two-pointers, and three three-pointers. Obviously, both
means of analysis are capable of success.
I. Introduction
A. Attention getting story, anecdote, or information
B. Statement of significance
C. Transition to question
D. Introduction of question
E. Preview
F. Transition to first point
II. Main Topic Area #1
A. Point #1
1. Sub-Point A
a. Analysis
b. Source citation
2. Sub-Point B
a. Analysis
b. Source citation
3. Transition to Point #2 of Main Topic Area #1
B. Point #2
1. Sub-Point A
a. Analysis
b. Source citation
2. Sub-Point B
a. Analysis
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. Source citation
3. Transition to Main Topic Area #2
III. Main Topic Area #2
A. Point #1
1. Sub-Point A
a. Analysis
b. Source citation
2. Sub-Point B
a. Analysis
b. Source citation
3. Transition to Point #2 of Main Topic Area #2
B. Point #2
IV. Conclusion
1. Sub-Point A
a. Analysis
b. Source citation
2. Sub-Point B
a. Analysis
b. Source citation
3. Transition to Conclusion
A. Review
B. Reintroduction of Question
C. Return to Intro story
This outline, at first glance, might seem more complicated and very different from the
three-point speech. On closer inspection, however, we will notice that the structure is very
similar. There are still main areas of analysis, transitions, and sub-points. There are, however,
obvious differences.
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The first notable attribute of the properly executed two-point speech is that it is
really, in many ways, a four-point speech. Each point has two distinct points
under it.
I have seen many extempers use two point speeches improperly. If you are to deliver a
two-point speech without two distinctive points under each, you are not going to be able to
examine the question in depth. Many beginning speakers who use two-point analysis never grow
out of this limited form of structure.
Next, notice the transitions within the points. In fact, it is necessary to have a sort of
transitional phrase or step within your point in two-point analysis. Your main areas of analysis
are, in fact, more like large topic headings to work from. The two points under each main area
are closer to the arguments that we talked about in the section on unified analysis.
Choosing a Structure
Many times the choice between two-point and three-point will be based on the speaker's
preference. There are, on occasion, questions that seem made for one type of question or
another. I believe (and many may disagree) that comfort is the most important thing when
choosing a structure.
If you are much more comfortable with one style over another, then you should
use that style to optimize your abilities in competition. With that said, it is also
important to practice that other structure style so that you will be prepared, if the
situation presents itself, to leave your comfort zone and use the other structure.
Versatility may set you apart from others.
There are also regional concerns when choosing a speaking style. For instance, on the
east coast, three-point analysis is dominant. In the mid-west, two-point is more popular. This is
not a hard and fast rule, as there are areas in each region where the trend does not hold true.
Also, do not become a slave to regional trend. If you are successful and competent enough, you
can break the trend and follow your own structural preferences.
Internal Structure (Structure within Points)
While the above section may have contained information that you already knew, the next
section may introduce a concept that has been, to this point, elusive. Many extempers believe
that structure in a speech refers to having two or three points plus an intro and a conclusion.
There is much more to structuring a speech.
Every main area of analysis should have a structure of its own. Structuring within
your points may be the added difference that sets you apart from the good
extempers around there.
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We discussed the inverse triangle theory in the intro section. The inverse triangle theory
is perfect for your areas of analysis as well. Basically, to recap the theory, the inverse triangle
holds that we should move from the broad to the specific. In practice, this means a very careful
structuring of your speech in the prep room. If you happen to be reading this days before
nationals, now is not the time to try out this new theory, unless you have ample practice time
beforehand. You may find that your time allocation, sourcing and flow are off the first dozen or
so times you attempt to use this type of internal structure. Once it is practiced, however, it can
become like second nature, and your speaking will improve.
Let us now examine the outline of a well-structured point:
I. Tag Line
A. Broad analysis (this can sometimes be background information)
1. Thesis-like statement
2. Cite to back up the statement
B. Specific situational analysis
C. Recap
1. Analysis linking specific point to question
2. Cite to back up statement
The tag line was described in detail in the section on Unified Analysis. It is the most
broad statement you could possibly make about the point that you are arguing. For instance, if
asked about the possibility of campaign finance reform being implemented, you might answer,
no. A tag line for one of your main points would be, "Soft money is too attractive to
incumbents." This tag line is a statement that gets across your point without giving details about
your argument.
Proceeding through your area of analysis you will see that the next step is to create some
other broad piece of analysis. In the above example, you may then proceed,
We all have heard that incumbents have an enormous advantage in the political arena.
However, upon examining the issue of campaign finance reform, we will understand
more clearly that the advantage stems not from publicity or name-recognition, but from
the money that flows in from all sources.
You can see how the broad analysis will now lead into more specific analysis to prove
your point. This bit of postulation may be followed by a statistic that tells listeners that 90% of
incumbents are re-elected (note: this statistic is an estimate based on statistics that are out there,
you will have to do your own research for a speech).
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Another possibility is to start with a citation to create a thesis. In a recent practice with a
student, she opened a point on gun control with a cite. It was done in a particularly brilliant
manner that follows the inverted triangle theory.
The Boston Globe of April 2, 2000 reports that, from 1890 to 1994, over seventy-four
million handguns have been purchased in the United States. With all of these handguns
in circulation, the call for safer guns has become a loud cry. Maryland's recent handgun
legislation has shown the trend in the United States is to move toward gun locks and
other safety devices.
The point that the young lady was making was that the Second Amendment was not
dying, but being protected by the Smith and Wesson decision to manufacture weapons with
gunlocks. While the statement above does not seem particularly specific to that argument, she
was able to make it so with her later analysis. Thus, whether you begin with a thesis or use a
source citation to create a thesis, the bottom line is to begin with a broad argument and move to a
specific one.
The second part of any area of analysis is the "specific situational analysis." This is
where you tie in the broad analysis (the theory analysis) to the more specific (the situational
analysis. Returning to the campaign finance example, a speaker would want to link the theory
that incumbents oppose reform to an actual situation. If one could find a congressperson, for
example, who has spoken out on the issue, or a statistic that specifically supports your argument,
you're in business.
Finally, as a speaker, it is your job to return to the question.
Remember that your first goals is to effectively answer the question.
Unless you address the issues presented by the question, you are not succeeding as a
speaker. Your goal with this "recap" is to take the information that you just gave, synthesize it,
and related it back to the question. It is a skill that must be developed. Your goal here is not to
speak for a minute in the recap, but instead you want to tie everything together quickly and move
on.
Speaking in abstracts about structure within points is important, but looking at an actual
well-structured point can be clearer to understand. Let us now look at a sample point from that
gun control speech mentioned above. The question that was posed to the speaker was, "Will the
recent Smith and Wesson settlement mean death to the second amendment?" The speaker is
answering no and her first area of analysis was that the settlement would assist citizens in
retaining their right to bare arms. (To those who are unfamiliar, Smith and Wesson, America's
largest handgun manufacturer, agreed to sell guns only with trigger locks and other safety
devices.) Notice the inverse triangle theory put into practice.
Smith and Wesson's decision to place trigger locks on weapons will not jeopardize the
right of citizens to keep and bare arms. In fact, the second amendment will now thrive.
The Boston Globe of April 2, 2000 reports that between 1889 and 1994, over seventy
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million handguns were purchased in the United States. With all of these weapons in
circulation, the call for safer guns has become a loud cry. Many would conclude that the
second amendment would be in dire straits because more regulations are being placed on
it, but, in fact, it will survive because of the leadership of the country's largest gun maker.
The New York Times explains on March 29, 2000 that the states' attorneys general are
preparing to fight in court to receive monetary compensation for the handgun deaths that
have occurred in their states. While it seems as though handgun makers may go the way
of big tobacco, paying billions and jeopardizing their product, this will not be the case.
The Smith and Wesson settlement precludes this gun maker from being sued by the
federal government. Instead of placing itself in the line of fire, Smith and Wesson has
fought, through this compromise, to keep its company and product safe. Not only will
Smith and Wesson survive attacks from the federal level, but it will thrive in liberal states
as well. The Wall Street Journal of April 4, 2000 reports that Maryland has passed some
of the most radical gun safety laws ever. Maryland's new law requires guns to have
internal trigger locks if purchased in the state of Maryland after January 2003. This
seeming assault on gun companies will not affect most of the gun makers if they choose to
follow the example of Smith and Wesson. In fact, Smith and Wesson has secured for the
other gun manufacturers, assurances that they will be protected if they move toward safer
weapons. In the end, on both a national and a state level, weapons will become safer, not
more scarce.
In the above example, we can see clearly how the speaker moves from the broad to the
more specific. The argument begins by giving us a very vague statistic that opens the door for
her analysis. By establishing a context in which to operate, the speaker makes her point easier to
follow. She has crafted a point that begins with broad theory, applies it to the national level, and
then takes it to an individual state level. While this step-by-step national to state analysis is not
always possible, it is one effective way of using the inverted triangle theory.
Notice also that the speaker, at the end of the point, returns to the question. This is vital
to your internal structure as well as the success of your argument.
Many times, extempers get so caught up in their own analysis that they forget to
relate back to the question.
What was once a topical, in-depth speech becomes a tangential talk on the vague topic
that the question was related to. Re-answering the question at the end of every main point forces
the speaker to keep him or herself on topic.
Transition
You will notice that in every single outline above, there has been mention of
"transitions." These elusive elements of extemporaneous speaking are essential to a well-crafted
speech. Many institutes now are teaching speakers to use somewhat disparate quotes to tie
their main points together. There is one problem with this technique: Many times it is
artificial and unrelated to the specific question.
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The best way to transition is to be brief and move on to your next point with a bit of style.
You will hear many speaker utter things like, "Now, let's move on to our second area of
analysis…” This is NOT a transition. You need to dress it up a bit. In the example point
offered, there would be a much more stylish way to advance into your next point.
Gun manufacturers have taken the first step to insure that the second amendment will be
protected. Another group has also done its best to secure the right to bare arms. As long
as the NRA remains influential, the second amendment is safe.
This transition does everything that you want a speaker to do. First, it briefly recaps the
previous point, and then segues gently into the next point, leaving the tag line intact. If there is a
common thread that can be found for the points that you are transitioning between, you will find
your job much easier. In the above example the speaker points out that gun makers are helping
themselves, and others are helping the gun industry. The link is as simple as that. Sometimes
you may have to stretch a bit to establish that link, but it can be done.
Conclusion
If you can form a clear roadmap for your listener, your speech will flow much more
smoothly. Again, remember that making your speech clear is priority number one. Making it
entertaining is a secondary priority but one that starts with proper and careful structuring. While
it is not a glamorous part of extemping, it is an important one. Master this component and
extemp will be an easier event.
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Chapter 7
Filing and Cutting
For extempers, files can be those annoying things you are forced to carry to every
tournament, or your savior when you get a question on a topic you've never heard of before.
Either way, they are essential elements in any extemporaneous speaker's arsenal. Many
extempers have misconceptions about filing and cutting. As a speaker I relied on my files for
several speeches (including a final round at nationals on a topic that I was fully unfamiliar with).
Files can save you in a crunch, help you in a bind, and illuminate a topic that otherwise would be
confusing to yourself or a judge.
This chapter has two purposes. First, we will look at filing systems and organizational
tips for filing. Second, we will examine the art of cutting articles for extemp.
Filing
Filing for extemp is something of personal taste. Over time, you will find what works
and what does not work for you and your team. In your quest to develop a filing system for your
team, keep these suggestions in mind with the understanding that they are not the definitive
answer for how to file, just a suggestion to make it easier. The systems and techniques discussed
here have evolved over time from several different teams, many different speakers, and the input
of dozens of people.
Systems for Filing
As there are undoubtedly both NCFL and NFL extempers reading this book, it is
important to cover both types of filing. On an NFL team, assuming that there are both domestic
and foreign extempers on the team, it would be wise to separate the files into different boxes.
The first step toward filing is to pick the topics that you will cover. An example index is
included at the end of this chapter that is fairly exhaustive in its approach to topics. Many teams
tend to file everything alphabetically. Under that theory, we would file each country
individually, starting with Andorra and ending with Zambia. This is the way most extempers
file. Remembering that the thirty minutes of prep time is not much time at all, there must
be a more efficient way.
The first division that should be made is between foreign and domestic.
They should be kept in separate boxes, almost as if they were separate file systems
altogether.
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Instead of filing simply by country name or headings like "Social Security," there
should be larger group headings. Separating the foreign folders by continent, and
using headings like "world organizations," "international economy," and
"international environment," your files will be much more accessible.
The question might be asked, Why not just use alphabetical order, this seems more
confusing?" While the system might seem more confusing, it is, in fact, more convenient for the
advanced extemper. When there are complex questions asked, or when a simple question
requires a complex answer, you will have related file folders close at hand. How many
questions really can be answered using one file folder? Very few. For this reason, it is to your
great advantage to have related folders in close proximity to each other in the file boxes.
Your files should be arranged using large hanging file folders with manila folders for the
sub-headings. The hanging folders will have headings like "Europe" or "Asia," while the manila
folders will have subheadings including country names. So, under the heading "Europe," you
would find a manila folder "England." You will also need more specific subheadings like
"Economy" and even "Royal Family." These subheadings should be alphabetical within their
main file folders (If this seems confusing, take a look at the sample index to get a better idea of
what I am talking about.)
While your main headings in your file folders will remain largely unchanged
throughout your years of competition (it is unlikely that a new continent will
spring up), your sub-folders must change almost constantly.
Sure there will be some folders that never change (Spain is not going anywhere), some
folders will have to be changed from month to month, and new folders will have to be added
with great frequency. Using an example from 1999 might be most effective in illustrating this.
While the Elian Gonzalez story was front-page news for several months, it is not likely to be a
story in the coming years. As a result, under the heading Cuba, Elian Gonzalez would be a file
folder that will outlive its usefulness and should be removed when no longer necessary.
Many extempers treat their file folders like a static entity. This would mean filing the
Elian Gonzalez story under the heading "Cuba" and leaving it at that. There are obvious
drawbacks to this strategy. First, you must wade through tens, possibly hundreds of articles to
find a few stories on the Cuban embargo. By creating subheadings frequently when necessary,
you will significantly reduce the time necessary to find appropriate articles once you are given a
question. Second, having separate subheadings lets you know when you are low on certain
topics. After all, you might have many articles on England’s economy, but you could be lacking
articles on the Royal Family. Separate headings let you know where you stand.
Creating the same type of file system for an NCFL extemper is no different. You may
choose to follow the NFL method and have separate boxes for foreign and domestic, or you may
combine them into one file system. Either way, follow the above guides (with the help of the
sample index) and you will be able to assemble a proper file.
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Organizational Tips for Filing
After you have decided on a style for filing, you need to do everything in your power to
keep the files organized. This means everything from numbering your file folders, to labeling
them properly.
The first step toward filing effectively and having your articles readily at hand is
to number all of your files from the beginning of the file box to the end.
The advantage of numbering is that, when filing, instead of placing a slug on the top of
the article like "England, Tony Blair," one can simply write the number of the file folder in
which it belongs. Second, when cleaning up at the end of a tournament, you can find where the
wayward articles belong in a snap. Simply locate the number on the article, and then place the
article back in the like numbered folder. Trust me when I tell you that it can save hours in labor
when you are tired, ready to go home, and don't feel like dealing with extemp anymore.
Numbering the file folders may seem limiting. After all, I just told you that you should
add folders when necessary. Numbering the folders would seem to make this difficult. If,
however, you must add a folder, there is a simple way to solve the problem. If a new topic
should appear between numbers 115 and 116, simply number it 115a and you've solved your
dilemma.
Aside from numbering the file folders, I believe that being as neat as possible is a virtue.
Consider typing up the labels for your file boxes.
This provides two advantages. First, the neat appearance of the files will encourage other
team members to handle the files respectfully. Second, and more practically, you will have a
record of every file folder already entered into your computer so that composing an index will be
easy.
"Cutting" Articles
Cutting articles, literally clipping them from newspapers or downloading them, is not an
exact science. Over the next few pages I will cover three main topic areas:
! cutting as a team
! what to cut
! where to find your articles.
Cutting as a Team
As I discussed early on in this work, extemporaneous speaking is and should be a team
event. There is no way that a single extemper can achieve the cutting volume of an entire team
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working together. Working together will create a pulled source of knowledge, combine your
areas of expertise, and create a team atmosphere that will help everyone grow as a speaker.
There are, however, inevitable difficulties that you should deal with before the forensics season
even begins.
Assigning different members of the team different topics is an idea that will pay
hefty dividends. This can be done in one of two ways. First, if you cut the old fashioned way
(using a set number of newspapers and magazines) each team member should be assigned
specific publications to cut and file. Second, if most of your filing is done via the internet, it may
be possible to assign specific topic areas for team members to cut. Regardless of how you decide
to cut, it is recommended that at least one team member be assigned to internet cuts. The
reason for this is simple. It might not be within your team's budget to subscribe to the Los
Angeles Times if you are on the East Coast. It is possible, however, to log on, download, and
obtain sources that would otherwise be forgotten.
Once you have given assignments for cutting, it is essential to set deadlines for those
cuttings. One suggestion is to have members of the extemp team sign a contract pledging to
follow their assignments. Even when I was competing collegiately, there were certain times
when assignments were not done on time, not done well, or not done at all. Our general rule
was, one mistake can be forgiven. After that, sanctions were necessary. Keeping an extemper
from competing at the next tournament for a second violation of the rules should be considered.
Obviously, this is not a decision that you can make unilaterally, it is a decision that needs the
agreement of your coach. In most cases, it should not be difficult to encourage people to have
their cuts done on time and filed properly. As the veteran member of the team, it is your
responsibility to ensure that the files are being maintained properly.
With the boring preliminaries out of the way, we can now discuss the expectations you
should have for the files.
While it is generally acceptable for high school extempers to use articles as old as
one calendar year, your goal should be to keep the files much more current. It is
my belief that your files should be kept three months current.
Obviously, some file folders will need background that goes back even further than that
(you may prefer to have a "Background" folder under some major topic headings). Keeping the
files current means that you will have the most cutting-edge and appropriate analysis at your
fingertips. To achieve this goal, the team needs to be actively cutting constantly. Moreover,
everyone must be diligent so that no one file topic goes neglected.
To keep the files this current, you will have to make room for new articles by getting rid
of older articles. This process, referred to as "purging" the files.
Purging should be done three times a year. It should be done once at the
beginning of the season, once after the holiday break, and once before nationals.
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Every time the files are purged it should be done as a team. This way, the team can
decide on which articles should stay in the folders. Purging is essential because it keeps file
folders from becoming burdensomely full.
What to Cut
There are obviously a countless number of items that you want to cut for your files to be
full and useful for every question that you draw. However, there are certain types of articles that
are helpful on every subject.
Statistics, facts and figures are always helpful when trying to convince a judge that your
position is correct. Most extempers believe that every article should have some statistical value
to them. Likewise, they often highlight these statistics when putting the article in the file folders.
Editorial articles and commentary written by the editors of a newspaper, magazine, or
journal can also be especially useful. While this information may seem biased, it is the very
subjectivity of the content that will lend to its usefulness. Most articles (including those that are
heavy on statistics) report the news. Editorials and commentaries question the news. Instead of
just reporting on how many Branch Davidians were killed in the Waco disaster, an editorial
would have questioned the wisdom of invading with armed federal agents. The value of this
type of article becomes apparent.
The analysis of the editorial writer is often useful in an extemp speech.
Though you will often independently develop brilliant lines of analyses, it is also true that
sometimes you need assistance for forming a point. Borrowing analysis in this manner (as long
as you do not become addicted to it for every speech) can help you become a better speaker and
can help your speeches mature. If you wish to use these types of articles, it becomes essential to
learn what analysis is useful and what can be discarded.
Human-interest articles can also provide a treasure trove of information, analysis, and
simply interesting information for use in your speech. These articles often cover the "story
behind the story." Instead of covering the devastation of a flood and reporting on the numbers
left homeless or dead, a human-interest story may cover the plight of one family who lost it all.
Or perhaps it will cover one young man who lost his entire family and must start over.
The stories offered in these types of articles often provide the tidbits of
information that your speech needs, an extra bit of style or flash that your
opponent might not have.
The expert-written article adds a touch to your speech that many will find exceedingly
persuasive. An article on immigration written by Janet Reno, or an item written about the Irish
Peace Process by Gerry Adams will add credibility that your words alone might not have.
These types of articles can often be found in journals and magazines (and occasionally in
newspapers). An article written by an expert in a field will give insight that you may never have
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had. After all, this person has spent his or her life devoted to an issue of great importance while
you are still a high school student with limited experience in world affairs.
Naturally, you still want to cut many normal news articles on every subject imaginable.
These articles give you the full story and help you to formulate your own analysis on the issues.
As a beginning extemper, you may have passed by editorial articles because they were seemingly
biased, but the types of articles listed above will simply help you to form a more complete
analysis of the question.
Where to Find Cuts
Now that you know what to cut, knowing where to find it is essential. Obviously, the
first step is to get your hands on normal national newspapers. The next chapter examines the
types of sources that you might use and specifically examines the newspapers, magazines, and
journals that are worthy of an extemp speech. Nothing will substitute for the practice of getting
some newsprint on your hands, cutting and pasting newspapers. Newspapers like the New York
Times have all of the articles listed above, as well as news articles that will give you the full
story. But newspapers are boring, and you already knew that they were important to extemp.
So, beyond the normal, where should the advanced extemper look for sources and articles?
The internet obviously provides opportunities that extempers of old never had. There
are countless sources of information (after all, it is the information super highway). Not all of
these sources, however, are reliable. When trying to decide on what to use in your speech or
where to cut your articles from, it is essential that you examine the reliability. The Drudge
Report, for instance, might seem a great source for information and extemp cuts. On further
examination, one might argue that the Report is actually a fairly right wing publication with
information that has not always been verified and many times is exaggerated. Moreover, hearing
a reference to the Drudge Report will set off warning bells in the head of any judge who is
moderate to liberal. While sources like the Drudge Report can be helpful in finding out what
type of news is out there, they should be avoided when actually delivering your speech.
One specific problem presented by internet information is that there are so many sources
and so little time in which to view them that it often becomes frustrating for an extemper to
navigate the net and sort through the trash for the "good stuff." One obvious solution to this
problem would be to use internet search engines. These are helpful in many cases, with a few
exceptions. Using a search engine like Yahoo to find information can be of great value, as long
as you pay attention to where that information is coming from. If you use the search term
"news" on Yahoo, you will likely be presented with options including Yahoo News. These
internal news services are often provided by wire services. They can be helpful, but usually are
incomplete in their telling of the story. Wire services often report on stories as they happen.
They do their best to be accurate, but mistakes are made, and retractions are issued. These
retractions are sometimes not clear to those viewing the news. Moreover, citing something like
Yahoo News is going to lack the credibility that a major established news service will have.
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Having said the above, it is more desirable to cite an actual wire service
than a search engine. Wire services may not be completely reliable, but they can
at least get a fairly accurate account of the story.
And, if you pay attention to the most updated form of a story, you will likely find
information that is close to one hundred percent accurate. After all, most major newspapers get
much of their information from the wire services themselves.
Though we've begun to explore it, we still have not overcome the issue of how to wade
through the tons of information to find the most reliable, compelling and useful information. To
this end, Victory Briefs has established a web site that compiles many (though not all) of
the reliable and useful news sites on the net. The site can be found at
www.victorybriefs.net/ext-links.html. This web site is based on a site that I formed for use by
myself and teammates when competing for St. Joseph's University. Conceivably, one could use
the links on this site alone to cut extemp. However, there are other resources on the internet that
are even more useful.
Lexis-Nexis is a company that reprints articles from just about every imaginable news
publication. They are searchable and make extemp cutting easy and quick. While it may eat up
your printer cartridge to print all of the articles that you need, when it comes to time and money
saved on subscriptions, it may be well worth it. Unfortunately, Lexis-Nexis is not readily
available to just anyone, and its subscription fee may be out of reach for most, but the company
has recently launched an education friendly site known as Academic Universe. Academic
Universe is subscribed to my many universities and even some high schools. Calling local
universities to find the availability of this service is worth your time. Moreover, if your high
school has the budget available, it may be worth its time as well. Lexis-Nexis is useful for
research papers as well as extemp, so it may appeal to administrators on more than one level.
