I debated four years in high school and four additional years in college (NPDA). I have spent the last five years coaching debate and judging nearly every other weekend.

Policy/LD - I have significant experience judging both events and am comfortable with all speeds, strategies and arguments.

Parli - teams should debate the resolution unless there are significant problems with it. I believe parli should primarily be a limited prep event, I do not often vote for canned cases that teams just try to apply to every resolution. I am comfortable with policy, value & fact debates and believe that as long as they provide group and stay topical, the aff gets to set the parameters for the round. Speed is not a problem as long as you are communicating. K's are welcome on the Neg and I treat them as any other argument. But every K (no matter how much you like it) does not fit in every round.

I am a communication judge. I like students to clearly communicate, give real-world examples and have clear clash. Structure and organization are very important and will help me flow the round. I don't like progressive LD. I don't enjoy a definition debate in any form of debate but I will vote on topicality. I want civility, persuasion, and a clash. I generally vote on stock issues in Policy and I am not a fan of K's.

Debate through high school (2009-2013), primarily Lincoln Douglas

Coach of the Silverton High School team (2015-2019)

Clash

You can pick up cheap heat from dropped defense and impact out into oblivion - which, admittedly, can make the difference - but if I feel you're being abusive impacting out, I have no problem saying so on ballot. Use any weighing mechanisms/cards to make your impacts believable and I'm a happy judge.

Specificity is key. I want to see pin-point accuracy in the line-by-line; so much of debate skill is economy of ideas, and I want to see you use what matters. Tell me exactly in the card where you are at all times; just that little bit of extra time keeps us all - including yourself - on track for the offense you're generating. If you're being intentionally vague to cover, you should have considered dropping the point.

Personal Notes

Any case/k/etc that requires you to take my laptop from me is an easy win for your opponent. If you follow through with Baudrillard and take it without asking, I will listen, but the second I get my laptop I sign the ballot.

Real World Policy Maker

Teacher and Coach

speech and debate coach 47 years

Member of National Speech and Debate Association (NFL and NSDA) since I was 14.

My experience base is in business, entrepreneurship, economics, military, and foreign affairs. I'm a former Navy SEAL with Middle East and Afghanistan deployment. Currently the CEO of a media and e-commerce business and published author.

My judging experience has been mostly centered around Parli in Oregon but, also judged Public Forum, and was a judge at the Tournament of Champions in Santa Monica, CA in 2019.

I prefer respectful, clear, and concise debate arguments backed up with solid sourcing. As a judge I don't mind talking fast (e.g. speed) but, it's a fine line to walk between getting your contentions across quickly and talking so fast you become unintelligible to the point of being impractical. Just ask yourself this question, would I really talk this way in the real world if I want to get my points across to someone I'm trying to sway?

Hello folks,

I am a former head coach--and current assistant coach--of West Linn High School's Speech and Debate team.

In my mind, debate is fundamentally a way for you (both teams) and I to engage substantively with a complex topic. I like intellectual rigor and good-faith clash with your opponents. I am really turned off by the debate being turned into a game, rather than a debate, so take that as you will.

In terms of speed, you can go at a brisk conversational speed, but if your speed interferes with my ability to understand you (or if you are not particularly articulate), then I will stop flowing.

Background: I teach AP Lang and Comp. I've been an English teacher for 15 years. I have a PhD in Educational Studies - Curriculum Theory. I am comfortable with critical theory and welcome its appropriate/creative use in debate.