Hi! I'm Ishika. I'm a member of the UT Austin speech team. I specialize in extemp and impromptu but I have experience with OO, info, CX, LD, and Congress.

Racism/sexism/homophobia/etc. is an automatic drop (last place in speech, loss with minimum speaks in debate). Send docs to ibhsdocs@gmail.com. PLEASE use a trigger warning if your piece needs one.

EXTEMP

I value content and structure the most in extemp. Make your analysis make sense. Give me a reason to believe that your answer to the question is correct. Your sources should add genuine substance to your speech. They shouldn't just be included to check off a box of the number of sources you need.

The 30 second grace period is for grace, not for extra speech time. A few seconds past 7:00 to finish a last sentence or two won't factor into my rankings, but anything more than that will.

Overall, I want to learn! Tell me something interesting about your topic. If you seem excited about it, I'll be excited about it too.

OO/INFO

Content is super important here as well. I like when OO solutions are actionable. I want to leave feeling like there is something tangible that I can do after leaving the round in order to stop the issue you're presenting. Similarly, I want to walk out of an info round having learned something new and interesting. For me, a logical and cohesive structure is the most important part of understanding a speech. Make it as easy as possible for me (or any audience member, really) to follow along.

DEBATE

Spreading is fine if I have the doc. If not, slow down on the taglines you want me to flow. I don't know any specific K literature super well (except Baudrillard, kinda) so make sure to fully explain. Tech > truth. I don't flow cross, bring it up in a speech if you want me to flow it. Open cross/flex prep is fine with me if the tournament allows it and both debaters/teams are cool with it.

Big fan of theory as long as it's properly extended. I default to granting RVIs but my threshold for a successful no RVI argument is low. Explain Ks well and make sure the links are super clear.

Don't do tricks. I don't understand or care for all that business.

Speaks are awarded on strategy, word economy, and demeanor (ex: use of humor, not being overly aggressive during cross, etc.).

Be decent people. If you're an experienced debater/team competing against folks who are clearly novices, it's not educational or useful (or fun, really) for anyone if you spread against them at like a million wpm in a clear attempt to overwhelm them.

CONGRESS

Follow parliamentary procedure. PO starts in the last rank that breaks (ex: in a chamber where the top 3 break to the next round, the PO will start at 3rd place) and moves up for stellar performance or down for major mistakes.

As a bonus for reading all the way through my paradigm, before the round starts, tell me your favorite type of tea and I'll give you +0.5 speaks.

I am the Speech/Debate teacher and coach at The Colony High School in Texas. Although I've judged many tournaments over the past four years, I consider myself always learning about coaching and judging debate and speech events. I pledge to do my best to judge events fairly and accurately. I appreciate articulate and easy to understand speakers and do not like spreading. I will ask you to slow down if you are speaking too fast so that I may adequately judge your speech/performance. I will not vote on disclosure. I may disclose results to you after your performance or may choose for you to review my comments on Tabroom. I consider myself a coach first and judge second - so if you ask how you did after a round/performance, you will hear words of encouragement or gentle critique. I want a judge to do the same for my students.

Know that I am listening intently to your performance or for the case you present in your argument and wish everyone the best of luck!

“As a coach member of the National Speech & Debate Association, I pledge to uphold the highest standards of humility, equity, integrity, respect, leadership, and service in pursuit of excellence.”

I am blank slate, tabula rasa. What I hear is how I judge.

I want to understand you while speaking (I’m in sales) and I want you to debate each other for the topics presented in the round. I will not read any files unless there is a clear distinction of misunderstanding.

Overview:I am a tab judge and will vote on whatever FW you put in front of me. If I need to default in stock situations, I will default to a comparative justification framework, prioritizing offense and defense. Across all events, I tend to remain the same on most issues, particularly theory. I tend to put theory at the top of the flow and view it as a procedural argument. Furthermore, I tend to prefer more abstract phil arguments, so if you want to run Ks, go for performance, or ask me to engage in a particular role as a judge, I am alright with that.

Please use vcrowson24@gmail.com for email chains and any questions.

Feel free to ask any questions before the round starts.

Other prevalent issues:

Clipping Cards:

I consider clipping cards and misrepresenting evidence as intentionally altering the text or highlights in such a way as to detract meaning from the card. I realize that is a pretty broad definition, so if you would like to run some sort of indict and theory argument, here are the standards I hold the card to. Is the alteration of the text germane? Is the alteration of the next meant to recontextualize the article from a different conclusion? I also consider the effects of the change to determine intent. The smaller the difference and impact of the clipping, the more sympathetic I am to the argument that the debater made a mistake.

