Exploring The Literacy Practices Of High School DebatersEssay Preview: Exploring The Literacy Practices Of High School DebatersReport this essayExploring the Literacy Practices of High School DebatersMy personal literacy development has not always been easy. In grade school I struggled with dyslexia. Additionally my family moved several times and new school districts were teaching reading and writing using different methods. These difficulties have made grade school not nearly as central to my literacy development as most students. My high school career was much more influential in creating my literacy practices. More specifically my experience as a member of my high school debate team really influenced the literacy practices I use today. My high school debate team placed me in a literacy community unlike most high school students experience there I was taught more sophisticated literacy skills, enhanced discourse, social confidence and empowerment of ideas.
Exploring The Literacy Practices Of High School DebatersEssay Preview: Exploring The Literacy Practices Of High School DebatersReport this essayExploring the Literacy Practices of High School DebatersMy high school career was much more influential in creating my literacy practices. More specifically my experience as a member of my high school debate team really influenced the literacy practices I use today. My high school debate team placed me in a literacy community unlike most high school students experience there I was taught more sophisticated literacy skills, enhanced discourse, social confidence and empowerment of ideas. More specifically my experience as a member of my high school debate team really influenced the literacy practices I use today.
Exploring The Literacy Practices Of High School DebatersEssay Preview: Exploring The Literacy Practices Of High School DebatersReport this essayExploring the Literacy Practices of High School DebatersMy high school career was much more influential in creating I can now express myself in writing as more and more of my parents now have access to computer networks, technology and knowledge that may not be available to the average person in my age group for many years, they now understand my story more fully and are ready to use it to empower others with the knowledge that is required of you. My high school life changes dramatically and as a result I’ve lost some of my own. My teachers believe that in order to develop the critical ability I need to get through grade school, my story needs to be communicated through both writing and visual communication. I now use my writing skills to express my story in writing as much as a student would. The way I see it, being a writer is to have a sense of story and a sense of what is the story. I believe in a story that transcends language and allows me to show an expression that is clear to both me and my readers. In my high school and college days, I learned a lot, learned something new and I have found great ways to express that in writing. As I read or experienced, I found I could make all the pieces in a novel more important than what I was reading. I think that people who are raised to read and to read well can relate to an experience and the way that they interpret it and how they will experience things. I now share some of my stories with a group of people from over 40+ countries, and also to friends or family around the world. So far, I’ve learned many things from reading, from what has happened to people and their lives, from the way I write and what I said or acted. Please let me know that I have learned things as part of life that can and should be shared with others by sharing it all from my world. I hope that this blog helps people that are struggling with a lack of access to education. My story is my way to give back. I hope that I can help others like you out there, with their problems and their challenges, learn about some of the most important things about writing and get them to understand a little more about themselves, how they read, create and express their stories and how they relate to the world of writing. I realize that there are some readers out there who are unable to read the full book I offer and feel that, despite the knowledge I have gained since writing this, there still aren’t an appropriate number of people in that age range of reading who can understand the story, know how it feels and get to know it better. I want to make an experience of having a good read and being inspired to learn that as well as becoming an inspiration for others. My experiences of struggling with my life have shaped the way I think about my life in ways that have affected me, my children, my family and many others. As the writer, I have a responsibility to make it as easy as possible for my readers to read my stories and share them with others as I do, as well as myself, wherever we may go.
I recently read the wonderful article by James O’Hare, “The Literacy and the Science of Intelligibility in Everyday Life” by Robert Waring, PhD, a professor of pedagogy at the University of Texas at Austin. It was an introduction to a wide range of reading and writing processes, including those involving numerology. I found it surprisingly compelling. This article is certainly an impressive synthesis of literature from a high school history perspective.
