.A STUDY IN THE ETHICAL USE OF EVIDENCE IN HIGH SCHOOL DEBATING Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY Harlow Munson Claggefi 196:6 Ii "“ \ “Hm. _ - v . .y 'H“ 7 ; ; H ' ‘ \E'\' S‘W“ L1 -3 guests LIBRARY Y "NM? Km HI 1:. .H. u... fl _ 6‘1" .3: k. I” ‘3 fl 4 i" “ H 81 5w: Page 1 of 2 ABSTRACT A STUDY IN THE ETHICAL USE OF EVIDENCE IN HIGH SCHOOL DEBATING by Harlow Munson Claggett The problem.of this study was to determine the amount of un- ethical evidence used in a high school debate. Each piece of evidence used in this Michigan championship debate was examined and placed into one of the 1. Of following four categories: Fabrications. The evidence could not be found in any published works, and the authority disclaims the state- ment. Misrepresentations. The authority has been cited inac- curately in such a fashion as to alter the meaning or force of the statement, or the documentation indicated the wrong authority. Harmless_;gaccuracies. The evidence used was paraphrased reasonably, or relatively insignificant errors in documen- tation were found. Completely_Accurate. The evidence and documentation were found to be ethically acceptable. the forty-four pieces of evidence used in the debate, forty- one were found. There were nineteen pieces of evidence verified as completely accurate. There were twelve examples of harmless inaccur- acies, although the degree of harmlessness varied considerably. Harlow Manson Claggett Page 2 of 2 Thirteen pieces of evidence were classified as misrepresentations. A further breakdown of this category indicated that two examples were the direct result of poor listening, two were the result of a debate handbook research publication, and lack of accurate source documentation placed four others into this category. None of the pieces of evidence were found to be fabrications. The study indicates what happened, but lacks the knowledge of why it happened. It indicates that distortion was found, but it cannot be determined whether this distortion was intentional or unintentional. This study does provide, though, the knowledge that a problem does exist and suggests that there are certain responsibilities we must assume as coaches of this activity to rid the debating process of any further unethical practices in the use of evidence. A STUDY IN THE ETHICAL USE OF EVIDENCE IN HIGH SCHOOL DEBATING by Harlow Hanson Claggett A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech 1966 ACKNOWLEDGMENTS The writer wishes to express his most sincere thanks to Dr. Jerry Anderson who provided the spark necessary to complete my requirements for a master's degree. His knowledge, encouragement, and understanding proved to be most valuable. My appreciation also goes to Dr. Fred Alexander for his guidance during the writing of this thesis and to Dr. David Ralph for his assistance in this project. These men are to be commended for their service in the field of edu- _ cation. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . . ii LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . iv INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter I. PROBLEM AND PROCEDURE . . . . . . . . . . . . . . . . . . 4 The Problem A Case Study Significance of Study Procedure Definition of Terms II. PRESENTATION OF EVIDENCE. . . . . . . . . . . . . . . . . 8 Completely Accurate--Unit I Completely Accurate-~Unit II Completely Accurate--Unit III Harmless Inaccuracy--Unit I Harmless Inaccuracy--Unit II Misrepresentation--Unit I Misrepresentation--Unit II Misrepresentation-~Unit III Unverified Evidence III. RESULTS AND SOLUTIONS . . . . . . . . . . . . . . . . . . 28 IV. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . . . . . . 35 APmDIx. O C O O O O O O O O O O O O O O O O O O O O C O O O O 0 37 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . 41 iii LIST OF TABLES Table Page 1. Frequency Distribution of the Classes of Evidence. . . . . . 27 iv INTRODUCTION A notable trend in speech education in Michigan during the past decade has been an increase in interest of the debating activity. More than fifty per cent of the high schools are now enrolled in speech activities, more students are participating, many more debate tourna- ments are being offered, and some schools are showing an increasing interest in the National Forensic League which offers still more de- bating experience outside of the State. The quantity of debating experience is at a new high, but as a speech educator and a debate coach.my concern is with the corresponding quality of debate. More specifically, the documentation and evidence used must be of the highest ethical standard if debate as an intellectual activity is to survive. When attempting to discuss ethical standards of debate, one may search his mind for universally acceptable rules. The problem is that in most instances uniformity does not exist. It is characterized more by adaptation, reinterpretation and redefinition. However, most authorities will agree with Ewhank and Auer, "It is, of course, uneth- 1 ical for a speaker to distort or falsify evidence." Minnick says essentially the same thing. "It is unethical to distort so that a 1Henry Lee Ewbank and J. Jeffery Auer, Discussion and Debate (New York: Appleton-Century-Crofts, Inc., 1951), p. 258. -2- piece of evidence does not convey its true intent."2 Perhaps it is obvious that when speaking of evidence we also assume that documentation used will be complete and accurate. Documentation should be considered as an essential part of the total ethical picture. Evidence is a tool used in debate. This particular tool re- quires exactness. It is assumed that in competitive debating the evi- dence and documentation will be exact, acknowledging the ethical standard required. Only recently studies have been.made to test the accuracy of evidence used and thus to determine the extent to which debaters abide by the accepted ethical code. Carl E. Larson and Kim Giffin seemed to indicate that a problem does exist as to the ethical use of evidence in their study from.the 1962 Heart of America Tournament.3 A significant portion of the evidence was unverifiable due to inaccurate documentation. But this would only seem to magnify the problem» for they found eight pieces of evidence either manufac- tured or misrepresented. This problem was further advanced by a study made by Robert P. Newman and Keith R. Sanders of the west Point final debate.4 It was found that accuracy was not present in this debate. Of the seventy-one pieces of evidence examined, there were three fab- rications and twenty-three misrepresentations. Both of these studies concerned college debating. 2Kayne C. Minnick, The Art of Persuasion (Boston: Houghton Mifflin Company, 1957), p. 284. 3Carl B. Larson and Kim Giffin, "Ethical Considerations in the Attitudes and Practices of College Debaters," Journal of the American Forensic Association, I (September, 1964), 86-90. 