Stoa Speech and Debate Lincoln Douglas Value Debate

Stoa Speech and Debate Lincoln Douglas Value Debate Judge Orientation

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You are Qualified to Judge! • You already participate in communication activities. – It is the debater’s job to communicate with you. – It is not your job to be a debate expert before coming here. • Our goal is for our students to speak to “the thinking man and woman on the street” – That’s You!

What is Debate? • Two opposing teams argue an idea: The Resolution ~ Affirmative (upholds the resolution) ~ Negative (refutes the Affirmative’s position and/or argues against the resolution) • Debaters are assigned which side to argue for each debate round - they do not get to choose. During the course of the tournament, they will argue for each side.

Lincoln Douglas Value Debate * Also called LD or Values Debate (Values are principles which are recognized by a society, culture, or group. ) * Debaters will be defining, analyzing and arguing values. * One-on-One debate (one affirmative, one negative) * One full LD debate round lasts up to 45 minutes

2013 -2014 LD Value Debate Resolution Resolved: The United States has a moral obligation to mitigate international conflicts.

Role of the Judge DO: - Listen to the debate - Decide which debater best supports his/her position - Reach a conclusion & cast a vote - Provide written feedback

Role of the Judge DON’T: - Request or accept written material offered by debaters before or during the round - Interrupt or question the debaters - Extend a debater’s speaking time

Debater’s Role The debaters are responsible for making their ideas clear to the judge, including: - Debate Theory - Organization of the Round - Details of the Topic

Before the Round Begins • Check to make sure: Ø You have not judged or watched either of these debaters at this tournament • Fill in your name • Fill in the names of the debaters (affirmative and negative)

What to Expect • Number of judges: - Typically, 1 judge in preliminary rounds - Typically, 3 or more judges in elimination rounds - Always an odd number • Timekeeper • Greeting - Debaters may introduce themselves - May ask your judging background or philosophy.

LD Round Structure The Round: 1. Affirmative Constructive (AC): 6 minutes 2. Cross Examination (CX): 3 minutes 3. Negative Constructive (NC): 7 minutes 4. Cross Examination (CX): 3 minutes 5. First Affirmative Rebuttal (1 AR): 4 minutes 6. Negative Rebuttal (NR): 6 minutes 7. Second Affirmative Rebuttal (2 AR): 3 minutes Additionally, each speaker will receive a total of 3 minutes of preparation time which can be used prior to their speeches. (However, preparation time cannot be used prior to CX. )

Affirmative Constructive AC CX NC CX 1 AR NR 2 AR Common Structure: (not “the Rules”) • • • Introduction Statement of the resolution Definition of terms Discussion of Value (& possibly a Criterion) Contentions (Arguments) Conclusion

Cross Examination (CX) AC CX NC CX 1 AR NR 2 AR q Three minutes q Immediately follows each constructive speech (no preparation time allowed) q Only direct interaction in the round between the debaters q One-on-one question and answer q Debaters face the judge q Judges may not question/comment during this time (or at all during the round)

Negative Constructive AC CX NC CX 1 AR NR 2 AR 1. Will refute the affirmative case / the resolution 2. Commonly will supply a negative interpretation of the resolution (a Negative Case) which could include: • Introduction • Statement of the resolution • Possibly, a Definition of terms • Discussion of Value (& Criterion) • Contentions (Arguments) • Conclusion

Affirmative & Negative Rebuttals AC CX NC CX 1 AR NR 2 AR • Debaters use these speeches to clarify the important arguments in the round. • Cannot introduce new lines of argumentation, but can bring up additional support to bolster arguments made in constructive speeches. • Should refute arguments made by the opponent, as well as reassert own case. • Will likely propose “voting issues” – those arguments which the debater feels are most crucial to the round.

