COACH’S GUIDE TO FORENSICS TOURNAMENT · 2014-01-14 · COACH’S GUIDE TO FORENSICS TOURNAMENT Dr. Eileen Helm Weaver, Tournament Coordinator Jennifer Shealy, Special Events Coordinator

COACH’S GUIDE TO

FORENSICS TOURNAMENT

Dr. Eileen Helm Weaver, Tournament Coordinator

Jennifer Shealy, Special Events Coordinator

Susan Hayes, Debate Consultant

1990

Revised 2013 Conducted by the Chester County Intermediate Unit

on behalf of the schools of Chester County

Chester County Intermediate Unit Educational Service Center

455 Boot Road Downingtown, PA 19335

TABLE OF CONTENTS PAGE Preface 1 Determination of Winners 2 Original Oratory 3 Extemporaneous Speech 3 Prose Reading 4 Poetry Reading 4 Declamation 5 Discussion Groups 5-7 Original Oratory Ballot 8 Prose/Poetry Interpretation Ballot 9 Declamation Ballot 10 10 Extemporaneous Speech Ballot 11 Discussion Tournament Ballot 12 Debate Ballot 13 Debate Instructions 14 14

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PREFACE

Forensics, in the formal sense of the word, refers to public debates or formal argumentation

suitable for a court of law.

For our purposes, Forensics at the middle school level provides an opportunity for students to be

involved in various forms of public speaking. Debate, oral interpretation, original oratory, discussion, and

extemporaneous speaking are included in the competition.

In addition to the enhancement of public speaking skills, students sharpen their research skills,

writing skills, and their ability to work in cooperation with others through discussion and debate.

The ultimate intent of these Forensic events is to provide students an opportunity to develop

confidence in their ability to communicate ideas and points of view.

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DETERMINATION OF WINNERS

Winners in each event are determined by the following levels in sequential order:

All events EXCEPT Debate

1. Rank

2. Total Score

3. Tie Breaker Score

Debate

1. Total number of points after two preliminary rounds and one semi-final round.

2. Win-loss record is the key driver

3. Ties broken on speaker points.

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1. ORIGINAL ORATORY a. The speech can be informative or persuasive. Informative speeches tell people about something

or provide them information. Persuasive speeches attempt to change one's opinion. Students need not be concerned about fine distinctions between the two categories and they will not be penalized if their speeches are a combination of the two categories.

b. Speeches should be 5 to 7 minutes in duration. Five (5) points will be deducted if the speech is

shorter than four (4) minutes or longer than eight (8) minutes. c. Students may utilize a reference card or outline as they deliver their speech. The cards or

outlines must not contain more than 40 words. Students may read quotes from their references or outline; written quotes must be limited to 100 words. Students are required to show their reference card / outline to the judges.

d. Students should incorporate a short introduction (approximately 10 seconds) into their speech.

There should be no introduction distinct from the prepared speech itself. e. Students may prepare a speech about any subject dealing with the general topic selected for the

competition. f. Each student will identify themselves by their name only before they give their speech. 2. EXTEMPORANEOUS SPEECH a. Seven broad topics will be identified. b. On the day of the event, a student will select three topics 'from a hat'. Each student will select

from the total pool of seven topics. c. The student will then select one of these three topics as the subject of his/her extemporaneous

speech. d. The student will have fifteen (15) to twenty (20) minutes to prepare his/her speech. Students are

encouraged to bring whatever references they want for review. e. The speech must be 2 to 4-1/2 minutes in duration. Five (5) points will be deducted if the speech

is shorter than one and a half (1-1/2) minutes or longer than five (5) minutes. f. Students should incorporate an introduction of their topic into their speech. g. As with prepared speeches, students can prepare a reference card or outline of up to 40 words.

Students will also be able to have written quotes of up to 100 words. Students are required to share their reference card with the judges.

h. Students will not be able to hear other extemporaneous speeches before they have given their

speeches. Students will be scheduled to give two speeches. An audience of students and visitors may hear the extemporaneous speeches, however.

i. Students will identify themselves by their name only before they give their speech. j. Students may organize or frame the topic they select in any manner they choose.

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3. PROSE READING a. The selections must be from a printed or visually produced piece of material. b. The students must be able to provide the title of the poem/prose, its author, publisher and page

numbers. c. Prose is anything that is not a poem or a speech. Examples of prose are magazine articles,

proclamations, novels, short stories, narratives, newspaper articles, plays, lyrics, etc. d. Students must provide a short introduction (15 to 20 sec.) specifying: - why they selected the piece - something about the piece - the author and title - source from which it came This introduction is considered part of the speech delivery time. e. The student gives a reading of the prose/poetry. He or she must have a script from which they

may either read verbatim or only refer to periodically. (Some type of eye contact with the audience would be judged positively)

f. The selection can be an abridged version of a much larger piece. The student can cut a passage

but there should be a 'bridging' statement inserted for continuity. g. The presentation should be of 5 to 7 minutes in duration. Five (5) points will be deducted if the

speech was shorter than four (4) minutes or longer than eight (8) minutes. 4. POETRY READING a. The selections of poetry must be from a printed or visually produced piece of material or an

original piece of poetry. b. If the poem is not an original piece, the students must be able to provide the title of the poem, its

author, publisher, and page numbers. c. Poetry refers to any type of poem. d. Students must provide a short introduction (15 to 20 sec.) specifying: - why they selected the piece - something about the piece - the author & title (if not an original piece) - source from which it came (if not an original piece) This introduction is considered part of the speech delivery time. e. The student gives a reading of the poetry. He or she must have a script from which they may read

verbatim or only refer to periodically. (Some type of eye contact with the audience would be judged positively.