While it is difficult to direct you exactly where to find information, it is clear that the
internet has opened new doors to extempers. Using that information wisely is essential for an
effective speech.
Remember that the reliability of information will always be in question. You too
must question this information and dispel the worries that a judge might have.
Wherever you find your sources, make sure they are reliable, unbiased, and useful
for your purposes.
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Africa
Sample File Index
(Combined US and Foreign)
Asia
1. Africa
30. APEC/ASEAN
2. Africa - Economy
31. Asia - Economy
3. Algeria
32. Asia - Environment
4. Angola
33. Asia - General
5. Burundi
34. Burma
6. Congo
35. Cambodia
7. Ethiopia
35a. China - General
8. Ghana
36. China - Economy
9. Kenya
37. China - Human Rights
10. Libya
38. China - Leaders
11. Nigeria
39. China - Politics
12. Sierra Leone
40. China - Provinces
13. Rwanda
41. China/US Relations
14. Somalia
42. India
15. South Africa
43. India - Economy
16. Sudan
43a. India - Foreign Rel.
17. Uganda
44. Hong Kong
18. Zambia
44a. Hong Kong - Econ.
44b. Hong Kong - Pol.
Agriculture 45. Indonesia
46. Indonesia - Economy
19. Agriculture
46a. Japan - General
47. Japan - Banks
Aid Programs 48. Japan - Economy
49. Japan - Markets
20. Aid Programs
50. Japan - Politics
21. Corporate Welfare
51. Japan - Reform
22. Foreign Aid
52. Japan/US Relations
23. Housing
53. Japan - Yen
24. Medicare
54. Korean Talks
25. Medicaid
55. Malaysia
26. Social Security
56. Nepal
27. Welfare
57. North Korea
57a. North Korea - Pol.
Arts 57b. North Korea - Econ.
57c. North Korea/US Rel.
28. Arts
58. Philippines
29. National Endowment for the Arts
59. Singapore
60. South Korea
61. South Korea - Economy
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61a. South Korea - Pol.
61b. South Korea/US Rel.
Defense
62. Sri Lanka
86. Chemical Weapons
63. Taiwan
87. Contracts
64. Thailand
88. Crashes
65. Tibet
89. Defense
66. Vietnam
90. Missile Defense
67. Vietnam/US Relations
Australia
68. Australia
91. Nuclear Arms
92. Sexual Harassment
Democrats
93. Democrats
Cabinet 94. DNC
95. Gephart
69. Cabinet
96. 2000
70. Albright
96a. Gore 2000
71. Commerce
96b. Bradley 2000
72. Reno
73. Treasury
Central America
96c. Hillary – Senate
Domestic Economy
97. Banking
74. Central America
98. Computers
75. Cuba
99. Corporate America
75a. Cuba - Economy
100. Consumer Price Index
75b. Cuba - Castro
101. Crashes
75c. Cuba/US Relations
102. Currency
76. Ecuador
103. Deregulation
77. Haiti
104. Domestic Economy
78. Honduras
105. FED
79. Nicaragua
106. Funds
107. Growth
Communication 108. High Tech Stocks
109. Hollywood
80. Communication
110. Indicators
80a. Computers
111. Inflation
81. Internet
112. Interest Rates
82. Media
113. Jobs
83. Microsoft
114. Mergers
84. Television
115. Privatization
85. Telecom
116. Savings/Retirement
85a. Y2K Problem
117. Securities
118. Small Business
119. Taxes
120. Trade
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121. Trade Deficit
Europe
122. Wages
123. Wall Street
148. Austria
149. Tony Blair
Drugs 150. Jacques Chirac
151. Cyprus
124. Drugs
152. Belgium
125. Drug Education
153. Denmark
154. Europe
Eastern Europe 155. European Union
156. Euro
126. Albania
157. France
126a. Kosovo
157a. France - Politics
126b. Kosovo/US Involv.
158. France - Economy
126c. Kosovo/Refugees
159. Germany
126d. Kosovo/Ground Trps.
160. Germany - Economy
127. Bosnia
161. Germany - Schroeder
128. Bulgaria
161a. Germany - Politics
129. Croatia
162. Great Britain
130. Czech Republic
162a. Great Britain - Pol.
131. Eastern Europe
163. Great Britain - Labour
132. Former Yugoslavia
164. Great Britain - Torries
133. Hungary
165. Greece
134. Poland
166. Ireland
135. Romania
167. Irish Peace Process
136. Serbia
167a. Sinn Fein/IRA
136a. Milosevic
168. Italy
137. Slovakia
169. Netherlands
138. Slovenia
170. Royalty
171. Spain
Education 172. Scandinavia
173. Switzerland
139. Education
140. Higher Education
Executive Branch
141. Education Reform
174. Campaign Reform
Energy/Environment 175. Campaign Scandal
176. Bush
142. Air
177. Bush - Economy
143. El Nino
178. Bush- Iraq
144. Environment
179. Executive Branch
145. Energy
180. Cheney
146. Oil
181. Hillary Clinton
147. Utilities
182. Clinton information
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Government Agencies
Labor
183. CIA
214. Child Labor
184. FBI
215. Labor
185. FDA
216. Labor Unions
186. Government Agencies
187. HUD
Land Mines
188. IRS
189. NASA
217. Land Mines
190. Post Office
Legislative Branch
Health and Science
218. Balanced Budget
191. AIDS
219. Budget
192. Cancer
220. Campaign Reform
193. Health and Science
221. Campaign Scandal
194. Immigration
222. Foreign Aid
223. Gun Control
International Economy 224. Hot Legislation
225. Legislative Branch
195. Banking
226. Line Item Veto
196. Currency
227. Taxes
197. Euro Dollar
228. Term Limits
198. Globalization
229. Trade Issues
199. IMF/WorldBank
230. Wages
200. International Economy
201. NAFTA
Middle East
202. OPEC
203. Privatization
231. Afghanistan
204. Trade
232. Algeria
205. WTO
233. Egypt
234. Hamas
International Organization 234a. Israel - General
235. Israel - Economy
206. International Organizations
235a. Israel - Netanyahu
207. NATO
236. Israel - Politics
208. NATO - Russia
237. Islamic Fundamentalism
209. UN
238. Iran
210. WHO
239. Iraq
240. Iraq - Hussein
Judicial Branch 241. Iraq - Military
242. Iraq - Economy
211. Hot Cases
243. Iraq/US Relations
212. Judicial Branch
244. Jordan
213. Supreme Court
245. Kuwait
246. Lebanon
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247. Libya
Russia
248. Middle East
249. Pakistan
274. Cabinet
250. Palestine
275. Chechnya
251. Peace Process
276. Defense/Military
252. Saudi Arabia
277. Economics
253. Syria
278. Former Soviet Republics
254. Terrorism
278a. Ukraine
255. Turkey
278b. Belarus
279. Future Leaders
North America 280. Alexander Lebed
281. Reform
256. Canada
282. Politics
256a. Canada - Economy
283. US Relations
256b. Canada - Quebec
284. Putin
257. Caribbean
258. Mexico
Social Issues
259. Mexico - Politics
260. Mexico - Economy
285. Abortion
261. Mexico/US Relations
286. Affirmative Action
262. North America
287. Crime
263. Puerto Rico
288. Cults
264. Puerto Rico – Statehood
289. Death Penalty
290. Gender Issues
Regional Issues 291. Health Care
292. Homelessness
265. California
293. Homosexuality
266. DC
294. Militias
267. Natural Disasters
295. Privacy
268. Regional Issues
296. Racism
297. Religious Right
Republicans 297a. Religion - General
297b. Religion - Pope
269. Campaign Reform
298. Right to Die
270. Dennis Hastert
299. Sex Crimes
271. Trent Lott
300. Social Issues
272. Republicans
301. Terrorism
273. 2000
302. Tobacco
273a. George W. Bush
273b. Liddy Dole
303. Unemployment
273c. Steve Forbes
273d. Lamar Alexander
South America
273e. Bauer/Buchanan
304. Argentina
305. Bolivia
306. Brazil
306a. Brazil - Economy
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Sports
306b. Brazil - Politics
307. Chile
308. Colombia
309. Guatemala
310. Peru
311. South America
312. South America - Economy
313. Venezuela
314. Sports
315. Sports - College
315a. International Olympic
Committee
Transportation
Third World
316. Airlines
317. Airlines - Crashes
318. Airlines - Strikes
319. Big 3 Automakers
320. Transportation
321. Trains
Third Parties
322. Third World
323. Third Parties
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Chapter 8
An Examination of Sources
This chapter has an ambitious aim. It will be my attempt to examine the most widely
used extemp sources (and some sources you may not have thought to use) for their reliability,
specialties, and areas of expertise. While there is no possible way of covering the entire gamut
of newspapers, magazines and journals, the best effort will be made to cover as many sources as
possible. Lest you fear that you will not find these sources on the internet or your
newsstand travails, most of them can be found on the Victory Briefs web site.
When an advanced extemper is looking to cut sources, it should be done from several
different perspectives. First of all, you are looking for sound information as well as analysis.
However, you also are looking to wow the judge. Using sources that clearly demonstrate a
specialty in the field or an expertise not found elsewhere can be impressive. I often would cut
strange sources for my file. Citing something like Serbia Now online can be very influential in a
close round when it comes to separating the “one” from the “two.”
Newspapers
Christian Science Monitor - Don't let the name fool you. This daily newspaper out of
Boston, Massachusetts, is one of the most objective in the world. The Monitor covers
domestic and foreign issues with a well-rounded, accurate approach that is refreshing
when compared to other dailies. Especially valuable to the extemper is the emphasis
given to spotting trends in world politics as well as business, industry and culture. An
advanced extemper should seriously consider subscribing or cutting this newspaper
from the web on a daily basis.
Investor's Business Daily - This daily newspaper (as the name hints) focuses on
economic news. For analysis of the stock market, there are few publications that
compete. The IBD puts things in fairly plain English. Moreover, it covers the news of
the day with an economic spin.
Los Angeles Times - This daily newspaper is one of the most respected national papers
in the United States. It covers domestic and foreign issues reliably. There may be a
slightly liberal influence in the Los Angeles Times, but it is accepted as a reliable source
that can be used on almost every issue.
New York Times - This mainstay of the American journalistic community is one of the
most rewarded and respected sources for national and international news. While the likes
of Rush Limbaugh may believe the Times is too liberally biased, it is accepted as the
benchmark of American newspapers. Some editions around the country feature regional
news in addition to the full coverage of national and international issues. The short news
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summaries on the inside front cover of the newspaper make it easily navigable. A
fantastic web site makes the paper the perfect addition to any extemp file.
Washington Post - This Washington "insider" is another respected national paper that
covers politics and national news with accuracy and insight. Moreover, the Post covers
international news with the same zeal and effectiveness. The Post’s thorough coverage of
international affairs (they have sixteen foreign bureaus) makes this paper a worthwhile
subscription for the team that has both foreign and domestic extempers. The Post’s
investigative journalism looks into government policies and actions on The Hill. It tends
to have a liberal slant
Washington Times - This conservative counterweight to the Washington Post is more
questionable in its reliability. Some believe that this paper is somewhat biased in its
presentation of many issues but there is, to be sure, a lot of value to be found between its
pages.
Wall Street Journal - This New York based newspaper is the definitive publication
dealing with the stock market and economic issues. While the paper may be dry and
technical at points, it is also extremely useful for the domestic or foreign extemper who
wishes to grasp difficult economic issues. Experts in the field write many of the articles
in the Wall Street Journal. Their analysis is usually dead on (well, at least as dead on as
stock predicting and economic prognostication can be.)
Toronto Star - A good source for international news and Canadian domestic news. The
Star has won numerous National Newspaper Awards for excellent coverage of top stories
both domestically and internationally.
Financial Post of Canada - This source may not be well known, but it does cover North
American economic issues extensively and accurately. Canadian economic news is
covered extensively (yes, there is a Canadian economy) and the American economy is
examined as well.
Montreal Gazette - This Canadian Daily is useful for international news as well as
domestic news. Also, this source can be used for insight into the Quebec Separatist
movement. Using sources specifically for one issue can be an interesting way to expand
your knowledge on those issues.
Calgary Herald - This newspaper is largely focused on Calgary news and sometimes is
less than useful. There is some coverage of international news and can occasionally
provide a useful article or two.
Middle East Times - This newspaper is updated frequently on the net. It is based in
Egypt and gives a distinctly Arabic take on the Middle East peace process. Though there
is a bit of a bias, it does not distort the information enough to make it useless.
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Financial Times - This London based newspaper is the definitive international
economic daily. It covers European economic issues accurately. Also, the FT covers US
economics and stocks around the world. The FT covers business mergers, acquisitions
and earnings. While extempers may have to wade through some very specific UK
business news to find the world economic news they are looking for, it is a worthwhile
search. This is a "must cut" source for your files. It can be found at most large
newsstands or on the net.
Manchester Guardian - This English Daily is a decent source for news information.
Considering that the FT covers many of the same issues in a much more in depth manner,
you may skip the Guardian. Also, some of the articles in the Guardian have a
distinctively tabloid feel to them.
Le Monde Diplomatique - What a cool source to cite in a speech! More importantly,
this French newspaper's English edition offers a look at European issues, and
international issues as well. While the web site does not carry the full edition, it does
offer a smattering of articles that can be useful.
International Herald Tribune - This Paris based daily is owned by the same company
that owns the Washington Post and the New York Times. As such, its reputation is
beyond reproach. Many of the articles from the Post and the Times end up in the IHT as
well. There are also other articles that offer a distinctive look at international and US
issues. On top of all of this, the web site is fantastically useful.
South China Morning Post - Don't let the name fool you. This paper is not the tool of
the Communist government of China. Actually, this Hong Kong based paper is a fairly
objective Asian news source that covers issues on the Pacific Rim in an in depth manner.
The South China Morning Post web site is useful and easy to navigate.
Hong Kong Standard - Covers specific Asian news that might not be found in other
publications.
The Statesman - This newspaper based in India is the most widely read English paper in
India. The Calcutta based Statesman covers the India/Pakistan issues.
The Irish Times - This Dublin based paper covers international issues brilliantly. Its
coverage of the peace process in Northern Ireland in particular cannot be beat. Check out
the archives to find important documents in the history of the peace process. Bureaus
around the world cover international affairs objectively and in-depth.
Jerusalem Post – This English language daily covers breaking news in Israel and
throughout the Middle East. With in-depth coverage and insight into the confusing world
of Israeli politics, the Jerusalem Post can be a wonderful resource for foreign extempers.
During Israeli elections, the paper reads like a Complete Idiot’s Guide to Israeli Politics.
With the complex nature of the Israeli multi-party, coalition-building government, this
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paper should be on your “must cut” list before big tournaments or during any time the
Middle East jumps to the forefront of world issues. Their internet site is most helpful.
Journal of Commerce – This daily international newspaper covers specifically the trade
and transportation industries. While many of the articles will be far more specific than
necessary, major issues will be covered thoroughly with accurate, interesting analysis.
This newspaper should be cut at least occasionally to supplement your international
trade files.
Magazines and Journals
Congressional Quarterly – Published out of Washington, DC, CQ is an insider’s source
on the workings of congress. Beltway insiders receive updates daily via email. CQ
weekly, however, is a recap of these weekly updates and places issues in concise,
accurate articles that are easy to understand and provide excellent facts and figures. This
resource is worth the occasional investment by a domestic extemper.
National Review – Founded by William F. Buckley, this conservative magazine is
considered too far right wing by many judges to be sourced. In some cases, however, this
source may be valuable, if not to cite in a speech, instead to simply find ideas for
analysis.
Asiaweek – This weekly is published by Time and gives editorial and news coverage to
events in Asia and the Pacific Rim. Unfortunately, though it sounds cool to say
…according to Asiaweek…in a speech, the analysis offered in this publication is much
like its parent magazine, somewhat lacking in substance.
Business Week – This weekly publication is not limited to specific business news, but
instead covers every issue related to and affecting business. This means that Business
Week offers unique insight on how important issues will influence the economy and
affect business in the United States as well as abroad. Business Week offers several
editorials in every issue that explore and analyze a wide variety of issues. This
magazine should find its way into your file box as often as possible.
Campaigns and Elections – This magazine is unique in that it does not usually cover the
news of specific campaigns or elections. Instead, this publication (which is bimonthly)
covers the trends in campaigning and elections. C&E can be an interesting addition to
the files on occasion, especially during important elections virtually anywhere around the
world.
The New Republic – This fairly liberally biased political magazine offers insight into
political and social issues making headlines around the world. The New Republic
features cover stories that make waves and unearth important issues. Many may view
the New Republic as being biased, so be forewarned when citing it in a speech.
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The Weekly Standard – This weekly conservative journal is highly opinionated, and in
some cases, biased on issues. Many will have a real aversion to an extemper citing
this in a speech and you may wish to steer clear unless the analysis is top-notch and
unable to be located anywhere else in the file box. Do not go out of your way to file
this one.
Jane’s – I list this as Jane’s but it should be known that there are actually several
publications being considered here. Jane’s publishes Jane’s Defense Weekly, as well as
about a half dozen other specialty magazines that deal with aviation issues and military
happenings. The analysis offered (especially in Jane’s Defense Weekly) is fantastic and
invaluable. This may be a tough publication but it can be found (in limited scope) on line
as well as part of Academic Universe.
Time – One of the Big Three (including Newsweek and US News and World Report)
that I recommend the extemper avoid if possible. Sure, Time covers the main issues
and is an enjoyable read, but the analysis is less than groundbreaking and borders on
fluffy. Time is an old standby for the beginning and moderate extemper. To move
further in the ranks, attempt to find more complex analysis from a more reputable source.
US News & World Report – Also known in the extemp community as Useless News
and World Distort, this magazine should also be avoided if possible. While its coverage
slightly exceeds the breadth of Time’s, its depth is similar. Neat graphics and tables
make it an easy read, but anecdotal reporting makes it a fairly useless tool for the
extemper.
Newsweek – Also known as News Weak in the extemp community, this publication
should be avoided because, as in the case of Time and US News, it simply does not go
into the depth of analysis necessary for a successful advanced extemp speech. Invest
your (or your school’s) hard earned money on something more substantial.
Foreign Affairs – This true journal of Foreign issues covers the gamut of the United
States’ foreign policy goals and interests. It covers trends in world politics in lengthy
articles written by some of the most influential political scientists and international affairs
experts in the world. Many expert articles can be found between its covers (Henry
Kissinger is a regular contributor) and it is an invaluable resource. Many of its articles
remain relevant for years after their publication and can influence world events by
themselves.
Political Science Quarterly – Journal articles are key for the advanced extemper. They
take an in depth approach that could not possibly be matched in the shorter magazine
pieces usually cited by the average extemper. Political Science Quarterly looks at
political issues and trends with analysis from experts in the field. This journal deserves
to be at least an occasional addition to your files.
Economist – The veritable Bible of foreign and domestic extemp (besides this book,
of course). The Economist is a weekly, British based magazine with foreign and
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European editions as well. Despite the name, the magazine covers politics, world affairs,
cultural issues as well as economics. The Economist is filled cover to cover with
essential information, analysis, and British wit that make the reading enjoyable and
highly educational. Virtually every article in the Economist covers an issue that
eventually could be an extemp question at a major tournament. Moreover, many
Tournament Directors look to the Economist during the week of the tournament for
assistance in writing their extemp questions. Subscribe to this magazine if it is the only
magazine you order.
Internet Sources
Rulers - (www.geocities.com/Athens/1058/rulers.html) This is a really great source for
trivia and extemp. It is a list of rulers from just about every country and territory that you
could possibly imagine. More importantly, it lists past leaders also. Not only are the
leaders of countries listed, but leaders of world organizations are listed as well. It is an
alphabetical listing that goes as far back as 1800 in most cases! You can print out each
country and file it in the appropriate file folder for easy access and reference.
FindLaw - (www.findlaw.com) This is a Yahoo! type search engine for legal matters.
In fact, it is laid out in much the same way as Yahoo! It features categories much like the
popular search engine which include Legal Subject Index, Laws, cases and codes, US
Federal resources, Foreign and international, News and reference. This can be a helpful
resource when there is an important case in the news that needs research. These
resources will go beyond the fluffy coverage that you will get in normal periodicals.
Law and Politics: Internet Guide - (www.geocities.com/CapitolHill/Lobby/5011/)
This is yet another legal research resource. It can be used in much the same way as
FindLaw and includes categories like Legal resources, Foreign and international law,
Legal research and Foreign and international law journals. Most importantly, there is a
category for treaties. This resource can be used for legal issues and especially
international legal research.
Consumer Price Index Homepage - (http://stats.bls.gov/cpihome.htm) The Consumer
Price Index is an invaluable economic indicator that can sway Wall Street. This resource
will give you press releases, the updated index as well as related news stories. Domestic
extempers should check this site occasionally for their economic file.
Public Opinion Polls on the Internet- (www.library.miami.edu/netguides/socopin.html)
This is a wonderful source which links to virtually every opinion poll you can imagine.
The various sites themselves also update regularly (most daily with new polls). Opinion
polls can be a great asset for citing in a speech. Different categories on the site include
Electronic journals, Databases, National polls, and polling organizations. Use this early
and often to fill your files. An opinion poll on almost any important domestic issue can
be found. Some foreign issues are covered as well.
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Scholarly Journals Distributed via the World Wide Web -
(http://info.uh.edu/wj/webjour.html) This can be a useful source if you are willing to
spend some time. An index on this site includes an alphabetical listing of English
language journals that appear on the web without requiring registration or subscription
fees. At least its free. Some of the journals may feature articles on current events issues
and thus this cite is worth a perusal.
New England Journal of Medicine Online - (www.nejm.org/content/index.asp) This
site features the famed New England Journal of Medicine… or at least part of it. A few
journal articles are printed every month online. Many of these articles are far too
technical to be of any use. However, when a major study is released, it might be worth
printing it and putting it in the files.
Books and Other Publications
A Quick and Dirty Guide to War – This book, written by James F. Dunnigan is an
excellent source for extempers. Dunnigan is a military expert and analyst who frequently
appears on news shows to give his analysis of armed conflict. Dunnigan has reduced the
history of armed conflict from around the world into a large volume broken down into
easy to digest chapters that are equally easy to reference on short notice (such as prepping
for a speech). A Quick and Dirty Guide also traces the history of armed conflicts back to
their inception. This, however, is not limited in scope to the history of military actions.
Dunnigan also takes care to situations and predict future outbreaks. Is he successful?
Dunnigan predicted the Kosovo debacle years before anyone knew the word “Kosovo.”
This work is an excellent primer in everything from the Northern Ireland conflict to the
Middle East. This book should be considered required reading by foreign extempers.
Weird History 101 – Written by John Richard Stephens. This book presents numerous
vignettes divided into several sections including Official Documents, Alternative Views,
and Ignorance and Intelligence. All of the selections are bits of history or historical
documents that are interesting, unique and all could be used for introduction material.
While the book is not exactly material that will help you understand the nature of
political conflict, it will give you several new ideas for introductions. Also, it makes for
very interesting reading.
The People's Almanac Presents the Twentieth Century: History with the Boring
Parts Left Out - Written by David Wallichinsky. This book is another in the series of
People's Almanacs. These books present everything from the population of Luxembourg
to a list of world records and weird stories. In the old Almanacs there was always a lot of
introduction material. This new publication is much the same. However, this time you
will get 921 pages of interesting stories, historical facts, and tons of information for use
in speeches and introductions. Besides being valuable for extemp, it's just plain good
reading.
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The Almanac of American Politics 2005 - Written by Michael Barone and Grant
Ujifusa. This is yet another Almanac (always great sources) but this one focuses on US
domestic politics. Not only will you find a profile on every member of congress and
governor, but you will also find their voting records, affiliations, awards and criticisms.
There are also several grading systems listed to show a certain politician's political
leanings, level of fiscal responsibility and social consciousness. A new Almanac is
published every year, but it is worth the forty-five dollars.
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Chapter 9
Sourcing
Anyone who has ever competed in extemp knows that sources are in some way needed
before a speech can really be considered a true extemp speech. Despite this knowledge, many
extempers, some very experienced, do not know why or how to use sources effectively and
creatively. Because you want to improve your speech, you must learn how to improve your
sourcing.
The Necessity of Sources
Okay, so why do you need sources at all?
There are several reasons that sources are necessary for an effective speech, the
first of which is credibility.
