Jane Boyd

School: Grapevine HS - Interim Director of Debate and Speech

Email: janegboyd79@gmail.com (for case/evidence sharing)

School affiliation/s – Grapevine HS

Years Judging/Coaching - 39

Years of Experience Judging any Speech/Debate Event 39

Order of Paradigms PFD, LD, World Schools, Policy (scroll down)

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Public Forum Debate

I am more of a traditionalist on PFD. I don't like fast PFD. The time constraints just don't allow it. No plans or counter plans. Disadvantages can be run but more traditionally and not calling it a disadvantage.

Basic principles of debate - claim, warrant, and IMPACT must be clearly explained. Direct clash and clear signposting are essential. WEIGH or compare impacts. Tell me ;your "story" and why I should vote for your side of the resolution.

I have experience with every type of debate so words like link cross-apply, drop -- are ok with me.

The summary and final focus should be used to start narrowing the debate to the most important issues with a direct comparison of impacts and worldview

I flow - IF you share cases put me on the email chain but I won't look at it until the end and ONLY if evidence or arguments are challenged. Speak with the assumption that I am flowing not reading.

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Lincoln Douglas Debate

A good debate is a good debate. Keep in mind that trying to be cutting-edge does NOT make for good debate by itself. While I appreciate innovation - I hate tricks for the sake of tricks and theory used as a strategy. I prefer topic-based arguments. Keep that in mind.

Framework/Values/Criteria/Standards/Burdens

Standards, criteria, framework, and/or burdens serve as the same thing - these are mechanisms for how determining who wins the debate. If a value is used it needs to be defended throughout the case and not simply an afterthought. The framework of the debate should not be longer than the rest of the case. Unless it is necessary to make the framework clear, cut to the chase and tell me what is acceptable and not acceptable, but don't spend 2 1/2 minutes on something that should take just a few sentences to make clear. I want to hear substantive debate on the topic, not excessive framework or theory. Note the word excessive. I am not stupid and usually get it much quicker than you think. In the debate resolve the issue of standard and link it to the substantive issues of the round then move on.

Evidence and Basic Argumentation:

The evidence adds credibility to the arguments of the case however I don't want to just hear you cite sources without argumentation and analysis of how it applies to the clash in the debate. I don't like arguments that are meant to confuse and say absolutely nothing of substantive value. I am fine with philosophy but expect that you can explain and understand the philosophies that you are applying to your case or arguments. A Kritik is nothing new in LD. Traditional LD by nature is perfect, but I recognize the change that has occurred. I accept plans, DAs, counter plans, and theory (when there is a violation - not as the standard strategy.) Theory, plans, and counter plans must be run correctly - so make sure you know how to do it before you run it in front of me.

Flow and Voters:

I think that the AR has a very difficult job and can often save time by grouping and cross-applying arguments, please make sure you are clearly showing me the flow where you are applying your arguments. I won't cross-apply an argument to the flow if you don't tell me to. I try not to intervene in the debate and only judge based on what you are telling me and where you are telling me to apply it. Please give voters; however, don't give 5 or 6. You should be able to narrow the debate down to critical areas. If an argument is dropped, then make sure to explain the importance or relevance of that argument don't just give me the "it was dropped so I win the argument." I may not buy that it is an important argument; you have to tell me why it is important in this debate.

Presentation:

I can flow very well. Slow the heck down, especially in the virtual world. The virtual world is echoing and glitchy. Unless words are clear I won't flow the debate. Speed for the sake of speed is not a good idea.

Kritik:

I have been around long enough to have seen the genesis of Kritik's arguments. I have seen them go from bad to worse, and then good in the policy. I think that K's arguments are in a worse state in LD now. Kritik is absolutely acceptable IF it applies to the resolution and specifically the case being run in the round. I have the same expectation here as in policy the "K" MUST have a specific link. "K" arguments MUST link directly to what is happening in THIS round with THIS resolution. I am NOT a fan of a generic Kritik that questions if we exist or not and has nothing to do with the resolution or debate at hand. Kritik must give an alternative other than "think about it." Most LD is asking me to take any action with a plan or an objective - a K needs to do the same thing. That being said, I will listen to the arguments but I have a very high threshold for the bearer to meet before I will vote on a "K" in LD.

Theory:

I have a very high threshold of acceptance of theory in LD. There must be a clear abuse story. Also, coming from a policy background - it is essential to run the argument correctly. For example having a violation, interpretation, standards, and voting issues on a Topicality violation is important. Also, know the difference between topicality and extra-tropical. or knowing what non-unique really means is important. Theory for the sake of a time suck is silly and won't lead me to vote on it at the end. I want to hear substantive debate on the topic, not just a generic framework or theory. RVI's: Not a fan. Congratulations you are topical or met a minimum of your burden I guess? It's not a reason for me to vote though unless you have a compelling reason.

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WORLD SCHOOL DEBATE

I have experience and success coaching American Style Debates. Worlds Schools Debate quickly has become my favorite. I have coached teams to elimination rounds at local, state, and NSDA National tournament every year that I coached WSD. I judge WSD regularly and often.

The main thing to know is I follow the norms of WSD (that you all have access). I don't want WSD Americanized.

How would you describe WS Debate to someone else?

WSD is a classic debate. The type when folks think about the debate. Much more based on logic and classic arguments with some evidence but not evidence-heavy. It is NOT an American-style debate.

What process, if any, do you utilize to take notes in the debate?

I flow each speech.

When evaluating the round, assuming both principle and practical arguments are advanced through the 3rd and Reply speeches, do you prefer one over the other? Explain.

I look at both. Does the principle have merit and the practical is the tangible explanation? I don’t think that the practical idea has to solve but is it a good idea?

The WS Debate format requires the judge to consider both Content and Style as 40% of each of the speaker’s overall scores, while Strategy is 20%. How do you evaluate a speaker’s strategy?

Strategy is argument selection in speeches 2, 3, and 4. In 1st speech, it is how the case is set up and does it give a good foundation for other speeches to build.

WS Debate is supposed to be delivered at a conversational pace. What category would you deduct points in if the speaker was going too fast?

The style mostly, but if it is really fast then maybe strategy as well.

WS Debate does not require evidence/cards to be read in the round. How do you evaluate competing claims if there is no evidence to read?

The argument that makes the most sense, is extended throughout the debate, and does it have the basics of claim, warrant, and impact?

How do you resolve model quibbles?

Models are simply an example of how the resolution would work. Which model is best explained, extended, and directly compared? If those are even, which one makes the most intuitive sense to me?

How do you evaluate models vs. countermodels?

Models and countermodels are simply examples of how the resolution would work. Which model is best explained, extended, and directly compared? If those are even, which one makes the most intuitive sense to me?

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Policy Debate:

A good Debate is a good debate. I flow from the speech not from the document. I do want to be on the email chain though. I prefer good substantive debate on the issues. While Ks are okay if you are going to read them, make sure they are understandable from the beginning. Theory - the same. If you think you might go for it in the end, make sure they are understandable from the beginning.

