Policy Paradigm:

I am a policy maker/stock issues judge. If I am going to vote affirmative, it is going to be because the affirmative team presents a clear case that maintains all of the stock issues throughout the debate round. If I am going to vote negative, it is going to be because the negative team has taken out one or more of the stock issues or has presented a counter plan with a clear net benefit. I believe that all three elements of rhetoric – ethos, pathos, and logos – should be evaluated equally, and as a result, I will weigh your speaking ability equally against logic and evidence. I value strong analytical argumentation, clear links in your logic and clash in debate. While I will listen to K, I expect links to the stock issues at hand. The current trend of not valuing flow because you've flashed evidence is extremely problematic for me. If you drop arguments because of your unwillingness to actually listen to your opponent, that will count you against in my evaluation of the round.

LD Paradigm:
I am a traditional LD judge. Even though I understand K's, counterplans, etc., I am not a fan of them in LD. Plan on referencing the philosophers and why your case offers the values and criterion needed to win the round. Clear speaking, not speed counts.
I am not a fan of speed but I can deal with it to a certain extent. Your analyticals and your tags must be clear or your speaker points will suffer accordingly. I will not tolerate rude, racist, or sexist behavior in the round. In my other life, I am a teacher of English and rhetoric.

In Congressional Debate: Analysis is the most important factor. Sources are paramount. Clash is expected. Delivery is secondary.

In Extemp: Give a CLEAR answer to the question, need good time allocation, good sources. I consider this public speaking, not interp.

In OO/Info: Need clear structure with sources. I consider this a public speaking event, not interp.

In Interp: Need different levels, clear characterization. I need to be able to follow your story.

I am the Director of Speech and Debate at Charlotte Latin School. I coach a full team and have coached all events.

Email Chain: bbutt0817@gmail.com - This is largely for evidence disputes, as I will not flow off the doc.

Currently serve on the Public Forum Topic Wording Committee, and have been since 2018.

----Lincoln Douglas----

1. Judge and Coach mostly Traditional styles.

2. Am ok with speed/spreading but should only be used for depth of coverage really.

3. LARP/Trad/Topical Ks/T > Theory/Tricks/Non-topical Ks

4. The rest is largely similar to PF judging:

----Public Forum-----

- Flow judge, can follow the fastest PF debater but don't use speed unless you have too.**

- I am not a calculator. Your win is still determined by your ability to persuade me on the importance of the arguments you are winning not just the sheer number of arguments you are winning. This is a communication event so do that, with some humor and panache.

- I have a high threshold for theory arguments to be valid in PF. Unless there is in round abuse, I probably won’t vote for a frivolous shell. So I would avoid reading most of the trendy theory arguments in PF.

5 Things to Remember…

1. Sign Post/Road Maps (this does not include “I will be going over my opponent’s case and if time permits I will address our case”)

After constructive speeches, every speech should have organized narratives and each response should either be attacking entire contention level arguments or specific warrants/analysis. Please tell me where to place arguments otherwise they get lost in limbo. If you tell me you are going to do something and then don’t in a speech, I do not like that.

2. Framework

I will evaluate arguments under frameworks that are consistently extended and should be established as early as possible. If there are two frameworks, please decide which I should prefer and why. If neither team provides any, I default evaluate all arguments under a cost/benefit analysis.

3. Extensions

Don’t just extend card authors and tag-lines of arguments, give me the how/why of your warrants and flesh out the importance of why your impacts matter. Summary extensions must be present for Final Focus extension evaluation. Defense extensions to Final Focus ok if you are first speaking team, but you should be discussing the most important issues in every speech which may include early defense extensions.

4. Evidence

Paraphrasing is ok, but you leave your evidence interpretation up to me. Tell me what your evidence says and then explain its role in the round. Make sure to extend evidence in late round speeches.

5. Narrative

Narrow the 2nd half of the round down to the key contention-level impact story or how your strategy presents cohesion and some key answers on your opponents’ contentions/case.

SPEAKER POINT BREAKDOWNS

30: Excellent job, you demonstrate stand-out organizational skills and speaking abilities. Ability to use creative analytical skills and humor to simplify and clarify the round.

29: Very strong ability. Good eloquence, analysis, and organization. A couple minor stumbles or drops.