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f. Poetry can consist of two or more poems which have a similar theme. g. The presentation should be of 5 to 7 minutes in duration. Five (5) points will be deducted if the

speech was shorter than (4) minutes or longer than (8) minutes. 5. DECLAMATION a. This event deals with any 'famous' or published speech, attributable to a fictional or non-fictional

character. Autobiographical passages are not considered speeches. b. The presentation should be of 5 to 7 minutes in duration. Five (5) points will be deducted if the

speech is shorter than four (4) minutes or longer than eight (8) minutes. c. Speeches within the declamation category should be memorized. Students may have a reference

card or outline as they deliver their speech for reference, if needed. d. As with prose and poetry selections, the speeches can be cut or abridged, but there should be

bridging statements to allow for continuity. e. Presentations may be speeches by real or fictional individuals. f. As with prepared speeches, students can prepare a reference card or outline of up to 40 words.

Students will also be able to have written quotes of up to 100 words. Students are required to share their reference card with the judges.

g. An introduction similar to that described under prose and poetry should be provided by the student.

This introduction is considered part of the speech delivery time. h. The student should cite the title and author of the speech. i. Selections should deal with the broad theme selected for the competition. 6. DISCUSSION GROUPS a. Discussion groups seek to agree, if possible, upon a solution to a problem that represents the

consensus of the group. One comes to a discussion group with an open mind. Discussants may disagree, but the goal is to cooperate and reach a consensus. IN THIS RESPECT IT DIFFERS FROM DEBATES WHERE THE PARTICIPANTS HAVE ALREADY REACHED A CONCLUSION ON THE ISSUE.

b. Participants should be willing to consider and appraise their own ideas as well as the ideas of the

other group members in terms of sound evidence and logical argument as the discussion evolves. c. While the group is looking for a solution, many possibilities for a solution exist and all options

should be considered. OPPOSING VIEWPOINTS ARE ENCOURAGED FOR REVIEW. d. In preparing for participation in discussion groups, students should have prepared a general outline

concerning the issue as follows:

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1. Define the problem and establish the limit of what the discussion should involve. 2. Analyze and evaluate the problem: - describe the present situation...what's happening? - how serious is the problem? - what are the causes? 3. What can be done to improve the present situation: - what solutions have been tried before? - were these solutions successful...why or why not? - what will happen if no action is taken? - what are the pros and cons of each possible solution? - how practical is each solution? 4. Can the group agree on a course of action: - what standards or goals are needed to judge if the agreed action is successful? 5. How should the agreed upon solution be implemented. e. Each participant should have a thorough knowledge of the subject to be discussed. f. Each member of the group should speak, but he or she must also be a good listener. The student

needs to understand what the others are saying and be able to judge the value of what is being said. More specifically, each participant should be able to judge if:

1. The other speakers' remarks show the speakers have studied the issue. 2. The other speakers' remarks are biased or prejudiced. 3. The other speakers' remarks are based on fact...do they offer references to back up their

remarks? 4. The other speakers' remarks are influencing the other group members. g. Students should participate in discussions when: 1. They have a constructive comment or suggestion to offer. 2. They can clarify a point made by someone else. 3. They can correct an error stated by someone else. 4. They can offer useful information. 5. They can ask a pertinent question. 6. They can inject humor to foster interaction. h. The best ways of participating in the group are: 1. Speaking in a direct, friendly, conversational manner.

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2. Presenting one's point of view clearly, succinctly and fairly. REMEMBER THE AIM is to help the group think objectively and creatively in analyzing and solving the problem at hand.

3. Maintaining attitudes of open-mindedness and objectivity. Treat disagreement and criticism of

your comments with an open mind. i. Each discussion group must have a leader who will: 1. Keep the discussion moving 2. Try to involve all group members 3. Try to keep the group from randomly jumping from point to point 4. Summarize comments made at the end of the discussion to bring it to closure. j. EACH DISCUSSION GROUP SHOULD DISCUSS THE PROBLEM FOR AT LEAST TWENTY (20)

MINUTES AND NOT MORE THAN THIRTY (30) MINUTES. k. The problem that will be discussed in all groups will relate to the general theme of the competition. l. Students will be allowed to look at any notes they want during the group discussion. Pencil & paper

may be brought to the discussion. m. Students will be randomly assigned to two different groups. Success will be determined by

cumulative points for both discussions. n. Students should introduce themselves.

CHESTER COUNTY FORENSICS TOURNAMENTChester County Intermediate Unit

---------------------------------------------ORIGINAL ORATORY BALLOT---------------------------------------------

SPEECH TYPE: SPEAKERS NAME:

ROUND: ROOM: TIME: JUDGE:

Scoring: 1 = Poor4 = Excellent

Rank of Speakers: The best speaker in the round is to receive the rank of 1. Second best is 2,etc...no ties permitted

Tie Breaker: Give the top 4 finishers a score from 50 to 100 to be used in case of a tie. Placein Rank of Speaker block (e.g. 1/97).

Criteria Comments Rating

A. Central PropositionDoes the speech reveal an explicitreasonable central proposition?

B. Supporting MaterialsDoes the speech present evidence andreasoning adequate to support itsmajor assertions?

C. OrganizationDoes the speech reveal a usefulorganizing principle?

D. Use of LanguageIs the language vivid, interesting, free fromvagueness/ambiguity, meaningful? Doesthe student use voice & body language in aconvincing way? Is the speaker articulate?

E. General EffectivenessRate the speech from 1-4 for effectiveness.How effective was the speaker? Did she/heachieve the purpose of the speech?

F. Penalty ScoreDeduct 5 points (-5) IF Speech wasshorter than four (4) minutes or longerthan eight (8) minutes. IF speech waswithin the four to eight min. range,score as zero (0).