Be aware, that on virtual, sometimes hard to understand rapid and unclear speech (it is magnified on virtual). Make necessary adjustments.

Links should be specific and not generic. This is everything from K to DA.

The final speech needs to tell the story and compare worlds. Yes, line by line is important but treat me like a policymaker - tell me why your policy or no policy would be best.

Updated for 2020

Top of mind:

· I default to a comparative worlds paradigm. I would like the affirmative to do something; the negative’s job is to prove why that action is bad/undesirable.

· I need a weighing mechanism and offense that links in to that weighing mechanism. Unless given another method, I will default to v/c structure as the mechanism to evaluate & prioritize the round impacts, otherwise. I acknowledge and endorse the advent of multiple, valid methods of argumentation, but I prefer a topic-centered evidence debate comparing pragmatic solutions using CBA, but you do you. Whatever you do, please make an effort to do it well (your arguments must have warrants). Most importantly, I need you to outline how both debaters can expect to access my ballot - particularly if you are employing a non-traditional method of debate

About me: I competed on various circuits, first in policy debate for 2 years, LD for another 2 at Colleyville Heritage in TX under Dave Huston from 2005-2009. I've worked at Greenhill School as an assistant LD coach under Aaron Timmons from 2010-2018. I haven't been actively involved in debate at all since 2018, but below is still true - I'm just "old."

I'm helping Trinity High School in Texas for the 2020 Debate season.

I feel very strongly about evidence ethics in academia.

IF YOU DO NOT SHARE YOUR EVIDENCE IN SOME WAY WITH YOUR OPPONENT (EITHER THROUGH FLASHING, VIEWING LAPTOPS, SHARING COMPUTERS, E-MAIL CHAINS OR PAPER COPIES) I WILL NOT CALL FOR IT AFTER THE ROUND. Exceptions will be dependent on previous disclosure of the citations and extenuating circumstance.

DO NOT CLIP CARDS - Every time you clip a card, a kitten gets kicked. Don't kick kittens; don't clip cards. You will lose the round if you have clipped. I will not be lenient on this issue. I may spare speaker points if you attempt to follow the norms outlined or demonstrate a norm that prevents the harms of clipping, etc. *e.g. "saying "cut the card there" and then IMMEDIATELY marking where it is cut instead of saying "cut the card at (last word spoken)."

Check out this article if you don't understand "card clipping."
<http://the3nr.com/2014/08/20/how-to-never-clip-cards-a-guide-for-debaters/>

I expect cites to be able to be provided for all evidence used. I reserve the right to call for them if I so choose - I may do so randomly or if I suspect something is amiss. Evidence ethics is extremely important, and I will let card-clipping, plagiarism, and forged evidence affect my decision as I see fit - in the past, it has just affected speaker points. If it is an egregious, intentional violation (yes, I determine this) I may vote you down/decrease your speaks/refuse to vote on that argument, even if your opponent does not point it out; if your opponent does indicate that I should punish, I will be more comfortable smiting your points.
If you do not know how to cite something,
http://owl.english.purdue.edu/owl/section/2/11/ is a great resource.
I am happy to talk to you about this. Seriously, y'all, people get kicked out university/have their careers ruined for improper, albeit unintentional, citation. I'm not opposed to an entirely analytical case if you don't want to take the time to give credit where credit is due.
One great way to combat this in the community is to disclose your positions on
http://hsld.debatecoaches.org/bin/view/Main/

Speech Docs:

You can e-mail speech docs to bekahboyer@gmail.com

If I'm sent a speech doc, I will only open it during CX to follow along with questions about the evidence. Pointed indictments about evidence will increase speaker points.

Generally, I don’t call for evidence, unless the debaters haven’t gone in depth enough with a contestation or I want to give you tips, but I do feel comfortable calling for evidence when I I want to see it.

What is on my flow is what counts. You will be able to tell if I am lost or confused.
I consider myself alright at flowing, but I am not afraid to admit I am not perfect or even close to the best. That said, I will not vote on something that I:
a) do not not understand
and/or
b) don't have on the flow

o If you want to win an argument you need to start by extending, at minimum, the basic parts of the argument (e.g. You need to extend T/theory violations; ROB/standards/weighing mechanisms if you want me to vote on them)

· IT IS IMPERATIVE THAT YOU EXPLAIN THE LAYERS OF THE DEBATE FOR ME. IF YOU DO NOT WEIGH THINGS FOR ME, I WILL DO SO BASED ON WHAT I THINK (something on which we may not agree) .

What I don't want: having to wade through the arguments and establish my own opinion

Speaking:

· I'm fine with speed, but I'd prefer you to make a couple of really solid arguments than many blippy ones. I will say clear twice per speech before I stop flowing that speech. After a 3rd "clear" in a speech/round speaks will be noticeably affected. Speed is a strategy - I will be annoyed if you go super fast just to make 4 underdeveloped arguments and sit down with lots of time left. Also, now that I'm old (and during e-Debate), please default to going slowly, esp on card tags and theory args.

· Best way to make sure we are on the same page? Be clear. SLOW DOWN WHEN YOU ARTICULATE A WARRANT AND ITS IMPLICATION IN ROUND. I have a terrible poker face. Use that to your advantage. It is obvious when I am not getting something. Loudness and/or clarity is usually more of the issue for me than speed and if I am having a “bad disability day” with my hearing, I will let you know at the beginning of the round so we can all start at a higher volume.

· IT IS IMPERATIVE THAT YOU EXPLAIN THE LAYERS OF THE DEBATE FOR ME. IF YOU DO NOT WEIGH THINGS FOR ME, I WILL DO SO BASED ON WHAT I THINK (something on which we may not agree).

o Pro tip: Give me prioritized voters. This helps me establish that YOU have a strategy and are not just grasping at straws. AND it will increase your speaker points

· Speaker Points, in general-

o I try to average a 28.5

o A good debater who does everything necessary to win with a smart strategy and clear extensions, evidence comparison, and weighing between arguments will receive a 29-29.8. If it is a local, Texas tournament and I think you should break, I will give you a 29+ ; @ TOC circuit tournaments, anything above a 29 means I think you are the bees knees.

o I only give 30sin certain circumstances, usually for a perfect speech, and I will tell you why you got one. In a given season, I usually give 2-3 30s.

o I assume everyone starts with a 27.5 you go up or down by tenths of a point based on strategy, extensions, speaking style, etc --- if tenths aren't available, I will round to the nearest .5. If I round up, I will indicate that on the ballot or in the RFD. Yes, I know this is subjective: welcome to any evaluation of public speaking.

o Protip: If you give me a phrase I write on my ballot, I start you at a 29 automatically instead of 27.5.

