I have been coaching debate since 2008, and debated 4 years in high school. I did not debate in college.

General things that grind my gears:

Don't be a jerk. Assertive is fine, but there is no need to mock or belittle anyone, or make things personal.

I cannot stand any kind of game playing around sharing evidence. I don't care if you disclose or not before the debate, but once you've read it, I can't think of a reason (that is flattering to you) why your opponent should not have access to it for the entire debate round. I will vote a team down for this practice if their opponent makes an argument about why it is a bad with an interp, violation, standards, and voters.

"New in the Two": to my mind, this argument makes the most sense when it is with regards to new OFF CASE. But, in any event, it's not a "rule", so run it as an arg with an interp, violation, standards, and voters, and debate it out, don't just cry foul.

POLICY DEBATE

Framework: I default to policy, but I am happy to adopt a different framework, as long as I am told how and why I should do that. I like framework debates.

I am evaluating the round based on impacts. You need offense to win. I will vote aff on the risk of solvency if there are no impacts on the negative. In a round where neither team has any impacts, I'm voting negative.

Flowing vs. Reading Evidence: Put me on the speech drop, but I keep a flow, and that's what I want to evaluate the round off of. I want you to read your evidence to me and tell me what it says and why it matters. Pull warrants rather than tell me to read the card for myself.

Speed - I don't prefer a very rapid rate of delivery, but in the context of an open, policy centered debate, I can keep up with a *fairly* rapid rate. If you are not familiar with your K literature well enough to teach it to someone within the time constraints of the round, don't run that arg. When it comes to something like your politics disad, or your topicality standards, speed away.

Theory - I love theory debates. Topicality and other theory debates are fun when they are centered on the standards part of the flow.

Any other questions, ask away.

LINCOLN-DOUGLAS

I believe that LD is a value debate, and I consider the value and value criterion to be paramount. I want you to tell me that you win the debate because the contentions prove that your side of the rez leads to your value, as measured by your criterion. In fact, if you wanted to give that analysis on the bottom of every contention flow, that would be pretty great.

I will evaluate the round based on the arguments made in the round, so if your idea of what LD is differs greatly from mine, you can still win the debate as long as you do a better job of justifying your framework. This doesn't seem like the easiest path to my ballot, but I don't aim to intervene.

Any other questions, ask away.

WORLD SCHOOLS DEBATE

Background: I have judged and coached this event over the last 6 years, however I only participate in 1 WSD tournament every year, at NSDA. I love this event, and I do not want you to make it a different event!  That said...

I do my best to adapt to the norms of the event, and I hope you do as well. WSD is scored holistically, so while my flow is important to the "Content" portion of the holistic rubric, it is not the be-all, end-all of the round. 

Consistency Down the Bench - The factors below are all to each speech, but also it is important that the side should have a consistent approach, telling the same "story" across the debate - this includes things like identifying key clash points, and may also include things like team lines and intros/conclusions, both within and across speeches. I love a good rhetorical device spread out across each speech. I should see consistency in terms of prioritization of key arguments.

Style (40%) - Speeches should be presented in a clear and engaging manner. Consultation of notes/prepared speeches are fine in my book, but care should be taken to look up and engage with the judge. Speech should have a natural flow. Rate of speaking may be somewhat faster (though this is certainly not an expectation) but should be clear. It should NOT sound like a fast policy round. Spreading is not the strategy for this event. Speeches should begin with an attention grabber and a roadmap. More on that under content.

Content (40%) - I do keep a flow, and I expect clear signposting of arguments, and an intro that gives me what I would call a "roadmap", but, see above. I am fine with debaters grouping arguments and not necessarily having a highly detailed line by line, but I do appreciate debaters who start at the top of the flow and work their way down. When you jump around, it makes it harder for me to see connections between arguments, and that is important to determining key points of clash. The organization of your speech should be clear and consistent. In third speeches, I generally expect there to be some line by line, but I also think this is where teams can begin to identify clash points/key questions. Reply speeches should narrow the debate down to key arguments - I really expect you to get away from a line by line here and crystallize the debate.