TOTAL RATING SCORE

(Add up above section)

( )

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---------------------------------------------------PROSE/POETRY INTERPRETATION---------------------------------------------------



Scoring: 1 = Poor 4 = Excellent

Rank of Speakers: The best speaker in the round is to receive the rank of 1. Second best is 2, etc...no ties permitted.



A. Communication of MeaningDoes the speaker show understanding of theselection? Does the speaker's interpretation ofthe piece convey author's intent?

B. Choice of SelectionDoes the speaker's introduction elucidate whypiece was selected?

C. SpontaneityDoes the speaker convey a relaxed physicalpresence? Are stiffness and awkwardness avoided?

D. Control and ClarityDoes speaker have a good delivery? Are gestures,movements and vocal variations evident? Arethey overused? Is a vocal monotone avoided?Is the declamation speech memorized?

E. General EffectivenessRate the presentation from 1-4 in overalleffectiveness. How close was the presentation tothat which would have been rendered by the author.

F. Penalty ScoreDeduct five points (-5) IF speech was shorter thanfour (4) min. or longer than eight (8) min. If speechwas within the 4 to 8 min. range, score as zero (0)

TOTAL RATING SCORE(Add up above section)

NOTES: 1. Speakers need not stay behind podium2. More than one poem/piece of prose can be used. Introductory remarks should show how

pieces are tied together.

()

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---------------------------------------------------DECLAMATION BALLOT---------------------------------------------------



Scoring: 1 = Poor 4 = Excellent

Rank of Speakers: The best speaker in the round is to receive the rank of 1. Second best is 2, etc...no ties permitted.



A. Communication of MeaningDoes the speaker show understanding of theselection? Does the speaker's interpretation ofthe piece convey author's intent?

B. Choice of SelectionDoes the speaker's introduction elucidate whypiece was selected?

C. SpontaneityDoes the speaker convey a relaxed physicalpresence? Are stiffness and awkwardness avoided?

D. Control and ClarityDoes speaker have a good delivery? Are gestures,movements and vocal variations evident? Arethey overused? Is a vocal monotone avoided?Is the declamation speech memorized?

E. General EffectivenessRate the presentation from 1-4 in overalleffectiveness. How close was the presentation tothat which would have been rendered by the author.

F. Penalty ScoreDeduct five points (-5) IF speech was shorter thanfour (4) min. or longer than eight (8) min. If speechwas within the 4 to 8 min. range, score as zero (0)

TOTAL RATING SCORE(Add up above section)

NOTES: 1. Speakers need not stay behind podium2. More than one poem/piece of prose can be used. Introductory remarks should show how

pieces are tied together.

()

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( )


--------------------------------------------------------EXTEMPORANEOUS SPEECH BALLOT

-------------------------------------------------------

Scoring: 1 = Poor4 = Excellent

Rank of Speakers: The best speaker in the round is to receive the rank of 1. Second best is 2, etc...no ties permitted

Tie Breaker: Give the top 4 finishers a score from 50 to 100 to be used in case of a tie. Place in Rank ofSpeaker block (e.g. 1/97).


A. Central PropositionDoes the speech reveal an explicitreasonable central proposition?

B. Supporting MaterialsDoes the speech present evidence andreasoning adequate to support itsmajor assertions?

C. OrganizationDoes the speech reveal a usefulorganizing principle?

D. Use of LanguageIs the language vivid, interesting, free fromvagueness/ambiguity, meaningful? Doesthe student use voice & body language in a convincing way? Is the speaker articulate?

E. General EffectivenessRate the speech from 1-4 foreffectiveness. How effective was thespeaker? Did she/he achieve thepurpose of the speech?

F. Penalty ScoreDeduct 5 points (-5) IF Speech wasshorter than 1-1/2 minutes orlonger than five (5) minutes. IFspeech was within the 2 to 4-1/2 min.range, score as zero (0)

TOTAL RATING SCORE(add up above section)

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DISCUSSION STUDENT'S NAME:

SCHOOL: ROUND:

NAME OF JUDGE: TIME: ROOM:


------------------------------------------------------DISCUSSION TOURNAMENT BALLOT------------------------------------------------------

Skills, Abilities, & Qualities Rating *

1. Knowledge of Subject (Does student demonstrate a command of the facts,is the student conversant with the topic?)

2. Organizing and Listening Skills (Does student demonstrate good 'activelistening', does the student provide feedback to others, does the studentkeep on track?)

3. Communication Skills and Tone, Pace, Fluency (Is the student convincing,dynamic, have a presence?)

4. Using Analytical and Evaluative Skills to Develop Ideas (Does the studentsummarize points of view, tie things together, synthesize different views?)

5. Skills in Disagreeing (Does the student demonstrate tact in presenting aconflicting or opposing point of view?)

6. Quality of Resource Materials (Does the student cite references, are thereferences creditable?)

Total Speaker Points

** Rank of Speaker

*Rating Scale: 4 = Excellent Rate each discussant in terms of the skills, abilities, and3 = Good qualities exhibited. Leave the space blank if there is not2 = Fair basis for a reaction or if there is insufficient evidence to1 = Below warrant a specific judgement. DO NOT GIVE ZEROS (0).

**Ranking Students: 1 (the best); 2 (second best); 3 (etc...)

Tie Breaker: Please give each of the students a score from 50 to 100. Place in the same block as theRank of Speaker (e.g. 1/98). This score will be used in case of a tie.