-If you are neg and don't flow the 2ar, I will dock .5 speaker point

Argument Specific Questions:
Theory

o I don't like frivolous theory arguments - I tend to find them underdeveloped and not enjoyable to judge. BUT, I love topicality debate, especially if the 2n goes all in on it.

o I default to drop the arg over drop the debater

o The in round abuse story needs to be strong if I am going to drop the debater on theory

o I default to viewing Topicality/Theory as gateway issues, UNLESS other justifications/arguments are given

o If there is not a voter or a violation extended, I will not vote on theory/T.

o I default to reasonability on T if the interp is inclusive not exclusive. I prefer Competing interps because it leaves me less to wade through

o "Reasonability" vs "Competing Interps": Forget the buzzwords: everything collapses to reasonability if the debaters aren't doing comparative work. I would prefer you to have C/I's and substantial clash/weighing against each other's standards OR establish a metric of "reasonablity"

· RVI's –

o I don’t think you should win by being topical or fair; those are obligations and should not be rewarded --- It is unlikely that I will vote on RVI from an I/M on Topicality unless there is demonstrated abuse in the round (you can prove this by running something where the link depends on the interp --- or you can establish it in CX).

o I am more open to independently justified voters against T/Theory than I am RVIs (e.g., T Is racist)

o I am open to listening to RVIs as long as there is clear, obvious weighing between the standards of a competing interpretation!

Default Spikes/Presumption/etc:

· I hate skep triggers and presumption. You can run them, but I will be annoyed. It’s a pretty common strategy... mostly because it's easy. I have voted on them when the lack of clash leaves me no other option and speaks have suffered. Risk of offense means I will unlikely resort to this. Prove to me why you don't need them and speaks will certainly reflect that.

· I just need a reason why those arguments are true, just like any other argument AND how they function as offense/terminal defense. Those arguments have strategic value; I just fear the trend that many debaters employ: blippy spikes as a crutch to avoid substance. If you want to discuss this, please let me know.

Narratives/Micro political arguments –

· I am alright with these. I do believe that the debate space can allow the oppressed to speak.

· I am a firm advocate of the consensual nature of all dialogue. The speech act is half talking and half listening: it is undesirable to force people to participate in discourse that would wound them in some way.

· If the narrative is graphic, I expect you to disclose the nature of the discussion before the round starts to warn me, your opponent, and anyone in the room. Feel free to talk to me about this.

"Policy" Args versus "Traditonal" versus whatever:
Debate is debate. An argument is an argument. As long as it has a claim, a warrant, and an impact. I'll listen.
o A CP need a net benefit. Solvency deficits on their own do not make a CP competitive – e.g. If the CP solves the aff and the aff solves with a risk of advantage and no unique advantage on the CP, I will affirm.

Perms are a test of competition (Affs should have clearly stated perm texts to minimize confusion and/or potential severance)

Misc. Laundry List of Paradigmatic questions:

· You gotta have uniqueness to win a turn.

· If there is inherent harm in the squo and there is a risk that action would solve for that harm, I will take that action. (meaning I'm extremely partial to "risk of solvency" args). Defense doesn't win debate rounds.

Other Issues

Flex Prep:

I am okay with "Flex Prep" if that means you can ask questions during prep. If your "flex prep" is the practice in which you can apply cx time for extra prep, that's not cool. (ex: "I have 1:42 sec of CX left, I'll add that as prep."

Behavior:
Be kind to each other. We are all here because debate is awesome - though our reasons may vary. Be courteous and polite. Say what you need to say and stay appropriate.

Questions?:
If you want to do a rebuttal redo, ask how to clarify an argument/response you made, or ask me anything post-round, that is definitely alright. I will do my best to help with the time I am allotted.
Feel free to ask me anything I may not have covered adequately/did not address at all.
You can always reach me through e-mail at bekahboyer@gmail.com
If I don't respond to the follow-up email within 72 hours, please email again.

Tl; dr: You do you, but watch my face - if I am annoyed or look confused, proceed at your own risk.

Who am I?

Hi, my name is Reagan! I graduated from Carroll Senior High School in 2019. I did 6 years of Public Forum on the national, state, and local circuits, participated in WSD my senior year at the state and national/international level, and have dabbled in Prose, Informative Speaking (TOC bid), Extemp, and basically everything else at least once!

I am currently a senior at George Mason University majoring in Government and International Politics :) You can reach me at reagan.larimer@gmail.com if you have any questions or want specific feedback! Good luck!

Public Forum

I am a mostly flow judge. I value clear framing, explicit impact weighing, and smart link chains. Ideally, I should not have to intervene at all when filling out my ballot. I will flow any argument you run and I am ok with speed. If you have specific paradigm questions, please ask.

World Schools

I’m not going to dock anyone for formatting (principle/practical, how many substantives, etc). For style, I will award points based on delivery and speaking quality. For content, I will award points based on the quality of arguments and how they are explained through the round. For strategy, I will award points based on the clash, framing, and POIs. I care more about the integrity of your arguments than norms. It's about the debate.

A Warning

Respect me, your opponents, the tournament, and any groups of people that may come up during the round. Be homophobic, racist, sexist, ableist, xenophobic, or otherwise toxic and I’ll call you out. Do it again and I won't hesitate to tank your speaks, drop you, stop the round, and talk to your coach/school/the tournament officials about it.

Tom McCaffrey

In Public Forum and Extemp: I prioritize reasonable framework and clear analysis supported by evidence from credible sources. I'm interested in the big picture, and more in the significance and impacts of arguments than the quantity. I can't vote for points and impacts I can't hear or understand, so slow up for key points and explain them clearly. Be smart but be kind, don't yell at me or each other. I often see a negative correlation between persuasion and volume or intensity. I assign speaker points from 27-30, which may reflect positive and negative behavior, and may include partial points when allowed (e.g. 27.5, 28.75).

In Congressional Debate: I value natural delivery of points and impacts, and reasonable positions; talk pretty. I look for acknowledgement of prior speakers' points and clash leading to good argumentation and refutation, and for purposeful questioning leading to clarity, understanding, or insight. Knowledge of and adherence to Parliamentary Procedure is expected in the chamber. Skillful Presiding Officers make sessions a positive experience for all and will be ranked accordingly.

World Schools: a great debate event that should not sound, look, or feel like any other event. Please demonstrate that you understand, use, and respect this event's differences, norms, and value.

In Oratory, Info, and Impromptu: I value your originality, creativity, and persuasive presentation of ideas of personal importance. Cite your sources, explain their importance when not obvious.

I like POI as the most wide-open opportunity we have to connect and weave an unexpected and dazzling array of related choices to elevate an important advocacy.

In DI, HI, DUO: I think of everything we do in Speech and Debate as storytelling. Tell me a story! Among chiseling tools I prefer the precision of a scalpel to the raw power of a jackhammer. It's easier to get and keep my attention with thoughtful, meaningful, measured creative performances of cuttings that preserve a storyline than with more frenetic or extreme choices.

I believe speaking skills can, do, and should win tournaments. There are only two outcomes, and they're both great: you win or you learn. And you keep and add to the learning forever! Be kind and have fun!

