Denslow, Keith Edit 0 3… Judging Philosophy
Keith Denslow,
Skiatook High School,
Skiatook, OK

I have taught academic debate for 32 years. I have coached both policy debate and value debate on the high school level plus NDT and CEDA for 2 years on the college level. I have coached regional, district, and state champions.

I give up. I embrace the absurdity which is post-modern debate. If you debate on a critical level, then it is your burden to understand and explain the philosophical position you are advocating and offer a rational alternative to the worldview.

Topicality is an outdated mode of thought with tries to put up fences in our brain about what we can and can not talk about. It harms education and the marketplace of ideas. As a negative, only run Topicality if the argument is 100% accurate not as a test of skill or response.

It is important that anyone arguing counterplans have an understanding of counterplan theory especially how a counterplan relates to presumption. DO NOT automatically permute a counterplan or critique without critically thinking about the impact to the theory of the debate.

Style issues: Civility is important. Open CX is okay. Clarity must accompany speed. Numbering your arguments is better than “next” signposting. Detailed roadmaps are better than “I have 5 off” and prep time doesn’t continue for 2 minutes after you say “stop prep” Flash evidence faster!

I run the Tulsa Debate League. I debated at Charles Page for four years in the 90's and at the University of Southern California for four years in the early aughts. For most of my career, I ran what would be considered traditional policy debate arguments. I've certainly ran and been exposed to other styles of argumentation, including many varieties of kritiks (though I have very limited experience with what was once called performance arguments). With that said, I haven't been heavily involved in the national circuit or college debate for many years, so, if you are running a set of arguments which require a vernacular and a set of assumptions that I lack, it is your job to educate me on those issues. My default set of assumptions will necessarily be based on my experience and historical reference points. With that said, I try to be as open-minded and inclusive as possible. I have voted for both identity K teams and policy teams, on topicality and for multiple counterplan strategies that I deplore when I felt like they these strategies were debated well.

If you asked me what I'd like to see rather than what I will merely vote on, I would say I like to see debates with clash and a clear, big picture sense of what matters in the debate. Great debaters tell stories with evidence and examples.

Most of the debating that I have seen in Oklahoma since moving back here could have been made better with the use of paper files instead of computers. The use of flash drives and laptops has generally made debaters less apt to flow, which has caused all manner of problems, such as dropping arguments and failing to explain arguments to the judge because you assume it's on the flash drive. And flash drives have added hours to tournaments. So be mindful of that.

I would love to see is a commitment to making the community better and more inclusive. Being nice is always a good thing.

I'm the Program Director for the Tulsa Debate League. I coach all events but my focus is policy debate. I'm open to all styles of debate and I try to minimize judge intervention in my decisions. With that in mind, I’m more concerned with argument form than argument content. Arguments can come in many forms (e.g., traditional policy arguments, kritikal arguments, narrative arguments, etc.) but I think all arguments should have warrants and impacts. I also think line-by-line and clash help me minimize judge intervention. If your debate style eschews line-by-line, that's okay, but the clash should still be present, even if it's implicit. Ultimately though, I will do my best to evaluate your round according to the terms you establish in the round. With all that said, the rest of this paradigm covers a few technical aspects of debate that I consider important.

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Speech Docs

Please include me in the email chain: michael.haskins@tulsadebate.org

Flowing

I will flow where you tell me to flow. If you don’t tell me where to flow, I will flow in the way that makes the most sense to me. I'm hesitant to cross-apply for you so sign-posting and explicit cross-applications are important.

Evidence

I prefer fewer pieces of evidence better explained and better applied than many pieces of evidence poorly explained and poorly applied. I think the debate community as a whole has done a poor job of teaching debaters how to evaluate competing evidence. Credentials and expert status hold less sway in my mind than the empirical and logical analysis contained in the evidence. On that note, I tend to give more weight to analytical arguments that use common knowledge examples and reasoned analysis than most judges. I consider this an important check against teams that run intentionally obscure offense on the hope that the other team will lack the evidence to respond.

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Feel free to ask me questions. I love to talk debate.

Updated Last: May 4, 2023

Email: christian.d.jones[at]gmail.com (yes, I would like to be on the chain)

Experience: Head coach for 11 years.

My General Paradigm
Debates must be fair and winnable for both sides, but debaters may argue what is and is not fair. Debaters may try to convince me which particular instance of debate ought to occur in each round. I will try to have an open mind, but I do have likes and dislikes.