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Chester County Middle School Forensic Tournament Debate Ballot

Round _______________ Room_______________ Date ___________________ Affirmative __________________________ Negative ___________________________ Check the column on each item which, on the following scale, best describes your evaluation of the debater’s effectiveness: 1-Poor, 2-Fair, 3- Average, 4-Good, 5-Excellent

1st Affirmative 2nd Affirmative 1st Negative 2nd Negative

_________________ _________________ _________________ __________________ (Name) (Name) (Name) (Name)

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Analysis Reasoning Evidence Organization Refutation* Delivery

*Includes clash/and cross-examination

Total:______ Total:______ Total: ______ Total: ______ Rank: ______ Rank: ______ Rank: ______ Rank: ______ In my opinion, the better debating team was done by team number ____ upholding the ______________. ___________________________________________ (Judge’s Signature) Comments and basis for decision:

ublic ForumDebate

DEFINING PUBLIC FORUM DEBATE

Public Forum Debate is a team event that advocates or rejects a posi-tion posed by the resolution. A central tenet of the debate is that theclash of ideas must be communicated in a manner persuasive to thenon-specialist or “citizen judge”, i.e. a member of the American jury.

The debate should:-display solid logic, reasoning, and analysis-utilize evidence but not be driven by it-present a clash of ideas-counter the arguments of the opponents (rebuttal)-communicate ideas with clarity, organization, eloquence, and professional decorum

Public Forum is a unique debate form. While Policy Debate focuseson a plan to solve the problem(s) posed by the resolution, and LincolnDouglas Debate focuses on the core value of the resolution, PublicForum Debate focuses on advocacy of a position derived from issuespresented in the resolution, not a prescribed set of burdens.

PUBLIC FORUM DEBATEQ and A about NFL's new event

The Coin FlipQ How does a Public Debate Forum round begin?A With a flip of a coin between the competing teams.

Q Why a coin flip?A The coin toss adds an element of uncertainty and

teaches students strategy, since depending on the tossa team may choose to be pro or con or may choose tospeak first or last.

Q How is the flip conducted?A A coin is tossed by one team and called by the other

team. The team which wins the flip may choose EITHERthe side of the topic they wish to defend (pro or con) ORthe speaking position they wish to have (begin the de-bate or end the debate). Once the coin toss winners selecttheir favorite option (i.e. they choose to have the lastspeech) then the other team makes a choice within theother option (i.e. pro or con). The analogy here is to foot-ball: Toss the coin and the winner chooses to kick orreceive OR the side of the field they wish to defend.

Q Could the con side go first?A Indeed. There is no presumption or burden of proof in

Public Forum Debate. The pro side wishes to convincethe audience that the topic should be adopted; thecon side wishes to convince the audience that theproposition should be rejected. So the con side, knowingthe topic, can argue against it as first speaker.

Q Why not just alternate sides?A Invitational tournament directors may choose alternation

but NFL suggests flipping. Alternating sides locks thepro as first speaker and the con as last speaker. It is muchfairer for students to have the choice of side or speakerposition. All NFL contests will use the flip.

CrossfireQ What is crossfire?A Both debaters "hold the floor." But the first question

must be asked by an opponent to the speaker who justfinished speaking. After that question and answer, eitherdebater may question and/or answer at will. Debatersshould stand during regular Crossfire.

Q Won't this create confusion?A As students practice the format, they will learn

valuable lessons: that an advocate may be moreeffective with good answers then asking questions;that good questions must be brief; that filibusteranswers will be exposed; that rudeness will bepenalized by judges.

Q Public Forum Debate sounds like TV debate shows?A Right! Capital Gang, Crossfire, McLaughin Group et al do

this each week. Crossfire adds excitement to the debateprocess which attracts audiences and the media. Yourprincipal will love to see a Public Forum Debate!

Q Won't debaters abuse this format?A Not if they want to be successful! Adult judges from the

community will be using a ballot which calls for questionsto be "brief" and answers to be "on point". Contestantswill be penalized for rudeness and poor communication.

Q What is the Grand Crossfire?A All four debaters have the floor to interact with questions

and answers. This is a real test of team work. The firstquestion is asked by the team that had the first summaryto the team which had the last summary. After that, anydebater may question or answer. Debaters should beseated for Grand Crossfire.

Q Does the judge ever ask questions?A This is not a common practice.

Q I'm still worried that the crossfire periods will be "Tow-ers of Babel"

A The judge is chairperson of the round and may halt anycrossfire out of control. Most debaters will learn thatinterrupting, shouting, filibustering (all of which mayalso occur in Policy and L/D cross examinationperiods) are counter productive.

Q How can students be taught cross examination skills?A Read James Copeland's book Cross Examination in De-

bate, National Textbook Co.; read pages TA7 andTA8 of the NFL Manual; read John Munkman,The Technique of Advocacy, Butterworth (U.K.); read theLost Art of Cross Examination by J. W. Ehrlich, DorsetPress; read the Art of Cross Examination by Francis L.Wellman, Dorset Press [check for used copies atabebooks.com. The Munkman is British so Amazon.com(U.K.) might be best]. Also, check your library.

Final FocusQ What is "Final Focus"?A The "Final Focus" is a persuasive final restatement

of why your team has won the debate. This speechmight begin "Judge this is why you should vote(pro or con). "Final Focus" trains students to choosewhat is vital to decision-making. Final Focus" must bebased on arguments and issues previously addresedin the debate. New arguments in the Final Focus are tobe ignored by the judge.

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Summary SpeechesQ Are the summary speeches the same as rebuttals?A Yes. Each team should summarize key arguments it is

winning and refute the important arguments it is losing.

Q Can new information be presented in the summary andFinal Focus speeches?

A Yes. Facts, opinions, statistics -- evidence of all kinds arelegal and welcome to advance the debate. New argumentsin summary and Final Focus speeches are forbidden. Ananswer in response to an argument originally presentedby the opposition is not a new argument.

Topics and ResearchQ When are topics announced?A A new topic will be announced the first day of each

preceding month at www.nflonline.org. The NationalTournament topic is released on May 15th.

Q Who chooses the topics?A A topic committee has been set up to make topic selections.

Q How should topics be researched?A Newspapers, news magazines, online news sites, books.

