Speech and Rhetorical Studies Commons^™

An Optimum Balance Of Forensic Goals: Balancing Competitive And Educational Ends Through Forensic Honoraries, Scott Jensen

Proceedings of the National Developmental Conference on Individual Events

The myriad benefits found through participation in forensics are well documented. Few co- or extracurricular activities boast the range of opportunity and benefit that are found through forensics. At the same time, this diversity within the activity creates tension for some programs that struggle with the best approach to forensic participation. Few would argue that forensics is at the same time educational and competitive. The argument that evolves from this duality of mission is which, if any, is more important or prevalent. Answering this question has led to multiple associations, a wealth of scholarship, and the conclusion that there is …

Resolutions, Daniel Cronn-Mills, Larry Schnoor

Proceedings of the National Developmental Conference on Individual Events

Includes:

• What are Our Goals as Forensics Educators for the Public Speaking Events?
• Overview of Director of Forensics and Burnout
• A Pedagogical Reframing of the Ballot
• Changing the structure of the ballot
• Scheduling Tournaments
• Lincoln Douglas Scheduling
• Redistricting the AFA-NIET
• Culture of Qualification for the AFA-NIET
• Forensics and Service Learning and Community
• Service Learning
• Forensics/Assessment
• Community
• What are Our Goals as Forensics Educators for the Oral Interpretation Events?
• Resolved: The performance of literature events be re-categorized as follows
• Forensic Leadership
• Possible Assessment Tools

Rhetorical Criticism In The Classroom Vs. In Competition: A Consideration Of The Impact Of Context On Student Scholarship, Richard E. Paine

Proceedings of the National Developmental Conference on Individual Events

A battle has long waged in forensics between those who would define it as an "educational activity" and those who see it first and foremost as a "competitive game." Others have asserted that this dichotomy is a false one, and responded to the question by conflating the two concepts, arguing that competition automatically produces learning while learning paves the road to success. This paper argues that both of these perspectives are flawed, and asserts instead the image of a continuum of choice which is anchored at one end by "pure competition" and at the other by "pure learning." This view …