Quote by Christopher Hitchens

Why Debate?

Quote by Christopher Hitchens

Written by guest author Suzanne Nasser, from DFW Speech and Debate.

A couple years ago, my son Adam and I attended a debate entitled “Does a Good God Exist?” between well-known atheist and author Christopher Hitchens, and a professor/author from Southwestern Baptist Theological Seminary. The event was held at a large church in North Texas, filled with middle and high school students from nearby private schools. That day, Christopher Hitchens eloquently communicated the message of atheism in his sophisticated British accent and with a witty, persuasive style, while the seminary professor attempted to argue in technical, complicated terms why science and Christianity were not incompatible. If there is a God, Hitchens asserted, why does He stand by passively allowing horrific evils in the world? Much of the evil in the world has been perpetuated in the name of religion, he proclaimed. Hitchens “won” the debate with wit and passion before an audience of hundreds of impressionable teens, while Truth was buried in a mire of complex scientific reasoning. Sitting in the audience that day I was more convinced than ever of the true purpose of debate.

Rethinking Debate

Coaching debate has been a journey for me. Several years ago when my children first got involved, I considered communication a life-skill. Knowing how to communicate one’s ideas to a diverse audience is valuable for any career path and so I dove in head first to equip my children with this important skill. However, after a few years, the reality of training young people to persuade their audience of whatever opinion they happened to hold – whether true or not – bothered me. When polished communicators graduated from the league and moved on to college, the reality that several were walking away from their Christian faith bothered me deeper still. As a coach and a parent, I began to question the value of debate and my role in teaching students that there are always two sides of every issue. The natural conclusion that many debaters were coming to was that everything was up for debate, including their Christian faith.

Landing the Truth

I wrestled with this issue for several months, which instigated many discussions in our own family. While I was pleased with the accelerated critical-thinking skills that debate was producing in my children, would they eventually begin to debate the veracity of God’s Word as well? The answer for us was “yes.” However, I was not at peace with abandoning the activity out of fear that my children would question their faith. That option did not resonate with what I felt the Lord was teaching me. So I pressed in. What is the purpose of debate in the life of a Christian? Beyond the ability to articulate his or her beliefs persuasively, how can debate be used to help students land on Truth? I came to understand the answer to this question a lot sooner than I was able to articulate it to others. Only within the last couple years do I feel I can put it into words.

Let’s go back to Hitchens’ claim that God stands by passively allowing “horrific evils” and that much of the evil in the world has been perpetuated in the name of religion. What does an atheist even mean by “horrific” and “evil”? Hitchens assumes a universal and objective standard of morality, a claim not warranted by atheism. The seminary professor attempted to press Hitchens on this, but wasn’t able to set-up his argument convincingly. Hitchens side-stepped the issue and continued on with seemingly reasonable assertions for atheism, riddled with unproven assumptions unsupported by adequate justifications.

Nasser QuoteProper debate training can help students hone the thinking skills that they need in order to identify and expose the underlying premises and assumptions behind ideas. By teaching students to question the mindset behind policy changes, and to examine the underlying assumptions behind the positions of others and to take arguments to their logical extreme to expose faulty reasoning, students are better equipped to filter the ideas that they are bombarded with in our culture (movies, books, TV, college etc). However, this training must be coupled with the daily study of God’s Word (Truth). In the same way that government agents carefully study authentic monetary currency to detect the counterfeit, careful study of God’s Word is necessary to detect counterfeit philosophies that are masked as truth. A meaningful understanding of the Truth, the analytical/reasoning skills developed through debate, and much prayer provide the foundation that our children need to stand strong in their faith when they leave our homes, and influence those around them for Christ/Truth.

What about the danger of students debating the truth of God’s Word? I believe most students end up doing this anyway – involvement in debate simply accelerates the process. Many wrestle with doubt, including adults. For children growing up in a Christian home, wrestling with doubt is often part of the process of them taking ownership of their faith, rather than clinging to the faith of their parents. Allowing debate to accelerate the process while our children are still at home – where we and others that love them can mentor them through the process – is an advantage. It is in the process of wrestling with our doubts that we come to understand what we believe and why. Learning to question is a valuable part of the process. As author and pastor Timothy Keller writes in his book, The Reason for God: Belief in an Age of Skepticism,

“All doubts, however skeptical and cynical they may seem, are really a set of alternate beliefs. You cannot doubt Belief A except from a position of faith in Belief B. For example, if you doubt Christianity because ‘There can’t just be one true religion,’ you must recognize that this statement is itself an act of faith. No one can prove it empirically, and it is not a universal truth that everyone accepts. If you went to the Middle East and said, ‘There can’t just be one true religion,’ nearly everyone would say ‘Why not?’ The reason you doubt Christianity’s Belief A is because you hold un-provable Belief B. Every doubt, therefore, is based on a leap of faith.”

