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Abstract

This paper highlights noticeable problems stemming from students adopting forensic norms without critiquing practice. Although many pedagogically sound reasons account for some structural similarities in events, many performance choices enacted in forensic competition are not grounded in educational principles but are learned and fostered through social learning. Currently, students can achieve forensic success without developing sound reasons for performance choices. Uncovering the ways in which students, judges, and coaches, produce and reproduce copycat performances can improve overall academic and competitive rigor.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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