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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.
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.
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. The second speech is called a “rebuttal”, because ...
The volume of an ordinary breath is about 400 to 600 mL, but normal speech requires about 50 mL of gas per syllable, so saying the words “I can’t breathe” would require 150 mL of gas, the ...
In competitive debate, most commonly in the World Schools, Karl Popper, and British Parliamentary debate styles, a point of information (POI) is when a member of the team opposing that of the current speaker gets to briefly interrupt the current speaker, offering a POI in the form of a question. This may be as a correction, asking for clarity ...
Competitive debate, also known as forensics or speech and debate, is an activity in which two or more people take positions on an issue and are judged on how well they defend those positions. The activity has been present in academic spaces in the United States since the colonial period .
The days event's included speeches from the likes of John Lewis, a civil rights activist who currently serves as a U.S. congressman more than 50 years later, Mrs. Medgar Evers, whose husband had ...
The social and cultural contexts in which health communication occurs are also widely diverse and can include (but are not limited to) homes, schools, doctor's offices, and workplaces, and messages must consider the variant levels of health literacy and education of their audience, as well as demographics, values, socioeconomic issues, and many ...