Brian Manuel ParadigmLast changed 11/10 10:59A EDT
Director of Policy Debate @ Stanford University; Director of Debate @ Edgemont Jr./Sr. High School
(High School Constraints - Edgemont)
(College Constraints - Stanford, Harvard, and a crew of exceptionally talented college debaters I've had the pleasure to coach)
2017-2018 PF TOC Update: April 23rd, 2018
As you can see I used to have a very strong leaning towards how evidence needs to be presented during a debate. I've backtracked pretty substantially on this point. Therefore, I won't ask for your case ahead of time. However, I do still prefer evidence that is directly quoted and cited according to the rules of the tournament we are at. I do not like paraphrasing and will only accept paraphrasing as a logical argument to be made in the round and will not credit you for reading a qualified author.
I know a lot about debate, arguments, and the topics you are debating. I have an extremely competitive set of students that are constantly talking about the topic, I tutor students around the world in PF, and I generally like to be educated on the things that students will debate in front of me.
Beyond what I've said above, I'll give you an additional piece of advice: If you would strike Stefan Bauschard or Amisha Mehta than you'd probably want to strike me. I tend to fall somewhere in between where they are at in their philosophies.
Last but not least, I don't intend to steal your cards...we have more than we can use...however if it means you'll throw me up on a Reddit post that can get over 100+ responses then maybe I'll have to start doing it!
**Disregard the section about asking me to conflict you if you feel uncomfortable debating in front of me since I've judged minimally and don't have any experience judging any of the teams in the field more than once therefore, it doesn't apply to you**
2016-2017 Season Update: September 11, 2016
HS Public Forum Update: This is my first year really becoming involved in Public Forum Debate. I have a lot of strong opinions as far as the activity goes. However, my strongest opinion centers on the way that evidence is used, mis-cited, paraphrased, and taken out of context during debates. Therefore, I will start by requiring that each student give me a a copy of their Pro/Con case prior to their speech and also provide me a copy of all qualified sources they'll cite throughout the debate prior to their introduction. I will proactively fact check all of your citations and quotations, as I feel it is needed. Furthermore, I'd strongly prefer that evidence be directly quoted from the original text or not presented at all. I feel that those are the only two presentable forms of argumentation in debate. I will not accept paraphrased evidence. If it is presented in a debate I will not give it any weight at all. Instead I will always defer to the team who presented evidence directly quoted from the original citation. I also believe that a debater who references no evidence at all, but rather just makes up arguments based on the knowledge they've gained from reading, is more acceptable than paraphrasing.
Paraphrasing to me is a shortcut for those debaters who are too lazy to directly quote a piece of text because they feel it is either too long or too cumbersome to include in their case. To me this is laziness and will not be rewarded.
Beyond that the debate is open for the debaters to interpret. I'd like if debaters focused on internal links, weighing impacts, and instructing me on how to write my ballot during the summary and final focus. Too many debaters allow the judge to make up their mind and intervene with their own personal inclinations without giving them any guidance on how to evaluate competing issues. Work Hard and I'll reward you. Be Lazy and it won't work out for you.
NDT/CEDA Update: I'm getting older and I'm spending increasingly more hours on debate (directing, coaching, and tabulating at the HS and College level) than I used to. I really love the activity of debate, and the argumentative creativity being developed, but I'm slowly starting to grow hatred toward many of the attitudes people are adopting toward one another, which in turn results in me hating the activity a little more each day. I believe the foundational element of this activity is a mutual respect amongst competitors and judges. Without this foundational element the activity is doomed for the future.
As a result, I don't want to be a part of a debate unless the four debaters in the room really want me to be there and feel I will benefit them by judging their debate. I feel debate should be an inclusive environment and each student in the debate should feel comfortable debating in front of the judge assigned to them.
I also don’t want people to think this has to do with any one set of arguments being run. I really enjoy academic debates centered on discussions of the topic and/or resolution. However, I don’t prefer disregarding or disrespectful attitudes toward one another. This includes judges toward students, students toward judges, students toward observers, observers toward students, and most importantly students toward students.
