Coaching Resources
Nebraska Debater Benchmarks: Know where you are headed in the development of
your debaters. Know what benchmarks you are trying to achieve in their learning.
Organize your instruction and assessment. Start with the Nebraska Debate
Benchmarks:
In order to measure the qualitative growth any debater, the Nebraska Debate
community uses designated benchmarks for each year of a debater’s development.
These benchmarks help debate coaches and administrators design teaching
strategies and methods, and help them assess the progress of individual debaters
and of debate teams as a whole.
Qualitative benchmarks also assist the Nebraska Debate community in balancing the
crucial focus on the scope and breadth of programming – student participation
metrics – with results-oriented and sustained commitment to programming that is
qualitatively meaningful, has depth, is consistent with broader standards of rigor
within the broader context of high school competitive academic debate, and perhaps
most importantly, produces measurable learning outcomes aligned with broader
academic goals.
The numbers attached to each benchmark are for reference purposes and do not
imply sequential ordering to their teaching or learning, though year two
benchmarks build on year one benchmarks, and likewise year three/four
benchmarks build on what should be learned by debaters in their the first two
years.
Year One Benchmarks
Debate Round Mechanics
(1) Speeches, cross-examination, prep time
(2) Role of the judge, function of the ballot
Debate Tournament Mechanics
(3) Debate round scheduling: pairings, prelim rounds, elim rounds
(4) Competitive mechanics: seedings, speaker points and awards, elim structure
Basic Affirmative Burdens
(5) Case burdens: inherency, harms, solvency
(6) Affirmative off-case burdens: desirability, topicality
Basic Negative Argument Options
(7) Case attacks – structure and utility
(8) Off-case arguments: disadvantages and topicality violations – structure and
utility
Use of Evidence
(9) Evidence formatting: tag, cite, text
(10) Evidentiary standard in debate: what needs to be evidenced and why
Flowing
(11) Mechanics: structure of a flow, what is flowed
(12) Utility: how a flow is used and why it is used that way
Refutation/Clash
(13) Refutation construct (“they say x, we say y”)
(14) The principle of refutation in debate – silence = assent
Speaker Duties
(15) Affirmative speaker duties and roles: 1AC, 2AC, 1AR, and 2AR
(16) Negative speaker duties and roles: 1NC, 2NC/1NR (the negative block), and
2NR
File Organization and Maintenance
(17) Organizing files: labels and maintenance
(18) Organizing files as the library of argument options, including filing with subdivisions and the capacity to easily access commonly used arguments
Introduction to the Topic
(19) Broad knowledge of the public policy context from which the topic comes
(20) Understanding the Core Files
Speaking Skills
(21) Speaking fluidly, clearly, with proper pronunciation, with adequate volume,
and with eye contact
(22) Including the use of emphasis and vocal dynamics for persuasive effect
Year Two Benchmarks
Advanced Negative Options: Counterplans and Critiques
(23) Counterplans: structure and utility
(24) Kritiks: structure and utility
Creating Negative Strategies
(25) Forming a coherent strategy from argument options
(26) Focusing on the end game: which arguments will be extended in the 2NR and
how the
round will be won, including the use of basic risk calculus
Advanced Affirmative Strategy
(27) Leveraging the affirmative case to answer negative case and off-case arguments
(28) Offense, defense, and impact calculus against negative off-case arguments
Advanced Refutation Skills
(29) Perfecting the refutation construct (“they say x, we say y”)
(30) Grouping and cross-applying arguments while refuting
Argument Inter-Relationships and Clash
(31) Analyzing argument inter-relationships within a broader policy context
(32) Resolving clashing arguments
Advanced Flowing
(33) Efficient flowing: use of readable symbols; ability to condense opponent
arguments into short tag-lines
(34) Flow organization: proper use of spacing on single sheets and organization of
issues between sheets; and flowing out one’s own responses
Introduction to Debate Research
(35) Techniques for electronic and library research, including the collection of cites
from opponents, and from wikis
(36) Targeted research: researching for individual pieces of debate evidence
Advanced Use of Evidence
(37) Choosing the best and most useful Core Files evidence (or arguments from
other prepared
files), supplementing with additional research and updates, and deleting or not
using weaker evidence
(38) Highlighting or underlining all key arguments from the Core Files (or other
prepared files) for efficiency and strategic value
The Topic: Key Themes
(39) Reading the key articles and book sections that make up the Core Files and
other commonly run arguments
(40) Understanding the broader themes on the topic, both affirmative and negative,
and their public policy contexts.