Throughout this book I have stressed the importance of a credible speech. After all, how
can extempers speak effectively if the judge doesn’t believe a word that they are saying? Each
speaker must strive to come across as an accomplished analyst who just happens to be a high
school student. For this reason, integrating sources into your speech is essential. Furthermore, if
you profess to tell your judge specifics about a topic (such as the number of US troops in the
Persian Gulf or the total amount of the national debt) you need to credit the source of that topic,
like you would in any research paper. Moreover, some judges want to see how much effort you
have put into researching a topic, and sourcing is a way to prove your diligence.
A typical question that I am asked by students starting the event is, “How many sources
do I need in an extemp speech?” The answer to this one is complex. Beginning extempers may
have used anywhere from 3-5 sources. These were used when convenient and when they applied
directly to the question asked. In other words, if they were obvious, the beginning extemper
would use the source.
But, as advanced extempers it becomes clear that more is expected.
I prefer my students to use 6-9 sources in a speech.
While this may seem like a ton, once you moderate your speaking style and learn how to
correctly use sources, it will become simple. In my collegiate competition, I saw speakers in
national final rounds use anywhere from 6-19 sources. Nineteen was excessive. Using this
many sources means that your own analysis is lost and all we are hearing in your speech is a
seven-minute literature review. Finding moderation between too few and too many sources for
your style is something that will take time, but in the end, 6-9 is an amount that most extempers
can handle.
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Purpose of Sources
Sources are meant to:
! add credibility
! clear up confusion
! provide empirical data for the judge
The purpose is NOT to provide all of your analysis. Your goal is to integrate the
ideas of the experts into your own analysis.
One complaint that judges will often levy on even advanced extempers is that they are
simply feeding the judge a list of other theories from experts. By reading bits and pieces of
analysis from the experts, you should attempt to synthesize these theories into your own, not to
substitute them for your own analysis. Seem simple? Well, it’s not.
While you will often find theories and analysis that you can lift directly from an article
and place in your speech (giving the proper citation of course), your goal must be to put some of
your own analysis, personality, and punditry in to the answer that you give. For this reason,
sources should support your answer, not be your answer.
For instance, if you are answering a question regarding NATO expansion and its affect
on Russia, you may develop several theories on your own. NATO (the North Atlantic Treaty
Organization) was formed as a defensive alliance during the cold war to protect allied countries
from attack by the Soviet Union. The agreement formed under NATO says that an act of war
against any one of the member nations is equal to an act of war against all of the member
nations. In response, nations allied with the USSR formed the Warsaw pact, an alliance in direct
opposition to NATO.
Poland, The Czech Republic and Hungary have all recently gained membership in
NATO. Taking the example of Poland, we see a nation that was once under the complete control
of the Soviet Union, now turning against mother Russia. Poland and other nations were once a
buffer zone between the West and the USSR. Now that buffer zone has disappeared. Not only is
the buffer zone gone, but it has allied itself with the old enemy. Certainly the US and Russia are
no longer enemies in the sense that they were during the Cold War, but there is certainly still
some tension.
So you have developed your theory that NATO expansion is a threat in the eyes of
Russia. Sourcing this analysis is not that difficult once we learn how to do it. You would want
to search for articles in your files that pertain to Russian ties with Poland, the state of former
Warsaw Pact nations, or other alliances that Russia has formed. All of these sources would
supplement the information that you already had come up with in your own analysis.
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They key is that, whenever possible, you should allow your own theories to
influence your research. Try not to let your research dictate exclusively your
theories.
With the above paragraph it may seem that you need to be an expert in every field. After
all, if you have to theorize before you even look at your sources, then you are going to need a lot
of background information. Remember in the first chapter of this book I told you that an
extemper does not need to have the background knowledge of Peter Jennings to be successful.
This still holds true. While you do need to have some background knowledge, there will be
questions that you know little about. In these cases, it is important to use ideas from other areas
of knowledge. Don’t know much about English Parliament? Use your knowledge of the Israeli
Parliament and parliamentary governments in general to form a basic theory. Then, fill in that
theory with the specifics of your sources. Again, extemp returns to the importance of moving
from broad to specific.
Practical Advice for Sourcing
The first piece of advice that I can give you is to avoid using the same source
more than twice in the same speech.
The New York Times will often have several articles on a topic that could be used for the
same speech. In this case, think of an extemp speech as a term paper. A teacher certainly
expects different, varied sources to show that several other authors share your opinion. In an
extemp speech, the same expectation holds true. Varied sources help your credibility and make
the speech more interesting. Sometimes two pieces of evidence from the same source will be so
compelling that they both need to be in the speech. In this case it is acceptable. But in general,
more than two sources from the same newspaper or magazine make the speech seem very onesided
and make it look as though you have not done much work to find varied sources.
When you choose which source to use, it can also be helpful to use a source that is native
to the area on which you are speaking. For instance, on a speech about the Irish peace process,
the Irish Times is certainly an authority that can be helpful. For this reason, it is recommended
that you find at least one article on every major subject that is from a native newspaper.
Sometimes this task will be difficult (after all there are not too many Kenyan newspapers that are
readily accessible to the extemper) but it is a goal that will spice up your speech and help you
gain that edge that you are looking for.
Wording and Structuring Source Citation
Most extempers have developed their own way of reciting sources in the speech. The
suggestions that I offer are uniform to just about every level of extemp.
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Let the audience know where the name of the source, the date, and the
information in a succinct manner, and then proceed to analyze that information in
your own words.
According to the New York Times of May 6, 2000, the Irish Republican Army’s refusal to
disarm may be the end for the Peace Process. Currently The IRA maintains a stockpile
of weapons that threaten to undermine the transition to peaceful self-rule in this area of
the world. Until the IRA can be convinced to give up its weapons, or is forced to do so, it
is clear that the peace process will continue along a track of instability. Obviously, no
group of people can feel that peace is being achieved when there is such potential for
future violence if the IRA feels it necessary.
In the above example, the article from the New York Times is used to explain that the
IRA refuses to disarm. Following this piece of information, the speaker then explains the
implications of this refusal to disarm. It is essential that the speaker add his or her own
analysis to the already sourced material. This conclusion may have been hinted at by the New
York Times, but the speaker makes it explicit that the lack of disarmament creates an air of
instability that threatens the peace process in general.
Since you will use several sources throughout the speech, vary the wording to make it
appear fresh and non-repetitive every time you cite a source. The following are a few of the
most basic ways that you can do this. Developing your own ways to cite sources is certainly
acceptable and encouraged.
! The May 6, 2000, New York Times explains…
! An article in the May 6, 2000, New York Times concluded…
! In the words of the May 6, 2000, New York Times…
The above selections barely scratch the surface, but they show you how a few simple
changes can vary your pattern a bit.
Try to avoid grammatical errors as you cite your sources.
It is easy to fall into the trap of saying, “According to the New York Times of May 6,
2000, it says that the IRA refuses to disarm.” This is a redundant statement. By saying
“According to” there is no reason to tell us “it says.” Paying close attention to your grammatical
structure will take you far toward making your speech sound more professional and polished.
By explaining the purpose and wording of sources, in many ways, we have already
discussed the proper structure for sourcing. Your source should back up what you have said and
set up your analysis. Sources should be evenly balanced between your points. Sometimes your
first area of analysis will have one more source than your second area. This is acceptable unless
your second area has only one source.
Do your best in every case to find at least 2 sources for each area of analysis.
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As I explained, I teach my students to use between 6-9 sources in each speech. This
balances out to between 2-3 sources per point.
Expand your Sourcing
One thing that I teach advanced extempers is to use sources in ways that others might not.
While it is done on a limited basis by extempers in high school, using a source in the
introduction can be an intelligent way to help transition to your question and answer. In
college, one source in the introduction (to act almost as part of the SoS) is very common. There
is no reason that high school extempers cannot use this technique as well.
If your speech was on the question, “Will venture capitalists strike gold on the Internet,”
you could use a source to set up your SoS and question. After the normal introduction, your
speech might proceed something like this:
The Journal of Commerce of February 14, 2000, indicates that venture capitalists are
spending 3.4 million dollars a day to launch new corporations and ideas online. Because
this large investment represents a considerable portion of the United States economy it is
essential that we ask the question, “Will venture capitalists strike gold on the internet?”
The above example shows how an extemper can effectively use a source in the
introduction to show the importance of a question and to lead into the statement of significance.
When choosing to use a cite in the introduction, you are taking a minor risk. Some judges may
not like this new addition to your speech. However, if done well, sources in your introduction
should only act to help your speech.
Ethics in Sourcing
As was discussed before, many of us have heard of that extemper who “cans” everything
or who “cooks” his or her sources. They may succeed locally, or even nationally. The
temptation to copy this unethical style is also a temptation that should be avoided. Not every
extemper uses sources improperly. More importantly, just as you know about those extempers
who fabricate evidence, people will know if you do it as well.
The students are not the only ones who know about unethical behavior in extemp. The
NFL and NCFL are both taking notice of extempers who are unethically using their sources. It
would not surprise me to see both organizations checking sources of final round competitors in
the somewhat near future. Granted, everyone makes a legitimate mistake on sources
occasionally. No one can be perfect in their memorization in every speech. But if you find that
those mistakes become the rule and not the exception for yourself, then it is time to practice
memorization or reduce the number of sources you use. Besides, being truthful will help you
develop skills that will help you far beyond extemping. Writing papers in college, interviewing
and work after graduation will be much easier if you develop the research skills that extemp can
teach. These skills can only be learned if you are fair to yourself and your fellow competitors.
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Chapter 10
Delivery
Delivery is an element of extemp that is almost intangible. I can tell you when I hear a
well-delivered speech. You know what good delivery sounds like. When it comes to teaching
delivery on paper, however, we have a difficult task at hand. Ultimately, to improve one’s
delivery, one must practice. This does not mean to practice once a week. Instead, it is necessary
to practice constantly. For some, delivery comes easier than for others. Regardless, everyone
who wants to ascend to that next level must master at least a few basics of delivery.
Voice
The most noticeable element of delivery is the voice. Some people simply have a nice
speaking voice, others sound like fingernails on a chalkboard. Chances are, you fall somewhere
in the middle. If you have that excellent radio-quality talk show host voice, then congratulations,
you are half way there. But besides having a nice voice, there are several other elements to vocal
delivery that are necessary for success.
Confidence
Many of us are nervous to stand in front of a room and deliver any type of speech, much
less a final round audience, while delivering a speech on trade relations with Zimbabwe.
Though nerves will occasionally be a factor, the first lesson to learn is that
confidence is everything.
While I have been explaining for pages and pages the importance of knowledge, analysis,
and credibility, confidence is essential even when all else fails. I have told countless extempers
that confidence is eighty percent of success in extemp. If you fail to deliver a speech with
confidence, you might as well pack up your files and head home.
In collegiate competition there were fewer restrictions on what could and could not be
brought into the prep room. CD players, for instance, were permitted (with headphones of
course). I would use a CD player and my favorite music (usually Pearl Jam) to get myself into a
type of zone. You hear sports commentators discussing that a certain player is “in the zone”
meaning that they are playing as if nothing else mattered. Believe it or not, extempers can find
themselves in a zone of their own. By focusing before your speech, you will eliminate any
nerves that might come through in your voice and affect your presentation. Obviously, CD
players are not permitted in extemp prep rooms at a large majority of tournaments but the theory
still applies. Focus yourself before a speech and convince yourself that you have what it
takes to deliver a quality speech on the given topic. Extemp can be an intimidating event if
you don’t first prepare yourself to succeed.
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Once you have entered the room to actually deliver your speech, there is another mantra
that can assist you in your delivery. “Own the Room.” This, literally, means that you are about
to give a speech which will be so captivating that no one can possibly ignore what you have to
say.
In terms of presentation this means standing confidently, making eye contact with
the audience, and then beginning your speech with a room-filling voice that
cannot be ignored.
Do NOT yell at your audience. Instead, speak from the diaphragm in a way that allows
your voice to be heard, yet not be strained (the interpers will know what I am talking about).
Owning the room is an attitude that means, no matter what you say it will be heard and liked.
Sometimes the judge still won’t be convinced, but you have no chance for success if you aren’t
convinced yourself.
Slow Down
A trap that many extempers fall into is speed. Often you have so much information to
deliver that you feel you must speed in order to get through all of it. While the information may
be worthwhile, speaking too quickly will backfire. When you speed up your delivery, there
becomes a point when your mouth is moving so fast that your brain cannot possibly keep up. In
order to remedy the problem you will start using safety, throw away phrases to allow your brain
to catch up. Phrases like, “We understand” and “So we can see that” are both the product of a
rapid delivery.
If you slow yourself down, you will be able to fit more information into your
speech instead of those fluff phrases.
Slowing down will also help your word choice. Many speakers have wonderful analysis
but their delivery lacks the eloquence that an advanced speaker should have. Instead of prepping
a speech with several fifty-cent words built in to make you sound more impressive, slow down
your delivery and your word choice will improve. Instead of saying, “Nuclear arms are being
produced too fast” maybe you will find it in your vocabulary to utter, “The increase of nuclear
arms proliferation is a danger to many.”
Slowing down your speaking style is a difficult proposition, but it can be done. In my
work with extempers at summer institutes I have found a way to slow their speaking within a few
short practices. Though it may violate the Geneva Convention, I believe it is effective. Have
someone knowledgeable on delivery listen to your speech, water gun at their side. If you speak
too quickly, they will be permitted to squirt you. If you continue to speak too quickly, they will
be permitted to keep squirting you. If this still doesn’t do the trick, they can feel free to turn the
garden hose on you. This very basic type of behavior punishment practice was helpful. We
usually do not think of our delivery as extempers. Staring down the barrel of a Super Soaker
helps us keep in mind that we need to be slow and succinct.
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The “Slick” Factor
While some have the problem of rapid delivery, there are others who are so slick in the
way that they speak that game show host could be a career choice in their near future. If you are
a slickster, it is time to reform.
While a polished style is never bad, there is such a thing as being too polished.
Besides seeming canned in many instances, you may also seem cocky.
You want the audience to like you, not be intimidated by you. As a result, the ego and
slickness need to be toned down a bit while speaking. During my years of competition I was
frequently called to task for sounding too “extempy.” I was so stylized that the audience (in this
case my coach) found it difficult to relate to me or to enjoy the speech.
So, now we are looking for a speaker that is confident but not cocky. You must be heard
but not overpowering. You want an even, but not boring, pace. All of these elements require
practice. The best form of practice is to have a coach critique everything you do, from content to
delivery. Sometimes, you may not have the time nor the inclination to practice delivery with a
coach. In this case, invite another member of the team to criticize your delivery. Ask that
person to focus solely on the delivery aspects of the speech and to ignore content. While you
should do your best to deliver a well prepared speech, you really want to work on the way that
speech is presented. Finally, after following these pieces of advice, videotape yourself. You will
certainly be your own toughest critic. Many times, upon seeing ourselves on camera, we can
immediately eliminate small idiosyncrasies that were distracting in our delivery. The videotape
can be a very embarrassing reminder that no one is a perfect speaker.
Gesturing
Extemp is an event where learning to gesture can be difficult. The reason for the
difficulty is that, unlike other events, gestures are not rehearsed. It is necessary to learn how to
gesture effectively on the spot. When is a gesture necessary, and when is it redundant? These
can often also be learned through the videotape method.
You want to gesture conservatively at all times. For this reason, gestures should
be definitive, controlled, and assertive.
Making those gestures definitive and controlled can be achieved in the same lesson. If
you have ever heard of the famed “gesture box” you know that there appropriate ways to gesture
and inappropriate ways as well. The gesture box is a limitation that you place on yourself. All
gestures will either occur in that box, or they will not occur at all. That gestures box starts about
two inches above the belt. It extends upwards to about three to four inches below your shoulder
(where the letters on a baseball jersey would be). The box is framed on either side by the sides
of your body. Now you have created a small area in which you will gesture.
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By gesturing in this box, you prevent confusion between an intentional gesture and a
distracting movement. Many speakers offer half-gestures that do nothing more than distract
attention away from the speaker and toward his or her hands instead. By following the rules of
the gesture box, you ensure that the judge will watch you and the gestures will work with the
speech instead of drawing attention away from it.
On the other side of the coin, many extempers gesture far too dramatically and wildly.
The gesture box will help them control their hands and gestures and bring attention back to the
speech and away from the grandiose movements.
Beyond controlling gestures and making them definitive, it is also essential that they
become assertive as well. In this case, we will rely on communications studies performed by
very bored graduate students with nothing better to do. Communication studies have shown that
men tend to have more success in extemp (before you begin to write protest letters, keep
reading). The theories behind this are numerous. One holds that men have been stylized to
speak and gesture in a way that is more “masculine” (or at least recognized that way by society).
Because many of us have been socialized along those same lines, we automatically associate
these artificial “masculine” attributes as being more credible and analytical. So what’s a speaker
to do? There are two options. Either lead a crusade to change the minds of people around the
world about how speaking should be done credibly, or simply learn what people expect and do it.
Men and women alike should know the types of gestures that work. Gesturing in an
upward motion sends a message of uncertainty. It looks as though the speaker is looking for
acceptance from the audience. These gestures often include the palm up and the hand moving in
an upward motion.
Downward gestures (palm down, hand in downward motion) send the message of
confidence and credibility.
The speaker appears to have a handle on the situation and is not looking for acceptance
but demanding it through his or her delivery. Is it silly that these stereotypes exist? Yes.
However, one must learn quickly to deal with reality, and reality seems to be that the “masculine
style” is successful and accepted.
Once we have learned how to gesture, it is essential to know when to gesture as well.
The beginning extemper has the tendency to gesticulate almost never, or on every word. We
obviously want a moderation of the two. It is necessary to gesture occasionally so that the judge
knows your alive, but not so frequently that it becomes distracting. Moderating your gestures is
a goal easy to talk about but difficult to achieve.
Gesturing in extemp is more formalized than normal conversation and thus should
be used when it has a purpose.
As you practice gesturing, you will become more familiar with the types of gestures that
are appropriate and necessary.
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Movement
The final piece of the puzzle when it comes to delivery is walking and movement.
Walking should be as controlled as possible and yet look natural. Walking should not be done
haphazardly or just when the moment strikes.
Walking is a sign to the audience that there is a transition approaching or
occurring in your speech. Because of this, walking should be undertaken only
when transitioning between main points.
I have seen some two-point extempers who take a step or two between sub-points in their
speech. This is also acceptable as it signifies a transition in the speech.
When walking, it is important to keep your body facing the audience. This might seem
awkward at first, and you may feel as though you are going to trip. But you never want to have
your back or side profile completely toward the audience.
Dressing for Tournaments
I place this section under the heading of delivery because it is a part of your overall
presentation and, whether or not we like it, we are judged on appearances as well. Extempers
should strive for a professional appearance at all times. This professional appearance should be
as conservative as possible. Extempers are not meant to make a fashion statement at
tournaments. You want the judge to notice the speech, not the clothes.
Many will say that dresses or pants are out of the question for female speakers. I will tell
you that it matters not, as long as the outfit is conservative and tasteful. Many will tell you that
male speakers must wear a suit. While this would be nice, not everyone can afford a suit. A
dark blazer and khakis are fine. The bottom line is that conservative dress is appropriate but
there is no prescription as to what that dress must be. Ask yourself if you would wear the outfit
to a job interview. If the answer is yes, then you are dressed appropriately.
Conclusion
Delivery may be an intangible element of extemporaneous speaking, but it remains
essential to master the event. Before my last nationals in college, I wanted my delivery to be
perfect. To this end I practiced twenty-five speeches in the week leading up to nationals, and my
delivery was much improved. Intensive practice can shake the jitters and renew your confidence.
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One last thing that I will say on the issue of delivery is also the last thing that many
speakers say in the course of their speech. Please, do not end your speech by thanking the judge.
It might seem a courtesy that you are extending to the judge, but in the end it is unnecessary. As
the speech moderator at St. Joseph’s University used to say to us, “After your speech, the judge
should be thanking you.” This does not mean that you should be cold and distant, but you can be
pleasant without the hammy “thank you.” Give your speech, do it with a smile and style, and
then leave the room. You will appear more professional, and that is our aim after all, isn’t it?
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Chapter 11
Cross Examination
In NFL competition, and in some large regional tournaments as well, speakers in final
rounds are given the pleasure of cross-examining one another on their speech topics. While this
prospect may seem daunting to the novice extemper, advanced extempers should see crossexamination
as a chance to show off their skills and abilities. For those who are unfamiliar,
cross-examination involves one speaker questioning another about that speaker’s speech. In
most tournaments, the sixth speaker will question the first speaker, and then return to begin
prepping his or her own speech. The first speaker will then question the second speaker, the
second will question the third and so on.
Despite the name (cross-examination) the questioning period is not quite as adversarial as
one would think. While some of the questions are difficult, and require background knowledge
that not everyone has, the questions should not be meant to stump the speaker with little know
trivia. While you want to prove that you have knowledge and are able to analyze the other
speaker’s topic, finding that small piece of information that no one else could possibly know and
exploiting the speaker’s lack of knowledge is not your goal.
You should, in most cases, present the speaker with additional information and
challenge them to draw conclusions based on the information presented.
Cross-examination, quite obviously, is divided into two main components; questioning
and answering.
The Question
Many speakers begin their cross examination with praise for the other speaker. I have
heard, “Thank you John for that wonderfully informative speech on the Argentine economy and
congratulations for making the final round.” There are several reasons why this is not exactly
necessary or advised. First, it is transparent. Most of us in the audience understand that you
want to beat the snot out of your opponent unless they happen to be a teammate. While the
speech may have been brilliant, and the analysis wonderful, the judges do not need to hear that
from you. Second, you have now wasted a large amount of your exceedingly limited time with
congratulatory words for your opponent. A nice gesture, but it does not serve your needs.
Therefore, I recommend jumping right into the question itself. I have already mentioned
that this is not a trivia contest, but an opportunity for you to challenge the speaker to expand on
his analysis based on the information you add into the equation. Do not approach it in a “Well,
you said X but I know for a fact that Y, so what do you have to say about that?” This would be
classified as a mean-spirited and highly unprofessional question.
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Your goal should be to provide a coherent question that forces the speaker to
extend his or her analysis. This is a fair way of testing their knowledge and
extemp skills.
(NOTE TO READER- this question, to be sure, is a bit old…but it is still well-structured and
relevant to the issues at hand.)
The questioning should begin with a bit of a review. You should highlight the portions of
the speech that you wish to question so that the audience and the speaker both know where you
are coming from when you make your query. If the speaker in question was asked the question,
“Considering anti-Clinton sentiment in the US, can Al Gore win the next presidential election,”
you might direct your question in this manner:
John, in your speech you mentioned that Gore cannot win because of his close ties to the
administration. Basically, I believe your point was that Gore has ridden on the coattails
of Clinton for so long that he will now feel the dissatisfaction of the American people
toward Bill Clinton and thus will not be elected. During the scandal, it was clear that
Clinton’s moral character was in question. As you explained, though Americans like
Clinton’s policies, in many cases they cannot stand the man behind the policies.
Considering that Al Gore has been vocal against certain Clinton actions and policies, do
you believe that Gore will be able to distance himself from the anti-Clinton sentiment in
the next few months before election?
The above question begins with recap of the relevant portion of the speech that will now
be questioned. The question does not attack the analysis of the speaker but brings to light some
other factors that should be considered by the speaker. The question asks the speaker to consider
that Al Gore has separated himself in the media from Clinton. Moreover, new Gore policies
(such as immigration) have differed from the administrations stance. Now it is up to the speaker
to determine whether this public relations move by Al Gore will be successful.
A properly asked CX question will also show your knowledge on the subject.
In the above example, the questioner exhibits that he or she knows a bit about vicepresidential
politics. He or she has shown awareness that Gore has made attempts to distance
himself from the administration that is viewed unfavorable by many.
Finally, on the issue of questioning, it is vital that you use the time allotted by the
tournament. Use all of the time you have in your questioning period. Remember our various
discussions on the difficulties of time limitations. A seven-minute speech is, in fact, quite short.
A one minute questioning period is also short. Use the entire time available to show that your
knowledge on the topic is deep and diverse (even if it isn’t). If you ask a twenty second question
and they give a two minute answer, they have exhibited their proficiency with the subject
material while your knowledge has show to be lacking.