28: Above average. Good speaking ability. May have made a larger drop or flaw in argumentation but speaking skills compensate. Or, very strong analysis but weaker speaking skills.

27: About average. Ability to function well in the round, however analysis may be lacking. Some errors made.

26: Is struggling to function efficiently within the round. Either lacking speaking skills or analytical skills. May have made a more important error.

25: Having difficulties following the round. May have a hard time filling the time for speeches. Large error.

Below: Extreme difficulty functioning. Very large difficulty filling time or offensive or rude behavior.

***Speaker Points break down borrowed from Mollie Clark.***

I am the current director of speech and debate at the Milwaukee School of Languages.

From 1997-2004, I competed in LD, Congress, Policy, and most speech events in high school and college. Since then, I have coached all events at one time or another.

I will not vote for debaters who physically threaten or verbally abuse their partners or opponents; if you offend your opponent in some way, an authentic apology and reckoning is generally your best option to continue the round.

I would like to be on the email chain (hannanja@milwaukee.k12.wi.us), but only for reference after the round; I will not read along as a substitute for clarity. I will say clear twice if I can't understand you because of enunciation, but then you're probably on your own. If you spread theory blocks/underviews, I can't understand you and I won't be able to flow it.

I will make decisions that are good if:

you explain things to me; you establish a clear standard, role of the ballot, value, or other mechanism and explain to me how I can use that to make my decision; you compare or weigh offense and explain how it is linked to a standard.

I will make decisions that are bad if:

you expect me to do work for you on the flow or among your arguments; you assume I know more than I do.

I will listen to and attempt to flow any speed, but I strongly believe that the faster you go, the less I or any judge will understand. I am reading every week to better understand all sorts of critical theory, but dense stuff delivered at speed is going to be tough for me; ditto for theory/underview/analytic blocks that are a series of two-sentence claims delivered in three second bursts.

I probably will not vote for theory without a clearly explained abuse/harm story and an indication of how the ballot will remedy or prevent that abuse/harm.

I don't think I have any other ideological preferences for argument types or structure; within the constraints listed above, do whatever you'd like and explain to me why it merits my ballot.

PF: if it's in the final focus, it needs to have been in the summary. A complete extension has a link and an impact, preferably with evidence for each. I prefer to make decisions based on clean flow-work; lacking a clean story on the flow, I will occasionally call for evidence to help resolve an issue; I often find myself assessing the 'risk of offense' at the end of rounds based on flow work, evidence quality, consistency of the story between summary and final focus, and the degree of opposition the argument received.

Congress: I care deeply about inclusion and equity, especially in moments where students can have direct influence on which voices are heard. Please work to include everyone in all aspects of procedure and debate.

Any other specifics, please ask.

Speaker Points: I find that a lot of paradigms have speaker point sections that sound like "30 - you're going to win the tournament", and I think that's not helpful (it doesn't really tell the student how to obtain better speaker points) and maybe also actively bad (if you can only get a 30 if the judge thinks you can win the tournament, it means debaters need rep to earn speaker points). So I will try to give you some specific criteria to keep in mind for speaker points in front of me; I'll also probably adjust these criteria and speaker point values over time, and for tournaments that have different speaker point norms.

A top-level speaker (29.5-30) will: demonstrate a strong commitment to explanation, argument comparison, and persuasion; enunciate clearly and consistently; treat their opponent with respect and empathy.

A second-tier speaker (29-29.5) will enunciate clearly and treat their opponent with respect; they will explain arguments well, but generally not do a superior job of comparing/weighing arguments or persuading me of their position's value or truth.

A third-tier speaker (28.5-29) will enunciate clearly and treat their opponent with respect; they will explain their arguments, but may not compare arguments or make an attempt to persuade me.

A fourth-tier speaker (28-28.5) will treat their opponent with respect but may have some clarity issues; they will explain their arguments but could do a better job with the explanation.

A fifth-tier speaker (27.5-28) will not treat their opponent with respect (they may be condescending, or mean, or dismissive, etc) and/or may have clarity issues; they typically do not explain their arguments.

Below a 27.5 would require a confluence of the issues described above.