Q Is evidence necessary?A Yes. This is a debate event. Arguments must be sup-

ported by evidence.

Q How much evidence should be presented?A Public Forum Debate is audience debate. Present

enough evidence to prove your arguments but notso much as to destroy good communication with a community judge.

ArgumentationQ Are Plans and Counterplans allowed?A No. In Public Forum Debate, a plan or counterplan isdefined by the NFL as a formalized, comprehensive proposalfor implementation. Neither the pro or con side is permittedto offer a plan or counterplan; rather, they should offerreasoning to support a position of advocacy. Debaters mayoffer generalized, practical solutions.

Q Are kritiks banned?A Yes. Kritiks, which are off topic arguments, are not

allowed. Public Forum Debate should stick to issues withinthe proposition -- not outside issues.

JudgesQ Who judges?A Almost any adult in the community: salesmen, librarians,

retired teachers, business people -- a typical Americanjury. Theuse of community judges is strongly encour-aged. However, any adult can judge.

Q How should a judge evaluate the Final Focus?A Each debater will select what s/he believes is the voting issue(s);

the judge should vote on one of these unless the judgefeels the debaters have ignored the critical issue.

Q Why are judges required to identify their voting issue?A In order to make sure arguments play a part in the decision.

Although superior communication must be rewarded, PublicForum Debate is debate, not just public speaking.

BallotQ Why are there team speaker points?A Points are awarded to facilitate tie breaking in regular invitationals and to create a reasonable and consistent standard. Team speakerpoints recognize team excellence rather than individual speakerexcellence.

Q How can speaker awards be determined?A Speaker awards are not required. If awards are given, perhaps

they can be based on team excellence.

NFL RulesQ How many NFL points does Public Forum Debate earn?A 6 for a Win and 3 for a loss; Maximum of 750 points

(exclusive of district and nationals) in the debate category.

Q May students double enter in Public Forum Debate andanother event at the NFL district tournament?

A Maybe. Individual district committees have the authorityto determine district double entry rules. However, no districtcan allow doubling in Public Forum Debate and another teamevent (Policy, Duo).

Q How many Public Forum Debate teams may a schoolenter in the district tournament?

A Entry is based on the quota system on page TD-2 of theDistrict Tournament Manual.

PreparationQ What can a student do to be successful in Public Forum

Debate?A Mainly learn to speak well. This is public debate to community

audiences.

Q What can a student study to be successful?A Students and coaches may wish to read Public Argument by

Robert O. Weiss, University Press of America, or the long essayby Bill Davis in the November Rostrum, The A-Ha Experience.

Q Are there sample tapes/DVDs of Past Public Forum Debates?A Yes. Past National final round debates are available on

Video and DVD by going to www.dalepublishing.us.

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PUBLIC FORUM DEBATETIMING SCHEDULE

(In the Following Order)

First Speaker - Team A = 4 Minutes

First Speaker - Team B = 4 Minutes

Crossfire = 3 Minutes

Second Speaker - Team A = 4 Minutes

Second Speaker - Team B = 4 Minutes

Crossfire = 3 Minutes

Summary - First Speaker - Team A = 2 Minutes

Summary - First Speaker - Team B = 2 Minutes

Grand Crossfire = 3 Minutes

Final Focus - Second Speaker - Team A = 1 Minute

Final Focus - Second Speaker - Team B = 1 Minute

Prep Time (per team) = 2 Minutes

SAMPLEPublic Forum Debate Ballot

Round #_____ Room # _____ Judge Name _______________________________ Date _____________

Resolution _____________________________________________________________________________________________

Before EVERY round, flip a coin to determine the side and speaking order of the debate. The winner of the flip has the option of choosingeither the side (Pro or Con) or the speaking order (1st or 2nd) in the round. The team that loses the flip makes the remaining choice, eitherside or speaking order. After this is determined, record the names of the competitors. Please note that new arguments in the Final Focusare to be ignored. The Final Focus must be based on arguments and issues previously addressed in the debate.

PLEASE DO NOT FILL OUT THIS BALLOT UNTIL AFTER THE COIN TOSS HAS BEEN COMPLETEDAND THE DEBATERS HAVE DETERMINED SIDE/SPEAKING ORDER

Code______________ Side ______________Speaker 1 _____________________________Speaker 3 _____________________________

Code______________ Side ______________Speaker 2 _____________________________Speaker 4 _____________________________

Team Points _______ 29-30 Outstanding27-28 Above Average24-26 Average20-23 Below Average

Team Points _______

The team that won this debate is ________________ representing the PRO/CON (please circle the winning side) (Code)

Comments to debaters: Comments to debaters:

These are the reasons for my decision:

Order/Time Limits of Speeches

Speaker 1 4 minSpeaker 2 4 min

Crossfire (1&2) 3 min

Speaker 3 4 minSpeaker 4 4 min

Crossfire (3&4) 3 min

Speaker 1 Summary 2 minSpeaker 2 Summary 2 min

Grand Crossfire (all) 3 min

Speaker 3 Final Focus 1 minSpeaker 4 Final Focus 1 min

2 minutes of Prep Time per Side

Judge Signature ____________________________________ Affiliation/Occupation _________________________________

SAMPLE

TIPS FOR JUDGING A ROUNDOF PUBLIC FORUM DEBATE

Thank you for agreeing to judge a Public Forum Debate round. Your service is especially important as this event isdesigned to bring citizen judges and high school debaters together in an educational and productive encounter. Thepro team tries to convince you that the resolution is true while the con team tries to convince you that the resolution isnot true. This activity was designed to teach excellent critical thinking and public presentation skills, so debaterstypically communicate an air of professionalism in their dress, demeanor, and delivery.