4Robert P. Newman and Keith R. Sanders, "A Study in the Integrity of Evidence," Journal of the American Forensic Association, II (January, 1965), 7-13. -3- The question yet to be answered is: Will the same inaccuracy be found in high school debating? This paper will present a case study of a high school debate, examining and categorizing each piece of evi- dence used. Although one debate will not be a sufficient sampling to present an absolute answer to the above question, it will bring to the surface information that will reveal a possible condition that may exist in debate situations between secondary schools. It may also serve as a guideline for future studies of the nature which to my knowledge are nonexistent in debate on the secondary level. CHAPTERI PROBLEM AND PROCEDURE The Problem Debate teams in Michigan travel and compete with more schools than ever before. There generally is a tournament held somewhere in the State on any given Saturday between the months of October and February. Occasionally there are charges by debaters that other teams are falsifying evidence or are misrepresenting the true meaning of quo- tations. Due to the circumstances, these accusations are seldom veri- fied, but they do cause concern, Arguments develop between coaches when these situations arise. The matter generally remains unsettled, and sometimes friendly relationships are severed. Coaches know these situations occur; they do not know the extent to which the accusations are justified, nor do they know to what degree evidence is being dis- torted. This study of the actual evidence used in a debate focuses directly upon this subject. A Case Study The debate chosen for this case study was a recent high school championship debate held on the campus of the University of Michigan and sponsored by the Michigan High School Forensic Association. It involved two schools in the C-D division. (Schools with less than 500 students) -4- -5- These teams debated the topic, RESOLVED: THAT THE FEDERAL GOVERNMENT SHOULD.ADOPT A PROGRAM 0F COMPULSORY ARBITRATION IN LABORrMANAGEMENT DISPUTES IN THE BASIC INDUSTRIES. The affirmative team contended that (l) the American economy is now entering a period of high demand which is causing high employment and near capacity production, (2) under these conditions the collective bargaining system fails to function adequately and inflation results, and (3) the resulting inflation presents a signif- icantly economic threat. The negative team supported the status quo and used direct refutation primarily throughout the debate. Each team had reached the finals through district, regional, and semi-final tournaments, the double elimination process being used in the last two tournaments. The winner of the final round was acknowl- edged the C-D champion in the State of Michigan. The decision went to the affirmative team by a 2-1 vote. Although each judge was given the research findings, no attempt has been made to investigate the reason for their decision or the effect that the research information, if available at the time, would have made on their decision. Significance of Study It is the writer's belief that debating is a worth-while activ- ity only if performed under ethical standards. The results of this study should indicate whether a problem does indeed exist and the extent to which evidence is misused by secondary school debaters. Procedure In order to carry out this case study of a C-D championship debate, contact was made by telephone with the State Manager of the -6- Michigan High School Forensic Association. An explanation of the study was given and permission was granted to tape record the debate. The recorder was placed in a booth removed from sight of the debaters and the audience, thus serving as a control for the experiment. Only the State Manager and I were aware of this procedure. Later, the tape was played to record the evidence and documentation exactly as stated by the debaters. Each piece of evidence was then matched with the original source, where applicable, using the libraries available. when material couldn't be found, a letter was written to one of the coaches, and this was followed with a telephone call after receiving no response. Dr. Daniel H. Kruger, professor of labor and industrial relations at Michigan State University, was contacted by telephone also to determine the validity of a quotation used by the affirmative team. Of the forty- four pieces of evidence used, forty-one were found. The three which could not be located were used by the negative team. Definition of Terms The citations examined were divided into four groups as classi- fied by Newman and Sanders.5 The explanation of each category varies somewhat due to the involvement of documentation in this study. These categories included (1) Fabrications, the evidence could not be found in any published works, and the authority disclaims the statement. (2) Misrepresentations, the authority has been cited inaccurately in such a fashion as to alter the meaning or force of the statement, or the documentation indicated the wrong authority. (3) HarmlessfiInaccuracies, 51bid. -7- the evidence used was paraphrased reasonably, or relatively insignifi- cant errors in documentation were found. (4) Completely Accurate, the evidence and documentation were found to be ethically acceptable. CHAPTER II PRESENTATION OF EVIDENCE The evidence presented in this chapter will be (1) the exact wording as stated by the debater and (2) the wording of the source from which it came. The evidence is divided into categories and further into units within each category to point out group similarities in each of the four categories of completely accurate, harmless inaccuracies, misrepresentations, and fabrications. At the close of the chapter are the three pieces of evidence used by the negative team that could not be found. Qggpletely Accurate--Unit l The completely accurate category was divided into three units. Each unit would be considered ethically acceptable in any debate situ- ation. The following material represents the first unit. The exact words of the debater are also the exact words of the authority docu- mented. There were seven of these examples found in the debate. The debater said....(First Affirmative, Constructive) we see from Business week of January lst, 1966....The unemploy- ment rate for married men has shrunk to 22, which is close to the practical.minimum. With an average manufacturing work week of 41.4 hours in November, overtime is at its highest levels for the current expansion. The civilian labor force grew more slowly than expected last year, and the step-up in the draft threatens to cramp growth more harshly in the year ahead. -9- Queiness Week, January 1, 1966, p. 13. The unemployment rate for married men has shrunk to 22, which is close to the practical minimums With an average manufacturing work week of 41.4 hours in November, overtime is at its highest levels for the current expansion. The civilian labor force grew more slowly than expected last year, and the step-up in the draft threatens to cramp growth more harshly in the year ahead. The debater said....(First Affirmative, Constructive) And Newsweek of February 7th, 1966, states that....Inflation would be a worry even without the uncertainty of the war in Vietnam. In recent months, labor shortages and production bottlenecks have begun to appear, and the clamorous demand has put increasing upward pressure on wages and prices. Newsweek, February 7, 1966, pp. 59-60. Inflation would be a worry even without the uncertainty of the war in Vietnam. In recent months, labor shortages and production bottlenecks have begun to appear, and the clamorous demand has put increasing upward pressure on wages and prices. The debater said....(Second Affirmative, Constructive) U.S. News & World Report of February 28th, 1966, points out that....With business booming and order books full, companies in many cases appear willing to meet demands of workers for big in- creases in wages. Higher costs then are passed on in higher prices in industries not singled out for special attention under White House guidelines. U.S. News & World Report, February 28, 1966, p. 101. With business booming and order books full, companies in many cases appear willing to meet demands of workers for big increases in wages. Higher costs then are passed on in higher prices in industries not singled out for special attention under White House guidelines. The debater said....(Second Affirmative, Constructive) And we find that in our present situation according to Fortune, February, 1966....Prices have clearly broken out of their stable pattern of recent years. -10- Fortune, February, 1966, p. 42. Prices have clearly broken out of their stable pattern of recent years. The debater said....(Second Affirmative, Constructive) According to Newsweek of March 7th, 1966....Even Walter Heller, the liberal architect of most present United States economic poli- cies, who headed the Council of Economic Advisors from 1961 to 1964, saw disquieting signs that the economy may be overheating. Newsweek, March 7, 1966, p. 72. But even Walter Heller, the liberal architect of most present U.S. economic policies, who headed the CEA from 1961 to 1964, saw "disquieting signs" that the economy may be overheating. The debater said....