Email: debate@inboxeen.com

**Be kind. Have fun. Don’t be afraid of me! I was once you and I know what it’s like! When I award speaks, they are heavily influenced by the level of kindness and congeniality shown in round. I am judging because I love the activity as much as you, and I want to help you do better if I can!**

School Affiliation(s)

Current Affiliation: East Chapel Hill HS

Current Role at Institution: I'm currently the Associate Director for Digital Communications at the Yale School of Management, but dedicate my off-time to S&D!

Previous Affiliation(s) and Role(s)

The Bronx High School of Science (Bronx, NY)

I coached primarily Public Forum Debate and Legislative Debate (Congressional Debate) at the Bronx High School of Science from roughly 2011-2015. I judged across all events – speech included. I began my coaching career at Bronx as an extemp coach.

River Valley High School (Mohave Valley, AZ)

I have judged and coached (primarily Public Forum) throughout the years since graduating from this school.

Debate Experience

River Valley High School (Mohave Valley, AZ)

I competed primarily in policy debate at River Valley High School in Mohave Valley, AZ. I also competed in other speech and debate events.

Columbia University in the City of New York (New York, NY)

I was a member of the Columbia Policy Debate team and competed for one year during my time in college.

Other

Tell me what to do – i.e. ‘tabula rasa’ insofar as one might even exist, and insofar as it might be helpful to roughly describe my ‘paradigm’.

Please ask specific questions at the beginning of the round for further clarification. E.g. my threshold for buying a reasonability standard has significantly heightened with age.

Run whatever you’d like – hypotesting, retro theory, nothing at all! I can handle it!

Most importantly, this is an educational activity and I believe in Debater/Debate -- i.e. you are more important than the round, so please speak up if you feel uncomfortable and tell me/your coach/tab immediately if something bothers you. I believe in the platinum rule - treat others as they'd like to be treated. Be kind to each other and have fun!

I have a very long history in speech and debate activities as both a coach and competitor. I have coached all formats of debate along with public speaking and interp events over the last 35 years. I attended high school in a small town Texas school back when dinosaurs roamed the earth, where I competed in policy debate, extemp, oratory, dramatic, prose and poetry. I also competed in college at Southwest Texas State University (which is now Texas State University) in NDT and CEDA along with individual events.

I have been the coach at James E. Taylor High School (Katy Taylor) in Katy, Texas for the last 23 years, where I have coached all events.

In public speaking events, I generally weigh 3 things: analysis, organization, and delivery (in that order). In any public speaking event, I expect to hear citations of credible sources. In extemp I normally expect a minimum of 2-3 source per area of analysis (more is fine). In oratory or info, I expect the student to explain a source's qualifications. A clear organizational structure is required. In terms of delivery, there should be an appropriate level of gesture and movement. But all movement should serve to reinforce the content of the speech. Clear diction and intonation are also important.

Extempers--The analysis in the speech should stem directly from the topic question. If the speech doesn't directly respond to the question asked, you will end up with a low rank from me, no matter the quality of the speech itself. My number 1 rule in extemp--answer the question.

When evaluating interpretation events, I tend to look first to characterization. Blocking and use of space are also an important considerations, but I expect all movement to be motivated. Random movement, or movement just for movement's sake, is distracting and confusing. I have no particular preference on the use of a teaser, but I do want to hear YOU in the intro (as a contrast to the character(s) you are creating). In prose/poetry, the rules of the event require the use of a binder, so I expect you to at least pretend to occasionally look at the pages.

I am not offended by the use of profanity as long as it is integral to the selection performed. I am not a fan of using it just for shock value. Along the same lines, I am not easily offended, and willing to give some latitude on content of the performance. However, I am uncomfortable with selections that are extremely graphic and/or vulgar, or bordering on, or completely pornographic. I realize that it is difficult to explain where that line falls, and I do take that into account. Shocking just to be shocking doesn't score lots of points with me. Basically, if the piece would get an X-rating in a movie theater, I don't want to watch it in an interp round.

Online competitors: I will always take into account limited space, technical issues, etc., when evaluating competitors online. I understand that some things are just out of the student's control when competing online and I do not count that against the student.

11/10/19

Haven't gotten around to building my new paradigm yet as my old judge philosophy got lost in Al Gore's internet.

For now, a few things:

--Truth over tech.

--I am a debate coach. I am also a professional educator. I care about education, not just the game of debate.

