Email address: mmfrank@pugetsound.edu

I am a debate coach for the University of Puget Sound where I competed in Policy Debate for four years. I also did two years of LD in High School so I have some familiarity with that style of debate as well. I was a K debater but will evaluate any style of debate that is put in front of me, and do not have any qualms with any sort of argument. I am fine with speed and I like performative arguments. If you are going for Framework or Topicality I need to see good impact calculus to be persuaded, but this is true of any argument you may go for. It is very important to me that debaters are respectful towards each other and to anyone else in the room, including myself. I am willing to vote a team down if something they do in round is isolated by another team as problematic and impacted out. I think what you do in a debate round is just as important as the argument you have prepared prior to the debate. That being said, have fun, be nice to each other, and debate well and all we will have a good time :).

Kat Queirolo Judging Philosophy

Years in college debate: 5

Years in high school debate: 3

This is my first year out. I'll be updating this periodically as I work through my preferences, so consider this document a work in progress

I did policy debate at the University of Puget Sound. In school, I studied political theory and queer studies with a few encounters with philosophy.

I view debate as a competitive, educational and persuasive activity. More important than what I think is what you do.

I’m truly fine voting for any argument you want to make provided it is clearly articulated, performatively compelling, and robustly extended into the final rebuttals.

I enjoy a wide range of arguments. When I competed I most enjoyed debates about liberation, how can we make ourselves free in a world composed of systems of violence that impact us in the room, what freedom means, what debate can mean for freedom and how transformative politics can move us personally-politically to make the world otherwise. I am most persuaded by robust explanations of how you envision the world to be, how we ought to organize our political actions in order to accomplish the work of liberation. I like detailed explanation of link stories and alternatives, though I don't hold alternatives to a higher standard than I would a plan or a counterplan. Most important is that your alternative, counterplan, plan or advocacy solve the harms you isolate and tell me are important.

To the extent that this is possible, I will try to keep my personal inclinations out of the debate. In the event that debaters fail to articulate standards of evaluation, I will default to my own interpretation.

Offense is important. Have reasons why you win the debate. Have reasons why they lose the debate. Tell me why you win--frame my ballot for me. How do I evaluate arguments in the context of other arguments, or in the context of framing questions. How do you want me to view your arguments--through the frame of a theme, through the line-by-line, some other system. I'm fine organizing my flowing around "non-traditional" frames of interpretation if you give me "alternative" standards to consider.

If someone wants to win on presumption, it needs to be explained as an argument.

Why is your model a good model of debate, what are the roles of the aff/neg. What is the role of the judge. What is the purpose of debate as an activity. Convince me of the urgency of supporting your model of debate. I don't think that what we do in debate is separate from the rest of the world; I am most convinced of framework arguments, either traditional or "non-traditional," that connect what we do in this activity to real things that are happening in the world; that said, if you win the argument that debate is just a game and that what we do here has no bearing elsewhere, then I will vote in favor of your interpretation. That said, I do think that framework is often an excuse to refuse to debate questions that are urgent in their own right; accordingly, I appreciate when your interpretation includes room for the substance of the other team's arguments to be discussed. A topical version of the affirmative supported by robust analysis of how this accomodates the other team's own urgent questions is therefore the best way to convince me that your model of debate is urgent, fair, and educational.

Please be clear on your model of competition and why what the other team did was bad, eg. have good links and robust impact comparison. Please explain to me how the alternative/what you did resolves the links to the affirmative. Permutations need to be explained operationally eg. how does the perm work and how is that different from the alt/counterplan and are best if coupled with a model of competition. I can be convinced that the permutation is just a test of competition or that it is an advocacy in its own right worth affirming. Once an alternative is introduced into the debate it is an invitation to further expand on the possibilities of advocacies introduced, ie the permutation is an opportunity to expand on the possibilities of political organizing or theoretical elaboration. I appreciate specific link analysis to permutations eg. why is the permutation something that your advocacy resolves better.

Framing debates: You should always control how the debate is framed. What arguments do you think are the most important. Why should I evaluate the debate through your perspective as opposed to the other team's. If the debate is about methods, what are the methods. How do I evaluate competition in a methods debate. What is the implication of their method, your method. Please tell me what your role is in a methods debate, their role, my role.

Lately, I've been encountering a lot of teams articulating competition and link storiess according to theories of power. I'm not sure if this is new or became more popular during my time out of the activity, but I hadn't encountered these arguments as frequently as I am now seeing them that I am judging. This is something I am still working out, but if you imagine that this framing of competition matters more than other frames, please tell me your theory of power and explain it to highlight the shortcomings of the other team's arguments and why your theory of power resolves the links, disads, or impacts you isolate. I am intrigued by the avenues opened up by these lines of argument. What alternatives does your theory of power elaborate, what modes of organizing does it make possible. How does your theory of power relate to what is happening in the debate round itself - are there opportunities for link analysis according to what previously might have been called a performative link. If your primary link story is your theory of power, please do not just assert a claim that power works in x way and that the other team thinks about power in y way. I will be more convinced by a theory of power that isolates specific shortcomings in the other team's advocacy that isolates links and impacts than I will be of a theory of power that works more as a solvency deficit and a link of omission.

I always like to hear new arguments. I am pretty theoretically unflappable. I will more likely than not understand the words you are saying. More important than using the right words is making those words mean something.

More generally, evidence is a starting point: take the research you have done and transform it into a complete argument.

Above all, find some way to enjoy the debate! I know that is not always possible. We come to this activity for different reasons. We should live out those reasons.

(Not to be confused with David Sposito, who also judges for Ferris)

add me to the chain: dmspingola@gmail.com - subject line: [tournament] [round] [aff team] (aff) vs [neg team]

everything is fine.

debate on the line by line.

highly prepared, technical debates are the most educational and most fun to watch (though framework often satisfies that description).

most things which are unfair are also reciprocally unstrategic; try to debate substance if you can, though sometimes it is an impossible or unreasonable expectation (esp in high school).

me being familiar with a position is not an excuse not to explain it - debate is a communicative activity.

debate is fun - don't ruin it, though I trust you won't.

Feel free to email me with any questions :)

Spreading – or what I call spewing – feels like verbal strafing to me. I believe strong debaters can make concise arguments and don’t need to bombard the judge with tons of material that may or may not be relevant. I prefer traditional-style debate. So-called “progressive” debate may be modern but I find it regressive in terms of teaching students to make coherent and effective arguments.

My other pet peeve is when students use acronyms without first telling me what they mean.

Dance, song, poetry and any other form of performance art will not be viewed as a positive addition to a debate. And, if you choose to debate in a language other than English and it’s not a language I know, I will put down my pen and take a mental nap at your expense.