Lincoln Douglas Value Debate Orientation

1. Lincoln Douglas Value Debate Orientation

2. Volunteers Make it Happen! • We can’t do this without you. • You are making an investment. • You are performing a teaching role in the • lives of our students. • You make it possible for young people to • learn these skills. • Thank You!

3. You are Qualified to Judge! • You already participate in communication activities. • It is the speaker’s job to communicate with you. • It is not your job to be a debate expert before coming. • Our goal is for our students to speak to • “the thinking man and woman on the street.” • That’s You! 

4. What is Debate? • Two opposing debaters argue an idea: • The Resolution • Affirmative (upholds the resolution) • Negative (refutes Affirmative position) • Debaters alternate sides during the course of the tournament.

5. 2014-2015 Debate Resolutions Resolved: When in conflict, an individual’s freedom of speech should be valued above a community’s moral standards. Resolved: In the United States federal jurisprudence, the letter of the law ought to have priority over the spirit of the law.

6. Lincoln Douglas Value Debate Lincoln Douglas Value Debate * Also called LD or Values Debate (Values are principles which are recognized by a society, culture, or group.) * Debaters will be defining, analyzing and arguing values. * One-on-One debate (one affirmative, one negative) * One full LD debate round lasts up to 45 minutes.

7. Role of the Judge DO: • Listen to the debate. • Decide which debater best supports their position. • Reach a conclusion and cast a vote for the debater that best supports their position. • Provide written feedback.

8. Role of the Judge DON’T: • Request or accept written material offered by debaters before or during the round. • Interrupt or question the debaters. • Leave the room or take phone calls during the round. • Extend a debater’s speaking time.

9. Debater’s Role • The debaters are responsible for making their ideas clear to the judge, including: • Debate Theory • Organization of the ideas and arguments in the Round • Details of the Topic

10. What to Expect • Number of judges: • 1 in preliminary rounds • Possibly more in elimination rounds • Always an odd number • Timekeeper • To give verbal signals during prep time and hand signals during speaking time. (Sometimes the debaters will time.) • Greeting • Debaters will introduce themselves • May ask your judging philosophy.

11. Order of the Round AC CX NC CX 1AR NR 2AR • Affirmative Constructive • Cross examination • Negative Constructive • Cross examination • First Affirmative Rebuttal • Negative Rebuttal • Second Affirmative Rebuttal

12. Affirmative Constructive • Common structure (not a rule) • Introduction • Statement of the resolution • Definition of terms • Discussion of Value (& possibly a Criterion) • Contentions (Arguments) • Conclusion

13. Cross Examination (CX) • Three minutes • Immediately follows each constructive speech • (no preparation time allowed) • Only direct interaction in the round between the debaters • One-on-one question and answer • Debaters face the judge • Judges may not question/comment during this time (or at all during the round)

14. Negative Constructive • Will refute the affirmative case / the resolution • Commonly will supply a negative interpretation of the resolution (a Negative Case) which could include: • Introduction • Statement of the resolution • Possibly, a Definition of terms • Discussion of Value (and Criterion) • Contentions (Arguments) • Conclusion

15. Rebuttals • Debaters use these speeches to clarify the important arguments in the round. • May not introduce new lines of argumentation, but may bring up additional support to bolster arguments made in constructive speeches. • Should refute arguments made by the opponent, as well as reassert own case. • Will likely propose “voting issues” – those arguments which the debater feels are most crucial to the round.

16. Before the Round Begins • Check to make sure: • You have not judged either of these debaters in this event at this tournament • Fill in your name • Fill in the names of the debaters (affirmative and negative)

17. Flowing/Note-Taking • Flowing: • Organizes the ideas in a round • Use flow sheet or plain paper • Just a tool to help you • Not to be turned in • The right note-taking system allows you to: • Absorb the presentation • Reach a conclusion and cast a vote • Give the debaters written feedback

18. Flowing

19. Other Key Considerations Time Limits • Once the time is expired at the end of a speech, a debater may complete a sentence, but should not start a new thought. • Once time has expired, judges are free to discard additional comments or speech content when evaluating the round.

20. When the Round is Over • Do not disclose your decision! • Do not ask questions or give verbal feedback. • Do not solicit opinions about the round from other observers in the room. • Immediately following the round, take your ballots to the designated area for completion.

21. Filling Out the Ballot • Two Independent Decisions: • Decide which debater wins the round • Reward individual speaking ability • Set aside personal bias/opinion

22. The Student Ballot - Who Won After looking over your flow sheet and considering all of the arguments, you must decide who, in your opinion, won this debate round. Circle either: Affirmative or Negative Note: The person with the higher speaker points does not necessarily win the debate round.

23. Deciding Who Won Does the affirmative interpretation correspond with the resolution? Has the affirmative: • Identified a value? • Presented arguments supporting the importance of his/her value? • Upheld the resolution with his/her analysis of the resolution and contentions? • Persuaded you to vote in favor of the resolution • Adequately addressed the arguments raised by the negative side?

24. Deciding Who Won Has the negative: • Introduced a more persuasive interpretation of the resolution? • Provided arguments persuading you to vote against the affirmative interpretation of the resolution? • Adequately addressed the arguments raised by the affirmative side? • Presented his/her own value  -- IF so, did he/she present arguments supporting its importance?  • Persuaded you that his/her value is more important than the affirmative value?

25. Evaluating the Speaker Points • Total the points from the six categories for each speaker. • Write the Total Affirmative speaker points and the Total Negative speaker points in the appropriate space.

26. Speaker Rank • Speaker Rank is determined byTotal Speaker Points. • Circle 1st or 2nd accordingly. • Tied points are allowed, but you must use your overall impression to select a first and second place speaker.

27. The Speed Ballot • This form is for early handoff to TAB, no RFD or comments please! • Vote AFF or NEG • Provide speaker points • Rank speakers • Instructions are on the bottom half of this ballot.

28. Reason for Decision • Reason for Decision – This is perhaps the most important part of the ballot to the debaters. Here you explain how you came to your decision. • Also welcome (and encouraged) are notes to each debater, specifying what they did well and what they can improve on. • You are welcome to use the back of the ballot to write additional comments. • Remember to sign and date the ballot.

29. The Ballot: Reason For Decision • Provide Written Feedback to the debaters. • Your investment in and encouragement for our students • Judge round based upon issues discussed in the round • Set aside your personal bias/opinion • Be prepared to vote for a position you do not personally hold • Once you’ve cast your vote: • If you heard ideas or assertions you don’t agree with, or you have insights to share, use the ballot to explain this to the debaters • Double Loss = disciplinary only

30. Rules Judge Orientation Staff Available • If you have questions concerning the round or your ballot, staff will be available to answer your questions. Written Rules Available • The written rules will be available to you in the judge’s area.

31. Thank You