It is a much-anticipated Sunday morning. Cars full of high school students steadily flow into the parking lot, carrying droves of kids literally suited up for action. So begins the first tournament of the year. After weeks or even months of planning, the wanna-be lawyers and politicians seem ready to argue their hearts out.

The resolution for this morning's debate is: "The United States should use whatever interrogation techniques it deems necessary to defend
against another terrorist attack." Ready to argue both the affirmative and negative, I enter the room confidently. My outline is set, and I have enough information and facts on the topic; I feel as if I could out-quote and out-argue Condoleezza Rice.

In high school, I participated in a modified version of Lincoln Douglass (LD) Debate. It is research oriented, and judges the ability of a team to support opinions with hard facts. Much like in an academic essay, unsupported claims fall flat. That said, I was delightfully surprised when I arrived at Bates College to discover that specific topical knowledge was not necessary in parliamentary debate. Compared to high school debate, quick thinking, eloquence and rapid rebutting play a much larger role on the college level. In high school, both sides knew what the resolve was; in college, the opposition has no idea until the round begins. These changes are not easy ones to adapt to.

Adapting, however, has been made much easier thanks to the support of the Brooks Quimby Debate Council. Not only were workshops held and mentors assigned, but each and every member of the debate team has gone out of their way to make sure that first year students feel at home. They have all taken time to teach us the ropes of competitive college date and really integrate us into both the broader Bates community and the world of the American Parliamentary Debate Association. I look forward to continuing to learn and grow as a debater with the team.