Harvard Invitational

2014 — MA/US

Public Forum Paradigm List

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Towsif Ahasan Bronx Science None

Alixandria Arungah CD Mid-Atlantic

Last changed on Fri December 19, 2014 at 5:01 AM EDT

Years debated : 4
Last POLICY debate – 2013
Judging HS Policy Debate since: 2012

I debated as a 2A/1N for most of my debate career. I have run all arguments but gravitate towards arguments that discuss race and gender, as these are important subjects to me. However, I appreciate a good straight "policy" debate and have no problem watching non-critical debates. Creative, logically presented and well executed arguments are ultimately easier and more enjoyable to watch than a debate lacking criteria for analysis, or a framework that allows both teams to state what they believe to be the truth without analysis or comparison.
I try to be a blank sheet and let you decide how I should vote, but I will naturally compare what you say to what I know or believe to be true. This means that if you say something I consider to be factually incorrect, it decreases your ethos. That does not mean that I don't think you can educate ME in a debate. I am mostly flow oriented in my decision making and do my absolute best not to vote you down for things the other team does not say. But, be detailed - my understanding of certain literature might allow me to understand the unstated intricacies an argument, but my lack of knowledge on another might mean that i do NOT catch the nuances of your argument the way you hope. Don't JUST use buzzwords. The best way to make sure I don’t intervene is to make sure I UNDERSTAND your argument, so EXPLAIN. This is particularly important on the micro level when debating PICs, ADV Cps, etc.

I believe in looking at ways to solve problems at the micro and macro level. It's awesome to discuss the broder aspects, but you can use things that are inevitable for the greater good. In other words, you can fight the battle and the war.

Warrant and compare your your arguments, close as many doors as you can in the debate. and be clear about it. Impact calc and internal link contestations and explanation are the key things i look at in determining who won.

I understand the idea of debate as a performance in multiple ways: 1) The debate space can allow for music, poetry, etc but as said above, please establish a framework or lens that allows me to determine why you should get the ballot, and why your debate is important, and why/how you meet that burden. 2) On a broader scale, switch side debate and changing what you argue is an example of performance in which you have to get someone else to believe with certainty what you are saying. Despite being flow oriented I expect to be convinced that your arguments are better than your opponent's, rather than making a decision based off technical issues.
I will be honest I hate theory debates (with the exception of topicality) only because I find them awful to flow and even more awful to evaluate the 16 sub points are often not fleshed out or compared in a way that offers a compelling conclusion. In this case, esp if the theory debate is shallow, I tend to err aff. I hate having that bias but my voting record speaks for itself.
I look to evidence for two reasons – to make sure the warrants you're extending are true and in cases where the debate isn’t fleshed out enough, to determine who is (more) correct in their analysis.

I appreciate a lively debate in which people seem passionate, and love humor to alleviate the sometimes overly aggressive atmosphere in debates. Just some ideas if you are looking for ways to get good speaks with me.
As a general rule, I defer to an offense-defense paradigm, unless told otherwise.I think debate is GOOD, unless told otherwise.Debates should be fair and educational. You might want to tell me what "fairness" an "education" actually are, though.
Yes, speed is fine.
Yes, you can go to the bathroom.
No, I will not be timing your speeches or prep.

Alixandria Arungah Capitol Debate

Last changed on Fri December 19, 2014 at 5:01 AM EDT

Shannen Bazzi Bronx Science

Sandy Berkowitz The Blake School

Last changed on Fri January 5, 2024 at 1:47 PM CDT

Revised April 11, 2018

Sandy Berkowitz

The Blake School (Minneapolis, MN), where I teach communication and coach Public Forum, World Schools, Policy, and Congressional Debate. I also coach the USA Development Team and Team USA in World Schools Debate.

I debated policy in high school and college and began coaching in the early 1980s. In addition to the events listed above, I have coached and judged Lincoln Douglas, Extemp, Oratory, Rhetorical Criticism/Great Speeches, Informative, Discussion, and (and to a lesser extent) Interp events, at variety of schools in IL, NY, NC, MN, MI, ME, and CA.

Public Forum

Fundamentally, I believe that PF provides debaters with opportunities to engage and debate key issues of the day before experienced debate and community judges. It is useful and important to understand and adapt to a judge’s preferences. So, for me:

General issues

--The crux of PF is good solid argumentation delivered well. Solid arguments are those that relate to the resolution, are well organized, well warranted, and supported with quality evidence that is explained.

--Good analytical arguments are useful but not normally sufficient. If you make an argument, you bear the responsibility of supporting, explaining, and weighing the argument.

--I flow. But, clarity is your responsibility and is key to a good debate.

Evidence Ethics

--Evidence is critical to building good arguments and that includes warrants. Use academically rigorous and journalistic sources to support your arguments. Offering a laundry list of 5-10 names with few warrants or methodology is not persuasive.

--Proper citation is essential. That does not mean “University X” says. A university did not do the study or write the article. Someone did. Source name and date is required for oral source citation. Providing qualifications orally can definitely enhance the clarity and persuasiveness of your argument. The complete written citation (including source name, date, source, title, access date, url, quals, and page numbers) must be provided when asked in the round.

--Exchange of evidence is mandatory when requested. There is not infinite prep time to find evidence. If it takes you more than a minute to find a card when asked, or all you can provide is a 50 page pdf, then I will disregard it.

--Paraphrasing is not as persuasive as reading cards and using the evidence appropriately to develop and deepen your arguments.

--If you have misconstrued evidence, your entire argument can be disregarded.

--Evaluate your own and your opponents’ evidence as part of your comparative analysis.

Strategic issues

--Extending arguments goes beyond authors and tag lines. Extend and develop the arguments.

--Narrative is key. Debate is inherently persuasive. Connect the arguments and tell a story.

--It is in the best interest of the second speaking team for the rebuttalist to rebuild their case. If the 2nd speaking team does not do that, they likely yield the strategic advantage to the 1st speaking team.

--Avoid Grand becoming yelling match, which is not useful to anyone.

--Clash is critical. It is vital to weigh your arguments, which is best to begin before the final focus. Write the ballot in the final focus.

Delivery and Decorum

--PF, and all debate, is inherently a communication activity. Speed is fine, but clarity is absolutely necessary. If you unclear or blippy, you do so at your own peril.

--Be smart. Be assertive. Be engaging. But, do not be a bully.

--Racist, xenophobic, sexist, classist, homophobic, transphobic, ableist, and other oppressive discourses or examples have no place in debate.