As parents, we play a significant role in holding our children accountable throughout the learning process of debate, challenging them not to compromise their beliefs to win. Parents, challenge your students to defend the affirmative and negative positions that they argue throughout the season. Challenge them to identify the mindset behind their case and to provide justification for the ideas that they espouse. All policy reform is based on ideas and assumptions. By training our students to identify and justify the mindsets behind their ideas, they will learn to filter and question the ideas they encounter in our culture and determine whether or not they align with their beliefs.

Some debate programs emphasize research skills; others emphasize theory and strategies. These are helpful skills. However, the most important purpose of debate is to train students to be seekers of truth who know what they believe and why, and who challenge their peers to do the same. It is for this purpose that the Tools for Debate Curriculum has been written: to empower parents and students with the tools to help their students sharpen their critical thinking skills. Enjoy!

The Tools for Debate Curriculum will be used by BVRC in teaching our Debate Class next season. Many thank to Mrs. Nasser for allowing us to publish her article.

Parental and Home Schooling Rights Under Fire

Family Under Fire

Last year, THSC had two lobbyists countering all the “anti home school” legislation. This year, THSC put together a team of six lobbyists to counter the rising threats against home schooling.

Defense AND Offense

This group of six is made up of Home School graduates who call themselves the Texas Watchmen. The Texas Watchmen are tirelessly working with Texas legislators to protect your invaluable right to parent. However, protection isn’t enough. Instead, we must begin to reclaim our God-given freedoms that have been slowly eroded.

The battle will be impossible without the backing of the community:

“A battle tactic of the Romans was to lock their shields together and make an impenetrable wall. This wall could advance and defend at the same time; pushing their enemies to defeat.  We [the Texas Watchmen] are  six young men who have locked our shields together. We can defend the rights we have, but before we can advance we need a bigger wall.” ~ Nathan Exley, Publicity Manager for the Texas Watchmen.

Locking Roman Sheilds

That is why the Texas Watchmen started:

The 140 Days for Freedom Challenge

The Texas Watchmen have three needs in order to successfully advocate parental and home school rights:

  • A Dedicated Prayer Team: We need you to sign up to pray every night at 8:00 pm for the next 140 days. Please pray for the Texas Watchmen, THSC, Texas and for the HSLDA (the Home School Legal Defence Association). Our many political battles will only be won through pray warriors who earnestly fight the spiritual battle alongside us. Our primary battle is spiritual and our greatest enemy is the spiritual host of darkness (Eph 6:12). Through our enemy is strong, our God is much stronger. God changes hearts through prayer. Prayer will sustain us spiritually and physically.  We desperately need dedicated warriors to pray and to remind others about the necessity of prayer.  You can sign up to pray here.
  • A Call Chain: We need more home schoolers, parents, and students than ever to call their representatives about bills that come up for a vote. Your calls are what stopped the UN Treaty in its tracks and your calls continue to play a crucial role in stopping harmful state legislation. We highly recommend that you also stay updated with our important updates. You can sign up to receive emergency notifications to call your representative here.
  • Community Involvement: We need an informed community. Telling your friends about the politicial issues is an invaluable way to raise public awareness. We need families who voluntarily receive updates to freely share them via social media. Any form of social media will work: Email, facebook, Twitter, you name it! Last but not least, we need people who would like to volunteer their testimony in Austin, should the need arise. Let us know if you are interested in giving your testimony here.

Community Meetings

Lastly, the Texas Watchmen are travelling and speaking at different events to help raise awareness about this threat to homeschooling. BVRC will be hosting Nathan Exley at the following meetings and we would encourage you to attend:

  • January 15, 1 pm – 2:30 pm at the Clara B. Mounce Library in Bryan. (We will be in the conference room on the second floor.)
  • January 29, 1pm – 2:30 pm at the Harry P. Woodson Library Public Library in Caldwell.

