Casewriting in LD

BY JOHN PETERSON
CHEROKEE HIGH SCHOOL DEBATE
9 Step Process

Step one:
An opening quote or introductory statement (Some cases may not
have this and start with simply I affirm).
9 Step Process

Step two:
A statement of the resolution.
9 Step Process

Step three:
Definitions of key terms of the resolution.
9 Step Process

Step four:
Observations about the meaning of the resolution (Not all cases will
have these).
9 Step Process

Step five:
The value and an explanation about why this is the appropriate value
for this resolution.
9 Step Process

Step six:
The value criterion and an explanation about how the value criterion
links to the value, the meaning of the value criterion and an
explanation about how the value criterion can be used by the judge
to evaluate the round.
9 Step Process

Step seven:
Burdens (Often these are about what the affirmative does or does not
have to defend or the appropriate burdens for both the affirmative
and the negative debater. Not all cases will have these).
9 Step Process

Step eight:
A thesis for your case. Like a research paper, state the underlying belief
of your case in the thesis statement.
9 Step Process

Step nine:
Substantive arguments, these should be organized into neat and concise contentions. (Some cases
will have multiple contentions, some will have only one).
a. Tagline of the first contention which tells the basic claim of the first contention.
b. There may be individual subpoints of the contention each with their own taglines which state the
basic claim of that subpoint.
c. Within each subpoint (or the contention itself if there are no subpoints), there will be a specific
warrant (or multiple warrants) as to why the claim is true. These warrants may be analytical
(logical reasons why the claim is true) or empirical (using specific examples, statistics or studies to
show the claim is true). These warrants can be either original authorship (something the student
has written) or in the form of information from experts or institutions in the form of a quotation.
This quotation is sometimes known as a card or evidence. The term card is a carryover from
the days when debaters cut out their evidence and pasted it onto index cards.
d. At the end of each subpoint or contention, there should be an impact statement which
describes the implication(s) of the argument. These impacts should clearly link the argument
back to the value criterion selected by that student to show why winning this point helps him or
her fulfill his or her value criterion. It is helpful to rhetorically link these impact statements to the
rhetoric of the value criterion.
The Value/Criterion Structure

Each case usually will have a value criterion structure. Values and
criteria are debated in order to add depth and purpose to the
framework (underlying support) of your case.
Understanding the Value/Criteria
What is the best restaurant in town?

Possible values: taste, ambiance, variety Criteria: Maximizing flavor combinations, achieving good
interior design, maximizing unique menu items
Who is the best baseball player?

Possible values: experience, success, teamwork Criteria: maximizing years of playing, achieving
many home runs, quantifiably great passes to players on the same team
Who is the most reprehensible celebrity?

Possible values: distaste, cynicism, promiscuity Criteria: Maximizing foolishness on social media,
sending mean tweets, maximizing relationships
Homework #1

Think of a value for the following resolutions:

Resolved: Plea bargaining ought to be abolished in the United States
criminal justice system.
Resolved: Privileged individuals ought not appropriate the culture of a
marginalized group.
Resolved: The non-therapeutic use of human enhancement
technologies is immoral.
Homework #2

1. Go to this link after signing into the Debate website

(chsdebate.ga): https://chsdebate.ga/casedocs/ld_blm_aff.docx
2. Identify the steps used to write the case and their location by
annotating the case (1-9)