Annette: Because I just let something happen then that I shouldn’t have let happen.
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Speech involves a presentation by one or two students that is judged against a similar type of presentation by others in a round of competition. There are two general categories of speech events, public address events and interpretive events. Public address events feature a speech written by the student, either in advance or with limited prep, that can answer a question, share a belief, persuade an audience, or educate the listener on a variety of topics. Interpretation events center upon a student selecting and performing published material and appeal to many who enjoy acting and theatre.
Debate involves an individual or a team of students working to effectively convince a judge that their side of a resolution or topic is, as a general principle, more valid. Students in debate come to thoroughly understand both sides of an issue, having researched each extensively, and learn to think critically about every argument that could be made on each side.
Interp events.
Students are presented with prompts related to societal, political, historic or popular culture and, in 20 minutes, prepare a five-minute speech responding to the prompt. Students may consult articles and evidence they gather prior to the contest. At the National Tournament, students may use internet during preparation. Some other tournaments may not. The speech is delivered from memory and no notes are allowed.
Impromptu is a public speaking event where students have seven minutes to select a topic, brainstorm their ideas, outline and deliver a speech. The speech is given without notes and uses an introduction, body, and conclusion. The speech can be light-hearted or serious. It can be based upon prompts that range from nursery rhymes, current events, celebrities, organizations, and more.
An adapted version of Impromptu, Prepared Prompt Speaking, has been used at online tournaments. In Prepared Prompt, students will be given a list of topics prior to the tournament, select one prompt from the official list, prepare a speech, and submit it through the recording process.
Impromptu is a public speaking event that tests a student’s ability to analyze a prompt, process their thoughts, organize the points of the speech, and deliver them in a clear, coherent manner. Students’ logic is extremely important. They must be able to take an abstract idea, such as a fortune from a fortune cookie, and put together a speech that has a thesis and supporting information.
Informative is a speech written by the student with the intent to inform the audience on a topic of significance. Students in informative may use a visual aid. Informative gives students the unique opportunity to showcase their personality while educating the audience. An Informative is not simply an essay about the topic—it is a well researched and organized presentation with evidence, logic, and sometimes humor to convey a message. Topics are varied and interesting. Whether it be a new technological advance the audience is unaware of or a new take on a concept that everyone is familiar with, Informative is the students opportunity to teach the audience. Types of topics and structure vary greatly.
International Extemporaneous Speaking, typically called International Extemp, is a speech on current International events with limited preparation time. A student’s understanding of important political, economic, and cultural issues is assessed along with critical thinking and analytical skills. Students report to a draw room (often referred to as Extemp prep) where all of the Extempers gather at tables, set out their files, and await their turn to draw topics. Students may access research brought with them to the tournament during the 30-minute preparation period. Some tournaments, including the NSDA National Tournament, will permit students to use the internet to research during preparation time. When prep time is up, the student reports to the competition room to deliver a 7 minute speech. Students have a lot to do in 30 minutes—they must select a question, review research, outline arguments with supporting materials, and practice at least part of the speech before time expires. Many tournaments prohibit the consultation of notes during the speech in which case speech structure and evidence need to be memorized during prep time as well.
Mixed Extemp combines international and domestic issues (as opposed to two separate events like high school). Mixed Extemp is an event at the NSDA Middle School National Tournament. Students are presented with a choice of three questions related to national and international current events. The student has 30 minutes to prepare a seven-minute speech answering the selected question. Students may consult articles and evidence to help with their preparation. The internet may be used during preparation time at the NSDA Middle School National Tournament, though local events may not allow use of internet.
Students write and perform original poetry to express ideas, experience, or emotion through the creative arrangement of words according to their sound, their rhythm, their meaning.
The maximum time limit is 5 minutes with a 30-second grace period. The delivery must be memorized, and no book or script may be used. No more than 150 words of the original poetry may be direct quotation from any other speech or writing. A successful performer will craft a piece that elicits critical thought, reflection, or emotion. As opposed to traditional Poetry, Spoken Word Poetry is created to be performed aloud and may feature rhythmic flow, vivid imagery, word play, gestures, lyrical elements, and repetition. Use the Getting Started with Original Spoken Word Poetry guide as a helpful tool to explore ways to express thoughts and experiences through poetry.