Finally, have fun and enjoy the opportunity for engagement on important questions of the day.

World Schools

Worlds is an exciting debate format that is different from other US debate and speech formats. It is important for you to understand and adapt to the different assumptions and styles of Worlds. Content (the interpretation of the motion [definitions, model, stance], arguments, analysis, and examples), Style (verbal and nonverbal presentation elements), and Strategy (organization, decision making, engagement, and time allocation) all factor in to the decision and should be seen as critical and interrelated areas. Some things to consider:

--As Aristotle noted, we are influenced by both logos and pathos appeals, which you should develop through both examples and analysis. Thus, narratives are critical. Not just a story to “put a face on the motion,” but an overall narrative for your side of the debate.

--Motions are, in most cases, internationally, globally focused and your examples and analysis should reflect that.

--Have multiple, varied, and international examples that are used not only in the first speeches, but are also developed further and added in the second and third speeches to be more persuasive.

--Racist, xenophobic, sexist, classist, homophobic, transphobic, ableist, and other oppressive discourses or examples have no place in debate.

--POIs can be statements or questions and are a key element of engagement during the debate. Questioners should be strategic in what to pose and when. Speakers should purposefully choose to take POIs and smartly respond to them. Typically, speakers will take 1-2 questions per constructive speech, but that is the speaker’s strategic choice.

--Importantly, carry things down the bench. Answer the arguments of the other side. Rebuild and develop your arguments. Engage in comparative analysis.

--Third speeches should focus the debate around clash points or key questions or key issues. Narrow the debate and offer comparative analysis.

--Reply speeches should not include new arguments. But, the speech should build on the third speech (especially in the opp block), identify key voting issues, and explain why your side has won the debate.

Be smart. Be articulate. Be persuasive. Take the opportunity to get to know other teams and debaters.

Policy and LD

I judge mostly PF and World Schools. But, I have continued to judge a smattering of Policy and LD rounds over the last few years. Now that you may be concerned, let me be specific.

Overall, I believe that rounds should be judged based upon the arguments presented.

--Clarity is paramount. Obviously, my pen time is slower than it was, but I do flow well. Roadmaps are good. Sign posting and differentiating arguments is necessary. Watch me. Listen. You will be able to tell if you are going too fast or are unclear. Reasonably clear speed is ok, but clarity is key. For most of my career, I was a college professor of communication; now I teach communication in high school. I strongly believe that debaters should be able to communicate well.

--Do what you do best: policy based or critical affs are fine. But, remember, I do not hear a lot of policy or LD rounds, so explain and be clear. Having said that, my area of research as a comm professor was primarily from a feminist critical rhetorical perspective. In any case, you bear the responsibility to explain and weigh arguments, assumptions, methodology, etc. without a lot of unexplained theory/jargon.

--Please do not get mired in debate theory. Topicality, for example, was around when I debated. But, for other, new or unique theory arguments, do not assume that I have current knowledge of the assumptions or standards of the theory positions. It is your responsibility to explain, apply, and weigh in theory debates. On Framework, please engage the substance of the aff. I strongly prefer you engage the methodology and arguments of the aff, rather than default to framework arguments to avoid that discussion.

--Racist, xenophobic, sexist, classist, homophobic, transphobic, ableist, and other oppressive discourses or examples have no place in debate.

--Last, and importantly, weigh your arguments. It is your job to put the round together for me. Tell a good story, which means incorporating the evidence and arguments into a narrative. And, weigh the issues. If you do not, at least one team will be unhappy with the results if I must intervene.

Finally, I believe that Policy and LD debate is significantly about critical thinking and engagement. Better debaters are those who engage arguments, partners, opponents, and judges critically and civilly. Be polite, smart, and even assertive, but don’t be impolite or a bully. And, have fun since debate should be fun.

Ken Bernstein Stuyvesant High School

Caitlin Biello KAPPA International High School None

Sheri Browning John Paul II High School None

Arjun Byju Pine View School

Charlie Clark Marquette University High School

Last changed on Sun October 18, 2020 at 5:06 PM CDT

School Affiliation: No Current Affiliation
College: UMKC/KCKCC/UW-Oshkosh (Outrounds/speaker awards at most regional tournaments and doubles of CEDA)
Experience: 15 years in the activity: 3 years high school; 4 years college; 7 years coaching (KC Central, Olathe North, Neenah, Blue Valley West, Jefferson City, and Marquette University High School (DOD))
Rounds Judged on Topic: 15

Updated 10/5/2020

Add me to the email chain for the round: ctcb57@gmail.com

I'll preface everything by indicating that I'm from the "do what you want" camp. However, since the community wants us to have some guidelines to our philosophy, here they are:

T – I think it’s pretty important, especially on topics where the resolution has words that aren’t very static with their definition. I tend to give a little more weight to education arguments than fairness arguments, unless there is a good limits argument made in the debate. I very much believe that T debates need to be framed to say what arguments are/aren't allowed under each team's interpretation and why that is good/bad. I also think that competing interpretations is the best way to evaluate T. I'm somewhat sympathetic to a variety of T arguments on this topic, so don't be afraid to go for it in the 2NR if you feel that you're ahead on it.

Theory – I'm usually more sympathetic to aff teams on conditionality in the instance that the neg reads 3 or more conditional advocacies. I also believe that certain CP's are abusive (word PICs, consult, conditions), but I'm willing to listen to them. More recently, I've found myself to be more receptive to States CP theory, particularly when the CP has additional planks which accompany the States acting simultaneously. Another argument that I've become more receptive to has been floating PIKs bad, particularly because of the amount of abuse that occurs late in the debates. However, on most other issues I tend to err neg for the sake of having debates about substantive issues. I tend to prefer functional competition over textual competition. Lastly, I usually err to reject the argument, not the team unless there is a very good reason to do otherwise.

