Spreading is fine, but if you go so fast I stop writing, that's because I can't understand you. Your points cannot be added to the flow if I do not understand them. This will not happen often, but if you see me put the pen down, you are going too fast.

Please refrain from abusing theory until it drops dead and needs its corpse moved around on a marionette. You will be penalized for shameless abuse of debate.

I did LD, some Policy/CX, and Congress in high school.

I don't like to be confused - give me clear voting issues. If I am confused, I'll probably default to impacts / policy-maker or a simple morality question of what the right thing is to do. Speed is okay, and I'll try to follow, but speed with ridiculous breathing is obnoxious. Speed without any change in delivery for tag lines is hard to follow and hard to flow. And again, speed with an argument I'm not expecting and trying to learn is counterproductive. You can say "it's on the wiki" to your opponent all you want, but I don't feel any obligation as a judge to go read your case. Do the communicative work and teach me.

If you're going to run something unexpected (i.e. something a little squirrely or a blatantly non-topical or niche argument) or a kritik that I might not have heard before (well, any kritik, really), put in the work to explain it to me. I like learning stuff, otherwise I wouldn't spend my weekends doing this. What I don't like is being yelled and spread "at" about a philosophical premise I've never heard of before. Dumb it down for me a bit, take it a little slower, and I'll gladly come along for the lesson.

Some pet peeves (certainly not voting issues, but a paradigm is here for me to air all my complaints, right?)

- pointless off-time road maps, particularly in PF and LD. The only reason you'd need to give me this is if you're going in an unexpected order

- statements like "my opponent made a key mistake" - don't critique your opponent's performance for me. Convince me on the actual issues we're debating.My RFD may be dependent on a mistake made by a debater, but the voters you give me should be impacts in the context of the topic at hand.

- standing/sitting around while opponents "look for" evidence, saying that you'll start your prep time once they give you the evidence - always have your own evidence ready to go, and if your opponent doesn'thave it ready to go, ask them to give it to you ASAP, while you go ahead with prep time or your speech - if they are unable to produce the evidence, go after them in your next speech for that - DON'T hold up a round "waiting for evidence"

If you're reading this for Policy specifically: I didn't compete in Policy, but I've been coaching it off and on for a little over a decade, and I've judged frequently at NSDA and NCFL. That said, the circuit I coach in is fairly limited in terms of competition (like fewer than 10 teams at most tournaments), so my approach to policy tends to be pretty traditional, and I understand the event and the stock issues, but I'm not super familiar with kritiks or whatever passes for "progressive" arguments on "the circuit." (And if you can't tell by the quotation marks, as a coach in a small state focusing on just getting kids to competition, I'm a little disdainful of the elitism of "the circuit.") That said, I'm willing to listen to anything and willing to vote on anything, but you need to do the work to explain and teach me. It may be harder to get my vote with a kritik or anything else outside the realm of typical stock issues if you don't clearly explain the impacts of your argument and give me a nice Aff/Neg world comparison.

If you're reading this for LD: I didn't compete in it. I've coached it off and on, though not as much as PF and Policy. I'm going to lean pretty traditional for LD, just given my limited background and the circuit my students compete in. That doesn't mean I won't vote on plans or kritiks, but you're going to have to convince me. My default mode approaching LD is that I should be focusing on a value and criterion debate supported by some straightforward contentions, and I'm going to need a little help doing the mental jump into plans or kritiks. I'd certainly rather hear a framework debate about the values presented in the round than a framework debate about whether or not LD should allow plans, but I'll reluctantly follow along with whatever (cross apply my notes above for Policy, I guess.)

If you're reading this for Public Forum: I've coached it quite a bit, including teams that have broken at NSDA and won moderately large regional tournaments. I've also judged at nationals and major regional tournaments. I strongly object to the idea of paradigms in Public Forum debate. Access for students is a broadly discussed issue in Speech & Debate, but we need to remember that access for judges, especially volunteers, is just as important. Demanding paradigms in a debate event meant by design to be accessible to the public is, in my humble opinion, the wrong way to approach this event. I'm not exactly a "lay judge," but you should approach me in a public forum round, for the most part, as if I were a lay judge. Be organized and clear. Don't spread. Don't play games, especially when it comes to evidence and prep time. Give clear voters and an easy-to-understand Pro world vs. Con world layout.