BEFORE THE DEBATE:•Find out the exact wording of the debate resolution and write it down.•Read and follow the instructions on the judging ballot you will receive.•Read the PFD Judge Instructions that are provided for you (perhaps on the back of this sheet).•You may introduce yourself to the debaters (esp. to put new debaters at ease) before the debate starts (if you arecomfortable doing so), but without showing favoritism toward either side.•Debaters should always be respectful of one another and of you, and you should set a tone of decorum.

TO BEGIN THE DEBATE:•There will be a coin toss to determine the side (PRO OR CON) and the speaking order (1st or 2nd) that each team willtake in the debate. The team that wins the toss may choose either the side or the speaking position it prefers. The teamthat loses the toss makes the remaining choice.•The team that speaks first in the debate should be listed on the left side of the ballot and sit on the left side of the roomas you, the judge, look at the debaters.•Please pay close attention when recording the team code and side. You can ask teams for this information again if youare uncertain.

DURING THE DEBATE:•Judges need to monitor speaking times during the round. Maximum speech times are listed on the ballot. Each teamhas two minutes of preparation time total) in each round to use before their speeches.•Judges should not ask questions or otherwise interrupt the round.•Debaters directly question each other only during the Crossfire segments, with the team that spoke first asking the firstquestion.•Debaters should not expect any response from the judge.•Judges are advised that plans and counterplans by either team are not allowed and that the Final Focus must deal onlywith issues previously raised in the debate.•Judges should be objective and judge the debate on the quality of the arguments made, not on personal beliefs or on thearguments you wish they had made.

AFTER THE DEBATE:•Please pay close attention to the side that each team chose in the debate and which spoke first and last. Check yourcodes carefully. This is especially important when marking the winner of the debate.•Judges should not reveal their decision at the end of the round.•In your written comments, please be as encouraging and educational as possible.•Assign points between 20 and 30, indicating the quality of each team as indicated on the ballot.•Check your ballot carefully before you turn it in. Did you:

1. declare a winner2. assign team speaker points3. provide useful suggestions for improvement4. justify your decision thoroughly5. sign the ballot

(MORE JDUGING TIPS ON BACK)

ADDITIONAL PUBLIC FORUM JUDGING TIPS

1. Model professional, respectful behavior at all times. Treat all students, coaches, and other tournamentparticipants with civility and kindness. Do not tolerate rude or disrespectful behavior from contestants, andreport any such behavior to the student’s coach and the tab room. Follow all announced tournament policies andinstructions.

2. Recuse yourself from any possible conflicts of interest. The following are examples of relationships tostudents that constitute conflicts of interest: past teammate, present or past coach, paid assistant, parent or otherrelative, personal friend. Notify the tab room immediately if you have a possible conflict of interest.

3. Judge the debaters on the quality of the arguments they make, not on your own personal beliefs oron the arguments you wish they had made. Set aside personal biases as much as possible. Remember thatthe debaters must prepare to debate both sides and that they cannot read your mind. They can respond only tothe arguments their opponents actually make.

4. Prefer balanced, straightforward interpretations of the resolution to unfair or obscure interpretations.If the debaters offer different interpretations of the resolution, make your decision on the basis of whicheverinterpretation better fits ordinary English usage and provides more equal grounds for reasonable public debate.

5. Asses the bearing of each argument on the truth or falsehood of the assigned resolution. The proshould prove that the resolution is true, and the con should prove that the resolution in not true. Argumentsunrelated to the truth or falsehood of the resolution should not influence your decision. A good question to ask asyou decide each round is, “If I had no prior beliefs about this resolution, would the round as a whole have mademe more likely to believe the resolution was true or not true?

6. Prefer quality and depth to mere quantity of arguments. Reward students who present well-explainedarguments. Judge the quality of arguments presented in the round as a whole. To promote quality debate, do notpenalize students for failing to address frivolous or minor points due to time constraints.

7. Consider quoted evidence only as support for arguments explained by the debaters. Well-chosenevidence may strengthen arguments. However, quoted evidence should not replace arguments by the debaters,and all evidence should be relevant.

8. Treat clear communication as a major consideration. Remember that PFD is a speech communicationevent. Weigh arguments only to the extent that they are clearly explained. It is acceptable to discount argu-ments that are too fast, too garbled, or too jargon-laden to be understood by an intelligent high school student or awell-informed citizen. Do not penalize a debater for failing to understand his or her opponent’s unclear argu-ments.

9. Write constructive suggestions for each team and a thorough reason for decision. Students andcoaches appreciate your comments. The ballot is a valuable educational tool for students and their coaches longafter the tournament is over.

10. Pursue suspected dishonesty with tournament officials after the round. If you believe a student isplagiarizing, fabricating, or otherwise misusing research sources, notify the tournament director after the debateand let him/her take the appropriate steps.

RESEARCHIn order to understand a topic one must read current material about it.

Such current material may be found by both electronic or print means.

Electronic:Access good search engine like GOOGLE (www.google.com),

Yahoo (www.yahoo.com), Alta Vista (www.altavista.com) or MSNSearch (www.msn.com)

Type in key words of the topic (ie..."Tax Cuts" or "Armed Pilots").The search engine will list websites which discuss that issue.

Click on those sites to read and download material.

Print:You may access the Reader's Guide to Periodical Literature in your school library. The Guide lists articles in

current periodicals by topic .

Look up "Hijacking", "Airline Safety", "Tax Cuts" or other issues and make a list of magazines which carry storiesby date and page number. Then read the articles. Copy parts which are good evidence.

The New York Times index (available in most public libraries) will allow to you search articles in the New YorkTimes (usually on microfilm).

