Debating Resources for the World since 1994

The Values of Participating In Debate: A Selected Bibliography
Compiled by Glenda J. Treadaway
Appalachian State University

Aden, R C. (1991). Reconsidering the Laboratory Metaphor: Forensics as Liberal Art. National Forensic Journal, IX, 97-108.

Andersen, K. E. (1974). A Critical Review of the Behavioral Research in Argumentation and Forensics. JAFA, X, 147-155.

Bartanen, M. D. (1994). The Educational Benefits of Forensics, p. 3-5. In Teaching and Directing Forensics. Scottsdale: Gorsuch Scarisbrick.

Bennett, W. H. (1972). The Role of Debate in Speech Communication. The Speech Teacher, XXXIX. 281-288.

Bradley, B. E., Jr. (19S9). Debate-A Practical Training for Gifted Students. The Speech Teacher. VII, 134-138.

Colbert, K. R (1987). The Effects of CEDA and NDT Debate Training on Critical Thinking Ability. JAFA. XXIII. 194- 201.

Colbert, K. R & Biggers, T. (1985). Why Should we Support Debate? JAFA, XXI, 237-240.

Freeley, A. J. (1960). An Anthology of Commentary on Debate. The Speech Teacher, IX, 121-126.

Freeley, A. J. (1993). Values of Academic Debate, p. 21-31. In Argumentation and Debate: Critical Thinking for Reasoned Decision Making (8th Ed.) Belmont: Wadsworth.

Greenstreet, R (1993). Academic Debate and Critical Thinking: A Look at the Evidence. National Forensic Journal, XI, 13-28.

Hill, B. (1982). Intercollegiate Debate: Why Do Students Bother? The Southern Communication Journal, XLVIII, 77-88.

Hill, B. (1993). The Value of Competitive Debate as a Vehicle for Promoting Development of Critical Thinking Ability. CEDA Yearbook, XIV Ed. Ann Gill, 1-22.

Hobbs, J. D. & Chandler, R C. (1991). The Perceived Benefits of Policy Debate Training in Various Professions. Speaker and Gavel, XXVIII, 4-6.

Hunt, S. (1994). The Values of Forensics Participation, p. 1-12. In Intercollegiate Forensics Ed. T. C. Winebrenner. Dubuque: Kendall Hunt.

Hunt, S. B. & Inch, E. S. (1993). The Top Fifty Forensics Programs in the U. S.: A Twenty Year Retrospective. Paper presented at the Western States Communication Association Convention, Albuquerque.

Matlon, R & Keele, L. M. (1984). A Survey of Participants in the National Debate Tournament: 1947-1980. JAFA, XX, 194-205.

Murphy, T. L. (1992). A Survey of Top CEDA Programs-1989-1990. CEDA Yearbook Ed. Ann Gill, XII, 44-55.

Nichols, E. R (1936). A Historical Sketch of Intercollegiate Debating. Quarterly Journal of Communication, XXII, 591-602.

Norton, L. (1982). Nature and Benefits of Academic Debate, p. 24-40. In Introduction to Debate. Ed. Carolyn Keefe, Thomas B. Harte, and Lawrence E. Norton. New York: Macmillan.

Rohrer, D. M. (1987). Debate As a Liberal Art, p. 7-14. In Advanced Debate: Reading in Theory, Practice and Teaching. (3rd Ed.) Ed. David A. Thomas and Jack Hart. Lincolnwood: National Textbook Co.

Sellnow, D. D. & Seekins, L. L. (1992). Justifying Forensic Programs to Administrators: An Experiential Educational Opportunity. Paper presented at the Speech Communication Association Convention, Chicago.

Sheckels, T. F., Jr. (1984). The Benefits of Debating, p. 2-5. In Debating: Applied Rhetorical Theory. New York: Longman.

Thomas, D. A. (1979). Sedalia Plus Five: Forensics as Laboratory, p. 245-257. In Proceedings of the Summer Conference on Argumentation, Ed. Jack Rhodes and Sarah Newell. Dubuque:Kendall Hunt.

Windes, R R. Jr. (1960). Competitive Debating: The Speech Program, The Individual, and Society. The Speech Teacher, IX, 99-108.


The Speech and Debate program provides an important part of our school's experience. Specifically, the program enhances each of the five listed criteria you have identified as important.

1. Enrich, support and add to the formal academic curriculum
The program and the courses in forensics we offer enhance the academic curriculum in at least three ways. First, students learn to discuss, research and study important issues like military intervention, media coverage of politics, and human rights policies. Second, students engage in more stimulating discussions in classes that they take because they have had real world practice researching, studying and communicating about these important issues. Third, students turn in better research and analysis for papers because they have practiced researching and organizing their work into the most effective manner possible. These benefits are not isolated to any one discipline. Rather, students in any academic program on campus gain skills in presenting their subject matter more effectively. Overall, students become better educated and more involved citizens of our society.

2. Foster opportunities for students to develop to their fullest potential and to provide for their physical and emotional well-being
Students learn to be the best speakers that they can be. By being able to communicate better, students are able to better express their needs thereby enhancing their ability to achieve their fullest potential. Students have a group of friends which they can depend upon and who share their desire to discuss issues and to speak effectively.

3. Provide a forum for students to use skills gained in the classroom (i.e. critical reasoning, writing, speaking, organizing, and analyzing) other settings.
Speech and debate obviously achieve these goals. Students engage in critical reasoning by discussing, refuting, rebuilding, and refining ideas and arguments. Students learn to write persuasive cases and speeches, as well as informative essays, analyses of communication, and humorous stories. They learn how to speak by practicing and competing in speaking and debating events against some of the best young speakers in the country. Students learn to organize huge files of evidence and briefs, arguments in their cases and persuasive points in their speeches. Students learn to analyze the claims other students make and to refine their arguments so that they are rhetorically and logically sound arguments.

4. Enhance the College's reputation.
Our program contributes to the liberal arts atmosphere by providing an activity in which virtually every field of the liberal arts curriculum is addressed via researching and communicating its subject matter. Students learn about politics (debates on U.S. domestic and foreign policy), sociology (speeches on the role of sexuality in contemporary society), philosophy (analysis of topics by discussing such thinkers as Nietzsche), literature (the interpretation of plays, poetry and prose), science (speeches on the invention of telecommunications, debates on the development of nanotechnology), and we could go on. Needless to say, this broad based learning experience adheres to the liberal arts reputation of Our school. In addition, the program is expanding this year to include on-campus debates. This kind of campus dialogue on vital social, political and academic issues can make the school an even more vibrant and intellectually stimulating atmosphere. Coupled with the program's already recognized national reputation, the team definitely offers unique features that enhance the school's reputation.