Strategy (20%) - Third substantive points should come out in the second speech, at the bottom of the order. They should be strategic, taking the debate into a somewhat different direction - the best third substantives throw a curve ball at it the other team. The handling of POIs is very important to the strategy score - when taking POIs, you are the boss of your speech! The default should be to ignore the POI until you get to the end of a sentence and refuse the POI. You should say no thank you more often than you say you'll take a POI (generally, you take 2). When offering POIs, be careful not to barrack (asking a POI EVERY 20 seconds), but I am all for offering at a time that is going to throw your opponent off. I like it when teams offer a lot of POIs, and they don't need to be questions.

Prefer to use speech drop, but email chain is fine.

cburroughs1113@gmail.com

TLDR:

4-year high school debater. 2022 graduate.

Am comfortable with most arguments, no knowledge of K's.

I like to go down the flow but if round is messy, I will give the round to the team that cleans it up.

Be polite and respectful.

Experience:

I did speech and debate all four years in highs school (class of 2022). I debated mostly in the traditional circuit of debate. I am fine with other versions of debate but am more accustomed to the traditional version.

Philosophy:

You can run whatever you would like to. But, with that being said, I really only went with the traditional style of debate. I have seldom experienced any K's being run and have very little experience with it.

I am fine with any speed that you want to go at, but it must be understandable.

I will not tolerate any unprofessional gestures or mocking of other teams. I will automatically vote you down if this happens. I love competitiveness just make sure you are respectful to the other teams you face.

T, CP's, DA's

DA's: I prefer specific links if you run a DA but by all means run a generic link if that is all you got. Prefer to have these read in the 1NC.

CP's: These are completely fine (must have solvency card), but they must have some type of net benefit run with it. CP will not win on its own.

T:Once again these are good, but just a heads up if you want this to be a round winning issue, you must put a lot of speech time into it. Also make sure it has all of the required tenets (like voters, ect.)

KRITIK'S

I have basically no experience in these, you may run them, but they will most likely will not be an issue I vote on.

I competed in HS during the 90's.

I coached at Shawnee Heights HS in KS for 11 years

I seldom think speed is a good idea

I am largely policy maker, at least in background

I do not mind debating debate, real world implication, politics, social issues or narratives

I want clash over just about anything else

I prefer argumentation over cards

it is possible I have become a grumpy old man

I will try to answer any questions and offer any support I can to help debate, debaters, and the round I am watching

I cannot stand teams that abuse their competition

I hate most everything about the K. I understand them, and know they are a thing and you may have them as a central part of you strat., so run them if you must. Just know that there is no such thing as tabula rasa, and my extreme bias will likely influence how I view things down the flow, even as I actively try to prevent it.

oddly I DO like a discussion of out of round impacts, role of the ballot, and real world impact of the activity/arguments

have never looked at cards-never will

In my final "get off my lawn" rant, I hate the time wasted between speeches dealing with or waiting on tech. I seriously don't care if it hasn't loaded before the speech begins. See---grumpy

Overall, I am mostly a tabula rasa type judge. I want each team to tell me what the best paradigm is, why and how I should adopt it, and why they best satisfy victory under the conditions of that paradigm. I'll vote how you tell me to. If both teams tell me how to vote, give me a reason to prefer your framework over theirs

If you don't give me a paradigm, I will revert to a hybrid of stock issue and policymaker judge. This means that I expect the stock issues to be covered in some way (even if you give me a different paradigm, the stock issues form a common language and rubric for debate that I think needs to be followed for the most part), and I expect discussion centered around fundamental elements of policymaking, such as cost, feasability, workability, political considerations, ethical considerations, etc. as well as the net benefit analysis. The NBA is key for me. Whoever wins the NBA wins the debate for me 9/10 times

On the off-case flow, I am 100% a judge that will vote on Topicality. But if you go for T, really go for T. That doesn't mean kick everything but T, but rather, make a real argument. In my mind, the standards are absolutely the most significant element of the T debate. And make the voters have some impact. If you read fairness and education, best tell me why your interp links to fairness and education and why it has impact on the round. All that goes for Aff, too. The right to define doesn't mean your interp is automatically better. Give me a reason to prefer

I love disads. I am fine with generic disads. I am fine with unique disads. I am good with linear DAs. Ptix is okay. I love them all!

