Hi hi

I did WSDC and whatnot in high school, so I'm familiar with the norms of worlds judging and round expectations. A couple of specific things: (1) Make sure your arguments are properly mechanized. The term fiat is thrown around in world worlds too often without proper explanation or justification. I like interesting models, just explain them well and make sure they're reasonable. (2) Please impact things. This is straightforward, but if you have an argument, tell me why it matters relative to the debate. (3) Weigh! Be incredibly explicit about why one argument is more important than another in the back half. You don't have to win all/ the majority of arguments in world schools, just the most important ones!!

Hi there!

I'm an ECE/CS student at Duke and a former WSDC debater for Team Canada (2023). I have experience in both British Parliamentary and World Schools. If you use esoteric policy/PF/LD jargon, I will most likely not understand it.

1. I like cases that are thoroughly analyzed and defended against critique. Having more poorly justified reasons will not win debates against teams with fewer but better-analyzed arguments.
2. I am a relatively non-interventionist judge (i.e. I will take what is said in the round to be true if unchallenged, unless it is very obviously false).
3. I prioritize well-constructed warrants/structural reasons—whatever you like to call it—over purely evidence-based arguments. Citing evidence/facts/statistics should be used to support analysis, not supplant it.
4. Weighing factors highly into my judging. Even if your opponents' arguments are true, why are your impacts more important?
5. Ask POIs!

I don't mind if you speak somewhat quickly, but please be clear and understandable so that your opponents have a chance to respond charitably to your arguments. Be kind and have fun!

This is my third year judging LD as a parent judge. Please add me to the email chain: omicsoft@gmail.com

Preference: Traditional or Policy-oriented arguments > Mainstream Critical=Mainstream Philosophy > Theory > Esoteric concepts that can't be explained fully within the time limits.

I prefer traditional rounds with straightforward weighing and voter issues. I value clear logical connections between your arguments and your impacts. Furthermore, I will not extend anything for you. Please sign post, give an off-time roadmap, and try to stay organized.

Under any/all conditions on a lay circuit:

• No spreading
• No theory
• No tricks
• No spikes
• No Ad Hominem
• No Bigotry/Disrespect

For progressive debaters -

• Limit speed to <250 wpm for ALL your speeches - you don't need to email me your rebuttal speeches.
• DAs/CPs are perfect
• Keep your DAs topical

Good Luck!

I am an assistant coach, this is my second year coaching, third year judging. I am a teacher certified in English Language Arts and have actively taught high school for 5 years. My notes and comments tend to follow my flow/train of thought as I type as I go, making comments as I see things.

For my first two years of judging, I have almost exclusively judged speech events with debate/congress sprinkled in, however this year I have been judging mostly LD.

I have never gone into a round and found a student I wanted to do poorly. I want you to succeed as much as you want to succeed.

Paradigm for LD

Construction of Message:Is your argument well-thought? Is your resolve interesting? Does your evidence support your claims? Are you claims tied together and supporting each other? Does your argument flow in a logical way that makes it easy to follow by only listening, and not reading?

Delivery of Message:Are you speaking slowly and clearly enough that the judge can actually process what you are saying? (this is a speech and debate competition, not a race). Do you command the room when you speak, without being overbearing? Can the judge hear what you are saying without straining?

Evidence of Engagement:Are you actually listening to you fellow competitor? Do you make points in questioning and rebuttal that are based on what your opponents said, and not just what you thought they said? Are you adapting to the way the round is flowing?

Construction of Rebuttal:Are you able to use their Value to support your own argument? Are your counterclaims based in evidence? Are you pointing out any logical fallacies? If you raise a concern about something in your opponents case (ex: you accuse them of cherry-picking), is your case safe from similar scrutiny?

Decorum: Are you behaving in a way that reflects well on yourself, your coach, your school, and the District?

Paradigm for Congress

How I Rank:While the ballot on Tabroom only has a place to score speeches, it is not unlikely that room is full of great speakers. To fairly rank the room, I have a personal spreadsheet where I score individual speeches, as well as the categories below, to help separate the "great speakers" from the "great congresspersons". Think of it like a rubric for your English class project. Speeches are the biggest category, but not the only one.

