Westfield NYCUDL Girls RR
2018 — New York, NY/US
Rachel Baron Paradigm
I did PF for Walt Whitman and graduated in 2013. I coached at Whitman for threee years, and Riverdale Country School for one year
Speed and technical debate are both fine with me, but you need to be clear. This means signposting, warranting your arguments, and weighing explicitly. I am not going to do work for you, so if you don’t literally tell me why I should vote on something I will not vote on it. I am not going to do any analysis that you do not do for me in your speeches.
I am open to any type of argument. That being said, I can be easily persuaded by opponents’ claims that particular interpretations are unfair ways to view resolutions. If you do anything risky, you need to be able to A) defend why what you’re doing is fair and B) obviously win it if you want me to vote on it. The one caveat to this is if you run anything that is discriminatory in any way (racist, sexist, classist, etc.) I will get really, really angry. Please do not do this, I don’t want to hear your genocide is good contention even if you are down four and not breaking.
If you are first summary, I do not need you to extend defense on arguments that your opponents’ have not gotten to go back to in their rebuttal. If your opponents do not answer that defense in their summary, I am fine as having that as a reason not to vote for them on that argument as long as you extend/explain that they didn’t answer that response in your ff. Any offense you want to go for in final focus need to be in first summary though, including turns on their case (if you don’t extend the turn in your first summary, but extend it in final focus I can evaluate it as defense on their argument but I won’t vote on it).
If you are second summary, you know what your opponents are going for so my standard is a little higher. Any defense you want to extend in final focus need to be in your summary. Only exception to this is if your opponents switch what they are going for in their first final focus (don’t do this please), and you need to remind me that they never answered the defense you had put on that argument.
Weighing needs to be comparative or superlative in some way. The structure should generally be phrased as x is more important than y because or x is the mot important issue in the round because not just x is important because.
Stefan Bauschard Paradigm
The first "fossil fuel" reduction topic I debated was in 1990. I've coached 5 or 6 high school and college policy topics since then. I've probably cut 20,000 cards on this topic and issues related to it in my lifetime.
I'm old. I was at the first tournament that consult NATO was read. I was also at the first tournament that a kritik was read. Roger Solt told me about the first time someone tried to read a politics DA in the 1970s. I read the Reagan DA when I debated.
I've judged many great debates between the best debaters in all formats at all levels. I judged a novice policy team that reread their 1AC in the 2AC. I've judged elementary school kids debating about the merits of school uniforms and Coke vs. Pepsi.
The rest is covered below, especially under the Policy part in the next section.
If you make your evidence hard for the other team to access when they request it, I'l assume it is crappy. If you have good evidence, you should be proud of it. If you debate in PF and you have your evidence readily available to show the other team and you aren't lying about what it says, I'll give you at least a 29.0. If you lie about your evidence, make it hard for the other team to look at it, and you are dishonest about your evidence you cannot get more than a 28.0.
1. I think you should present strong evidence to support your arguments. I think you should directly quote evidence and have it readily available upon demand. If I ask you to see your evidence after the debate and you hand me an entire article and say, "It basically says it in these 4 pages," I'll just hand it back.
2. You need to extend arguments in Summary and FF for me to vote on them.
3. I flow.
4. You can talk as fast as you want.
5. Debater math...c'mon.
6. Weigh, compare, etc.
7. I have two kids, but that doesn't mean you have to treat me like I'm an idiot.
8. I read an awful lot about the topics and I generally read a lot.
9. If I say I'm going to judge at a tournament I show up and judge at it. I've never ghosted any debaters.
10. If you start screaming at each other in crossfire then I'll just tune out.
Policy philosophy that is applicable where relevant.
1. I don’t have any real substantive argument preferences. I do my best to let those play out in the debate as they do. Unless topicality, a theory issue, or a kritik is involved, I attempt to determine the desirability of the plan relative to the status quo or a specific alternative. I think most arguments that are presented in debates are pretty interesting.