Making it easy

Here are quick links to equip and connect you to some of the resources you would need to stay updated:

Before You Go…

The best way to try out Speech and Debate: Judge at a tournament

Judge at a Tournament

Home School Speech and Debate Tournaments would not be possible without hundreds of volunteer community judges.

It really is not as scary as it sounds. You don’t have to have any prior experience, you are fed FREE FOOD, you may pick as many two hour time slots as are convenient for you, there are judge orientations all throughout the day (to tell you what you need to know) and the only qualifications you need are to be over 18 and have a pulse.

It is an easy and crucial investment you can make in your home school students that ends up being a lot of fun!

Tournaments are coming up and we need judges!

Region IV Invitational 400 Judges Needed! (Region IV is Texas and Oklahoma) (tell your friends that you are judging here!)
Date: 4/30/2013 – 5/3/2013
Facility: Champion Life Centre
Location: Spring, TX

To find out more about the tournaments and home school speech and debate, you can visit the NCFCA website.



Judging is an investment that is easy, critical for helping students become better communicators, and entertaining.

The nature of the beast called college admissions

What College Admissions are Really Looking For: Insights from Dr. Luong at Yale University

The nature of the beast called college admissions

About a week ago, a young speech and debate friend of mine introduced me to an article by Professor Minh A. Luong from Yale University. The article, titled “Forensics and College Admissions,” recorded Luong’s detailed research on how the nature of the beast, called college admissions, has changed.

As a homeschool graduate, this article stirred me. Luong articulated something that our homeschooling community is missing and a few things I wish my parents and I had known before we began picking extracurricular activities.

In regards to college admission, the first thing Luong pointed out was the erroneous assumption that the more activities your student participates in, the more admissions will like you. This is no longer the case:

“…in an increasingly complex world that demands in-depth knowledge and expertise in a chosen field of study, colleges and universities are now preferring applicants who choose to be the best at a single pursuit. ‘What counts,’ says Swarthmore College Dean of Admissions Robin Mamlet, ‘is how committed students are to an activity.’”

College admissions and scholarship committees are also beginning to value extracurricular activities over academic achievement because grade inflation and test preparation programs are distorting the reliability of those numbers.

“According to the Wall Street Journal (Interactive Edition, April 16, 1999), college admissions directors are relying less on grade point averages and standardized test scores, and are relying more on success in academically related extracurricular activities such as speech and debate as well as drama.”

Luong mentioned that at many of the top colleges, Harvard specifically, a perfect score on the SAT and a 4.0 GPA are no longer surefire ways to gain acceptance. Colleges are not looking for valedictorian students with perfect scores any more; rather they are looking for students who have demonstrated success in focus and dedication to a particular activity.

Colleges are looking for real world experience… But not just any real world experience:

“Colleges now acknowledge, based on years of experience, that students who demonstrate success in extracurricular activities which give them real-world skills like critical thinking, oral and written communication, and the ability to organize ideas and present them effectively, perform better in college and turn out to be successful alumni who give back generously to their alma mater… The Wall Street Journal report did specifically highlight a ‘consistent trend’ – one that forensic coaches have known for a long time – that dedicated participation in drama and debate has significantly increased the success rate of college applicants at all schools which track such data.”

Colleges are specifically looking for students with experience in speech and debate and drama.

“Even without winning major awards, participation in speech and debate develops valuable skills that colleges are seeking out and that is reflected in the above average acceptance rate (+4%). Colleges and universities today are looking for articulate thinkers and communicators who will become active citizens and leaders of tomorrow.”

Luong has been in the Forensic field for the majority of his career and he noted that the students who did the best in his classes had previously been very active in their high school speech and debate group. At Yale, where Luong teaches, the Ethics, Politics, and Economics major is often known to be the “debate major” because a majority of its students were former debaters. These students have the reputation of being, “some of the brightest undergraduates at Yale.”

Aside from teaching, Luong is also a corporate advisor. In his article, he maintained that the consensus amongst him and his peers was that, “effective communication, persuasion, and leadership skills [were] ‘absolutely essential’ for success and advancement in their respective organizations.”

Many of them, however, did not attribute these skills to their graduate degree:

“One vice president told me that ‘my Ivy-League MBA got me my first job here but my forensics experience gave me the tools to be effective which led to my promotion into my present position.’”

It is a great article. You can read the full text of Luong’s article, on Forensics and College Admissions, here.

As homeschoolers, we should take this article very seriously

These skills that college admissions are looking for are the same skills that our young men and women need in order to change the world.