For TFA State:

Interp: I am a pretty open minded judge when it comes to judging interp overall but there are a few things I look for in performances. Creativity and honesty will always be the most rewarded in my book because it is why we do what we do at the end of the day. Showcasing your own interpretation, but staying true to the core of the story is important to me. Character development and emotional shifts are super important especially over a digital platform to keeping us engaged with the story and showing us the meaning behind the words. Have fun with the choices you make as long as they are PURPOSEFUL, doing something that distracts rather than enhances makes us lose connection between what is happening in the story.

Speaking/Extemp: Big thing is show your own unique style and approach to speaking because this is what separates you from other. I am a big fan of humor, but PLEASE, I BEG do not make it feel forced or this is just awkward for both of us. In terms of depth of the speech, I like more than just surface level arguments and I want to see you get to the higher end issues and core problems effectively. Structure is important obviously to make sure we can connect all of the ideas and know how you are getting to what you are wanting to. Finally, have variation in your delivery, it is important to showcase the different levels and power of your arguments and statements and so we should feel very engaged with how you are saying and what you are saying.

Worlds School Debate:

School affiliation/s : Northwest High School

Hired (yes/no) : Hired for WSD

High School Affiliation if graduated within last five years (required): Northwest High School

Currently enrolled in college? (required) If yes, affiliation? No

Years Judging/Coaching (required) I have been judging for 5- 6 years.

Years of Experience Judging any Speech/Debate Event (required)

I pretty much started off my first year judging in interp and PF and then slowly incorporated all other forms of debate the following year.

Rounds Judged in World School Debate this year (required): Since August I have judged about 40 world school rounds around Texas.

Check all that apply

__x___I judge WS regularly on the local level

_____I judge WS at national level tournaments

_____I occasionally judge WS Debate

_____I have not judged WS Debate this year but have before

_____I have never judged WS Debate

Rounds judged in other events this year : 75 rounds including PF, LD, Interp, Speaking, and Congress.

Check all that apply

__x__ Congress

_x___ PF

__x__ LD

____ Policy

_x___ Extemp/OO/Info

__x__ DI/HI/Duo/POI

____ I have not judged this year

____ I have not judged before

Have you chaired a WS round before?

I have chaired multiple WS rounds before locally.

What does chairing a round involve?

Chairing a round basically is keeping the round in order and ensuring a productive and efficient debate. The chair is in charge of calling up the speakers, leading the RFD for the panel, making sure people do not ask questions during protected time (which I discuss students should keep their own timer at the beginning so we do not have this issue), and making sure a fair debate is occurring.

How would you describe WS Debate to someone else?

I would describe WSD as a form of debate in which you are arguing ideas and issues to show which side of the motion is the most logical. This is way different than Americanized debate where theory and jargon is utilized more, so it is focusing on the core issues of the debate. Worlds is suppose to make sense to anyone who is listening to the debate and therefore the arguments should make rationale sense to anybody.

What process, if any, do you utilize to take notes in debate?

I am fortunate enough to have a full setup for my computer. I have two monitors and on the main monitor I watch the debate, and the second monitor has my tabroom ballot where I am writing notes over each speech and speaker. I also in front of me use a notebook to flow the debate to make sure I keep up with what is being said in the round.

When evaluating the round, assuming both principle and practical arguments are advanced through the 3rd and Reply speeches, do you prefer one over the other? Explain.

This just simply depends on the topic itself. I am pretty open minded when it comes to arguments and do not have a personal preference as long as it is discussed why you chose what to advocate for. This clarity is needed to really emphasize why that approached is needed and it's on the debaters to tell me why it is preferable.

The WS Debate format requires the judge to consider both Content and Style as 40% each of the speaker’s overall score, while Strategy is 20%. How do you evaluate a speaker’s strategy?

I think strategy usually is overlooked in terms of how you want structure arguments. A speaker's strategy is how do you connect the claims you present and how you word things in order to be effective in elaborating on arguments presented by the other side. Picking the right way to argue things and how you say it are definitely things to be aware of for your strategy.

WS Debate is supposed to be delivered at a conversational pace. What category would you deduct points in if the speaker was going too fast?

First, I am glad to have not judged a WSD where someone was spreading, so let's keep it that way hopefully. If someone is just not effective with their speed and tone I usually deduct points from their style.

WS Debate does not require evidence/cards to be read in the round. How do you evaluate competing claims if there is no evidence to read?

As silly as it may sound, I usually vote on simply what makes sense. Since we do not have to have the 20 minutes of calling for cards (thankfully), I simply view whos reasoning and rationale makes the most sense towards the topic and arguments presented in the round. Show me your thought process through your speech and it usually comes down to who can prove their claims in a clear manner, rather than the throw everything at the wall and see what sticks strategy.

How do you evaluate models vs. countermodels?

I look at how effective and clear some model is to make sure it sets the foundation for your ideas. Make sure you think through your model to answer any potential questions individuals may have about it. I do not think all motions need a model or countermodel, so just make sure if you use one there is a purpose to it.

Jenn (Jennifer) Miller-Melin, Jenn Miller, Jennifer Miller, Jennifer Melin, or some variation thereof. :)

Email for email chains:

melindocs@gmail.com

If you walk into a round and ask me some vague question like, "Do you have any paradigms?", I will be annoyed. If you have a question about something contained in this document that is unclear to you, please do not hesitate to ask that question.

-Formerly assistant coach for Lincoln-Douglas debate at Hockaday, Marcus, Colleyville, and Grapevine. Currently assisting at Grapevine High School and Colleyville Heritage High School.


I was a four year debater who split time between Grapevine and Colleyville Heritage High Schools. During my career, I was active on the national circuit and qualified for both TOC and NFL Nationals. Since graduating in 2004, I have taught at the Capitol Debate Institute, UNT Mean Green Debate Workshops, TDC, and the University of Texas Debate Institute, the National Symposium for Debate, and Victory Briefs Institute. I have served as Curriculum Director at both UTNIF and VBI.

In terms of debate, I need some sort standard to evaluate the round. I have no preference as to what kind of standard you use (traditional value/criterion, an independent standard, burdens, etc.). The most important thing is that your standard explains why it is the mechanism I use to decide if the resolution is true or false. As a side note on the traditional structure, I don't think that the value is of any great importance and will continue to think this unless you have some well warranted reason as to why I should be particularly concerned with it. My reason is that the value doesn't do the above stated, and thus, generally is of no aid to my decision making process.

That said, debates often happen on multiple levels. It is not uncommon for debaters to introduce a standard and a burden or set of burdens. This is fine with me as long as there is a decision calculus; by which I mean, you should tell me to resolve this issue first (maybe the burden) and that issue next (maybe the standard). Every level of analysis should include a reason as to why I look to it in the order that you ask me to and why this is or is not a sufficient place for me to sign my ballot. Be very specific. There is nothing about calling something a "burden" that suddenly makes it more important than the framework your opponent is proposing. This is especially true in rounds where it is never explained why this is the burden that the resolution or a certain case position prescribes.