Advanced Speaking Skills
(41) Speaking clearly and articulately, with minimal use of verbal crutches, even at
high speed
(42) Maintaining clear organization throughout a speech, handling issues in a
debate with the use of signposting and without jumping around, and beginning the
speech with a clear roadmap.
Year Three and Four Benchmarks
Affirmative Case Research and Construction
(43) Locating evidence sufficient to modify and improve upon a Core Files case (or
another prepared case) and to construct a new affirmative case
(44) Constructing three layers of affirmative blocks: the 1AC, 2AC front-lines, and
affirmative rebuttal extension blocks
Researching Cases on the Negative
(45) Locating negative case evidence, starting with affirmative research sources,
and creating negative case blocks
(46) Approaching negative case research as a search for links and case-specific
strategies, including counterplans and other off-case arguments
Deploying Generics
(47) Understanding the utility of each component of big negative generic positions
that apply to a wide variety of cases on the topic
(48) Maintenance of negative generics – e.g., uniqueness, impact scenarios,
emphasis on links and counterplan solvency – so as to make generic strategy more
case-specific
Advanced Topicality Debating
(49) Effective, specifically applied, clearly articulated debating about standards for
interpreting the meaning of the word or words at issue in the topicality violation,
and compelling argumentation for (or against) topicality being a voting issue
(50) Evidence-based, comparative debate about the language and context of
definitions used to interpret the topic
Analyzing and Arguing Over Text
(51) Reading and interpreting closely to successfully execute “micro-debates” (e.g.,
debates about individual pieces of evidence)
(52) Connecting “micro-debates” to the full round in order to give it weight
Advanced Cross-Examination Skills
(53) Projecting confidence, mastery, and a winning ethos in cross-ex
(54) Using cross-ex to set up strategies and/or gain concessions about evidence, not
merely for clarification
Risk Calculus
(55) Understanding fully the components of risk calculus (e.g., time-frame,
probability, magnitude, uniqueness, causation)
(56) Using comparative risk calculus to explain which arguments are most
important in the debate and to support an effective narrative
Story-Telling
(57) Narrating the overall, big-picture story of the debate in the last two rebuttals,
or setting up that story-telling in the previous two rebuttals
(58) Identifying inter-relationships between issues in the debate and making
strategic or conditional concessions in order to enhance one’s overall position
(“Even if [or though] they are right about X, we still win because of Y.”)
Advanced Theory
(59) Comprehending conditionality, dispositionality, PICs, kritik framework, agent
specification, permutation theory, and other common theory arguments
(60) Attaining a facility with performative and other forms of critical debate –
including facility with links, the implications of discourse/speech acts, kritik
alternatives, e.g.
Refining Rebuttal Technique
(61) Demonstrating word economy, embedded clash and other advanced methods
to increase refutation within speech time limits
(62) Improving notably through the use rebuttal re-works, mini-debates, and other
practice methods to refine rebuttal technique
Making the Topic Your Own
(63) Formulating an intellectual position on the topic, and converting that
intellectual interest into an affirmative case and negative generics
(64) Gaining an overall strategic view of the most effective arguments on the topic,
and building on that view to obtain a deep knowledge of at least one sub-area of the
topic.
Flowing
Flowing is the process of taking notes during a debate round that helps both
debaters and judges alike remember and understand what happens in each
debate round.
-Flow Sheet There’s no real improvement in competitive academic
debate that doesn’t start with the flow sheet. There is a version that is
useful if you are flowing on your laptop (which is attached) or refer to the
power point of the importance of flowing.
