write a one page paper of what you
performed, and what was something you learn/could benefit from/new
experience make sure you emphasize that! and dont use outside sources
the writing below is Ai written make sure to revise and make your own writing and u can add information on how i was feeling and what occurred like the type of speeches
mentioend you worked with ther OCSL WITH ROZ FOSTER
you can add some of these in your own words for what i learned
Expected Student Learning Outcomes: By the end of this course, students will be able to:
1. Demonstrate an understanding and appreciation of the various types of oral presentations within
intercollegiate speech and debate.
2. Develop and demonstrate critical thinking skills within the context of judging arguments in
various types of oral presentations.
3. Develop an understanding of running or participating in intercollegiate/ high school debate or
speech tournaments.
4. Develop and demonstrate skills in the types of presentations common to their chosen participation
on either the speech or debate team.
5. Develop and demonstrate the ability to deliver and evaluate effective debate or speech strategies
common to the chosen participation.
6. Converting written documents and speaking styles into genres—methods of performance and
presentation that link core arguments into the process of argument and debate. Students will
convert speaking skills—including persuasion theories—into tailored arguments for distinct
judging paradigms.
7. Intellectual collaboration. Students will be working in groups and with partners to prepare
collaborative research assignments, contributing to the overall research effort of the tea
you can also use this for more information
Competition choices (you are in the class for this)
Policy debate- is a form of debate competition in which teams of two advocate ( Affirmative and
Negative) for and against a resolution that typically calls for policy change by the United States federal
government. The topic is the same the entire year.
IPDA debate- is a form of debate that is either one on one or two on two teams that debate a resolution
that changes from round to round. The resolutions can range from propositions of fact, value, policy, or
metaphor, and other made of types.
Parliamentary Debate – is a form of debate where teams of two debate head-to-head. Tournaments issue
a new topic each round, generally on issues such as politics, philosophy and current affairs. After the
announcement of the topic, the two teams have a limited preparation time, which is 15 minutes plus the
time it takes to walk to the furthest away round in which debates will be taking place (usually rounded to
20 minutes), during which to write out their respective cases.
Speech- this is individual events or even group or duo based performances that include public speaking,
acting, reading, and interpretation. Each event has different levels or criteria to meet in order to execute
the ideal speec
My exploration of highschool speech and debate began with an unexpected but enriching encounter with Roz, a seasoned judge whose guidance and support proved instrumental in shaping my journey. As our interactions unfolded in the online realm, Roz’s mentorship provided a solid foundation for my foray into the dynamic world of competitive discourse.
Under Roz FOster tutelage, I delved into the intricacies of debate formats such as policy debates, IPDA debates, parliamentary debates, and individual speech events. With each session, I not only absorbed theoretical knowledge but also actively participated in debates, honing my skills in argumentation and critical thinking. Collaborating with peers in crafting persuasive arguments and dissecting opposing viewpoints fostered a sense of camaraderie and intellectual exchange, laying the groundwork for fruitful collaboration in future endeavors.
My role as a debate judge presented a unique set of challenges and opportunities, requiring impartiality, discernment, and effective communication. Initially apprehensive, I navigated the complexities of adjudication with Roz’s guidance, learning to evaluate arguments with precision and fairness. Through this experience, I gained valuable insights into the nuances of persuasive communication, realizing the importance of clarity, evidence-based reasoning, and adaptability in crafting compelling arguments.
Moreover, my engagement with passionate debaters provided a window into the dedication and resilience required to excel in competitive discourse. Witnessing their fervor and commitment inspired me to strive for excellence in my own pursuits, instilling a newfound appreciation for the transformative power of constructive dialogue and informed advocacy.
As I reflect on my journey, I recognize the immense value of the skills and knowledge acquired through this course. Beyond the confines of the classroom, the ability to articulate coherent arguments, think critically, and engage in intellectual collaboration is indispensable in various professional and personal contexts. Moreover, the experience of navigating online platforms and harnessing digital tools for effective communication has equipped me with valuable competencies relevant in an increasingly interconnected world.
In conclusion, my journey through intercollegiate speech and debate has been nothing short of transformative. From the initial encounter with Roz to the culmination of debates and collaborative endeavors, each experience has contributed to my growth as a communicator, thinker, and collaborator. Armed with newfound skills and insights, I am poised to navigate the complexities of the real world with confidence and conviction, leveraging the resources and tools acquired to effect positive change and contribute meaningfully to society.
