1st Affirmative Constructive (5 minutes)
The debate begins and ends with the affirmative team. The 1st affirmative speaker begins by introducing his partner and then stating the resolution which his team would like adopted. The 1st affirmative then gives the 1st affirmative constructive speech. In this pre-written speech, the 1st affirmative speaker must show that there is an
inherent
problem with the status quo which cannot be solved under the existing structure of laws. In the
Hazelwood v. Kuhlmeier
case, this inherent problem is that principals and school officials can censor articles in school publications without having to give students any reasons.
The 1st affirmative speaker must show the harm caused by the status quo. Evidence must be presented to substantiate each harm presented. Finally, the 1st affirmative must show the significance of these harms and the results of these harms to the students’ lives.
After showing there is a problem by covering the above, the 1st affirmative must show that his team can solve the problem by presenting a plan. The plan must show how the resolution, that student publications be protected by the 1st Amendment, will be implemented. Presenting a more detailed plan with specific steps is advantageous. It helps protect against arguments by the negative that important ideas of implementations were not considered.
The final step in the 1st Affirmative Constructive speech is to show that the plan will work. The affirmative teams shows there will be more problems and if their plan is not adopted and why their plan has advantages over the status quo. The 1st affirmative asks for an affirmative judgment in the debate.
1st Affirmative Cross Examination (2 Minutes)
Questions
asked by Second Negative
In preparing for cross-examination, it is essential that the teams listen carefully to one another and take notes. Cross-examination is an opportunity to question the information presented by your opponent. It is a chance to show that what was said was unclear or incorrect. the questioner can only ask questions. He cannot make statements. He should ask as many questions as possible and have follow up questions to hold the upper hand. The main goal is to keep control and in this case to poke holes in the plan presented by the 1st affirmative.
Note: While the 2nd negative is cross examining the 1st affirmative, the 1st negative should be preparing and refining his speech. There is only five minutes of preparation time for each team throughout the debate and this time should not be used unnecessarily.
First Negative Constructive (5 Minutes)
The 1st negative constructive speaker is responsible for attacking the affirmative’s case. He must concentrate on showing that there is no inherent problem with the status quo. In this case that means that school newspapers across the country have worked very well under the present system. There are no significant problems with allowing school officials the right to censor articles and any change in the present system would cause significant harm. Any problems with the status quo can be remedied with minor changes.
First Negative Cross-Examination (2 minutes)
Questions asked by 1st affirmative
(see 1st affirmative cross-examination for suggestions.)
Second Affirmative Constructive (5 minutes)
This speech refutes the arguments that 1st negative just brought up. The 2nd affirmative basically rebuilds the points made by the 1st affirmative and proves that the negative attacks are weak or incorrect. The 2nd affirmative must show that there is an inherent danger in censorship and prove that minor repairs are not enough. Further, he must show that only adoption of the affirmative plan for protecting the rights of student journalists will solve the problem. 2nd affirmative must deal with the question of solvency—showing how the plan will solve the problem.
Second Affirmative Cross-Examination (2 minutes)
Questions asked by 1st Negative.
Second Negative constructive (5 minutes)
This negative speaker concentrates on showing that the affirmative plan will not work. This speaker prepares beforehand several attacks which may or may not apply. After hearing the affirmative plan, this speaker chooses the attacks that apply. It is important to use only attacks that are relevant. Listening and taking notes will help the 2nd negative be persuasive and spontaneous in attacking the affirmative plan.
The 2nd negative attacks should serve two major functions. First, they should show that the affirmative plan does not meet the stated needs. Allowing students complete autonomy to write anything they want, for example, takes away the opportunity for students to learn from advisors what is or is not appropriate for a school newspaper. Second, they should show that adoption of the affirmative plan will result in significant disadvantages. Students allowed to print anything without “prior review” may disrupt the learning process and cause serious rioting and libel suits.
2nd Negative Cross-Examination (2 minutes)
Questions asked by Second Affirmative
1st Negative Rebuttal (3 minutes)
This is the point of the debate used to summarize arguments. The 1st negative begins the process. It is at this point that teams may wish to use any of their 5 minute preparation time that still remains.
The 1st negative rebuttal should attack the affirmative need for change argument. It should also develop the negative position further with evidence. It should continue to show how the affirmative plan won’t meet the need. It should also summarize what the negative team has proven.
1st Affirmative Rebuttal (3 minutes)
The 1st affirmative rebuttal answers all arguments made by the negative toward the need for change and the plan for that change. 1st affirmative should focus on major issues and give a summary emphasizing the strength of own case. Finally, the 1st affirmative should point out what the negative has failed to prove.
2nd Negative Rebuttal (3 minutes)
2nd negative should summarize the negative case and defend the present system. The 2nd negative should also point out issues that the affirmative team failed to discuss. The negative should call for rejection of the affirmative’s plan and the resolution. The 2nd negative should focus on the major issues and can be emotional.
2nd Affirmative Rebuttal (3 minutes)
The 2nd affirmative speaker ends the debate. In this rebuttal the 2nd affirmative calls for acceptance of his team’s plan and the resolution. This can be an emotional speech and should summarize the affirmative’s own case. It should also give reasons why the affirmative should win and should refute the negative’s replies. The 2nd affirmative should also point out issues that the negative failed to discuss. Finally, the 2nd affirmative should focus on the major issues.
After the 2nd affirmative rebuttal is finished, the judges confer and based on the arguments presented determine the winner. In debate, however, both teams are winners. Debating teaches higher level thinking skills and research skills which make participation a victory in itself. This fact is
not
debatable.