Can your student communicate effectively in a manner that glorifies God?

The last part of Luong’s article had a few points of advice for parents and students who were pursuing a top college or university. I have re-written them below with some added ideas for homeschooling parents who are looking to train their students to be effective communicators.

Five steps for equipping your student

    • Prioritize. Look over the activities you and your student are participating in and ask yourself if they are effectively equipping them to communicate and think critically. Remember, look for quality over quantity. Cut out activities that achieve minimal long term quality and focus in on one or two activities that do. Luong’s advice was to:

“… select an activity based on what you need to develop as a person, not necessarily what might look good on a college application or what your friends are doing. Consider the many benefits derived from participation in speech and debate that can help develop both personal and professional skills.”

    • Start early and for the right reasons.

“… parents should assist their children in selecting an activity as early in their high school career as possible but they must support them for the right reasons. Living vicariously through your children or forcing your children into an activity that is intended primarily to impress friends and college admissions directors will not yield the intended results.”

    • Go all out. This is where I think we trip up the most. Participating in speech and debate does equip student to do incredible things, but you can’t simply ‘add’ it to your current curriculum. It must ‘become’ your curriculum and you add the few things that it doesn’t cover.
    • Compile a Portfolio:

“Many colleges will accept portfolios of work where you can demonstrate your intellectual development and progress. Do not merely list on your college application from the forensic awards that you have won but instead discuss in your personal statement or essay how you have developed your intellectual curiosity and enhanced your ability to pursue your academic interests through participation in forensics. How has dedication in forensics made you a better person ready to pursue more advanced intellectual and professional challenges?”

    • Concentrate on learning rather than winning. Competition is crucial to learning how to communicate effectively, but winning is not. Winning just lets you know when your judges think you did a really good job at communicating effectively.

Forensic activities like speech and debate will help your student learn and exercise analytical and oratorical skills, but it requires a lot of commitment. However, by focusing on speech and debate, students can effectively cover the same required high school subjects and come out with twice the education.

“In my opinion, there is no better activity that will develop essential academic, professional, and life skills than dedicated involvement in speech and debate. Colleges and employers are actively seeking these skills and when it comes to selecting extracurricular activities, like many other things in life, those savvy high school students who will win admission to the best schools will select quality over quantity.”

What have been your experiences with speech and debate? Drop us a comment and let us know your thoughts!

Homeschooling through highschool, the how to's

How to count credit hours

Homeschooling through highschool, the how to's

This is a complimentary post to the earlier article, “How to add debate to any schedule.”  It is also by Terry, Deanna & Ryan Stollar, from Coaching Policy Debate. You can find the original article here.

GraduateThis is simple and complex at the same time. An excellent resource, The High School Handbook, by Mary Schofield helps answer this important question. This Handbook is one of the finest and most complete “how-to” books on the market for helping you home school your high schooler. Yes, you can home school through high school. Mary Schofield’s book tells you how with such chapters as “Emergency Quick Start to Home Schooling Teens,” for those who find themselves instantly home schooling. (E8)

Most college admissions department consider a year long high school course as worth 10 credits (1 credit in Texas, take the credit numbers and divide by 10). How many hours of school work do those 10 (1 for Texas) credits represent? There is some latitude regarding this answer. Schofield explains how to figure out the number of hours of school work equal to each credit. Her calculations are based upon the average number of hours for each class in an institutional school year, since this is what most colleges are used to:

  • The average institutional school meets 180 days out of the year.
  • The average class time is 50 minutes long, with most teachers pleased if they accomplish 40 minutes of real instructional time. Here is where the latitude comes in:
  • If one counts 180 days times 50 minutes per day, that equals 150 hours of class work for each 10 (1) credit course.
  • If one counts 180 days times 40 minutes per day, that equals 120 hours of class work for each 10 (1) credit course.

Whether a parent wants to count the instructional times as 50 minutes or minutes to derive the total number of hours towards the 10 (1) is a matter of choice.

  • Simply put, colleges would expect that a one year course, valued at 10 (1) credits, would encompass 120 to 150 hours of educational time. Whether your 10 (1) credits, 10 (1) credits represent 180 hours, 150 hours, 120 hours, or some other number, they must be justifiable. Your reasoning should be consistent and maintain integrity. For purposes of consistency, the following examples assume 150 hours per year as equaling 10 (1) credits, 75 hours as 5 (1/2) credits, and 15 hours as 1 1/10) credit.