Another issue relevant to the standard is the idea of theory and/or off-case/ "pre-standard" arguments. All of the above are fine but the same things still apply. Tell me why these arguments ought to come first in my decision calculus. The theory debate is a place where this is usually done very poorly. Things like "education" or "fairness" are standards and I expect debaters to spend effort developing the framework that transforms into such.

l try to listen to any argument, but making the space unsafe for other bodies is unacceptable. I reserve the right to dock speaks or, if the situation warrants it, refuse to vote on arguments that commit violence against other bodies in the space.

I hold all arguments to the same standard of development regardless of if they are "traditional" or "progressive". An argument has a structure (claim, warrant, and impact) and that should not be forgotten when debaterI ws choose to run something "critical". Warrants should always be well explained. Certain cards, especially philosophical cards, need a context or further information to make sense. You should be very specific in trying to facilitate my understanding. This is true for things you think I have read/should have read (ie. "traditional" LD philosophy like Locke, Nozick, and Rawls) as well as things that I may/may not have read (ie. things like Nietzsche, Foucault, and Zizek). A lot of the arguments that are currently en vogue use extremely specialized rhetoric. Debaters who run these authors should give context to the card which helps to explain what the rhetoric means.

One final note, I can flow speed and have absolutely no problem with it. You should do your best to slow down on author names and tags. Also, making a delineation between when a card is finished and your own analysis begins is appreciated. I will not yell "clear" so you should make sure you know how to speak clearly and quickly before attempting it in round.

I will always disclose unless instructed not to do so by a tournament official. I encourage debaters to ask questions about the round to further their understanding and education. I will not be happy if I feel the debater is being hostile towards me and any debater who does such should expect their speaker points to reflect their behavior.

I am a truth tester at heart but am very open to evaluating the resolution under a different paradigm if it is justified and well explained. That said, I do not understand the offense/defense paradigm and am increasingly annoyed with a standard of "net benefits", "consequentialism", etc. Did we take a step back about 20 years?!? These seem to beg the question of what a standard is supposed to do (clarify what counts as a benefit). About the only part of this paradigm that makes sense to me is weighing based on "risk of offense". It is true that arguments with some risk of offense ought to be preferred over arguments where there is no risk but, lets face it, this is about the worst type of weighing you could be doing. How is that compelling? "I might be winning something". This seems to only be useful in a round that is already giving everyone involved a headache. So, while the offense/defense has effectively opened us up to a different kind of weighing, it should be used with caution given its inherently defensive nature.

Theory seems to be here to stay. I seem to have a reputation as not liking theory, but that is really the sound bite version of my view. I think that theory has a place in debate when it is used to combat abuse. I am annoyed when theory is used as a tactic because a debater feels she is better at theory than her opponent. I really like to talk about the topic more than I like to wax ecstatic about what debate would look like in the world of flowers, rainbows, and neat flows. That said, I will vote on theory even when I am annoyed by it. I tend to look at theory more as an issue of reasonabilty than competing interpretations. As with the paradigm discussion above, I am willing to listen to and adjust my view in round if competing interpretations is justified as how I should look at theory. Over the last few years I have become a lot more willing to pull the trigger on theory than I used to be. That said, with the emergence of theory as a tactic utilized almost every round I have also become more sympathetic to the RVI (especially on the aff). I think the Aff is unlikely to be able to beat back a theory violation, a disad, and a CP and then extend from the AC in 4 minutes. This seems to be even more true in a world where the aff must read a counter-interp and debate on the original interp. All of this makes me MUCH more likely to buy an RVI than I used to be. Also, I will vote on theory violations that justify practices that I generally disagree with if you do not explain why those practices are not good things. It has happened a lot in the last couple of years that a debater has berated me after losing because X theory shell would justify Y practice, and don't I think Y practice would be really bad for debate? I probably do, but if that isn't in the round I don't know how I would be expected to evaluate it.

Finally, I can't stress how much I appreciate a well developed standards debate. Its fine if you choose to disregard that piece of advice, but I hope that you are making up for the loss of a strategic opportunity on the standards debate with some really good decisions elsewhere. You can win without this, but you don't look very impressive if I can't identify the strategy behind not developing and debating the standard.

I cannot stress enough how tired I am of people running away from debates. This is probably the biggest tip I can give you for getting better speaker points in front of me, please engage each other. There is a disturbing trend (especially on Sept/Oct 2015) to forget about the 1AC after it is read. This makes me feel like I wasted 6 minutes of my life, and I happen to value my time. If your strategy is to continuously up-layer the debate in an attempt to avoid engaging your opponent, I am probably not going to enjoy the round. This is not to say that I don't appreciate layering. I just don't appreciate strategies, especially negative ones, that seek to render the 1AC irrelevant to the discussion and/or that do not ever actually respond to the AC.

Debate has major representation issues (gender, race, etc.). I have spent years committed to these issues so you should be aware that I am perhaps hypersensitive to them. We should all be mindful of how we can increase inclusion in the debate space. If you do things that are specifically exclusive to certain voices, that is a voting issue.

Being nice matters. I enjoy humor, but I don't enjoy meanness. At a certain point, the attitude with which you engage in debate is a reason why I should choose to promote you to the next outround, etc.

You should not spread analytics and/or in depth analysis of argument interaction/implications at your top speed. These are probably things that you want me to catch word for word. Help me do that.

Theory is an issue of reasonability. Let's face it, we are in a disgusting place with the theory debate as a community. We have forgotten its proper place as a check on abuse. "Reasonability invites a race to the bottom?" Please, we are already there. I have long felt that theory was an issue of reasonability, but I have said that I would listen to you make arguments for competing interps. I am no longer listening. I am pretty sure that the paradigm of competing interps is largely to blame with for the abysmal state of the theory debate, and the only thing that I have power to do is to take back my power as a judge and stop voting on interps that have only a marginal net advantage. The notion that reasonability invites judge intervention is one of the great debate lies. You've trusted me to make decisions elsewhere, I don't know why I can't be trusted to decide how bad abuse is. Listen, if there is only a marginal impact coming off the DA I am probably going to weigh that against the impact coming off the aff. If there is only a marginal advantage to your interp, I am probably going to weigh that against other things that have happened in the round.

Grammar probably matters to interpretations of topicality. If one reading of the sentence makes sense grammatically, and the other doesn't that is a constraint on "debatability". To say the opposite is to misunderstand language in some pretty fundamental ways.

Truth testing is still true, but it's chill that most of you don't understand what that means anymore. It doesn't mean that I am insane, and won't listen to the kind of debate you were expecting to have. Sorry, that interp is just wrong.

Framework is still totally a thing. Impact justifying it is still silly. That doesn't change just because you call something a "Role of the Ballot" instead of a criterion.

Util allows you to be lazy on the framework level, but it requires that you are very good at weighing. If you are lazy on both levels, you will not make me happy.

Flashing is out of control. You need to decide prior to the round what the expectations for flashing/emailing are. What will/won't be done during prep time, what is expected to be flashed, etc. The amount of time it takes to flash is extending rounds by an unacceptable amount. If you aren't efficient at flashing, that is fine. Paper is still totally a thing. Email also works.