2. Debate topics and arguments tend to repeat throughout history, so I'm familiar with most topic arguments.
3. I think the affirmative should present an advocacy that is reasonably topical. I strongly believe that non-topical affirmative debate has really hurt at least the volume of debate participation, at least at the high school level. Since I think debate is good, I wish people would debate a reasonable interpretation of the topic. "Reasonability" of any interpretation is certainly up to debate, but not advocating for the resolution in some reasonable way is going to be hard, even with me trying to listen more. That said, I'll still do my best to be fair if the situation arises, so negative teams should engage the debate.
4. Link v. Uniqueness. I don’t think that uniqueness is ever absolute and that the direction of the link *usually* has a lot bigger role to play in the debate that most people give it credit for. Certainly proposals can make things worse or better, and that increment, be it large or small, always deserves some calculus in the assessment.
5. Offense v. Defense. Offense helps, and it is USUALLY impossible to reduce the risk of an argument to zero. However, unlike many others, I do not think it is impossible.
6. Back to topicality. I’m old. I thing things have gone way too far in terms of “competing interpretations.” I think that in order for “competing interpretations” to be relevant that both sides need to have a reasonable interpretation that is grounded in a definition/contextual card. Basically, I think most Affs are topical unless they are unreasonable.
7. Theory. I think theory blocks have somewhat ruined theory debates. People can’t win theory debates because the debates are dry, stale, old and not very interesting. If you want to win a specific theory debate explain why the particular argument practice at hand significantly undermines your ability to win the debate and then convince me that I should vote against the other team for having engaged in that practice. Both of those are possible, whereas reading your great “conditionality bad” file is not.
8. Voting issues. I think if you do a good job explaining why a theory argument other than topicality is a voting issue that you can win that it is. HOWEVER, I will IGNORE the random “independent voting issue” consequence.
9. Reading along. I usually read along the speech documents. While I realize this is controversial, I'm not sure why it is desirable to know less about what is going on in the debate than the debaters do during the debate. I also closely look at evidence that is being discussed in the CX. That said, I can more about how debaters use the evidence and won't independently evaluate its strengths unless I'm forced to choose between two arguments and offered little guidance.
10. I'm old and prefer, "flow, line by line" debate.
11. I think the 1NR is a rebuttal and should not be full of new arguments.
12. I prefer less aggressive communication styles and that debaters just focus on the arguments. I realize that these styles my persuade others, I'm just simply not persuaded by them.
Yining Chen Paradigm
Rose Fischer Paradigm
Catie Ford Paradigm
I competed for four years in public forum debate at Lake Highland Preparatory School in Orlando, Florida. Please make my job easier and weigh. I, like most judges, will vote off of the clearest path to the ballot. With that being said you still need to warrant your weighing analysis.
Don’t read a new contention in rebuttal and present it as an “overview”. It's abusive and your speaker points will reflect that.
If you are the second speaking team you should frontline the arguments you plan on going for in summary and final focus in the second speaking rebuttals. I don’t require a 50/50 split between your case and theirs but you should spend some time rebuilding your own case. Don’t read new turns or a new weighing analysis in second summary if you want me to vote for it.
I’m fine with speed but be mindful that if you speak so quickly that I can’t understand what you’re saying it makes it a lot harder to vote for you.
I’m open to critical arguments and most theory shells (the only exception being disclosure theory — I think its abusive to run it in a community where disclosure isn’t the norm).
If you are reading any arguments about sexual abuse you need to read a trigger warning. If you don't -- you're starting with a 26 for speaks.
I’ll call for evidence if I think it sounds interesting (or fake) but I’m not going to base my decision off the legitimacy of said piece of evidence. If you do want me to vote off of a piece of evidence you need to make that argument in round. I’m not going to intervene on either team’s behalf.
