Parts of constructive speeches

Each speech has responsibilities and things to cover. Here is a list of those things to keep in mind as you begin to outline and research.

1AC:

State resolution (what you are arguing for)

Define terms (remember the words desirable, and substantial)

State the affirmative case (why status-quo is failing, HARM)

Present affirmative plan

1NC

Object to affirmative definitions of terms (attack topicality)

State the negative position

Attack specific affirmative contentions

2AC

Respond to any objections to definitions of terms

Attack the negative philosophy

Respond to the objections to the affirmative contentions

2NC

Attack the affirmative solvency

Present disadvantages to affirmative case

develop any new argumentation on topicality

First Negative Rebuttal

Renew attack on topicality

renew attack on affirmative case

First Affirmative Rebuttal

Refute the new material presented by the second negative constructive.
Select the most important issue in the first negative rebuttal
Refute the key issues against topicality and case

Second Negative Rebuttal 

Select the negative's strongest issues.
Explain why these issues are sufficient to merit a negative ballot.
Explain why other issues do not merit an affirmative ballot.

Second Affirmative Rebuttal

Respond to remaining negative objections against plan
Respond to remaining negative objections against case

Cause ya'll don't read your packet!

Yo! You betta read dis action

http://en.wikipedia.org/wiki/Case_(policy_debate)

Also you should look up the definitions and be comfortable with their usage for the following terms:

Inherency 
Solvency
Harm
Stock issues 
Topicality 

SAMPLE OUTLINE FOR THE AFFIRMATIVE CASE AND PLAN

This outline is an example of a structure for an Affirmative Case and Plan that they would present in their First Affirmative Constructive. It consists of three main “contentions” and the affirmative Plan. Each contention represents one of the three burdens the affirmative must demonstrate for a complete Case: Inherency, Harms and Solvency. Under each major

contention there might be sub-points, although there is no set number for that. For each contention and sub-point there would be evidence supporting those claims.

1. Inherency – The Status Quo Fails to Improve Schools
   
   1. Insufficient Resources Being Spent on Schools
      
      1. Federal Government
         
      2. State Governments
         
   2. Teacher Salaries Are Way Too Low
      
2. Harm – Schools in the United States are Bad Shape
   
   1. Schools All Through the U.S. are Falling Apart
      
   2. Test Scores are Declining for Millions of Students
      
   3. Academic Achievement is Crucial
      
      1. Success in College
         
      2. Employment Opportunities
         
      3. There is a “Right” to Adequate Education
         

Affirmative Plan: The United States Federal Government should adopt a policy of raising teacher salaries, modeled after the program in the State of Ohio.
III. Solvency – Our Plan Will Improve Schools

1. Higher Teacher Salaries will Attract More Qualified People
   
2. Teachers are the Key to Better Schools
   
3. This Proposal is working in the State of Ohio 
   
   
   
   
   THE MECHANICS OF HAVING A DEBATE: FLOWING
   Debates will become complicated. Even in relatively simple rounds there are often 20 or 30 claims that must be addressed. Keeping these arguments organized is crucial for success and to make sure you don’t miss anything. If you miss something you will likely lose.
   As a way to keep track of both teams’ arguments debate has developed a convention known as “flowing.” Flowing is basically a system for organizing and following along the details of the debate. While most young debaters view flowing as a chore, more experienced debaters quickly understand that having a good flow makes winning debates much easier.
   Flowing is keeping a record of the speech-by-speech course of each argument. There is a standardized way to do it, but each person tends to develop her or his own variations. Learning how to flow may be one of the most difficult and boring tasks in learning how to debate, but it is among the most important. Some people flow on paper, and some flow using a computer spreadsheet program. Here are some basic steps to get started.
   Step 1: Divide each sheet (paper or computer) into seven columns. Each column represents one speech in the debate. There are eight speeches in the debate but the two Negative Block speeches can be put in one column. Seven is the most columns you will ever need. Start in the left-most column then keep moving one column to the right for each later speech. At first, you’ll find it helpful to write the speech abbreviations (1AC, 1NC etc.) at the top of each column.
   Step 2: Start with the Case Flow. Do this by writing the details of the 1AC Case in the left-most column, from top-to-bottom. Try to write down the numbers or letters, the tags, the main point of the argument, and any details you can of the evidence that is read. You can use several sheets for the Case Flow to keep the major points of the 1AC separated.
   Step 3: The 1NC speech will be flowed partly on new sheets and partly on the Case Flow sheets. When the 1NC presents Off-Case arguments they should start on their own new sheets (the Off-Case Flows) in the left-most column. Each Off-Case argument should be on its own sheet. When the 1NC starts to attack the affirmative Case, the flowing should switch over to the Case Flow where you would write in the second column, next to the related parts of the 1AC.
   Step 4: The 2AC (and subsequent speeches) responses should be written down on their appropriate sheet, depending on whether they are answering the Off-Case arguments or rebuilding their Case. Off-Case arguments stay on the Off-Case Flows, and all the Case arguments stay on the Case Flow. Keep the Off-Case Flows separate from each other.
   Step 5: When it is your own turn to speak, prepare by writing out your arguments in the columns that belong to you. Try to keep your writing in those columns. You might want to make your columns wider so you’ll have more space to write things out in detail.
   Step 6: Develop shorthand abbreviations. You’ll quickly learn that you don’t have time to write out words all the way otherwise you’ll miss too much. Come up with a shorthand that you (and your partner) can recognize. You can use “AF” to abbreviate “Africa”. You can use the letter “T” to abbreviate “Topicality”. You can use symbols, like an up-arrow to stand-in for “increase”. Even words that aren’t jargon can be shortened. In the place of the word “engagement” you could write “eng”.
   Step 7: Practice, practice, practice. This is really the only way to learn how to flow and to improve. Flow practice debates and any other debates you see, even if you are just an observer. Practice abbreviations when you are taking notes in school. 
   