Poetry is characterized by writing that conveys ideas, experiences, and emotions through language and expression. Often Poetry is very creative in terms of vocabulary and composition. While Poetry may tell a story or develop a character, more often Poetry’s focus on language and form are designed to elicit critical thought, reflection, or emotion. Students may choose what the National Speech & Debate Association refers to as traditional Poetry, which often has a formal meter or rhyme scheme, or nontraditional Poetry, which often has a rhythmic flow but lacks formal rhyme or meter. Poetry is different than Original Spoken Word Poetry in that students in Poetry will perform works written by others. In Poetry, students may chose to perform one long poem or create a program of poetry from one source or multiple sources.
Students select the National Tournament topic for CX, LD, or PF or a piece of legislation in the Congressional Debate Docket and write a 3-5 minute affirmative speech and a 3-5 minute negative speech on that topic. This event allows students to explore debate topics in a new and exciting way while showing off their writing, research, and delivery skills.
Storytelling consists of sharing a story with an audience, performed as if the audience were a group of young children. Some tournaments have themes that the story selection must fit in; the National Tournament does not have a theme, and any story selection is acceptable. The story must not exceed five minutes. Students may use a full range of movement to express themselves and may incorporate a chair in a variety of different ways, though the chair may not be used as a prop during the performance. Students may be seated but most commonly performers use a full range of stage space available to them. As there are so many different types of stories that can be performed, it is important to observe rounds to see what other students and teams are using. The Association has final rounds of Storytelling from both the high school and middle school level to review. Local and regional tournaments may vary in the selection of stories performed.
Time limits.
Speech | Time Limit | Purpose |
---|---|---|
Affirmative Constructive | 5 minutes | Present case |
Negative Constructive | 5 minutes | Present case |
Question Segment | 3 minutes | Alternate asking and answering questions |
Affirmative Rebuttal | 4 minutes | Refute the opposing side’s arguments |
Negative Rebuttal | 4 minutes | Refute the opposing side’s arguments |
Question Segment | 3 minutes | Alternate asking and answering questions |
Affirmative Consolidation | 3 minutes | Begin crystallizing the main issues in the round |
Negative Consolidation | 3 minutes | Begin crystallizing the main issues in the round |
Affirmative Rationale | 3 minutes | Explain reasons that you win the round |
Negative Rationale | 3 minutes | Explain reasons that you win the round |
*Each team is entitled to three minutes of prep time during the round.
Speech | Time Limit | Purpose |
---|---|---|
Proposition Constructive | 2 minutes | The debater in favor of the resolution presents his or her case/position in support of the topic. |
Cross Examination of Proposition | 1 minute | The opposition debater asks the proposition questions. |
Opposition Constructive | 2 minutes | The debater against the resolution or the proposition’s case presents his or her case/position. |
Cross Examination of Opposition | 1 minute | The proposition debater asks the opposition questions. |
Mandatory Prep Time | 1 minute | Both debaters have one minute to prepare their rebuttals. |
Proposition Rebuttal | 2 minutes | The proposition debater refutes the main idea of the opposition and supports their main ideas. |
Opposition Rebuttal | 2 minutes | The opposition debater refutes the main idea of the proposition and supports their main ideas. |
Mandatory Prep Time | 1 minute | Both debaters have one minute to prepare their rebuttals. |
Proposition Rebuttal | 2 minutes | In this final speech the proposition crystallizes the round for the judge and tries to establish sufficient reason for a vote in favor of the resolution. |
Opposition Rebuttal | 2 minutes | In this final speech the opposition crystallizes the round for the judge and tries to establish sufficient reason for a vote against the proposition’s case and/or the resolution. |
Lincoln-Douglas Debate typically appeals to individuals who like to debate, but prefer a one-on-one format as opposed to a team or group setting. Additionally, individuals who enjoy LD like exploring questions of how society ought to be. Many people refer to LD Debate as a “values” debate, as questions of morality and justice are commonly examined. Students prepare cases and then engage in an exchange of cross-examinations and rebuttals in an attempt to convince a judge that they are the better debater in the round.
