Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[78]
  • Caselist.CitesClass[73]

Details

Caselist.RoundClass[78]

EntryDate

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1		-2017-03-08 16:14:00.299
	1	+2017-03-08 16:14:00.0

Caselist.CitesClass[73]

Cites

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	1	+A. Interp: The aff must defend that no public colleges or universities in the United States restrict any constitutionally protected speech. To clarify, they can’t specify a school or certain kind of school.
	2	+
	3	+Counterplans that say all public colleges or universities except for one restrict any constitutionally protected speech are theoretically illegitimate.
	4	+
	5	+Generic nouns such as “colleges” without an article are the most common type of generalization, used in all contexts of writing and speech. Byrd
	6	+“Generic Meaning,” Georgia State University, Transcript of lecture given by Pat Byrd (Department of Applied Linguistics and ESL).
	7	+Douglas Biber and Susan Conrad, two of the authors of the Longman Grammar, have written about what they call "seemingly synonymous words." They have shown how the adjectives big, great, and large are used differently in academic writing from in fiction. Their point is that when a language has forms that seem to be synonyms~-~-the forms are likely to be used in different ways in different settings. One can't just be substituted for another without a change in meaning or a violation of style. A big toe isn't the same as a large toe. And I don't think I know what a great toe might be. Or, for another example, a political scientist would call Georgia a large state but not necessarily a great state. But a politician from Georgia is likely to talk about the great State of Georgia.¶ A similar process is at work with the use of these generic forms in context. We have a set of sentences that seem to have very much the same meaning. It is probable that the uses of these forms do not entirely overlap. However, we do not yet have a complete picture of how generic forms are used. But the use of computers for linguistic research is a new field, and we get more information all the time. ¶ Here are some things that we do know about these generic noun phrase types when they are used in context:¶ 1. The + singular: The computer has changed modern life. ¶ This form is considered more formal than the others~-~-and is not as likely to be used in conversation as the plural noun: Computers have changed modern life. ¶ Master (1987) found in the sample that he analyzed that this form with the was often used to introduce at topic~-~-and came at the beginning of a paragraph and in introductions and conclusions.¶ 2. Zero + plural: Computers are machines. Computers have changed modern life. ¶ Probably the most common form for a generalization. It can be used in all contexts~-~-including both conversation (Basketball players make too much money) and academic writing (Organisms as diverse as humans and squid share many biological processes). ¶ Perhaps used more in the hard sciences and social sciences than in the humanities. ¶ 3. A + singular: A computer is a machine. ¶ This generic structure is used to refer to individual instances of a whole group and is used to classify whatever is being discussed.¶ The form is often used for definitions of terms. ¶ It is also often used to explain occupations. My sister is a newspaper reporter. I am a teacher. ¶ Use is limited to these "classifying" contexts. Notice that this form can't always be subtituted for the other: *Life has been changed by a computer. *A computer has changed modern life. ¶ 4. Zero + noncount: Life has been changed by the computer. ¶ The most basic meaning and use of noncount nouns is generic~-~-they are fundamentally about a very abstract level of meaning. Thus, the most common use of noncount nouns is this use with no article for generic meaning. ¶ Zero Article and Generic Meaning¶ Most nouns without articles have generic meaning. Two types are involved.¶ 1. Zero + plural: Computers are machines. Computers have changed modern life.¶ 2. Zero + noncount: Life has been changed by the computer.
	8	+
	9	+This outweighs other arguments because it links to the specific metric used to determine whether the resolution is true or false, as opposed to just the meaning of individual words or phrases. I thus establish the best holistic sense of what the aff burden is.
	10	+
	11	+Determining semantics comes before other standards:
	12	+A. It’s the only stasis point we know before the round so it controls the internal link to engagement, and there’s no way to use ground if debaters aren’t prepared to defend it.
	13	+
	14	+They say the resolution is a stage level predicate, but their evidence is out of context – predicates refer to identity statements like if I say ‘debaters are smart’ or ‘colleges are expensive.’ But, the res can’t be fit into their semantics of predicates because it is a normative statement where the very is ‘ought.’ If I say ‘colleges are X’ that’s different than saying ‘they ought to do x.’ So prefer our analysis of the topic – theirs doesn’t apply to the type of statement of the res.
	15	+
	16	+And, even if it’s relevant – moral obligations are questions of the necessary obligations that the schools have. They don’t change from time to time and ethics are essential questions of how actors ought to behave. Their reading doesn’t make sense because it presumes there is a morally relevant distinction between different types of colleges.
	17	+
	18	+
	19	+B. Violation: They specify __
	20	+
	21	+C. Standards:
	22	+
	23	+1. Limits: They allow way too many affs. Trade schools, Culinary schools, military academies, law schools and literally thousands more. Selingo 15
	24	+Jeffrey J. Sellingo, How many colleges and universities do we really need?, The Washington Post, July 20 2015 EE
	25	+
	26	+Today, there are some 5,300 colleges and universities in the United States, everything from beauty schools to Harvard. Though we often refer to them collectively as “the American higher-education system,” it’s far from an organized system. In essence, they operate as 5,300 little fiefdoms. Even so, American higher education remains the envy of the world. But that respect really only extends to a few hundred universities at the most. At too many colleges attended by the vast majority of American students, costs are spiraling out of control and quality is declining. And the very worst of the institutions suffer from low graduation rates, high debt loads for students, and poor placement rates into jobs.
	27	+That explodes neg prep burden and predictability which kills fairness and engagement. Procedurally, if I can’t access their education it doesn’t matter. T version of the AFF solves their offense – they can read advantages in any topic area which ensures NEG responses.
	28	+
	29	+D. Vote on substantive engagement: otherwise we’re speaking without debating and there’s nothing to separate us from dueling oratory. It also creates the most valuable long-term skills since we need to learn how to defend our beliefs in any context, like politics.
	30	+
	31	+Drop the debater on T:
	32	+
	33	+A. Hold them accountable for their interp – a topical advocacy frames the debate - drop the arg lets them jump ship to a new layer killing NEG ground.
	34	+B. Drop the arg on T is the same thing as drop the debater since T indicts their advocacy
	35	+
	36	+Competing interps since reasonability invites arbitrary judge intervention based on preference rather than argumentation and encourages a race to the bottom in which debaters exploit a judge’s tolerance for questionable argumentation.
	37	+
	38	+No RVIs:
	39	+ A. They incentivize debaters to go all in in theory and bait it with abusive practices, killing substantive clash on other flows. B. They can run theory on me too if I’m unfair so 1) theory is reciprocal because we’re both able to check abuse and 2) also cures time skew because they can collapse in the 2ar to their shell.

EntryDate

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	1	+2017-03-08 16:14:03.643

Judge

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	1	+Panel

Opponent

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	1	+Lynbrook NS

ParentRound

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	1	+78

Round

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	1	+Octas

Team

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	1	+Harvard Westlake Engel Neg

Title

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	1	+JAN-FEB - T - Generics

Tournament

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	1	+Berkeley