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08-09 Ga HS Novice Packet

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What are the case areas/disads for this year's novice packet? Is it going to be available soon?

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QFA. I would love to have the packet so I have time to prepare some lecture notes, etc [as I assume most teachers would love to for the same reason.]

 

However, i do know at the ENDI Middle School camp, they had a PTC aff, Saudi Oil DA, and Elections DA. Usually the GFCA packet and MS packet are similar.

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I'll see what I can find out. I have quite honestly done as little thinking about policy as I possibly could this summer, so I hadn't even thought about it before now. (I have many areas of responsibility as a coach/officer, but coordinating things regarding the novice packet - thankfully - is not one of them.)

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First tournament is in a month, and our first day of school is day after tomorrow - any word on the novice packet?

 

If it is the same as the middle school packet + topicality again, maybe that packet would help. Anyone who went to Pace/Emory's MS summer camp know the cases/disads in the MS packet?

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First tournament is in a month, and our first day of school is day after tomorrow - any word on the novice packet?

 

If it is the same as the middle school packet + topicality again, maybe that packet would help. Anyone who went to Pace/Emory's MS summer camp know the cases/disads in the MS packet?

 

Saudi Oil DA was in the Pace packet with the PTC aff I mentioned above. They also had an Elections DA - but none of the MS'ers were running it at the tournament that I came in contact with.

Edited by Policy8806

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Um, I was looking through the elections DA in preparation for teaching. Then i looked through the rules, and I just want to make sure; Are novices allowed to cut their own impact turns?

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The rules do not explcitly say no, but the argument is that if they're researching their own arguments, they're clearly not on the packet level - meaning they should go up to JV.

 

I emailed a similar question to the GFCA President a couple days ago asking for a clarifaction.

 

The intent of the rule is to allow the debater to develop research skills. Thus arguments for/against case become the teaching tools. It is my interpretation that when a novice becomes that advanced they should move to JV. I would highly discourage this type of strategy because it would defeat the purpose of the novice packet.

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The rules do not explcitly say no, but the argument is that if they're researching their own arguments, they're clearly not on the packet level - meaning they should go up to JV.

 

I emailed a similar question to the GFCA President a couple days ago asking for a clarifaction.

 

I would agree with Jeff, having been part of the council when this was developed. Also, if a debater can cut their own impact turns do they really need to be limited to the packet?

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I would agree with Jeff, having been part of the council when this was developed. Also, if a debater can cut their own impact turns do they really need to be limited to the packet?

Ahem.

 

YEAAAAAAAHHH!

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We have to remember what is the purpose of Novice Policy? Is it to win or to learn?

 

I would argue that 4 years ago, it was about winning and learning. I would also argue that winning usually was valued above learning. Coaches saw this as a problem... and probably noticed some patterns in novice - whoever had the better varsity/coaches, were winning more simply because they had evidence-- this was also the time in which camp evidence wasn't made available by organizations like the NDCA. Teams had to fight for this evidence. I would argue that the beginning of the Novice packet was to restructure the beginnings of debate around learning, rather than just winning.

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Carrollton has a new website.

If you click on the GFCA link on the gaforensics site - you get there - and you click the files subheading/tab. And click on Novice ev! :D

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