You should preflow before the round. If I have to wait for you to finish doing something that should already have been done before round, I'm probably going to get super annoyed and your speaks will reflect that.
If you make a comment that I deem racist, homophobic, sexist, or ableist at any point in the round it completely eradicates the integrity of the event and creates a space in which individuals can’t compete fairly and I won’t think twice about dropping you and giving you 0 speaks.
For speaks I consider 28 to be average, 29 to be above average, and 30 to be perfect.
If you have any questions please let me know and I’ll be more than happy to clarify.
Arielle Gallegos Paradigm
(update for big Bronx elims)
just have fun
Mary Gormley Paradigm
I am an experienced judge in both speech and debate, having coached for 30+ years in all categories offered within the spectrum of S&D. I began coaching Lincoln Douglas and Congressional Debate in the 1990’s, have coached PF since its inception, having coached the first PF team that represented NJ at Nationals in Atlanta, GA. I currently coach the NJ World Teams.
I am a flow judge who looks for logical arguments, a valid framework, and substantiation of claims made within your case. As a teacher of rhetoric, I appreciate word economy and precise language. Do not default to speed and redundancy to overwhelm. Persuade concisely; synthesize your thoughts efficiently. Be articulate. Keep your delivery at a conversational rate.
A good debate requires clash. I want to see you find and attack the flaws in your opponents’ arguments, and respond accordingly in rebuttal. Cross examination should not be a waste of time; it is a time to clarify. It is also not a time for claws; be civil, particularly in grand crossfire.
Disclosure is not a discussion or a renewed debate. Personally, I am not a fan, in large part, because of a few unwarranted challenges to my decision. You are here to convince me; if you have not, that will drive my RFD.
Bree Jordan Paradigm
Julie Kaung Paradigm
If you want me to vote on an argument, it has to be in summary and final focus.
I appreciate world comparisons, weighing and logically explained arguments.
I do not like speed. I will not flow your arguments if I do not understand what you are saying.
I will decide your speaks based on the clarity and content of your speech. If you make a really good point, I will give you extra points.
***Before you start your speech tell me which side of the flow you are starting on, and sign post clearly as you go along.
***Don't be a jerk.
Phoebe Kuo Paradigm
I am the head coach at The Bronx High School of Science. Competed in LD in Arizona 2009-2011, in CX at Cornell 2011-2014. BA in economics and government.
Conflicts: Bronx Science, Success Academy, Westlake EE, Collegiate School
The short: I want to see you being the best version of yourself in whatever form of debate you're inclined to. I don’t inflate speaks. Please be kind. Send me speech docs, because my kids want them. firstname.lastname@example.org
Please have email chains set up by the time you get in the room.
- strategic issue selection, i.e., don't go for everything in your last speech
- extend the whole argument: claim, warrant, impact, implication.
- thorough evidence comparison
- clear and thoughtful impact calc
- 30s are for people I think are a model of what debate should and can be. It's not enough to be good at debate; be good for debate.
- Circuit debaters should be nice to transitioning debaters from JV and more traditional programs. That does not mean don't do your best or compromise your round; however, it does mean not being shifty in CX and maybe considering 3 off instead of 4 off.
- FLOW. +.1 speaks for a good flow.
- steal prep.
- play in CX. answer the question.
- have excessively long underviews. Read a better aff.
- read excessively long overviews. If you have a 1min+ long overview, I would prefer you read it at the bottom of the ac after you have done line-by-line. I promise I will get more of it if you do that.
- tag things as independent voters; just weigh. Do the work to resolve arguments so that I don't have to. Calling something independent doesn't make it independent from the rest of the reps/performances/args in the round.
- be a coward. Engage. Have the debate.
- these debates are best when debaters have a lot of content/topic knowledge and can make the connection to their theory of power. It seems sophomoric to critique something you have a limited understanding of. A lot of your authors have likely spent a lot of time writing historical analyses and it would be remiss to be ignorant of that.