Flowing = Note-Taking System • Flowing = Organizes the ideas in a round by following arguments horizontally – Use flow sheet or plain paper – Just a tool to help you – Not to be turned in • The right note-taking system is the one which allows you to: – Absorb the presentation – Reach a conclusion and cast a vote – Give the debaters written feedback

Flow Sheet (Note-taking system)

Filling Out the Ballot Two Independent Decisions: 1. Reward individual speaking ability 2. Decide which Debater wins the round Set aside personal bias/opinion

Ballot #1 – The Student Ballot Evaluate the Speakers: • • • Circle and Total Speaker Points Rank Speakers Write Comments Provide RFD and Comments Continue on back as needed

The Ballot – Rating the Speakers Individual Speaking Ability: Use the Speaker Point Guideline to help you determine how each speaker debated. Circle one number for each category.

The Ballot – Speaker Point Guideline Each speaker should be judged in these six categories: üOrganization üAnalysis & Reasoning üSupport üCross-Examination üRefutation/Clash üDelivery In those categories, each speaker should be rated from 1 – 5 using the following scale: 1 = Poor. . . . 5 = Excellent

The Ballot – Speaker Point Guideline Organization: Logical and orderly presentation – Clearly indicates which issue is being argued, presenting a clear path to follow. Analysis & Reasoning: Logical explanation of critical issues – Clearly explains own arguments and exposes weakness of opponent's arguments. Support: Appropriate quantity and quality – Clear, understandable logic, definitions, quotations, facts, examples, applications, analogies, and other relevant information -- Applied to support arguments. Cross-Examination: Civil information exchange – Courteous, assertive, diplomatic. Asks for clarifications, sets up strategies for further argumentation, discovers weaknesses, inconsistencies, and contradictions. Refutation/Clash: Direct response to issues raised by opponent – Critically analyzes opponent's arguments and develops clear, understandable responses with logical arguments and effective use of facts and examples. Delivery: Understandable, interesting and persuasive presentation – Effective oral communication skills including reading of any support; clear, understandable, persuasive vocal argument; use of effective stage presence, gestures, and eye contact.

The Ballot – Total Speaker Points Total the points from the six categories for each speaker and write the Total Affirmative speaker points and the Total Negative speaker points.

The Ballot – Speaker Rank is determined by Total Speaker Points. Circle 1 st or 2 nd accordingly. Tied points are allowed, but you must use your overall impression to select a first and second place speaker.

The Ballot – Who Won? After looking over your flow sheet and considering all of the arguments, you must decide who, in your opinion, won this debate round. Circle either: Affirmative or Negative. Note: The person with the higher speaker points does not necessarily win the debate round.

The Ballot – Reason for Decision – This is perhaps the most important part of the ballot to the debaters. Here you explain how you came to your decision. Also welcome (and encouraged) are notes to each debater, specifying what they did well and what they can improve on. You are welcome to use the back of the ballot to write additional comments. Remember to sign and date the ballot.

- Deciding Who Won Questions to ask yourself about the Affirmative Does the affirmative interpretation correspond with the resolution? Has the affirmative. . . Identified a value? . . . Presented arguments supporting the importance of his/her value? . . . Upheld the resolution with his/her analysis of the resolution and contentions? . . . Persuaded you to vote in favor of the resolution? . . . Adequately addressed the arguments raised by the negative side?

-Deciding Who Won Questions to ask yourself about the Negative Has the negative. . . Introduced a more persuasive interpretation of the resolution? . . . Provided arguments persuading you to vote against the affirmative interpretation of the resolution? . . . Adequately addressed the arguments raised by the affirmative side? . . . Presented his/her own value -- IF so, did he/she present arguments supporting its importance? . . . Persuaded you that his/her value is more important than the affirmative value?

When the Round is Over - Don’t ask questions or give verbal feedback. - Don’t disclose your decision! - Don’t solicit opinions about the round from other observers in the room. - You may request to review evidence for clarification or accuracy if you like. → Please return any evidence you review before leaving the room - Immediately following the round, take your ballots to the designated area for completion.

Ballot #2 – The Speed Ballot This form is for early handoff to TAB. No RFD or comments, please. • • • Provide Speaker Points Rank Speakers. Vote AFF or NEG

Thank You!