--I flow. I have been in grad school recently and not judging much so I may be a bit rusty.

--Signpost the flow religiously.

--Framework is just another argument. You don't just auto win the round because they dropped framework arguments.

--I do not hear well. Be loud and clear as much as you can.

--Feel free to ask my any questions before the round other than, "Do you have any preferences?" Specific questions are better!

Assistant Professor of Communication, Onondaga Community College (NY) 2016-Present

ADOF, Cypress Bay High School (FL) 2012-2015

Experience
During my four years on the Texas high school circuit (2001-2005), I competed in PF, LD, and CX Debate, and was a parli debater for four years in college (2005-2009). I previously coached on the college circuit at California State University, Long Beach (2010-2012), and was the ADOF at Cypress Bay High School in Weston, FL (2012-2015). I'm now a college professor and teach argumentation courses.  

General Paradigm
I am open to all types of arguments as long as they are logically sound. You need to make the links and do the analysis for me! I am open to whatever kind of position you would like to run, but clarity and weighing is essential in flushing-out arguments and my decision-making process. That being said, I do appreciate when debaters explain complex theory arguments. As a communication scholar, I obviously grasp and enjoy K debate...but, I also look for and appreciate additional explanations and clarity. Even though I'm familiar with a lot of arguments, I have been spending more time on IE side of speech/debate. Make sure that your arguments are clear.

Most importantly, make sure you tell my WHY YOU WIN THE ROUND. Compare and weigh arguments! Why are your arguments better? 

Speed/Delivery
Due to my parli experience, I do enjoy when competitors use persuasiveness, narratives, and vocal emphasis to highlight critical arguments. You should not spread in front of me. Seriously, people sound ridiculous when they spread and you will never spread outside of the debate realm.

Speed - Sure... 

Speaker Points
I think that speaker points are unnecessarily arbitrary; I also know that giving every debater in a round 30s skews results. As such, I use speaker points as a rank. If you are the best debater in the round, you will get 30 points, second best, 29 points, etc. I will only give you below a 27 in a round if I am offended about an argument or action in the round.

Jonathan Peele
Director of Speech & Debate
Charlotte Latin School

Updated: January, 26, 2020

Public Forum Debate Paradigm
Emory 2020 update: I will drop you with haste if you run theory in front of me.

TL;DR - Explicitly weigh and you can go kinda fast.

If you don't do it I'll try to vote on the arguments allocated the most time in the round, but I reserve the right to decide what's most important all on my own in the absence of arguments about which ones truly are. I'm a moderate on speed; doesn't have to be conversational, but my flowing definitely gets weak at top speed. If you won't think me an idiot for admitting what is true of every judge, my processing of a few, well developed arguments will be better than many underdeveloped ones.

Random thoughts on the state of the art:
- It doesn't absolutely have to have been in summary for it to be in final focus, but I definitely think that's best practice.
- Don't card dump in rebuttal. Don't read a new contention disguised as a response. If your opponents do this call them out for it and I'll drop the argument.
- I won't charge either team prep when cards are called for, but your prep time does begin once you're handed the evidence. Hand your opponent your device with the exact content they asked for displayed.
- Paraphrasing isn't the devil, but be ethical. It's essential you have the underlying text readily available (per the rules, ya know).
- I think case disclosure is ok. I distrust that this is really about enhancing education and suspect it's more often about enabling a school's war room to prep everyone out. Please don't read me disclosure theory in PF.
- I'd rather not shake your hand. It's just too much.

Public Forum lives in limbo between its Policy and Lincoln-Douglas counterparts. Frankly, one of the great things about being involved in the event right now is the lack of choking orthodoxy (which paradoxically really only tries to be as unorthodox as possible) to which our cousins in CX and LD have subjected themselves. (What a fun sentence!) Directly charged with neither the task of advocating a plan to execute a policy nor with advocating a particular value structure, as an emerging community we are only just now figuring out how to articulate what exactly debaters are supposed to be doing in Public Forum rounds. I certainly do not have the definitive answer to that question, but my best description of the event is that it is meant to be a policy-rationale debate. Public Forum debate at its best calls for a momentary suspension of the considerations of exactly how (i.e., a plan) to execute a policy and instead debating the rationale for changing/not changing the status quo. Allow me to qualify: I am not suggesting that Public Forum should systematically exclude all consideration of how policy would be executed (occasional assumptions about how the policy would unfold in the context of today’s America have a place in-round), but rather I am attempting to define appropriate parameters for Public Forum. If you've made it this far, you might also find some thoughts in my LD paradigm useful.