Speed
I prefer debaters to ensure clarity before trying to accelerate. I can handle speed, but if I can't understand it, it doesn't get flowed. If I am being honest, I would estimate that I can catch almost every argument at about 85% of top speed for the national circuit. But if you brake for taglines and present them in a unique vocal inflection, top speed is not a problem.

Decision Calculus
I will only intervene if I feel I absolutely have to. I prefer that debaters to help me decide the debate. Comparative arguments will usually accomplish this. Extrapolations in rebuttals are acceptable if they are grounded in arguments already on the flow. Arguments that are extremely offensive or outright false may be rejected on face.

Style
I enjoy and find value in a variety of argumentation styles as long as they do not preclude a debate from taking place. A debate must have clash.

Framework
The 1AC presents their argument to a blank slate. If you want to change this, you will need an interpretation and to be clear on the criteria for winning the round. This criteria should offer both sides the possibility of winning the debate.

Topicality (or any other procedural/theory argument)
If you want me to vote on a proposed rule violation, then you need to win the complete argument. You must win that you have the best interpretation, that the other team has violated your interpretation, that your interpretation is good for debate, and that the offense is a voting issue. If you want to argue that the other team is breaking the rules, then you have the burden of proof. Procedural arguments may also urge a lesser punishment, such as, excluding the consideration of an argument.

Kritik
I do not want to proscribe specifics when it comes to kritiks, but I do want to see clash and comparative argumentation in any debate. I prefer Ks that are germane to the topic or affirmative case in some way. I like kritiks that have a clearly defined alternative. Alternatives that propose something are preferable to 'reject' or 'do nothing' type alts. I am not a fan of ontological arguments, especially nihilistic ones. If you choose to enter the debate space, you have already ceded certain assumptions about reality.

Counterplans
I am open to any type of counterplan, but all arguments are subject to the standard of fairness determined in the debate round. That said, if you are going to read a counterplan, it should probably have a solvency card.

Updated 4/3/22 for OK State

TLDR: Debate is great, have fun. I haven't read your authors, but I understand debate

Debating: My name is Tristan Loveless, I debated for four years at Skiatook High School in East Oklahoma. I debated 200-300 rounds over my four years between tournaments and camps. I attended Georgetown and Northwestern for camps. I did not debate in college.

Coaching: I am currently working for the Tulsa Urban Debate League as their Data Manager.

2 year as a program coordinator for the TDL (OK)

6 years coaching/assistant coaching Urban Debate (OK)

1 year assistant coaching Skiatook High School (OK)

Judging (Water topic):I have judged very few rounds this topic

Topics I've debated/coached: Space, Transportation infrastructure, Cuba/Mexico/Venezuela, Oceans, Surveillance, China, Education, Immigration, Arm Sales, Police Reform, Water Protections

Simply put I’ll evaluate everything. Do what you do best.

Authors I've read: Agamben, Foucault, Marx, Freud, Giroux, Camus, Heidegger, Hegel, Nietzsche and Kierkegaard. feel free to ask me if I've read X author before the round.

Policy Affirmative Case- If it’s a traditional policy aff I can follow it no problem.

Kritikal Aff- Defend something. Try to be related to the topic in some way please. I prolly haven’t read your philosophy so make it clear, I personally ran Kritikal Affirmatives my Junior and Senior year, so I’m pretty cool with this. Try to give me a clear picture of what my ballot is/does and what exactly I am voting for especially in the 2AR

DA- I’m cool with whatever

CP- On the theory debate Impact it out. The negative should have a specific solvency advocate, I'll still listen to it if it doesn't but I'm likely to buy that it doesn't actually solve if the aff makes that argument.

Theory/T- Impact the voters, tell me what the T/Theory Interp provides us in the real world. T “substantial” or T “its” aren’t super compelling arguments, and they are less so if you don’t give me voter analysis. Education isn’t an Impact, Advocacy Skills and Decision making are. Education is only an Internal Link to a real impact

Kritiks

General - K's are fine. Just a few notes on how I view K's: The alternative is an advocacy, so prove that the alternative is better than the affirmative. When going for the perm be sure to explain how the perm is able to solve the Impact/Link level of the flow- if the perm still links and causes the impact of the K then I'm not gonna vote for the perm. I default that the aff gets to weigh the 1AC, but if the negative wins on the flow that they don't get to weigh it then I won't weigh it.

Impact Turns- I've noticed a lot of K debaters have trouble answering Heg/Cap good in response to their K's. These are real arguments that you need to be able to answer.