As I grow older my tolerance for listening to disparaging, disregarding, and disrespectful comments amongst participants has completely eroded. I'm not going to tolerate it anymore. I got way better things to do with my time than listen to someone talk down to me when I've not done the same to them. I treat everyone with respect and I demand the same in return. I think sometimes debaters, in the heat of competition, forget that even if a judge knows less about their lived/personal experience or hasn’t read as much of their literature as they have; that the judges, for the most part, understand how argumentation operates and how debates are evaluated. Too many debaters want to rely on the pref sheet and using it to get judges who will automatically check in, which is antithetical to debate education. Judges should and do vote for the "worse" or "less true" arguments in rounds when they were debated better. Debate is a performative/communicative activity. Its not about who wrote the best constructives only. Its about how teams clash throughout the debate.
Therefore, as a result I will allow any person or team to ask me to conflict them if they feel uncomfortable debating in front of me or feel that the current system of judge placement requires them to prefer me since I'm a better fit than the other judge(s). I won't ask you any questions and won't even respond to the request beyond replying "request honored". Upon receiving the request I will go into my tabroom.com account and make sure I conflict you from future events. I feel this way you'll have a better chance at reducing the size of the judge pool and you'll get to remove a judge that you don't feel comfortable debating in front of which will narrow the number of judges available to you and might allow you to get more preferable judges. My email is firstname.lastname@example.org. Please direct all conflict requests to this email.
2014-2015 Season Update: September 2, 2014 (The gift that keeps on giving!!)
The following are not for the faint of heart!
Some days you just can't get ready in the morning without being bothered.Then you just need to be cheered up and it fails or someone threatens to eat your phone.
However, when it's all said and done you can at least sleep having sweet dreams.
**On a more serious note. Dylan Quigley raised a point on the College Policy Debate facebook group about what "competition" means when people are judging debates. Therefore, I'll go with this answer "Because this is an emerging debate with no clear consensus, I would encourage judges to let the debaters hash out a theory of competition instead of trying to create one for them. I think in an era were students are taking their power to mold the "world of debate" they debate in it is especially important for us judges to *listen* to their arguments and learn from their theories. No shade towards the original post, I just think it's worthwhile to emphasis the relationship between "new debate" (whatevs that is) and student's ability to create theories of debate on their own instead of choosing a theory that's imposed on them." However, in the absence of these debates happening in the round I will default to a traditional interpretation of "competition." This interpretation says the neg must proves their alternative method/advocacy is better than the affirmative method/advocacy or combination of the affirmatives method/advocacy and all or part of the negatives method/advocacy. Also in these situations I'll default to a general theory of opportunity cost which includes the negatives burden of proving the affirmative undesirable.
2013-2014 Season Update: December 25, 2013 (Yes, it's Christmas...so here are your presents!!)
If you love debate as much as Sukhi loves these cups, please let it show!!
If you can mimic this stunt, you'll thoroughly impress me and be well rewarded: Sukhi Dance
And you thought you had a sick blog!!
Also why cut cards when you can have sick Uke skills like these and these!!
To only be shown up by a 2 year old killing it to Adele
Finally, we need to rock out of 2013 with the Stanford version of the Harlem Shake by Suzuki and KJaggz
2012-2013 Season Update: August 22, 2012
Instead of forcing you to read long diatribes (see below) about my feelings on arguments and debate practices. I will instead generate a list of things I believe about debate and their current practices. You can read this list and I believe you'll be able to adequately figure out where to place me on your preference sheet. If you'd like to read more about my feelings on debate, then continue below the fold! Have a great season.
1. TKO is still in play, and will always be that way!
2. You must win a link to a DA - if you don't talk about it I'm willing to assign it zero risk. Uniqueness doesn't mean there is a risk of a link.
