Last changed on
Thu January 4, 2024 at 3:18 AM EDT
Lynne Coyne, Myers Park HS, NC. 20+ years experience across formats
GENERAL COMMENTS
I have coached debate, and been a classroom teacher, for a long time. I feel that when done well, with agreed upon “rules of engagement”, there is not a better activity to provide a training ground for young people.
Debate rounds, and subsequently debate tournaments, are extensions of the classroom. While we all learn from each other, my role is parallel to that of an instructor. I will evaluate your performance. I see my role as to set a fair, but stringent, set of expectations for the students I am judging. At times, this means advancing expectations that I feel are best for the students and, at times, the broader community as well. I see myself as a critic of argument , or in old school policy lingo, a hypothesis tester. The resolution is what I vote for or against, rather than just your case or counterplan, unless given a compelling reason otherwise.
Below please find a few thoughts as to how I evaluate debates.
1. Speed is not a problem. In most of the debates I judge, clarity IS the problem not the speed of spoken word itself. I reserve the right to yell “clear” once or twice…after that, the burden is on the debater. I will show displeasure… you will not be pleased with your points. Style and substance are fundamentally inseparable but I recognize that low point wins are often a needed option, particularly in team events. The debater adapts to the audience to transmit the message-not the opposite. I believe I take a decent flow of the debate.
2. I generally dislike theory debates littered with jargon (exception is a good policy T debate that has communication implications and standards—if you’ve known me long enough this will still make you shake your head perhaps). Just spewing without reasons why an interpretation is superior for the round and the activity is meaningless. Disads run off the magical power of fiat are rarely legitimate since fiat is just an intellectual construct. I believe all resolutions are funadamentally questions of WHO should do WHAT--arguments about the best actor are thus legitimate. I am not a person who enjoys random bad theory debates and ugly tech debates. I judge debates based on what is said and recorded on my flow--not off of shared docs which can become an excuse for incomprehensibilty. I look at cards/docs only if something is called into question.
3. Evidence is important. In my opinion debates/comparisons about the qualifications of authors on competing issues (particularly empirical ones), in addition to a comparison of competing warrants in the evidence, is important. Do you this and not only will your points improve, I am likely to prefer your argument if the comparison is done well. All students should have full cites for materials.
4. I am not a “blank state”. I also feel my role as a judge is to serve a dual function of rendering a decision, in addition to serving a role as educator as well. I try not to intervene on personal preferences that are ideological, but I believe words do matter. Arguments that are racist, sexist, homophobic etc will not be tolerated. If I see behaviors or practices that create a bad, unfair, or hostile environment for the extension of the classroom that is the debate round, I will intervene.
The ballot acts as a teaching tool NOT a punishment.
5. Answer questions in cross-examination/cross-fire. Cross-ex is binding. I do listen carefully to cross – ex. Enter the content of CX into speeches to translate admissions into arguments. Do not all speak at once in PF and do allow your partner to engage equally in grand cross fire.
6. Debating with a laptop is a choice, if you are reading from a computer I have three expectations that are nonnegotiable:
A) You must jump the documents read to the opposition in a timely manner (before your speech or at worse IMMEDIATELY after your speech) to allow them to prepare or set up an email chain.
B) If your opponent does not have a laptop you need to have a viewing computer OR surrender your computer to them to allow them to prepare. The oppositions need to prep outweighs your need to prep/preflow in that moment in time.
C) My expectation is that the documents that are shared are done in a format that is the same as read by the debater that initially read the material. In other words, I will not tolerate some of the shenanigan’s that seem to exist, including but not limited to, using a non standard word processing program, all caps, no formatting etc..
7. Weighing and embedded clash are a necessary component of debate. Good debaters extend their arguments. GREAT debaters do that in addition to explaining the nexus point of clash between their arguments and that of the opposition and WHY I should prefer their argument. A dropped argument will rarely alone equal a ballot in isolation.
8. An argument makes a claim, has reasoning, and presents a way to weigh the implications (impacts). I feel it takes more than a sentence (or in many of the rounds I judge a sentence fragment), to make an argument. If the argument was not clear originally, I will allow the opponent to make new arguments. If an argument is just a claim, it will carry very little impact.
POLICY
At the NCFL 2023 I will be judging policy debate for the first time in a decade. Here is the warning: I know the generic world of policy, but not the acronyms, kritiks, etc., of this topic. You need to slow down to make sure I am with you. As in all forms of debate, choice of arguments in later speeches and why they mean you win not only the argument, but the round, is important. If you are choosing to run a policy structured argument in another format--better be sure you have all your prima facia burdens met and know the demands of that format.
Choose. No matter the speech or the argument.
Please ask me specific questions if you have one before the debate.
