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Advocacy and Argument Final > Advocacy and Argument Final > Flashcards

Advocacy and Argument Final Flashcards

1
Q

Proofiness

A

Art of using bogus mathematical data to prove something you believe is true even though it is not

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2
Q

Burden of Proof

A

The understanding that whoever advances an argumentative claim has the responsibility to provide elementary support for it. Affirmative and prosecution have to prove a resolution true.

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3
Q

Presumption

A

The belief that most people, most of the time, are comfortable with the way things are. The belief that current positions and/or policies should continue until a good reason is presented for change

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4
Q

Affirmative

A

The side in a debate that advocates for the resolution.

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5
Q

Negative

A

The side in an academic debate that advocates rejection of the resolution

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6
Q

Inherency

A

A type of ill identified by an advocate when addressing stock issues in a policy argument. Inherency suggests the ill or problem will repeat itself unless there is a change in policy

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7
Q

Topicality

A

An obligation in an academic debate that the affirmative’s arguments prove the specific resolution true. A negative debater who believed the affirmative was proving a different resolution would challenge the affirmatives topicality.

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8
Q

Significance

A

Stock issues that refer to the idea that the affirmative sides issues must be a big deal.

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9
Q

Solvency

A

The affirmative burden in academic debate to demonstrate that the proposed course of action wil actually accrue the advantages claimed. Also knows as the stock issue of cure.

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10
Q

Policy Debate

A

A type of academic debate in which the resolution calls for a plan of action that changes the present system

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11
Q

Lincoln-Douglas Debate

A

A debate in which two individuals debate each other.

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12
Q

Parliamentary Debate

A

A debate format modeled after debate in the british house of parliament. “Find in Book”

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13
Q

Constructive Speeches

A

Present any argument that you consider relevant. Construct the positions that you believe should be the focus of the debate. Initial responses to the positions developed by the opposition

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14
Q

Rebuttal

A

The exceptions that might be offered to a claim; the opportunity to speak so as to be able to refute the arguments that have been offered by one’s opponent in a debate

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15
Q

Kairos

A

The rhetorical art of seizing the occasion. It covers both timing and the appropriate medium.

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16
Q

Counterplan

A

A plan advanced in academic debate by the negative as a replacement for the plan offered by the affirmative. It must be competitive and nontopical.

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17
Q

Fiat

A

If the affirmative can demonstrate a proposal should be adopted, we can assume that sensible policy makers would adopt it through normal means…… The assumption in a policy debate that if the judge votes for the affirmative then that plan would go into effect

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18
Q

Trope

A

Figure of speech that substitutes one idea for another

Examples are metaphor, metonymy, synecdoche… When you refer to something with something else

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19
Q

Metaphor

A

Replace a literal idea with a figurative idea. Compare something to the context of something else

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20
Q

Irony

A

Literal Meaning for its opposite meaning

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21
Q

Synecdoche

A

A part of a thing stands in for the whole thing “Boots on the Ground

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22
Q

Metonymy

A

Make Something Concrete stand for something abstract “White House Initiative”

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23
Q

Visualization

A

The brains ability to produce an image without being able to directly see it with your eyes

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24
Q

Denial

A

Argue that a statement or claim is false.

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25
Q

Mitigation

A

Minimize the impact of the advocacy you wish to undermine. Weaken their argument…. Its not that big of a deal

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26
Q

Reductio ad Absurdam

A

A response in which the reasoning behind the argument to be refuted is taken to its local and undesirable conclusion. If the logic we came to in this argument is absurd then the argument is also absurd

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27
Q

Turning the Tables

A

Transform a positive into a negative or a negative into a positive

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28
Q

Refutation by questioning

A

Making a point through the asking of questions. Direct Examination then cross Examination

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29
Q

Switch Side Debate

A

After a round the debaters switch sides.

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30
Q

Testimony

A

Grounds for a claim that makes use of the observations and/or judgements made by the advocate or a source cited by the advocate

31
Q

Direct Examination

A

Close questioning in order to solicit answers that will be helpful to support the development of one’s own case. Question someone that you ask to the stand

32
Q

Cross Examination

A

Close questioning in order to compare the answers given to previous answers. Used to refute or discredit an adversary’s case in the courtroom and to resolve questions and clarify information in academic debates.

33
Q

Flowing

A

The systematic process of note taking in an academic debate

34
Q

Civil

A

Pertains to the rights of individuals and to legal proceedings concerning those rights
Negligence etc.