You also should look up the key definitions of words in the topic in a good unabridged dictionary or a topic specificdictionary (i.e..Blacks Law Dictionary)

Polls:Since you will be debating before a citizen judge from your community, it would be helpful to research polling data

on how citizens feel about the issues posed by the topic and why they feel that way.This polling information can be used to select arguments which will address citizen judge concerns.

Evidence:Hall of Fame Coach Esther Kalmbach once defined evidence as "a reason for a judge to believe an argument."

Evidence may of course be "hard evidence": facts, statistics, quotations from experts; but "soft" evidence is alsopersuasive: examples, anecdotes, analogies, stories.

Debaters will want to find a wide variety of types of evidence that will be persuasive.

www.google.com

THE COIN TOSS:Prior to each round the teams will flip a coin. The team winning the coin toss may choose either:

Side of Topic: Pro or Conor

Order of Speaking: First or Last

This choice is very strategic. Considerations may include:

• Is one side of the topic more intuitively acceptable to citizen judges.

• Is our team significantly stronger on one side.

• Are opponents significantly stronger on one side.Should our team pre-empt them by "choosing" our opponent's best side.

• Is first speaker position critical to "sell" our case by making a good first impression.

• Is the final "last shot" speech critical for us to have the last word to the judge(s).

• Are our opponents so effective in first (or last) speaker position we wish to pre-empt themby selecting that position for ourselves.

Once the coin toss winner selects either a side or a speaker position, the coin toss loser then has a choice. If thewinner selects a side, the loser selects a speaker position. If the winner selects a speaker position then the losing teamselects the side of the topic. The above list of options should be carefully studied by both teams.

Please realize the con side of the topic may begin the debate and argue directly against the adoption of the topicbefore the pro side says a word.

SPEAKER DUTIESThe first and second speakers should prepare in advance the

reasons for adoption (or rejection) of the topic. Arguments shouldbe carefully worded to be accurate and persuasive.

The first crossfire should be used to clarify arguments anddefine where clash exists. Probing questions to expose weaknessare useful. Both debaters should stand during two personCrossfire.

The third and fourth speakers have two duties:To attack (refute) the case (arguments) of their oppo-

nents; and to answer attacks made upon their own arguments bytheir opponents. The speeches should reflect analysis and refuta-tion with an emphasis on clash and adaptation to the issues raisedin the previous speeches and crossfire.

The second crossfire should advance the debate by findingareas of agreement and attacking arguments with which the de-bater does not agree. Previously prepared dilemmas may be posed. Contradictions should be ex-posed. Both debaters should stand during two person Crossfire.

The summary speakers should consolidate their positions by defending the most important pointin their own case and attack the most important point in the opponents case. Select only the mostimportant issue or issues and cover them thoroughly, but do not rush.

Grand Crossfire:The purposes of grand crossfire are to find areas of agreement, highlight clash, and expose

areas of opponent weakness to bring the debate to its final focus.

All debaters should be seated during Grand Crossfire, but should be able to see the judge(s),audience, and camera. The Crossfire TV Show on CNN is a good model.

The first question is asked to the team who just ended their summary by the team which had thefirst summary.

After the first Q and A any debater may question and answer at will.

Final Focus:The purpose of the Final Focus is to restate the reason(s) why your team has won the debate. Judges

will be instructed that new arguments in the final focus are to be ignored.

Tip: Delivery should be conversational and extempore in style but absent flaws like vocal pauses,fast delivery, poor articulation, and lack of vocal variety.

Speaker 1 – This speaker position for both sides must beconcerned with constructing and presenting a logical argumentwith evidentiary support. This is theone time in the debate where specificpreparation can be used as a tool ofthe debate. Due to the uncertainty ofwhether this will become the first orsecond speech in the debate, a 4-minute speech for and against theresolution is warranted. Reservingtime for response in the Speaker 1 po-sition is not practical.

I. Introduction to the issue –An overview of the issue presentedin a compelling introductory remarkor quotation to alert the judge to theimportance of the topic.

II. Definition of terms – When-ever a debate focuses upon an issuewithout support of a clarifying planor value, the topic must have its ownagreed upon parameters. Often thisis accomplished with a field definitionfrom an expert; occasionally the topicis self-evident. In the latter case, it may be left to the judge tointerpret the topic.

III. Analysis of the issues – Traditionally, three issues areconsidered sufficient to establish a warrant. These issues can beabstract or concrete, or a mix of both. However, to be successful,each should be an independent reason to vote for the topic. Giventhe nature of the audience, a most logical progression would be:

a. Personal story or narrative story to provide context forthe judge to understand what is at issue.

b. Example from the news to show timeliness and to supportthe analysis and to show the debater as knowledgeableabout the subject.

c. General or theoretical issue to establish the argument be-yond the particular and to provide grounds for revisitingthis speech later in the debate.

d. Supporting analysis may draw from areas including, butbut not limited to, pragmatic, philosophical, historical, andeconomic areas of analysis.

IV. Closing – Why does this issue matter to us? Answeringthis question in closing provides reasons for the judge to care;while focusing the entire speech into a short, memorable summary.

Speaker 2 – This speaker position for both sides will havethe burden of analyzing the opponents’ position and explaining

flaws in the ideas presented by the other team. While this speakermight present prepared arguments from briefs to establish new

points, the judge using media analy-sis is now looking for the fight.Argumentatively, at least, the judgeplaces an expectation that the twosides will clash.

This speech may take the formof a line-by-line refutation of theopponent’s position, but this form israrely followed in media debate. In-stead, the speaker should identify themost attackable issues advanced bythe other side. In this manner, the mostmemorable opposition points are re-futed with memorable counter-points.

Time vested in responding willpermit only one or two key responses.A suggested form for this debatewould be:

I. Introduction which links the2nd speech to the 1st speech,

probably with a story or quo-tation.