School affiliation/s - please indicate all - None

Hired - yes

If HIRED - what schools/programs in Texas do you work with if any: none

High School Affiliation if graduated within last five years - n/a

Please list ANY schools that you would need to be coded/conflicted against - none
Currently enrolled in college? grad school University of Texas at Dallas

College Speech and Debate Experience - parliamentary debate

Years Judging/Coaching - 4

Years of Experience Judging any Speech/Debate Event - 25

Rounds Judged in World School Debate this year - lots

Check all that apply

_XX___I judge WS regularly on the local level

_XX__I judge WS at national level tournaments

Rounds judged in other events this year

xx_ PF

xx__ LD

xx__ Extemp/OO/Info

xx__ DI/HI/Duo/POI

Have you chaired a WS round before? yes

What does chairing a round involve? facilitating between speeches

How would you describe WS Debate to someone else? equal burdens

What process, if any, do you utilize to take notes in debate? flow

When evaluating the round, assuming both principle and practical arguments are advanced through the 3rd and Reply speeches, do you prefer one over the other? Explain. I think there needs to be a balance of both.

The WS Debate format requires the judge to consider both Content and Style as 40% each of the speaker’s overall score, while Strategy is 20%. How do you evaluate a speaker’s strategy? for strategy it's a matter of addressing the arguments in the round and how well they adhere to the norms of their speech order.

WS Debate is supposed to be delivered at a conversational pace. What category would you deduct points in if the speaker was going too fast? style

WS Debate does not require evidence/cards to be read in the round. How do you evaluate competing claims if there is no evidence to read? which side presents more compelling logical warrants as to why something is true.

How do you resolve model quibbles? whichever side does a better job of explaining why we should prefer theirs

How do you evaluate models vs. countermodels? whichever side does a better job of explaining why we should prefer theirs

*updated 10/17/20*

Hi, welcome to my 30 second tutorial called, 'Answering Arguments Wins Debates.' Notice I didn't say 'repeating arguments wins debates,' because it doesn't. You have to listen to your opponent's argument, and then craft a response that shows why your side of the resolution is comparatively better regarding this issue. Telling me their argument isn't well-warranted isn't enough. You have to provide me with a warrant for why your side of the debate wins that point.

Now onto the stuff about me...

NO SPEED IN DEBATE. If it's faster than you would talk to a parent or teacher, don't do it. I will say clear once, then I will take off speaker points if I have to say clear again. I find speed problematic for two reasons. 1) it does not promote an inclusive debate space, because participants who are new or rarely compete cannot truly participate. 2) it is completely ableist to assume all of your competitors and judges will be able to meaningfully understand your speech. A decade ago I experienced a bipolar break, and since then my brain doesn't work as fast, and my ear-to-brain interaction isn't what it used to be. That doesn't mean I am stupid. It just means that I need to hear things at a normal, conversational speed.

***Whether it's prelims or elims of LD, PF, or worlds, at the point that you disregard my ability to participate in the round, you will not win my ballot. You might think you can win the other two ballots in an elim round, but it's not a great idea to have a 50% chance of winning/50% chance of winning/0% chance of winning when you could go slower and have 50% chance of winning each judge.*** Please note that I rarely am put in policy rounds, but sometimes I am needed. In prelims I expect a slower round. In elims, I will not be offended if you go your regular speed, but you have a greater chance of winning my ballot by going slower, as pointed out above. If you are in LD, PF, or worlds I WILL be offended if you go faster than my preference, and offending judges is not a great look.

In terms of argumentation, I will consider anything that isn't offensive. If you're trying to make an argument based on debate jargon explain it to me. Just because you think you sound cool saying something doesn't mean I am going to vote on it. I do not vote off tricks on the flow. Not every dropped argument actually matters. On the flipside, don't ignore arguments. LISTEN to your opponent. Respond to them.

I vote more on the big picture - overall impacts, overall strategy. I want to see you show why your side of the resolution is comparatively better than your opponent's. I do not like overwrought impacts. I am going to buy the impact about a million people that has a high probability of happening and a strong link chain over an existential impact that has a shady link story. If you think your opponent's impact is ridiculous, I probably do, too. Point that out to me so I can vote on yours instead. Every time a debater makes an argument that extinction level impacts have a zero percent probability, an angel gets its wings and Tinkerbell can fly again. You want to save flying paranormal creatures, don't you? Then be the person who isn't impacting to extinction.

Lastly, be respectful of me and of your opponent. If I am cringing by how rude you are in CX, you won't be getting high speaks. I don't vote for bullies. I vote for debaters. If you have questions about how to get better after the round, you can ask me. If you want to re-debate the round, I will not be tolerant. You had a chance to communicate to me, and if you lost, you lost. I am not going to change my mind, and arguing with me will just mean I will be in a bad mood if I ever have to judge you again. I judge often enough you want to be the person I smile when I see.

My name is Nicole Stachowiak, I am a former debater and current student of the University of Chicago. You might be familiar with my last name because of my two sisters, Aimee and Natalie, who competed in the same World Schools circuit recently (I competed a little less recently).

Back in my day, I primarily competed World Schools, but also did Lincoln Douglas and Public Forum during high school. However, in World Schools, please try to keep your argumentation and manner in line with World Schools norms- try not to spread, focus on the global community, you know the drill. 

I value reasonable arguments with appropriate weighing- if I understand why your argument is important in the context of the round, I will consider it heavily. Ultimately, your argumentation will win you or lose you the round.

I try not to do work for you or the other team. If your opponents have a contradictory or flimsy argument, or if they only respond to an example and not your analysis, address it, otherwise I will not take any perceived deficiencies into account. My judgement is ideally based directly off what you say in-round.

I enjoy principled arguments. Don't be rude to your opponents. Avoid being repetitive, and try to give new analysis when carrying arguments down the bench.

Aaron Timmons

Director of Debate – Greenhill School

Former Coach USA Debate Team

Curriculum Director Harvard Debate Council Summer Workshops

Updated – April 2024

Please put me on the email chain – timmonsa@greenhill.org

Contact me with questions.

General Musings

Debate rounds, and subsequently debate tournaments, are extensions of the classroom. While we all learn from each other, my role is a critic of argument (if I had to pigeonhole myself with a paradigmatic label as a judge). I will evaluate your performance in as objective a method as possible. Unlike many adjudicators claim to be, I am not a blank slate. I will intervene if I see behaviors or practices that create a bad, unfair, or hostile environment for the extension of the classroom that is the debate round. I WILL do my best to objectively evaluate your arguments, but the idea that my social location is not a relevant consideration of how I view/decode (even hear) arguments is not true (nor true for anyone.)

I have coached multiple National and/or State Champions in Policy Debate, Lincoln Douglas Debate, and World Schools Debate (in addition to interpretation/speech events). I still actively coach and I am involved in the strategy and argument creation of my students who compete for my school. Given the demands on my time, I do not cut as many cards as I once did for Policy and Lincoln Douglas. That said, I am more than aware of the arguments and positions being run in both of these formats week in and week out.