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Think of your question as a mini-substantive speech which happens to be in the
form of a question. In fact, you should include evidence on the topic and sources
whenever possible.
In a recent final round at Emory University’s Barkley Forum, one particular extemper
gave a particularly short and shallow question. While the speech that this same speaker had
delivered was brilliant, the question left the audience (and ultimately the judges) questioning the
competency of the speaker. Extend the question, and go as deeply into the issues as you can.
This way, you show your abilities while not giving your opponent the ability to grandstand
against you.
The Answer
Answering the question is like delivering a second mini-extemp. You will be forced to
quickly collect yourself and respond to the question asked. It is this point in the speech where
your knowledge will truly be challenged. Surely a judge will not expect you to know everything
about a certain subject (especially a very obscure subject) but you will be expected to have
enough knowledge to deal with reasonable questions.
Answering the question involves quick analysis and even quicker organization.
Attempt to figure out what the speaker is asking, and answer in a way that is
consistent with the answer that you gave in the main body of the speech.
While it is frightening that someone has the ability to question your newly delivered
speech, it should be some consolation that you have the last word. No matter what they ask you,
you can clarify your position and speech. In many ways, answering a question is a lot easier than
asking one effectively.
Your answer should be as structured as possible. I prefer, because of time limitations, to
attempt to break up the answer into two distinct areas of analysis (without calling them areas of
analysis). By breaking up your answer into bite sized pieces you assist the judges who have hear
(or will hear) six speeches and six cross-examinations that can be quite tedious.
In answer to the above question, the following answer might be appropriate:
You’re correct, Jason, Al Gore has made every attempt to distance himself from Bill
Clinton in the public eye. While, on some levels he has been successful, there are two
areas where he has fallen short and thus will not win the presidency. Gore lacks the
charisma of Clinton, and his policies are inextricably linked to the President. While Al
Gore’s trademark stiffness and boring demeanor have gone largely unnoticed in his post
as vice-president, the presidential campaign has revealed that he does not have the flare
for playing the public that his boss Bill Clinton has. While Clinton’s character may be
questionable, his ability as a successful politician will never be questioned. For Gore to
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e successful in separating himself from Clinton, he would also need to be charismatic so
that he could stand on his own. Because Gore is unable to do this, he will not win the
presidency. Also, Gore has not initiated any policies of his own. If Gore wishes to
distinguish himself from the president, he must have legislation behind him that shows he
is a capable presidential candidate. Since Gore has been unable to produce any such
legislative, he falls short in this aspect as well. Though Al Gore has done his best to
combat the anti-Clinton sentiment in the US, his attempts to distance himself from
William Jefferson Clinton will not assist him in his bid for the White House.
The above answer conveys the point that, though Gore has attempted to separate himself
from Clinton, this effort will be largely ineffective because Clinton has certain abilities that Gore
does not. Moreover, the lack of policy initiatives on Gore’s behalf will make it more difficult for
him to win the presidency.
The speaker has defended his point in a logical, well-structured manner. The same rules
apply to answering the question as apply to asking the question. The speaker should make every
attempt to use all of the time allotted. By doing so the speaker can clear up any confusion and
effectively answer the question posed by the extemper asking the question.
Many speakers will fall into the mistake of simply repeating a large part of the speech
that they have just finished delivering. But the speaker should avoid simply rehashing the
speech that he or she has just delivered. Two minutes of repeated material may bore the
audience and the judge, not to mention show your lack of knowledge.
Try to use the opportunity to find new, independent ways of defending the thesis
presented in your speech, and show how your answer is consistent with the
answer you gave in your speech.
If used correctly, CX can become an extension of the speech. The speaker has the
opportunity to add supplemental information to the speech to clarify based on the question that
has been asked. In fact, although not included in the example above, sources should be used
whenever possible.
The final point may seem a simple one but it is possibly the most important that can be
made about replying to a CX question.
Make sure you are answering the question that was posed.
Many times extempers will prepare an answer (consciously or subconsciously) to a
generic question that they believe will be asked by their competitors. When they are asked the
question in CX, they turn on the autopilot and answer the question that they assumed would be
asked instead of the question that was asked. These speakers do not serve themselves well.
First, a judge is likely to view this as canned material and punish you on the ballot for it.
Second, imagine a wonderful question being asked and then an answer which skirts it. Many
judges will be left with the same feeling that you get after watching a movie that does not have a
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good resolution. The judges will feel a lack of closure that might result in them questioning the
entire speech.
CX is often practiced by those who expect to be in final rounds. Otherwise, many
speakers ignore this skill that can be a great boost to them in a close final round of NFL style
extemp. During several practices, it is a good idea to try your hand at CX. After all, if
confidence is everything, you should start expecting those final rounds before long.
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Chapter 12
Prepping Your Speech
The prep room is where the magic happens. On the basis of 30 minutes every year,
national champions are crowned and disappointments are experienced. The best extempers have
the ability to consistently prep good speeches. There are a few things that you can do to foster an
environment that facilitates the prep room experience.
Organizing Your Space
Okay, this seems a bit rudimentary, and it is. However, it is important to make sure that
your area is clean, your files neat, and your supplies are up to date. The 30 minutes of prep
should not be wasted finding the Togo file because it is under three weeks of old New York
Times. So, step one is: Stop being so messy! Clean your files up after every speech and make
sure that your area is as clutter free as possible. The filing system at the end of Chapter 7 makes
cleaning simple. Just find the number on the article and place it in the properly numbered file
folder. Clean up is part of extemp. Live with it, deal with it, do it.
Beyond cleaning up after speeches, there are several other ways to remain organized in
the prep room. If you are like my team in college, you can never find a pen before your speech.
Legal pads are also a hot commodity. I recommend keeping a file folder dedicated to legal pads.
This way, you always know where they are and how to find them. Pens, scissors, glue sticks,
highlighters, and anything else you need for cutting and prepping can be kept in a kindergarten
style pencil case inside one of your file boxes. Just be sure to check that the contents of the box
meet NFL or CFL rules, depending on the competition.
Find Your routine
You maximize your chances in the prep room by developing a routine. Just like a Major
Leaguer has a routine before the game, an extemper, though not as well paid, also must develop a
routine so that there is familiarity when it comes to speaking. This is a way to fall into a comfort
zone even if you are at nationals for the first time and nervous.
I used almost the same routine for every speech, regardless of how difficult or weird the
question. My routine bordered on the frighteningly superstitious. I always set up my legal paper
the same way. I tended to use the same pen almost all the time, and I rarely strayed from the
routine at all. The entire point of this exercise in familiarity is that I could almost convince
myself, no matter the situation, that I had been there before and that I could handle the situation.
The way to develop a routine is to practice as if you were at a tournament.
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This means no assistance from teammates, no talking, no distractions. You need to put
yourself in a game situation if at all possible and be prepared for almost any situation that may
arise (including errors in questions, missing file folders, etc.). You will soon learn what works
for you and what does not. I tell students who practice for me to treat the speech as if it were in
front of a judge at any normal tournament. All rules that apply at a tournament tab room also
apply in the practice prep room as well. This helps the younger extempers get that game
experience and reminds the more experienced speakers how they are to act at a tournament.
Writing the Speech
Of course, at some point in the preparation process you need to actually write the extemp
speech that you will deliver. Styles of writing speeches are about as varied as extempers, but
there are some pieces of advice that can be offered. Earlier I talked about another extemper on
my college team who was immensely talented and ended up in many national final rounds. If
you were to compare our outlines, you would barely have recognized that we were competing in
the same event. Our outlines had very different formats, and looked entirely different from each
other. The important thing is that we both found styles of outlining that we were comfortable
with. We both had to develop our own styles through trial and error.
First, although most of you are well aware of this fact, you need not write out the entire
speech. It becomes essential that you are an efficient outline writer.
Outlines need to contain enough information that you can remember the speech,
but not so much information that you waste your time writing.
You need to find the right balance for yourself. I am a very visual learner, and as a result,
I wrote much more than your average extemper. By writing I was able to memorize much more
easily than by reciting the same information. I personally found that the information most vital
for me was source citations and content of the sources. I always had little difficulty
remembering the analysis that went with the answers, but statistics and quotes were difficult for
me.
A sample point in one of my extemp speeches might appear like this:
Would a Microsoft breakup hurt the technology economy?
I. Tech Econ Constantly Changing
A. NYT 3/15/00 - Will take several years to implement breakup. Bill Gates
says he will request time for company to be broken up so that Microsoft
will not be shocked into losses.
B. FT 4/5/00 - Charles Smith, financial analyst, says economy will adjust
over the next two years.
C. Int Herald Trib 5/6/00 - NASDAQ will have time to recover and tech
stocks will not be affected in the long run
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One thing you will notice is that abbreviations run rampant in my style of extemp
prepping. NYT means New York Times, FT means Financial Times and so on. As long as the
abbreviations are understandable to you, they are going to increase your efficiency. What I have
shown you is just one point in a three point speech. As I said, I tend to write a lot. You may find
that you can achieve the same results with half of the writing. There is absolutely nothing wrong
with this at all. With practice, you will learn your strengths and weaknesses quickly and adapt
your style of outlining to those strengths.
Regardless of how much you decide to write in your outline, make sure you think about
structure when putting your outline together.
The most important rule about outlining your speech is to structure it well.
Don’t rush through your outline at the expense of structure. A sloppy outline will
frustrate you when it comes time to memorize the speech and ultimately hurt your clarity,
delivery and presentation.
Practicing Your Speech
The most vital process in prepping might be practicing the actual speech.
There are many styles to practicing and rehearsing your speech. The style that I will
portray here, as with all style suggestions, might not be the most effective for you as a speaker,
but it is what worked for me through several years of competition.
The first bombshell that I will drop on the reader is that I would rarely, if ever, practice
the entire speech verbatim. I would normally memorize my source citations first (complete with
the analysis or statistic that goes along with them). I would then practice my introduction,
conclusion, and transitions. I would not, however, practice the entire speech as a whole. This
might seem odd, and certainly detrimental to smooth speaking, but I believe it was the best style
for me.
I employed the above style for a few reasons. First and foremost, I believe in the
“extemporaneous” of extemporaneous speaking. This does not mean that I purposely underprepared
myself. Instead, I wished that my speaking style would be more conversational, not
rehearsed, and definitely genuine. By practicing the speech four or five times, as some
extempers do, I believe that I would have made the speech very stale for myself. Of course,
many times my approach led to difficulties with word choice because of the non-rehearsed nature
of the speech. This was remedied through practice, practice, and more practice before
tournaments. I became a more comfortable speaker and, I believe, a better speaker.
Also, over-preparing a speech can be sometimes backfire. If you have prepped a speech
several times, you have likely selected distinct language that you wish to use to introduce
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specific facts. Many times you may spend your time trying (and stumbling) to recall this specific
language instead of using language (equally appropriate) that comes naturally. Exact wording is
not necessary. Your brain is intelligent enough to choose decent wording if you have practiced
enough before the tournament. My belief is that you should worry more about writing the
speech than performing it. Performances will improve over time as you learn your comfort level
and your strengths. Speech writing, however, is often a difficult and laborious process. If you
do not take time to make your analysis tight and accurate, the speech will seem shallow to the
judge.
Moreover, if you learn to speak without necessarily running through the entire speech
several times, you will find yourself with an advantage when you have a difficult question.
Many an extemper are done in by tough questions that they do not have time to both write and
practice. If you have learned to practice the speech maybe once only, you will give yourself
more time to research, write, and develop deeper analysis than would have been possible
otherwise.
Having said all of this, it is important to adapt to your own personal strengths. Some
people just have the natural ability to write a speech very quickly and then need several runthroughs
to make sure that the delivery is successful. If you find this necessary, then, by all
means, please use this strategy. I am sharing what I know from experience, and sometimes
this is not always what is best for others. I would recommend, however, that you practice this
method at least a few times. That way you will know what your preference is, and how to take
advantage of it.
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Wrap Up
As I said in the beginning, learning extemporaneous speaking is a difficult process that
requires a lot of personal adaptation and learning. In order to become a better speaker, you must
practice and develop your own likes, dislikes, styles and approach. I hope that this book has
been a guide to get you on the right path toward success.
Very few high school or college students are willing to give up weekends all year long to
compete in an intellectual activity. The dedication that it takes to be successful can be
overwhelming for some. Remember that your accomplishments are not always measured by the
trophies on the mantle, but instead, by the amount of enjoyment you get from giving that
“perfect” speech. Have fun; allow yourself to enjoy your speeches.
With this said, please practice the suggestions in the book. Learn to give a full answer
and to persuade a judge. Use the worksheets and sample index. Most of all, develop yourself
into a more mature speaker. Extemporaneous speaking is the culmination of all that is difficult
in forensics. You must have the analytical skills of a debater, the presentation skills of an orator,
and the flexibility of an interper. And you have only 30 minutes in which to do all of these
things. But rest assured that if you can master extemporaneous speaking, you will have
important life skills (i.e., interviewing for a job will seem like child’s play). Good luck, thanks
for reading, and keep practicing.
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Sample Speech
So you have trudged through page after page of theory and some short examples. Now it
is time to put it all together. I will offer you a sample speech to help you prepare for your
upcoming extemporaneous successes. This speech comes from the final round of the college
National Championships in 1998. I finished second in the round, and I believe that this is a
useful example because it is a good speech but by no means perfect. As you read it, think about
what you like and identify the things that you would change:
"Hootie and The Blowfish… Eddie Vedder… Hillary Clinton. What do these three have
in common? Well, they've actually all won Grammy awards. Hootie for their album Cracked
Rear View, Eddie Vedder for Pearl Jam's album Ten, and Hillary Clinton for her spoken word
album It Takes a Village. On this record, Mrs. Clinton explains that it takes an entire
community, or village, to raise a child. Just as Mrs. Clinton believes that a child can only mature
if they are helped by the people around them, business people are beginning to realize that it may
take a village, a global village, for the economy to survive. As nations become interdependent
and economies become intertwined, it becomes essential to ask the question, 'What can the
United States do to protect itself in an era of worldwide economic interdependence?'
In order to survive, the United States economy must mature to handle the strains of a
global economic system. In order to mature the US must, first, embrace new markets. Second,
the United States must protect its intellectual property. And, finally, the US must diversify its
economy.
Hootie once said, 'I only wanna be with you'. Well, if the United States economy only
wants to be with itself, it will suffer in a global marketplace. The United States must be able to
embrace emerging markets, ensuring that economic frontiers are not lost to competition. The
Financial Times of March 15, 1998 explains that in the post-Soviet era, new capitalist markets
are available that were never an option for US investors. While these markets may be poor in
capital, they are often rich in national resources. The Investors Business Daily of March 18,
1998 reveals that former Soviet nations, and countries in Africa present an untapped resource for
American goods and services. Clearly American companies stand to gain from making their
presence felt in these regions. The New York Times of March 23, 1998 explains that American
companies are, fortunately, already making headway in some new markets. American automakers
are working in countries like Lithuania to convert older planes engines and machinery in
nuclear power plants to newer, updated models. Besides the obvious benefits of business deals
in these new markets, American companies are laying the foundation for future business
alliances and ensuring that American companies have a foothold in the former Eastern Bloc.
Doing the same in African countries, where economies are even less developed, may help the
United States embrace the new global marketplace.
Eddie Vedder once said, 'Alive… yeah, yeah yeah, I'm still alive.' If the US economy
wishes to stay 'alive' it needs to protect itself against outside interests which threaten business
security. The South China Morning Post of March 18, 1998 indicates that a Chinese National
was recently arrested in the United States for spying. This Chinese citizen was not accused of
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stealing military, nuclear or intelligence secrets. Instead, he was accused of theft of intellectual
property. Businesses are currently coming under fire from foreign nations attempting to steal
technology and business secrets. In an era of economic interdependence, it becomes clear that
the United States must protect itself from further attacks. The Baltimore Sun of March 15, 1998
reveals that the internet is a window to espionage and technology theft for many foreign nations
and businesses. The internet may allow a hacker to break into business networks and steal
technology and secrets with very little risk of being caught. Businessweek of March 22, 1998
indicates that the US can protect itself by developing better encryption software. Moreover, by
training national law enforcement in technology and technology issues, the American economy
can be protected without being under siege. Unfortunately, in an era of economic
interdependence, it becomes more evident that countries must protect their economies from
external attacks.
Hillary Rodham Clinton once told us that, in order for a child to mature, he or she must
be taught by a diverse number of sources. It takes a village for a child to be well rounded. In
order for the United States economy to mature, it is clear that diversity is necessary also. The
United States economy must diversify and protect itself from being so reliant on technology
stocks. The Atlanta Journal and Constitution of March 13, 1998, indicates that technology
stocks are worrisome to many economists. Allan Greenspan, for instance, has expressed the
view that technology stocks may grow the economy too quickly, resulting in heightened
inflation. Moreover, tech stocks are so volatile, that a dip in the market could result in a dip in
the economy as a whole. The Washington Post of March 21, 1998 points out that reliance on
tech stocks means that the United States has moved away from manufacturing. Losing major
manufacturing jobs could result in the economy becoming too top-heavy. Lower paying bluecollar
jobs with security and benefits are important for an economy to keep itself afloat. The
New York Times of March 11, 1998 suggests that the American economy needs to diversify,
making sure that the rural areas of the country are as successful as the urban centers. Obviously,
there is no need or desire to return to the Jeffersonian days of the yeoman farmer, but it is
necessary to return to a diversification of technology, agrarian success and manufacturing. This
way, if another Asian flu strikes, the US may remain solvent because of its own self reliance.
Ironically, in an era of worldwide economic interdependence, the United States must diversify
and increase its ability to be self-reliant if it becomes necessary.
Today we have learned what Hootie and the Blowfish, Eddie Vedder, and Hillary Clinton
have in common… and we have also seen how the US economy can succeed. By entering new
markets, protecting its own interests, and diversifying the economy, the United States can ensure
that interdependence becomes an opportunity and not a dangerous situation. While Hillary
Clinton told us what we need to help a child mature, it is clear that when we ask the question,
'What can the United States do to protect itself in an era of worldwide economic
interdependence,' it is clear that, similarly, the US must mature."
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Sample Worksheets
This section contains several worksheets to assist you in preparing for competition. The
worksheets are mental exercise and memory devices to give you the leg up on competition.
Follow the directions on each worksheet (you may want to photocopy each first). Note: these
worksheets should not be kept in your file because your own written responses could be
construed as prepared speeches.
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Introductions
Step 1. List ten of your favorite things. These may include stories, songs, movies, historical
leaders, or events. Anything is fair game, become creative.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
9. _____________________________________________________________________
10. _____________________________________________________________________
Step 2. Find a theme in each of those items listed above. If you chose a song, find the
meaning of the song. If you chose a leader, pick a story from their lives that exhibits
a certain theme. Again, creativity is to be rewarded here.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
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9. _____________________________________________________________________
10. _____________________________________________________________________
Step 3. Try to relate all of the above themes to a specific extemp question or issue.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
9. _____________________________________________________________________
10. _____________________________________________________________________
If you have done the above with effort and care, you should have ten new introductions ready to
use. The purpose here is not, however, to create canned introductions. The purpose is to create a
wide base of introductory material that you can use on many different questions. Also, this little
exercise should have taught you that indeed everything can be used as an introduction.
Obviously, some of the above introductions will be better than others, but these are a start toward
learning how to create introductions with the materials you have floating around in your head.
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Important Government Positions
The purpose of the following worksheet is to familiarize yourself with some of the more
important and basic members of the US federal government (all three branches). Some of these
you should know right from the start; others will require research. But you should be familiar
with all going into any tournament.
Executive (we'll start with an easy one):
President: ______________________________ Party: R/D
Vice-President: ______________________________ Party: R/D
Secretary of State: ________________________________________
Secretary of Defense: ________________________________________
Secretary of the Treasury: ________________________________________
Secretary of Education: ________________________________________
Attorney General: ________________________________________
Chair of the Federal Reserve: ______________________________________
Judicial (C or L = conservative of liberal):
Chief Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
Assoc. Justice: _________________________ Appointed by: ______________ C/L
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Legislative:
Speaker of the House: _______________________ D/R State: _________
Senate Majority Leader: _______________________ D/R State: _________
Majority Whip: _______________________ D/R State: _________
Minority Whip: _______________________ D/R State: _________
Minority Leader: _______________________ D/R State: _________
NOTES (to be used for any other high profile leaders worth mentioning):
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Major World Powers
This list is by no means exhaustive. It is designed to give you a start on what you should know
or be able to find out quickly about a particular country. This is why Almanacs are so great.
Israel
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Russia
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
England
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Japan
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
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France
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Mexico
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Canada
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Brazil
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
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South Africa
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Egypt
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
Indonesia
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
China
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
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Taiwan
Leader: __________________________ Party: ______________________
Ruling Party: ______________________ Ideology: _____________________
Name of Legislative Body: _______________________________
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Sample Questions
(Domestic)
1. What can be done to make air travel safer?
2. What will be the most important issue for the Democrats in the 2008 campaign?
3. Have fundraisers become more important then the primaries?
4. Has Condi Rice adequately responded to attacks on his character?
5. Is the Reform Party a credible alternative to the traditional parties?
6. Is Jesse Jackson’s re-emergence the beginning of a political comeback campaign?
7. What can be done to curb school violence?
8. Has the reform party lost its credibility?
9. Did Microsoft commit a "fatal error" in not settling with the Justice Department?
10. What effect will the increase in the minimum wage have on the economy?
11. Is the national debt a problem?
12. Does Alan Greenspan have too much influence over the U.S. economy?
13. Is inflation the number one threat to the US economy?
14. Has Alberto Gonzalez been an effective Attorney General?
15. Have recent revelations of the Waco investigation destroyed the FBI’s credibility?
16. Are computers becoming the most effective way to do banking?
17. Will E-trading make the brokerage house obsolete?
18. Should ATM usage fees be made illegal?
19. What will be the effects of the deregulation of the banking industry?
20. Should HMO’s be prohibited from over ruling doctor’s medical recommendations?
21. Is Microsoft a monopoly?
22. Should Microsoft be broken up?
23. Will the trend in large corporate mergers benefit the economy?
24. What should be done to help the ailing Space Program?
25. Do IPOs need additional regulation?
26. Will the Patients’ Bill of Rights be successful?
27. Is affirmative action still a relevant political issue?
28. Will Microsoft survive the Justice Department’s anti-trust suit?
29. Should funding for the U.S. military be increased?
30. How will history judge John Ashcroft?
31. How will history judge Bill Clinton’s presidency?
32. Has Bill First been tainted by his association with George Bush?
33. Was John Kerry’s campaign been tainted by his selection of campaign advisers?
34. Does Hillary Clinton have the “right stuff” to be president?
35. Have primaries become irrelevant to the presidential nomination process?
36. Has welfare reform worked?
37. Will Congress be able to solve the problems of Social Security?
38. Should Congress privatize Social Security?
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39. How can Social Security be saved?
40. Can gun violence be curbed?
41. Will Congress pass significant gun control legislation in the near future?
42. Will Congress achieve significant campaign finance reform in the next term?
43. How can Congress reform the election contribution process?
44. Should Congress pursue further campaign finance reform?
45. Can the economy continue its long term growth?
46. Is the FED acting too aggressively to combat inflation?
47. Should the FED continue to raise interest rates to halt inflation?
48. Can the public education system be reformed?
49. Can school vouchers answer the problems of the education system?
50. Are school vouchers a feasible solution for American public schools?
51. Should states with public school problems use a voucher system?
52. Should a nationwide standardized test be instituted to judge school achievement?
53. Will states begin to repeal the death penalty now that it has come under fire?
54. Should the death penalty be repealed?
55. Can the Democrats regain control of Congress?
56. Has the welfare problem been solved?
57. Should the government continue to make a balanced budget a priority?
58. How should the budget surplus be handled?
59. Will Roe v. Wade be overturned in the near future?
60. Will new major corporate mergers be healthy for the economy?
61. Will the government be able to make any major progress in the war on drugs?
62. Should the US follow the suggestion of several politicians and decriminalize narcotics?
63. Should the Confederate flag be eliminated from all government property?
64. Should major sports leagues take action to eliminate crime in their ranks?
65. Will the stock market be able to remain stable?
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Sample Questions
(Foreign)
1. Will the US be able to ally itself with Russian President Putin?
2. Should the US pursue an anti-ballistic missile defense system?
3. Will the Euro be able to survive as a strong currency in the world market?
4. Will the Japanese economy be able to become dominant once again?
5. Will China's acceptance as a world trade partner relieve human rights tensions in that
country?