35
Q

Criminal

A

Pertains to the administration of penal law as distinct from civil law

36
Q

Plaintiff

A

The side that has been harmed and is filing a claim

37
Q

Defendant

A

One accused of committing crime

38
Q

Judge

A

Trained in the law

39
Q

Jury

A

Not Trained in the Law

40
Q

Precedent

A

Relevant Decisions in previous court cases

41
Q

Counterknowledge

A

Misinformation that is packaged to look like fact

42
Q

The role and function of the resolution in debate

A

The resolution is a statement that expresses the subject of the dispute. Explicitly worded beforehand.

43
Q

The two sides in a debate and their respective duties in a debate round

A

The affirmative favor the resolution while the negative oppose it. Affirmative has goal of showing audience that the resolution is correct and a desirable change. Negative has obligation to disagree with the affirmative position (Responsive to affirmative). The affirmative has the burden of proof and must show the resolution is true. They have to overcome presumption which states how current beliefs are justified unless they are proven wrong.

44
Q

Be able to discuss the relationship between argumentation and politics. For instance, know the most common political context for arguments.

A

Political debates give politicians a legitimate opportunity for audiences to observe candidates face to face. Both candidates attempt to infuse their own spin on their points and answer questions in a politically strategic way. Throughout a campaign both sides try to win support for their agenda and prove why their side is superior.

45
Q

Be familiar with the role of narrative in political campaigns.

A

Historical narratives are used for politicians to base their whole platform off of and explain why we are where we are. Future narratives are used for a politician to explain where they want our country to be after they step in office. How campaigns frame their candidates.

46
Q

Be familiar with the role of image in political campaigns.

A

Politicians are based on the basis of their public personalities. People will base their opinion on you off of superficial aspects like physical appearance and tone of voice. Candidates can create their own image through their actions and campaign. How voters see them.

47
Q

Be able to discuss the influence of character (ethos) in political campaigns.

A

Voters seek candidates who they believe are honest and trustworthy. We seek candidates who see the world as we do and share our beliefs and values. What they have done in life and what they represent as people. Do they have wisdom, virtue, and goodwill. How voters actually believe you are.

48
Q

Issues and Voters

A

Issues- Politicians try to strategize their positions on issues to appeal to a large group of people without turning off voters from the opposite side of the issue. Moralistic- liberal Materialistic- Conservative…… Candidate structures are usually based off of these two things
Voters- Voter participation and finding which segments of voters are the most likely to turn out are important. Voters can be swayed to turn out or not because of certain aspects of the political environment. They are the ones electing and their input is what drives campaigns.

49
Q

Know the relationship between argumentation and the law, specifically argumentation’s role in the American judicial system.

A

The system is naturally adversarial because it pits two sides against one another in order to find a single winner. Both sides have the job to convince the jury to see their argumentative points as correct. Argumentation occurs during opening and closing statements as well as in the form of direct and cross examination.

50
Q

Be able to define and describe the differences between the two types of court cases that take place in the judicial system, the parties involved in each type, and the implications of outcomes in each type of case.

A

Civil cases someone sues someone for financial damages they believe they have sustained as the result of the other parties actions of negligence. Criminal cases are related to when a defendant is accused of committing a violation of a specific law.

51
Q

Its adversarial nature

A

The judicial system pits two sides against one another with the point of finding a single winner.

52
Q

Its use of untrained citizen jurors for trials

A

Untrained citizens are used because they are better able to connect the rules of the law with common sense and human emotion. Emotion is used to better be able to judge the evidence in a logical way.

53
Q

Burden of Proof in civil and criminal trials

A

In a criminal trial defendants are meant to be innocent until proven guilty. The burden of proof then lies within the prosecution’s side and their arguments must be sufficient to overcome a reasonable doubt. In a civil trial, the plaintiff has to prove that the defendant caused the losses the plaintiff received. The preponderance of evidence is necessary to show that the plaintiffs case against the defendant is more probable than not.

54
Q

Be able to define and discuss language’s epistemic function.

A

Language is a shared value system. Language is symbolic and depends on the use of symbols. Because symbols depend on perception they are only a partial reflection of reality. The epistemic function of language is how through shapes we increase our understanding of what constitutes reality. Helps Produce Knowledge

55
Q

Be familiar with metaphors and be able to identify metaphors in arguments.

A

An ornamental metaphor asks audiences to see that phenomenon A has some characteristic that resembles phenomenon b. “Peter is as strong as an ox”. An argumentative metaphor contends that phenomenon a should be seen as phenomenon b. General Capability- Only one characteristic of a is seen in terms of b. Metaphor- Figurative analogy that sees something in the context of something else

56
Q

Ways to Manipulate Numbers

A

Potemkin numbers- Fake numbers that are promoted to look as if they are real Million Man March
Disestimation- The act of taking a number too literally and under-estimating or ignoring uncertainties that surround it.. 65 million year old dinosaur
Fruit packing- The individual numbers are not false what is false is the presentation.
Cherry picking- Choosing only certain points that support your argument and ignoring others.
Apples to oranges- Making sure to compare certain objects and numbers to relevant measures. Dollars and inflation
Apple polishing- Subtly polishing numbers to make them look as appealing as possible. Graphs with misrepresentative scales.