Lincoln-Douglas Debate Paradigm
I have remarkably low-self esteem as a Lincoln-Douglas Debate critic. I think I’m a good coach and possess somewhat above-average intelligence, but the gobbledygook that passes for “debate” in most circuit LD rounds I’ve seen is either A) so complicated and over my head that I should rethink those assumptions about myself or B) such a poor excuse for an intellectually honest discussion of the resolution that I’m glad to be an outsider in your realm. If I’m in the pool at a meaningful LD tournament it means that I’m doing a coaching friend a favor, failed to successfully hire out my commitment, or a terrible mistake of some kind has been made. I will almost certainly look miserable at the back of the room. Because I am.

As terribly negative as that sounds, I do on occasion find Lincoln-Douglas debates to be fulfilling and invigorating. What is it that can make me happy? Well, I suppose that’s what you’d like for me to attempt to articulate here. So here I go.

Speed – This is usually the only thing you ask about before you start debating. I do not believe that rate of delivery must be conversational and I will try to keep up with you. My pen can reasonably keep up, but since I don’t coach LD at a circuit-level full-time, and since I haven’t read the theory/critical literature that you want to throw at me at 500 words per minute, I’m probably not going to be very successful in evaluating it at the end of the round if you do go circuit-fast. You’ll see the frustration on my face if you ever look up. I can only vote on what I was able to process.

Framework – I do need you to articulate some weighing mechanism or decision-making calculus before you hit me with your case. I don’t care what you call it or what form it takes, but it does need to be clear, and the less variables you put into it the more comprehensible my decision will be at the end of the round. I tend to prefer specificity in criteria. If you never address this then what choice do I have but to arbitrarily decide? By that I mean don’t just put some nebulous, overly broad value at the top of your case and then never reference it. That’s just some vestigial relic from the way things were in LD 20 years ago. Then you’ll need to win why it’s preferable to use your weighing mechanism. Then just evaluate the arguments in the round (that’s “link back” I think in your vernacular) by that standard. If you do these things well and in a manner I can understand, you’re going to win.

Theory – I have opinions about what debate ought to be. You have opinions about what debate ought to be. Everyone has opinions about what debate ought to be. They differ wildly. I suppose then that I’m obligated to evaluating your arguments about how this activity should take place and to being open-minded about what best practices really are. But like everyone else, I have my personal biases and preferences and it’s going to be difficult to dislodge me from them. I prefer straightforward debate with comparison of the impacts in a world for which the resolution is or is not true. Now, you’re going to read that and think that I’m some sort of horrible “Truth seeker” judge. No. I just want to hear a debate of the resolution itself, not an advocacy primarily about what the educational value of debate is, some tenuous application of fringe academic theories, or some significant variation on the resolution that you wish to debate instead. That means I’m highly likely to accept some very simple topicality analysis as an answer when your opponent does any of these things. I like the way Joe Vaughan put it many years ago in an old version of his paradigm (I liked it so much I saved it), “I am open to a variety of different types of argumentation (kritiks, counterplans, et cetera), but only if such positions are linked specifically to a reasonable interpretation of the topic and are not an attempt to fundamentally change the focus of the issues intended by the framing of the resolution. Arguments that are only tangential to the conflict embedded in the resolution and shift the focus of the round to the validity of alternative philosophies are difficult for me to accept if challenged sufficiently.”

Disclaimer – While I deeply value winning as a worthwhile goal of debate, I am still also responsible for being a (albeit flawed) role model and an educator. If you are so profoundly rude or callous towards your opponent, or anyone in the community at any time for that matter, I reserve the right to drop you for that. I don’t have to accept all possible behaviors just because this is a game where we play with ideas.

Policy Debate Paradigm
I know the names of all the stock issues. I am a native speaker of English. I promise to try my best to be attentive and fair. Those are the only possible qualifications I have to be sitting in the back of your room (at least at any tournament important enough for you to be checking here for a paradigm). Go complain to the tab room immediately. I already tried and they didn't listen to me.