(Second Affirmative, Constructive) However, if we turn to U.S. News & WOrld Report of March 14th, 1966, we find at least two evils that are delineated: that 18.... People who are retired and living on fixed pensions stand to suffer most as the dollar's buying power diminishes. U.S. News & World Report, March 14, 1966, p. 44. People who are retired and living on fixed pensions stand to suffer most as the dollar's buying power diminishes. The debater said....(Second Affirmative, Rebuttal) Theodore R. Gamble, president of the Pet Milk Company in Dun's Review of February, 1966, summed it up best saying that....Even a little inflation is a dangerous thing. It's like being nibbled to death by a duck--no one nibble hurts too much, but before you know it you're dead. gun's Review, February, 1966, p. 38. "Even a little inflation is a dangerous thing. It's like being nibbled to death by a duck--no one nibble hurts too much, but before you know it you're dead." Completely Accurate-~Unit II The second unit represents completely accurate material that has -11.. left off statements of that paragraph. There were seven of these exam- ples found in the debate. The debater said....(First Affirmative, Constructive) And Newsweek of February let, 1966, concurs....To a good many of the nation's economists, it is sheer folly to think that any further expansion can be maintained without a ruinous inflation. Newsweek, February 21, 1966, p. 74. To a good many of the nation's economists, it is sheer folly to think that any further expansion can be maintained without a ruinous inflation--and they said so last week. The debater said....(Second Affirmative, Rebuttal) We turn to Newsweek of February 7th, 1966, which stated that.... Inflation would be a worry even without the uncertainty of the war in Vietnam. The clamorous demand has put increasing upward pressure on wages and prices. Newsweek, February 7, 1966, pp. 59-60. Inflation would be a worry even without the uncertainty of the war in Vietnam. In recent months, labor shortages and production bottlenecks have begun to appear, and the clamogous demand has put increasing upward pressure on wages and prices. The debater said....(First Affirmative, Constructive) We see from.Business week of January lst, 1966....Demand is bursting out all over. There were many signs of shortages of man- power late last year, and these shortages are bound to get worse in 1966. Business Week, January 1, 1966, p. 13. Demand is busting out all over. But that doesn't mean that 1966 will be free of troubles. Most forecasters are convinced that com- panies will be operating under strain. 6This quotation has been used before in its entirety. That which was omitted does not alter the meaning of the quotation. 7Note the minor error of tense of verb "to bust." -12- There is, first of all, the sheer physical task of producing enough. There were many signs of shortages of manpower and materials late last year. And these shortages are bound to get worse in 1966. The debater said....(First Negative, Constructive) However, according to the Federal Mediation and Conciliation Service, the 17th Annual Report of 1965....The practitioners of col- lective bargaining have already demonstrated a capacity to negotiate the necessary adjustments to fast-changing industrial facts of life and to do so in a manner consistent with the public interest. Federal Mediation and Conciliation Service, U.S. Government Printing Office, (Washington,1965) 17th Annual Report of 1965, p. 2. Most authorities anticipate that as great has been the pace of these technological changes the rate will increase even.more rapidly in the latter half of this decade. If so, it is encouraging to note that, by and large, the practitioners of collective bargaining have already demonstrated a capacity to negotiate the necessary adjust- ments to fast-changing industrial facts of life and to do so in a manner consistent with the public interest. The debater said....(Second Negative, Constructive) According to Secretary Wirtz in Labor and the Public Interest published in 1964....This, then, seems the likely future course of collective bargaining if it is to preserve its meaningfulness, that it will take larger account of the responsibilites which the new forces loose in the world have created. W. Willard Wirtz, Labor and the Public Interest, (New'York,1964), p. 45. This, then, seems the likely future course of collective bar- gaining if it is to preserve its meaningfulness, that it will take larger account of the responsibilities which the new forces loose in the world have created; that its procedures will continue to develop along new lines which make it a more reasoned sort of process; and that there will be a converging and a co-ordination of public and private decision-making in the whole area of labor relations. The debater said....(Second Negative, Constructive) According to Neil W. Chamberlain, Yale University, The Labor Sector of 1965....Mediation is the most effective device yet devel- oped to head off strikes and still permit collective bargaining to function by allowing the parties to exercise their respective bar- gaining powers. -13- Neil W. Chamberlain, The Labor Sector, (New'York,1965), p. 624. Mediation is the most effective device yet developed to head off strikes and still permit collective bargaining to function by allowing the parties to exercise their respective bargaining powers, including the union's "dare" to an employer to concede what it asks or face a shutdown. The debater said....(Second Negative, Constructive) According to A Study of Compulsory Arbitration in Six Foreign Countries by the National Association of Manufacturers in 1960.... Neither labor nor management believes that settlements can be devel- oped by outside parties which would be considered just and reasonable by both sides. The imposition of such settlements could leave a residue of dissatisfaction which would seriously hamper the co- operation between management and labor which is essential for Optimum economic performance. A Study of Compulsory Arbitration in Six Foreign Countries, September, 1960, Industrial Relations Division, National Association of Manufacturers, p. 25. Third, while acknowledging the tremendous public interest in the prevention or prompt settlement of labor disputes which can effect the whole economy, neither labor nor management believes that settle- ments can be developed by outside parties which would be considered just and reasonable by both sides. The imposition of such settle- ments could leave a residue of dissatisfaction which would seriously hamper the co-operation between management and labor which is essential for optimum economic performance. Completely Accurate-~Unit III The third unit represents completely accurate material that show minor errors in word placement or documentation. There were five of these examples found in the debate. The debater said....(First Affirmative, Constructive) Business week of January 8th, 1966, states that....The projected surge in demand, coming in an economy that is already8 operating at closer to capacity than at any time since the mid-19508, does lead to nervousness about inflation. 8A very minor error in this piece of evidence (already is....is already) should not keep it from the classification above. -14- Business Week, January 8, 1966, p. 28. Nevertheless, the projected surge in demand--coming in an econ- omy that already is operating closer to capacity than at any time since the mid-1950s--does lead to nervousness about inflation. A battery of restrictive measures already is under consideration. The debater said....(First Affirmative, Constructive) Dun's Review of February,1966, stated that....The panelists of Dun's Review9 share a common concern that any inflation--creeping or runaway--constitutes a clear and present danger to the continued growth of the U.S. economy. Dun's Review, February, 1966, p. 95. Thus Dun's panelists share a common concern that any inflation-- creeping or runaway--constitutes a clear and present danger to the continued growth of the U.S. economy. The debater said....