K’s – I'm pretty comfortable with the K and usually judge a lot of "clash of civilization" debates. While I'm not completely immersed in all K authors (namely Baudrillard and Deleuze), I'm still familiar enough to adequately evaluate the round. If the alternative doesn't solve itself, I often find myself voting aff. I, like many others, believe that the neg gets the right to the K. Also, I don't necessarily enjoy listening to framework debates against K aff's. I would much rather prefer that you engage their advocacy/argument. However, if there lacks a stable advocacy in the 1AC and the neg cannot get any links off of it, I'm much more inclined to listen to framework. Most recently, I've found myself being substantially more receptive to Framework when there is either a.) Bad ground for the neg provided the aff b.) An advocacy which doesn't not affirm in the direction of the resolution and c.) The aff can be read on the negative i.e. switch side solves. If you are reading a K aff with an advocacy, the best way to be ahead in Framework debates is to really contextualize what your advocacy does and what the ballot symbolizes/does because these are the only way I believe you can get solidified internal links to the offense you'll use against Framework. Honestly, if I can't succinctly explain what the aff does at the end of the debate, it's probably a good sign I won't vote for you. Also, topical version of the aff is a really compelling argument for me. At the end of these debates, the team that is winning the framing of the debate is usually the one that wins the round. Another thing to note is that in K vs. K rounds, I usually find myself voting for the team that wins the direction of the internal links. If that is the locus of your strategy in these debates, you're doing something right.

Performance - I think that you need to have some form of an advocacy that at least affirms the direction of the topic. I still have yet to see many of these debates, so I'm not quite sure how I would evaluate the performance aspect of it, unless it is accompanied by some decent justifications in the 1AC/1NC.

CP’s –All of the theory questions are above. I tend to err neg on the question of CP solvency in the world that the aff doesn't have a DA to the CP or solvency deficit. Also, in the world of the neg PIC'ing out of a portion of the plan, you must have some form of a solvency deficit or I will probably give full weight to the net benefit. Further, I believe that a CP should have a solvency advocate so that we can prevent some of these ridiculous CP text/no evidence arguments. I would say that I prefer these debates more than K debates.

DA’s – Once again, I enjoy these debate more than K debates. On politics, I also tend to give a bit more weight to impact defense than some judges and will not vote because "risk of a link" was uttered by the neg. You usually need to have a fairly convincing link story to easily win these debates. However, when combined with an effective CP or case defense, both of those issues become less important. I am also a huge fan of overviews that explain how the DA turns the case, or creates a solvency deficit for the aff.

Online debate - Please make sure your microphones and headsets are working properly and that you have your video camera on. Often times I have found myself being unable to hear someone because they're either too close to their mic and it's muffled or they have a really bad connection. I will yell clear once, but afterwards I will just try my best to flow you. Also, ensure you're recording this speech elsewhere while you're giving it because I've run into several issues when the debater's computer freezes or NSDA Campus decides to be unfriendly to us. I will keep track of prep time on my own, so please be sure to not abuse this.

Closing notes – This philosophy is just a basic guideline to my thought process in evaluating debates. In reality, you can run whatever you want, as long as you have a defense of it. The main question I try to answer at the end of these debates is "who does the most good?". If you're on the right side of that argument, you're probably going to win the round. Also important to note, this activity is supposed to be academic and professional. This means that you should not be rude to each other. When people do that, it honestly makes the judge feel awkward and very likely to vote against you. For overviews, make them mean something i.e. explain the implications of the argument and then in the rebuttles use it to isolate very important arguments that you happen to be winning. To close, make sure that you have fun in the round, which means have some jokes and lighten up the mood in the room.

Jaime Cobham Regis High School None

Cindy Conway Manchester Essex Regional High School None

Lynne Coyne Myers Park High School

Last changed on Thu January 4, 2024 at 3:18 AM EDT

Lynne Coyne, Myers Park HS, NC. 20+ years experience across formats

GENERAL COMMENTS

I have coached debate, and been a classroom teacher, for a long time. I feel that when done well, with agreed upon “rules of engagement”, there is not a better activity to provide a training ground for young people.

Debate rounds, and subsequently debate tournaments, are extensions of the classroom. While we all learn from each other, my role is parallel to that of an instructor. I will evaluate your performance. I see my role as to set a fair, but stringent, set of expectations for the students I am judging. At times, this means advancing expectations that I feel are best for the students and, at times, the broader community as well. I see myself as a critic of argument , or in old school policy lingo, a hypothesis tester. The resolution is what I vote for or against, rather than just your case or counterplan, unless given a compelling reason otherwise.

Below please find a few thoughts as to how I evaluate debates.

1. Speed is not a problem. In most of the debates I judge, clarity IS the problem not the speed of spoken word itself. I reserve the right to yell “clear” once or twice…after that, the burden is on the debater. I will show displeasure… you will not be pleased with your points. Style and substance are fundamentally inseparable but I recognize that low point wins are often a needed option, particularly in team events. The debater adapts to the audience to transmit the message-not the opposite. I believe I take a decent flow of the debate.

2. I generally dislike theory debates littered with jargon (exception is a good policy T debate that has communication implications and standards—if you’ve known me long enough this will still make you shake your head perhaps). Just spewing without reasons why an interpretation is superior for the round and the activity is meaningless. Disads run off the magical power of fiat are rarely legitimate since fiat is just an intellectual construct. I believe all resolutions are funadamentally questions of WHO should do WHAT--arguments about the best actor are thus legitimate. I am not a person who enjoys random bad theory debates and ugly tech debates. I judge debates based on what is said and recorded on my flow--not off of shared docs which can become an excuse for incomprehensibilty. I look at cards/docs only if something is called into question.

3. Evidence is important. In my opinion debates/comparisons about the qualifications of authors on competing issues (particularly empirical ones), in addition to a comparison of competing warrants in the evidence, is important. Do you this and not only will your points improve, I am likely to prefer your argument if the comparison is done well. All students should have full cites for materials.

4. I am not a “blank state”. I also feel my role as a judge is to serve a dual function of rendering a decision, in addition to serving a role as educator as well. I try not to intervene on personal preferences that are ideological, but I believe words do matter. Arguments that are racist, sexist, homophobic etc will not be tolerated. 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 intervene.

The ballot acts as a teaching tool NOT a punishment.

5. Answer questions in cross-examination/cross-fire. Cross-ex is binding. I do listen carefully to cross – ex. Enter the content of CX into speeches to translate admissions into arguments. Do not all speak at once in PF and do allow your partner to engage equally in grand cross fire.

6. Debating with a laptop is a choice, if you are reading from a computer I have three expectations that are nonnegotiable:

A) You must jump the documents read to the opposition in a timely manner (before your speech or at worse IMMEDIATELY after your speech) to allow them to prepare or set up an email chain.

B) If your opponent does not have a laptop you need to have a viewing computer OR surrender your computer to them to allow them to prepare. The oppositions need to prep outweighs your need to prep/preflow in that moment in time.

