Jeramy Acker

After reading paradigms over the years, I am not sure how helpful they really are. They seem to be mostly a chance to rant, a coping mechanism, a way to get debaters not to pref them and some who generally try but usually fail to explain how they judge debates. Regardless, my preferences are below, but feel free to ask me before the round if you have any questions.

Short paradigm. I am familiar with most arguments in debate. I am willing to listen to your argument. If it's an argument that challenges the parameters and scope of debate, I am open to the argument. Just be sure to justify it. Other than that, try to be friendly and don't cheat.

Policy

Evidence: This is an evidence based activity. I put great effort to listening, reading and understanding your evidence. If you have poor evidence, under highlight or misrepresent your evidence (intentional or unintentional) it makes it difficult for me to evaluate your arguments. Those who have solid evidence, are able to explain their evidence in a persuasive matter tend to get higher speaker points, win more rounds etc.

Overall: Debate how you like (with some constraints below). I will work hard to make the best decision I am capable of. Make debates clear for me, put significant effort in the final 2 rebuttals on the arguments you want me to evaluate and give me an approach to how I should evaluate the round.

Nontraditional Affs : I tend to enjoy reading the literature base for most nontraditional affirmatives. I'm not completely sold on the pedagogical value of these arguments at the high school level. I do believe that aff should have a stable stasis point in the direction of the resolution. The more persuasive affs tend to have a personal relationship with the arguments in the round and have an ability to apply their method and theory to personal experience.

Framework: I do appreciate the necessity of this argument. I am more persuaded by topical version arguments than the aff has no place in the debate. If there is no TVA then the aff need to win a strong justification for why their aff is necessary for the debate community. The affirmative cannot simply say that the TVA doesn't solve. Rather there can be no debate to be had with the TVA. Fairness in the abstract is an impact but not a persuasive one. The neg need to win specific reasons how the aff is unfair and and how that impacts the competitiveness and pedagogical value of debate. Agonism, decision making and education may be persuasive impacts if correctly done.

Counter plans: I attempt to be as impartial as I can concerning counter plan theory. I don’t exclude any CP’s on face. I do understand the necessity for affirmatives to go for theory on abusive counter plans or strategically when they do not have any other offense. Don’t hesitate to go for consult cp’s bad, process cps bad, condo, etc. For theory, in particular conditionality, the aff should provide an interpretation that protects the aff without over limiting the neg.

DA's : who doesn't love a good DA? I do not automatically give the neg a risk of the DA. Not really sure there is much else to say.

Kritiks- Although I enjoy a good K debate, good K debates at the high school level are hard to come by. Make sure you know your argument and have specific applications to the affirmative. My academic interests involve studying Foucault Lacan, Derrida, Deleuze, , etc. So I am rather familiar with the literature. Just because I know the literature does not mean I am going to interpret your argument for you.

Overall, The key to get my ballot is to make sure its clear in the 2NR/2AR the arguments you want me to vote for and impact them out. That may seem simple, but many teams leave it up to the judge to determine how to prioritize and evaluate arguments.

For LD

Debate how you choose. I have judged plenty of LD debates over the years and I am familiar with contemporary practices. I am open to the version of debate you choose to engage, but you should justify it, especially if your opponent provides a competing view of debate. For argument specifics please read the Policy info. anything else, I am happy to answer before your debate.

I was involved with debate in high school for two years where I completed in Public Forum debate and several speech events. I have spent the last 8 years working with various high schools with their programs, and judging at multitude of tournaments during those years. I have also been a tournament director for over 30 tournaments, and am currently an assistant coach at the school I teach at. I am a more traditional judge overall, but I have no issues with progressive and spreading as long as it is meaningful to the debate. I want clash between sides, and I want good coherent arguments with evidence and reason. Make sure you are directing your claims to the judge and that I understand what you are talking about. Organization is key for me and you should have and order to what you are saying. Impact calculus is the key thing for me overall though, tell me why your argument works, the probability, and the impact. Good luck to both sides.

I am like a debate dinosaur. Maybe not a dinosaur, but a majestic unicorn that wants to be understood. I have been doing this activity since 1991 and I have literally done/coached every event. I believe that this is a community and we should all treat each other with respect.

I can flow. My skills are not what they used to be, but I can flow. Please be super clear in your organization and if I can't understand you, I will let you know. I am good with theory and enjoy it when done well. I was debating in college when critical arguments became widespread. I understand them and value them. I don't have argument preference...do what makes you happy and pick a strategy that you thing you can win with. Please be clear with your decision calculus.