General thoughts on how I decide debates:

1 – Debate is a communication activity – I will flow what you say in speeches as opposed to flowing off of the speech documents (for the events that share documents). If I need to read cards to resolve an issue, I will do so but until ethos and pathos (re)gain status as equal partners with logos in the persuasion triangle, we will continue to have debates decided only on what is “in the speech doc.” Speech > speech doc.

2 – Be mindful of your “maximum rate of efficiency” – aka, you may be trying to go faster than you are capable of speaking in a comprehensible way. The rate of speed Is not a problem in many contemporary debates, the lack of clarity is an increasing concern. Unstructured paragraphs that are slurred together do not allow the pen time necessary to write things down in the detail you think they might. Style and substance are fundamentally inseparable. This does NOT mean you have to be slow; it does mean you need to be clear.

3 – Evidence is important - In my opinion debates/comparisons about the qualifications of authors on competing issues and warrants (particularly empirical ones), are important. Do you this and not only will your points improve, but I am also likely to prefer your argument if the comparisons are done well.

4 – Online Debating – We have had two years to figure this out. My camera will be on. I expect that your camera is on as well unless there is a technical issue that cannot/has not been resolved in our time online. If there is an equity/home issue that necessitates that your camera is off, I understand that and will defer to your desire to it be off if that is the case. A simple, “I would prefer for my camera to be off” will suffice to inform me of your request.

5 – Disclosure is good (on balance) – I feel that debaters/teams should disclose on the wiki. I have been an advocate of disclosure for decades. I am NOT interested in “got you” games regarding disclosure. If a team/school is against disclosure, defend that pedagogical practice in the debate. Either follow basic tenets of community norms related to disclosure (affirmative arguments, negative positions read, etc.) after they have been read in a debate. While I do think things like full source and/or round reports are good educational practices, I am not interested in hearing debates about those issues. ADA issues: If a student needs to have materials formatted in a matter to address issues of accessibility based on documented learning differences, that request should be made promptly to allow reformatting of that material. Preferably, adults from one school should contact the adult representatives of the other schools to deal with school-sanctioned accountability.

6 – Zero risk is a possibility – There is a possibility of zero risks of an advantage or a disadvantage.

7 – My role as a judge - I will do my best to judge the debate that occurred versus the debate that I wish had happened. I see too many judges making decisions based on evaluating and comparing evidence after the debate that was not done by the students.

8 – Debate the case – It is a forgotten art. Your points will increase, and it expands the options for you to win the debate in the final negative rebuttal.

9 – Good “judge instructions” will make my job easier – While I am happy to make my judgments and comparisons between competing claims, I feel that students making those comparisons, laying out the order of operations, articulating “even/if” considerations, telling me how to weigh and then CHOOSING in the final rebuttals, will serve debaters well (and reduce frustrations on both our parts0.

10 – Cross-examination matters – Plan and ask solid questions. Good cross-examinations will be rewarded.

11 - Flowing is a prerequisite to good debating (and judging) - You should flow. I will be flowing your speech not from the doc, but your actual speech..

Policy Debate

I enjoy policy debate and given my time in the activity I have judged, coached, and seen some amazing students over the years.

A few thoughts on how I view judging policy debate:

Topicality vs Conventional Affs:

Traditional concepts of competing interpretations can be mundane and sometimes result in silly debates. Limiting out one affirmative will not save/protect limits or negative ground. Likewise, reasonability in a vacuum without there being a metric on what that means and how it informs my interpretation vis a vis the resolution lacks nuance as well. Topicality debaters who can frame what the topic should look like based on the topic, and preferably evidence to support why interpretation makes sense will be rewarded. The next step is saying why a more limiting (juxtaposed to the most limiting) topic makes sense helps to frame the way I would think about that version of the topic. A case list of what would be topical under your interpretation would help as would a list of core negative arguments that are excluded if we accept the affirmative interpretation or model of debate.

Topicality/FW vs critical affirmatives:

First – The affirmative needs to do something (and be willing to defend what that is). The negative needs to win that performance is net bad/worse than an alternative (be it the status quo, a counterplan, or a K alternative).

Second – The negative should have access to ground, but they do not get to predetermine what that is. Just because your generic da or counterplan does not apply to the affirmative does not mean the affirmative cannot be tested.

Conditionality

Conditionality is good but only in a limited sense. I do not think the negative gets unlimited options (even against a new affirmative). While the negative can have multiple counter plans, the affirmative will get leeway to creatively (re)explain permutations if the negative kicks (or attempts to add) planks to the counterplan(s), the 1ar will get some flexibility to respond to this negative move.

Counterplans and Disads:

Counterplans are your friend. Counterplans need a net benefit (reasons the affirmative is a bad/less than desirable idea. Knowing the difference between an advantage to the counterplan and a real net benefit seems to be a low bar. Process counterplans are harder to defend as competitive and I am sympathetic to affirmative permutations. I have a higher standard for many on permutations as I believe that in the 2AC “perm do the counterplan” and/or “perm do the alternative” do nothing to explain what that world looks like. If the affirmative takes another few moments to explain these arguments, that increases the pressure on the 2nr to be more precise in responding to these arguments.

Disadvantages that are specific to the advocacy of the affirmative will get you high points.

Lincoln Douglas

I have had students succeed at the highest levels of Lincoln Douglas Debate including multiple champions of NSDA, NDCA, the Tournament of Champions, as well as the Texas Forensic Association State Championships.

Theory is debated far too much in Lincoln – Douglas and is debated poorly. I am strongly opposed to that practice. My preference is NOT to hear a bad theory debate. I believe the negative does get some “flex;” it cannot be unlimited. The negative does not need to run more than four off-case arguments

Words matter. Arguments that are racist, sexist, transphobic, homophobic, etc. will not be tolerated.

I am not a fan of random; multiple sentence fragments that claim to “spike” out of all of the other team’s arguments. At its foundation, the debate should be about argument ENGAGEMENT, not evasion.

I do not like skepticism as an argument. It would be in your best interest to not run it in front of me. While interesting in a philosophy class in college, training young advocates to feel that “morality doesn’t exist” etc. is educationally irresponsible.

I do not disclose speaker points. That seems silly to me.

Dropped arguments and the “auto-win” seem silly to me. Just because a debater drops a card does not mean you win the debate. Weighing and embedded clashes are a necessary component of the debate. Good debaters extend their arguments. GREAT debaters do that in addition to explaining the nexus point of the clash between their arguments and that of the opposition and WHY I should prefer their argument. Any argument that says the other side cannot answer your position is fast-tracking to an L (with burnt cheese and marinara on top).

It takes more than a sentence (or in many of the rounds I judge a sentence fragment), to make an argument. If the argument was not clear originally, I will allow the opponent to make new arguments.

Choose. No matter the speech or the argument.

Cross apply much of the policy section as well as the general musings on debate.

World Schools

Have you chaired a WS round before? (required)

Yes. Countless times.

What does chairing a round involve? (required)

How would you describe World Schools Debate to someone else?

