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Re: Speed

>>>>>>>>>>
As a teacher of Speech Communication, I cannnot vote in a debate
round for a style of delivery that I would flunk in the classroom.
>>>>>>>>>>

Why in the world would you confuse a classroom activity with a competitive
one? Just because our activity has traditionally been associated with that of
speech comm, doesn't mean that every aspect of it has to be comperable.

>>>>>>>>>>
My question to those who go fast is WHY? 
>>>>>>>>>>

Because it is a tool to use in a "competition". Why does Barry Sanders run as
fast as he can? Because if others cannot catch him, his team will win. The
same holds true for debate. It is frequently forgotten that what we do at
"tournaments" (the very word assumes a competition) is different than what we
do in the classroom. I, for one, think that if all you want to do is learn
about debate (and it's stylistic concerns), then you should stay in the
classroom and learn to your heart's content. However, if it is the
competition (with the victory being VERY important) that you desire, then by
all means come compete at a tournament.

>>>>>>>>>>
Where do you use this skill that you spend so much time learning? 
>>>>>>>>>>

First, why is it important to use the skills outside of debate? Why is it
that you place a much higher value on the skills "we" use than the skills
used in other "competitive" activities. Have you ever asked a diver where
they will use the skill required to do a reverse 3 1/2? Why not ask a gymnast

where he will use the skill to work the pommel horse. These are competitions,
and the skills are used to win. Beyond that, it is up to the individual as to
which skills s/he uses, and how often.

Additionally, your focus on speed diminishes the importance of other key
skills that we learn regardless of rate. Research skills, critical thinking
skills, management skills, and a host of others are learned by debaters at
any speed. Why focus on the one skill which may not transcend into the "real
world" (whatever that is).

>>>>>>>>>>
The 1st Affirmative constructive, the speech where these is no pressure from
your opponents to go fast, has numberous references to "unintelligible".
>>>>>>>>>>

Not having read THAT particular transcript, I cannot comment DIRECTLY to your
example. However, I do question your assumption that the 1AC does not need to
go fast. In the face of an almost certain dumping by the 1nc, the need to
have enough footing for the 2ac to build on is crucial.

I would also wonder if the lost words were all that important. Do you think
that EVERY word in an 8 minute speech is absolutely necessary to the outcome
of the debate? Again, having not read this transcript I can only speak in
generalities, but it would seem that the judges heard enough to render a
decision. Afterall, isn't that enough?

Peace,

Bob Lechtreck
Bakersfield College
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Archive created by Jonathan Stanton (jonathan@cs.jhu.edu)
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