I love counterplans. I am fine with generic counterplans. I am fine with unique counterplans. I don't get too hung up on the deep CP theory, though. And make sure to give me a plan text and preferably, a competing advantage...

I am somewhat receptive to Kritiks. That being said, I detest the "every year" kritiks that kids dust off season after season. If you're reading K, try to make it a unique K that applies specifically to this season's resolution, or work very hard to adapt your generic K to this year's resolution. I'll listen to discourse Kritiks, but there better be real impact, and I would expect something more than "role of the ballot" for the alt. Me giving you opponent a loss doesn't change debate. It doesn't educate. It may actually make the problems worse...

As for speed and performance, I do believe debate is a communicaton activity first. I can evaluate speed but am unimpressed by it. I value quality over quantity and 100% think that the warrant debate trumps the evidence debate. A handful of cogent, relative, strong arguments will win the debate over the spread 9/10 times

I expect everyone involved to be good sports. I don't care much about how you dress or how you speak or if you don't debate the "right" way, but I care A LOT about how you treat one another...

I am good with paperless debate and speech docs, but don't use that as an excuse to quit listening to each other, or to try to spread. Also, paperless debate isn't an excuse to add 10 minutes of extra prep time to your rounds.

I have many years of experience as a competitor, an assistant, and a head coach so I have seen a bit of everything

That's about all I have. Ask me any additional you may have, prior to the round, and best of luck!

My Philosophy on Judging High School Debate

“If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” (1:149)

I have been judging high school debate since 1974 because of my strong belief that debate, when properly done, is one of the best ways to expel the ignorance that Thomas Jefferson warns is an anathema to freedom. High school debate is one of the best ways of achieving the goals of public education as outlined by Mortimer J. Adler in the Paideia Program (2:282). It must be judged by a criteria that upholds those principles, which is why I judge rounds on the paradigm of Civic Discourse, as explained in part by Dr. Wende Vyborney. (3)

The Civic Discourse model of judging helps to bring high school debate back to a real world scenario, rather than the disconnect that has taken place since college debate camps have become prevalent training ground for high school debaters. It builds upon the very principles that ought to be the foundation of all public high school education, especially that of preparing all young people to be able to function well as full citizens in a democratic society. Those who have been trained in this manner will be able to debate well the issues that they will face at home, at work, and in the political and social arenas. The Civic Discourse paradigm returns debate back to a persuasive, civil, rational, and logical manner of speaking and arguing issues, rather than the extreme style that has developed and serves no real purpose other than preparation for the equally obscure college level debate.

What does this mean in terms of the style of debate, and the questions that are asked of judges who will judge the NFL tournament?

First, in delivery, it means low speed, consistent with public addresses, not the vomiting of words that has become predominant in many rounds today. The students must always remember that they are in communication with their audience, even if it is a single judge. The audience seldom knows the case as well as the debaters, and so it must be clearly presented (4:15). The arguments and information need to be understood and comprehended by the audience. Speed does not achieve this. Rather, it obfuscates the information, as emphasis on the important words is lost in the rush to present, diminishing any clear expression of the ideas that may be present. I often quote from I, Claudius, AAs for speaking, again, it is true, I have an impediment. But isn=t what a man says more important than how long he takes to say it?@

Second, the argumentation and ideas are more important than the evidence. Today, many students rely on presenting long quotes to support their position, and then leaving the rest to the audience to decide. The argument being made is what matters, as it shows the ability to think and reach conclusions. The evidence is used to support the conclusion. It is not meant to be the argument. This is why the use of the word “card” is inappropriate; it is a quote from an expert or information about the argument. Sources can be indicted when it is appropriate. This is more easily realized when debater use the correct words for the quote. It is the argument that needs to be at the center of the round, not the quotes. Evidence supports, it does not stand alone.

Which brings us to the third point: the impacts of the arguments and quotes need to be made clear to the audience (judge). Too often we have the spewing of information at the expense of explanation. “When even the slightest chance exists that the meaning or pertinence of a fact or reference may not be grasped, debaters should clarify it.” (5:68). It is the responsibility of the debaters to make clear what the effect of their arguments are on the opposition’s case and on their own issues, rather than for the judge to reach the epiphany of the argument that many students now expect. I was taught, “Tell them what you are going to say, say it, and tell them what you said and why.”

