Chapter 3: The Skills of Research
1. When preparing to research a proposition, why should you begin by developing a
list of key terms?
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Making a list of key terms will you define and clarify your topic.
You will find additional resources and the scope of your topic will continue to
grow
2. Which type of evidence is considered to be the least educationally defensible? Why?
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Handbook evidence
Part of the value of debate is the acquisition of research skills.
Strict rules with regard to the accuracy of evidence cited in a debate
3. Why would it be to your advantage to use a computerized index rather than a card
catalog?
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Provides all information found in card catalog
List present availability of book
Help facilitate subject searches
Permits the search of many years at one time
Usually attached to a printer (print hard copy)
4. If you need to determine how qualified a person is to speak to a topic, where can you
find information?
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American Men of Science
Biography Index
Current Biography
Directory of American Scholars
Who’s Who, Who’s Who in America, Who’s Who in the East, etc.
5. Research goes beyond what is found in the library. On any given topic, there are
numerous groups that print information concerning the topic. How do you tap these
resources, and how do you determine their value?
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Who might be interested in the problem area?
Who would gain from the adoption of the resolution?
Who would lose from the adoption of the resolution?
Conclusions and interpretations in the material you receive will not
necessarily be objective. Approach material with caution (watch for biases)
6. What are the essential items of information that a piece of evidence should contain?
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Topic heading (tag or slug)
Citation
Author’s qualifications
Evidence quotation itself
7. The reading and research skills learned for debate can be applied to other areas as
well. Describe some of these other applications.
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Schoolwork (writing term or research papers)