- high threshold for explanations
- spend more time explaining the internal link between the speech act or the performance and the impact
- Really sympathetic to voting neg on presumption if the aff isn't inherent or doesn't clearly articulate how the aff is a move from the status quo.
- please don't read model minority type args.
Policy style arguments (LARP)
- love a well-researched position. Do it if it's your thing.
- 90% of time you just gotta do the weighing/impact calc.
- competing interps
- these debate becomes better as methods debates implicating the relationship amongst form, content, and norms
- no RVIs on T. Why would I?
- Because I default competing interpretations, I treat these as CP/DA debates unless otherwise argued in round. To win my ballot, my RFD should be able to explain the abuse story, the structural implications for the activity (and its significance), and why your interpretation is the best norm to resolve those impacts. If you are not clearly explaining this, then I don't know why I would vote for the shell.
- I won't vote off:
- "new affs bad"
- "need an explicit text" interps
- Disclosure against novices and traditional debaters
- I am sympathetic to a "gut-check" on frivolous theory
- Good interps to run:
- condo bad;
- abusive perms bad (severance perms, intrinsic perms, etc);
- abusive CPs bad (delay CPs, etc);
- abusive fiat bad (object fiat, multiactor fiat, etc).
- If I'm being honest, I don't enjoy flowing more than 20 sec worth of spikes/theory pre-empts at the bottom of the AC; just read a better aff.
Mary Beth Maloney Paradigm
Brian Manuel Paradigm
Director of Policy Debate @ Stanford University; Director of Debate @ Edgemont Jr./Sr. High School
(High School Constraints - Edgemont)
(College Constraints - Stanford, Harvard, and a crew of exceptionally talented college debaters I've had the pleasure to coach)
2017-2018 PF TOC Update: April 23rd, 2018
As you can see I used to have a very strong leaning towards how evidence needs to be presented during a debate. I've backtracked pretty substantially on this point. Therefore, I won't ask for your case ahead of time. However, I do still prefer evidence that is directly quoted and cited according to the rules of the tournament we are at. I do not like paraphrasing and will only accept paraphrasing as a logical argument to be made in the round and will not credit you for reading a qualified author.
I know a lot about debate, arguments, and the topics you are debating. I have an extremely competitive set of students that are constantly talking about the topic, I tutor students around the world in PF, and I generally like to be educated on the things that students will debate in front of me.
Beyond what I've said above, I'll give you an additional piece of advice: If you would strike Stefan Bauschard or Amisha Mehta than you'd probably want to strike me. I tend to fall somewhere in between where they are at in their philosophies.
Last but not least, I don't intend to steal your cards...we have more than we can use...however if it means you'll throw me up on a Reddit post that can get over 100+ responses then maybe I'll have to start doing it!
**Disregard the section about asking me to conflict you if you feel uncomfortable debating in front of me since I've judged minimally and don't have any experience judging any of the teams in the field more than once therefore, it doesn't apply to you**
2016-2017 Season Update: September 11, 2016
HS Public Forum Update: This is my first year really becoming involved in Public Forum Debate. I have a lot of strong opinions as far as the activity goes. However, my strongest opinion centers on the way that evidence is used, mis-cited, paraphrased, and taken out of context during debates. Therefore, I will start by requiring that each student give me a a copy of their Pro/Con case prior to their speech and also provide me a copy of all qualified sources they'll cite throughout the debate prior to their introduction. I will proactively fact check all of your citations and quotations, as I feel it is needed. Furthermore, I'd strongly prefer that evidence be directly quoted from the original text or not presented at all. I feel that those are the only two presentable forms of argumentation in debate. I will not accept paraphrased evidence. If it is presented in a debate I will not give it any weight at all. Instead I will always defer to the team who presented evidence directly quoted from the original citation. I also believe that a debater who references no evidence at all, but rather just makes up arguments based on the knowledge they've gained from reading, is more acceptable than paraphrasing.