If you are paraphrasing instead of cutting cards in LD or PF for a more traditional judge or tournament, I am okay with that. Especially if I am the odd judge out on a panel, please do not feel like you need to adapt away from this more traditional style. I would ask that you have the articles accessible if I need to access them to check evidence indicts.

Troll Theory:I would argue 99% of the time, students know what they are doing when they run a more troll-type theory strategy (League Theory, Shoe Theory, Font Theory, ect.). I understand there is value in running these extreme arguments to draw attention to issues in the debate community or a particular debate circuit. However, I also feel that these arguments are run against unsuspecting competitors as an easy way to the ballot. Unless you have, IN FRONT OF ME, asked both your opponent and me if it is okay to run this type of theory, and we have both consented to it, then the round will be a tough uphill battle for you, and I will most likely give you an auto vote down.

Extreme Arguments:I am not very sympathetic to extreme arguments like spark or wipeout. Running these extreme impact turns seems to be a strategy that is used to make an easy way to the ballot when facing a newer competitor or one that comes from a more traditional circuit. Also, I am uncomfortable with allowing students to advocate for things like nuclear war or genocide, so even if your opponent cannot handle the argument on a tech level, I will still most likely vote you down.

Policy Debate Paradigm:

Theory/ T:Much like in the overview, I tend to put this at the top of the flow; for me, theory has to be procedural as I am resolving a rule to the game to determine who won the game. For example, I can only determine who won a Game of Magic: the Gathering by determining if the goal was to get my opponent's life down to zero or some other win condition.

RVIs:I think RVIs are crucial for getting the theory offense of the flow for your opportunities. When considering the offense of the RVI, I would like to see work done on the voters for the in-round abuse story. I delineate this standard from what I most commonly see: if you give me some unfairness/ abuse story but do not tell me why I vote on it, I am less inclined to provide you with the offense because I feel that point I would be interfering. When answering the RVI, I am not super sympathetic to just kicking the theory argument, especially if the RVI goes for some sort of time-skew argument; I think the much safer strat for me would be to put actual ink on the argument.

The most important part of T and other theory shells:I see many students who focus on the top half of T and do little work when it comes to extending or interacting with the standards (ground, limits, predictability) and voters. For me to even consider T as an issue in the round, I need to see some sort of offense coming from the bottom half of the argument.

Disads: Definitelyokay with you going for disad offense in the round. If you are in front of a more traditional panel and I am the odd duck, do not feel obligated to go beyond this offense into some other argument if the judge will either a) not flow or b) hold it against you in some way. Oftentimes, I see that students will avoid going for straight defense on the D.A. I am assuming that is because I put such an emphasis on offense in my paradigm. If that is the case, feel free to go for defense and indict parts of the D.A. I just ask that you flush it out, or if you are using it as a time suck, avoid making it a huge voter in the back half of the debate.

C.P.'s: As a straight policy argument, I am okay with all C.Ps. What I see students shy away from in the back half of the debate if they choose to go for straight N.B. offense is extrapolating or citing evidence as a reason why I buy the N.B. Be sure to spend some time explaining the evidence. This is not so much because I do not flow; rather, I like to make sure I am not interfering with the net benefit, as that seems easy to do. Of course, I understand that most of you will go for a more theory-oriented argument on the C.P., so here is a summary of my thoughts. Multipleworlds: Yes, I evaluate all C.P.s through a multivariate argumentation lens; however, because these types of arguments create a different space, I buy perms and conditionality as its own space as well. In other words, I am okay with you, waiting to go for the test in the last debate speech.

Kritiks:

These are my favorite arguments to evaluate; however, please do not use them as an easy way to the ballot, which I think can happen in two ways. First, debaters will use the technical nature of the Kritik to overwhelm more trad circuit students or newer debaters. Second, debaters will use identity politics, not their identity, to win the round. Please DO NOT exploit other people's identities and experiences to get my ballot; this will be an auto-vote down if it occurs.

In terms of evaluating links, this is where Kritik debates can get messy for me. I find that most debaters will read literature for the link and focus more on the impact of the K itself. I understand that this is a time choice; however, keep in mind that the more specific the link, the easier it will be to pull the trigger of the K. Often, I think this issue can be solved with a particular FW for the K.

I do put the alt at the top of the flow as a method of framing unless told otherwise. Whether pre-fiat or post-fiat, resolving the impacts of the K requires me to view the round through the alt mechanism of the K.

In terms of authors a literature, I am most comfortable with gender, set. col. and biopower type literature. I am familiar with most other common K lits, but if you are reading someone you want to make sure I know, feel free to ask, and I can give my knowledge of that particular author or literature.

Lincoln Douglass Debate:

Regarding progressive or more circuit-style LD, please see my above paradigm, as I feel this will answer most of your questions.

