FTN - Judge Philosophies

Judge Philosophies

Alex Ong - Federal Way

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Amy McCormick - Tahoma High

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Andrea Dunnavant - Lakes

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Ashley Skinner - Tahoma High

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Austin Vaarvik - Gig Harbor

Ben Cushman - Capital HS

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Chris Coovert - Gig Harbor

Chris Coovert, Coach, Gig Harbor HS, Gig Harbor WA Coached LD: 17 years Coached CX: 12 years Competed in LD: 4 years Competed in NPDA: 2 years LD Paradigm: I have been competing in, judging and coaching Lincoln Douglas debate for over twenty years. I have seen a lot of changes, some good, some not so good. This is what you should know<a href="http://wiki.cgm.ucdavis.edu/groups/mah01/wiki/5dbc6/All_about_lego.html">.</a> I will evaluate the round based on the framework provided by the debaters. The affirmative needs to establish a framework (usually a value and criterion) and then show why based on the framework, the resolution is true. The negative should either show why the resolution is not true under that framework or provide a competing framework which negates. My stock paradigm is what most people now call truth testing: the aff's burden is to prove the resolution true and the negatives is to prove it false. I will default to this absent another framework being established in the round. If both debaters agree that I should evaluate as a policymaker, I am able to do that and will. If you both put me in some other mode, that is reasonable as well. If there is an argument, however, between truth testing and another way of looking at the round the higher burden of proof will be on the debater attempting the shift away from truth testing. As far as specific arguments go. 1. I find topicality arguments generally do not apply in Lincoln Douglas debate. If the affirmative is not dealing with the resolution, then they are not meeting their burden to prove the resolution true. This is the issue, not artificial education or abuse standards. I have voted on T in the past, but I think there are more logical ways to approach these arguments. 2. I find the vast majority of theory arguments to be very poorly run bastardizations of policy theory that do not really apply to LD. 3. I have a strong, strong, bias against debaters using theory shells as their main offensive weapon in rounds when the other debater is running stock, predictable cases. I am open to theory arguments against abusive positions, but I want you to debate the resolution, not how we should debate. 4. You need to keep site of the big picture. Impact individual arguments back to framework. Finally, I am a flow judge. I will vote on the arguments. That said, I prefer to see debaters keep speeds reasonable, especially in the constructives. You don’t have to be conversational, but I want to be able to make out individual words and get what you are saying. It is especially important to slow down a little bit when reading lists of framework or theory arguments that are not followed by cards. I will tell you if you are unclear. CX Paradigm I have not judged very much CX lately, but I still do coach it and judge it occasionally. I used to consider myself a policy maker, but I am probably open enough to critical arguments that this is not completely accurate anymore. At the same time, I am not Tab. I don't think any judge truly is. I do enter the room with some knowledge of the world and I have a bias toward arguments that are true and backed by logic. In general: 1. I will evaluate the round by comparing impacts unless you convince me to do otherwise. 2. I am very open to K's that provide real alternatives and but much less likely to vote on a K that provides no real alt. 3. If you make post-modern K arguments at mock speed and don't explain them to me, do not expect me to do the work for you. 4. I tend to vote on abuse stories on T more than competing interpretations. 5. I really hate theory debates. Please try to avoid them unless the other team leaves you no choice. 6. The way to win my ballot is to employ a logical, coherent strategy and provide solid comparison of your position to your opponents. I am able to flow fairly quickly, but I don't judge enough to keep up with the fastest teams. If I tell you to be clear or slow down please listen.

Chris Kautsky - THS

Daniel Brokaw - Peninsula

Danielle Jennings - Ingraham

I debated for 4 years at Idaho State University and I currently coach at Ingraham High in Seattle. I love debate and I want to watch you do whatever you do best. I was a K debater and will most certainly be pegged that way, but I do not have any specific ideology. I truly try to be as tab as possible. This doesn't however, mean that I appreciate the "throwing poop and seeing what sticks" strategy. I appreciate specificity and claim-warrant-impact debate. Tagline extensions don't cut it for me. I reward smart debaters, and value quality over quantity, regardless of the substance of the debate. I think CX is more important to a debate than most high schoolers give it credit. I love CX and want you to take advantage of it. I am open to whatever you do best. You dictate the debate

David Moore - Kentlake

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David-Alex Lewis-Jimmerson - Peninsula

Denise Comeau - NKHS

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Donna Bowler - ARHS

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Ellen Reiche - Gig Harbor

Erica Trotter - Gig Harbor

Griffin Bell - Tahoma High

Howard Stenn - Vashon

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Jason Woehler - Federal Way

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Jedd Bingham - Federal Way

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Jim Anderson - Capital HS

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Jim Dorsey - Vashon

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John Turner - Jefferson

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Julie Jones - Emerald Ridge

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Kevin Ma - Ballard

Kevin Mandt - Emerald Ridge

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Kim Bozeman - Bishop Blanchet

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LUKE DOLGE - Lakes

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Levi Freeman - Gig Harbor

Linda Youngchild - Peninsula

Lois Gorne - Federal Way

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Lorraine Hirakawa - Emerald Ridge

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Mark Davis - ARHS

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Max Merchant - Vashon

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Merita Trohimovich - Gig Harbor

Mia Gross - TBHS

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Peter Lukevich - Bishop Blanchet

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Randy Powell - NKHS

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Ric Mattson - Gig Harbor

Robert White - Ingraham

Scott Hess - THS

I expect students to have a well-documented case.  Tell me your sources.  I want strong authority, recent data, and compelling reasoning.  Presenting your own case, however, is only part of the game.  Rebuttal of your opponents' case should show strong preparation and arguments supported by equally strong evidence.  Finally, good arguments don't occur without clear speaking skills.  All speeches must be understandable, flowable, and articulate with good road mapping and impacts.

