The Structure of the Case
The case is a form of on-topic debate and can also be referred to as C if done in the standard way C is a very effective way to win a case. The case is generally organized into sections called "observations" or "contentions", with advantages attached to the link or link break.Observation or Contention
A typical case includes between two and four observations/contentions, depending on the speed of the intended speaker and the length of the observations/contentions. Traditionally, observations/contentions address one of theAdvantages
While some high school regions prefer affirmative cases to be organized around the "stock issues," others have stressed an emphasis on a "comparative advantage" style case construction. The primary difference between the two forms of cases is one of style and emphasis, though in many instances the information presented can be almost identical. A case built around "advantages" stresses the superiority of the plan (or broader affirmative advocacy) to the status quo, through a series of direct comparisons between the plan and the status quo. The impact calculus offered within advantages can vary widely across different cases. Some might argue that the plan affects a "policy" change for the better, or prevents something that is bad that the status quo all but guarantees. For instance, an advantage to a plan increasing the strength of United Nations peacekeeping operations inCase without Plan
In "pure" policy debate, which occurs infrequently in intercollegiate policy debate tournaments but quite often in professorial or academic debate occasions, the Affirmative does not have to run a plan but presents the resolution as sufficient for affirming, which is the argument of "resolution is policy", and that is what is to be debated rather than any particular plan that can be constructed. Partial plans are presented as examples of the policy rather than policy implementation that have to meet stock issue burdens. The difference between this type of policy debate, "pure" debate similar to Congressional policymaking, is that speech-acts and discourse and discursiveness and critics are all rejected, and it is mostly experiential rather than experimental or exhausting. This school of thought, focused on at that level of debate by debate coaches and educators and resolution drafters, has had some presence atReferences
* Prager, John R