II. An overview of the issue to be discussed.a. Statement of what opponent said.b. Reasons and/or proof of why opponent is wrong.c. Explanation of what this means for the topic.III.(a second issues as in II above)IV. Closing which solidifies both of your side’s speeches.

Summary – Summary is an odd speech. The purpose is im-plied in the title. Because the summary speaker will have listened topartner respond in the 2nd speech and in the give and take of theCrossfire, the summary should manage all of what the judge hasheard to this point. Something like this:

I. Brief overview of the debate so far.II. Focus on the key idea, maybe with a fresh antidotal story

or other framing quotation.III.What does this all mean? The implications for the judge

and the world provide a clear summary focus.

Final Focus – The duties of the Final Focus speaker arestipulated in the rules. Final Focus chooses the key issue(s) whichmatters the most and frames in a final parting focus of why thisissue(s) is enough to warrant a ballot for the speaker’s team.

I. Statement of the issue(s) and its importance.II. Explanation of the issue(s).III.Appeal to let this issue(s) override all other concerns.

(Originally by John Durkee. Rostrum, January, 2003)

SPEECH DEVELOPMENT

CROSSFIRE TIPS

Correct Positioning. Debaters should stand during regularCrossfire. All four debaters should remain seated for the GrandCrossfire, but should be able to see the judge(s), audience andcamera.

Be polite, but firm. Keep questions and answers brief andspeaking style conversational. Don't interrupt or talk over an-other debater unless s/he is filibustering. Don't ever interrupt yourpartner.

Have a plan in mind. What admissions do you wish to gainfrom your opponents. Which dilemmas do you wish to pose toyour opponents.

Answering can be as important as questioning. Have briefretorts prepared for questions that you think might be asked.

Silence is golden. If you trap your opponent in an unan-swerable dilemma, let their silence or frantic babbling expose theirweakness. Don't rush in with the next question.

Relax. Don't rush! If you can establish one or two pointsthat is enough.

THE FINAL FOCUS TIPS

Ask yourself this question (before your Final Focus): If Iwere judging this round, what would I be voting on now . Onceyou decide the key issue, make that your focus.

What should be argued? Several choices are available.

• Answer the argument(s) that you are losing(if losing more than one, pick the most im-portant)

• Stress an argument(s) you are winning(if winning several, pick the most important)

• Stress an argument(s) that is most appealing to a citizen judge andclearly win it.

• Try to "turn" a major argument(s). Show how an opponent's argumentproves your point.

• Expose a major inconsistency made by your opponents - - two argumentsthey made which contradict each other.

• Remember, judges are reminded on the ballot that new arguments should be ignored.

October/November, 2002Resolved: Commercial airline pilots should be armed in thecockpit.

December, 2002Resolved: That the "Bush" tax cuts should be madepermanent.

January, 2003Resolved: The Federal Government should authorizeoil exploration in the Arctic National Wildlife Reserve.

February, 2003Resolved: The death penalty should be abolished inAmerica.

March, 2003Resolved: Affirmative action should not be practiced incollege and university admission.

April, 2003Resolved: Awards for pain and suffering in medicalmalpractice cases should be limited to $250,000.

May, 2003Resolved: That the United States should assume primaryresponsibility for the rebuilding of Iraq.

June, 2003 (National Topic)Resolved: That the United States should assume primaryresponsibility for the rebuilding of Iraq.

September, 2003Resolved: Use of a cell phone should be prohibited whileoperating a motor vehicle.

October, 2003Resolved: That the United States should comply withUnited Nations' decisions concerning internationalpeacekeeping operations.

November, 2003 (Name Changed to Public Forum Debate Topic)

Resolved: That Federal judges should be elected in theirdistrict for a limited term rather than appointed by thePresident for a life term.

December, 2003Resolved: That Congress should repeal the No Child Left

Behind Act.

January, 2004Resolved: The United States is losing the War on Terror.

February, 2004Resolved: Americans should be allowed to share copyrightedmedia over the internet.

March, 2004Resolved: The United States should provide universal health

insurance to all U. S. citizens.

April, 2004Resolved: English should be the official national languageof the United States.

May, 2004Resolved: All young adults in every nation should be re-

quired to perform at least one full year of national service.

September, 2004Resolved: That the United States should establish a cabi-

net-level position to oversee its entire intelligence community.

October, 2004Resolved: In the United States, public opinion polls posi-

tively affect the election process.

November, 2004Resolved: The United States government should allow Ameri-

cans to purchase prescription drugs from other countries.

December, 2004Resolved: Corporate offshoring aids in the economic devel-

opment of the United States.

January, 2005Resolved: The United States Constitution should be

amended to establish a mandatory retirement age for SupremeCourt Justices.

PAST PUBLIC FORUM TOPICS(a/k/a Ted Turner Public Forum)

February, 2005Resolved: In the United States, the current system of fed-

eral income taxation should be replaced by a flat rate income tax.

March, 2005Resolved: Student aptitude should be assessed through

standardized testing.

April, 2005Resolved: The United States should issue guest worker vi-

sas to illegal aliens.

May, 2005 (National Topic)Resolved: That, when a choice is required for public high

schools in the United States, government funding should prioritizevocational education over college preparatory education.

September, 2005Resolved: In the United States, colleges and universities

should be permitted to pay stipends to their Division I athletes.

October, 2005Resolved: That the United Nations should be the primary

agent to lead and direct the fight against terrorism around theworld.

PAST PUBLIC FORUM TOPICS(a/k/a Ted Turner Public Forum)

PUBLIC FORUM DEBATE BALLOT3- PART FORM

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COACH’S GUIDE TO FORENSICS TOURNAMENT · 2014-01-14 · COACH’S GUIDE TO FORENSICS TOURNAMENT Dr. Eileen Helm Weaver, Tournament Coordinator Jennifer Shealy, Special Events Coordinator