In Congressional Debate, I believe in clear, concise analysis. I expect clash, cited evidence, and rebuttal. I also appreciate students who immerse themselves in the debate and act as if their votes have an importance to their constituents back home. I understand that the end result is artificial, but for the moments in which you are in session, act like it matters.

I also expect that you will treat your colleagues with respect and avoid the parliamentary games which serve to prevent them from speaking. I've been around too long and can see through such tactics.

General note for both speech and debate: how you behave in a round matters. I expect you to be cordial and collegial to your opponents. If you are not, your speaker points and/or ranking will reflect it.

Racist, sexist, homophobic, ableist, transphobic, etc. comments and/or arguments and/or behavior are not tolerated. You WILL lose the round and/or receive 0 speaker points. Don't do it. And that includes coded language. If you use stereotypes of identities (particularly race, gender, disabilities, and/or ethnicities) that aren’t yours, especially for comedic effect, you will be ranked last.

A little about me: I was a policy debater in high school (20+ years ago). I currently run Lakeside Debate and Public Speaking School, where I am the head coach. For four years, I was the Congressional debate coach for Lakeville North and Lakeville South High Schools. For two years, I also taught Congress and PF for Potomac Debate Academy. I was the Head Coach at Wayzata High School for two years where I coached policy. I also coach speech (all categories), most recently at Edina High School. I've literally coached and judged it all. I also have a PhD in social ethics.

Here’s the TL;DR version:
Clash is the minimum expectation in debate rounds. Make sure that the speech you give fits where you give it (i.e., extemping a rebuttal on the third cycle vs. reading a prepared speech in the third cycle for Congress). I love Ks and critical argumentation (but know your theory!). Give me the ballot in every speech after the constructive! And don’t conflate ethics and morals! See below for more detailed information for events.


CONGRESS

Each speech should have proper argumentation (claim, warrant, impact(s)). IMPACT OUT YOUR EVIDENCE!!! You should know why the evidence you’re reading or the statistic you’re citing matters and you should communicate that! Road map your speeches. Signpost during them. If you are not the first speaker on either side of a bill, make it clear that you're following what's come before you. Acknowledge your fellow representatives when you're building on their point or when you're refuting it. CLASH IS EVERYTHING!

I expect crystallizations and rebuttals to include weighing/impact calc. I rank POs unless the round is chaotic/incredibly poorly run. Precedency and recency matter. I track the number of questions you ask in addition to scoring your speeches. The person who gets my top rank is the person who performed best in the round, factoring in questions, speeches, and in-round behavior. I'm looking for cordiality and collegiality, strength and uniqueness of arguments, fully impacted out arguments, and excellent in-round engagement with the thoughts and arguments of others. Generally, I care more about the content of your speech than your delivery, unless the delivery makes it impossible for your arguments to land.

LD/POLICY/PF DEBATE
In a round, I'm paying close attention to whether arguments are complete and if they're well supported by the cards used. It's not just about cramming as much as will fit into an X-minute speech; it's about making sure that your evidence says what you're saying it does and using information to make your argument stronger. I'm looking for claims, warrants, and impacts. I will vote on impacts, so make sure you extend them. ***Trigger warnings are not enough; you need to have a non-explicit case that you can run.***

I'm not a strict flow judge, but I am tracking all the arguments. If questions are raised in rounds that are a priori(need to be addressed prior to addressing the resolution), I'm paying special attention to how they're run and responded to; T and K are voters that, for me, always take precedence over case. RFDs will not be tech heavy.

Clash is important! Rounds where the sides talk past each other and don’t engage with the arguments of the other side are not good rounds

Tell me why you should get the ballot in all post-constructive speeches. Make your case for why you win the round. But please do not tell me that I have an ethical obligation to vote a certain way, unless you're giving me the ethical paradigm from which you want me to vote. Otherwise, the phrase "you have an ethical obligation to vote for us" means nothing. Ethics and morals are not the same thing, so please don't conflate them. Morals are an appeal to shared values, while an ethic is simply a way of being in the world. Knowing how to make these arguments successfully will make you better debaters.

While I am an old school policy debater, my doctoral studies were continental philosophy, critical theory, cultural theory, and social ethics. Bring on your critical arguments! I love critical argumentation in both LD and Policy when it's done well. I welcome it in PF, too. I expect students to understand the theory that underlies their critical arguments, as that is the only way to successfully defend arguments of that kind. My decisions in many rounds come down to a priori questions to the resolution, especially Ks.