6. Will Quebec secede from Canada?
7. What effect would Quebec's secession have on Canada?
8. Does Russia have the ability to become a superpower again?
9. Can the Brazilian economy prosper in a week South American marketplace?
10. Will the Israeli concessions in the Middle East Peace Process result in greater stability in
that region?
11. Is this the year that we will see lasting peace in Northern Ireland?
12. Is North Korea a serious threat to world peace?
13. What can result in a stabilization of Pakistan?
14. Can moderates bring Iran back into the international community?
15. Is there a lasting peace on the Irish horizon?
16. What can be done to achieve stable peace within the Middle East?
17. Will Fox maintain power in the upcoming Mexican presidential election?
18. What impact has the fall of the Berlin Wall had on Germany?
19. Has anything been achieved by the South African Truth & Reconciliation Commission?
20. Will East Timor be able to find a lasting peace?
21. What role should the UN have in maintaining peace on East Timor?
22. Has the U.N begun to live up to its potential with regard to international conflicts?
23. Was the UN right to intervene in East Timor?
24. Should Russia’s Chechnya “situation” be viewed as an internal issue by the international
community?
25. Will genetically altered food be accepted into the United States?
26. What has been accomplished by Russia’s intervention in Chechnya?
27. Has Asia recovered from its economic flu?
28. Has organized crime taken over Russia?
30. Will the threat of nuclear war end soon?
31. Should China have been admitted into the World Trade Organization?
32. Will Swiss Banks ever make amends for Switzerland’s activities during the Second World
War?
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33. Has unification benefited Germany?
34. Has the Euro helped the European economy?
35. Was the Panama Canal turnover successful?
35. What impact will China have on the Panama Canal?
37. Is Taiwan ready for the upcoming changes it is going to go through?
38. Should Third World debt be forgiven?
39. Has the influence of Islamic fundamentalism waned?
40. Will China become a super power in the next century?
41. Has the likelihood of another Indo/Pakistani war decreased?
42. Are the Israelis being too harsh on Jewish West Bank settlers?
43. Was the U.S. wise to turn over the Panama Canal?
44. What does the U.S. need to do to encourage the Mid-East peace process?
45. Have peacekeeping efforts been detrimental to U.S. security interests?
46. Will the return of the Panama Canal endanger the security of the United States?
47. Should the US pay its debt to the United Nations?
48. Will the US ever pass the Test Ban Treaty?
49. Is the Test Ban Treaty the best way to control nuclear weapons?
50. Will the Panama Canal stay open to the world?
51. Is China becoming a threat to U.S. national security?
52. Should the US lift the embargo on Cuba?
53. Should the US alter its policy towards Cuba in the new millennium?
54. Should the United States continue to give aid to Colombia?
55. Should the US tighten restrictions on technology exports?
56. Should the US supply troops or aid to the United Nations?
57. Should the US re-examine its role in stopping drug trafficking from Colombia?
58. Are Castro’s days numbered?
59. What, if anything, can the U.S. do to promote moderation in Iran?
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(these are oftentimes reflective on the past)
Unique Questions
1. Has the world become safer since the fall of the Berlin Wall?
2. Who was the most influential American President of the 20 th Century?
3. What was the most influential country of the 20 th Century?
4. Who was the least successful American President of the 20 th Century?
5. Who was the most successful political leader of the 20 th Century?
6. Who was the greatest humanitarian of the 20 th Century?
7. What was the most significant invention of the 20 th Century?
8. Who or what will be the greatest threat to world peace in the 21 st Century?
9. Who was the most influential business leader?
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Victory
Briefs
How To ... Lincoln-Douglas Debate
A tutorial for novice and intermediate debaters.
Written by Victor Jih
Copyright (c) 1991, 1999, Victory Briefs. All rights reserved. Unauthorized duplication of
this material is a breach of United States copyright laws.
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Table of Contents
Introduction.............................................................................................................................................. p. 2
Part 1: Overview
Ch. 1. Types of Resolutions: What is a value?......................................................................... p. 3
Ch. 2. Lincoln-Douglas Debate Format................................................................................... p. 8
Part 2: Before the Debate
Ch. 3. Analyzing the Resolution; Developing Arguments..................................................... p. 10
Ch. 4. How to Research.............................................................................................................. p. 15
Ch. 5. The Case ............................................................................................................................ p. 20
Ch. 6. Card-Files, Briefs, and Rebuttal Evidence.................................................................... p. 28
Part 3: During the Debate
Ch. 7. How to Flow..................................................................................................................... p. 30
Ch. 8. How to Refute .................................................................................................................. p. 37
Ch. 9. How to Debate Values .................................................................................................... p. 43
Ch. 10. The Affirmative Speeches............................................................................................. p. 47
Ch. 11. The Negative Speeches ................................................................................................. p. 50
Ch. 12. Cross-Examination ........................................................................................................ p. 52
Ch. 13. Preparation Time............................................................................................................ p. 56
Ch. 14. Presentation .................................................................................................................... p. 57
Part 4: Aftermath
Ch. 15. Becoming the Awesome Debater................................................................................ p. 59
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Introduction
Perhaps one of the greatest events in the National Forensics League, Lincoln-Douglas debate is an
activity that rewards persuasion, analysis, and quick thinking. Over the recent years, value debate
has found its place among high school competitors and will remain one of the most popular events.
Unfortunately, this type of debate has occasionally degenerated into either disorganized rhetoric or a
weak substitute for policy-oriented debate. The reasons for this are not absolutely clear but many
contributing factors can be identified: student competitors who never really understand the
distinctive character of value debate, forensics coaches who have large programs and little time, and
of course, clueless judges. The purpose of the Victory Briefs' How-To-Do-Lincoln-Douglas Book is
to remedy some of these problems and help students, judges, and coaches start off on the right foot.
At this point a disclaimer is important. The method of L-D debate presented in this book is not the
only way such debate is done. Many theorists and coaches disagree on the specifics of the activity.
For example, some argue that the Negative should not present a case at all. Others are willing to
blur the distinction between value and policy by introducing policy elements. But I would argue that
the techniques presented in this volume are foundational to successful debating and constitute a
solid approach to values debate.
This handbook is directed and intended to be used by many different audiences. The new student
can use this book to learn the basics of Lincoln-Douglas debate. The experienced student can read
the materials to sharpen their skills; the approach I provide will help any student in refining their
debating skills. Coaches who are new to Lincoln-Douglas debate can also benefit from the detailed
approach to understanding value debate. Parents can use this volume to understand their student's
activity and become helpful sources of input. And last, but definitely not least, the judges can read
this volume to better understand the essence of L-D and become better adjudicators. Good judges
are crucial for a successful forensics community.
A note to the reader: This book contains a very detailed systematic approach to Lincoln-Douglas
debate. While there seems to be a lot of material here, the gist of debate is rather straight-forward.
Anyone who wants to be a debater can be one.
I hope this book is helpful. Feel free to send any suggestions, questions, or criticisms to Victor Jih
at victor@victorybriefs.com. Also, visit us at our website, www.victorybriefs.com.
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Chapter 1
Types of Resolutions -- What is a Value?
Any debate centers around a resolution. The type of resolution determines the nature of the debate
activity: the type of arguments used, the type of analysis employed, and the type of evidence
required. Lincoln-Douglas debate focuses on a particular type of resolution known as a value
proposition. But in order to understand the distinctive feature of a value proposition, it is important
to look at all three types of possible resolutions.
Type 1: The Proposition of Fact
A fact is either true or false and can be proven by empirical data, mathematical proof, scientific
research, etc.. Thus, the following propositions -- "men and women are different," "Mrs. Jones is a
teacher," and "2+2=4" -- are factual in nature.
For example:
Factual resolution: resolved that Ronald Reagan was an actor
turned president.
The resolution is either true or false and can be answered decisively, once and for all, by simply
looking at a biography of Ronald Reagan.
Type 2: The Proposition of Policy
A policy is a plan or course of action. A proposition of policy involves a "call to action" and "urges
the adoption of a particular plan." Most legislative debates are discussions about policy resolutions.
Thus, in discussing propositions of policy, debaters would look at issues such as solvency (does the
plan solve the problem), advantages/disadvantages to the plan, and public opinion.
For example:
Policy resolution: resolved that the United States should withdraw
from the NATO alliance.
In this case, the proposition calls for a specific action, "withdrawing from the NATO alliance." In
discussing this resolution, then, the PROs and CONs of such a policy would be discussed.
Going back to Ronald Reagan....an example of a policy resolution would be:
Policy resolution: resolved that President Reagan should send
troops to enforce all United Nations resolutions.
Again, there is a call to action, a specific policy to be evaluated in terms of its practicality.
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Type 3: Proposition of Value
The proposition of value involves an evaluative judgment or opinion that is based upon ideals and
what "ought" to be. Propositions of value focus on emotions, abstracts, principles, and morals
instead of concrete policy proposals. Thus, such a resolution often centers around the goodness (or
rightness) versus the badness (or wrongness) of some particular object or concept.
For example:
Value resolution: resolved that Justice is more important than
Freedom.
Such a resolution focuses on abstract principles and issues of what"ought" to be.
Another example:
Value resolution: resolved that Ronald Reagan is the best
President the United States has ever had.
This would also be a proposition of value because its calls for an evaluative judgment whose nature
is closer to opinion than that of fact.
Value v. Fact
The difference between a proposition of value and a proposition of fact is often very vague and
arbitrary but essentially relies on an intuitive feeling of what constitutes opinion versus what
constitutes fact.
The following would be a proposition of fact:
Factual resolution: resolved that Ronald Reagan was a President
of the United States.
But once an evaluative term is included, the proposition becomes one of value:
Value Resolution: resolved that Ronald Reagan is the best
President the United States has ever had.
The nature of discussion centers around "What does it mean to be a good President?" instead of
factual ones.
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Value v. Policy
This distinction is also pretty difficult in certain cases, but an intuitive feel can be developed through
example. Both types of resolutions can be a "call to action" but simply concern themselves with
different issues. A policy proposition would involve more "real-world" concerns that are pragmatic
in nature. A value proposition would involve concerns over "principles" and what "ought to be"
and is thus more idealistic in nature.
Technically, a proposition of policy would use the word "should," while a proposition of value
would use the word "ought."
For example,
Policy resolution: resolved that President Reagan should enforce
United Nations resolutions.
vs.
Value resolution: resolved that President Reagan ought to
enforce United Nations resolutions.
In the first example, a proposition of policy, practical issues would be discussed. In the second
example, moral issues and principles of value would be discussed instead. (Thus, one could say:
"President Reagan ought to enforce UN resolutions but shouldn't because of practical
considerations.)
The difference, of course, is not that big and is merely a matter of definitional choice. Policy and
value debate are different activities and thus, by definition, discuss different issues. A good way to
think of the distinction is as follows: value resolutions determine what we "ought" to do and policy
resolutions look at the feasibility of actually "doing it." Value propositions precede policy
propositions.
For example,
Value resolution: Resolved that public health ought to be more
important than individual rights.
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or
Value resolution: Resolved that the government has a moral
obligation to insure public health.
After these value decisions are made, then we turn to policy propositions.
Policy resolution: Resolved that the government should create a
mandatory blood testing program to stop the AIDS epidemic.
In the policy stage, new issues become relevant.

This distinction is important because many debaters will try to inject policy issues into values debate.
The good Lincoln-Douglas debater will realize when this is happening and thwart it at the beginning.
Bad Resolutions
Rule of Thumb: The Value debater deals with the
abstract. The Policy debater deals with the concrete. The
value debater is not limited by concrete policy concerns.
Unfortunately, sometimes you will be forced to debate a badly written topic that really isn't values
oriented.
Badly written resolution: resolved that the Juvenile Justice System
does not meet the needs of contemporary American society.
This topic is essentially factual in nature. In order to prove the resolution, one must merely
determine 1) what the needs of modern society are and 2) whether or not the Juvenile Justice System
meets it. My advice to any debater who has to debate such a topic is to make the best out of it.
Debate the proposition as if it were a values topic and focus on those issues (but be prepared to
argue the practical and factual considerations too). In the Juvenile Justice System topic, make the
first question -- "What are the needs of modern society?" -- into a question of values. Ask "What do
people truly need?" "What should people want?" "What truly makes a society good?" Deal with
the resolution on its own terms and in terms of its implied values.
Other topics can often be a mixture of types, or in other words, contain both value and factual (or
policy) elements.
Mixed resolution: resolved that the government should implement
a mandatory testing program to stop the AIDS epidemic.
Worded in this way, this topic clearly contains both policy and value issues. The wise L-D debater
would be prepared to argue both but should remember to focus on the questions of values. In this
topic, the debate should center around the values of public health and privacy rights instead of
funding, public backlash, enforcement, etc.
Ultimately, the definition of values debate reduces to a simple statement.
Definition: Lincoln-Douglas debate deals with
propositions of value. Propositions of value are statements
that deal with values.
Therefore, one should understand what a value is.
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What Is A Value?
Webster's II New Riverside Dictionary defines value as "a standard or principle regarded as desirable
or worthwhile."
To come up with a more concrete understanding, let's compare the following two lists.
VALUE:
Justice
Freedom
Privacy
Individual
Life
Quality of Life
Autonomy
Dignity
From these lists we can make two observations:
NOT A VALUE:
Food
United Nations
Ronald Reagan
Clint Eastwood
National Forensics League
Mrs. Jones
Stanford University
The United States of America
1. A value is generally an abstract concept or principle of what is right or what is good.
2. A value is typically traditionally recognized as such.
The second observation is a useful guide. With thousands of years of history, most of man's values
have been enumerated. Thus, you are safe to use any concept that is traditionally recognized as a
value. For example, Justice, Life, Liberty, and the Pursuit of Happiness are definitely values.
Secondly, any value must be an abstract concept. Concrete objects can have value but they cannot
be values. My dog is not a value. But my dog can have value in terms of companionship, life,
intelligence, etc. Food can have value but it is not a value.
William K. Frankena writes in the Encyclopedia of Philosophy: "Just as a 'color' does
not mean a 'thing that has color' but a particular color like red, so 'a value' does not
mean 'a thing that has value' but a particular kind of value..."
There are, of course, many borderline cases such as Democracy. One can argue that democracy is
merely a system of government, a structure of political organization that possesses value and seeks
to establish certain values, but is not a value in and of itself. Or, on the other hand, one can define
democracy as a set of principles (the "principles of democracy") and in this sense, value democracy.
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Chapter 2
The Format of Lincoln-Douglas Debate
As mentioned before, L-D is a debate about values. One person affirms the resolution and another
person negates the resolution. The "affirmative" has a burden to prove the specific resolution and
the "negative" has a burden to disprove the resolution.
The debate consists of five speeches, two cross-examination periods, and preparation time. The
sequence of the speeches is as follows.
Speech
First Affirmative
Constructive
Negative's Cross-
Examination of the
Affirmative
Jargon
1AC
Duration
6 minutes
Purpose
The Affirmative establishes reasons to
support the resolution
C-X 3 minutes The Negative questions the Affirmative to
clarify and expose weaknesses.
Negative Constructive NC 7 minutes The Negative establishes reasons to negate
the resolution and then refutes the
Affirmative arguments.
Affirmative's Cross-
Examination of the
Negative
First Affirmative
Rebuttal
C-X 3 minutes The Affirmative questions the Negative to
clarify and expose weaknesses.
1AR 4 minutes The Affirmative resupports his/her position
and refutes the Negative arguments.
Negative Rebuttal NR 6 minutes The Negative resupports his/her position
and refutes the Affirmative arguments.
Second Affirmative 2AR 3 minutes The Affirmative deals with all of the major
Rebuttal
arguments in the debate and shows why the
Affirmative wins.
Preparation time can differ from tournament to tournament but generally lasts three minutes for
each debater. This means that each person can use up to three minutes throughout the debate, to be
used at the debater's discretion.
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Lincoln-Douglas v. Policy Debate
The format of L-D is different from two-person debate in several important ways.
1. The times and the sequence of speeches are different.
2. The type of analysis, arguments, and evidence used is different. In value debate, the
emphasis is on analysis and logic. In policy debate, the emphasis is on facts, studies, etc.
Thus, the evidence in policy debate tends to be more conclusionary (factual).
3. The two types of debate are different stylistically. L-D debate is much more
conversational and the emphasis is on persuasion. In policy debate, the primary purpose
is to advance and win the arguments quickly at the expense of delivery. Hence, policy
debaters tend to focus less on persuasion.
4. There are no complex rules and burdens in Lincoln-Douglas debate. In policy debate,
the debaters have to deal with Topicality, Solvency, Significance, Justification,
Inherency, Disadvantages, etc.. In Lincoln-Douglas debate, the Affirmative must simply
prove the resolution.
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Chapter 3
Analyzing the Resolution -- Developing Value Arguments
RULE: The debater who best understands the resolution
will win most often.
The first thing to do with a given topic is to analyze the resolution. The analysis stage takes place
before research, case-writing, etc. and is the most important. One's understanding of the resolution
serves as the foundation on which all the other elements of Lincoln-Douglas debating rest upon.
Suppose there is the following proposition of value:
Resolved: that apples are better than oranges.
This topic asks us to evaluate and compare the "worths" of apples and oranges. Look at the
following examples of other resolutions:
Resolved: that cooperation is superior to competition as a means
of achieving excellence.
Resolved: that legislating morality is appropriate in a democratic
society.
Comparing these L-D topics we can come up with three general observations. In any value
proposition there are three elements:
1. There is an evaluative term (i.e. "better," "superior," and "appropriate.")
2. There is an object (or objects) of evaluation (i.e. "apples and oranges,"
"cooperation and competition," and "legislating morality."
3. There is a context of evaluation (i.e. "as a means of achieving excellence" and
"in a democratic society."
The "evaluative term" is the word that signifies what type of contrast or comparison or "evaluation"
we are to make. The object(s) of evaluation are those concepts that we are to evaluate or compare.
And the context of evaluation (though not present in every topic) tells us under what circumstances
to make the evaluation. In the example of the cooperation v. competition topic the resolution asks
us to compare the two in terms of achieving excellence. In the legislating morality topic, we are
to discuss the appropriateness of such measures in a democratic society.
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Let's return to the apples and oranges topic.
Resolved: that apples are better than oranges.
In analyzing this resolution, three questions naturally follow:
1. What is an apple?
In brainstorming, one might come up with the following ideas: an apple is an object;
it has color; you eat it; it's a subject of art; it's a fruit; it can be red or green; if you eat
it daily, it keeps the doctor away.
2. What is an orange?
An orange is an object; it also has color; you can eat it; it's round; it's orange-colored;
it's a wonderful source of Vitamin C.
3. What does it mean to be "better?"
This is where the values play the most relevant role. What does it mean to be better?
Popularity? Color? Aesthetics? Nutrition? Military usefulness?
After brainstorming on this level, you might develop an argument as follows:
"In order to determine what fruits are better, we have to look at the nutritional
values of each. Therefore, in today's debate, I will show you that apples are better
than oranges in terms of the nutrition the fruits provide. Apples are great sources of
vitamins and are low in calories. Oranges, on the other hand, ..."
In this case, the value is Nutrition. You might say the following instead....
"The true test of worth is that of aesthetics, or beauty. Nutrition, popularity, military
usefulness, etc. are all subordinate to beauty, which is the ultimate test. Apples are
more beautiful than oranges because 1) the shape of the apple is more pleasing and
2) apples can come in more colors. Clearly, the resolution is true."
In this example, the value is Aesthetics or Beauty. In developing value arguments, then, one must
look at possible "criteria" or "standards" for determining what is "better" and then apply those
standards to the "objects of evaluation." In other words, once we establish that "aesthetics" is the
way to determine what is "better," we can evaluate and compare apples and oranges in terms of
"aesthetics." There is a value and then a link to that value (how does the object of evaluation relate
to the value?).
RULE: at the root of all value arguments, there are two
logical steps that must be proven:
1. There is a value.
2. There is a link to the value.
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Let's analyze the other two examples.
Resolved: that legislating morality is appropriate in a democratic
society.
This resolution happens to involve a context of evaluation. Logically, the debater begins to analyze
the topic with the three following questions:
1. What does it mean to legislate morality?
Legislating morality means to create laws that dictate morality. Does this only
include issues of private morality or does it also include public morality (such as
public indecency laws)? Does this mean I have to defend all laws that rest on
morality? Does this mean I actually dictate morality or does it merely mean that the
law is based on morality?
2. What does it mean to be appropriate?
I could argue that nothing is appropriate unless it is moral. Perhaps nothing is
appropriate unless it is just. The dictionary says that something is appropriate if it is
fitting and proper. That means I have to look at what democracy is all about.
3. What is a democratic society?
A democracy is based upon principles of justice that guarantee individual rights. A
democracy is based upon social moralities. Once I understand what democracy is all
about, then I can understand what is proper in a democracy.
After asking and answering these basic questions, the debater is then ready to formulate positions
(arguments):
"A democratic society is founded upon the principle of freedom of conscience. The
freedom to believe whatever one wishes is what distinguishes democracies from
totalitarian countries. Legislating morality is not appropriate in a democracy because
when we legislate morality, we are trying to dictate an individual's conscience. The
violation of individual liberty is flagrant."
Practice analysis with the following example.
Resolved: that cooperation is superior to competition as a means
of achieving excellence.
Basically, then, a way to analyze the resolution is to ask the right questions.
RULE: The art of analyzing Lincoln-Douglas resolutions
is the art of asking the right questions.
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In addition to identifying the object of evaluation, the evaluative term, and the context evaluation,
further argumentation can be brainstormed by analyzing each word of the resolution.
RULE: Each word in the resolution is important.
To understand the importance of each word, look at the following example.
Resolved: that the pursuit of scientific knowledge ought to be
limited by a concern for societal good.
Pursuit: in this resolution, there will be a lot of dispute over what pursuit exactly means. The
pursuit of scientific knowledge is different from the application of scientific knowledge. The pursuit
of scientific knowledge is also different from the actual knowledge itself. So we are talking about the
means of achieving knowledge. Any arguments that refer to bad applications or the inherent good
of knowledge will be irrelevant.
Scientific: so we aren't simply talking about knowledge but a particular type of knowledge. Is there
anything about science that requires special consideration?
Ought: The dictionary says that the word ought means a moral obligation. Does this mean that we
are only to discuss what the moral action would be? Pragmatics, etc. would be irrelevant then.
Limited: So this means that we aren't going to ban pursuit of scientific knowledge but merely limit
it. This argument seems so obvious but is mentioned in almost every round.
Limited by a concern: Does this mean that we aren't limiting the pursuit by repressive laws but
only by a concern. So the resolution specifies the agent of limitation -- in other words, what we are
limiting the pursuit of science by.
Ought to be limited: So the resolution is written passively and hence, doesn't specify who is going
to do the limiting. That means that arguments about government repression and rights become
irrelevant. We could be talking about the individual scientist limiting himself. Or we could be
talking about both types of limitations.
A concern: The resolution doesn't say that we limit science whenever it actually conflicts with
society but only when there is a concern that it might. Does this mean that whenever anyone has a
"qualm" about anything it ought to be limited? Isn't this a little too restrictive?
Societal good: So the resolution doesn't say "Resolved: that science ought to be limited" but
instead, "Resolved: that science ought to be limited by a concern for societal good." A Negative
debater, then, could argue that the pursuit of science ought to be limited, but not by a concern for
societal good. Perhaps science should only be limited by concerns for individual welfare. This
means the Affirmative debater must also establish reasons why society ought to be taken into
account.
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It should be obvious by now that a great way to brainstorm certain arguments is to look at the
possible impact of each particular word.
TWO RULES:
1. Definitions are important. How you define certain
terms will determine how the topic will be argued.
2. BUT, be reasonable. The idea is not to turn values
debate into a definitions debate.
What about the Philosophers?
One last note about analyzing the resolution: where do all the famed philosophers and values come
in? The purpose of philosophy is to explain and clarify values. In other words, you might decide to
use the value of justice. But what exactly is justice? Different philosophers have different ideas.