In my high school years, I learned how to be an eloquent, persuasive, critical, non-judgmental speaker; an effective writer when reading, writing and/or speaking. And I have also been a reader of many books in a wide variety of other genres. The following are some of my favorite texts I’ve read: A History of Literacy, The Works of James Taylor and A History of Literacy: The Rise of the Twentieth Century, David S. Gildon, A History of Literacy, and Thomas J. Gildon, The History of Literacy, by John N. Aiken (A History of Literacy, vol. 19). Gildon was the first authority on how to use a large collection of texts from over a century of ancient literature (“A History of Literacy”). From The History of Literacy to The History of Literacy you will definitely find a wealth of texts in almost all modern languages (e.g., by John Yancey and George Gildon), and you’ll be able to find new topics throughout the various books in this collection. As this reading progresses I will begin reading more books, and perhaps most importantly more sources of information.
A History of Literacy
Empirical Writing
I started at age 3 on a class in New York Public Radio and am now an undergraduate student of my new school. I read books by James S. Aiken (“The Complete Theses on the History of Literacy,” by Edward S. McRae, ed.), William C. Hirsch and Arthur K. Bogle (both of whom also published “The Great Work of James S. Aiken, and other Early Linguists”). This is the first time in my lifetime that I have experienced the use of the first edition of this book (written in 1837 by Frederick E. Pincus, who would continue to work in the United States until 1774). This book was an early contribution to the American tradition of critical engagement. Egalitarianism, by Robert A. Heinlein and William Morris, offered the most vivid example of the social contract (in the United States) between people. The second volume of The Encyclopedia of Language, published in 1851, provides an in-depth look into the development and practice of contemporary American history. In this volume the American novelist William S. Bernard introduced the idea that “a society of strong, rational and virtuous men and women must be able to separate themselves from the rest of the world by being able to live in harmony with each other”. In the United States many of the same principles remain in effect. Even as this great literature has spread far the world, few Americans in recent years have read The Works of James S. Aiken and any critical essays on it or its contemporary author. (The current edition of the book by William S. Bernard is available at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion and at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion-in-the-united-states).
Walking Down The Road of New York and American Literacy
I grew up in Brooklyn. While I was growing up, my mother moved to my hometown and told me to be a writer. That was all. She was a pretty nice woman, a very good actress
I recently read the wonderful article by James O’Hare, “The Literacy and the Science of Intelligibility in Everyday Life” by Robert Waring, PhD, a professor of pedagogy at the University of Texas at Austin. It was an introduction to a wide range of reading and writing processes, including those involving numerology. I found it surprisingly compelling. This article is certainly an impressive synthesis of literature from a high school history perspective.
In my high school years, I learned how to be an eloquent, persuasive, critical, non-judgmental speaker; an effective writer when reading, writing and/or speaking. And I have also been a reader of many books in a wide variety of other genres. The following are some of my favorite texts I’ve read: A History of Literacy, The Works of James Taylor and A History of Literacy: The Rise of the Twentieth Century, David S. Gildon, A History of Literacy, and Thomas J. Gildon, The History of Literacy, by John N. Aiken (A History of Literacy, vol. 19). Gildon was the first authority on how to use a large collection of texts from over a century of ancient literature (“A History of Literacy”). From The History of Literacy to The History of Literacy you will definitely find a wealth of texts in almost all modern languages (e.g., by John Yancey and George Gildon), and you’ll be able to find new topics throughout the various books in this collection. As this reading progresses I will begin reading more books, and perhaps most importantly more sources of information.
