I want a civil debate with clash and clear arguments. I don't like speed if you don't have clear organization and appropriate emphasis.

I have judged debate since 1988. I started programs in San Jose, San Francisco, and Portland. I have judged every form at the state and national level. I am pretty tabula rasa. In fact, one reason we brought Parli into the state of Oregon in 1997 was that we were looking for something less protocol driven and less linguistically incestuous. Policy and LD seemed to be exclusive to those who could master lingo. With Parli, we had a common knowledge street fight. So, I am open to your interpretation of how the round should be judged. Incorporate anything from your tool box: weighing mechanism, topicality challenge, counterplan, kritik, et al.

But, I still have to understand what you are saying and why. . .and so does your opponent. (Hey, now this guy seems like a communication judge. Eye roll.) I will not judge on debate tactic alone; I am not a Game Player . . . though I did play PacMan once in 1981.

Next, I am a teacher. This is an educational activity. Students should be working on transferrable skills--what are we doing in this debate chamber that we will use outside of the room in a classroom or a college campus or life? So, no speed. I will call "clear" to help you adapt to the room. And, while I am open to creative opposition to premises and other kritiks for the round, I won't abide by arguments that degrade a people or an individual. I was stunned when a debater once tried to argue that Internment was not that bad. I do not think they believed this in their heart; how could we have come to a spot in this educational event where this young person felt that this was a viable argument?

Let us have fun and walk out of the room with something to think about... and our limbs in tact! Con carino, Gonzo

I am a communication judge. I like students to clearly communicate, give real-world examples and have clear clash. Structure and organization are very important and will help me flow the round. I don't like progressive LD. I don't enjoy a definition debate in any form of debate but I will vote on topicality. I want civility, persuasion, and a clash. I generally vote on stock issues in Policy and I am not a fan of K's.

Thank you for reading my paradigms! And thank you for being part of speech and debate. I have a few priorities. In debate...

1. Number your contentions, advantages, disadvantages, etc.. Make it clear to me what part of your argument we are listening to, and likewise, which part of your opponent's argument you are addressing. Good road maps and sign posting help me be a better judge.
2. Rules are important, but don't hide behind them. In some events, Neg doesn't have the burden of a counterplan. That said... I expect you at least mention what kinds of plans could exist as an alternative. Saying "Aff's plan is bad" can work...but at least describe a couple alternatives that are feasible. You need to demonstrate that there is an alternative, even if you don't flesh it out. It's totally possible your opponent's plan is terrible; what I'm asking is that you demonstrate that your opponent's plan isn't simply the least terrible option out of really, really terrible options.
3. Tone matters. Spirited, enthusiastic, even emotion-filled debate is great. But always treat your opponents and partners with enthusiastic respect. This includes non-verbals: looking at your opponent like they're crazy doesn't make me happy :)
4. I start timing when you're talking. Off-time road maps don't fly with me because everyone has a different vision of what exactly can and can't go into an off-time road map.

Last, some background about me that may help, especially for people doing Individual events or interps:

I am the West Linn Coach. That said, I am a newer coach, so particularly with LD and PF I may need greater levels of context to grasp what you're discussing. For something like POI or Poetry, don't assume I can grasp poetic abstractions immediately. Speak at a pace that gives me time to process.

I teach history. I'll be honest: an argument or speech that effectively draws on history can really catch my attention; likewise, one that messes up historical analysis can undermine a case significantly.

I also have a theater degree, and have spent a lot of time with our pal Shakespeare. I have spent a good deal of time on stage, and directing plays. Know that I appreciate a good performance, and good speaking craft.

In contrast, sports and music are weaknesses of mine. I don't know them well. While I think Taylor Swift is cool, as I write this...I can't actually give you the name of a song she has written. Though I might recognize one. Maybe. That doesn't mean you should avoid mentioning Taylor Swift or talking about music or sports -- you just have to give me context. What does that lyric you recited refer to? How does it apply? What does that sports metaphor mean? Why do these things matter to what we're discussing?

Given the background described above, when it comes to speaker points: I am in this coaching job because I want students to develop public speaking skills that will serve them throughout their lives professionally, politically, theatrically, or in whichever setting you desire. As such, speaker points for me are about quality, not quantity, of arguments and respect for the process and others. An appropriately placed pinch of dramatic flair never hurts either.