A theory-centered model of debate assessment: the rhetorical judging paradigm

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dc.contributorButler, William Sim
dc.contributorChilcutt, Alexa S.
dc.contributorGaines, Robert N.
dc.contributorPerdue, Cori
dc.contributor.advisorBennett, Beth Susan
dc.contributor.authorCorbit, Ken W.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-06-04T14:57:33Z
dc.date.available2018-06-04T14:57:33Z
dc.date.issued2017
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study investigated collegiate debate and the ways in which it is judged. Debate has long been considered an academic process used to advance argumentation theory and critical thinking skills in its participants. However, over the last half-century, many scholars have determined that, as it is practiced, has become exclusionary to those outside of the debate community and no longer provides educational benefit (Guerin et al., 2005). A review of scholarship on the historical background of argumentation, rhetorical theory and collegiate debate over the last century, provides a foundation for examining extant debate judging paradigms and their impact on participant behavior. Specifically, the 2014 CEDA National Championship final round was used as a case study to confirm two problems discovered within the review of literature: the impact of shifting judging paradigms on competition and the dominance of gamesmanship. The case study revealed how the judging paradigms have a direct effect on the way competitors prepare for the round. In addition, the case study illustrated how feedback reinforced technical debate, jargon, spreading, and speed. Through synthesis of traditional rhetorical concepts, a new judging model was developed, the rhetorical judging paradigm (RJP), and was discussed as a tool for use in a debate round. Once the model was created, it was used to examine the 2014 CEDA National Championship round. This was done to show how the theory could positively impact the debate community. The primary conclusion of the study is that the RJP be applied more broadly and researched in a quantitative methodology.en_US
dc.format.extent169 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002859
dc.identifier.otherCorbit_alatus_0004D_13282
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3535
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectCommunication
dc.titleA theory-centered model of debate assessment: the rhetorical judging paradigmen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. College of Communication and Information Sciences
etdms.degree.disciplineCommunication & Information Sciences
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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