Paraphrasing to me is a shortcut for those debaters who are too lazy to directly quote a piece of text because they feel it is either too long or too cumbersome to include in their case. To me this is laziness and will not be rewarded.
Beyond that the debate is open for the debaters to interpret. I'd like if debaters focused on internal links, weighing impacts, and instructing me on how to write my ballot during the summary and final focus. Too many debaters allow the judge to make up their mind and intervene with their own personal inclinations without giving them any guidance on how to evaluate competing issues. Work Hard and I'll reward you. Be Lazy and it won't work out for you.
NDT/CEDA Update: I'm getting older and I'm spending increasingly more hours on debate (directing, coaching, and tabulating at the HS and College level) than I used to. I really love the activity of debate, and the argumentative creativity being developed, but I'm slowly starting to grow hatred toward many of the attitudes people are adopting toward one another, which in turn results in me hating the activity a little more each day. I believe the foundational element of this activity is a mutual respect amongst competitors and judges. Without this foundational element the activity is doomed for the future.
As a result, I don't want to be a part of a debate unless the four debaters in the room really want me to be there and feel I will benefit them by judging their debate. I feel debate should be an inclusive environment and each student in the debate should feel comfortable debating in front of the judge assigned to them.
I also don’t want people to think this has to do with any one set of arguments being run. I really enjoy academic debates centered on discussions of the topic and/or resolution. However, I don’t prefer disregarding or disrespectful attitudes toward one another. This includes judges toward students, students toward judges, students toward observers, observers toward students, and most importantly students toward students.
As I grow older my tolerance for listening to disparaging, disregarding, and disrespectful comments amongst participants has completely eroded. I'm not going to tolerate it anymore. I got way better things to do with my time than listen to someone talk down to me when I've not done the same to them. I treat everyone with respect and I demand the same in return. I think sometimes debaters, in the heat of competition, forget that even if a judge knows less about their lived/personal experience or hasn’t read as much of their literature as they have; that the judges, for the most part, understand how argumentation operates and how debates are evaluated. Too many debaters want to rely on the pref sheet and using it to get judges who will automatically check in, which is antithetical to debate education. Judges should and do vote for the "worse" or "less true" arguments in rounds when they were debated better. Debate is a performative/communicative activity. Its not about who wrote the best constructives only. Its about how teams clash throughout the debate.
Therefore, as a result I will allow any person or team to ask me to conflict them if they feel uncomfortable debating in front of me or feel that the current system of judge placement requires them to prefer me since I'm a better fit than the other judge(s). I won't ask you any questions and won't even respond to the request beyond replying "request honored". Upon receiving the request I will go into my tabroom.com account and make sure I conflict you from future events. I feel this way you'll have a better chance at reducing the size of the judge pool and you'll get to remove a judge that you don't feel comfortable debating in front of which will narrow the number of judges available to you and might allow you to get more preferable judges. My email is email@example.com. Please direct all conflict requests to this email.
2014-2015 Season Update: September 2, 2014 (The gift that keeps on giving!!)
The following are not for the faint of heart!
Some days you just can't get ready in the morning without being bothered.Then you just need to be cheered up and it fails or someone threatens to eat your phone.
However, when it's all said and done you can at least sleep having sweet dreams.
**On a more serious note. Dylan Quigley raised a point on the College Policy Debate facebook group about what "competition" means when people are judging debates. Therefore, I'll go with this answer "Because this is an emerging debate with no clear consensus, I would encourage judges to let the debaters hash out a theory of competition instead of trying to create one for them. I think in an era were students are taking their power to mold the "world of debate" they debate in it is especially important for us judges to *listen* to their arguments and learn from their theories. No shade towards the original post, I just think it's worthwhile to emphasis the relationship between "new debate" (whatevs that is) and student's ability to create theories of debate on their own instead of choosing a theory that's imposed on them." However, in the absence of these debates happening in the round I will default to a traditional interpretation of "competition." This interpretation says the neg must proves their alternative method/advocacy is better than the affirmative method/advocacy or combination of the affirmatives method/advocacy and all or part of the negatives method/advocacy. Also in these situations I'll default to a general theory of opportunity cost which includes the negatives burden of proving the affirmative undesirable.