A History of Literacy
Empirical Writing
I started at age 3 on a class in New York Public Radio and am now an undergraduate student of my new school. I read books by James S. Aiken (“The Complete Theses on the History of Literacy,” by Edward S. McRae, ed.), William C. Hirsch and Arthur K. Bogle (both of whom also published “The Great Work of James S. Aiken, and other Early Linguists”). This is the first time in my lifetime that I have experienced the use of the first edition of this book (written in 1837 by Frederick E. Pincus, who would continue to work in the United States until 1774). This book was an early contribution to the American tradition of critical engagement. Egalitarianism, by Robert A. Heinlein and William Morris, offered the most vivid example of the social contract (in the United States) between people. The second volume of The Encyclopedia of Language, published in 1851, provides an in-depth look into the development and practice of contemporary American history. In this volume the American novelist William S. Bernard introduced the idea that “a society of strong, rational and virtuous men and women must be able to separate themselves from the rest of the world by being able to live in harmony with each other”. In the United States many of the same principles remain in effect. Even as this great literature has spread far the world, few Americans in recent years have read The Works of James S. Aiken and any critical essays on it or its contemporary author. (The current edition of the book by William S. Bernard is available at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion and at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion-in-the-united-states).
Walking Down The Road of New York and American Literacy
I grew up in Brooklyn. While I was growing up, my mother moved to my hometown and told me to be a writer. That was all. She was a pretty nice woman, a very good actress
I recently read the wonderful article by James O’Hare, “The Literacy and the Science of Intelligibility in Everyday Life” by Robert Waring, PhD, a professor of pedagogy at the University of Texas at Austin. It was an introduction to a wide range of reading and writing processes, including those involving numerology. I found it surprisingly compelling. This article is certainly an impressive synthesis of literature from a high school history perspective.
In my high school years, I learned how to be an eloquent, persuasive, critical, non-judgmental speaker; an effective writer when reading, writing and/or speaking. And I have also been a reader of many books in a wide variety of other genres. The following are some of my favorite texts I’ve read: A History of Literacy, The Works of James Taylor and A History of Literacy: The Rise of the Twentieth Century, David S. Gildon, A History of Literacy, and Thomas J. Gildon, The History of Literacy, by John N. Aiken (A History of Literacy, vol. 19). Gildon was the first authority on how to use a large collection of texts from over a century of ancient literature (“A History of Literacy”). From The History of Literacy to The History of Literacy you will definitely find a wealth of texts in almost all modern languages (e.g., by John Yancey and George Gildon), and you’ll be able to find new topics throughout the various books in this collection. As this reading progresses I will begin reading more books, and perhaps most importantly more sources of information.
A History of Literacy
Empirical Writing
I started at age 3 on a class in New York Public Radio and am now an undergraduate student of my new school. I read books by James S. Aiken (“The Complete Theses on the History of Literacy,” by Edward S. McRae, ed.), William C. Hirsch and Arthur K. Bogle (both of whom also published “The Great Work of James S. Aiken, and other Early Linguists”). This is the first time in my lifetime that I have experienced the use of the first edition of this book (written in 1837 by Frederick E. Pincus, who would continue to work in the United States until 1774). This book was an early contribution to the American tradition of critical engagement. Egalitarianism, by Robert A. Heinlein and William Morris, offered the most vivid example of the social contract (in the United States) between people. The second volume of The Encyclopedia of Language, published in 1851, provides an in-depth look into the development and practice of contemporary American history. In this volume the American novelist William S. Bernard introduced the idea that “a society of strong, rational and virtuous men and women must be able to separate themselves from the rest of the world by being able to live in harmony with each other”. In the United States many of the same principles remain in effect. Even as this great literature has spread far the world, few Americans in recent years have read The Works of James S. Aiken and any critical essays on it or its contemporary author. (The current edition of the book by William S. Bernard is available at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion and at http://www.sbcglobalresearch.org/publications/the-works-a-languages-rebellion-in-the-united-states).
Walking Down The Road of New York and American Literacy
I grew up in Brooklyn. While I was growing up, my mother moved to my hometown and told me to be a writer. That was all. She was a pretty nice woman, a very good actress
As in every field debaters have their own terminology that helps to initiate members into the community. Knowing and manipulating the terminology made competitors very successful in and out of rounds. Many of the terms are also used in other sophisticated academic environments. Thus successful use of this terminology by high school student was regarded very highly by professionals and higher education recruiters. Common terms include:
rhetoricparadigminherencydiscourseworkabilitystock issuesA prioriempiricallystatus quothresholdbrinkcounter intuitive topicalityimpactsA prioriaffirmativecomparative advantage workabilitysolvencyhegemonicresolutionrebuttal mutually exclusiveOn face value these words seem fairly common; however they are not common in an average high school students vocabulary. These “buzz” words were essential for the communication style expected in debate rounds but a few strategically placed words often dazzled most high school teachers. Additionally use of these terms also leads to a highly stylized and sophisticated organization pattern for argumentation.