Past School Affiliations
Director of Forensics, Charlotte Latin School 2013-present
Director of Congressional Debate & Individual Events, The Harker School, San Jose, CA, 2009-2013
Director of Forensics, Manchester Essex Regional HS, Manchester, MA, 2007-2009
Director of Forensics, East Chapel Hill HS, Chapel Hill, NC, 2002-2007
Assistant Speech & Debate Coach, East Chapel Hill HS, Chapel Hill, NC, 2000-2002
Student (Primary Event: Congressional Debate), South View HS, Hope Mills, NC, 1996-2000

Camp Affiliations
Co-Founder & Co-Director, The Institute for Speech and Debate, Boulder, CO, Charlotte, NC & Fort Lauderdale, FL 2013-present
Director, Congressional Debate & Individual Events, University of California National Forensics Institute, Berkeley, CA 2012-2013
Director, Public Forum Debate, Capitol Debate Institute, Baltimore, MD 2011-2012
Instructor, Public Forum Debate, Harvard Debate Institute, Boston MA 2010
Instructor, Public Forum Debate, National Debate Forum, Boston, MA, 2008-2009
Instructor, Public Forum Debate, National Debate Forum, Fort Lauderdale, FL, 2009
Director, Public Forum Debate, University of Kentucky National Debate Institute, Lexington, KY, 2008
Director, Public Forum Debate, Florida Forensic Institute, Fort Lauderdale, FL, 2007
Instructor, Congressional Debate, Florida Forensic Institute, Fort Lauderdale, FL, 2006
Director, Congressional Debate, Research Triangle Forensics Institute, Cary, NC, 2003-2005

In PFD, I want to see organized cases with debaters directly clashing with opposing arguments. I want to hear sources with dates, in case I want to refer to them at some point in time. I would prefer to hear a few well-developed arguments instead of a dozen arguments that are only mentioned once in the debate. I don't think theory arguments are appropriate for this format. I expect final speakers to sum up why their side won the debate (voters). I expect all of the debaters to speak at a rate in which a normal human being could hear, process, and understand. I coached for a long time, and I really enjoy hearing sound, logical arguments.

A debate is a search for the truth. That's why, along with voting, debating is at the heart of America's democratic process.

So please call out people who just make things up.

Also important:

* Intros that are directly about the topic always beat generic intros that could apply to any topic.

* Quotations always beat paraphrase.

* Fully-cited evidence I can hunt down always beats "The New York Times tells us that . . ." (Remember: NSDA-minimum is name or publication and year. That's an absurdly low standard that makes zero sense for the new-resolution-every-hour world of Congress. Many Congress debaters still fail to meet it.) The challenge posed by AI will make attention to sources even more important.

* An authorship without an expert solvency advocate--a credentialed source who advocates what's in Section 1 of the bill or the Resolved clause--is cursed. An authorship which has an expert solvency advocate is blessed. I hold cursed bills against their authors/sponsors and reward blessed authors/sponsors. It's considered rude to point out that the only people in the whole world who think the bill is a good idea happen to be the handful of AFF speakers, but that argument is an automatic winner for NEG. A great nation doesn't make policy based on a random hunch. If you can't quote an expert who says "We should spend X billion on Y program" (for instance) then your bill is cursed. I won't, of course, hold cursed first-AFFs against speakers, because someone has to kick off. TL;DR: Find your Section 1 in your research. Don't just wing it.

* Giving the right kind of speech (constructive, rebuttal, summative/"crystallization") at the right time always beats giving the kind of speech you're best at without thinking about what the debate needs. I think I can tell an "oops, thought I'd PO" crystal from one that groups and clinches the best arguments in the round.

* Rehash is a venial, not a mortal, sin. And if you're a novice, always give the speech. That said, giving a third- or fourth-in-a-row is an admission of under-preparation.

* The assumption that everyone is going to give two speeches in a round seems fair, but it has pernicious effects. It discourages folks from speaking early. That in turn results in several "please, someone give a speech" moments in the round. It also discourages people from prepping the full agenda. I have mixed feelings about people ruthlessly taking speeches whenever they can. It's not friendly, but neither is stonewalling until some novice buckles and agrees to kick off the debate, and it's hard to blame someone who grabs a speech opportunity that's just sitting there.