Further, debate jargon does not make an argument. Use of the phrases such as “We turn,” is not a response to an argument unless a clear explanation has been presented demonstrating why the response to the argument makes a turn. Without that, then we descend into the chaos of specialization that Jose Garcia Ortega warns about in The Revolt of the Masses. Too many debaters rely on these catch phrases, and the audience’s perceived ability to see the results, rather than the actual demonstration of their own ability to clearly communicate the complete argument and its impacts to the audience. Debaters must make clear that they understand and know what they are arguing, and to make it clear to those listening. It is not the responsibility of the audience to complete the argument.

There is an aspect of tabula rasa in the round, in that the issues that are raised within the round are the issues on which I will decide; not whether or not certain issues have been presented, and failure to do so means a loss. If topicality is raised as an issue in the round, only then will it be considered and the argumentation evaluated. If a plan is non-topical and the issue is not raised by the Negative, then a comment may be made on the ballot, but it will not be a basis for a decision. It means that common sense rules, and when an argument fails that test, more supporting evidence is required to help me accept the position. Bizarre arguments do not need to be met point for point, only the flaw in logic needs to be exposed for the collapse of the scenario.

This is why it is not a matter of responding to every point with a counter point. Realize what are the most important issues and arguments in the round, clarifying them for the audience, tell why you are winning on those issues, and finally explain what it means to the decision. This demonstrates an ability to analyze the arguments, prioritize them and reach logical conclusions.

As for counter plans, and kritiks, those may be argued, but they must be consistent with all the other issues that Negative is presenting. However, because the resolution is what we really ought to be arguing, and the plan presented by the Affirmative as a solution to the resolution, I would prefer that one argues that rather than trying to create a diversion. There is usually plenty of ground for Negative to argue the Affirmative plan without reason for bizarre off-case arguments that usually waste time and diminish the value of debate.

Because this is so late in the season, and habits have been formed, I am still capable of making fair decisions in rounds that violate every one of these ideas. I will not be happy with what I witness, as it not what we need to be emphasizing at this level of education. If debate is to be reduced to a game, then it needs to be removed from the school curriculum and made an extra curriculum activity. As long as it is part of education, then it must be judged by standards that advance the purpose of education, which is why my ballots on those rounds will be so critical of the gamesmanship at the expense of education.

Debate, as practice for civic argument can be defined, in large part, through common sense. If an intelligent, informed community member can follow what’s going on, then we’re on the right track. If arguments are sufficiently well-formed to classify the speaker as “informed citizen” rather than “dangerous extremist,” then we’re on the right track. If arguments and evidence would pass muster in a term paper, then we’re on the right track (3)

And if those are accomplished, then we are on the right track for educating the youth through debate, and making sure that democracy is capable of surviving another generation.

Bibliography

1. Thomas Jefferson on Democracy edited by Saul K. Padover, Mentor Book, The New American Library, New York, New York, 1939.

2. Reforming Education: The Opening of the American Mind by Mortimer J. Adler, MacMillan Publishing Company, New York, New York, 1988.

3. A New Day for Policy Debate by Dr. Wende Vyborney from the internet, 1997.

4. Mastering Competitive Debate by Dana Hensley and Diana Carlin, Clark Publishing, Inc, Topeka, Kansas, 1994.

5. Decision by Debate, Second Edition by Douglas Ehninger and Wayne Brockriede, Harper and Row Publishers, New York, New York, 1978.

I prefer Stock Issues (I don't love T arguments unless necessary), but if the round moves that way.

CPs are ok, but running a K will be lost on me.

Ok with speed but I prefer not to see it unless necessary

Email: alake@tps501.org

I debated 4 years in High School, and 4 years for Washburn University for parliamentary debate. I now coach at Topeka West High School (8th year). I am a flow centric judge and I am willing to vote on anything that is articulated well with a clear framework. I can handle most levels of speed so long as you are articulate. It is in your best interest to start relatively slow and speed up as the speech progresses (crescendo). The rest of this judge philosophy is how I will default in the event that you DON'T tell me how to evaluate a position (but why wouldn't you just tell me how I should evaluate the position?).