Speed, in and of itself, is not a problem; speed without clarity is. If I can't understand you, I will say “Clear” once. Slow down and enunciate. If I still cannot understand you, it's an issue that will impact speaker points. Please slow on your tags and citations.

This is the single best advice I can give you if I am your judge: do not conflate ethics and morals. An ethic is a way of being in the world; it does not require morals. Morals, conversely, are principles by which one lives one’s life. While many ethics include morals as part of their structure, ethics and morals aren’t the same thing. If you’re making a moral appeal argument, you need to tell me what the morals to which you’re appealing are and why they’re important. If you’re making an ethical argument, you need to tell me what the ethical framework is that I should use. Otherwise, telling me that I have an ethical or moral obligation to vote in a particular way means nothing; you need to give me the framework or the values you want me to use to evaluate the round. When you don’t, it means that I am using my own ethical or moral framework to evaluate rounds and, because no two people have the exact same ethic (way of being in the world), it lowers the persuasiveness of your argument.

PF-Specific Preferences:
Evidence ethics matter!!! DO NOT PARAPHRASE IN FRONT OF ME. Read the actual card. It doesn't take any longer to read the card than it does to paraphrase it. There are no excuses for not reading the actual card. If you take longer than a minute to provide a card that's called, I will strike it from the flow. If the card is called and you were paraphrasing it, I reserve the right to drop you, especially if there are any discrepancies between what you said and what the source says. Critical arguments are always welcome, but make sure you can prove a violation if you’re running T or a norms violation (disclosure, trigger warning, spreading, etc).

SPEECH
I’ve coached every NSDA category and regularly judge them. There are a couple big things that I’m looking for when I judge a speech round.

1) Performance: Can I hear you? Do your movements make sense? Are you comfortable with the material? Do you wait for the judge before beginning? Does entire performance fit with the material? How well do you perform or present your piece? Are you off book? Do you speak with confidence and authority?

2) Category specific things: For interp generally, I pay close attention to transitions, pops, and character work. Are they clean? Are they distinct physically and vocally? Getting those to a point where they’re clean is a huge hurdle, but one that matters.

In humor, do the jokes land? Are they told well? Does the performance include pauses after jokes that elicit a laugh? Do you know what your laugh lines are? Is the piece funny? Are you relying on racial/ethnic, gender, or other stereotypes for comedic effect? (If you do, you'll rank last!)

TRAUMA FOR THE SAKE OF DRAMA IS NOT OKAY! There is no reason for the details of an assault to be included in a piece or portrayed during a performance. Trigger warnings must be delivered properly; if I am your judge and your piece needs a trigger warning, please communicate that to me prior to the start of the round. I will take care of alerting the room and allowing time and space for people to take care of themselves. Do NOT turn the trigger warning into a performative action that does not allow time and space for people to take care of themselves.

In POI, I’m looking for a cohesive piece that has a clear narrative arc throughout it. Do the piece selections fit with each other? Is each piece identifiable? In other words, can I tell when you’re popping between pieces? Does the theme carry through? Have the cuttings been done well?

In Info, OO, and other student-written categories, does the text make sense? How well written is the piece? Does it succeed in being interesting and engaging? In an OO round, is the speech persuasive or is it dramatic? Does the solutions fit the problem? And in an Info round, is it an informative speech or is it persuasive? I want persuasion in OO and informative in Info.

For extemp, I want to see both an understanding of the prompt and an understanding of the arguments advanced. Are arguments complete (claim, warrant, impact) or are they missing a piece? Does the argument have ground? Is the question closely tied to the arguments made by the student? Impact out your evidence!

3) Category requirements: do the piece and its performance adhere to the NSDA rules or the operative rules for a tournament? If you’re not sure what they are, you can find that information on the NSDA website or the tournament website (NSDA rules are used widely, so start there).

4) Respect and collegiality: do you treat everyone with respect? Are you on your phone or engaged in watching your peers? Put simply: don’t be a jerk. No one likes a jerk. If you’re disrespectful in a round, it will impact your ranking.

Make my ranking decisions hard for me! The best rounds are the ones where I have a hard time figuring out how to rank you.