One might say that justice is giving each his due. Another would argue that justice involves social
equality. Perhaps justice is the maximization of individual rights. Utilitarians would actually argue
that justice means maximizing the greatest good for the greatest number. The L-D debater, then,
uses the philosophers to clarify what certain values mean. In addition, philosophers can often point
out the flaws in opponent's values or why they are less important.
Caution: Beware of the following attitude -- "So and So says Such and Such so it must be true."
Just because a philosopher argues a certain way or doesn't does not mean that the job of the debater
is finished. Philosophers merely clarify. A good debater should dispute the arguments
themselves rather than the sources. In other words, "John Stuart Mill was a geek" would be a
bad argument. On the other hand, "John Stuart Mill failed to take into account the importance of
individual rights. A democracy cannot allow the individual to be canceled out by what the majority
desires....." would be a much better argument.
There are certain philosophers that happen to be quoted time and time again. The following list is
not exhaustive, but is certainly a starting point.
Philosophers To Know:
Jean Jacques Rousseau, The Social Contract
John Locke, The Second Treatise of Government
John Stuart Mill, On Liberty and Utilitarianism
Immanuel Kant, Foundations of the Metaphysics of Morals
John Rawls, A Theory of Justice
David Hume, Of Justice
Norman E. Bowie and Robert L. Simon, The Individual and the Political Order
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Chapter 4
How to Research
Though Lincoln-Douglas emphasizes logic and reasoning over evidence, research is still an
important stage for the consummate debater. After analyzing the resolution, the debater should go
to the library and find evidence to support and expand his/her thoughts. Researching should not be
seen as a horrible, lengthy task: effective research can be done with minimal effort.
RULE 1: Brainstorm a list of key words by using
synonyms and related topics.
Before stepping foot in a library, one should create a list of topics to look up. This should be rather
simple after analyzing the resolution. First, include the subjects that are given directly from the
resolution. Secondly, think of all the synonyms you can (You will be amazed how many more
materials you can obtain by looking up synonymous subject words.) Thirdly, expand the list even
more by brainstorming all the related topics. For example,
Resolved: that when in conflict, the principles of privileged
communications ought to be subordinate to the maintenance of law
and order.
Obviously, two topic areas are evident from the resolution:
1. Privileged Communications
2. Law and Order
Now think of synonyms and related topics.
1. Privileged Communications Confidential Communications
Doctor-Patient Privilege
Press Privilege
Husband-Wife Privilege
2. Law and Order Crime Control
Law Enforcement
Police Effectiveness
But don't forget to brainstorm the related philosophical subject areas too.
1. Privileged Communications Individual Rights
Rights to Privacy
2. Law and Order Social Contract
Purpose of Government
Order
Stability
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After this brainstorming, you should have a fairly comprehensive list of "keywords" to use as subject
headings in the library. But don't treat this list as final or complete; be prepared to update this list as
you begin to research and encounter different ideas.
LIST OF KEYWORDS:
Privileged Communications, Confidential Communications, Doctor-
Patient Privilege, Press Privilege, Law and Order, Police, Crime
Control, Social Contract, Purpose of Government, Order, Stability,
Rights, Right to Privacy
Armed with this list, you can now go to the library. Any public library is adequate for researching
Lincoln-Douglas topics. The best library, though, would be a University Law Library (the materials
there are generally the most relevant and direct.)
RULE 2: Create a game plan to attack the library.
A library can be overwhelming with all of its various sources. A game plan can keep you from
drowning in the informational soup. When you get to a library, look at the various resources that
are available and make a list of the ones you want to search. A typical game plan might look as
follows.
Library Gameplan
1. Reference Materials
- Encyclopedia of Philosophy
- Dictionaries
2. Books
- Card Catalog
3. Periodicals
- Reader's Guide
- Social Sciences Index
In this case, you would decide to exhaust the reference materials first, the books next, and the
periodicals last. Use the list of subject headings you brainstormed to search each area. Specifically:
you'll look at the Encyclopedia of Philosophy and get everything you need, then you'll search
through the dictionaries to get all the definitions you need. After that, you'll check the card catalog
(looking up all the subject headings you brainstormed) and go through all of those books. Finally,
you'll search the periodicals by first using the Reader's Guide and then the Social Sciences Index.
After you complete the gameplan, you can be pretty confident that you've exhausted a particular
library.
As you research, you'll find many other areas that you haven't thought of before. Don't be afraid
to update the list of keywords and to go back through the game plan again with the new
subjects.
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If you are lucky enough to have a computerized library, learn to use the computer catalogs. This
saves a lot of time and actually makes research more comprehensive and fun. There are such
catalogs for both books and periodicals.
RULE 3: Don't Be Afraid to Ask the Librarian
The librarian won't bite and knows a lot more about the library that you can possibly know. You
can learn a lot by asking: "I need to find out what effect breaking the psychiatrist/patient privilege
has on society," etc.
Helpful Hints:
1. Be selective. You will often get hundreds of headings for a particular search.
Learn to gauge from the title whether or not those materials will be particularly
relevant.
2. When you go to the shelves, find the particular book you are looking for and
search the surrounding areas for other materials. You'll be surprised how much
information you can find accidentally. Books are usually arranged by subject.
The same is true for periodicals. A particular issue might be devoted entirely to
the debate topic or at least have several relevant articles.
3. You can easily tell if a specific book is useful by reading the table of contents
and scanning the index. For an article, reading the abstract, introduction, and
conclusion, the highlighted sections, etc. can serve the same purpose. You should
never really have to read the entire 500 pages of a book.
RULE 4: Attack other sources in addition to the library.
The library is not the only place to do research. You can often get interesting insight and
suggestions from teachers and college students. They can point you to specific books that are
directly relevant. High school textbooks can also be helpful. If you are debating something with
regard to American government, check out your history or government textbook.
RULE 5: Read the material and select the evidence.
With all of this material, what do you do with it? I would suggest photocopying the relevant
sections in the library and read the materials in detail at home. Reading entire articles and sections is
important -- even if it contains no usable evidence. By researching yourself, you come to a better
understanding of the topic area and the logic of the arguments. As you read, take notes in the
margins and highlight the good quotes that can be used in a debate. This process is known as
"cutting evidence."
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Guidelines for "Cutting" Evidence
1. The evidence should be simple and straightforward.
2. The evidence should be relatively short. Lengthy quotes are almost useless in
a debate round.
3. The quote needs to be cut in context. Make sure the quote says what you say it
does. It looks very bad when an opponent can point out inaccuracies in your
evidence. (Believe me: many debaters will read the same materials you do and
can thus point out any errors you make in cutting evidence.)
4. Get complete source citations. You should always have the author, title, page,
date of a piece of evidence. In addition, author's qualifications are nice to have.
The general rule is that you need as much information as necessary to be able to
look up a particular quote.
5. Put the evidence on notecards (generally 4" x 6" index cards are best). You
can either type the quotes or literally "cut and paste."
Learning how to cut the right pieces of evidence comes with experience and time. But, hopefully,
after brainstorming and analyzing the resolution, you should be able to isolate those quotes that are
relevant. A good thing to ask yourself when reading is, "How could I use this in a round?"
Suppose you have the following passage:
John Stuart Mill, On Liberty, 1859
"The object of this Essay is to assert one very simple principle, as entitled to govern
absolutely the dealings of society with the individual in the way of compulsion and
control, whether the means used be physical force in the form of legal penalties, or the
moral coercion of public opinion. That principle is, that the sole end for which mankind
are warranted, individually or collectively, in interfering with the liberty of action of any
of their number, is self-protection. That the only purpose for which power can be
rightfully exercised over any member of a civilized community, against his will, is
to prevent harm to others. His own good, either physical or moral, is not a
sufficient warrant. He cannot rightfully be compelled to do or forbear because it will
be better for him to do so, because it will make him happier, because, in the opinions of
others, to do so would be wise, or even right."
The highlighted portion would be a great quote to use in a Lincoln-Douglas debate round. You
would then cut or type the quote and put it on a card.
John Stuart Mill, On Liberty, 1859, p. 1
"...the only purpose for which power can be rightfully exercised over
any member of a civilized community, against his will, is to prevent
harm to others. His own good, either physical or moral, is not a
sufficient warrant.
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Debate Handbooks: Vice and Virtue
There are many published materials for Lincoln-Douglas debate out in the market: Victory Briefs,
Baylor Briefs, Squirrel Killers, etc. Most of these are merely lists of evidence. While using these
books, watch out for quotes that claim to say one thing, but don't. Read all the evidence yourself if
you are going to use it. But never rely solely on published debate handbooks. You won't learn
anything, won't become that stellar debater by analyzing and researching yourself, and won't get all
the philosophical analysis that you need. Handbooks are merely tools.
The ideal use of debate handbooks is summarized by the Victory Briefs' mission statement: don't
use them until you've done your own work.
"Victory Briefs are intended to supplement research, not to substitute individual thought and
work. Indeed, we would recommend that experienced debaters not read this volume until after
they have formulated their own arguments and positions. Instead, they should use this as a
means to test their views and to expand what they have already thought about. For new Lincoln-
Douglas debaters we would recommend using this text as an introduction to how value
arguments are formed. Remember, these briefs are not intended to be complete and adequate
preparation. They do not even pretend to have enough variety of evidence or to have exhausted
all possible approaches. In addition, debaters should read every brief (no matter how seemingly
irrelevant), and attack this edition like a book. Much of the analysis applies to more than one
argument and the groupings should not limit what debaters consider. I hope these briefs are
helpful as resource guides and wish everyone luck with the topic."
And finally, one more thing....
Don't think of research as a one-time activity. Research
and analysis are ongoing projects.
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Chapter 5
The Case
The "case" is the prepared argumentation that a debater presents as a complete argument in support
of or in opposition to a resolution. The affirmative has a full six minutes to present the affirmative
case in the first speech. The negative case, however, is usually only three and a half to four and a
half minutes long (the Negative needs to present his/her case and refute the affirmative's arguments
in the 1NC).
The Affirmative Case
After you have gathered all the evidence and analyzed the resolution, put all of your ideas on one
sheet of paper and begin brainstorming again to fill in the details of the argument. For example,
suppose you have the following resolution.
Resolved: that the rights of the victim ought to take precedence
over the rights of the accused.
Suppose that in the process of analyzing the resolution and researching, you come across the
following idea: "victim's won't cooperate and testify unless their rights are safeguarded." At this
stage in the process, you need to fill out this argument by asking "Why?," "How?," etc.
Evidence: Victim's won't testify unless they feel safeguarded.
So what? … well, then the Criminal Justice System can't function
So what? … well, then society will be hurt
Why? … the victims won't testify and so we can't have trials and
can't control crime effectively
How does this relate? … well, society needs to be protected, so the
rights of the victim ought to take precedence.
Fill out the arguments for everything you've brainstormed in the same way. Try to be as detailed as
possible.
RULE: Fill in the details of an argument by repeatedly
asking Why?, How?, So What?, How does this relate?, Who
cares?...
After you've done this, choose two to four of the best arguments to serve as the arguments in your
case.
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Criteria for choosing which arguments to use:
1. Use the ones that make sense. You have to persuade a judge so don't be
absurd.
2. Choose one that can be adequately defended against all foreseeable attacks.
3. Choose the arguments so that you develop a consistent position. Judges like to
vote for positions not individual, specific arguments. Arguments should be
presentable in a logical order.
The third one is particularly important. Don't choose three random arguments that really don't have
anything to do with each other. It is essential to have a common theme running throughout a case.
Structure
RULE: Create a consistent position from which your
arguments stem.
There are many ways to structure a case. The following structure is perhaps the most common and
most prevalent type.
Introduction
You begin the six minute case with a short attention getter. This can be a quote, an example, or an
analogy that captures the essence of the case. In other words, the attention getter should relate to
your position. After the attention getter, you must then relate the topic to the resolution, give the
resolution, and in the process of doing so, present the affirmative position or thesis. Be certain to
state the topic verbatim; don't change the resolution's wording.
For example:
Melvin Munn once described the following incident: "In California, three hoodlums
dragged a working girl into their car from the sidewalk right outside her home. They
drove her to a beach area where she was criminally assaulted five times. The most brutal
of the three was brought to trial and convicted by a jury. The judge was empowered to
set the sentence. Now, try to guess what that sentence was. No, the judge couldn't set
him free, but did sentence this 'nice boy' to 52 weekends -- that is weekends in jail. First,
the judge concluded that the rapist was really a rather nice person. The judge said, 'The
purpose of the law is not retribution. It is rehabilitation.'"
Because we can all see how wrong the judge was, and because it is clear that a crime
must be paid for before we act out of benevolence, I affirm today's resolution.
Resolved: that the American criminal justice system ought to place a higher
priority on retribution than on rehabilitation.
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or,
Observations
Every time a person steps into the bathtub, he exposes himself to a variety of risks.
Many people slip and some even drown. But why do we still have bathers in our
society? The reason is simply that the value of personal cleanliness outweighs those
risks. The same kind of situation can be found in today's debate and so I must affirm
the resolution.
Resolved: that limitations upon the content of student publications by secondary
school administrators are unjustified.
There are many potential problems that MAY result from a free student press. But that's
exactly what they are: potential problems, risks that are outweighed by the greater
benefits derived from student freedom, namely education. Now my bathtub analogy
does not mean precautions can't be taken, ie. using a bathmat. Precautions can be taken
with a newspaper such as controlling the time and manner of distribution. But the point
is that we still enter the bathtub. We should still let the contents of a newspaper be
printed, and enter the student marketplace of ideas.
After the definitions come the general observations on the topic. These are relatively short and
provide a general framework for the debate. Observations can establish certain burdens for the
opponent and must establish the value and the criteria.
Value v. Criteria. At this point, I should distinguish between a value and the criteria. A value is the
abstract that the debater is upholding. The criteria tells us how to uphold that value. For example:
the value in a round could be society. A debater could argue that the way to best uphold society is
to maintain law and order. Thus the value criteria would be one of maintaining law and order. Or
one could argue that the most important value is justice. The way to achieve justice is to be fair and
to maximize everyone's rights. In this case, there are two value criteria: 1) fairness and 2) the
maximization of rights. The distinction is not that important but does aid in clarity.
Suppose you have the following resolution:
Resolved: that the pursuit of scientific knowledge ought to be
limited by a concern for societal good.
The following would be possible observations.
With these definitions in mind, we can now move to the Affirmative value criteria and
establish some general observations on the topic.
Observation 1. The way to determine our moral obligation is to look at Justice.
The resolution asks us to determine what we "ought" to do and it is self-evident that we
ought to be just. According to Lucilius A. Emery, "justice is the proper balance between
the individual and society." John Stuart Mill writes in On Liberty, that "the only purpose
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Contentions
for which power can be rightfully exercised over any member of a civilized community,
against his will, is to prevent harm to others." Thus, limits on the pursuit of scientific
knowledge would be just if such pursuit can cause harm to society.
Observation 2. The resolution deals with the pursuit of knowledge and not with
knowledge itself.
I am not here to say that knowledge is bad or needs to be limited. The resolution merely
evaluates the effects of particular pursuits of knowledge. Furthermore, I am only
defending limits on those pursuits that cause a concern for societal good. There is no
reason to stop science or to abolish it.
After the general observations come the specific arguments, called Contentions. In the example of
the science topic, the observations set up the following criteria: if the pursuit of science hurts society
then justice requires that we limit it. Thus, we ought to limit it. After the general evaluating
mechanism is set, then in the contentions, the debater proves that science can hurt society.
Generally, there should be two to three contentions.
So in understanding our moral obligation, we have analyze how the pursuit of science
hurts society.
Contention 1. Unregulated laboratories threaten human survival.
Almost everyone has heard the horror stories of laboratory experiment gone wild. When
a scientist is pursuing knowledge about nuclear radiation, biotechnology, genetic
engineering, etc. many haywire experiments can be detrimental to societal good and harm
other people. Clearly, then, the process of pursuing knowledge needs to limited and
regulated.
Senator Albert Gore, Jr. writes in the Yale Law and Policy Review, Spring 1985, that
"Advances in biotechnology in the mid-1970s created public concern over the safety of
laboratory experiments. Because many such experiments involved the use of potentially
infectious bacteria, some feared that a man-made 'bug' could escape and spread a horrible
disease throughout the population. Such a fear was not unfounded."
Because the process of pursuit through experimentation can hurt people, we are morally
obligated to limit it. As Malcolm L. Goggin writes in "Governing Science and
Technology in a Democracy" 1986, p. 41: "There are, however, certain types of
experiments -- for example, when human or animal subjects are used, or when the
community is put at risk -- when regulation of inquiry is morally and constitutionally
indicated."
But experiments are not the only danger, which brings me to ...
Contention 2: the pursuit of science must not overrun society.
In other words, we cannot let the pursuit of science go faster than a particular society can
handle it. Introducing nuclear technology to Colonial America would have been
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disastrous. In the same way, genetic engineering would be disastrous in today's society.
The pursuit of science needs to be limited and slowed down until the proper control
mechanisms in society and concurrent ethics can be established.
Andre Cournand, Professor Emeritus of Medicine at Columbia University, writes in The
Sciences, 1981: "Finding the means to control the process of emergence in a manner
favorable to the survival of humanity is an urgent necessity."
.....etc.
Conclusion
It is important to save the last twenty to thirty seconds of the case to summarize and crystallize the
Affirmative position. After the introduction, definitions, observations, and contentions, bring it all
together with a few well-chosen, persuasive sentences.
Evidence
So ultimately, we have to realize the importance of justice in whatever we do. Justice
mandates that we limit those individual actions that cause harm to other people,
particularly society. Because the pursuit of scientific knowledge can pose such a threat
to society, we are morally obligated to limit it. Thus, the pursuit of scientific knowledge
ought to be limited by a concern for societal good and I can only urge an Affirmative
ballot.
Evidence is essential in a case to lend credibility to your position and to backup any factual
assertions you make. There are basically three reasons to use evidence: 1) to prove a fact, 2) to
clarify and explain, and 3) to impress and lend credibility. Though evidence is important, Lincoln-
Douglas debate relies on analysis and reasoning instead. So generally, four to five pieces of
evidence is all you should have in an Affirmative case. Have the other pieces on stand-by; research
should still be comprehensive enough to meet opposing arguments.
How you introduce and conclude evidence is essential. Begin by giving a "tag" for the evidence. In
other words, give the audience a preview of what the evidence supposedly says. Read the evidence
with the source. You don't have to give the entire citation in the speech but be prepared to if you
are asked for it. And then re-explain what the evidence just said. For example,
Punishment must be the rule with no exception. Any exception compromises the safety
of society.
Morris Raphael Cohen explains in the Yale Law Journal, 1940: that "the deterrent effect
of punishment depends upon the certainty of its being applied."
In other words, a criminal who thinks that he has one out of ten or even one out of a
hundred chance of escaping punishment or receiving a lenient punishment will be more
likely to commit crimes. With rehabilitation above retribution, criminals learn how to
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Style
appear to be "rehabilitated," because it is the easy way out. It is only by giving
retribution priority that we protect society.
The style used in writing a Lincoln-Douglas case is also very peculiar and has distinctive differences
from a regular oration.
1. The writing style must be conversational but also formal. The idea is to persuade the
judge verbally. Be natural but do not curse or use slang.
2. The speech should be written so you can speak slowly. Persuasion is not enhanced by
speaking rapidly.
3. Transitions are important.
4. Signpost. The case should be organized around an outline. As you see from the
examples given above, use the language of the outline. Actually say "Observation 1" and
"Contention 1" but use transitions to flow into them naturally. As in a regular outline,
after "Contention 1" there is a "tagline," a short summary of what the gist of the
argument is. These "tags" should be relatively short and easy to jot down on a piece of
paper (seven to eight words long is a good guideline). Outlines are important for
organization in debate. But don't be too specific in the outline. Substructure (i.e.,
subpoint A, little A, sub-subpoint C, etc.) is rarely used and actually discouraged. Think
of the case as an embellishment of a rough outline (i.e. meat on bones).
Alternative Structures
As mentioned earlier, the sample structure I detailed is not the only possible option. Many people
structure their cases differently. My approach centered around the idea of establishing a value first
and then giving multiple links to the value. Look back at the sample case for the science topic. In
the observations, I established the importance of Justice and the criteria of harming others. Then in
the Contentions, I showed the many ways in which the pursuit of science harmed others. Some
debaters use other methods:
1. The philosophical/pragmatic approach. Some debaters choose to present two major
arguments: one that is philosophical and then one that is pragmatic (i.e. "In understanding today's
resolution, I have two major arguments. First, let's examine the issue on a philosophical level. .....
Secondly, let's turn to a more pragmatic argument.) Other debaters choose to focus on one or the
other.
2. The multiple values approach. It is not taboo to use more than one value. Some debaters use
"value justifications" instead of observations and contentions. A "value justification" is simply
another way to organize the outline around specific values. For example:
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"Let's turn to my specific arguments and understand why limits on the content of
student publications are undesirable. Value justification 1: limits on student newspapers
undermine the value of Education. .... Value justification 2: limits on student newspapers
undermine the value of Freedom ... and Value justification 3: limits on student
newspapers undermine the value of Truth."
But be careful in using multiple values. There are three things to keep in mind. 1) you have to
support all of the values. 2) the values can't contradict each other. 3) and the values must all
represent a consistent position and theme.
3. The purely rhetorical approach. Some debaters choose to throw out structure altogether and
merely orate for six minutes. This approach might win once in a while, but I highly discourage it.
4. The purely philosophical approach. Yet another style popular in some states is to use all
philosophy and no real world considerations whatsoever. This can be successful with certain types
of judges. Debaters much avoid the temptation of becoming too esoteric and thus fail to
communicate effectively.
There are many ways to organize a case. Just be certain that the progression of the arguments makes
sense.
Preemption
RULE: The structure and progression of a case must be
logical and comprehensible.
In the case, a debater can also include preemptive arguments. A preemptive argument is a response
to an anticipated argument. In other words, you predict what an obvious argument your opponent
will make and defeat it before it is even brought up. Preemption can make you look extremely
confident and also help clarify your positions as you make them. But preemption is only effective
when it involves obvious arguments: use this tactic only if you know that most of your opponents
will make a certain argument. Of course, preemption can also give your opponent ideas for how to
attack your case.
"Clearly, then, because the pursuit of science can utterly destroy life on earth, it needs to
be limited. Now my opponent may come up here and argue that knowledge is
intrinsically good, and can never harm anyone. That may be true, but remember that we
are not talking about knowledge itself, but the pursuit of that knowledge."
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The Negative Case
In the Negative's first speech, he/she generally establishes constructive elements and also attacks the
Affirmative arguments. The process of writing the Negative case is almost identical with the process
of writing the Affirmative, but with a few differences:
1. The Negative case is shorter so the debater can have time to refute the Affirmative.
Ideally, the case is about three and a half to four and a half minutes long.
2. The Negative tries to disprove the resolution.
3. Definitions are not essential in the case but should be easily accessible in case a
dispute over definitions should arise. You should not contest definitions unless the
affirmative limits the debate unfairly or you have a definition that is useful to your case
and can be offered fairly.
In Summary...
The good case, then, must contain certain components.
Requirements for "THE" Case
1. You must prove (or disprove) the resolution.
2. You need definitions (unless you are Negative).
3. You need at least one value.
4. You need a consistent position.
5. You need to Signpost and use Outline Language.
6. The logical progression of the case must make sense.
7. The structure should be easy to follow.
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Chapter 6
Card-Files, Briefs, and Rebuttal Evidence
The debate does not end with the case. There are also rebuttal speeches that need to be prepared
for. In addition to understanding the arguments, you need to organize your evidence so that you
can easily retrieve them in a debate round.
How Much?
Having read the multiple arguments and books, and having cut enormous amounts of evidence, it is
time to choose the best. Throw out the garbage and the redundant pieces of evidence. Throw out
the confusing quotes, the long quotes, the irrelevant quotes. You really need only thirty to fifty
pieces of evidence for each side to bring into a round. For some topics, you need even less.
Have about one or two really good "cards" (cut pieces of evidence) for each argument you plan on
making or encountering; any more is just a waste of space. You will probably have ten cards that
you use consistently. The rest of them will probably be there "just in case" you encounter that really
strange and bizarre argument that really weird debaters argue.
How do you Organize them?