C) My expectation is that the documents that are shared are done in a format that is the same as read by the debater that initially read the material. In other words, I will not tolerate some of the shenanigan’s that seem to exist, including but not limited to, using a non standard word processing program, all caps, no formatting etc..

7. Weighing and embedded clash are a necessary component of debate. Good debaters extend their arguments. GREAT debaters do that in addition to explaining the nexus point of clash between their arguments and that of the opposition and WHY I should prefer their argument. A dropped argument will rarely alone equal a ballot in isolation.

8. An argument makes a claim, has reasoning, and presents a way to weigh the implications (impacts). I feel 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. If an argument is just a claim, it will carry very little impact.

POLICY

At the NCFL 2023 I will be judging policy debate for the first time in a decade. Here is the warning: I know the generic world of policy, but not the acronyms, kritiks, etc., of this topic. You need to slow down to make sure I am with you. As in all forms of debate, choice of arguments in later speeches and why they mean you win not only the argument, but the round, is important. If you are choosing to run a policy structured argument in another format--better be sure you have all your prima facia burdens met and know the demands of that format.

Choose. No matter the speech or the argument.

Please ask me specific questions if you have one before the debate.

Brian Cronin Regis High School None

John Doty Aviation High School None

Gigi Elbanna Hunter College High School None

Larry Fishman Newton South High School None

Arjun Gupta Millburn High School None

Michael Holland Plano West Senior High School

Frances Holloway McEachern High School None

Matthew Hoyle Hire None

Sophia Joseph Timothy Christian School None

Sung Keem Kugnus Acts None

Craig Kelley Cambridge Rindge & Latin None

Donald Kenney Waring School None

Alex Kosmach CD Mid-Atlantic

Last changed on Tue November 4, 2014 at 6:11 AM PDT

POLICY DEBATE PARADIGM

ME: Alex Kosmach

CURRENT AFFILIATIONS:

COLLEGE: N/A, HS: Capitol Debate, Juan Diego CHS

FORMER AFFILIATIONS:

COLLEGE: UNLV, HS: Green Valley HS

SCHOOLS I STRIKE:

COLLEGE: UNLV, HS: Green Valley HS, all schools affiliated with Capitol Debate

NUMBER OF ROUNDS ON 2014-15 TOPIC:

COLLEGE: 0, HS: 20

YEAR JUDGING:

6th

I am currently in my NINTH year of policy debate and my FIFTH year of coaching

EMAIL: kosmach@capitoldebate.com

Philosophy last updated 11/4/14

PAPERLESS CHEAT SHEET

Prep goes until you pull out the flash drive.
Jump all cards before the speech - if you add cards during the speech that were not in the original speech doc, they have to be jumped by your partner during the speech or before the start of the ensuing cross-x.
I will dock points for not following these guidelines. Usually a .2 point penalty for every time I have to restart prep because of paperless nonsense.

I am currently an assistant coach at Capitol Debate and at Juan Diego Catholic High School, formerly the assistant coach at Green Valley High School in Henderson, NV and I debated at UNLV from 2009 to 2011. I taught at the Sun Country Forensics Institute and currently work for Capitol Debate Summer Camps. You are individuals participating in an activity which is a complicated game that can be a lot of fun and incredibly valuable. Thus, you should treat it with the respect it deserves. Ethos is key. Act like you're taking the debate seriously, and I'll take you seriously. Reciprocity, simple as that.

I also think that, while raw factual information is often much more reliable than verbal spin, the two are mutually complementary. In simple terms, present a bad argument persuasively and with passion, and the argument becomes more believable. If you're poorly evaluating a good argument, it doesn't look good to those evaluating the argument. I don't care how good your cards are, you have to convince me that they're even worth reading or thinking twice about. That's what makes debate so tricky. You have to set a trap for the judge to always favor you when taking a second look at your arguments. Those who do this well will be rewarded with things like ballots, speaker points and nicknames.

As for substantial debate matters, I don't have many predispositions. Most affs are probably topical, most counterplans are probably competitive, and most K alternatives are probably not as vague as you think they are. I think a better way to get you all to debate the way I want you to would be to give you a general list of things to do and not to do in terms of the substance of most debates.

DOs: Make deep link analysis; explain what your [alt/CP/perm] functionally does, and what the world after your [alt/CP/perm] looks like; make overviews that are efficient and make the rest of your speech more efficient; do good line-by-line debating, but know how to strategically group arguments; answer the other team's theory block; split the block properly; be clear; be concise; tell me to call for cards if you don't have enough time to explain how terrible they are; explain your cards and how spectacular they are, instead of having me call for them; frame theory voters as impacts; treat topicality like a disad; experiment with new arguments; read arguments you believe; debate well

DON'Ts: Call your [opponents, opponents' arguments, judge, partner] any sort of slur, epithet, or other disparaging name. Besides, it's much cooler to call something "asinine" than it is to call it "crappy"; read the Khalilzad 1995 evidence; read any card by a debate coach that says kritiks are bad; drop arguments; ignore arguments; underviews; overviews that are 2+ minutes long; say "it's a voter" without explaining why; put "that's an independent voter" on 7 2AC arguments; read a K when you don't know the fundamental philosophy it is rooted in; "brief off-time roadmap"; be wrong about historical facts; only extend taglines; forfeit; fail to give 100%

Also, when you go for T, it has to be all five minutes of the 2NR. It's a single world and needs to be treated as such. I don't ever recall voting on a topicality argument that the round wasn't fully staked on.

I'd also like to address a few pet peeves of mine.

First, PAPERLESS DEBATE IS NOT HARD. As someone who has put things on flash drives many, many times in my life, I don't understand why it's so difficult to put things on flash drives. If you show up at the tournament, debating paperless, and your computer is not paperless debate-ready, that's the equivalent of showing up to a tournament with your files printed front-and-back on the paper or without a timer or pens or flow paper. The introduction of computers into the common accoutrement of debate is likely the greatest advancement in debate since digital research, the K, or energy drinks. Thus, I treat the use of computers as part of the greater debate round. This means your level of courtesy and skill at paperless may affect your speaker points, positively or negatively. A basic rule of thumb so as to not make me frustrated with you: ALL CARDS YOU INTEND TO READ OFF YOUR COMPUTER IN ANY SPEECH MUST BE JUMPED TO THE OTHER TEAM BEFORE THE SPEECH. In the event that you have to add cards mid-speech, put them on a jump drive FIRST, THEN give your partner the laptop, THEN give the flash drive to your opponents, and then and only then can you go back to flowing or whatever it is you were doing. That's only fair.