   
   
   

Dependence on oil

We are dependent on oil, both foreign and local. There are constant debates about drilling in Alaska and increasing off shore drilling in the gulf. If nuclear power can replace oil then we would be preserving Alaska as the wilderness it is. Also, take into consideration the massive spill in the gulf a few years back, how often does a tanker tip over and what are the repercussions of such accidents? What are the environmental responsibilities to stop off shore drilling? If nuclear power will preserve our natural world, why sacrifice that to maintain the status quo ?

Sources

Here are some sources for research.
Additional resources are available at www.nef1.org/debate.
Utah Debate Manual Password is: utahdebate


Websites for Research


Utah Department of Environmental Quality - http://www.deq.utah.gov/



Utah Division of Water Resources - http://www.water.utah.gov/



State of Utah, Office of Energy Development - http://www.energy.utah.gov



State of Utah, Governor's Energy Advisor - http://www.energy.utah.gov/



Utah Geological Survey - http://geology.utah.gov/utahgeo/energy/index.htm

Sierra Club - http://www.utah.sierraclub.org/

U. S. Environmental Protection Agency - http://www.epa.gov/

U.S. Department of Energy

http://www.eere.energy.gov/kids/

http://www.eere.energy.gov/

http://www.energy.gov/energysources/index.htm



University of Utah - http://www.nuclear.utah.edu



Energy Solutions - http://www.energysolutions.com



Utah Division of Radiation Control - http://www.radiationcontrol.utah.gov



Kane County Water Conservancy District - http://kcwcd.com/



San Juan County Water Conservancy District - http://sjwcd.org/Home.html



Emery County Water Conservancy District - http://www.ewcd.org/



Emery County Office of Economic Development http://www.emerycounty.com/economicdevelopment/index.htm



Idaho National Laboratory

https://inlportal.inl.gov/portal/server.pt/community/about_inl/259



American Nuclear Society (ANS) - http://www.new.ans.org



Blue Castle Project - http://www.bluecastleproject.com



Heal Utah - http://healutah.org



Articles for Research

http://www.sltrib.com/sltrib/news/55052878-78/company-utah-site-energysolutions.html.csp

http://www.bluecastleproject.com/files/news_items/117-4312%20Nuclear%20power%20answer%20to%20clean%20energy.pdf

http://archive.sltrib.com/article.php?id=20332602&itype=storyID

http://archive.sltrib.com/article.php?id=19747213&itype=storyID

http://archive.sltrib.com/article.php?id=16670055&itype=storyID

http://archive.sltrib.com/article.php?id=17965285&itype=storyID

http://archive.sltrib.com/article.php?id=19803929&itype=storyID

http://archive.sltrib.com/article.php?id=19934801&itype=storyID

http://www.deseretnews.com/article/865556149/Environmental-groups-tribes-protest-nuclear-power-plant-along-Green-River.html

http://www.deseretnews.com/article/865553059/Lawsuits-challenge-water-rights-granted-for-nuclear-power-plant.html

http://www.deseretnews.com/article/865551075/State-engineer-stands-by-decision-in-N-water-use.html

http://www.deseretnews.com/article/700196735/Nuclear-power-plagued-with-huge-costs.html?pg=2

http://www.bluecastleproject.com/files/news_items/99-State%20Engineer%20Green%20River%20Nuclear%20Power%20Press%20Release.pdf

http://www.bluecastleproject.com/files/news_items/116-92812%20The%20Nuclear%20Renaissance%20Is%20Back%20Industry%20Panel%20Says.pdf

http://www.bluecastleproject.com/files/news_items/117-4312%20Nuclear%20power%20answer%20to%20clean%20energy.pdf

http://www.bluecastleproject.com/files/news_items/111-Nuclear%20Energy%20Must%20Be%20Part%20Of%20The%20National%20Mix.pdf

First affirmative constructive

Ok. I anticipate there are questions about what I want to have prepared for Monday. Many of you haven't been able to meet for one reason or another, and that is fine, but it is time to start preparation. Soooo... What does that mean exactly?? You should have a speech prepared supporting nuclear power. You need to lay out your arguments for why we need nuclear power in addition to introducing the problem with the current system.

Maybe the current system is too expensive? Maybe you want to focus in intergenerational responsibility? In other words, is our usage of coal and fossil fuels responsible for future generations?

I would avoid the obvious arguments of environment just because I think that would be one of the first things the opposition will plan for. You want to come up with arguments that will surprise the opposition and leave them scrambling.

Tweet me or email me for questions. Be prepared to deliver to the rest of the club.