Next consider how the student’s transcript will be formatted. Will it be by grade (Ninth, Tenth, Eleventh, or Twelfth), listing subjects taken under each of these grades? Or do you want the transcript to be one in which the subject matter (Math, Biology, P.E., American History, and so forth) is simple listed with no reference as to when the student completed the material? The most common format is by grade, but by subject is also just as acceptable. Because of debate’s intermingling of subjects (and the multi-year nature of debate), it is somewhat easier to employ a subject style transcript (see the sample transcript that follows).

Next, one must determine the number of hours spent on the different subjects. Some clearly defined and distinct subjects require only basic addition and division. You simply add up the total hours and divide by 15 hours (the number of hours per 1 credit), to come up with the number of credits.

For example, if a student spends ½ hours per day over a 180 day school year playing the piano, the total number of hours spent playing for that year is 90 hours. The 90 hours spent playing the piano divided by 15 hours (per credit) gives 6 credits of piano for the year. Your child probably spends more days than that practicing piano and in many cases more time than that. Some days he may spend less, but just chose an average number and then use the following formula:

Hours (per day) x Days (per school year) / # of Credits

Some classes are not so cut and dry. Subjectivity enters when subjects overlap, such as research skills and typing, or Constitutional law and government. When this happens, one needs to add up all the related hours and decide how much time one wants to count towards each subject. This often becomes completely arbitrary, based solely upon what the teacher or principal of the home school feels is in the best interest of the student. There is no right or wrong when doing this, as long as the decision is logically justifiable. If the student has put in 180 hours of Constitutional law and government over the course of the year, the formula would be:

180 hours / 15 = 12 (1.2) Credits

The options available for these 12 (1.2) credits are: use 6 for Constitutional law and 6 for government, or split them unevenly, such as 8 for Constitutional law and 4 for government, depending on where you think the emphasis was stronger.

Besides overlapping subjects, debate frequently builds on the knowledge gained the previous year. The subject format transcript permits recording of this process in a simple manner. For example, if Economics played a role in debate several years in a row, instead of listing 2 credits for Economics for the freshman year, 1 credit for the sophomore year, and 3 credits for the junior year, just add up all related credits and list them in the subject format as: Economics – 6 credits total. This goes for all subjects. Those that carry over from year to year, such as History, Constitutional Law, Research Skills, Debate, Public Speaking, Typing, Computer Skills, Political Science, Government, Economics, and Composition, are all easily accommodated this way.

Each year the new resolution brings opportunities for specialized subjects to be added to the transcript. These might be electives, or they might be better counted under core classes (general education). Research skills and composition easily fit under the core area of English. Debate is an elective. The principal of each school or home school must determine how to classify all the hours worked.

You can find the original article here.

How to add debate to any schedule

This is a helpful article by Terry, Deanna & Ryan Stollar, from Coaching Policy Debate. They lay out some fantastic pointers for beginning parents who are swamped trying to figure out how to add debate to the school schedule. You can find the original article here.


frustrated studentOne of the dilemmas parents understandably have, when considering whether to allow their child to compete in debate or not, is how to fit it into the student’s schedule. Most parents are astute enough to realize that debate consumes much time. They wonder if they can “fit it in” with their already busy schedule. The question is valid and good, but the approach to analyzing the situation is flawed.

When most parents think about adding a subject to their students’ school load, it is natural to weigh the cost by trying to guess how much time the new subject will take and then see if the students’ schedule will allow the increase. This is wise and compassionate (although there is a significant chance that the student will fail to see the compassion in adding anything to his load). Nonetheless, the parent has the child’s best interest at heart. The basis for the decision, then, is how can this new subject fit into the existing schedule? Approaching debate in this manner will always lead one to say, “No way!”

Debate requires a tremendous amount of time, resource, energy, commitment, parental involvement, guidance, money, and encouragement. In the 1998 debate season, the authors of this course carefully tracked almost every hour their 2 sons spent on debate over the course of the entire season. The time spent by each of them was considerably over 300 hours. This included writing, computer time, preparing cases, dialoging with their partners, practice debates with club members, debates with other clubs, conferences, tournaments, critique sessions by parents and others, teaching debate to younger students, learning how to speak clearly and persuasively, research (library, online, newspaper, and interviews), and studying history, Constitutional law, political theory, current events, world politics, our country’s founding documents, and national and international policies regarding the topic. Not every student will put in this same amount of time, but many choose to once they find out how fun it is.