2013-2014 Season Update: December 25, 2013 (Yes, it's Christmas...so here are your presents!!)
If you love debate as much as Sukhi loves these cups, please let it show!!
If you can mimic this stunt, you'll thoroughly impress me and be well rewarded: Sukhi Dance
And you thought you had a sick blog!!
Also why cut cards when you can have sick Uke skills like these and these!!
To only be shown up by a 2 year old killing it to Adele
Finally, we need to rock out of 2013 with the Stanford version of the Harlem Shake by Suzuki and KJaggz
2012-2013 Season Update: August 22, 2012
Instead of forcing you to read long diatribes (see below) about my feelings on arguments and debate practices. I will instead generate a list of things I believe about debate and their current practices. You can read this list and I believe you'll be able to adequately figure out where to place me on your preference sheet. If you'd like to read more about my feelings on debate, then continue below the fold! Have a great season.
1. TKO is still in play, and will always be that way!
2. You must win a link to a DA - if you don't talk about it I'm willing to assign it zero risk. Uniqueness doesn't mean there is a risk of a link.
2a. "Issue Specific Uniqueness" IS NOT a utopian answer to all affirmative arguments.
3. You must defend something on the aff - by doing so it also implies you should be able to defend your epistemological assumptions underlying that advocacy.
4. T is about reasonability not competing interpretations. This doesn't mean every affirmative is reasonably topical.
5. Debate should be hard; its what makes it fun and keeps us interested.
6. Research is good - its rewarding, makes you smarter, and improves your arguments.
7. "Steal the entire affirmative" strategies are bad. However, affirmative teams are even worse at calling teams out on it. This mean they are still very much in play. Therefore, affirmatives should learn how to defeat them, instead of just believing they'll somehow go away.
8. There are other parts to an argument other than the impact. You should try talking about them, I heard they're pretty cool.
9. Your affirmative should have advantages that are intrinsic to the mechanism you choose to defend with the aff. Refer to #6, it helps solve this dilemma.
10. Have fun and smile! The debaters, judges, and coaches in this activity are your life long friends and colleagues. We are all rooting you on to succeed. We all love the activity or we wouldn't be here. If you don't like something, don't hate the player, hate the game!
Clipping/Cross-reading/Mis-marking: I hear that this is coming back. To prosecute cheating, the accusing team needs hard evidence. A time trial is not hard evidence. A recording of the speech must be presented. I will stop the debate, listen to the recording, and compare it to the evidence read. If cheating occurred, the offending debater and their partner will receive zero speaker points and a loss. I'd also encourage them to quit. I consider this offense to be more serious than fabricating evidence. It is an honor system that strikes at the very core of what we do here.
Additional caveat that was discussed with me at a previous tournament - I believe that the status quo is always a logical option for the negative unless it is explicitly stated and agreed to in CX or its won in a speech.
Newly Updated Philosophy - November 18, 2011
So after talking to Tim Aldrete at USC, he convinced me that I needed more carrots and less sticks in my philosophy. Therefore, I have a small carrot for those debaters who wish to invoke it. Its called a T.K.O (Technical Knockout). This basically means that at any point of the debate you believe you've solidly already won the debate, beyond a reasonable doubt, (dropped T argument, double turn, strategic miscue that is irreparable by the other team) you can invoke a TKO and immediately end the debate. If a team chooses this path and succeeds, I will give them 30 speaker points each and an immediate win. If the team chooses to invoke this but its unclear you've TKO'd the other team or in fact choose wrong, you obviously will lose and your points will be severely effected. Who dares to take the challenge?
