2nc k aff good t(nonframe)& framework

2nc k aff good t(nonframe)& framework - Topicality...

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Topicality
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Deliberation Skills Explanation/Extension (Extend our “Deliberation Skills” impact.) Debating an agreed-upon topic for an entire season is valuable because it trains students to effectively deliberate . The process of debating the topic is valuable independent of its content : successive strategic iterations, moments of evaluation, and reiterations of arguments in the context of a structured discussion train students to appreciate multiple perspectives and better conceptualize and communicate informed positions. Switching sides on the question is important because it establishes a framework for thinking through problems and solutions from multiple angles . Content- based critiques of the topic aren’t responsive to our process-based defense of topical debating — that’s Lundberg. Even if the content of the affirmative is valuable, the process they endorse is not. Debating the topic challenges students to articulate and defend positions grounded in the best evidence for and against the proposition. Knowledge of the topic increases depth of inquiry and quality of evaluation . Lundberg 10 — Christian O. Lundberg, Associate Professor of Rhetoric in the Department of Communication Studies at the University of North Carolina at Chapel Hill, holds a Ph.D. in Communication Studies from Northwestern University, 2010 (“The Allred Initiative and Debate Across the Curriculum: Reinventing the Tradition of Debate at North Carolina,” Navigating Opportunity: Policy Debate in the 21st Century , Edited by Allan D. Louden, Published by the International Debate Education Association, ISBN 9781617700293, p. 299) Part of the benefit of debate in this regard is that more than simply fostering student engagement with the curricula by incentivizing mastery of the material and engendering a cooperative learning environment, debate practices also facilitate the application of course material to students’ everyday lives (Kennedy 2007, 183; Martens 2005, 4). Debate practice is uniquely effective in fostering application because it demands that a student have a relatively comprehensive grasp of a subject area, but , more important, that they articulate a position relative to the issues in the debate , and evaluate the competing claims that they might make in relation to the strength of the evidence that supports them (Schuster and Meany 2005). Thus, debate practices foster not only engagement with an issue but also an evaluation of a student’s position relative to an issue in the light of the best arguments for and against a proposition . Debate offers privileged access not only to content mastery, or even opinion formation, but what is more important is that it bridges the gap between the theoretical knowledge inculcated in the classroom and the specific personal stands that one might take both toward a specific resolution and , more broadly, toward the critical argumentative connections that a given resolution for debate accesses. Debate then has the potential to create a depth of inquiry and evaluation relative to the
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