Having selected the evidence you are going to use in a debate round, you must choose a way to
organize them in a logical and efficient way. There are many different ways people do this:
1. The brief format: some debaters (notably from the policy debate tradition) type out "briefs." A
"brief" is simply a page on which a debater types all of the quotes that relate to the same general
subject. For example:
Argument: Technology is bad.
1. Technology creates problems.
Michael Surry, OMNI, August 1888, p. 24
"Computers and all technology, in fact, cause so many
problems than they are capable of solving. We are far from the ideal
life."
2. Technology dehumanizes people.
Michelle Wagner, Science, April 2000, p. 3
"The more technology increases, the less people are human.
They begin treating each other as machines and as objects rather than
as people with dignity. The problem is significant."
and so forth....
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2. The Card Box: some debaters type or paste the evidence on individual index cards. These cards
include the quote, the source, and a tag line (just as the briefs do) that tells the debater what the
piece of evidence says.
A sample card would be:
Technology creates more problems than solutions.
Michael Surry, OMNI, August 1888, p. 24
"Computers and all technology, in fact, cause so many problems than
they are capable of solving. We are far from the ideal life."
These cards are then put in a box and organized by subject area. Subjects are divided with storemanufactured
cardboard dividers.
3. The Pile-O-Cards Approach: If you have relatively few pieces of evidence, it is also possible to
simply have piles of Affirmative cards and piles of Negative cards that you rubberband together. As
long as you know where your evidence is, this approach can be really effective. This also helps
because the card box rarely fits in the briefcase.
The choice is up to the individual debater. One should use the system that is the most comfortable,
natural, and efficient.
RULE: Organize your evidence in such a way that you
know what's there, know where it is, and can retrieve it
quickly and easily.
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Chapter 7
How to Flow
"Flowing" is the technical debate term for the art of taking notes. The purpose of a flow is to track
the development of specific arguments throughout the debate: the flow should tell you what was
argued and when it was argued (i.e. in what speech a particular argument was made.)
RULE: The flow should tell you what was argued when in
an easily read format.
To flow, any type of paper can be used. Generally, however, the so-called
"flow pad" or legal pad is used. For beginning debaters, this pad should be
used horizontally with the binding on the left. Four vertical lines are drawn to
divide the flow pad into five equal sections. Each of these columns represents
a particular speech. The debater labels each column "1AC," "1NC," "1AR,"
"NR," "2AR" respectively. Everything that appears in the first column, then,
was said in the First Affirmative Constructive. Everything that appears in the
second column was said in the First Negative Constructive. etc...
1AC 1NC 1AR NR 2AR
Cross-Examination periods do not usually appear on the flow. If any important admission is made,
the debater can indicate it on the line dividing speeches.
First Affirmative Constructive
Take notes about the affirmative case in the column labeled 1AC. But what do you flow?
1. the outline/structure of the case
2. definitions
3. the value
4. the key logical steps in the argument
5. analogies and examples
6. evidence sources and what they say
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For example, if you heard the following case:
Imagine a state of nature. Because no government exists, people can do anything they
want. Conscience governs some of the people but not all. There is no order but there is
crime. As a result, a social contract is created and government is formed. Because
democracy is that just government, I affirm today’s resolution, Resolved: that democracy
best promotes man’s important values. To fully understand the implications of this
resolution, we must define the following primary terms: Democracy – direct government
of, by, and for the people that is usually confined to small numbers. Promote – to help
forward. With these two definitions in mind, I offer the following observation: the negative
must prove that other political systems are better than democracy. Mere flaws found in
democracy are not enough to disprove the resolution. Contention 1. Democracy
promotes the value of the individual. Of all of man’s values, the individual is one of the
most important. This can be seen in subpoint A. The individual is very important.
Supreme Court Justice Brandeis makes clear in Law and Democracy that the individual is
very important. “What are American ideals? They are the development of the individual
for his own and the common good.” Subpoint B. Democracy views all individuals as
equal. The fundamental principle of democracy is that everyone has an equal voice in
government. The Encyclopedia of Philosophy declares this as true: “Democracy,
according to this view, requires the dispersal, not the concentration, of power: every
voter has his quantum, making him worth the attention of those who want to govern.”
The Encyclopedia of Philosophy reaffirms the concept of one man one vote. Subpoint C.
Democracy protects individual rights. President Ronald Reagan once stated in an
address on December 10, 1984: “But we do a serious disservice to the cause of human
rights if we forget that, however mistaken and wrong, however stumbling the actions of
democracies in seeking to achieve the ideals of freedom and brotherhood, our philosophy
of government permits us to acknowledge, debate, and then correct mistakes, injustices,
and violations of human rights.” As President Reagan attests, democracies allow the
prevention or cessation of human rights abuses. Along with the individual, democracy
also promotes popular sovereignty. Contention 2. Democracy promotes popular
sovereignty. Subpoint A. Democracy places control with the people. Instead of having
the government controlling society, a democracy places the government under the
control of society. This is good. That is why, as Stanley I. Benn notes, democracy is also
called “government by the people” or “popular self-government.” Subpoint B.
Democracy is based upon the social contract. The social contract is the theoretical
agreement between the people and a government, constituting a basis for a just society.
Democracy is based upon the social contract. Subpoint C. True democracy insures
good law. Since the people are in control, no law is created that harms society. The
Encyclopedia of Philosophy comes to the same conclusion. “Moreover, since the people
are sovereign, the traditionally important safeguards against the abuse of power become
otiose; for, in Rousseau’s words, ‘the sovereign, being formed wholly of individuals who
compose it, neither has nor can have any interest contrary to theirs.’” Obviously,
democracy promotes all values related to the concept of society. Contention 3.
Democracy promotes the quality of life. Subpoint A. The Quality of Life is important.
The only incentive for living is a good quality of life. If one is going to suffer, existence
loses much of its meaning. Two crucial values connected with the quality of life are
freedom and justice. Subpoint B. Democracy promotes freedom and justice.
Democracy, as has already been proven, is based upon the social contract. Since the
social contract promotes freedom and justice, it is logical that democracy promotes
freedom and justice. Ultimately, democracy promotes the individual, society, justice,
freedom, and all other values associated with these. All of which, are man’s most
important values. The resolution, therefore, is affirmed.
Read the passage into a tape recorder or have someone else read it to you. Try to take notes as to
what was said.
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The flow should resemble the following:
Intro: Social Contract
def.
Dem – gvt. of, by, for;
small #s
Promote – forward
Obs. must show other
better
C1. dem upholds Ind.
a. indiv. most imp
Brandeis:
“American ideal”
b. dem. holds Ind.
equal
Enc. of Phil – one
man/vote
c. dem. = indiv. rights
Reagan quote
prevents/corrects
rights viol.
C2. popular sovereignty
a. people in control
Stanley Benn: “gvt.
by ppl”
b. dem upon social
contract
c. dem = good law
people in control
won’t pass law that
hurts self
Rousseau
While you flow, pay very close attention; don't let your mind wander. Listen carefully and listen
before you write. Most of a speech is pure rhetoric. Learn to cut to the core of the argument and
write down the gist. Eventually, you should become so efficient that you can immediately write
down your responses to their arguments in the other columns as they are speaking.
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The Subsequent Speeches
For the 1NC, flow the negative case in the same way you do the Affirmative one. The only
difference is where you place the notes. Flow the case in the second column and underneath the
Affirmative case as the following example shows:
(cont.) …
C3. quality of life
a. q of life imp.
makes life worth
living
freedom and
justice
b. dem. promotes
freedom
and justice
b/c based on soc.
cont.
Neg Case
Intro: Life and
Death
Value: Life
defs:
democracy
promote
Obs. 1. Life most
imp.
w/o life, other values
useless
C1. Dictatorship
best
upholds life.
Karl Marx quote
“the object of the
state
is to protect life . .
.”
… (cont.)
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As for the refutation of arguments, flow responses next to the arguments they refer to and connect
them with an arrow. For example,
(cont.) …
C3. quality of life
a. q of life imp.
makes life worth
living
freedom and
justice
b. dem. promotes
freedom
and justice
b/c based on soc.
cont.
This same method is used for all of the speeches. The key is to "flow" the arguments in the right
place. Stay in the right column (that represents the right speech) and make arrows to show where
certain arguments are applied.
When To Flow
(cont) …
1. life is more
important
than quality of
life
2. freedom and
justice irrel.
without life
1. other gov. can
also be
free and just
2. tyranny best
promotes
life
Neg Case
Intro: Life and
Death
When you are listening, you flow. The problem arises when you are speaking. All prepared cases
should be "pre-flowed." In other words, if you are Affirmative, you flow your case before the
debate even begins. If you are Negative, you flow your case in the lower half of the page in the
second column. As for rebuttals, you flow 1) as you flow their speech. You should begin to write
down your responses as you write down their arguments. 2) during prep time and 3) if you don't
have enough time, you go back and fill in the blanks during your opponent's prep time. Remember
what you said. Write down short tags that remind you what you are going to say. Then, when you
get up to do your rebuttal speech, go down the flow by following the list of responses as you wrote
them down.
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Helpful Hints
1. Practice printing small and legibly.
2. Drop vowels and abbreviate words. Develop your own form of shorthand.
3. Use two different colored pens. Use one for the Affirmative speeches and one for the
Negative's. You can also flow cross-examination in a third color if you'd like.
4. Develop symbols.
Sample Symbols:
“group arguments”
dropped argument
upholds, supports, etc.
undermines, etc.
my value is . . . V V =
=
justice J
leads to, causes, etc.
Practice using these symbols and develop your own. For example, the following means "The value
is justice. When we get justice, society is enhanced:"
RULE: Flowing is discipline that requires practice.
Practice taking notes in class using the flowing technique. Practice flowing debate rounds. Study
the attached sample flow. Anyone can flow with practice.
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What To Do With An Unorganized Person
Unfortunately, some debaters choose to orate instead of debate and are completely unorganized.
The question becomes, how do you flow such a person? The answer is not completely satisfying.
"Do the best you can." Organize the case for your opponent. Tag what you consider to be the
major arguments. Build a case for him/her!! And when you go up to give your speech, begin by
saying:
"The outline of his case wasn't extremely clear but I will try to argue point by
point. In his first point, he seems to be arguing that ...... To this I have three
responses..... His next point states that ....."
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Chapter 8
How to Refute
Debate is a activity in which clash and refutation is key. Learning how to refute effectively takes
time and practice but there are a few helpful areas to focus on:
The Anatomy of an Argument -- Part 1
All value positions can be reduced to two components: a value and a “link” to the value.
Argument:
Value Linking the “thing” being evaluated to the Value
As a debater, you can attack either level of the argument. You can say there is no link to the value
or that the value is undesirable. Either attack is sufficient to refute the argument. For example,
Resolved: that victims ought to be given precedence over the
accused because it will help society.
Affirmative argument:
1. What's good for society should have precedence.
2. Placing the accused above victims hurts society.
As the negative, you can argue:
Negative argument:
1. "Society should not be the ultimate value. The individual and a
fair trial are much more important values."
2. "Guaranteeing accused rights does not harm a society in any
meaningful way."
3. Both.
The Anatomy of an Argument -- Part 2
In addition to having a value and a link to the value, almost every argument includes certain hidden
assumptions that can be attacked.
Argument
Hidden Assumptions
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Learn to point out the hidden assumptions and attack them. Study the following examples:
Argument: "Scientists have a moral obligation to take society into
account when they pursue knowledge because we have a moral
obligation not to harm others."
Assumptions:
1. scientists can affect society when they pursue science
2. society is necessarily good and a moral thing to protect
3. not taking society into account necessarily harms others
Many of these assumptions are obvious but learn to discover them and challenge them. With the
example of the scientists, a negative could argue any of the three assumptions.
Argument: "Democracy is the best form of government because
otherwise, there is no consent of the governed and the majority will
be oppressed."
Assumptions:
1. Democracy is a form of government.
2. Consent of the governed is good.
3. Democracy is the only option to avoid majority oppression: how
about a benevolent dictator?
4. The majority won't oppress the minority.
5. Democracy works and is even possible.
Resolved: that public education in the United States should be a
privilege, not a right.
Negative Argument: "Public education needs to be a right because
everyone needs to know basic skills in order for society to prosper."
Assumptions:
1. People will gain skills with public education as a right.
2. Not everyone will have access to education if it were a privilege.
3. Society prospers when everyone is guaranteed public schooling.
4. Society is the paramount consideration when determining
individual rights.
All four of those assumptions can be challenged. A debater can argue that people can still get
necessary skills with education as a privilege and that society actually prospers more when there is
the element of competition in education.
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The Art of Distinction
The art of distinction is the process of making your opponent's arguments irrelevant. This allows
you to 1) focus the round around a few basic issues and 2) get rid of certain arguments without
refuting them. If you can show how certain arguments have nothing to do with what you are saying
and have nothing to do with the resolution, then there is no need to even consider them. That is the
purpose of distinction. So many Lincoln-Douglas arguments revolve around such distinctions.
Indeed, some say that philosophy itself is merely a series of fine distinctions. Study the following
examples:
Resolved: that the pursuit of scientific knowledge ought to be
limited by a concern for societal good.
Negative argument: "Science is crucial for society. Science determines and defines
what is good for society, thus we shouldn't limit science."
Affirmative distinction: "I'm not saying that science should be banned, only that it
should be limited when it conflicts with societal good. When the two are
compatible, then there is no need to limit the pursuit of science."
Negative argument: "The pursuit of scientific knowledge is an individual right that
cannot be limited by an amorphous concern for societal good. John Locke writes
that individual rights trump societal good. John Rawls writes that an individual
possesses an inviolability founded upon Justice that the good of society cannot
override."
Affirmative distinction: "I'm not saying that the government should halt individual
actions through coercive measures. The negative is assuming that the resolution
specifies action on the part of the government. I'm merely saying that an individual
scientist ought to limit himself/herself when he/she feels that the pursuit threatens
society. We are only talking about moral obligations, not rights against the
government."
Affirmative argument: "Science can hurt people. For example, nuclear warheads
harm people and make them suffer. Therefore, clearly the pursuit of science should
be limited."
Negative distinction: "I'm not talking about the applications of science. Clearly
the use of nuclear warheads can hurt people. But in today's resolution, we are only
dealing with the pursuit of knowledge itself. The knowledge about nuclear power
can only be good and it can't possibly hurt anyone."
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Affirmative argument: "Unlimited science is ridiculous. No one has an absolute
right to do anything he/she wants."
Negative distinction: "I'm not saying that science should be unlimited. I'm arguing
that science should not be limited by a concern for societal good. Morally, we
should limit science to protect other individual rights, but not by an amorphous
concern for society."
The idea is rather simple: Try to eliminate many arguments from the debate by simply showing how
they are misapplied and therefore irrelevant. Warning: don't be too quick to dismiss major
arguments as irrelevant.
Logical Fallacies
It is helpful to think of arguments as mathematical or logical proofs. There are certain steps or
assertions that make up an argument that must make logical sense. A good refutation to certain
arguments is to identify the logical flaws. The following are some of the most common.
1. Logical leap/Non Sequitur: This means that an argument simply doesn't follow. In other
words, the reasons that the debater gives do not support the conclusion the debater asserts. In
pointing out this logical fallacy, identify those further components that the debater needs to prove.
For example:
"Ronald Reagan was the United State's best president because his
movies were all done brilliantly."
The conclusion about Reagan's presidency doesn't follow from the reasoning. The debater would
have to show how movie performance relates to presidential performance.
2. Circular Reasoning: People argue in a circle when they try to prove a statement by using that
very same statement. Hence, the circle. For example:
"This television set doesn't work because there is something wrong
with it."
"Society is the most important value in today's round because
otherwise, the community and all the people in it will be hurt."
In this last example, the argument assumes itself. Why should society be the most important value
in the round? Because otherwise, society will be hurt. The assertion reduces to a circle.
You might think that no one would ever argue in a circle. You'd be surprised. Some people who
haven't researched or do not understand a particular topic do this simply to have something to say.
If you think about a certain argument and reduce it to its basic components, you'll often find a circle.
Point it out.
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3. Hasty Generalization/The Inductive Fallacy: People commit an inductive fallacy when they
try to derive a general principle from a very narrow example.
"All cars have power steering because the one my mom drives does."
Just because my mom's car has power steering clearly doesn't mean that everyone's car does, or even
that most cars do.
4. Compositional Fallacy: One cannot argue that what is good for the whole is necessarily good
for the part; to do so would be to commit a compositional fallacy. What is good for a single part is
by nature different from what is good for the whole. A typical example of this fallacy would be:
"When we value society, we automatically benefit the individual.
Indeed, society is more valuable than the individual because we also
get so many other important values."
If the above argument were true, then there would never be a conflict between society and the
individual. Clearly, you can't make such a logical leap.
5. Naturalistic Fallacy: David Hume was the first to identify this fallacy when he argued that you
cannot derive an "ought" from an "is." In other words, Lincoln-Douglas debate is all about what we
ought to do. You can't determine what we ought to do by looking at what people actually do or
want to do, etc. This fallacy comes in many forms. For example:
"Justice must be the most important value because according to a
recent survey done by Newsweek, 99% of Americans considered
Justice to be the most essential of all the values."
Just because the majority of the people believe a certain thing does not mean that they are right.
People used to condone slavery and bigotry and yet no one would argue that slavery or bigotry
ought to exist.
"Freedom is the most important value because people naturally desire
freedom."
Just because I naturally desire something does not mean that I ought to. Some murderers like Jack
the Ripper naturally desire to kill people. Does that mean they ought to?
"Promoting the general welfare is the most important duty of a wellfunctioning
government because the Constitution says so."
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The naturalistic fallacy should be obvious by now. Just because the Constitution says so, it does not
mean that it is so. The debater must prove that we ought to do everything the Constitution says.
Robert E. Carter, "Beyond Justice," The Journal of Moral
Education, Volume 16, Number 2, May 1987, p. 86
"Hume's law simply asserts that the field of values is sui generis; that
'oughts' can only come from 'oughts' and never from 'ises.'"
There are, of course, many other possible logical fallacies to make. The easiest way to identify them
is to compare the reasons given by the debater with the conclusion and ask yourself "Does this
necessarily follow? Is it necessarily true?"
Towards Strong Refutation
1. Don't expect to have strong refutation if you wait until the debate round to start thinking. Most
of the thought that goes into developing strong arguments in refutation takes place before the
tournament even starts. You have to develop your skills and deepen your analysis by practicing.
RULE: Most of the thought and analysis takes place
before the debate even starts. Think through a set of
arguments which you feel opponents will raise.
2. Be certain to avoid the tendency to argue for arguments sake. Blind refutation does not enhance
your position in a debate round. Argue from a central theme and take a consistent approach. For
example:
Argument: "Public education in the United States should not be a right because in
Puerto Rico, for example, it's not a right."
Weak Refutation: "Puerto Rico is not in the United States so the argument falls."
Stronger Refutation: "I have shown you that public education needs to be a right in
order to guarantee equal opportunity in the United States. The Negative is
committing a logical fallacy when he argues, 'Puerto Rico doesn't have a right so we
shouldn't.' Just because something doesn't exist now does not mean that it ought
not to. In addition, what is true for Puerto Rico is not necessarily true for the United
States as a whole. His analysis simply doesn't follow."
The idea is to develop a position through the case and the refutation. Choose arguments and
responses in relation to that position. "Puerto Rico is not in the United States" is a very weak
response and totally irrelevant to your position.
RULE: Avoid blind refutation.
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Chapter 9
How to Debate Values
Lincoln-Douglas debate involves a particular type of clash: the value clash. Many debates will center
around a determination of the comparative worths of one value to another. What do you do when
you uphold society and your opponent upholds the individual? How do you show that the value of
society is more important than the value of the individual? Resolving value conflicts is the subject of
this chapter.
There are many different ways to show why one value is more important or the most important. I'm
going to explain nine ways to do so but as always, my list is not conclusive. Thinking about values is
the purpose of Lincoln-Douglas debate.
1. Irrelevance: The easiest way to win a value conflict is to show how the opponent's value is
irrelevant. If you can do this, then there is no need to resolve the value conflict. A value can be
irrelevant if the resolution doesn't impact it in any way or if the opponent never really supports it.
For example:
Resolved: that apples are better than oranges.
Value Conflict: Nutrition v. Military Security
A debater can argue that military security is irrelevant and thus, never have to prove
why nutrition is more important.
2. Effects: You can determine the validity of a value hierarchy by looking at its probable
consequences. In other words, "What happens when you value one above the other?" Suppose you
have the following resolution. Resolved: that United States foreign policy ought to place a higher
priority on a country' stability than on individual rights. The obvious value conflict is between
individual rights and stability.
"In order to determine what value is higher, we need to look at what happens when
we place concerns of stability above individual rights. When individual rights are
subordinated to any value, then a particular country will tend towards totalitarianism.
The essence of a democratic society is to take security risks in the name of individual
rights. A democracy may not be the most secure and efficient society, but it is the
most just."
The argument can go the other way as well.
"When individual rights are placed above stability, then we lose all human values.
The reason people enter society is for stability. Without stability, there is no
guarantee of any values. Without stability, even individual rights and life are
ultimately undermined."
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3. Intrinsic Worth: You can determine the importance of values by looking at the intrinsic worth
of those values. Intrinsic worth refers to the value of a concept in and of itself. Webster's II New
Riverside Dictionary defines intrinsic as "of or relating to the fundamental nature of a thing:
inherent." Thus, individual rights are intrinsically valuable because we consider them worthwhile in
and of themselves. Food is not intrinsically valuable because it is only desirable because it leads to
something else. On the other hand, one can argue that a value like Justice is intrinsically valuable:
we revere it simply because of its justness. You can use the concept of intrinsic worth in resolving
value conflicts. Study the following examples:
Value Conflict: Equality v. Justice
"Equality is not intrinsically valuable. We can all be equally enslaved, equally
starving, equally dead and no one would consider those states desirable. Equality is
only valuable when we have justice first."
Value Conflict: Stability v. Individual Rights
"Stability is not intrinsically valuable. We can have a very stable totalitarian regime.
Hitler had a very stable society at one point in his dictatorship. Stability is only
valuable when we have individual rights. For example, we were willing to risk
stability for the sake of rights during the American Revolution."
4. Hypothetical Conflict: One method for ranking values is to use a hypothetical conflict in
which you have to choose between them. In other words, you can argue that life is more important
than liberty because if you had to choose between them, you would choose life. Note: the two
values don't even have to come into conflict in reality. You can still determine that one is more
valuable than the other by assuming a hypothetical conflict.
5. Encompassing: A technique that debaters love is akin to an old car salesman gimic. "My value
encompasses yours. So not only do you get X but much much more."
Value Conflict: Societal Good v. Happiness
"Societal good encompasses happiness and so it is the higher value. When you get
societal good, you get happiness for all."
Value Conflict: Quality of Life v. Justice
"The quality of life is more important than justice. Justice is only one component of
a good quality of life and is subsumed by this greater, overarching value."
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6. Lexical Priority/"You can't have one without the other.": This argument is the natural
corollary of number 5. One value is more important than another because without this one, you
can't get the other one. One has to come first before the other one: hence, lexical priority (a
sequence in time).
Value Conflict: Quality of Life v. Justice
"Justice is the most relevant value in today's round because you can't even achieve a
good quality of life without it. My opponent argues that justice is merely a
component of a good quality of life. But she fails to realize that justice is a necessary
component."
Value Conflict: Life v. Quality of Life
"Life is the most important value because without it, other values are useless. Life
simply has to come first before we even consider a good quality of life."
7: Value Purpose: Before one can really weigh values, one has to understand the purpose of certain
values. In other words, if the purpose of value X is to promote value Y, then obviously Y is more
important than X. Try to determine why we even value something and use that bit of information
in resolving the clash.
Value Conflict: Society v. Individual
"According to John Locke, the reason we enter society is to protect ourselves. The
very purpose of society is to enhance the individual. Clearly, then, when the
individual and society conflict, the individual is the more important value. Society
loses its value when it ignores the individual."
Value Conflict: Happiness v. Justice
"The only reason we value justice is because it makes us happy. If happiness and
justice conflict, then obviously happiness should take precedence."
Value Conflict: Life v. Quality of Life
"Life has no intrinsic value. The only reason we live is to have a good quality of life.
The quality of life, then, is much more important than life itself."
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8. Appeal To A Third Value: If two debaters can agree to a third value, then one can weigh two
values in terms of the third. One could argue, for example, that the basis of all values is happiness.