Lincoln Douglas Debate

I believe that an LD round is decided by both the aff and neg presenting a value, and a criterion that measures the achievement of that value. I vote aff/neg on the resolution by evaluating the contentions through the winning criterion to see if it achieves the winning value. I am very flow centric and will weigh arguments that aren't answered in favor of the other team. I am not a super fan of turning LD into policy debate but if you argue for that and win that position then I will play ball. I am fine with speed. If you have any questions feel free to ask before the round.

Policy Debate

Overall, net-benefits.

Theory: I love theory debates. Generally I will evaluate them through competing interpretations based on the standards and which standards I am told are most important.

Advantages/Disadvantages: Generally, uniqueness controls the direction of the link; extinction and "dehumanization" are terminal impacts. A 1% chance of a disad/adv occurring gives that team offense for the ballot.

CP: Counterplans should be competitive and switch presumption from the negative to the affirmative. Thus, the CP has to give me a net-benefit over the case or a perm to warrant a ballot. I am willing to vote on CP theory if those arguments are won.

K: I wasn't a big K debater, but I have argued them and judged them frequently. You should be able to explain your K, its framework, link, impx, alt and alt solvency. Buzz words, and name dropping are not a substitute for the former explanation. I am willing to vote on framework and similar arguments if those theory arguments are won.

Hayden '22

KU '26

Add me to the email chain:

Smcconnell.debate@gmail.com

TLDR: I've gone for a mix of policy and critical arguments. I don't have preferences about what you read. Just do what you do well.

Speed is fine---Slow down for analytics and give some pen time

Unique strategies and in-depth explanation = Increased Speaks

Tech>Truth, but truth is a tiebreaker

Impact calc is good

LD/PF Note:

I did LD a few times in high school, but don't know too much about the event.

I've never done or judged PF, but know the basic structure.

This means I don't really have any preconceived notions about these events, so you have to explain how I evaluate certain arguments in the round.

Just debate your best and I will try to adjudicate the debate my best.

If you have any questions just ask!

hello! my name is hannah-- pronouns she/her/hers

add me to email chains! hannah.joelle.mott@gmail.com

I did policy debate & forensics (info, oration, prose, IX, DX, impromtu) for three years at usd 345! octo finalist & 9th speaker at 2022 ndt in world schools! I now debate at KU (rock chalk!)

Put me on the email chain: dustinrimmey@gmail.com

I think you should have content warnings if your arguments may push this debate into uncomfortable territory.

Quick Background:

I debated for four years in High School (Lansing HS, KS) from 1998-2002, I debated for four years in college (Emporia State University, KS) from 2002-2006, Coached one year at Emporia State from 2006-2007, and from 2007 to present I have been a coach at Topeka High School (KS) where I have been the director of Speech and Debate since 2014. In terms of my argument preference while I was actively debating, I dabbled in a little bit of everything from straight up policy affirmatives, to affirmatives that advocated individual protests against the war in Iraq, to the US and China holding a press conference to out themselves as members of the illuminati. In terms of negative arguments, I read a lot of bad theory arguments (A/I spec anyone?), found ways to link every debate to space, read a lot of spark/wipeout and read criticisms of Language and Capitalism.

In terms of teams I have coached, most of my teams have been traditionally policy oriented, however over the last 2-3 years I have had some successful critical teams on both sides of the ball (like no plan texts, or slamming this activity....). For the past 2-3 years, I have been working with teams who read mostly soft left affirmatives and go more critical on the negative.

My Philosophy in Approaching Debate:

I understand we are living in a time of questioning whether debate is a game or an outreach of our own individual advocacies for change, and I don't know fully where I am at in terms of how I view how the debate space should be used. I guess as a high school educator for the past decade, my approach to debate has been to look for the pedagalogical benefit of what you say/do. If you can justify your method of debating as meaningful and educational, I will probably temporarially be on board until persuaded otherwise. That being said, the onus is on you to tell me how I should evaluate the round/what is the role of the ballot.

This is not me being fully naive and claiming to be a fully clean slate, if you do not tell me how to judge the round, more often than not I will default to an offense/defense paradigm.