Resources
There are several resources available to you as a coach to help with your year! Let’s
start with the basics:
-The National Speech and Debate Association Website:
http://www.speechanddebate.org/
This is a fantastic resource, which includes a bevvy of important information
including current topics, league rules and expectations, an explanation of each
event, and so much more. Please check this out for basic needs and read through
the information there when time permits.
-National Speech Communication Theatre Association (NSCTA)
http://www.nscta.info/
There is a conference held every year near the end of September that is a wonderful
way to network with other like professionals, attend actionable workshops, and
garner ideas for your teams and classrooms. You will not regret gaining so much
professionally, and connecting with colleagues who can help you throughout the
year. Check the website for conference dates and information!
-Additional Manuals
1. Guide for starting a team
https://app.box.com/embed/agu1tg21z76g2tr.swf
2. Guide for running the team
https://app.box.com/embed/2nptjrckm73eytb.swf
3. Guide to Professional Development
https://app.box.com/embed/e4sx53xnxjffunk.swf
4. Coaching Guide for Beginning Debaters
https://app.box.com/embed/d3fttlsj2lpznui.swf
5. Coaching Guide for Speaking Style
https://app.box.com/embed/gjd6m4dz2so8p6l.swf
6. Coaching the Affirmative
https://app.box.com/embed/0z76o1x9b9em7ka.swf
7. Coaching the Negative
https://app.box.com/embed/iimlsv45t39782j.swf
NDCA Debate Resources
These are a collection of debate resources by the National Debate Coaches
Association to utilize in the classroom. It provides innovative ways to convey debate
concepts and styles of speaking to students.
Debate General Curriculum
http://www.debatecoaches.org/curriculum/
Recruiting Tips
First, talk to colleagues and department heads about identifying promising students
(based on class placement or testing) who should be on your team. Once you have
those names, create an envelope with a printed-out invitation - this can be fancy or
relatively inexpensive, just make sure it conveys the idea – saying they've been
selected to join or try out for an elite group of students in the school and listing the
next meeting time/place. Have this envelope delivered to them by a teacher who
knows them well and can help sell their involvement in debate.
Second, have some of your more experienced debaters join you in addressing
classes. Take 5 minutes to pitch not only the academic benefits of debate, but also
how much fun it is, how competitive the tournaments are, how students from all
over the city make new friends and compete for awards using their ideas and their
point of view.
Third, have recruiting fliers that target students coming off of other activities. Yes, I
hear from coaches all the time that they lost a student to football or some other fall
sport. What I've found successful as a coach is having fliers that target athletes and
students looking for an activity that balances out their activities - have them say
something like "Join Debate's Winter Season Now Keep Your Mind Warm" or "Fall Sports Over? Join Our Championship Team for
Debate's Winter Season - Compete With YOUR IDEAS" or something less corny but
similar. I'd do the same thing again for the "Spring Season" - students don't know
that debate is a year-long activity and they can certainly do well joining after the
second tournament and get caught up pretty quickly in JV. Some of my best
debaters, including a starter on a Varsity baseball IHSA state runner-up team, were
athletes who joined halfway through the year - I found that what they had to catch
up on in terms of debate content was more than balanced out by their
competitiveness and ability to work within a team and stick to a regular schedule of
practice and preparation.
Fourth, if you haven't already done so, borrow great ideas from coaches, and have a
parent info night where you invite students and their parents (this could mean
mailing a nice packet of materials home and requesting they RSVP). Order some
pizza, have some food related to the countries in the topic, or have a screening of
“The Great Debaters” with popcorn –the specific idea of what would appeal to your
students and their families is yours, but make sure it's engaging and appealing. I've
never coached at a school with a budget of more than $4,000, so I've learned you can
be creative here about resources, involving parents - some restaurants will donate
food or will donate a portion of their proceeds and throw in meals for your group if
you help pass out advertisements or get people to come out for one weekday
evening when business is typically slow, a fun potential fundraiser. Getting parents
on-board as volunteers is critical not only to getting students committed, but also to
helping get support for the team within the school. Have a sign-up sheet and
available positions such as Parent Judge, Debate Parent Volunteer Organizer, School
Support Leader, Community Visibility Leader – these aren't just decorative titles,
having active parents can be a great asset to any team.