Congressional Debate

Content/trigger warnings: when using content/trigger warnings, contestants should ask why they need one in the first place. Rather than using graphic imagery to describe traumatizing issues, it is far more meaningful for contestants to explain the scope and scale of the impact of the root causes of the problem and how the legislation will either remediate or exacerbate the problem and its causes; that approach provides a safer space for all participants in the chamber. That said, any participant in a chamber should feel free to excuse themselves at any time if they are feeling unsafe or emotionally traumatized – without any judgment.

The nature of Congressional Debate is an intellectual exercise in analyzing an issue from a multitude of perspectives, which are threaded together through the clash of ideas, and moderated by parliamentary procedure. While its discourse intellectually functions as debate, it operates with sectioning chambers and comparatively evaluating students in the same manner as interscholastic speech rather than the binary nature of head-to-head debate entries. Of all the speech and debate events, it models a real world process as a way for students to engage one another in a truly authentic and dynamic manner. As someone who has been a part of shaping rules and standards in Congressional Debate for over two decades, I understand how comparative ranking allows me to take the full picture of how a student contributes both to the intellectual richness of debate, as well as the circumstances by which debate happens – parliamentary procedure. Hence, the focal point of arguments should be on how people are affected by potential passage or defeat of legislation.

Role playing is a mindset that goes beyond simply "playing a part" as a member of Congress. Debaters should understand how issues impact constituents, citizens, residents, and the global community alike, and who and what should be prioritized at any given time and why. Members of Congress represent demographically and geographically diverse constituents as well as serve our country at-large. Therefore, debaters should consider how they frametheir advocacy and avoid such possessive phrasing as "our low-income Americans" to make blanket statements about entire groups of people, rather than describing circumstances for which they do not have personal experience (see first section, above). I highly recommend the Conscious Style Guide for guidance on appropriate language when discussing marginalized communities, and that debaters consider their own privilege when they address the nuanced issues in constituencies most vulnerable within problems addressed by legislation.

Organization and clarity: contestants should briefly seize attention in a memorable and meaningful way by connecting to the issue at-hand without trivializing it. Previews are inconsequential and waste time in a brief, 3-minute speech; rather, points should be signposted, and connect to a central, unifying thesis beyond just "supporting" or "opposing" the legislation at-hand. Speeches should be easy to follow, articulately crisp, and plainly explained, without needless jargon. Contestants should be concise, dynamic, and nimble with their language, and not repeat the same filler phrases and "debate-speak." Effective clarity also means avoiding unnecessary delving into "debate-speak," where a student uses such filler language as "take you at your highest ground," rather saying, "if your central intention is..." Other examples of concision alternatives filler phrases:
• Say "argued" instead of "came up here and said"
• Say "consider" instead of "we can look to"
• See "understanding" instead of "seeing as how"
• Omit "we can see that"
Finally, be elegant. Say "defeat" a bill instead of "fail.""Move the previous question, don't "motion to the previous question." Correct phrasing goes a long way toward demonstrating command of language in a linguistic activity utilizing the framework of parliamentary procedure.

Evidence: contestants should support arguments with cited, credible sources warranted to their own analysis. They should indicate a firm analytical understanding of the legislative/policymaking process, and the efficacy and jurisdiction of government agencies in addressing issues.

Impacts: speeches should explain how people are affected by policies and positions. Practical application and pragmatic interpretation is much more relevant that theoretical musings on an issue. Rhetoric should show sensitivity to people whose identities may differ from their own; a speech may address issues that impact real people, and shouldn't conjecture lived experiences for which the legislator may not have a personal frame of reference. Contestants should avoid overusing terms like "constituents," and consider as a national-level legislator, how policies impact both their own theoretical constituents, residents throughout the United States for whom their policies will impact, and for international relations – global citizens beyond the U.S.

Advancing debate: each speech should exhibit how it fits within the flow of debate on given legislation:

Authorship/sponsorship speeches should outline the problem, its causes, and why the legislation at-hand solves or mitigates the problem and its causes. The background is more important than the legislation itself, as we can all read the bill. I want to know the why behind the solvency.

First negative speeches should establish ground for the opposition to the legislation: why it exacerbates the problem and its causes, fails to address them effectively, or creates new or worse conditions.

Constructive speeches, often the first 4-6 speeches in a debate, should indicate a sound understanding of how legislation is introduced to solve/address a problem and its causes, deeply investigating important issues with detailed evidence.

Rebuttal speeches should defend a legislator's advocacy, extend complementary arguments by colleagues, and/or refute the opposition – acknowledging how those arguments are being built upon or fall short. As debate on legislation moves forward, there will be more extension and refutation and fewer constructive arguments. This is where a contestant can be nuanced with their advocacy, connecting arguments that respond to others with their own, unique ideas.