Prep time ends when you pull the flash drive out of the computer, because it's the only way I can know conclusively that you're done prepping the speech.

Second, never ever ever read a card from an email in front of me, ESPECIALLY if you weren't the one who the email was sent to. I cannot tell you how disturbed I am at the renaissance of "email cards" in debate. It's the intellectual equivalent of having someone do your homework for you. It's nothing more than emailing the author of a card and tricking that author into writing a new, different card that directly answers the argument that you can't seem to figure out how to answer on your own, using your brain and the Google machine. I hate it, it's a sign of the beginning of the end of debate.

Third, debate should be a welcoming and safe place for any and all people who choose to take part in it as an activity. That being said, if I perceive in any way that you, as a member of a debate community within a debate that I'm adjudicating, are making debate an unwelcoming, unsafe, or discriminatory environment for your partner, opponents, or me as a fellow member of the community, you will be punished with speaker point deductions, sometimes even losses if the infraction is a big enough deal, and I will almost always go out of my way to make your coach aware of your behavior. Does this apply to a framework argument that says "your K isn't good for policy debate?" No. But am I looking out for behavior that can make people want to not debate anymore? Yes.

It's all pretty simple. If you have questions, make them good, but feel free to ask them. I'm with my friend Kyle here, the term "threshold" doesn't mean much to me. Judging's subjective. You'll never pin me down to ALWAYS voting one way or another on specific arguments.

Enjoy the debate and enjoy debating.

PUBLIC FORUM PARADIGM

ME: Alex Kosmach

CURRENT AFFILIATIONS:

Capitol Debate, Juan Diego CHS

FORMER AFFILIATIONS:

Green Valley HS

SCHOOLS I STRIKE:

Centennial HS (Maryland), The Master School, any school affilated with Capitol Debate

I am currently in my SECOND year of coaching Public Forum and THIRD year of judging it

EMAIL: kosmach@capitoldebate.com

I come into most PF debates with the perspective that it's my job to determine who makes the best arguments. My threshold for a "good" argument is relatively high compared to most laypeople that judge Public Forum debates, but even those people still have an idea for what makes a good argument.

That being said, I look out for debaters who have the ability to control context and content. Those are the ones who can steer the direction of the debate in their favor by having superior evidence, superior "spin," and superior knowledge of the topic/arguments. All this means is I want you to sound pretty, don't be mean or curt, and confidently use your evidence to defend your claims. I can handle a bit of fast-talking and will not have a problem keeping up with whatever it is you do. So, just get up there and do what you do best. In my own humble opinion, that's the easiest way to win a Public Forum debate in front of me; do what you do best better than your opponents do.

Here's a quick list of dos and don'ts to help you make me enjoy the debate:

DOs: Make deep link analysis; make overviews that are efficient and make the rest of your speech more efficient; know how to strategically group arguments; be clear; be concise; experiment with new arguments; read arguments you believe; debate well

DON'Ts: Call your [opponents, opponents' arguments, judge, partner] any sort of slur, epithet, or other colloquial insult that would make you look like a tool; drop arguments; ignore arguments; underviews; overviews that are 2+ minutes long; be wrong about historical facts; just extend taglines; forfeit; fail to give 100%

Also, debate should be a welcoming and safe place for any and all people who choose to take part in it as an activity. That being said, if I perceive in any way that you, as a member of a debate community within a debate that I'm adjudicating, are making debate an unwelcoming, unsafe, or discriminatory environment for your partner, opponents, or me as a fellow member of the community, you will be punished with speaker point deductions, sometimes even losses if the infraction is a big enough deal, and I will almost always go out of my way to make your coach aware of your behavior.

Enjoy the debate and enjoy debating.

Eric Levitz Collegiate None

Meghan Litten Petal High School None

Kelli Lynch Rocky Mountain High School None

Joy Martin Pinecrest High School None

Susan McHugh Denver East HS None

Michael Miller Montville Township

Randi Mitchell Waring School None

Mina Nayeri Hire None

Haley Quinn McClintock High School

Nate Richardson Ridge High School None

Vanessa Rodriguez Nova Sr None

Hannah Rosen Shrewsbury High School None

Jens Rudbeck Horace Mann School

Tim Scheffler James Madison Memorial

Last changed on Tue January 2, 2024 at 10:14 AM CDT

I am the head debate coach at James Madison Memorial HS (2002 - present)
I am the head debate coach at Madison West HS (2014 - present)
I was formerly an assistant at Appleton East (1999-2002)
I competed for 3 years (2 in LD) at Appleton East (1993-1996)

I am a plaintiff's employment/civil rights lawyer in real life. I coach (or coached, depending on the year) every event in both debate and IE, with most of my recent focus on PF, Congress, and Extemp. Politically I'm pretty close to what you'd presume about someone from Madison, WI.

Congress at the bottom.

PF

(For online touraments) Send me case/speech docs at the start please (timscheff@aol.com) email or sharing a google doc is fine, I don't much care if I don't have access to it after the round if you delink me or if you ask me to delete it from my inbox. I have a little trouble picking up finer details in rounds where connections are fuzzy and would rather not have to ask mid round to finish my flow.
(WDCA if a team is uncomfortable sharing up front that's fine, but any called evidence should then be shared).

If your ev is misleading as cut/paraphrased or is cited contrary to the body of the evidence, I get unhappy. If I notice a problem independently there is a chance I will intervene and ignore the ev, even without an argument by your opponent. My first role has to be an educator maintaining academic honesty standards. You could still pick up if there is a path to a ballot elsewhere. If your opponents call it out and it's meaningful I will entertain voting for a theory type argument that justifies a ballot.

I prefer a team that continues to tell a consistent story/advocacy through the round. I do not believe a first speaking team's rebuttal needs to do more than refute the opposition's case and deal with framework issues. The second speaking team ideally should start to rebuild in the rebuttal; I don't hold it to be mandatory but I find it much harder to vote for a team that doesn't absent an incredible summary. What is near mandatory is that if you are going to go for it in the Final Focus, it should probably be extended in the Summary. I will give cross-x enough weight that if your opponents open the door to bringing the argument back in the grand cross, I'll still consider it.

Rate wise going quick is fine but there should be discernible variations in rate and/or tone to still emphasize the important things. If you plan on referring to arguments by author be very sure the citations are clear and articulated well enough for me to get it on my flow.