Scott Cleary - Kentlake

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Sean Harris-Campf - Holy Names

Shea Eakes - Trojans

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Sheri Ahlheim - Peninsula

Steve Denliger - Vashon

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Steven Rowe - Ballard

Head Coach at Ballard High, Washington. Years Competing in Policy: 4 Years Coaching: 3 Coach or compete on the National Circuit: Yes How do I decide Policy Debates: I believe that debate is more of a sport than an activity. Debate should be left with the debater and the judge should only be there to sign the ballot and adjudicate the round. What I like to see is debaters who go in depth and use comparative analysis to guide their argumentation. A team that uses logic and does not rely on blocks will receive higher speaker points from me. I emphasize the importance of impact calculus and debaters doing work in the debate. If no work is done and I am left with “two ships passing in the night” I will make my decision where the least amount of work is needed. This WILL reflect poorly on competitors' speaker points. On this note, a dropped argument is not necessarily a true argument until a debater asserts and argues that it is. However and whatever you argue is fair game, just be clear and be able to defend what you argue. Speed: If I cannot understand you I believe that is your own fault. You should be able to adapt to your judge and notice that I am not flowing. I am good with speed, but some debaters are not clear. To overcome this issue a smart team will slow down on tags and cites. T/Theory: I find great strategic value in running these arguments. I will vote for them when I am told that they matter in the round. Take that as you will. Counterplans: If they are better than the aff I will vote for them. Disadvantages: If they are unique, they link, and have an impact then they are solid arguments. Kritiks: I rarely went for these in high school, but ran a K every round. I find them very strategic, but find that many high schoolers struggle to articulate why they are important and how they function in the round. If you choose to read a K in front of me you ought to make it clear and easy to understand and how the round or ballot matter. The more I have coached the more I have voted and appreciated specific Ks.

Susan Mohn - Interlake

Tim Pollard - Gig Harbor

Hi. I’m Tim Pollard. I debated two years of LD at Gig Harbor to moderate success. This is my third season coaching the Gig LD Squad. You may or may not want me to judge you. Here’s why: I think debate is a game where your goal is to get me to write your name in the space on the ballot that says “The better debating was done by ______”.  I will vote on any argument that contains a reason why that argument means you win. Arguments have a claim, a warrant, and a link to the ballot (impact).  This is interpreted by my understanding of your explanation of the argument. If I don’t understand the argument/how it functions, I won’t vote on it. If you have specific questions about your style/argument/anything else, please feel free to ask the round, or just come find me at the tournament. I’d love to talk to you. That’s the short version.  More information that you may or may not care about follows. I’m fine with speed and will say clear as many times as necessary.  Two things of note:  First, if I say “clear”, that means I am unable to flow you.  You might want to back up a few seconds to make sure I get all your stuff.  Second, I’m not the best flower in the world.  PLEASE enunciate author names, standard/advocacy/interp texts and short analytical arguments.  In a similar vein, I flow on a laptop, so I would appreciate if you paused slightly when switching between sheets of paper. I don’t think my ideas about how debate should work should affect your performance in the round.  The round is yours to dictate.  I’ll do whatever you want to evaluate it.  The caveat is that you have to be specific on what that is. This means you should be VERY CAREFUL when saying things like “this argument is excluded because truth testing” or “Use competing interpretations to evaluate the theory debate.” If you don’t explain what you mean by your term, I will be forced to use my understanding of what it means.  THIS WILL POSSIBLY MAKE YOU VERY SAD.  There is a good chance that my views on styles of arguments and what they imply are very different from what you think is obvious.  If your strategy relies on a specific instance of what “competing interpretations”/”perm”/ect implies, that claim should most definitely be in your speech. In contrast to actually deciding who wins/loses, I use speaker points as a subjective evaluation of your debating.  Did I enjoy judging you?  Do I want to see your style/strategic decisions/wonderful hair again?  If so, you’ll get good speaks.  I probably give more 30s than most judges, but also give an unusually high number of 24s.  I’m going to try to keep track of speaks more carefully this year, and will attempt to average 27.5-28.  Since this is all very vague, here’s some tips: How do I get a 30? Do something I haven’t seen before. Be clever. Be polite. Completely wreck in CX. Plz note that aggressive/intimidating != winning Make me laugh. Take risky decisions. Defend bizarre interps. Heavy Framework analysis. Collapse effectively.  OVERVIEWS.  COMPARITIVE WEIGHING. PLEASE>>> Run a confusing/dense position and politely explain it concisely and helpfully in CX. What hurts my speaks? Horribly misunderstand your opponent’s position. Being a dick. Poor organization. Claiming implications of arguments of their label, instead of their function.

2012 Viking Invitational