In round Discourse links: If the link is in round discourse then you HAVE to explain how the perm overcomes the in round link & Impact otherwise you probably lose the perm debate.

Impact framing: I've seen a few teams going for the "future bad" framing, be sure to extend this throughout the round and cover it in your final speech- and if you're debating against these kind of arguments be sure to answer them. In short, be sure you extend and explain impact framing throughout the round and if you're the opposing team be sure to answer these kinds of arguments

Note: In the past few years I've seen negatives read K's that the rest of their strategy links too. I'm not a fan of this and am likely to vote a team down for doing this. If you don't know what I mean here are the examples from rounds I've judged:

Example 1: Negative team reads Set Col and argues that native erasure is the biggest impact, and then kicks the K in the 2NR.

Example 2: Negative team reads Fem K w/ USFG link and a counterplan that uses the USFG.

Misc:

Speed is cool, be clear. I like Impact Analysis. Be creative.

Timing Stuff- prep ends when jump drive is in the opponents hand, Cross Ex starts immediately when the speech ends. For online debate prep ends when email is sent.

Feel free to ask me questions before the round!

Conflicts: Jenks High School

Experience: I debated for four years at Jenks High School in Oklahoma (2013-2017). I traveled out-of-state and went to state three of those four years. I ran heavy K stuff my sophomore year. A mixture of K and Policy my junior year and mainly policy stuff my senior year.

Education topic: I have judged very few debates on this topic. Do not expect me to know your acronyms or the “obvious” links.

Prep stops when the flash leaves the computer/email is sent/pocketbox uploaded.

Speed: I debated fast against fast people. That being said I don’t judge often and it’s been a while since I debated. So slow down at the beginning to let me get used to your voice. Trust that I am doing my best to flow, but I am not perfect. I will yell clear twice for each team if I feel like you are being unclear or too fast for me. Otherwise you shouldn’t be surprised if I can’t get your arguments on the flow.

General: Do what you do best because most of the times you will be worse if you do otherwise. I try to be as unbiased as possible, but I am imperfect. Don’t make me do work you should be doing. Don’t be hostile. It annoys me and drives people away from the activity I love. As far as post-rounds, I post-rounded too hard after my rounds so I am probably hypocritical on this, but I ask you be civil. I respect the schedule because I have been in tabrooms before and so that will be the primary reason for me to end a post-round. I do believe the judge should be able to confidently defend their decision. I may withhold some things for the sake of time. I’ll try to put them on the ballot. Feel free to ask me about them.

Evidence: I won’t call for much and will only do so if it is disputed or if no one explains it well.

Also do not clip. I love passive-aggressive questions like “do you mind sending me the highlighted version of your evidence?” If I am very confident you are clipping I will vote against you and tank your speaker points. I do this because the activity already suffers from poor representations of evidence and clipping is one of the worst forms of that. I will listen to recordings for proof.

DA/CP: Have good links. Get technical and explain evidence.

Case debates: Spend more time on them and make them good.

FW: I’ve been on both sides of this issue. They tend to get repetitive so try to not make them so. I like generic theoretical arguments as well as state pedagogy ones.

Theory: You need to impact these arguments out for these to be convincing. Be technical and list examples. I usually agree with “reject the argument and not the team,” but feel free to convince me otherwise. 

Random note: Disclosing makes debates better so please do it or have a really good reason not to.

Cross-X: Utilize this effectively. Don’t make me feel like you are struggling to make up questions. Have some planned out. Follow lines of questioning to make a point. Don’t be a bully. I will know when the person being cross X’d is losing a point and you don’t need to keep rubbing it in.

Topicality: Most of theory applies here. I don’t think you need to win in round abuse if you win competing interpretations. Being unfamiliar with this topic means you are going to have to do more work here. I don’t know the cliché T card that people read every round. I personally think definition origins is not debated enough, this effects predictability. 

Kritiks: I read many of these but I only occasionally ventured beyond the 5 or 6 most popular arguments so keep that in mind. Don’t assume I know the literature behind all of your work. Explain the alternative. I personally don’t find the permutation double bind argument convincing (alt should be strong enough to overcome the instance of the aff.) You can make it but don’t plan on this being your round winner. Explain your jargon as you use it. Have good links and explain them. Don’t assume because they have an econ advantage that you don’t have to explain the link to your cap K or your Anti-blackness K. Even if they don’t try to link turn the K, the Links are how you access the impact to your K, so it is still super important to explain them.

If you have any questions or concerns: mlugibihl@ou.edu