* POs start at 1 on my ballot and lose ranks from errors. They can also be displaced by truly excellent speakers. The PO starts at 1 because the PO is the only indispensable contestant in the round. Can't have a round without the PO. The more people there are who run for PO, the faster the winning PO loses ranks from errors, because you're claiming you're better than everyone else who wanted it.

* Congress is speech *and* debate, so be sure you're listening and responding (debate) and keeping me focused on what you're saying (speech). Congress is getting too fast and burdened with jargon. The ideal Congress speaker is perfectly intelligible to someone who wandered into the room. A conversational pace is a supreme sign of confidence, and if your arguments are also the ones the round needs, you get the one.

* Respect the role-play, which is the only thing that has kept Congress from joining the long list of last decade's big new debate event that will solve everything but which is now moribund because the college kids got hold of it.

* My feedback more often plays the doubting game than the believing game. For instance, I often suggest arguments I think would be better. I do this to help debaters, which helps Congress, which is something I love. Anyone who spends a perfectly good weekend trying to honestly hash out trade policy etc. is a hero, and I encourage everyone to be their best, which is why my feedback is more full of "grows" than "glows." But you're glowing just by playing.

David Yastremski
Director - Ridge High School
30+ years experience coaching and judging

LD/PF/PARLI
I'm considered a very traditional flow judge within the various competitive debate arenas. I appreciate slightly-higher than conversational rates as a maximum. I will afford you a 'clear' if necessary.

I do expect and reward debate with a clear framework of understanding. I also like direct application of your argument to clear and defined system(s). I don’t believe we exist in a vacuum – there must be context for me to consider and weigh an argument, and I recognize the resolution is created and should be interpreted within a particular context. Therefore, hypothetical worlds must be warranted as reasonable within a pragmatic context developed within the resolution. I appreciate creative, though plausible and non-abusive, House interpretations in Parliamentary rounds.

In LD and PF, all evidence must be clearly tagged and clearly linked to the grounds within your claims. In Parliamentary, examples should be true, contextually-defined, when appropriate, and directly linked to your claims. You can create hypothetical examples or indicate your personal beliefs on an issue; however, if you are unsure what a particular constitutional amendment or Supreme Court decision states, please avoid introducing it. Also, where tag-teaming is permitted, proceed with caution. One or two interjections is fine. More than that diminishes your partner's voice/skill and will be considered in speaker points and, if excessive, the RFD.

Crystallization is key to winning the round. Be sure you allow yourself ample time to establish clear grounds and warrants on all voters. I don’t consider arguments just because they are uttered; you must explain the ‘why’ and the ‘so what’ in order for me to weigh them in my decision, in other words, directly impact them to the framework/standards. I do appreciate clear signposting throughout the round in order to make the necessary links and applications to other arguments, and I will give you more speaker points if you do this effectively. Speaker points are also rewarded for competence, clarity, and camaraderie during the round. In LD and PF, I will not give below a 26 unless you're rude and/or abusive.

Overall, please remember, I may not be as well-read on the resolution as you are. I do not teach at camps; I don’t teach debate in any structured class, nor do I judge as regularly or frequently as others. I will work hard to reach the fairest decision in my capacity. I really enjoy judging rounds where the contestants make a concerted effort to connect with me and my paradigm. I don't enjoy rounds where I or my paradigm is ignored. Thanks for reading this far!! Best of luck in your round.

CONGRESSIONAL DEBATE:

I have 25+ years experience in Congressional 'Debate' and REALLY enjoy judging/parli'ing great rounds! I evaluate 'student congress' as a debate event; hence, if you are early in the cycle, I am looking for clear affirmative and negative grounds to establish clash and foundation for the remainder of the debate. If you speak later in the cycle, I expect extensions and refutations of what has already been established as significant issues in the debate (beyond just name dropping). I see each contribution on the affirmative and negative sides as extensions of the previous speeches presented; consequently, if there is a significant argument that has not been addressed to by opponents, I expect later speakers to build and expand on it to strengthen it. Likewise, if speakers on the other side do not respond to a significant issue, I will consider it a 'dropped argument' which will only increase the ranking of the student who initially made it, and lower the rankings of students who failed to recognize, respond or refute it; however, it is the duty of questioners to challenge opposing speakers thus reminding the room (including the judges) on significant arguments or issues that have gone unrefuted. In other words, students should flow the entire round and incorporate that information into their speeches and questions. I also highly encourage using the amendment process to make legislation better. Competitors who attempt it, with germane and purposeful language, will be rewarded on my ballot.

