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In the 1980s, a new argument called a "kritik" was introduced to intercollegiate debate. [24] Kritiks are a unique type of argument that argue "that there is a harm created by the assumption created or used by the other side"—that is, there is some other issue that must be addressed before the topic can be debated.
In policy debate, constructive speeches are the first four speeches of a debate round. Constructive speeches are each followed by a 3-minute cross-examination period. In high school, constructive speeches are 8 minutes long; in college, they are 9 minutes. In general, constructive arguments are the only time that a team can make new arguments.
The topics for public forum have to do with current-day events relating to public policy. Debaters work in pairs of two, and speakers alternate for every speech. It is primarily competed by middle and high school students, but college teams exist as well.
The first speech each person gives is called a “constructive” speech, because it is the speech when the first person of the team speaks positively, presenting the team's main idea without rebuttals that have not occurred, presents the basic arguments they will make throughout the debate.
Impromptu debate is often considered to be more akin to Public Speaking since speeches can be anywhere between stand-up routines, to the reputations of nations, depending on the topic given to the contestants. Contestants will be given a list of abstract topics when the event begins and will create a speech on their chosen topic. [43]
It is often conducted orally, and a formal oral argument between two sides is a debate. [20] The purpose of argumentation (also called persuasive writing) is to prove the validity of an idea, or point of view, by presenting sound reasoning, discussion, and argument to thoroughly convince the reader. Persuasive writing/persuasion is a type of ...
Monroe's Motivated sequence presents itself as a core model in communication theory because there is otherwise little guidance for presenters in organizing ideas in persuasive speech. [11] [12] The benefit of Monroe’s motivated sequence theory is that it focuses on persuasive techniques to reach an intended outcome.
Traditionally, rebuttals were half the length of constructive speeches, 8–4 min in high school and 10–5 min in college. The now-prevailing speech time of 8–5 min in high school and 9-5 in college was introduced in the 1990s. Some states, such as Missouri, Massachusetts and Colorado, still use the 8–4 min format at the high school level.