Past Updated Philosophy - September 9, 2010
I am Currently the Assistant Coach @ Lakeland/Panas High School, College Prep School, and Harvard Debate. I’m also involved with Research & Marketing for Planet Debate. This topic will be my 14th in competitive debate and 10th as a full time coach. Debate is my full time job and I love this activity pretty much more than anything I’ve ever done in my life. I enjoy the competition, the knowledge gained, and the people I’ve come to be friends with and likewise I really enjoy people who have the same passion I have for this activity.
I last posted an update to my judge philosophy a number of years ago and think it is finally time I revisit it and make some changes.
First, I’ll be the first to admit that I probably haven’t been the best judge the last few years and I think a majority of that has come from pure exhaustion. I’ve been traveling upwards of 20+ weekends a year and am constantly working when I am home. I don’t get much time to re-charge my batteries before I’m off to another tournament. Then while at tournaments I’m usually putting in extremely late nights cutting cards and preparing my teams, which trades off with being adequately awake and tuned in. This year I’ve lessened my travel schedule and plan to be much better rested for debates than I was in previous years.
Second, since my earlier days of coaching/judging my ideology about debate has changed somewhat. This new ideology will tend to complement hard working teams and disadvantage lazy teams who try and get by with the same generics being ran every debate. Don’t let this frighten you, but rather encourage you to become more involved in developing positions and arguments. When this happens I’m overly delighted and reward you with higher speaker points and more than likely a victory.
Amisha Mehta Paradigm
I am a lawyer, Co-Director of the Westfield Debate Team and Co-Chair of the NYCUDL Board.
I have judged PF for the last 2 years, over 75 rounds.
I will judge based on a combination of the flow, general logic and common sense.
Speed-don't do it. If I can't understand you, I can't give you credit for it.
If you want me to vote on an issue please include it in both summary and final focus.
Write my RFD for me in final focus.
Only call for evidence if there is a real need (context, integrity).
In general, be nice. I believe in debate access for all so I will cut your speaks if you create an environment where other people don't want to participate in the activity.
Good luck and have fun!
Emily Moffa Paradigm
Natalie Polanco Paradigm
Taylor Wofford Paradigm
Hi, my name is Taylor. I've been involved in competitive debate since 2001. I participated in policy debate for four years at Jesuit College Prep in Dallas, coached there for a little bit, volunteered with the Dallas Urban Debate Alliance and now work at the NYC Urban Debate League.
My background is in policy, but I'm also comfortable with PF and parli. I can judge LD in a pinch. Here are some things to think about if you get me as a judge:
1) I flow. I will decide who won the debate based on what's on my flow.
2) I decide speaker points based on a combination of charisma (as I define it) and effectiveness. For me, charisma means confidence, familiarity with arguments and evidence, politeness and good sportspersonship (if there's a better, non-gendered word for this, please let me know). Charisma does not mean whether or not I find your voice aesthetically pleasing. Effectiveness means whether you did what you needed to do in your speech to win the round. Assigning speaker points is not a science.
3) I have noticed that I tend to call for evidence a lot more than other PF judges. If you tell me in your speeches that your evidence is better than your opponents', and that this is a reason I should vote for you, then expect me to call for the evidence. If I call for your evidence and it doesn't say what you say it says, I might not give you the argument -- or, more likely, I will give you as much of your argument as your evidence supports. You may find that unfair, but I think debate is about teaching life skills, of which being honest is one.
4) Please weigh impacts. Be as specific as possible. "In our world, X number of lives are saved, whereas in their world (1/2)X number of lives are saved" is more persuasive than "We outweigh on scope." If you're making timeframe arguments, give me an actual timeframe.
5) I think of debate as an educational game, so don't hesitate to run fun and/or zany arguments in front of me. Thus far my experience with PF has been watching the same debate over and over again for each topic and I would like to see some more variety!