I have judged debate since 1988. I started programs in San Jose, San Francisco, and Portland. I have judged every form at the state and national level. I am pretty tabula rasa. In fact, one reason we brought Parli into the state of Oregon in 1997 was that we were looking for something less protocol driven and less linguistically incestuous. Policy and LD seemed to be exclusive to those who could master lingo. With Parli, we had a common knowledge street fight. So, I am open to your interpretation of how the round should be judged. Incorporate anything from your tool box: weighing mechanism, topicality challenge, counterplan, kritik, et al.

But, I still have to understand what you are saying and why. . .and so does your opponent. (Hey, now this guy seems like a communication judge. Eye roll.) I will not judge on debate tactic alone; I am not a Game Player . . . though I did play PacMan once in 1981.

Next, I am a teacher. This is an educational activity. Students should be working on transferrable skills--what are we doing in this debate chamber that we will use outside of the room in a classroom or a college campus or life? So, no speed. I will call "clear" to help you adapt to the room. And, while I am open to creative opposition to premises and other kritiks for the round, I won't abide by arguments that degrade a people or an individual. I was stunned when a debater once tried to argue that Internment was not that bad. I do not think they believed this in their heart; how could we have come to a spot in this educational event where this young person felt that this was a viable argument?

Let us have fun and walk out of the room with something to think about... and our limbs in tact! Con carino, Gonzo

I am a college student that competed in debate for six years from 7th - 12th grade. For debate I have no problem with speed, but please make sure I can understand points that are very important to your case. If is a key point, emphasize it and enunciate. I will only judge based off of what is said in the round. If you want me to know or do something you must tell me and make it painfully obvious to me what you want me to do. Please use supporting evidence in your arguments. If your argument doesn't have any supporting evidence or data, I will not take it as seriously as an argument with supporting evidence.

My judging paradigm is very simple. I believe the purpose of debate is to teach competitors to think critically and communicate effectively. Evidence is only important if a competitor can tell me why it's important. It is imperative for the competitor to demonstrate a true understanding of the arguments they are making. To that end, I think spreading should be avoided when possible, but I am fine with some speed.

I like to see clear clash and persuasive argumentation. Assertiveness is good, rudeness is completely uncalled for and may cost a competitor the round if it is pervasive enough. Further, competitors should be respectful and deferential to judges regardless of the judge's experience.

Debaters should come prepared for technology catastrophes. Bring paper copies, USB storage devices, and contingency plans. I flow when I judge, so I only take things into consideration that are said in the actual debate. If you are spreading to the point that your words are unintelligible, I will put my pen down. If that happens, you will not be getting credit for anything you say until you can be understood enough for me to resume flowing.

Make sure I can understand you; don't speak too fast!
Above all, be respectful to each other!

I have judged speech last year, but still have a lot to learn. Please speak slowly, loudly and clearly. Please let me know if you want me to give you any timing signals, be specific, or if you'll be timing yourself.

I am always excited to listen to the variety of arguments for each resolution in debate. I prefer debaters to present clear arguments with supporting sources to prove how their position is superior in the debate. I do not like excessive speed. If I cannot flow an argument, I am likely to miss important points and dropped arguments so it is in your best interest to be deliberate in your presentation. I do not particularly like definition debate. The winning competitor will be the person ( or team ) who effectively supports their initial position while also offering appropriate clash with the opponent's arguments.

I am a sophomore in college, and I have done PF for 4 years. I know the format well and rules too.

Please try to avoid spreading, and do make sure you signpost. It makes my job easier. I like hearing impacts and a decent framework battle. If there is no DECENT framework battle, don't try to argue it.