Topicality

I tend to default to competing interpretations, but am not too engrained in that belief system. To win a T debate in front of me, you should go for T like a disad. If you don't impact out your standards/voters, or you don't answer crucial defense (lit checks, PA not a voter, reasonability etc.) I'm probably not going to vote neg on T. Also, if you are going for T for less than all 5 minutes of the 2NR, I'm probably not voting for you (unless the aff really messes something up). I am more likely to vote on T earlier in the year than later, but if you win the sheet of paper, you tend to win.

I do think there is a burden on the negative to either provide a TVA, or justify why the aff should be in no shape-or-form topical whatsoever.

In approaching T and critical affirmatives. I do believe that affirmatives should be in the direction of the resolution to give the negative the basis for some predictable ground, however in these debates where the aff will be super critical of T/Framework, I have found myself quite often voting affirmative on dropped impact turns to T/Framing arguments on why the pedagogical model forwarded by the negative is bad.

Hack-Theory Arguments

Look, I believe your plan text should not be terrible if you are aff. That means, acronyms, as-pers, excessive vagueness etc. are all reasons why you could/should lose a debate to a crafty negative team. I probably love and vote on these arguments more than I should.....but....I loved those arguments when I debated, and I can't kick my love for them.....I also am down to vote on just about any theory argument as a "reject the team" reason if the warrants are right. If you just read blocks at me and don't engage in a line-by-line of analysis....I'm probably not voting for you...

I am on the losing side of "condo is evil" so a single conditional world is probably OK in front of me, but I'm open to/have voted on multiple conditional worlds and/or multiple CPs bad. I'm not absolutely set in those latter worlds, but its a debate that needs hashed out.

I also think in a debate of multiple conditional worlds, its probably acceptable for the aff to advocate permutations as screens out of other arguments.

The K

Eh.......the more devoted and knowledgable to your literature base, the easier it is to pick up a ballot on the K. Even if you "beat" someone on the flow, but you can't explain anything coherently to me (especially how your alt functions), you may be fighting an uphill battle. I am not 100% compelled by links of omission, but if you win a reason why we should have discussed the neglected issue, I may be open to listen. The biggest mistake that critical debaters make, is to neglect the aff and just go for "fiat is an illusion" or "we solve the root cause" but....if you concede the aff and just go for some of your tek, you may not give me enough reason to not evaluate the aff...

I am the most familiar with anti-capitalist literature, biopolitics, a small variety of racial perspective arguments, and a growing understanding of psychoanalysis. In terms of heart of the topic critical arguments, I've been reading and listening to more abolitionist theory, and if it is your go-to argument, you may need to treat me like a c+ level student in your literature base at the moment.

Case Debates

I like them.....the more in depth they go, the better. The more you criticize evidence, the better...

Impact turns

Yes please......

Counterplans

Defend your theoretical base for the CP, and you'll be fine. I like clever PICs, process PICs, or really, just about any kind of counterplan. You should nail down why the CP solves the aff (the more warrants/evidence the better) and your net benefit, and defense to perms, and I will buy it. Aff, read disads to the CP, theory nit-picking (like the text, does the neg get fiat, etc.) make clear perms, and make sure you extend them properly, and you'll be ok. If you are not generating solvency deficits, danger Will Robinson.

I think delay is cheating, but its an acceptable form in front of me...but I will vote on delay bad if you don't cover your backside.

Misc

I think I'm too dumb to understand judge kicking, so its safe to say, its not a smart idea to go for it in front of me.

Don'ts

Be a jerk, be sexist/transphobic/racist/ableist etc, steal prep, prep during flash time, or dominate cx that's not yours (I get mad during really bad open CX). Don't clip, misrepresent what you read, just say "mark the card" (push your tilde key and actually mark it...) or anything else socially unacceptable....

If you have questions, ask, but if I know you read the paradigm, and you just want me to just explain what I typed out.....I'll be grumpier than I normally am.