Speech | Time Limit | Purpose |
---|---|---|
Affirmative Constructive | 6 minutes | Present the affirmative case |
Negative Cross-Examination | 3 minutes | Negative asks questions of the affirmative |
Negative Constructive | 7 minutes | Present the negative case and refute the affirmative case |
Affirmative Cross-Examination | 3 minutes | Affirmative asks questions of the negative |
First Affirmative Rebuttal | 4 minutes | Refute the negative case and rebuild the affirmative case |
Negative Rebuttal | 6 minutes | Refute the affirmative case, rebuild the negative case, and offer reasons that negative should win the round, commonly referred to as voting issues. |
2nd Affirmative Rebuttal | 3 minutes | Address negative voting issues and offer reasons for why the affirmative should win. |
Speech | Abbreviation | Time Limit |
---|---|---|
1st Affirmative Constructive | 1AC | 8 minutes |
Negative Cross-Examination of Affirmative | 3 minutes | |
1st Negative Constructive | 1NC | 8 minutes |
Affirmative Cross-Examination of Negative | 3 minutes | |
2nd Affirmative Constructive | 2AC | 8 minutes |
Negative Cross-Examination of Affirmative | 3 minutes | |
2nd Negative Constructive | 2NC | 8 minutes |
Affirmative Cross-Examination of Negative | 3 minutes | |
1st Negative Rebuttal | 1NR | 5 minutes |
1st Affirmative Rebuttal | 1AR | 5 minutes |
2nd Negative Rebuttal | 2NR | 5 minutes |
2nd Affirmative Rebuttal | 2AR | 5 minutes |
Prep Time (each team) | 8 minutes |
Speech | Time Limit | Purpose |
---|---|---|
Team A Speaker 1 – Constructive | 4 minutes | Present the team’s case |
Team B Speaker 1 – Constructive | 4 minutes | Present the team’s case |
Crossfire | 3 minutes | Speaker 1 from Team A & B alternate asking and answering questions |
Team A Speaker 2 – Rebuttal | 4 minutes | Refute the opposing side’s arguments |
Team B Speaker 2 – Rebuttal | 4 minutes | Refute the opposing side’s arguments |
Crossfire | 3 minutes | Speaker 2 from Team A & B alternate asking and answering questions |
Team A Speaker 1 – Summary | 3 minutes | Begin crystallizing the main issues in the round |
Team B Speaker 1 – Summary | 3 minutes | Begin crystallizing the main issues in the round |
Grand Crossfire | 3 minutes | All four debaters involved in a crossfire at once |
Team A Speaker 2 – Final Focus | 2 minutes | Explain reasons that you win the round |
Team B Speaker 2 – Final Focus | 2 minutes | Explain reasons that you win the round |
Speech | Time Limit |
---|---|
Proposition Team Speaker 1 | 8 minutes |
Opposition Team Speaker 1 | 8 minutes |
Proposition Team Speaker 2 | 8 minutes |
Opposition Team Speaker 2 | 8 minutes |
Proposition Team Speaker 3 | 8 minutes |
Opposition Team Speaker 3 | 8 minutes |
Opposition Rebuttal | 4 minutes |
Proposition Rebuttal | 4 minutes |
Language use: functional approaches to syntax, language in use, sentence structure and the function of utterances, speech acts, the cooperative principle, violations of the cooperative principles, politeness conventions, speech events, the organization of conversation, cross-cultural communication.
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from Part IV - Issues in Semantics and Pragmatics
Published online by Cambridge University Press: 12 November 2021
The study of speech acts began with Austin and was prefigured by Wittgenstein. 1 While Frege and Russell focused primarily on the semantics of the expressions of the artificial, formal languages used in logic and mathematics (to articulate truth-apt statements and theories), 2 Wittgenstein (in his later work) drew our attention to the variety of uses to which the expressions of ordinary, naturally occurring languages are put. One technique that he employed for doing so was to describe a number of different “language games” – i.e. “ways of using signs simpler than those in which we use the signs of our highly complicated everyday language” (1969: 17).