World Schools is modeled after parliament having argumentation presented in a way that is conversational, yet argumentatively rigorous. Debates are balanced between motions that are prepared, while some are impromptu. Points of Information (POIs) are a unique component of the format as speakers can be interrupted by their opponent by them asking a question or making a statement.

What process, if any, do you utilize to take notes in the debate? (required)

I keep a rigorous flow throughout the debate.

When evaluating the round, assuming both principle and practical arguments are advanced through the 3rd and Reply speeches, do you prefer one over the other? Explain.

These should be prioritized and compared by the students in the round. I do not have an ideological preference between principled or practical arguments.

The World Schools Debate format requires the judge to consider both Content and Style as 40% of each of the speaker’s overall score, while Strategy is 20%. How do you evaluate a speaker’s strategy? (required)

Strategy (simply put) is how they utilize the content that has been introduced in the debate.

World Schools Debate is supposed to be delivered at a conversational pace. What category would you deduct points in if the speaker were going too fast?

Style.

World Schools Debate does not require evidence/cards to be read in the round. How do you evaluate competing claims if there is no evidence to read?

Students are required to use analysis, examples, and interrogate the claims of the other side then make comparative claims about the superiority of their position.

How do you resolve model quibbles?

Model quibbles are not fully developed arguments if they are only questions that are not fully developed or have an articulated impact.

How do you evaluate models vs. countermodels?

I utilize the approach of comparative worlds to evaluate competing methods for resolving mutual problems/harms. The proposition must defend its model as being comparatively advantageous over a given alternative posed by the opposition. While many feel in World Schools a countermodel must be mutually exclusive. While that certainly is one method of assessing if a countermodel truly ‘forces a choice,” a feel a better stand is that of net benefits. The question should be if it is desirable to do both the propositions model and the opposition countermodel at the same time. If it is possible to do both without any undesirable outcomes, the negative has failed to prove the desirability of their countermodel. The opposition should explain why doing both would be a bad idea. The proposition should advance an argument as to why doing both is better than adopting the countermodel alone.

School affiliation/s - please indicate all (required):

The Hockaday School

Years Judging/Coaching (required)

24

Years of Experience Judging any Speech/Debate Event (required)

22

Rounds Judged in World School Debate this year (required)

Check all that apply

__X___I judge WS regularly on the local level

__X___I judge WS at national level tournaments

_____I occasionally judge WS Debate

_____I have not judged WS Debate this year but have before

_____I have never judged WS Debate

Rounds judged in other events this year (required)

~50

Check all that apply

____ Congress

____ PF

____ LD

____ Policy

____ Extemp/OO/Info

____ DI/HI/Duo/POI

____ I have not judged this year

____ I have not judged before

Have you chaired a WS round before? (required)

Yes

What does chairing a round involve? (required)

Chairing means making sure everyone is present and ready, calling on individual speakers and announcing the decision. I usually announce the decision then ask the other judges to provide feedback before providing my own.

How would you describe WS Debate to someone else? (required)

WSD is what debate would be if people stopped the tactics that exclude others from the debate and arguments. The delivery and required clash of WSD means that there is no hiding from bad arguments or from good arguments.

What process, if any, do you utilize to take notes in debate? (required)

I flow on excel using techniques like other formats. I attempt to get as much of the details as I can.

When evaluating the round, assuming both principle and practical arguments are advanced through the 3rd and Reply speeches, do you prefer one over the other? Explain. (required)

It depends on the motion. On a motion that tends towards a problem-solution approach I will tend to prefer the practical, but on a motion that is rooted in a would or believes approach I tend towards the practical.

The WS Debate format requires the judge to consider both Content and Style as 40% each of the speaker’s overall score, while Strategy is 20%. How do you evaluate a speaker’s strategy? (required)

For me, strategy is how the speaker addresses the large clashes in the debate and compares those clashes for one another. For example, if the debate is about the efficacy of green patents I am looking for the speaker to address something that exists in the assumption that efficacy is good or bad.

WS Debate is supposed to be delivered at a conversational pace. What category would you deduct points in if the speaker was going too fast? (required)

I do that in the style section.

WS Debate does not require evidence/cards to be read in the round. How do you evaluate competing claims if there is no evidence to read? (required)

I tend to grant both claims as being true and then look to see if the claims are mutually exclusive. If they aren’t then I look at whether the teams advanced a burden/principle that supports their side. Included in this is an evaluation of whether a side has compared their burden/principle to the other team’s.

How do you resolve model quibbles? (required)

I don’t like to resolve these issue because they often revolve around questions of fact, which I can’t resolve in a debate where there are no objectively verified facts. I tend to go through the same process as I do when it comes to evaluating competing claims.

How do you evaluate models vs. countermodels? (required)

First, I think both sides have the option to have a model or countermodel, but it is not required in the debate. Second, I think about the practical and the world each side creates. If a team is comparing their world to the world of the other team then I tend to follow that logic. Hopefully, both teams are doing this and then they are using their burden/principle to explain why their world is more important for me to vote for. One item that I tend to not enjoy is when teams treat models and countermodels as plans and counterplans and attack each other’s position without a comparison. Keep in mind that reasons the other team’s position fails are not reasons your position succeeds!

If I am judging you in an event other than WSD.

I am sorry, it has been several years since I have judged anything else but WSD. I do not subscribe to the technique over truth paradigm, nor do I want to listen to a mistakes driven debate. I want to see clash, not strategies geared towards avoiding/trapping the other side. Please do not spread, I will not flow that fast and I will not go back and reconstruct your speech using a speech document. Acts of exclusion will result in low points and possible loss of the ballot. I know this is a list of do not's rather than do's so I'm happy to answer any questions you might have.

I am a parent of a high school student speech & debater, not a speech coach or debater myself.

It is very important to me that you have fun, and work your best to adequately express your points / arguments in a clear and concise manner.

In debate, if you spread, it is highly likely I will not be able to understand you or follow your side of the debate. I value personal, well thought out, convincing arguments, and rebuttals with supporting facts and sources much more than opinions, feelings or cases written by others that you simply read verbatim.

Since I am a "lay" or "community" judge, I encourage you to provide me with verbal roadmaps, signposts, frameworks, etc. when appropriate.

Speech: For Oratory and Informative speaking, I look for a unique perspective on the topic you chose. With Informative, inform me. I don't mind advocacy, but I am not looking for a Persuasive speech.

Interpretive: I want to give you my full attention with no distractions. If you can make me forget that I am timing you, or looking at your surroundings, that is a great thing indeed, as it means, you took me to a new place, time, thought and away from the real world for the moment. That means you hit the mark! I enjoy all types of selections, those with many characters and those with one. I judge on how well done you set up and performed that selection.

TIP: In the virtual events, please work to keep controllable distractions (e.g.,spinning ceiling fans, kitty cats meowing, and dogs licking your camera lens, etc) to a minimum. Yes, I have seen all of these during live virtual events this year. Please know, I will downgrade your ranking if I spot or hear any of these or very similar controllable distractions during your debate/performance.

Otherwise, have fun, and show the utmost respect for the rules of your event and for your fellow competitors.