Most importantly, enjoy the unique experience of Congressional Debate. There are so many nuances in this event that the speech and debate other events cannot provide. Own and appreciate your opportunity by demonstrating your best effort in respectful dialogue and debate and be your best 'self' in the round. If you do, the rewards will far outweigh the effort.

EVIDENCE: All claims should be sufficiently warranted via credible evidence which ideally include both theoretical and empirical sources. I reward those who consider constitutional, democratic, economic, diplomatic frameworks, including a range of conservative to liberal ideologies, to justify their position which are further substantiated with empirical examples and data. All evidence should be verbally-cited with appropriate source and date. Students should always consider biases and special interests when choosing sources to cite in their speeches. I also encourage students to challenge evidence during refutations or questioning, as time and warrant allows.

PARTICIPATION: I reward participation in all forms: presiding, amending, questioning, flipping, and other forms of engagement that serve a clear purpose to the debate and fluent engagement within the round. One-sided debate indicates we should most likely move on to the next piece of legislation since we are ready to vote; therefore, I encourage students to stand for additional speeches if your competitors are not willing to flip, yet do not wish to move to previous question (as a matter of fact I will highly reward you for 'debating' provided that you are contributing to a meaningful debate of the issues). I expect congressional debaters to remain engaged in the round, no matter what your speaking order, therefore leaving the chamber for extended periods of time is highly discouraged and will be reflected in my final ranking. Arriving late or ending early is disrespectful to the chamber and event. Competitors who appear to bulldoze or disenfranchise others regarding matters of agenda-setting, agenda-amendments, speaking position/sides can also be penalized in ranking. I am not fond of splits before the round as I've seen many students, typically younger folks, coerced into flipping; hence, students should just be ready to debate with what they've prepared. If you are concerned with being dropped, I recommend exploring arguments on both sides of the bill/resolution.

PRESIDING OFFICER: Thank you for being willing to serve the chamber. I look highly upon students who run for PO. If elected, be sure you demonstrate equity and fairness in providing the optimum opportunity for every competitor to demonstrate their skills as a debater and participant in the chamber. I value POs who assert a respectful command and control of the room. Do not allow other competitors to take over without your guidance and appropriate permissions (even during breaks while others may be out of the room). Your procedures of recognizing speakers (including questioning) should be clearly communicated at the top of the round to promote transparency and a respect for all members of the chamber. Mistakes in recency or counting votes happen -- no big deal (just don't make it repetitive). Public spreadsheets are appreciated.

DELIVERY, STYLE and RHETORIC: Good delivery takes the form of an argument and audience-focused presentation style. Authorship/ Sponsorship/ first-negative speeches can be primarily read provided the competitor communicates a well-developed, constructed, and composed foundation of argument. These speeches should be framework and data rich -- and written with a rhetorical prowess that conveys a strong concern and commitment for their advocacy.

After the first speeches, I expect students to extend or refute what has been previously stated - even if offering new arguments. These speeches should be delivered extemporaneously with a nice balance of preparation and spontaneity, demonstrating an ability to adapt your advocacy and reasoning to what has been previously presented. Trivial or generic introductions/closings typically do not get rewarded in my rankings. I would much prefer a short, direct statement of position in the opening and a short, direct final appeal in the closing. Good rhetorical technique and composition in any speech is rewarded.

DECORUM & SUSPENSION OF THE RULES: I highly respect all forms of decorum within the round. I value your demonstration of respect for your colleagues referring to competitors by their titles (senator, representative) and indicated gender identifiers. Avoid deliberate gender-specific language "you guys, ladies and gentlemen" etc. I encourage any suspension of the rules, that are permitted by the tournament, which contribute to more meaningful dialogue, debate, and participation. Motions for a suspension of the rules which reflect a lack of decorum or limit opportunity are discouraged. I also find "I'm sure you can tell me" quite evasive and flippant as an answer.