(First Affirmative, Rebuttal) Turning to U.S. News & world Report, March 14th, 1966....There are shortages of materials,10 equipment, and labor. All of these are becoming increasingly acute. U.S. News & World Report, March 14, 1966, p. 49. There are shortages of material, equipment, and labor. All of these are becoming increasingly acute. The debater said....(First Affirmative, Rebuttal) According to Dr. Kruger, head of the Industrial Relations Department at M.S.U., July 8th, 1965....The experience of the six foreign countries (mentioned by the negative) does not provide the U.S. with any chance of comparing experience. 9There is a very minor error in word arrangement. 10The minor error occurs in the plural of the word "material." 111 telephoned Dr. Kruger and after discussing the quotation in relation to how it was used in the debate, Dr. Kruger stated that it should be classified as completely accurate. -15- The debater said....(Second Negative, Rebuttal) According to Harold W; Nets and Meyer Jacobstein in The National Labor Policy,12 published in 1947....In the United States during World War II, many strikes occurred, although the National War Labor Board was acting as a board of arbitration, and strikes were sup- posedly regarded as highly undesirable if not completely illegal. Harold W. Metz and Meyer Jacobstein, A.Nationa1 Labor Policy, (Washington, D.C., 1947), p. 155. In the United States during World War II, many strikes occurred, although the National War Labor Board was acting as a board of arbitration, and strikes were supposedly regarded as highly unde- sirable if not completely illegal. Harmless Inaccuracy--Unit I The category of harmless inaccuracies was divided into two units. The first unit represents ethically acceptable paraphrasing by the debater. There were four examples found in this debate. The debater said....(First Affirmative, Constructive) Returning to John Kenneth Galbraith in American Capitalism, the Concept of Countervailing Power, we find that the man who pointed out that the evil would occur and has shown us the reasons for that evil has also told us how to solve that evil. He states that.... When production must be maximized, the only alternative to open inflation is to remove so a central authority the power of decision over prices and wages.1 John K. Galbraith, American Capitalism, the Concept of Countegyailing Power If maximum current production is taken as an imperative, then the only paths are either to have open inflation or to remove to a cen- tral authority the power of decision over prices and wages. 12There is a minor error in documentation which is insufficient to put this into another category. 13The debater used a paraphrase which did not change the meaning of the quotation. -16- The debater said....(Second Affirmative, Constructive) Dun's Review of February, 1966, points out that....The majority of chief executives of United States corporations14 are convinced that a damaging degree of inflation looms directly ahead. Dun's Review, February, 1966, p. 94. With the majority of chief executives convinced that a damaging degree of inflation looms directly ahead unless some preventive action is taken, what exactly can government, labor, and business do to forestall it? The debater said....(First Affirmative, Rebuttal) If we must go beyond that, let us turn to Time, March 11th, 1966, to Willard Wirtz who warned the week before that according to this article thag....The U.S. is about to face quite a serious man- power shortage. Time, March 11, 1966, p. 87. Labor Secretary Willard Wirtz warned last week that the U.S. "is about to face a quite serious manpower problem." The debater said....(First Affirmative, Rebuttal) But Orme W. Phelps, senior professor of economics at California Men's College in Industrial and Labor Relations Review, October, 1964, noted that....In a society where due process of law has such prestige, as in the United States,16 there are strong pressures for acceptance of decisions by judicial process. Igdustrial and Labor Relations Review, October, 1964, Orme W. Phelps "Compulsory Arbitration: Some Perspectives," p. 87. In a society where compulsory arbitration before the courts is so widely practiced and due process of law has such prestige, there are strong pressures for the acceptance of decisions arrived at by judicial processes. 1“The article did have many statements from executives of United States corporations so the addition of these words served as a clarifi- cation. 15The debater has substituted the word shortage for problem. The article goes on to explain that the problem.is a manpower shortage. 16The debater left out a passage which did not alter the meaning of the quotation and inserted "as in the United States" for clarity. -17- Harmless Inaccuracy--Unit II The second unit of this category is composed primarily of evi- dence or documentation problems that leave some doubt in the researcher's mind. The degree of harmlessness is Open for interpretation. There were five examples found in the debate. The debater said....(Second Negative, Constructive) According to Edgar T. Warren, former director of the U.S. Conciliation Service17....Compulsory arbitration will be the first step to other compulsions. Once the government is permanently in the business of deciding the wage increase every year, then they'll inevitably, the government, will have to make other decisions on prices and production schedule. National Association of Manufacturers, Industrial Relations Memo, January 13, 1947, p. 7. (Ed. L. Warren) "Compulsory arbitration will be the first step to many other compulsions. Once the government is permanently in the business of deciding the wage increase every year--in peace as it did in war-- then inevitably the government will have to make other decisions on prices and production schedules." The debater said....(First Affirmative, Constructive) Now the relationship between demand, bargaining, and inflation is shown by John Kenneth Galbraith in American Capitalism, the Concept of Contravailing Power. He states that....Under conditions of strong demand, collective bargaining takes on a radically dif- ferent form. Management is no longer constrained to resist union demands on the grounds that higher prices would be reflected in shrinking volume. Because there is then an adequate supply of eager buyers. On the other hand, there are grave disadvantages for man- agement in resisting the union. Thus, when demand is sufficiently strong to press upon the capacity of industry generally to supply it, there is no real conflict of interest between union and employer. All bargaining strength shifts to the side of the union. 17The documentation has a minor error and is incomplete. The person quoted is Edgar L, Warren, and this statement was made in 1947, nineteen years ago. 18Although several eXplanatory sentences were left out, the main idea remains. The final sentence does not exist and must be classified as a fabrication. The degree of this harm is open for interpretation. 1. -13- John K. Galbraith, American Capitalism, the Concept of Contravailing Power, (Boston,1952), p. 138. Under conditions of strong demand, however, collective bargaining takes on a radically different form. Then management is no longer constrained to resist union demands on the grounds that higher prices will be reflected in shrinking volume. There is now an adequate supply of eager buyers. The firm that first surrenders to the union need not worry lest it be either the first or the only one to in- crease prices. There are buyers for all. No one has occasion, as the result of price increases, to worry about a general shrinkage in volume. A strong demand means an inelastic demand. On the other hand, there are grave disadvantages for management in resisting the union. Since profits are not at stake, any time lost as the result of a strike is a dead loss. worker morale and the actual loss of part of the working force to employers who offer better wages must be reckoned with. Thus when demand is sufficiently strong to press upon the capacity of industry generally to supply it, there is no real conflict of interest between union and employer. The debater said....