I'm a fairly staunch proponent of paraphrasing. It's an academically more realistic exercise. It also means you need to have put in the work to understand the source (hopefully) and have to be organized enough to pull it up on demand and show what you've analyzed (or else). A really good quotation used in full (or close to it) is still a great device to use. In my experience as a coach I've run into more evidence ethics, by far, with carded evidence, especially when teams only have a card, or they've done horrible Frankenstein chop-jobs on the evidence, forcing it into the quotation a team wants rather than what the author said. Carded evidence also seems to encourage increases in speed of delivery to get around the fact that an author with no page limit's argument is trying to be crammed into 4 min of speech time. Unless its an accommodation for a debater, if you need to share speech docs before a speech, something's probably gone a bit wrong with the world.
On this vein, I've developed a fairly keen annoyance with judges who outright say "no paraphrasing." It's simply not something any team can reasonably adapt to in the context of a tournament. I'm not sure how much the teams of the judges or coaches taking this position would be pleased with me saying I don't listen to cards or I won't listen to a card unless it's read 100% in full (If you line down anything, I call it invalid). It's the #1 thing where I'm getting tempted to pull the trigger on a reciprocity paradigm.

Exchange of evidence is not optional if it is asked for. I will follow the direction of a tournament on the exchange timing, however, absent knowledge of a specific rule, I will not run prep for either side when a reasonable number of sources are requested. Debaters can prep during this time as you should be able to produce sources in a reasonable amount of time and "not prepping" is a bit of a fiction and/or breaks up the flow of the round.

Citations should include a date when presented if that date will be important to the framing of the issue/solution, though it's not a bad practice to include them anyhow. More important, sources should be by author name if they are academic, or publication if journalistic (with the exception of columnists hired for their expertise). This means "Harvard says" is probably incorrect because it's doubtful the institution has an official position on the policy, similarly an academic journal/law review publishes the work of academics who own their advocacy, not the journal. I will usually ask for sources if during the course of the round the claims appear to be presented inconsistently to me or something doesn't sound right, regardless of a challenge, and if the evidence is not presented accurately, act on it.

Speaker points. Factors lending to increased points: Speaking with inflection to emphasize important things, clear organization, c-x used to create ground and/or focus the clash in the round, and telling a very clear story (or under/over view) that adapts to the actual arguments made. Factors leading to decreased points: unclear speaking, prep time theft (if you say end prep, that doesn't mean end prep and do another 10 seconds), making statements/answering answers in c-x, straw-man-ing opponents arguments, claiming opponent drops when answers were made, and, the fastest way for points to plummet, incivility during c-x. Because speaker points are meaningless in out rounds, the only way I can think of addressing incivility is to simply stop flowing the offending team(s) for the rest of the round.

Finally, I flow as completely as I can, generally in enough detail that I could debate with it. However, I'm continually temped to follow a "judge a team as they are judging yours" versus a "judge a team as you would want yours judged" rule. Particularly at high-stakes tournaments, including the TOC, I've had my teams judged by a judge who makes little or no effort to flow. I can't imagine any team at one of those tournaments happy with that type of experience yet those judges still represent them. I think lay-sourced judges and the adaptation required is a good skill and check on the event, but a minimum training and expectation of norms should be communicated to them with an attempt to comply with them. To a certain degree this problem creates a competitive inequity - other teams face the extreme randomness imposed by a judge who does not track arguments as they are made and answered - yet that judge's team avoids it. I've yet to hit the right confluence of events where I'd actually adopt "untrained lay" as a paradigm, but it may happen sometime. [UPDATE: I've gotten to do a few no-real-flow lay judging rounds this year thanks to the increase in lay judges at online tournaments]. Bottom line, if you are bringing judges that are lay, you should probably be debating as if they are your audience.

CONGRESS
The later in the cycle you speak, the more rebuttal your speech should include. Repeating the same points as a prior speaker is probably not your best use of time.

If you speak on a side, vote on that side if there wasn't an amendment. If you abstain, I should understand why you are abstaining (like a subsequent amendment contrary to your position).

I'm not opposed to hearing friendly questions in c-x as a way to advance your side's position if they are done smartly. If your compatriot handles it well, points to you both. If they fumble it, no harm to you and negative for them. C-x doesn't usually factor heavily into my rankings, often just being a tie breaker for people I see as roughly equal in their performance.

For the love of God, if it's not a scenario/morning hour/etc. where full participation on a single issue is expected, call to question already. With expanded questioning now standard, you don't need to speak on everything to stay on my mind. Late cycle speeches rarely offer something new and it's far more likely you will harm yourself with a late speech than help. If you are speaking on the same side in succession it's almost certain you will harm yourself, and opposing a motion to call to question to allow successive speeches on only one side will also reflect as a non-positive.

A good sponsorship speech, particularly one that clarifies vagueness and lays out solvency vs. vaguely talking about the general issue (because, yeah, we know climate change is bad, what about this bill helps fix it), is the easiest speech for me to score well. You have the power to frame the debate because you are establishing the legislative intent of the bill, sometimes in ways that actually move the debate away from people's initially prepped positions.

In a chamber where no one has wanted to sponsor or first negate a bill, especially given you all were able to set a docket, few things make me want to give a total round loss, than getting no speakers and someone moving for a prep-time recess. This happened in the TOC finals two years ago, on every bill. My top ranks went to the people who accepted the responsibility to the debate and their side to give those early speeches.

Sunanda Sharma Shrewsbury High School None

Sarah Sherry Puyallup High School

Last changed on Wed January 3, 2024 at 4:31 AM PDT

Coach since 1996 - started team at Clover Park High School (3 years) (Coach at Puyallup High School since 2000)
Competed in high school and college - Policy, LD, platforms, and interp.
Charter Board member of The Women's Debate Institute

General - (scale of 1-10) 1=low, 10 high
Speed - 6ish -7 ish, if you are ridiculously clear
Topicality - 3 - I have little regard for T, if you are going for it, it better be your only card on the table and the violation should be crystal clear and beyond egregious.
Kritical Arguments - depends - I'm very interested in language kritiques, but generally speaking I have little tolerance for po-mo philosophy - I think the vast majority of these authors are read by debaters only in the context of debate, without knowledge or consideration for their overall work. This makes for lopsided and, frankly, ridiculous debates with debaters arguing so far outside of the rational context or the philosopher, as to make it clear as mud and a laughable interpretation of the original work. It's not that I am a super expert in philosophy, but rather a lit teacher and feel like there's something that goes against my teaching practice to buy into a shallow or faulty interpretation (all of those dreary hours of teacher torture working on close reading practices - sigh). Outside of that, I'm interested on a 7ish level.
Framework - 9 - I'm all in favor of depth v. breadth and to evaluate the framework of a round or the arguments, I believe, can create a really interesting level of comparison. What drives me crazy is, what appears to be, the assumption that framework is a done-deal. That there is only one way to view framework, is faulty and counter-intuitive. It is the job of both teams to advocate, not just their framework, but the logic behind their framework.
Theory - 8ish. While I'm generally fascinated, I can, very quickly be frustrated. I frequently feel that theory arguments are just "words on the page to debaters" - something that was bought on-line, a coach created for you, or one of the top teams at your school put together at camp. It quickly falls into the same category as po-mo K's for me.