Trad and UIL Style LD:

I try my best to adapt to students insofar as letting them the types of arguments they would like to run. However, I would discourage you from running highly technical arguments in a traditional LD setting. I totally get that winning on tech is an easy way to the ballot. However, I think especially at smaller tournaments; keep in mind this may be one of the few tournaments your opponent may get to attend within the year.

Value Framing:

I have four standards when considering values as a functional for framework:

1)It's an end in itself and necessarily apropos to another value. This generally means the value should have more terminal impacts (not necessarily existential) coming out of the 1AC.

2) I am generally sympathetic to intrinsic links to the resolution as a form of offense for the debate. I think debaters ought to qualify this offense by telling me what they are bringing to the debate and using that value to meet the intrinsic part of the resolution.

3) Values should impact a world generator, meaning I should have a clear idea of the world I will live in when I sign my ballot.

4) Values should have some inherent competitiveness towards other frameworks unless you go for some permutation or link turn on framing.

Furthermore, values are inherently abstract as they seek to generate space or a world. However, unless you want me to go straight off/def for the round or plan to collapse, I think providing some sort of phil framing for a lens to your impacts is a good idea.

Criteria

Opposite to the value, I think the criterion for one particular framework should be specific. Generally speaking, I would argue this revolves around the brightline of the criterion. Totally understand that bright lines are controversial, and some would even say that criteria do not produce a specific brightline, or if they do, interps and definitions vary. With that being said, here is how I evaluate a brightline:

1) Brightlines should be active as they either decrease or increase sunstance. In other words, criteria should have a verb to describe the action of the framework to achieve the value.

2) The brightline ought to be measurable, even if abstract. Using terms like increase, decrease, and maintain is totally fine; however, I need a metric to determine if the ball moved. The less work I have to do, the more inclined I am to pull the trigger and avoid interference.

3) The criterion should be intrinsic to the value. I think if you do not go for an intrinsic link, I am much more sympathetic toward link turns as a method for gaining access to the framework.

Standard: I am okay with standards; just be sure you give me a way to pref your offense under the standard. In other words tell me why my ballot approving the proof is a net good.

I am a high school science teacher and speech and debate coach. I've coached speech and debate for 13 years. I competed in speech and congressional debate in high school, then some speech in college. I am very passionate about the power of communication. Above all, it is extremely important to me that you articulate and enunciate well. This can still be accomplished with reasonable speed. Take care to explain your arguments well. I strongly prefer constructive speeches with resolutional analysis, framework, key definitions, and a standard that I can use to weigh arguments. I should have a solid understanding of what you think are the most important issues in the round. Please use voters! If you want me to vote on it, please make sure it is in your final speech and explain it thoroughly so I can understand it.

Arguments

Argue on logic, not emotions. Construct well-impacted, well-supported arguments. Quotations have no meaning without explanations. Therefore, always explain the significance of your evidence. The debater that most clearly presents a logical argument AND effectively refutes the opponent will be the victor.

Evidence

I may ask you to post your case or cards, if a virtual tournament. I may call for cards if your opponents ask me to, if the card is widely disputed during the round, or if it sounds exceptionally sketchy. According to NSDA rules, you can also access the Internet during round if you need to show your opponent the full citation.

Speed and Flowing

Anything below spread speed is fine. If you go fast, you should: SLOW DOWN when using tag lines and signposting. Give clear citations. Make sure you tell me where you are on the flow (off time roadmaps). Please look out for physical cues if you are speed-talking. If I look visibly confused or if my hand isn’t moving, that’s probably because I can’t understand you. While I don’t flow crossfire/cross-ex, I’ll remember anything exceptionally witty or smart you say. Make sure you repeat anything significant from crossfire/cross-ex in your next speeches. Rebuttal speeches should be well organized. Please go straight down the flow.

Behavior

Don’t be mean. If you’re mean, my brain will naturally find a way to vote against you. Being assertive is valued. Being aggressive is unnecessary. There is a difference between a passionate debater and an abrasive or condescending debater. Crossfires/cross-ex needs to be conducted with civility. You can be civil and still have clash in the round. I enjoy good clash.

Specific to LD

My judging paradigm for Lincoln Douglas (LD) Debate is a clash of values. The value represents a means to an idealistic, just world. The criterion is the standard by which to measure the opposing value and to ultimately define the value that should be upheld. The contentions are used to uphold the value. Impact all your contentions back to your value. Value, criterion, and contentions must be clearly stated by both sides. Therefore, the debater that upholds their value and criteria with the strongest contentions and strongest cross examination will receive the higher points, thus (generally) the win.

Speaker Points

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.