(First Affirmative, Constructive) Neil Jacoby, dean of business at the University of California, in Newsweek of February let, 1966, does not think we can. He stated fhat....Government, consumer, and business spending for 1966 will be 9 far in excess of the real productive capacity of the econ- omy...He states that....Preventive action is needed now--not after the inflationary process has become established. Newsweek, February 21, 1966, p. 74. Neil Jacoby, dean of business at the University of California at Los Angeles and another former Eisenhower adviser, led the assault at the Congressional hearings. Government, consumer, and business spending for 1966 will be “far in excess of the real pro- ductive capacity of the economy," Jacoby said. "Preventive action is needed now--not after the inflationary process has become estab- lished." The debater said....(First Affirmative, Constructive) We see from.Time of January lst, 196620....Manufacturers are Operating at a ten year high of 91% of capacity, and autos, alumi- num.and some other basic industries are scraping up against 100%. 19The debater quoted Jacoby as making the entire statement, neg- lecting the quotation marks in the magazine article. 29A discrepancy is found in the documentation of this evidence. The quotation is taken from Time, December 31, 1965. I prefer to be- lieve that this error was not deliberate although one day does make a difference in a year. -19- Time, December 31, 1966, p. 67A, Manufacturers are Operating at a ten-year high of 91% of capacity, and autos, aluminum and some other basic industries are scraping up against 100%. The debater said....(First Negative, Constructive) If we look at the Gross National Product of the United States in 1940 at 100.6 billion dollars, in 1950 at 284.6 billion dollars, in 1961 It 521.6 billion dollars, and in 1965 at 648.8 billion dollars.2 Misrepresentation--UnitA; The category of misrepresentation is divided into three units. The first unit represents misrepresentation due to lack of thorough and careful research on the part of the debater. There are seven exam- ples found in this debate. The debater said....(Second Affirmative, Constructive) Th New'York Times of February 20th, 1966, pointed this out 8flying-gnEveryone, including the government, knew there would come a point when the nation had reached its capacity of manufacturing and its capacity of plant. At that point, still more spending could not add to jobs and to the use of idle machines, but could only drive up prices. New York Times, February 20, 1966, "The Other Big Question Is: Will The Economy Overheat?" by Edwin J. Dale Jr., p. E3. But everyone, including the government, knew there would come a point where the nation had reached its capacity to produce--its ca- pacity of manpower and its capacity of plant. At that point, still more spending could not add to jobs and to the use of idle machines, but could only drive up prices. 21The figures for 1940 and 1950 were correct according to the Statistical Abstracts of the United States 1965. The 1961 figure dif- fered ($518.7) but different figures were found in other books as well. I would therefore assume that these figures are relatively accurate, but because of lack of documentation, this piece of evidence will be classified as a harmless inaccuracy. 22The misrepresentation lies in the documentation of the evidence. There are also some harmless inaccuracies in the quotation itself. -20- The debater said....(Second Affirmative, Constructive) And Martin Gainsbrugh, senior vice-president of the National Industrial Conference Board, tells us that....The price increases now in prospect will make it more difficult for American exporters to compete in world markets. That would hamper efgorts to reduce the deficit in United States balance Of payments.2 Martin Gainsbrugh in U.S. News & “921d Report, March 14, 1966, p. 44. "The price increases now in prospect will make it more diffi- cult for American exporters to compete in world markets." That would hamper efforts to reduce the deficit in the U.S. balance of payments. The debater said....(First Negative, Constructive) According to Walter Jackson, the assistant director of Economic Research for The Chamber OEZCommerce, he was quoted in Collections, Bargaining or MOROPOIY 1965 4....Whges have not caused inflation through too much purchasing power, and full employment is not infla- tionary. Conference on Economic Proggess, January, 1958, Leon H. Keyserling, "Wages and the Public Interest," pp. 31-36. Wages have not caused inflation through too much purchasing power, and full employment is not inflationary. The debater said....(Second Negative, Constructive) Acgording to the Saginaw News of November let of 1965, it states 5....The real reason why prices are rising in almost every part of our economy is that the government through its high huge deficits is manufacturing money at a tremendous rate. 23Mr. Gainsbrugh did not say the last sentence. The new paragraph would seem to indicate that this is not an honest mistake. 24The quotation is completely accurate; the documentation is a misrepresentation. Walter Fackler is the assistant director of Economic Research for The Chamber of Commerce, but he did not make this state- ment. This quotation originated from Leon H. Keyserling in 1958. 25A1though the quotation is exact, the documentation must be con- sidered a misrepresentation. -21- "Business Being Readied to take Inflation Blame," by Raymond Mo1ey, appearing in The Saginaw News, November 21, 1965, p. A-6. The real reason why prices are rising in almost every part of our economy is that the Government, through its huge deficits, is manufacturing money at a tremendous rate. The debater said....(Second Negative, Rebuttal) Ladies gnd gentlemen, according to the Saginaw News, November 20th. 19652 ....The real reason why prices are rising in almost every part of our economy is that the government through its high huge deficits is manufacturing money at a tremendous rate. "Business Being Readied to take Inflation Blame," by Raymond Meley, appearing in The Saginaw News, November 21, 1965, p. A-6. The real reason why prices are rising in almost every part of our economy is that the Government, through its huge deficits, is manufacturing money at a tremendous rate. The debater said....(First Negative, Constructive) According to W. Willard Wirtz in Labor and Arbitration, Industrial Relations of 1963....The fact is that this is the fourth year of almost unprecedented price stability and the rate of advance in wages has been steadily diminishing.27 Labor Arbitration anngndustrial Change, (Chicago, 1963), W. Willard Wirtz, "The Challenges to Free Collective Bargaining," p. 298. In speaking of this prOposal (a Court of Labor-Management Relations) I want first to set it entirely aside from that body'of current reaction to what is typically identified--in a phrase which signals its predilection and prejudice--as "the labor problem." That general reaction typically expresses a fear of excessive labor pressures in terms of alarm about inflation-~despite the fact that this is the fourth year now of almost unprecedented price sta- bility and that the rate of advance in wages has been steadily diminish ing . 26The debater uses this quotation for the second time in the debate. This time there is a harmless inaccuracy in the date. The documentation must be considered a misrepresentation. 27Omission of the first part of the sentence changes the meaning of the quotation completely. It is interesting to note that the quo- tation used by the negative team can be found in a debate handbook research publication. -22- The debater said....