Just a me thing - not sure what else to label this, but I think that I should mention this. I struggle a lot with the multiple world's advocacy. I think that the negative team has the obligation to put together a cohesive strategy. I've had this explained to me, multiple times, it's not that I don't get it - I just disagree with it. So, if at some point this becomes part of your advocacy, know that you have a little extra work to do with me. It's easiest for my teams to explain my general philosophy, by simply saying that I am a teacher and I am involved with this activity bc of its educational value, not simply as a game. So go ahead and lump perf con in with the whole multiple worlds advocacy

Ok, so my general paradigm is 1.) play nice. I hate when: debater are rude to their own partner, me, the other team. Yes, it is a competition - but there's nothing less compelling than someone whose bravado has pushed passed their ability (or pushed over their partner). Swagger is one thing, obnoxiousness is another. Be aware of your language (sexist, racist, or homophobic language will not be tolerated. In my mind, this is not just as issue that will affect speaker points but potentially the round.) 2.) Debate is a flexible game; the rules are ever changing. The way that I debated is dramatically, different then the way that is debated today, versus the way that people will debate 20 years from now. I believe this requires me to be flexible in my paradigm/philosophy. However, I, also, believe that it is your game. I hate it when teams tell me over and over again what they believe that they are winning, but without any reference to their opponent’s positions or analysis as to why. Debate is more of a Venn diagram in my mind, than a "T-chart".

I don't actually believe that anyone is "tabula rasa". I believe that when a judge says that, they are indicating that they will try to listen to any argument and judge it solely on the merits of the round. However, I believe that we all come to rounds with pre-conceived notions in our heads - thus we are never "tabula rasa". I will try my best to be a blank slate, but I believe that the above philosophy should shed light on my pre-conceived notions. It is your job as debaters, and not mine, to weigh out the round and leave me with a comparison and a framework for evaluation.

Matt Starkston Desert Vista High School

Tiffany Tang Brooklyn Technical High School None

Zack Vrana Brookfield East

Last changed on Sat January 14, 2017 at 3:57 AM CDT

Tl;dr

Strike me if you're a relatively inexperienced "circuit" debater who is trying to debate in a "circuit" style: i.e. spreading for its own sake, running theory because you haven't researched enough case material, etc. Pref me highly if you are not such a debater or if you come from a traditional circuit and expect to be debating a value and value criterion (by no means am I saying you must have those things). Pref me in the middle if you are an experienced debater who truly understands when using certain strategies is important and you're not just reading me what a coach/teammate told you to run.
On spread--I can flow spread just fine; however, I don't like spread when it is used as a barrier for discourse. If you and your opponent are comfortable with spread (defined as 250 wpm or above) then go for it. Speak loudly and clearly and I'll be fine. If not, if your opponent can't flow spread, please do not spread. If your opponent can't respond to your arguments simply because you're speaking too fast then it is your fault, not hers. You won't lose the round for it but your speaker points will suffer.
On arguments--run whatever you think is most effective. However, know that I don't really like Topicality as a response. I have judged an awful lot of debate and can count on two fingers how many arguments have truly been nontopical. Usually, T is run against arguments that debaters don't otherwise know how to respond to and I don't like that. You are welcome to tell me a nontopical argument is nontopical but please also engage the substance of the argument.
On evidence--I believe this to be a community of integrity. There are individuals who will do shoddy things and we should discourage that but there are others who call falsification without proof as a strategy. Both are bad. THE MOMENT I HEAR "FALSIFICATION" THE ROUND STOPS. I evaluate the evidence and award a loss to the debater/team that was wrong. If you're calling clipping, calling falsification, etc, prove it. The burden of proof I'll use is not a steep one but it needs to show misrepresentation. I'm not encouraging falsification nor am I discouraging calling it; however, those are tall accusations and it is your burden to prove it.
I'm a big backpack rap fan--work in a Watsky, Macklemore, Wax, or Dumbfoundead reference and I'll smile and be happy with you and might give you an extra speaker point.

The rest of this paradigm is a verbose discussion of my thoughts on the activity to which I've dedicated much of my life for the past eight years.

Background:
Assistant Coach of Forensics and Debate at Brookfield East High School. Previously coached at Whitefish Bay High School. Competed in Wisconsin and nationally in Congressional Debate and in Public Forum debate with Brookfield East (class of ’12). I have a bachelor's degree from Marquette University in Milwaukee, majoring in Political Science (concentration in public policy/political economy) and Economics (analysis in international trade, econometrics, and public finance/policy evaluation) with a minor in Spanish. I'm a nerd for the studies and empirical research. In real life, I run a restaurant and small investment firm with differentiated subsidiaries.

I judge almost every weekend from September through March and am well versed on the topic literature as I research and cut cards with my team. I coach PF and LD as well as Congressional Debate (and IE’s in the spring) so I read lots and lots of evidence.

Value/Criterion:
I'm extremely progressive on this topic. I feel that the debate is ultimately decided in the metaphysical realm and there are generally few empirics you can run strongly on the topic. Give me something to chew on here, more than usual. I think a lot of the debate is going to be framework and theory. I will accept Anti-values, Standards, et cetera, instead of a traditional V/VC structure. You can advocate a standard-less debate as well as long as you give me good theory to back it up.

Definitions Debate:
I will only vote on a definition if it goes dropped and really does redefine the debate in a way that I can only vote for one side. That being said, if you present me a really shady definition that defines it so that the Aff/Neg has no chance of winning the round and your opponent provides a legitimate and fair definition in response I, as a judge, am always going to favor the definition that provides equality to the grounds of both sides. This shouldn’t have to be said but I will always prefer a term of art definition to Webster’s even if the dictionary is the only card presented. I am a word nerd; please don't BS me in the definitions debate.

