William Cooper
Lecturer in Instructional Communication, University of KentuckyExecutive Director, Kentucky High School Speech League
Associate Director of the UK Tournament of Champions--Speech
NFL Two-diamond Coach

formerly of Manchester Essex Regional HS, MA, and Arthur L. Johnson HS, NJ.
Current as of 2016

The Short Version:
Make good, clear, true arguments. Each resolution has lots of them on both sides. Make them. Make them clearly, and make them in a well-thought out manner. I'm not fond of blippy arguments, nor of spreading. I am judging your analysis, synthesis, and evaluation of the topical material. Make sure your cards say what you say they mean, and that you explain, in your own words, why the cards matter. Tell me why you win the round. I don't care if you call it "voters", or "points of crystallization", or "focal points" or "Bronx cheers". Give me reasons. If you're giving voters down the flow, then say you're going to a voter BEFORE you state it.

The Longer Version
I am open to all effective argumentation, but do not assume that your listeners understand the groundwork behind those arguments. I should not have to fill in the steps of your argument. Likewise, tell me where on the flow you are; I can follow you all around the flow, but....guide me and your opponent with you; if we lose you, you may very well lose. Roadmaps and signposts are both welcome.

I have a very low tolerance for plagiarism, including verbatim team cases.

Speaker points are simple, and my scale is based on my expectations for a given tournament. Absent any tournament rule to the contrary, I start at 26 points, and go up and down from there. I do consider both the tournament and the division in awarding points. I don't expect to give many 30s during a season.. A 30 means I felt "WOW" at the end, or someone pulled off some tour-de-force of public speaking.

I pay attention to definitions, observations, burdens, overviews, and underviews. These need to be addressed--many times one sentence can take care of each of these.

Theory arguments are based on something which happens in the round, including the opponent's definitions and/or interpretation of the resolution. Calling one's opponent on a theory violation is a call for judge intervention--it survives the round regardless of rebuttal, extension, and/or impact analysis. It can not be dropped. You are asking me to decide if something is fair or unfair. I will do so. Tell me--briefly--why it's unfair, and then do what you can to win the round on substance.

If you choose to argue from a very specific stance in the round, you are welcome to do so. Note, however, that an opponent who establishes a general truth/validity on her side of the flow will defeat the use of a specific focus. One can not establish a general truth from a single example--even if the truth is, in fact, true for that single example. That said, I have voted for plans in the past when the round has gone that way.

If you are going to talk rapidly, talk clearly. If you are not clear, I will stop flowing. If I stop flowing, you didn't say it. I will fold my arms across my chest. It is your job to adjust.

I will be very unsympathetic to arguments which say, either explicitly or implicitly, that we should 'ignore' or 'disregard' the US Constitution. Having sworn four oaths to defend and protect the Constitution, I find I can't accept an argument which asks me to ignore it. Make good solid constitutional arguments, not just brush it aside.

I do not like spreading, especially online as I have a hard time understanding what you are saying if you spread. Also, please try not to mumble as I am somewhat hard of hearing.

I do not like Ks. I do not know how to judge a competitor using one or any kind of progressive debate in LD.

 

Key Considerations:

• Substance of argument over style of argumentation is a primary metric by which I seek to appraise a round.  There are many debate styles that may come and go in popularity, but the substance of an argument is central to all.  Accomplish substance more thoroughly than your opponent and a win will be earned.

 

• Intelligent and Intelligible arguments are preferred.  In other words, provide a clear thesis for which you are contending and make sure that you accomplish it in such a rate of delivery that can be followed/flowed in proper fashion.

 

• Strong development of argumentative framework, appropriate evidence, and proper linkage are all assets in a round.

 

• Healthy clash is encouraged so that each posited argument clearly claims its unique ground.  Vigorous clash is welcomed as long as it is with clear respect for one's opponent. 

 

• Special Note: A significant and primary task of a winning debate is to address the resolution, address the resolution, and address the resolution.  Those who address the resolution will have a far better chance at earning a win than those who seek to address a matter that lies outside of the stated scope of a round.  Specifically, one should be prepared to debate the chosen topic not a topic about the topic or of your preference.

 

Experience: 

• I have debated in high school and college with primary experience in Policy and Lincoln Douglas styles.  I have coached at the high school level for a number of years during my teaching tenure at North Oldham High School and strongly support the Wilson Wyatt Debate League philosophy of providing constructive reflection for debaters.

  

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.

At the heart of debate is an understanding of human nature and how we react to it in society. I will judge your round based on organized attacks against each of your opponent's points. Dismissive arguments or off-the-wall comments do not count as an attack. Your arguments should be thoughtful and appeal to ethos, pathos, or logos. For L-D debaters, the primary focus should be the value and criterion clash and how your argument is correct at the root of it. Your speaker points will be based on your diction, passion for the topic, eye contact, and speed. Failure to be well-spoken, or an indignant attitude, will lose you speaker points no matter how good your arguments.