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Cite this chapter.
Part of the book series: Modern Linguistics Series ((MAML))
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For interviews which follow a questionnaire format, the problems involved in collecting anything approaching everyday speech are extremely severe. This is because the interview is, in fact, a speech event, in the technical sense proposed by Hymes (1974: 52):
The term speech event will be restricted to activities, or aspects of activities that are directly governed by rules or norms for the use of speech. An event may consist of a single speech act, but will often comprise several.
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Brown, R. and Gilman, A. (1960) ‘The Pronouns of Power and Solidarity’, in Sebeok, T. A. (ed.) Style and Language ( Cambridge, MA: The Technology Press ) pp. 253–76.
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Labov, W. (1972a) ‘The Logic of Nonstandard English’, in Labov, W. Language in the Inner City: Studies in the Black English Vernacular (Philadelphia. PA: University of Pennsylvania Press ) pp. 201–40.
Labov, W. (1972b) ‘The Isolation of Contextual Styles’, in Labov, W. Sociolinguistic Patterns ( Philadelphia, PA: University of Pennsylvania Press ) pp. 70–109.
Shuy, R. W., Wolfram, W. and Riley, W. K. (1968) Field Techniques in an Urban Language Study ( Washington, DC: Center for Applied Linguistics).
Wolfram, W. and Fasold, R. (1974) The Study of Social Dialects in American English ( Englewood Cliffs, NJ: Prentice Hall).
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© 1997 Macmillan Publishers Limited
Wolfson, N. (1997). Speech Events and Natural Speech. In: Coupland, N., Jaworski, A. (eds) Sociolinguistics. Modern Linguistics Series. Palgrave, London. https://doi.org/10.1007/978-1-349-25582-5_11
DOI : https://doi.org/10.1007/978-1-349-25582-5_11
Publisher Name : Palgrave, London
Print ISBN : 978-0-333-61180-7
Online ISBN : 978-1-349-25582-5
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The speech event is to the analysis of verbal interaction what the sentence is to grammar. When compared with the sentence it represents an extension in size of the basic analytical unit from single utterances to stretches of utterances, as well as a shift in focus from emphasis on text to emphasis on interaction.
Speech involves a presentation by one or two students that is judged against a similar type of presentation by others in a round of competition. There are two general categories of speech events, public address events and interpretive events.
Lesson 3 in this course discusses what the speech event is and gives good examples.
There are various kinds of events at which speech typically takes place: political rally, debate, classroom lecture, religious service (sermon, prayer, welcoming, singing); government hearing; courtroom trial; all involve particular kinds of speech events that are appropriate to that setting.
A speech refers to an informal or formal talk given to an audience. Giving a speech allows you to address a group of people to express your thoughts and oftentimes, your opinion. You can find speeches in many different environments and with many different purposes.
Individual events in speech include public speaking, limited preparation, acting and interpretation are a part of forensics competitions. These events do not include the several different forms of debate offered by many tournaments.
Summary. The study of speech acts began with Austin and was prefigured by Wittgenstein. 1 While Frege and Russell focused primarily on the semantics of the expressions of the artificial, formal languages used in logic and mathematics (to articulate truth-apt statements and theories), 2 Wittgenstein (in his later work) drew our attention to the ...
The term speech event will be restricted to activities, or aspects of activities that are directly governed by rules or norms for the use of speech. An event may consist of a single speech act, but will often comprise several.
Every society has a variety of types of speech event, in this sense, set off from each other by different rules of speaking. In some cases a single rule of speaking is so strong and so widely recognized by the speech community as to be itself the defining characteristic of the speech event.
‘The term speech event will be restricted to activities, or aspects of activities, that are directly governed by rules or norms for the use of speech. An event may consist of a single speech act, but will often comprise