57
Q

Know the difference between personal knowledge and cultural knowledge.

A

Personal knowledge is that which we know to be true because we have firsthand experience with it. Cultural knowledge consist of shared values or shared truths that are within a culture.

58
Q

Be able to name the two things Stephen Pinker says language does.

A

Convey some kind of content and negotiate some kind of relationship

59
Q

Know the difference between a link turn and an impact turn.

A

Link Turn- Causal correlation between a policy and effect go the other way. Impact turn- A does cause b but it b is not bad.

60
Q

Be familiar with kairos. Be able to define and explain how to use it to the greatest persuasive effect.

A

The ability to seize the persuasive moment. Basically being able to time you decision to make arguments to align perfectly with the circumstances of the situation. When persuasion would most likely be successful.

61
Q

Be able to list and describe the most common ways that people get into and out of interpersonal arguments, according to Benoit and Benoit.

A

Arguments are often started because of insults, accusations, commands, and refusals of requests. Arguments could be exited with disengagement, agreement, apology, and restoring the relationship.

62
Q

Logical Fallacies

A

Slippery slope- One event causes a whole chain of events
Ad Populam- Because everyone else does it we should to
Appeal to Ignorance- What we cannot prove cannot exist. We cannot disprove it so it must exist.
False Analogy- Making an analogy that is to broad. All weed smokers are thugs
Antecedent Fallacy- Falsely assumes past is sufficient to predict the future
Guilt by Association- Feelings towards a certain person because of a relationship to a certain entity
Begging the Question- Assumes a debatable point has already been proven
Ad Hominem- Attack on the person making an argument not the argument itself
Straw Person- Distorts an opponents argument and then attacks the distortion
False Dilemma- Acting like you only have two choices when there are actually multiple
Red Herring- Switches issues mid argument to throw the audience off the scent
Non Sequitur- Does not follow reaches a conclusion that does not follow evidence
Hasty Generalization- Don’t have enough evidence to make a generalization
Complex Cause- Acting like there is only one cause to a problem when in reality there are many.
Poisoning the Well- Unqualified to talk about a certain topic because of a particular circumstance
Tu Quoque- Falsely conclude someone guilty of an offense has no reason to tell other people not to do it. Thief telling other people not to steal.

63
Q

Steps of Refutation by Questioning

A
  1. Identify the point about which you wish to question your opponent.
  2. Ask your question succinctly
  3. Ask follow-up questions
  4. Move on
  5. Use the information you acquire
64
Q

Refutation Process

A
  1. Focused Listening
  2. Critically Evaluate Arguments
  3. Formulate a Response
  4. Present your Response
65
Q

Stock Issues for a Debate

A

Solvency, Significance, Inherency, Harms, Topicality

66
Q

Harms

A

The problems that arise from the status quo and the need for them to be solved

67
Q

5 Canons of Rhetoric

A
  1. Invention- Creation and discovery of what you are going to say
  2. Arrangement- Order that you place your points in
  3. Style- What kind of Language do you want to employ here
  4. Memory- Remembering your points and what you have to say
  5. Delivery- How you deliver your points
68
Q

Know the different sources of information one may use when researching. Be able to explain not only what these types of sources are but also their various strengths and weaknesses.

A

Interviewing experts, General Sources (Common Knowledge), Specialized Sources (Information focused on a specific field) Government Sources, Internet, Computer Databases, Books

69
Q

Research Strategies

A

Needs Case, Comparative Advantage Case, Goals Case, Criteria Case

70
Q

Needs Case

A

Show that there is a significant and compelling problem that needs to be solved

71
Q

Comparative Advantage

A

Present policy proposal and compare it to the status quo and what would exist after policy measures

72
Q

Goals Case

A

Convince audience they share a commitment to a specific goal

73
Q

Criteria Case

A

When audience agrees a problem exists but they disagree on solution the advocate may present criteria to guide them to the right course of action.

74
Q

Order of Speech in Academic Debate

A 
First Affirmative Constructive
Negative Cross Examination
First Negative Constructive
Affirmative Cross Examination
Second Affirmative Constructive
Negative Cross Examination
Second Negative Constructive (Negative Block)
First Negative Rebuttal
Rebuttal by Affirmative
Second Negative Rebuttal
Rebuttal by Affirmative

Advocacy and Argument Final (2 decks)

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