Under personal review please ask before round for paradigm.

Congress Paradigm:

Debate Paradigm:

Speech Paradigm:

I like to see good presence and pace from in your speeches. I look for data used to support your case and also impact information to support your speech. Paint me a picture to help motivate to think. I enjoy a good opening but make it connect to your speech and look for a good summary.

Quentin Unsworth - He/Him Pronouns

Experience:

I am currently the Head Speech and Debate Coach of Logan High School (10 years).

I participated in High School and College Speech and Debate.

Debate specific items:

I am fine if you want to go faster. I would stop short of "spreading". I like an urgent delivery but I do struggle with some "spreading" especially when students try to speak faster than their abilities allow. If you would like to go faster please slow down for your tags and authors. This is still a communication event and I need to be able to understand and follow you.

I do not want to be on the email chain. This is a communication activity and I will only evaluate what I hear in round. It is your responsibility to be clear.

This is your activity/round and you should do whatever you want. I will vote on anything you tell me to provided you explain why. I am not a huge fan of theory debates primarily because most students do this wrong. If you want to run theory arguments make sure that you know what you are doing and that you fully develop the theory in context of the round and topic.

Framework is important and should be carried throughout the entire round. If you tell me to view the round through a certain lens then all the work that you do needs to fit within that lens.

I need analysis on the card. Please do not just read the card. I will not do the leg work for you.

Please avoid "REHASH" if you want to bring up the same argument multiple times I need you to do something new with it. I want meaningful extension beyond the words: "extend my such and such evidence", again I will not do the leg work for you. Dive deeper.

If you need/want me to pay attention to something that happens during cross-examination you need to mention this in your speech time. I think cross-examination can be really important but I do not flow cross-examination.

Go line by line during rebuttal or at least clearly roadmap and identify where you are on the flow so that I can follow you.

Begin collapsing the round early, do not waist time on arguments you know do not matter. I like clear voters that show me you know how to prioritize and evaluate everything that has happened in the round.

Things to do Speech and Debate:

Have fun. This activity requires far too much effort and energy for us not to enjoy it. If you are not having fun you are doing something wrong or it may be time to consider trying something else (possibly a new event).

Be kind. I appreciate passion and conviction and think that witty observations are fun, however I do not enjoy watching rounds where students are rude to each other and/or the judge. We are all at different levels and are all here to learn.

Do the leg work for me.If something is important and you want me to vote on it, fully develop that idea. Do not assume that everyone understands the complex arguments you have spent countless hours developing. At times you may need to educate me/your opponents about a unique concept or interpretation in order to really have meaningful dialog.

Be professional. Act and behave in a manner consistent with the effort and energy required for you to participate in this activity. Respect the time of your opponents and judge. You need to be prepared, this activity is far too challenging to attempt with anything less than your best effort.

Be Topical. You can run unique and progressive arguments but you need to clearly (link) identify and establish why your approach is the most appropriate approach given the designated topic.

Things to avoid:

Foul language for the sake of foul language. I am not personally offended by "foul" language but I expect more out of Speech and Debate students. Do not feel like you need to edit language out of a script or quote but think about your own personal word choices and use language that reflects your intelligence and professionalism.

"Yelling" at the judge. I have found that students who try to go fast in round often "yell" at the judge. I am usually sitting a few feet from you and I prefer a volume level and tone that is appropriate for such a setting.

Stealing Prep Time.

The New England Patriots, onions, chewing with your mouth open/smacking gum or other food (this aggravates me more than anything else in the world) , snakes and sharks.

Notes:
I am primarily a PF/LD coach. I have experience in writing briefs and do deep research into the topics. I am happy to chat after rounds if you want oral critiques.

DEBATE EVENT PARADIGMS:
-do not spew, but speaking at a moderately fast pace is fine (I did college parli and can understand fast paced talking, but some other teams find speed abusive) TLDR: if you're quick, be clear, be courteous
-I do not flow cross ex, but I flow everything else
-Do not simply repeat your contentions after the first constructive. Narrow down the round to the points that are most important. Debate is a funnel--narrow arguments and impact them out
-value clash: personally, I prefer when LDers take on both V/Cs and show how they solve regardless. This is not always possible, but I enjoy good value clash when they are applied to impacts and why the view matters.
-don't use sayings like "my opponent dropped my entire case" no, they probably didn't. Debate "hot button" words do not mean anything substantial to me as a coach who flows the entire round and I can see what they've dropped