2010-2011+Case+List

=**How To Use The Wiki** =

Only registered users can modify the wiki—if you do not have an account, click on the "Sign In" link in the upper right hand corner of the screen and then click on Join WikiSpaces to register for one. If you cannot figure out how to register for an account and post text onto the wiki, please ask a friend for assistance — it is very easy.

=**Naming Conventions** = Each individual team in policy and debater in LD has their own page that houses information about both their affirmative and negative arguments. Please keep the index on this page in alphabetical order and follow the standard format: 2010-2011 followed by a hyphen followed by the school name (omitting "high school" or "school" unless needed to distinguish between schools with similar names), the school's state abbreviation in parentheses, a hyphen, and the first and last names of each debater separated by an ampersand. For example, John Apple and Jane Vista from Southwest Technical High School in Texas would be listed as 2010-2011 — Southwest Technical (TX) — John Apple & Jane Vista. If you don't follow the format, the administrator of the wiki will fix it but you can save him some time by doing it correctly right away.

=**What To Include** = When possible, complete citations should be provided. If citations are not available, basic information about the arguments made is still very helpful. For affirmatives, a summary of the plan and advantages as well as information about major 2AC add-ons or responses would be appreciated. For negatives, information about the arguments made in the 1NC as well as information about the 2NR strategies that the team has settled upon are ideal.

It is our hope that squads will contribute all of the information that they gather about other teams' arguments. Hoarding intelligence to gain a strategic advantage undermines the overall quality of the information available to all squads and is antithetical to the spirit of clash inherent in contest round debating. Democratizing the process of intelligence gathering distributes the burden onto a much greater number of people, enabling students and teachers to spend more time generating and discussing arguments and less time chasing down citations.