(Second Negative, Rebuttal) According to Willard Wirtz in the Labor Arbitration and Industrial Change in 1963, he stated....The fact is that this is the fourth year now of almost unprecedented price stability and the rate of advance in wages has steadily been diminishing. 8 Labor Arbitration and Industrial Change, (Chicago,l963), W. Willard Wirtz, "The Challenges to Free Collective Bargaining," p. 298. In speaking of this proposal (a Court of Labor-Management Relations) I want first to set it entirely aside from that body of current reaction to what is typically identified--in a phrase which signals its predilection and prejudice--as "the labor problem." That general reaction typically expresses a fear of excessive labor pressures in terms of alarm about inflation--despite the fact that this is the fourth year now of almost unprecedented price sta- bility and that the rate of advance in wages has been steadily diminishing. Misrepresentation--Unit I; The second unit of this category is characterized by faulty paraphrasing. There were four examples found in the debate. The debater said....(First Affirmative, Constructive) Newsweekg February 7, 1966, pointed out our most serious econ- omic threat2 in the year ahead--the threat of inflation. Newsweek, February 7, 1966, pp. 59-60. Yet the very sweep of the current prosperity poses threats to the economy, and the war in Vietnam multiplies them. "Perhaps our most serious economic challenge in 1966 will be to preserve the essential stability of costs and prices.".... President Johnson. 28This is the second time that the negative uses this quotation in the debate. Again, omission of the first part of the sentence changes the meaning of the quotation completely. 29Johnson says, "Perhaps our most serious economic challenge in 1966 will be to preserve the essential stability of costs and prices." The word 'threat' is used only once in the article. By arriving at the statement above, the debater implies that prosperity i5 inflation. -23- The debater said....(Second Affirmative, Constructive) Time magazine of March 4th, 1966, summed it up saying....The current inflationary threat in the U.S. is caused by extensive demand, full employment, and near capacity production. Time, March 4, 1966, p. 96. Inflation in most countries has the same causes as in the U.S.: extensive demand, full employment, and near capacity pro- duction. The debater said....(Second Affirmative, Constructive) If we turn once more to him, we find that he states this perhaps a little more clearly on page 190 of his booki American Capitalism, saying....When there is an excessive demand,3 the self-regulatory mechanism based on countervailing power ceases to be effective. It takes on instead a malignant form which becomes part of the dynamic of inflation itself. As demand for goods increases, and becomes increasingly inelastic, those who are exercising countervailing power on behalf of the buyers are no longer able to make their powers effective. The balance between those who are exercising it on behalf of sellers and their customers is upset. The conse- quences, especially in the labor market are profound. Employers who are faced with demand for higher wages can pay them and pass the added cost along in higher prices with impunity. John K. Galbraith, American Cepitalism, the Concept of Countervailing_ Power, (Boston, 1952), p. 196. When there is inflation, as noted, the self-regulatory mechanism based on countervailing power, ceases to be effective. It takes on, instead, a malignant form which becomes part of the dynamic of inflation itself. As the demand for goods increases, and becomes increasingly inelastic, those who are exercising countervailing power on behalf of buyers are no longer able to make their power effective. The balance between those who are exercising it on be- half of sellers and their customers is upset. The consequences, especially in the labor market are profound. Employers who are faced with demand for higher wages can pay them and pass the added cost along in prices with impunity. 30The article only states that inflation is generally caused by three factors. It doesn't say we are threatened by inflation or that the three listed factors are now causing any inflationary threat. 31The debater is using the words excessive demand and inflation synonymously. There is also a minor error in documentation. -24- The debater said....(First Affirmative, Rebuttal) we already presented you a quote from Time magazine, March 4th, 1966, which did not list any other reasons, gave the game three reasons we had as being the only causes of inflation. Time, March 4, 1966, p. 96. Inflation is becoming a world-wide epidemic, producing polit- ical fevers as well as economic bruises. Practically no country is immune, regardless of its wealth, size, politics, or state of development. Almost everywhere inflation is worse than in the U.S. (example and situations outside U.S.) Inflation in most countries has the same causes as in the U.S.: extensive demands, full employment, and near capacity production. (examples and situations outside U.S.) If there is a single thread that runs through most of these situations, it is simply that human demands are rising exuberantly and straining the available supply of materials and machines to make the goods. Misrepresentation--Unit II; The third unit of this category is represented by only two examples. The misrepresentation is due primarily to poor listening. The debater said....(Second Negative, Constructive) For example, our affirmative friends today used a quote from Business week of 1966,33 but according to that quotation, it was in there, that it stated within that quote that....there is a big increase in wages. Newsweek, February 7, 1966, pp. 59-60. Inflation would be a worry even without the uncertainty of the war in Vietnam. In recent months, labor shortages and production bottlenecks have begun to appear, and the clamorous demand has put increasing upward pressure on wages and prices. 32The article did not mention that extensive demands, full employ- ment, and near capacity production were the only causes of inflation. 33The debater is referring to a quotation in Newsweek and not Business week. The quotation does not state that there is a big increase in wages. -25- The debater said....(Second Affirmative, Constructive) Indeed, they gave us a quote from the Federal Mediation and Conciliation Services, 16th Annual Report of 1964 which said.... By and large, employers and unions are succeeding in accommodating their problems despite the stress and strain caused by substantial manpower displacement engendered by automation. Federal Mediation and Conciliation Service, U.S. Government Printing Office, (Hashington, 1964), 16th Annual Report of 1964, p. l. By and large, employers and unions are succeeding in accommo- dating their problems despite the stress and strain caused by sub- stantial manpower displacement engendered by automation. Unverified Evidence The debater said....(Second Negative, Constructive) According to William B. Jackson, the Regional Director of the National Labor Relations Board, he states....People who advocate compulsory arbitration are trying to transfer the power to make basic decisions about wages, hours, and conditions of employment from those who are best qualified to make the decisions, the parties themselves. we must let the parties concerned have full power to make their own decisions. The debater said....(Second Negative, Constructive) According to George H. Hildebrandt, professor of economics at Princeton in 1959, he stated....Consider the evidence. Collective bargaining has not captured wages at the expense of profits. It has not greatly disturbed relative wages and the distribution of labor. So far its main contributions lie elsewhere: shorter hours, a new system of wage compensation, a private social security system, more orderly plant wage structures, and a system of juris- prudence that regulates the employment relationship to reflect the interest of employees as well as those of management and consumers. The debater said....