Speeches:Do you provide a unique perspective on the bill, and not simply rehashing what has been said in the round already? Do you back up your reasoning with logos, ethos, AND pathos? Is your speech deep, instead of wide (more detail on one specific aspect of the bill, rather than trying to cover all angles of the bill)? Do you write with a clarity of style and purpose, with a good turn of phrase? Do you engage your listeners? Do you respond well to questions?

Questioning:Are your questions thoughtful and based on listening closely to the speaker, and what they actually said? Are your questions brief and to the point? Do you avoid simple yes or no, gotcha style questions? Does your questioning have a clear line of thinking? Do you connect questioning to previous speeches? Do you avoid prefacing?

Decorum:Do you follow the rules of the chamber? Do you follow speaking times? Do you speak calmly and collectedly? Do you ask or answer questions assertively, without being aggressive? Do you respect your fellow speakers?

RP:Do your speeches reflect that you are a congressperson, and not a high school teenager? Do you think of your constituents? Do you consider yourself a representative of your state or District? Do you allow your RP perspective to make your speeches better, and not become a distraction? Do you participate in motions, seconding, etc?

Knowledge of Rules:Do you have an obvious and clear understanding of the rules? Do you follow them closely? Are there any egregious breaking of the rules?

Special Consideration for the Presiding Officer:The Presiding Officer is marked for one "speech" per hour. This score is a reflection of how well they perform the specific duties of PO. It concerns knowledge of the rules (at a higher expectation than the average congress competitor), the efficiency of the room, the fairness of the PO, and the demeanor of the PO (should be calming and welcoming). I also look at them for decorum and RP.

Director of Speech & Debate Isidore Newman School

Coach USA Debate

EMAIL: Add me to the chain:
newmanspeechdocs@gmail.com

Online Update:
Please slow down! It is much harder for me to hear online. Go at about 75% rather than 100% of your normal pace!!!

Relevant for Both Policy & LD:

This is my 20th year in debate. I debated in high school, and then went on to debate at the University of Louisville. In addition, I was the Director of Debate at both Fern Creek & Brown School in KY, a former graduate assistant for the University of Louisville, and the Director of Speech & Debate at LSU. I am also a doctoral candidate in Communication & Rhetorical studies.

I view my role as an educator and believe that it is my job to evaluate the debate in the best way I can and in the most educational way possible. Over the past several years have found myself moving more and more to the middle. So, my paradigm is pretty simple. I like smart arguments and believe that debates should tell a clear and succinct story of the ballot. Simply put: be concise, efficient, and intentional.

Here are a few things you should know coming into the round:

1. I will flow the debate. But PLEASE slow down on the tag lines and the authors. I don’t write as fast as I used to. I will yell clear ONE TIME. After that, I will put my pen down and stop flowing. So, don't be mad at the end of the debate if I missed some arguments because you were unclear. I make lots of facial expressions, so you can use that as a guide for if I understand you

2. I value effective storytelling. I want debates to tell me a clear story about how arguments interact with one another, and as such see debates holistically. Accordingly, dropped arguments are not enough for me to vote against a team. You should both impact your arguments out and tell me why it matters.

3. Do what you do best. While I do not believe that affirmatives have to be topical, I also find myself more invested in finding new and innovative ways to engage with the topic. Do with that what you will. I am both well versed and have coached students in a wide range of literature.

4. Know what you’re talking about. The quickest way to lose a debate in front of me is to read something because it sounds and looks “shiny.” I enjoy debates where students are well read/versed on the things they are reading, care about them, and can actually explain them. Jargon is not appealing to me. If it doesn’t make sense or if I don’t understand it at the end of the debate I will have a hard time evaluating it.

5. I will listen to Theory, FW, and T debates, but I do not believe that it is necessarily a substantive response to certain arguments. Prove actual in-round abuse, actual ground loss, actual education lost (that must necessarily trade off with other forms of education). Actual abuse is not because you don't understand the literature, know how to deal with the argument, or that you didn't have time to read it.

6. Be respectful of one another and to me. I am a teacher and educator first. I don’t particularly care for foul language, or behavior that would be inappropriate in the classroom.

7. Finally, make smart arguments and have fun. I promise I will do my best to evaluate the debate you give me.

If you have any other questions, just ask.