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.