Of course, fitting this amount of time into a “normal” school schedule would be impossible. Do not even try! It will lead to frustration and discouragement for the student and also the parents. But let’s look at that list again:

This included writing, computer time, preparing cases, dialoging with their partners, practice debates with club members, debates with other clubs, conferences, tournaments, critique sessions by parents and others, teaching debate to younger students, learning how to speak clearly and persuasively, research (library, online, newspaper, and interviews), and studying history, Constitutional law, political theory, current events, world politics, our country’s founding documents, and national and international policies regarding the topic.

This list is typical for every year of debate. The topic changes and therefore some of the details shift, but all of the general subjects and activity remain the same. The list makes for an amazing education all by itself! Debate yearly encompasses history, politics, current events, writing, editing, public speaking, rhetoric, research skills, typing, logic, and interpersonal skills as students learn how to work effectively with others.

As we are interested in character development, a host of further benefits arise: respect for those wiser than oneself, learning that most issues are not as clear cut as they appear on the surface, learning how to handle having one’s ideas shot down or at least having many holes put into them, learning how to receive constructive criticism and appreciating those who take the time to give it, learning how to be quiet and listen, rather than feeling compelled to justify one’s erroneous ideas, learning how to defend ideas that are worth fighting for, learning how to give to those with less experience and seeing how that approach actually makes the student learn more himself, learning how to focus on others more than oneself, developing stamina, patience, perseverance, and trust in the sovereign God, and learning to appreciate this country’s godly heritage and the price paid to establish it.

In order to be successful with debate, parents must see its value in providing most of the needed education for that year. Additional subjects should be maintained, such as Math and Physical Education, but most other areas are covered within the subject itself. They just take a different form than what one usually sees.

Debate is close to the perfect “KONOs” curriculum, because it is fairly complete and thoroughly integrated. Understanding this outlook will make education fun and interesting for the debater and will remove the guilt of the parent concerned about “fitting everything in.” The parent will be amazed at the tremendous intellectual and character growth of his student. This type of education comes naturally and will usually not need coaxing. The fun and competitive environment motivates students to work hard to learn more. In fact, the normal scenario easily becomes one in which the parent must tell the student not to spend so much time on the computer and get some other things done.

Now one must ask, “If debate becomes the vehicle to my child’s education, then how do I determine specific categories for the multiple subjects and then count credit hours towards them?”

The Original Document can be found here.

There’s a Speech and Debate Club in College Station?

Howdy from the Brazos Valley Rhetoric Club

Howdy and Welcome!

What is the Brazos Valley Rhetoric Club?

We are a Christian Homeschool Family Speech and Debate Club for families in the Brazos Valley area. We are also affiliated with the National Christian Forensics and Communication Association (NCFCA).

We provide a means for Home School students to learn and exercise analytical and oratorical skills, addressing life issues from a Biblical world view in a manner that glorifies God.

1Peter 3:16 “But in your hearts set apart Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect, keeping a clear conscience, so that those who speak maliciously against your good behavior in Christ may be ashamed of their slander.”

We also facilitate club meetings every Tuesday from 4:00-6:00 at Steephollow Baptist Church, conferences, and tournaments in the Brazos Valley area.

Getting involved

Speech and Debate is a learning experience for everyone. We would love to help you, your student, or your friends to become better communicators for Christ. Here are a few ways you can participate:

Interested Parents

If you are interested in joining ANY speech and debate club, here are a few very helpful things you can do to see what its like:

    1. Judge a tournament: We would recommend that you do this first, as the tournaments are the essence of what speech and debate is. You can see a complete calendar of Texas NCFCA tournaments here.
    2. Visit a club meeting: After you have been to a tournament, look for a club in your area and visit a few of their meetings. Some clubs close to the Brazos Valley Area are the Houston Logic & Rhetoric Club and the Austin Rhetoric Club. The Brazos Valley Rhetoric Club meets every Tuesday from 4:00-6:00 and we would love to have you visit us.

NCFCA Alumni

If you are a former competitor in the NCFCA and you are in the Brazos Valley area, we can take your experience to the next step. There are opportunities for you to teach, coach, mentor, or just hang out and make a difference by being a Godly example. To find out more about how you can get involved, visit our Alumni page.