I generally don't like verbose discussions of framer's intent with resolutions. I'm intimately familiar with how these resolutions are actually written--don't try to run ridiculous things on these grounds.

Types of Arguments:
I will accept any type of argumentation you throw at me as long as it's well argued with warrants and impacts. You can kritik the resolution; read me poetry that helps me better understand the plight of the needy; K the opponents case or his language; run a narrative alternative; run a priori reasons to negate; or tell me my ballot is a tool and I should vote for you for some obscure yet well argued reason. I personally believe that good argument is good argument—if you give me reasons why it should be the voting issue in the round I will vote on it. That said, if you provide an argument that requires me to accept something completely non sequitur with reality, I will reject it. In other words, if you tell me I should affirm because there are only 49 states and that is a prime number, I won't vote on it because, well, there aren't and it’s not. Otherwise, I don't intervene.

I can follow complex philosophy pretty easily but you shouldn’t assume anything and take shortcuts here, as I’m nowhere near as proficient as I’d like to be. I love philosophy; I’ve read a lot on many subjects and can follow along with sound analysis; however, it's bad form to assume that your opponent will be familiar with your concepts. Debaters should generally subscribe to the ELI5 method. That is to say, if you can’t explain your argument to a five year old, you don’t fully understand the concepts yourself. I will vote on theory but please explain why voting on theory should trump case evaluation.

Extending arguments is important; however, telling me to "extend contention 2--it went cold conceded" is far less effective than summarizing the argument and presenting it as a round issue. Same goes with cards. "Extend the Coase analysis" is valid but less effective than explaining it to me again so I know why it's important.

I've developed a slight disdain for plans over time as they present an infinite research burden but will still vote on them.

Evidence:
People who say evidence doesn’t belong in LD are, for some reason, clinging to the archaic as a means to bring the activity towards where they think it should be rather than allowing it to grow organically. Use evidence if it's necessary for your argument. I’ll buy sound analysis over a shoddy card any day but you should back things up with research. My thoughts on this are developing over time as I watch more rounds. Really, I appreciate the debaters who make sound arguments that are based in analysis over those who rely on their evidence to analyze things--it shows a better understanding of the issues. However, reading me cards without analyzing them yourself is the equivalent of saying nothing. Signpost then analyze the evidence—tell me why I should care about what the author is saying—why does it impact the debate?

I’ve never had to ask for a card before but will if I have to. Don’t clip cards. This is a community of integrity—keep it that way. I generally won’t vote on cards; I vote on arguments. I don’t really care whether a Ph.D said it… if it’s sound, I’ll buy it and if it’s not, I won’t. To be clear, I expect more than regurgitation or carpet-bombing.

I need adequate citations. Name is usually enough if they’re not claiming anything weird but sometimes it’s best to hear a few words on the credentials too. If you’re citing an analysis of Rawls or Kant, name-drop the master so I know what’s going on, please.

Delivery:
I can flow pretty quickly and can handle “debate speed” but don’t want to hear much more. This is more a philosophical issue than anything else—I generally will pick up a spreader 50% of the time, as they tend not to make any more, or better, arguments than a non-spreader. Quality will always beat quantity. As this is a communication event, don’t forget that you have to communicate your arguments so that I may understand them. I'll yell at you if I can't hear/understand what you're saying, of course.
I like signposting; it enhances the debate. You have to tell me where things go on my flow if you expect me to write them down. If you’re giving an overview, tell me. If you’re starting with the second contention and then coming back to the first for some cockamamie reason, tell me.
SPEAK LOUDLY
As a general rule, if I’m looking back at you in a speech (not in CX) you’re likely not saying anything worth writing down. If you read me a canned 1AR that has nothing to do with the opponent’s case, I’ll read the posters in the room or count down the seconds on my timer until the time-wasting has completed. I like clash and debating, if you haven’t noticed.

Decorum:
I don’t care whether you sit, stand, or lay on the table when you debate. Do what makes you comfortable. If that means taking off your jacket because it’s hot—go for it. Take off the heels—I don’t care.
Be nice. I get that things get heated—I was a debater too. I get it. Not much more to say here. However, if you are disrespectful it will reflect in your speaker points. There’s a fine line between assertive and jerk. I’m liberal here but have seen many rounds get out of hand. As a general rule, treat others the way you want to be treated: respectfully.

Voters:
Give them to me. If you don't, I will intervene strangely and vote in ways you won't like. Tell me how to vote. This is your round and not mine. You don't have to give them all at once, but if they aren't given I am left without a methodology to adjudicate things

Weighing:
Please weigh your impacts. If you tell me that I should vote aff for puppies, and I should vote neg for kitties, I'll be happy you've given me voters but lost on how I'm supposed to weigh them—link back through your criterion or make sure I understand there are real world impacts outside the resolution. If you're still reading this exceedingly long thing you are an excellent human and probably already know how to weigh impacts.

Speaker Points:
I used to be a stickler about them but have seen the trend of inflation coming. With their use as a common tiebreaker, I’ve become a sort of point fairy. However, there is a scale. I'm a big backpack rap fan--work in a Watsky, Macklemore, Wax, Dumbfoundead, et cetera, reference and I might have to give you an extra point or two.
30) Excellent, passionate and engaging performance. Not uncommon but hard to attain. Argumentatively speaking, not much else you could have done better. I’m impressed. Most likely on par with the best thing I’ll see in the tournament; you deserve a speaker award.
29) Sound arguments and leadership in the discussion. Not much to improve in the way of argumentation. I’m impressed. Much more common that 30’s. You've taken the time to read your judge's paradigm--bravo to you for doing what I try to get my kids to do--you'll do fine with points.
28) Great job with the argumentation. Good delivery and good leadership. You did all that was expected of an experienced debater.
27) Great job with the arguments but you likely lost the round because of something here. You did all that was expected of a good debater.
26) You could have done more with the argumentation. You likely dropped something or committed a logical fallacy or two. Competent delivery.
24) Argumentation was deficient in some way. Delivery was likely lacking in poise.
23) You’re likely out of your league and still learning. That’s still good though—learn from our mistakes. Few refutations made and delivery was lacking. Usually didn’t fully utilize time given
20) Equally as common as 30’s. I give these because they’re usually the lowest I’m allowed to go. Only given when there’s misconduct of some sort. I’ll note on the ballot what you did to irk me.

Sneha Walia Shrewsbury High School

Sarah Watkins Plano Senior High School None

Xiuzi Ye Lincoln-Sudbury Regional HS None

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