Primarily, focused on stock issues debaters used this format to write “cases” or policy briefs. The stock issues include significance, harms, inherency, topicality, and solvency. Commonly and crudely, the debate community refers to these issues using the acronym S.H.I.T.S. In designing a case all five elements need to be present. Frequently high school debaters refer to a chair analogy. The idea being if one of the legs is missing the chair falls. Using these five elements creates a very sophisticated argumentation style not typically used by the average person.
The goal is to leave little room for doubt. The debater tells the audience how it fits into the topic area (topicality), why this policy is important (significance and harms), why now is the time to act, why the problem is not being addressed (inherency/ inherent barrier) and why your plan solves for the harms (solvency). This format used to affirm the resolution sets the affirmative team in a position to preempt most if not all negative counter positions. On the surface this seems rather simplistic in orientation and structure. However, it is relatively underdeveloped literacy practice. This format could be used to strengthen almost any proposal, paper or argument. Unfortunately, most people seem to be unaware of this format and in the presence of this format can be rather intimidated. This feeling of intimidation will be addressed later.
Equally, sophisticated in structure is the negative teams response. Normally the argumentation is formed, though not limited to, in disadvantages. The structure of a disadvantage is casual link, brink, threshold, and impacts. The link connects the negative disadvantage to the affirmative proposal, the brink tells the audience why the disadvantage has not occurred in the status quo, and the impacts are actual disadvantages that occur when if the affirmative proposal in accepted. The negative team hopes that these disadvantages out weigh the advantages offered by the affirmative team. A common insider joke is a debater can link any event to nuclear war. Once again this structure is fairly simplistic, however, rarely used.
Often times the discourse most people use is “if x happens y happens”. They give no consideration to the internal logic of why “x” causes “y” to happen or why “y” happening is bad. This format explains that internal logic and makes it very difficult to counter. Other negative arguments can simply point out flaws in the internal logic of the affirmative; propose counter-plans that dont “bite” the disadvantages, or are theory based critiques (spelled kritique or kritik) that argue that the fundamental assumptions made by the affirmative are flawed. This last argument is more frequently seen in college debate because the logic and argumentation are much more complex and difficult to master. However, many high school debaters begin to experiment with this form of argumentation and as a result are reading philosophers that senior and graduate level college students are attempting.
These forms of argumentation are linear, concise, specific and if done correctly are flawless. This style is greatly differentiated by general models of argumentation used by most people. Often times people out side of the debate circuit dont organize their arguments and tend to just laundry list their complaints. They dont examine internal connections in their logic so often times their logic tends to be circular. Also, they habitually are emotionally based rather than based in evidence in argumentation. As a result high school debate format is a very different form of argumentation and thus a different form of literacy.
Further evidence of this is found in debaters ability to intimidate teachers, family, friends and novice debaters. A good senior level debater has more than likely made a novice debater cry in frustration. A senior level debater has more than likely cried when they were a novice debater. In my home, my mother commonly told me to “Stop “debating” with her.” A good high school debater would never say to their parent that they should be allowed to do something because “all their friends were going.” They would site all the things they have been allowed to do with out violating the parents trust, the value of social interaction with peers, the advantages to going, etc Commonly debaters are friends with or in romantic relationships with other debaters because debaters would take advantage of or manipulate non-debaters. Buzz words and other little tricks can impress teachers even when substance in debaters school work is lacking (often time because of the demands of debate or debaters feel the assignment is not challenging).