2a. "Issue Specific Uniqueness" IS NOT a utopian answer to all affirmative arguments.
3. You must defend something on the aff - by doing so it also implies you should be able to defend your epistemological assumptions underlying that advocacy.
4. T is about reasonability not competing interpretations. This doesn't mean every affirmative is reasonably topical.
5. Debate should be hard; its what makes it fun and keeps us interested.
6. Research is good - its rewarding, makes you smarter, and improves your arguments.
7. "Steal the entire affirmative" strategies are bad. However, affirmative teams are even worse at calling teams out on it. This mean they are still very much in play. Therefore, affirmatives should learn how to defeat them, instead of just believing they'll somehow go away.
8. There are other parts to an argument other than the impact. You should try talking about them, I heard they're pretty cool.
9. Your affirmative should have advantages that are intrinsic to the mechanism you choose to defend with the aff. Refer to #6, it helps solve this dilemma.
10. Have fun and smile! The debaters, judges, and coaches in this activity are your life long friends and colleagues. We are all rooting you on to succeed. We all love the activity or we wouldn't be here. If you don't like something, don't hate the player, hate the game!
Clipping/Cross-reading/Mis-marking: I hear that this is coming back. To prosecute cheating, the accusing team needs hard evidence. A time trial is not hard evidence. A recording of the speech must be presented. I will stop the debate, listen to the recording, and compare it to the evidence read. If cheating occurred, the offending debater and their partner will receive zero speaker points and a loss. I'd also encourage them to quit. I consider this offense to be more serious than fabricating evidence. It is an honor system that strikes at the very core of what we do here.
Additional caveat that was discussed with me at a previous tournament - I believe that the status quo is always a logical option for the negative unless it is explicitly stated and agreed to in CX or its won in a speech.
Newly Updated Philosophy - November 18, 2011
So after talking to Tim Aldrete at USC, he convinced me that I needed more carrots and less sticks in my philosophy. Therefore, I have a small carrot for those debaters who wish to invoke it. Its called a T.K.O (Technical Knockout). This basically means that at any point of the debate you believe you've solidly already won the debate, beyond a reasonable doubt, (dropped T argument, double turn, strategic miscue that is irreparable by the other team) you can invoke a TKO and immediately end the debate. If a team chooses this path and succeeds, I will give them 30 speaker points each and an immediate win. If the team chooses to invoke this but its unclear you've TKO'd the other team or in fact choose wrong, you obviously will lose and your points will be severely effected. Who dares to take the challenge?
Past Updated Philosophy - September 9, 2010
I am Currently the Assistant Coach @ Lakeland/Panas High School, College Prep School, and Harvard Debate. I’m also involved with Research & Marketing for Planet Debate. This topic will be my 14th in competitive debate and 10th as a full time coach. Debate is my full time job and I love this activity pretty much more than anything I’ve ever done in my life. I enjoy the competition, the knowledge gained, and the people I’ve come to be friends with and likewise I really enjoy people who have the same passion I have for this activity.
I last posted an update to my judge philosophy a number of years ago and think it is finally time I revisit it and make some changes.
First, I’ll be the first to admit that I probably haven’t been the best judge the last few years and I think a majority of that has come from pure exhaustion. I’ve been traveling upwards of 20+ weekends a year and am constantly working when I am home. I don’t get much time to re-charge my batteries before I’m off to another tournament. Then while at tournaments I’m usually putting in extremely late nights cutting cards and preparing my teams, which trades off with being adequately awake and tuned in. This year I’ve lessened my travel schedule and plan to be much better rested for debates than I was in previous years.
Second, since my earlier days of coaching/judging my ideology about debate has changed somewhat. This new ideology will tend to complement hard working teams and disadvantage lazy teams who try and get by with the same generics being ran every debate. Don’t let this frighten you, but rather encourage you to become more involved in developing positions and arguments. When this happens I’m overly delighted and reward you with higher speaker points and more than likely a victory.