As of 04/27/2024, I have yet to judge any rounds on this particular topic. That having been said, I generally operate under the assumption that you, as debaters, will propose the political and philosophical foundations for the round during your first constructive speeches. I am open to most ideas, taking into account both context and decency. In other words, do not read something inherently abrasive, discriminatory, or flagrant in order to take a stance off the beaten path, or worse, in an attempt to simply win the round. I expect cordial cross-examinations and a general level of kindness throughout the debate. If any of the debaters in the round wish to claim some form of abuse committed by the other team, please structure your abuse arguments so that I can evaluate them accordingly within the context of the debate. I coached policy debate for almost three years, and I was a policy-debater for four. I am comfortable with most speeds, and I greatly appreciate a copy of speeches in-round. With respect to my ideas on debate, as I mentioned, I am fairly open-minded. I am sympathetic to creative arguments designed to fulfill the topic's spirit in the most charitable way possible, but I will vote on flow for major issues, such as but not limited to: Topicality, Solvency, Ks, and CP/DAs. Please, if you have any specific questions about my paradigm, ask me before the round begins, and I would be happy to answer.

Basic practice preferences

If you want an email chain - msawyer@tps501.org

I will be flowing the round and that will be the largest decider in our round. Defend/debate all portions of an arguments and that will reflect well for you on the flow. I want to see ya'll interact with the arguments read - if you choose to discount an argument without just refutation, it'll be a yikes for all involved.

I will never vote on arguments which are discriminatory and encourage violence (racism good, ableism good, anti-queer literature, etc.) If you create spaces which encourage violence or are the source of abuse in the round in any way, you will lose this debate. I view my privilege in this round is to protect education and the safety of all debaters - in no way will I sit by and watch another team/debater be attacked for any identity they may possess. Debate space should be a space to act without fear of oppression - I will make sure that is reflected in my judgments and comments. I would rather see ethical debaters than those who read awful arguments in hopes of gaining a winning edge. Be a better person than you are a debater at all times.

I am fine with any speed you choose, but I will hold you accountable for creating a safe and accessible space for the debate to occur. If the practice is used as a way to push a debater/team out of the round, that's a problem. I will not directly intervene in this case, but if the team/debater chooses to critique your process or read in-round abuse theory, I will prefer it.

Argument breakdown

Framework: I will flow what you want from me to either change my evaluation of the round or use it as a critique of debater methods. This can be important at the end of the round if you make it to be. I will evaluate the round as your framework dictates if you give me the solid reasoning as why it should be preferred over default consequentialism. I want to see your ability to interact with the framework throughout the round, not just a one-time read at the end of an aff or at the start of a neg argument. If you are willing to read it, work with it during our time.

Author debates are tedious and boring. Do the work. Do the analysis. Disprove the argument written and presented rather than count on me to judge whether a piece of evidence should be included. Again, I want to see you engage with the evidence as read rather than dismiss it.

Topicality: I love it. A good T debate is my favorite debate to judge and was my favorite argument to run. By default, the aff needs to win the interpretation and work through the standards/voters. Don't discount the argument and make sure to prove T through thorough argumentation.

Counterplans: Always a fun time! As the neg, I feel this gives you automatic offense which can lead you away from the "the aff is still better than the SQ" debates. The thing that will irritate me quickest is the aff simply saying the perm to be argued rather than adding a simple line or two to analyze how that perm performs its abilities within the round and in the world of the aff. Do the work! In my opinion and practice, condo bad can help guard importance analysis space. Go for it! Other theory arguments are chill with me if you provide adequate analysis for how it negatively/positively shapes the round.

Criticisms/Performances: As a debater, I ran a few K arguments and have coached students through lit bases. There is a high chance I will be familiar with the base you are pulling from, but if I am not, I am sure I can understand the argument through the flashed evidence! Any K read should be an advocacy. This means that I want to see these arguments function as something you/the team truly believes and truly are a part of the community the literature bases itself within. Running literature from a community of which you are not a member runs the line of commodification which is bad for many reasons! I am willing to hear any K and will rely on the you to prove link and solvency clearly.

BOTTOM LINE

Debate is about education and learning how to interact with arguments on great topics. I want to see your work, your passions, and your way of debating. Make this activity fit you and your teammate, not the other way around! With as much as I value education, I want you to value and safeguard that education for all involved. This is why I will never vote up a team which places that in jeopardy for the round. As I tell my team: be better people than you are debaters. Never sacrifice parts of yourself for arguments that may seem competitive. Be a part of the reason this community is becoming safer for its members, not a reason people dread the activity.