Joshua D Rogers Paradigm

Joshua Rogers

B.A. Classics, Ph.D. Linguistics

Director of Forensics & Latin Teacher - Presbyterian Christian High School (Hattiesburg, MS)

Forensics Head Coach - William Carey University

Experience:

Oratory and Communication experience in High School

Discourse and Communication theory in Undergrad and Graduate work

Teaching Speech and Debate since 2015

Basic Judging Paradigm:

I will judge the flow

I want substantive arguments and clash

Weigh your impacts at the end

Bad sportsmanship leads to reduction of points

Don't talk down to the judge

Public Forum: Give evidence, cite, analyze - don't just restate claims three ways. I encourage Neg, don't just rebut, build a world in which you can win.

Lincoln Douglas/Policy:

I attempt to be tabula rasa, but when no decision-rule calculus is provided, I default to understanding and applying morality arguments. I tend to see the debate in an offense/defense paradigm.

I default to competing interpretations on Topicality, and reasonability on all theory. If you define value and criteria, stay with your parameters.

I am fine with speed, but clarity is key.

I particularly enjoy critical debate like Feminism, Foucault, and Security and impact turn debates like Spark & De-development. Not a fan of nihilism but I get the argument.

I would like to be on your email chain (jdrogers @wmcarey.edu) so I can look at cards that your reference in cross-examination.

LD Note: I tend to view the value/value criterion debate as less important than substantive arguments. Impacting your arguments is incredibly important. Cheap shots / tricks are not the way to my ballot (because: reasonability). I also will not vote for an argument I don't understand based on your explanation. I will not read your case later to make up for a lack of clarity when you spread. If I can't flow it, it's like you never made that argument.

Policy: I like to hear clash on evidence. Evaluate evidence since you have it in front of you. But more important, outline and build a plan. Explain how and why it works.

Don't give me outrageous impacts, we all know the world COULD end. Show how the plan results in impact, not just slippery slope.

Neg feel free to build Kritic if you can, always enjoyable.

I would like to be on your email chain (jdrogers @wmcarey.edu) so I can look at cards that your reference in cross-examination.

I am a math teacher and speech and debate coach at Purvis High School in Purvis, MS. Our primary focus as a team is on speech and interp events, so my experience with debate events is rudimentary.

I judge LD debate, where I would prefer that debaters not spread. I judge primarily on the flow with an emphasis on value and criterion, but I do give a higher weight to presentation than do many debate judges. I feel that debate should not just be an exercise in logic and evidence (though that is the focus), but should also reflect the reality that the way in which information is presented affects its persuasiveness.

I did public forum throughout high school, so I am comfortable with flowing the round and will make my decisions based on the flow. For the final focus (and the rest of the debate), I want the debaters to weigh the impacts for me directly. If one team weighs the impacts of both worlds, and the other team does not, I will be forced to vote for the the former, even if I consider their impacts less important. For the impacts, I will judge them on both their likelihood and their magnitude (I would love it if you considered both of these explicitly and individually). This means that quantifying your impacts is great but only if you clearly articulate the probability of it, so the warrant and the evidence are equally important for me. If this means that one of your impacts outweighs the rest of your case, it might make sense to concentrate exclusively on that argument in the final focus. Speed: I cannot flow properly if a debater is spreading, but I am comfortable with most everything short of that. I like to see reduced speed in the second half of the debate since evidence has mostly been established and the debate is being crystallized.

Courtesy, clarity, and connection. Please be polite, speak to make your points or performance clear to the audience (the judges), and (in debate) explicitly articulate the connection of your evidence to your point(s).

Speech & Debate is as much an educational activity as it is a competitive activity, so my comments will be focused on what seemed to work or not work within the context of what it appeared you were trying to accomplish.

I give only a brief paradigm here because I do NOT want you to attempt to tailor your presentation to a bunch of imagined traits and preferences I may or may not possess. Run YOUR case; give YOUR performance - I will judge and comment upon the presentation's face value to the best of my ability.