(Second Negative, Constructive) And according to Louie B. Schwellinbach, the former Secretary of Labor....It must be realized that if the arbitrator writes a 34Although the quotation is completely accurate, the debater mis- quoted the negative team.which used material from the 17th Annual Report of 1965. ~26- contract which by increasing wages or by any other device increases the cost to employer, it will then be necessary for the arbitrator or some other government agency to determine what price the employer must charge for the products the manufacturer sells. Although this study reveals that one sentence of evidence in the debate was manufactured, no evidence was classified in the fabri- cation category. Perhaps one would list those three sources found above as fabrications. The writer prefers to leave this choice to the reader. Table 1 indicates the frequency distribution of the four classes of evidence. -27- esowumuwnaso osu ounouounomk 3 2 s 2 3 HSoml n n o o o ooamquo>u= 2 a a o m g a H w J1 e H33... *2 a N m J1 83% o o o o o 13 ~38. E 3 1mm «H HDZHGH>H m0 mammddo nah m0 ZOHHDmHmHmHn MUZHDOflmM H Manda CHAPTER III RESULTS AND SOLUTIONS The results of this study along with the findings previously mentioned on college level debating would seem to indicate that a prob- lem does exist. Obviously three studies are not sufficient to draw definite conclusions. Yet each one of these studies brought clearly into focus that debaters are not using proper documentation, and mis- representation of evidence is found at a consistency far beyond the chance expectations. In the study by Larson and Giffin,3S forty-two pieces of evi- dence from four debates were classified as "unverifiable" because of inadequate documentation. Six pieces of evidence could not be found by Newman and Sanders36 in their study. The results of this study indicate only three pieces as unverifiable, but many hours were spent finding other pieces of evidence that were inadequately documented. It is my assumption that this was characteristic also of the other studies. An examination of the amount of misrepresentation of evidence reveals a startling percentage. A level of thirty-two per cent of the evidence used in the west Point final debate was misrepresentation. This study of the high school debate championship indicated thirty per cent of the evidence misrepresented. These figures take into account only the evidence that was found. 35Larson and Giffin, loc. cit. 36Newman and Sanders, loc. cit. -28- re: JAE). -29- Certainly one cannot disregard this information and say that the debating activity is ethically "clean." The facts definitely point to a problem that does exist, and only an extremely naive person would advo- cate a "non-change policy." Action must be taken immediately to elimi- nate these practices under the status quo. There are many variables present in our system which.may be a l:__nk direct or indirect cause of the problem. One solution will not encircle ! them all. The solutions that follow are not all-inclusive, nor will they be effective in all particular situations. They are offered as a guide for those concerned with ethical standards. Hopefully, they will .L_mc initiate further useful ideas to the reader. The approach is definitely adapted to the high school situation as this is where the author's main concern and experience lie. There are two areas of consideration that will be deve10ped: (l) the coaches must accept the responsibility that goes with their position, and (2) the debate governing body must take appropriate action. Upon these two groups rests the success or failure of quality debating. It would be ideal if the debate coach could devote all of his available time to the debating activity. This is far from what exists in.most situations, however. Besides teaching a full class load, many are subject to other duties such as directing full length plays, pre- paring assemblies, acting as class adviser, or one of many other duties a teacher must accept. Debate is another activity squeezed into an already full day. However, whether a person accepts this position or is "volunteered," he must fully realize that a responsibility exists to teach ethically sound debating. rm -‘ar'fi‘ if“ ! x -30- One of a coach's greater responsibilities is acquiring a knowl- edge of the subject that is being debated. All too often a coach may say, "I don't have the time." But it is his responsibility, so the real question is: How can it be done? A debate topic for the coming season is announced well in advance. A conscientious teacher will organize his reading time to include the debate tapic during the summer months. 'r‘_" There are many Opportunities for some teachers to supplement their class activities with this type of material. The history teacher would be an obvious example of the above. The knowledge must be obtained and it is the contention here that it can be done by those responsible coaches. The more a coach knows about the topic, the less likelihood that evi- dence will be contaminated. A coach will find that an organized system centered around the gathering and use of evidence will be helpful. There are three things that may be considered concerning the initial activity of gathering research materials. First of all, students should be given explicit directions con- cerning research. All available data should be included on the evidence card. This would include complete documentation and the quoted material in its entirety. It should be stressed that to have value, any research of this nature must be exact. Next, a system could be devised similar to that used at Michigan State University. A quality control committee, consisting of those who have done the most research on the topic, is organized. Their specific duty is to review all evidence gathered and to screen out material that is too generalized or that may be questionable. Each research card submitted has the initials of the researcher so that more specific -31- information can be obtained if necessary at a later date. Certainly this method would increase the likelihood that the evidence used in a debate would be of the highest quality. It carries with it a personal mark (initials) of a responsible debater. Finally, a coach should not demand an unreasonable amount of evidence. Some coaches have used a system that itself might help to create the problem. when a class is involved, grades were given on the amount of evidence turned in to the coach. Some students may value the grade far more than the ethical principles of research. If some evalu- ation.must be made on research, it would be far better to read brief re- ports of material which they have read. A coach should not help to create the problem. There are also activities that can be used to focus attention on evidence. Many coaches include evidence debates in their practice sessions. Full length debates are unnecessary when you are considering this type of activity. Only a statement of contention and evidence is considered. The method of refutation is a direct attack on the evidence itself. One team presents a piece of evidence which in turn is evalu- ated by the other team. Does it say anything? what does it really prove? There are two distinct advantages to this procedure. First, it helps to clarify to the team using the evidence the strength and value of this material, and secondly, but of primary concern, it exposes fab- rications, misrepresentations, and other inaccuracies. Another activity created by the author was developed primarily for relaxation purposes, but it does have a place in the scope of pos- sible solutions. It is called "An anything goes debate." During this exercise the debater has the Opportunity to fabricate, misrepresent, If it 3H1 -32- emotionalize to absurdity, etc. Let's consider the possible advantages of this approach, the first two being directly related to the problem. (1) It may illustrate to each debater the unfairness of tampering with evidence. (2) It may illuminate the problems that confront a team.when ethics of evidence are not regarded. (A coach should point these out at the completion of the activity.) (3) Occasionally