Big Questions Debate Paradigm

For Big Questions, it is hard to put a paradigm into words (unlike with my policy paradigm, which is below if you are interested). Because you cannot run the K (thank you Jesus!) this is about clash, argumentation, and evidence. This is what debate should be about in my opinion. So, present your arguments, provide some evidence, and listen to your opposition and try and prove your case is the better option than theirs. I know this is not much, and this sounds simple, but this is what good, real-life applicable debate is all about.

If you have more questions, ask before the round and I can clarify things further (well, hopefully).

CX Debate Paradigm

I am an old man. I am angry. I generally hate the K. instead, why don’t we talk about the resolution and throw an actually somewhat serious plan out there. Then, maybe the Neg could run a DA or two, and maybe an off-case item or two, all which have some basis in reality. I realize The Butterfly Effect sounds really cool and all, but a gnat farting in Florida should not provide enough impetus to launch a global thermonuclear war. I do not mind speed, but please be clear. If you cannot be understood, it does not really count as an argument. Also, I will also note that I hate open cross-ex. Both members of your team should know your case or arguments and be able to defend or expand upon them.

Final, fun note. I flow on paper. It means I will not take your document/data dump like the other team. It also means that I will give you the benefit of the doubt for reading the contents of a card if you do not actually do so. What is actually said in the round during a speech is what I judge upon. Nothing else. In addition, do not argue over a card the other team never read that somehow got mixed into a speech transfer by accident (I have watched this and I still do not understand it to this day).

I hope this helps.

Email: Mtaylor@silverlakeschools.org

General:

I really appreciate nice humans. Rude, racist, sexist, homophobic, transphobic, etc. behavior will not be tolerated.

Overall, I like debate...in all its forms. If you want to win something in front of me just do the work to make it matter.

Some general thoughts...

Don't flow from the speech doc. Every debate round I have judged for the past 3 years on the circuit has pretty much been won by the team who was flowing properly. When you aren't flowing, you aren't able to see the round properly, you miss really important things like turns and cross applications, your line-by-line is terrible, and you reduce the debate to a bunch of overviews that don't help me decide anything.

I can handle most rates of speed fairly comfortably, but if you are going top-rate, I'm going to be less confident in my ability to get everything, especially virtually. If I am not able to understand I will say clear. Obviously, don't race through theory or any blocks of really important analysis that you are going to want me to vote on later.

The 2AR/2NR should be telling me when, what, where, why and how. If you want me to vote for something tell me explicitly how to evaluate it and why it matters. "even if" arguments are really important in your framing of the round in rebuttals. Contextualization is important.

Topicality

I will always listen to everything you read, but I generally subscribe to the theory that if it is not blatantly untopical, then I really don't care to waste time on T. I am going to break from tradition and scandalize a few people here...but I will generally evaluate reasonability with the same frequency I do competing interps...UNLESS you don't impact it out and give me some analysis why reasonability is good. Blocked out blurbs about ground and predictability are not going to do much in terms of showing me why this argument is important. I hold T to the same standards of analysis and impact development as all other arguments. That being said, do the work and I will be more likely to vote on it.

Disads

Generic is fine...but in my old age I am starting to really prefer specific links and I love a really unique/specific link story. Really good analysis and inference can take a mediocre DA and make it pretty good, so take the time to do the specific analysis. Ptx is fine, but please do your updates.

CPs

In a world where a lot of our big topics become overly generalized by the affirmative team without much attention to rule of law or specifics, I think the CP has a lot of value. I like a well thought out plan text with good Solvency. What ever happened to dispositionality? I don't think affs utilize their cases enough when answering and I think that there needs to be a lot more debate on the CP proper than what currently happens. I will listen to theory, but I generally don't vote unless there is evident abuse.

Ks

Don't expect that I can do much work here for you in terms of lit; I just don't know enough to be able to make those connections in my head. I'm fairly familiar with Neolib, Cap, Set Col and Fem, the rest I'm really going to need you to slow down and give me some analysis. I was not a K debater in school, but that was mostly due to a lack of exposure, not necessarily preference and I really enjoy the critical side of debate. Context is important. It is much easier for me to vote Neg on the K when the negative can show that their alt resolves the links to the K and takes time to contextualize how the Alt functions in the world of the Aff.