When there is a conflict between two values, then, you simply evaluate them in terms of happiness.
Value Conflict: Society v. Privacy
"We have agreed that the purpose of society is to enhance and guarantee individual
rights. In order to decide whether society or privacy ought to take precedence, we
need to look at both in terms of the larger scheme of individual rights. Privacy is
only one right whereas society guarantees all others. Obviously, then, society should
take precedence."
9. The Philosophers: Lastly, to find specific arguments about values, one should look at the works
of various philosophers. They make a living thinking about the resolution of value conflicts. The
more philosophy you read, the better off you'll be. You can't go wrong with too much
understanding.
Ultimately, value clash should be the most central aspect of the debate. Be prepared to argue in
support of your value against all other foreseeable values. Choose your values wisely because you
have to defend them.
RULE: Don't shy away from value clash: it's the essence of
Lincoln-Douglas debate.
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First Affirmative Constructive
Chapter 10
The Affirmative Speeches
This speech is six minutes long. As mentioned earlier, all you do is deliver your prepared case. The
case should be timed beforehand to guarantee the right length. There is no reason for a debater to
have bad delivery in this speech. Being entirely prepared, there is no excuse for great gestures,
fluency, etc. How you do in this speech will set the tone for the debate.
First Affirmative Rebuttal
Because this speech is only four minutes long, it is very difficult to deliver a good rebuttal without
much practice.
Purpose: the purpose of this rebuttal is to refute the negative and reestablish the Affirmative.
Order of Presentation: there is much disagreement over this but the conventional practice is to
present an overall major flaw with the Negative position, refute the specifics of the Negative case,
and then reestablish the Affirmative position. It is important to start with the Negative case so you
can discredit it while it is in the judges mind and then end strong with a solid Affirmative position.
As you start your rebuttal, tell the judge how you plan to organize the speech. The structure of the
1AR should resemble the following:
"Before turning back to the Affirmative case, I'd like to show how the
Negative's analysis is lacking in today's round. Throughout his case, the
Negative assumes [the major flaw]...... He presents the value of ..... In his
Contention 1, he argues ....... Now let's see how the affirmative position still
stands. I argued in Contention 1 that .... Clearly, in today's round [summarize
and clinch argument.]"
Go Down The Flow: As you go over each case, go down the flow by addressing each point in the
order that it was presented. Refer to the specific arguments by approximating the words that your
opponent uses and employing his/her outline. It is important to cover almost everything; any
argument that is not discussed is considered a "dropped argument." "Drops" are considered to be an
agreement. Thus, any argument you don't refute is won by your opponent.
How To Refute: The essence of refutation is dealt with in Chapters 8 and 9. In addition to those
skills, you must also learn the mechanics of refutation. As you deal with each individual argument,
learn to follow the following formula:
1. Tell the judge where you are. (i.e. Contention 1, Observation 2, etc.)
2. Summarize the Negative's argument. ("She argues...")
3. Then, give the judge your response. ("This is wrong because....")
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Remember to do all three steps. Experienced critics will like knowing where you are on the flow.
Inexperienced judges need to hear the argument again. And the necessity of a response is selfevident.
Sometimes you'll have more than one argument in refutation to the Negative's. When this
is the case, remember to number the arguments for clarity and effectiveness.
Study the following model and observe how the various elements work together.
"In her Observation 2, Mary argues that Equality is the most important
value. But she never really supports this. First of all, equality has no intrinsic
value. We can all be equally dead or equally suffering and no one would
consider this desirable. Secondly, equality finds its value in terms of justice.
Equal justice is the goal we want. And thirdly, Mary never shows why
affirming the resolution we undermine equality."
Evidence: Debaters have a tendency to ignore evidence in the rebuttal speeches. Evidence can really
add ethos to your presentation and is essential. Evidence should back up your analysis. In the 1AR,
try to use one or two short pieces of relevant evidence.
Summarize: At the very end of the speech, take some time to summarize the basic Affirmative
position. This brings the debate out of the specific details and back to the larger picture.
Time Press: The hardest aspect of the First Affirmative Rebuttal is the time constraint. Four
minutes is a very short time to reestablish your side after a seven minute negative constructive.
Rushing or "spreading" is the worst remedy to the time problem. Learn to do the following instead:
1. Isolate the crux of the argument. Don't get bogged down in minor details.
2. Learn to group similar arguments. If two Contentions really say the same
thing, then group them and refute the argument with one try.
3. Learn to focus the debate by distinction. If the negative's argument is really
irrelevant, get rid of it.
4. Practice word economy. Practice conveying an idea with the fewest words
possible.
5. Avoid repetition. Try not to repeat yourself too often.
Second Affirmative Rebuttal
The 2AR is the last speech in the debate and lasts only three minutes. Because the Affirmative gets
the "last say," learn to capitalize on this by emphasizing persuasion and clarity. The purpose of this
speech is to crystalize (group similar arguments and focus) the issues of the debate.
No New Arguments: Lincoln-Douglas rules do not permit new arguments in the last speech because
the Negative cannot respond. You can use new examples, new analogies, etc. but no new extensions
or arguments. There is one exception: you can bring up new arguments if the Negative brings up
entirely new arguments in the Negative rebuttal. But when this happens point out the fact that the
Negative violated the rules and you are only responding. Using new arguments to win the round is
highly unethical and word spreads fast when there is an unethical debater. Some judges will even
operate on a "punish paradigm" and give anyone who violates the rules the automatic loss.
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RULE: Do not bring up new arguments in the 2AR.
There are two possible ways to do the last rebuttal. Both of them are effective and you should be
flexible enough to handle either one, depending on the situation.
1. Going Down The Flow: With this approach, you would essentially do another (but shorter)
1AR. Refute the negative position first and then reestablish the Affirmative case by dealing with
each specific argument in turn. Keep the last 30 seconds, though, to summarize the Affirmative
position. Try to write the ballot for the judge (not literally). In other words, be very specific and
identify those issues that you are winning and tell the judge why you have proven the resolution.
You should adopt this "flow" approach if there are numerous little arguments floating around the
debate that need to be addressed. Otherwise, use the second approach.
2. Reviewing the Voting Issues: Another way to give the 2AR is to identify the major areas of clash
and deal with those instead of the specific details. Choose three or four voting issues and show the
judge why you have proven the resolution. Again, you should try to "write the ballot" for the judge
by being very specific. With each voting issue, be sure to detail the following:
1. What is the major argument?
2. Where do these arguments stem from on the flow?
3. Why is this important? Why did you choose this as a major voting issue?
4. How do I win this voting issue? What analysis did you give? What evidence?
5. Impact: So what? Tell me why winning this issue wins you the debate.
Study this example:
"Today's debate has boiled down to three major voting issues. The first is the values
clash. I argued the value of Justice while the negative has argued the value of
Equality. This is the most important issue because if Equality is less important than
Justice, then all of the Negative arguments become irrelevant. I argued that equality
has no intrinsic value. We can all be equally dead. Equality only has value when
there is justice. Mary never really argued this at all. She merely repeats her position
that equality is essential but never tells us why. Clearly, then, because Lincoln-
Douglas debate is values debate, justice is the only value we should look at when
evaluating the round."
"...The second voting issue concerns the impact of Affirmative Action programs.
Mary argued that Affirmative Action is essential for equality in her second
Contention. I've shown you how equality is not the most important consideration.
Instead, we should look at Justice. I've shown you how Affirmative Action is reverse
discrimination and violates the principles of Justice ....."
In the last thirty seconds, summarize the Affirmative position and persuade the judge with concrete
reasons to affirm the resolution. You might want to put down the flow pad and concentrate on
delivery in the last few moments of the debate. Take advantage of the last speech with clarity and
persuasion.
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Chapter 11
The Negative Speeches
As the Negative there are both advantages and disadvantages. You have only two speeches and
don't get the "last say." But you do have much longer speeches in which to develop sound
arguments. Time is not as much an issue as it is for the Affirmative. Learn to take advantage of that
fact.
First Negative Constructive
The 1NC is seven minutes long. Though some coaches will disagree, present the negative case first
and then refute the Affirmative. There are several reasons for this order of presentation.
1. Start off strong with the prepared section. You should be completely fluent.
2. You should establish the Negative position before you attack the Affirmative.
Otherwise you'll tend to repeat yourself a lot. You will probably use your
negative case to refute some of the Affirmative's arguments. Because you want to
argue from a position, it makes sense to establish the negative position first.
The negative case should be anywhere from three and a half to four and a half minutes long. After
the case, say something to the effect of "With this in mind, I'd like to review the Affirmative
arguments and show you why they are lacking." And then refute the Affirmative arguments by
going down the flow. Attack them in the order the Affirmative presents them. As you should in the
1AR, begin the refutation with a general, basic flaw in the Affirmative's position and then go to the
specifics.
For example,
"...With this in mind, I'd like to review the Affirmative arguments and show you why
they are lacking. Throughout his case, Greg makes a significant mistake by assuming
that victim rights and accused rights have to come into conflict. Instead, justice
requires that we value them equally. Greg first presents his value of crime control.
Clearly, in our efforts to control crime, we must be just. The ends cannot justify the
means. In Contention 1, Greg argues that victim participation is essential for the
criminal justice process. To this I have three arguments. First of all...."
Use time to your advantage by giving as many different arguments as you can, but remember to
establish a consistent position.
Negative Rebuttal
This is your last speech so make it memorable. Unlike the 2AR, there isn't a significant time
restriction: you have a full six minutes. Use both strategies of "going down the flow" and "voting
issues" in the NR.
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Order of Presentation: Begin by refuting the Affirmative's specific arguments and then reestablish
the negative case. Follow the same pattern of refutation as you do on the Affirmative side. Tell me
where you are, what the argument is, what you argued, why you win, etc. At the very end, crystallize
the debate into the several voting issues and tell the judge why you win these arguments. Write the
ballot for the judge.
Evidence: Don't forget to use evidence in the Negative Rebuttal. There is plenty of time. Try to use
two to three short pieces of evidence to lend credence to your position.
Because the Affirmative has the last speech and can often cheat by bringing up new arguments, learn
to preempt Affirmative arguments. Preemption is the process of anticipating Affirmative responses
and defeating them before they are even brought up.
"Now the Affirmative might argue [such and such.] But realize that ....."
And when you have a particularly important argument, point out the rule to the judge: "Please
remember that the Affirmative cannot bring up new arguments in the last rebuttal. That would be
unfair because I don't get an opportunity to respond." Of course, remember not to bring up new
arguments yourself in the Negative Rebuttal.
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Chapter 12
Cross-Examination
There are two cross-examination periods in Lincoln-Douglas debate. The first one, in which the
Negative questions the Affirmative, occurs after the 1AC. The Affirmative questions the Negative
after the 1NC. Both cross-examinations last for three minutes. In general...
1. Look and talk to the judges. Traditionally, debaters do not direct their words
at their opponents. You are trying to persuade the judge, not your opponent.
2. Be very attentive during the speeches and during cross-examination.
3. Be in control but don't be rude. Rudeness undermines any advantage you
have.
4. Be friendly (i.e. use your opponent's name).
Asking Questions
Purpose: There are many purposes to cross-examination. They are, in order of importance...
1. Filling in any blanks or omissions on the flow.
2. Understanding and clarification. You can't argue unless you understand what
you are arguing against.
3. Pointing out the logical flaws of the opponent's position.
4. Setting up your own position.
1 and 2, though the most important, should be minimized because they don't improve your position
in the round. Every argument should be on the flow the first time around. In general, the purpose
of cross-examination is to obtain psychological control of the round.
Preparation: Since debaters should NOT take preparation time before cross-examination periods,
the question arises: "When do you come up with all those great questions?" There are essentially
two times to do so:
1. Before the debate even starts. Most of the thought and analysis for any resolution
occurs before the debate. A debater should have thought of all the possible arguments
and should know what types of questions to ask.
2. While Listening to the opponent's speech. Think of your opponent's speech as a
logical proof. As you listen to the arguments, ask yourself, "Does the logic follow?"
"What exactly is he/she saying?" "What are the reasons for their conclusion?" "What
analysis is there?" "What are the assumptions?" You should be solidifying your own
position while listening to the speech. Circle the three areas you want to attack in crossexamination
and then go after them.
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Note: If absolutely necessary, use some preparation time. It is better to take some prep
time than have a bad cross examination period.
Helpful Hints: Successful questioning takes practice and time but the following suggestions are
helpful.
1. Pick three or four basic, fundamental areas to go after (i.e. a major contention, the
values, etc.) When you begin to ask questions, identify where you are on the flow, what
argument you are referring to, and then proceed. For example, "In Contention 2 you argue
that society is the most important value. What happens when society comes into conflict
with the individual?...."
2. Have a specific goal in mind. (i.e. I want them to admit that Contention 2 is irrelevant,
etc.) Don't ask questions without an objective you want to achieve. Otherwise, questions
tend to be random. Don't question for questioning's sake.
3. Think in terms of lines of questioning instead of just one question at a time. The
strategy is to proceed in little steps and have your opponent dig their own grave. Anticipate
answers and trap your opponent. A strategy is important. For example,
1. I'm going to clarify his position. "So is society more important
than the individual?"
2. He's going to say yes, of course. Answer: "Yes."
3. Now I'm going to ask him a directed question about the nature of
society. "Why do people enter a society?"
4. Now he's going to skirt the issue for a while but eventually I want
him to answer: "People enter a society to protect their rights and
interests."
5. Now I'm going to reword what he just said and throw it back at
him. "Oh. So society exists to protect individual interests?"
6. Now he'll have to agree otherwise he'll contradict himself.
Answer: "Yes, that's one purpose of society."
7. Now I'll impact his answer. "So society is valuable only insofar as
it promotes the individual?"
8. He's trapped. Yeah!
The idea is to have your opponent admit as many logical steps as possible so he/she has to
answer a certain way or else be guilty of a contradiction. You want to set up a dilemma for
your opponent. Dilemma questions are great. The classic dilemma question is "Have you
stopped beating your sister?" Either way you answer you make yourself look bad. That's
what you want to happen in cross-examination.
4. Be persistent but know when to stop. Don't give up on the question when they skirt the
issue. You can say something like "You aren't answering my question. I'm asking...." But
do know when to stop; beating a dead horse doesn't get you anywhere.
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5. Use short, simple, specific questions instead of long-winded, rambling, pointless ones.
Clarity adds to effectiveness and renders it almost impossible for the respondent to escape.
6. Don't use too many open-ended questions. Direct the questions to a desired goal
instead. For example, "Why should the resolution be affirmed?" is much too open ended
and only invites a rambling answer. Instead, "Why do people enter into a social contract?" is
much more directed.
7. Take control of cross-examination. Realize that the time is yours. You're supposed to
ask the questions. Be polite but don't be afraid to cut off long-winded answers with a simple
"Thank you. I understand."
8. Use any admissions in your next speech. Cross-examination is pointless if you don't
carry it into the speeches and the flow. For example, "Society is less valuable than the
individual. My opponent even admits in cross-examination that the only purpose of society
is to protect the individual. When the society doesn't do that, then it loses all its value."
9. Know when not to ask a question. Sometimes pursuing a line of argumentation in crossexamination
will do more harm than good. If you know you won't succeed with a certain
line of questions don't pursue it. You can pursue it half-way and use some of the
admissions to set up your responses in the rebuttal.
When the respondent does not answer the way you want him/her to:
1. Move on to another line of questions, or
2. Guide the respondent back on track by pointing out the inadequacies of their answer.
Ideally, you should have phrased the questions in such a way that you can only answer one
way and seem rational.
Answering Questions
1. Don't get mad. Don't take any of this personally even though some opponents may
make personal attacks.
2. Be skeptical when answering questions but be reasonable. Anticipate dilemma
questions and keep your eye open for traps. But at the same time, paranoia doesn't help.
3. Be confident and pleasant when answering questions.
4. When encountering dilemma questions, point out the false assumptions those
dilemmas rely on. For example, if asked "Have you stopped beating your sister yet?"
answer "I've never beat my sister. Your question falsely assumed that I have."
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5. Laugh at yes/no questions (not literally). If the questioner forces you to answer yes or
no, simply point out that the answer is not that simple. If they insist, say "maybe." If you
have qualifiers in your answer, give them before you answer; otherwise, the debater will cut
you off. So instead of saying "Yes, some of the time," say "Sometimes, yes."
6. Don't be afraid to give short answers. Long-winded answers bore the judge and make
you look less confident and assured. Relax. You shouldn't be afraid of any possible
question they can ask.
7. If your opponent obviously misunderstands one of your arguments, stop them, clarify
your position so he/she looks inexperienced, you look good, and the judge understands
what you are saying. Confusion hurts both debaters.
8. If you don't understand a question, say so. This is very important. Many less confident
debaters will assume that the judge thinks they (the respondent) are at fault if they say "I
don't know" or "I don't understand." A major rule of thumb (if you're prepared on the
topic) is: If you don't get it, the judge doesn't either.
Cross-examination can be the most exciting part of the debate. Some debates are actually won
during cross-examination periods. They can be great, informative, and fun as long as debaters take
them seriously, practice them, and are polite.
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Chapter 13
Preparation Time
According to NFL rules, debaters have three minutes throughout the debate to prepare for their
speeches. This time can be taken at any time but there is a total of three minutes for each debater.
(Note: at some tournaments, "prep time" can be different but it is usually three minutes.)
When to take preparation time:
1. Learn to allocate the three minutes wisely. Most debaters split the three minutes into
two one and a half minute blocks. Affirmatives use prep time before the 1AR and the 2AR.
Negatives use prep time before 1NC and the NR.
2. Although sometimes it might be strategically wise to use as little prep time as possible,
the general rule is to use all of it. Use the time to better prepare the speech, to practice
wording, and to number the specific responses.
What to do during your preparation time:
During your preparation time, write down the responses to your opponent's arguments. Formulate
your general strategy and position. Find the evidence you need. Before you get up, take a deep
breath and prepare to give a relaxed, confident speech.
What to do during your opponent's preparation time:
Most debaters forget to use their opponent's prep time to their advantage. Use this time to flow
what you said in your speech that you didn't have time to write down beforehand. Find the
evidence that you think you might use. If you really have nothing to do, sit and look confident. But
by all means, do not disturb your opponent.
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Chapter 14
Presentation
Because Lincoln-Douglas debate is an exercise in persuasion, the debater's presentation is crucial.
Though part of presentation is natural ability, anyone can develop strong presence and delivery
through hard work.
Presence
The debater wants to exude confidence, aggressiveness, and assertiveness. But at the same time, you
want to avoid arrogance. The difference is a fine line but an important one. Be friendly but at the
same time professional. The goal is to get the judge to like you so that he/she wants to vote for
you. Smiling (but not inane grinning) during the debate exudes confidence and humor (or at least
implies a nice personality). Be energetic and active. Sound interested in what you say. Facial
expressions are crucial. If you don't exude excitement and interest the judge will fall asleep
unimpressed.
Voice
In terms of delivery, you want to sound conversational and extemporaneous but at the same time,
completely fluent. Many people tend to slip into a fake orator mode when they debate. Avoid that.
Be as natural as possible. Pretend you are talking to a friend. Honesty and sincerity in your voice is
a plus.
Movement/Gestures
Movement should be natural. Transitional walks are great if you can walk confidently. Avoid
pacing, shifting your weight, stiffness, and fake walks. Try not to move in front of obstacles. Don't
feel compelled to use a podium. Deliberate, natural movement complements the presentation.
Gestures should also be natural. The purpose of the gesture is to convey meaning, emotion, or
emphasis. Use big and full gestures and gesture between the shoulders and the waist. They should
not detract from the speech. Don't feel compelled to gesture on every word and try not to bounce
your gestures. Don't be afraid to put your hands down at times. But do gesture.
Eye Contact
Good eye contact is crucial for successful debating. Effective communication is a conversation
between the speaker and the listener. Talk to the judge, not at the judge. The eyes tell the audience
a lot about the speaker: sincerity, honesty, level of interest, confidence, possibly fear. When a
debater avoids eye contact, he/she loses all persuasive ability, looks unconfident, and looks
insincere. Maintaining eye contact also allows the speaker to gauge the audience. Are the judges
paying attention? Are they asleep? Are they understanding? Actually, the best way to get a bored
judge to pay attention to you is to look at him/her. It's hard to fall asleep when you know someone
is watching and talking to you. Try to establish meaningful eye contact with almost everyone in the
room. Be natural. Pretend you are talking to your best friend and are sincerely interested in
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knowing how he/she thinks. (But don't be mechanical and psychotic. Staring and scaring doesn't
help your presentation).
Using the Manuscript
A particular problem for debaters is the manuscript, case, and flowpad. There are four things to
keep in mind when using the manuscript. 1) maintain eye contact. Don't be tied to the "flow" and
ignore the judge. 2) keep the manuscript from becoming a barrier between you and the audience. 3)
gesture with the manuscript. 4) make sure the papers are neat (perhaps in sheet protectors or on a
clipboard); they shouldn't fly around. Think of the papers as a natural extension of your arms and
feel comfortable enough to gesture with them.
Increasing Clarity
A big problem with extemporaneous speeches is the tendency to be convoluted and
confusing. Clarity ultimately comes with practice. Listen to yourself speak or in
front of a friend and practice those arguments you have trouble with.
Six Steps Towards Clarity
1. Understand what you are saying.
2. Be concise.
3. Learn to use your opponent's words. If they use the term "subjugation
of the masses," use the same phrase when you refer to the argument.
4. Use analogies and examples.
5. Juxtapose. When you tell the judge what you ARE saying, tell him/her
what you AREN'T saying as well. Contrasting the two clarifies your
position. For example: "Science needs to be limited. Now I'm not saying
that we should eliminate science altogether, but merely that it needs to be
regulated."
6. Practice. It's that simple.
When You Make a Mistake
No debater is perfect. When you make a mistake simply grin, laugh at yourself, and go on. The
great debater can overcome mistakes and still look stellar. For example, I once watched this
extemper say "As we all know, small things come in good packages" when he really meant to say "As
we all know, good things come in small packages." What did he do? He smiled, corrected himself,
and proceeded to win the round.
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Chapter 15
Becoming the Awesome Debater
Seven Ways to Becoming the Debater Everyone Admires
1. Discipline. The philosopher Aristotle once wrote that it isn't enough to know what's good and
what's right, you also need the discipline and the strength of will to act on that knowledge.
Discipline is key. It is one thing to read this text and understand what it takes to be a good debater.
It's an entirely different thing to actually become one. Force yourself to flow neatly. Force yourself
to argue from a position. Force yourself to follow the time allocation suggestions. Force yourself to
feel nice in cross-examination. Discipline is the way to becoming a great debater.
2. Practice. No one can become a stellar debater overnight. It takes work. Practice debating. If
you aren't fortunate enough to have teammates to debate against, debate yourself. Create a flow
sheet and debate both sides. Practice word economy and fluency by speaking in front of the mirror.
Talk to yourself outloud. Practice rebuttals again and again until they are perfect. As all parents say,
practice makes perfect.
3. Analysis. Lincoln-Douglas is an analytical event. The more you think about the topic, the more
successful your argumentation will be. Don't assume that mere delivery will win the rounds. Many
judges actually vote on arguments. The key to incredible cross-examination, to devastating
refutation, to impenetrable case positions is analysis. And deep analysis takes time. Follow that
great IBM motto: THINK.
4. Do an Individual Event. While L-D emphasizes analysis, it also emphasizes presentation and
delivery. The best way to improve that aspect of your debating is to concentrate on an individual
event also. Almost any event will benefit your debating. But perhaps the best Individual Events to
do would be Original Oratory and Extemporaneous Speaking.
5. Refinement. Preparation is an on-going activity. Don't assume that you are ever finished
researching, thinking, writing, practicing, etc. Refinement is the key to success. After each
tournament, assess what happened and act accordingly. There is no such thing as stasis: you either
improve or you get worse.
6. Be coachable. Believe it or not, you can benefit from your coach. Be teachable and openminded
enough to take criticism. Even judges comments are helpful. No matter how stupid you
think a particular judge is, take those comments and learn from them. Obviously, there must be
something you can do better.
7. Be adaptable. There are debaters so adaptable to individual judges that they can consistently
persuade both the "novice" judge and the very experienced "coach" judge.
Above all, have fun. Lincoln-Douglas debate is a great event!
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