through this activity an idea or new approach is born. What at first appears to be absurd may with further deveIOpment and research have merit. (4) Finally it helps to eliminate the problem of the prOposition becoming monotonous and your debaters becoming stale. It must be stated further that the field is wide open for a study on its therapeutic value. The problem of ethics of evidence does confront each coach in the activity. He must accept the responsibility that is his. The methods used to handle this problem are of the coach's own choosing, but he must not ignore or be naive to its existence. The matter is a challenge which must be controlled if debating is to remain a worth- while activity. The responsibility for ethical debating rests to a lesser degree on those who govern the activity. In Michigan, the Forensic Council plays a major role in determining policies for the secondary schools. Whoever this governing body be, there are two recommendations that should be considered thoroughly. First, documentation should be in- cluded for every piece of evidence. Keith R. Sanders states, "Each piece of evidence should be accompanied with enough information so that the auditor can give it just the amount of weight it deserves. This criterion requires that enough information be provided so that the evidence can, if necessary, be checked during the debate, or at least '[Hl -33- easily checked in a good library.37 He goes on in this article replying to arguments of time limits and the amount of evidence expected from each teams "Do we want seventy citations, many of which we may be unable to find, or would we prefer fewer citations and more documentation? I pre- fer the latter alternative and pr0pose that debaters who do not suffi- ciently document their sources be penalized in speaker points and, in some instances, that this negligence should adversely affect the de- "38 cision given. Different governing bodies could formulate a policy that would assure proper documentation. The second recommendation is that tape recordings be made of the semi-final and final debates. Unless there is a recording, accu- sations of misuse of evidence would be hard to verify. The National Forensic League has already established this policy. The semi-final and final debates (of the National Tournament) shall be recorded and the tapes sealed against use until June 30 unless required to prove or dggprove charges of misrepre- sentation or unethical practice. The NFL Council gave this justification for their decision: Charges of misquotation or distortion of evidence in a debate are not uncommon. Unless there is proof of what was actually said, those charges cannot be resolved. Recording the debates should serve to deter those who might be tempted to take lib- erties with true evidence as well as those prone to make false accusations as an alibi for losing a decision. After June 30 the tapes will be offered to the competing schools or erased."o 37Keith R. Sanders, "Toward a Solution to the Misuse of Evidence,” Journal of the American Forensic Association, 111 (January, 1966, No. l), p. 8. 381bid. 39"Executive Council Actions," Rostrum (January, 1965), 8-9. 4oIbid. -34- It would not be difficult to establish this policy, and any dis- advantage is certainly outweighed by the greater chances of high ethical debating. The facts definitely point to the misuse of evidence from various causes. They indicate that action must be taken before the activity of debating abolishes itself through its unethical procedures. The coaches E“"" carry a great responsibility as do the governing agents to provide with j conscientious organization that which will eliminate unethical practices in debate. CHAPTER IV SUMMARY AND CONCLUSIONS A championship debate on the high school level was taped for ur—-—- the purpose Of determining whether any distortion of evidence was pres- WII -‘1' ent. Each piece Of evidence was placed into one Of four categories. These categories were: (1) Completely Accurate, (2) Harmless Inaccu- racies, (3) Misrepresentations, and (4) Fabrications. Of the forty- four pieces Of evidence used, forty-one were found. On the positive side there were nineteen pieces Of evidence verified as completely accurate. There were also twelve examples of harmless inaccuracies, although the degree of harmlessness varied con- siderahly. There were thirteen pieces Of evidence classified as misrepre- sentations. Two Of these were duplications, evidence that had been used previously in the debate. A further breakdown of this category indi- cates that two examples were the direct result Of poor listening, two were the result Of a debate handbook research publication, and lack Of accurate source documentation placed four others into this category. The study indicates what happened, but lacks the knowledge Of why it happened. It indicates that distortion was found, but it fails to supply knowledge as to the misuse Of evidence in other debates. Ob- viously, this study alone does not give one the Opportunity to conclude that this is representative of all or even some Of the debating done on the high school level. It cannot be determined whether distortion was -35- -36- intentional or unintentional. More studies Of this nature would be nec- essary to reach any satisfactory conclusions. This study does provide, though, the knowledge that a problem does exist and suggests that there are certain responsibilities we must assume as coaches Of this activity to rid the debating process Of any further unethical practices in the use Of evidence. Ill! IVAIII'IIIII .11 flu APPENDIX -38- The following two items are the letter sent to the Saginaw News and the letter written by a debater in response to my telephone call. 1 . u. -e- -. mm- and. -' “I! -39- LETTER TO THE SAGINAW NEWS Editor Saginaw News Saginaw, Michigan Dear Sir: I am presently engaged in thesis work at Michigan State University. My project concerns the evidence used in a recent championship debate on labor-management arbitration. In the debate, the Saginaw News was quoted. The debater used this quotation twice during the debate and documented it differently each time. He stated that it appeared in the Saginaw News on November 20, 1965, and November 21, 1965. The quote stated, "The real reason why prices are rising in ahmost every part Of our economy is that the government through its high huge deficits is manufacturing money at a tremendous rate." I would like to secure a copy of the newspaper in which this quotation appeared. If this is impossible, I would like any information you could give me in regards to this article. Thank you very much for your consideration on this matter. A prompt reply will be appreciated. Sincerely, Barlow M. Claggett 725 Sandlyn Drive Lansing, Michigan -40- LETTER FROM DEBATER Dear Mr. Claggett, I?” r: ' W I have looked everywhere for the information you requested, but I am sorry to inform you that I no longer possess this material. I would suggest, however, that you check The Walch Handbook or the debate handbook Labor-Management Relations.41 41Neither handbook carried any information concerning the three unverified pieces of evidence. BIBLIOGRAPHY .' (- 0 an?" V ’m-uu In .-..-a.-. : .r:' BIBLIOGRAPHY BOOks ; Ewbank, Henry Lee and Auer, J. Jeffery. Discussion and Debate. f New York: Appleton-Century-Crofts, Inc., 1951. ‘ Minnick, Wayne C. The Art Of Persuasion. Boston: Houghton 5 Mifflin CO., 1957. f E . .. Articles and Periodicals "Executive Council Actions," Rostrum (January, 1965), 8-9. Larson, Carl E. and Giffin, Kim. "Ethical Considerations in the Attitudes and Practices Of College Debaters," Journal Of the American Forensic Association, I (September, 1964), 86-90. Newman, Robert P. and Sanders, Keith R. HA Study in the Integrity Of Evidence," Journal Of the American Forensic Association, 11 Sanders, Keith R. ”Toward a Solution tO the Misuse of Evidence," Journal Of the American Forensic Association, III (January, 1966, NO. 1), 6-10. -42- Mm .-.K 3‘: \‘ M III M I'll II.— n H III III III! mum 3 1293 03048 489 I llHINHIIHIIIIINIIIIH