Crystallization speeches should come at the end of debate on legislation and summarize and weigh impacts to distill the debate to central voting issues and why one side wins over the others, and subsequent speeches on the same side should either explain why a preceding crystallization was premature/incomplete, or advance it further in a more sophisticated manner. Crystallizing prematurely, at best shows a lack of restraint and understanding of the "big picture" of the issue; at worst, it shows an impatient desire to weigh the debate before all the elements have had time to be explored rhetorically.

Questions should be substantive and carefully selected to help advance debate beyond superficial questions that are mere "gotchas." The dynamism of Congressional Debate requires legislators to respond within the flow of debate, so all speeches after the authorship/sponsorship speech introducing legislation should be more extemporaneous/spontaneous in nature. Exchanges should be a courteous give-and-take.

When to quit: it is entirely unimportant to me whether each contestant in a room speaks on each legislation; I'd rather debate stay fresh and dynamic than to get stale and mired in rehash because there's nothing new to say (and rehashing thoroughly debated arguments will negatively impact your ranking severely). I also place a higher premium on quality over quantity of speeches given -- as long as a contestant still stays active in questioning and other facets of a round.

Delivery: given the dynamic nature of exchange of myriad perspectives in Congressional Debate, debaters – especially those after the author/sponsor and first negative – should be more extemporaneous and spontaneous in their delivery, referring more to bulleted notes and their flow of the debate than reciting from a word-for-word manuscript. I don't care if a student transitionally walks between points (obviously, that doesn't/didn't happen in online debate and it's certainly not real-world); what matters to me is that the student engages their peers and judges through an appropriate projection of their voice, dynamic intonation and pause to convey meaning, meaningful eye contact, vivid facial expression, and natural gestures for emphasis.

Parliamentary procedure: rules of order exist to provide fairness and an opportunity for participation in sharing ideas before majority rules. Through a lens of accessibility and inclusivity, procedure should never be used by legislators to manipulate for personal advantage; rather, those students who advocate for fairness to others demonstrate the spirit of fostering involvement by others. This applies to all students in the room, and how they utilize procedure within a round, and includes decorum of using honorifics, third person references to others, and professional courtesy over snarky demeanor. This is especially important during questioning periods. Also, remember: recesses are a temporary reprieve from active debate, but the round is still happening.

Presiding officers: a PO whose priority is uplifting others in a fair, efficient, and transparent manner exhibits the values expressed in the "parliamentary procedure" section above. They are mindful of different schools and regions and do whatever they can to share and balance recognition, beyond those with whom they are most closely associated. I really appreciate when POs share some type of live document that shows how they are tracking precedence and recency of both speeches and questions. Effective POs should avoid needless phrases, such as "seeing as how..." and instead simply say, "those opposed (or 'in favor'), please raise your placards." Further, such elegant language shows command of procedure, such as "the ayes have it and the motion (or bill) carries," or "the noes have it and the motion (or bill) is defeated."

In Congressional Debate: Delivery keeps me engaged. Analysis is the most important factor. Sources are paramount. Clash is expected.

In Extemp: Give a CLEAR answer to the question, need good time allocation, good sources. I consider this public speaking, not interp.

In OO/Info: Need clear structure with sources. I consider this a public speaking event, not interp.

In Interp: Need different levels, clear characterization. I need to be able to follow your story.

Copied from the GOAT Coach Victoria Beard

Congress:

Congress isn't entirely one genre of speech and debate it's a culmination of just about every style. I don't lean toward favoring a lay debater or a flow debater. In this event, you're just trying to convince the judge to rank you whatever means you go about doing that is 100% up to you. However, if you're able to balance both the flow and lay appeal you're going to rank higher in my ballots than someone who's just good at one or the other.

For PO's: Run the round as smoothly and quickly as possible. I'll grade you on how well you can keep the round on track and avoid disruptions. The more the parli has to intervene(within reason, I won't fault you for asking for the specific rules of the tournament) the lower I'll rank you.

Local/TX Circuit: Please Clash

LD: I don’t have a preference on which style of LD you choose to do. Whether it’s modern or classic is fully up to you I will grade each style equally.

PF: I find PF strategy really interesting I’m more of a flow judge but I can ealso be influenced by the lay although not as strongly.