2021 February/March Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

VOLUME 95 ISSUE 3 FEB ./MAR . 2021

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As a student or coach member of the National Speech & Debate Association, I pledge to uphold the highest standards of humility, equity, integrity, respect, leadership, and service in pursuit of excellence.

INSIDE Critical Classroom Conversations

SAVE THE DATE National Speech & Debate Conference • Aug. 3-5, 2021

PLUS Tips for More Equitable Tournaments

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National Institute National NationalInstitute Institute in Forensics in Forensics in Forensics Thankyou youtoto students and coaches Thank allall of of thethe students and coaches who joined us this summer for the 27th Annual Thank you to all of the students and coaches who joined us this summer for the 27th Annual UT National Institute in Forensics.

The UTNIF who joined us this summer for the 27th Annual UT National Institute in Forensics. The UTNIF continues to be one of the largest and most UT National Institute in Forensics.

The UTNIF continues to be one of the largest and most continues tosummer be one of the largest and most accomplished summer forensic programs in the accomplished forensic programs in the accomplished summer forensic programs in the country.

Justa a few reasons why our students country.

Just few reasons why our students country.

Just a few reasons why our students keep coming back year after year: incomparable keep coming back year after year: incomparable keep coming back year after year: incomparable education, superior resources, unmatched education, superior resources, unmatched education, superior resources, unmatched ty,ty,reasonable rates, and tremendous facul reasonable rates, and tremendous facul reasonable rates, andafter tremendous faculty, alumni!

Dates will bebe published thethe new alumni!

Dates will published after new alumni!

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www.utspeech.net www.utspeech.net www.utspeech.net www.utdebatecamp.com www.utdebatecamp.com www.utdebatecamp.com

Speech and debate in the digital world: Speech and debate in the digital world: Speech and debate in the digital world: For each and every student and educator who continues to find ways to use your voices, make

For each anddiscover every student and educator who continues to find ways to use your make your claims, your character, and defend your arguments we salute you.

Andvoices, no matter For each and every student and educator who continues to find ways to use your voices, make your claims, your character, andperform defendinyour we salute you.

And no matter how quiet thediscover room may seem when you frontarguments of a computer video camera, your claims, discover your character, andperform defendinyour arguments we or salute you.

And no matter how quiet the room may seem when you front of a computer or video camera, remember that your best audience is you.

Perform in a way that makes you proud of your work, how quiet the room may seem when you perform in front of a computer or video camera, remember thatare your best audience is critical you. Perform in a way that makes you proud of your work, because you your most important perspective. remember that your best audience is you. Perform in a way that makes you proud of your work, because you are your most important critical perspective. because you are your most important critical perspective.

Passion… Elegance… Excellence Passion…

Passion… Elegance…

Elegance… Excellence Excellence

We offer our most sincere congratulations to all of the schools and students who We most sincere congratulations to the and who participated the 2020 Longhorn Classic. Special to Debate & Overall Weoffer offerour ourin most sincere congratulations toall all of ofcongrats the schools schools and students students who participated the Classic.

Special congrats & Sweepstakes Westwood High School, and Speechto Congress SweepparticipatedininChampions the2020 2020Longhorn Longhorn Classic.

Special congrats to&Debate Debate & Overall Overall stakes champions St. Mary’s Hall.

Sweepstakes Champions Westwood High SweepSweepstakes Champions Westwood HighSchool, School, and and Speech Speech & & Congress Congress Sweepstakes stakeschampions championsSt. St.Mary’s Mary’sHall.

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UTNIF Dept. of Communication Studies UTNIF 1UTNIF University Station Dept. of of Communication Studies Mail Code A1105 Dept.

Communication Studies 1Austin, University Station Texas 78712-1105 1 University Station Mail Code A1105 Mail Code A1105 Austin, Texas Austin, Texas78712-1105 78712-1105

Randy Cox, Director for Speech

Randy for Brendon Bankey, Director for Debate RandyCox, Cox,Director Director forSpeech Speech Brendon BrendonBankey, Bankey,Director Directorfor forDebate Debate

Letter from the Publisher

Board of Directors

I’ve been thinking recently about a speech from a student a few years ago. In it, senior Jada Bourne reflects on how speech and debate showed her that she was worth listening to, that there was an audience for her words, even if it was only the judge in the back of the room. One person was listening. And then she says, “This activity gave me a seat at the table.”

A seat at the table. What does your table look like? Ours is comprised of rural, urban, and suburban schools, veteran and first year coaches, and everything in between. We support members of different races, religions, genders, sexual orientations, and abilities, as well as schools flush in resources and those with shoestring budgets. Many voices, different perspectives, one ultimate mission: Empowering students like Jada through speech and debate. There is unending value in ensuring everyone has a seat at our table and a chance to be heard, and in recognizing when the table needs to be cleared for a fresh start. Our newly updated Code of Honor on page 9 lays out the community behavioral standards for students and coaches and our commitment to humility, integrity, equity, respect, leadership, and service at every table in every school.

Who do you want at your table? Our district leader election is fast approaching. Each high school member program has the opportunity to cast a vote for their District Committee, which represents the district on the national level, plans programming, works to recruit new schools, and more. Find details on page 10.

In this issue you’ll also find conversational fodder and ideas ripe for in-depth discussion. If you’re looking for a dose of inspiration, don’t miss Tom Llamas’ perspective on how speech prepared him for a career as a national news broadcaster and Serene Singh’s reflections on how speech and debate helped her become a Truman, Fulbright, and Rhodes Scholar studying for her doctoral degree at the University of Oxford. Plus, read up on three Tabroom.com features for a more equitable tournament, online preparation and competition advice from the USA Debate team, and a Q&A about issues experienced by persons with disabilities designed to enhance understanding and opportunity.

I’ll miss having the chance to connect with coaches in person at the National Tournament this year.

I hope to connect with you online—and in the meantime, I’ll save you a seat.

ELECTED MEMBERS Pam Cady Wycoff President Minnesota Dr. Tommie Lindsey, Jr. Vice President California Byron R. Arthur Louisiana David Huston Texas Adam J. Jacobi Wisconsin Jennifer M. Jerome Nebraska Renee C. Motter Colorado James W. Rye III Alabama

Sincerely,

APPOINTED MEMBERS J. Scott Wunn Executive Director P.S. You can watch Jada’s speech on YouTube by visiting https://bit.ly/2LmFlrB.

Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

401 Railroad Place, West Des Moines, IA 50265-4730 | Phone (920) 748-6206 J. Scott Wunn, Publisher Amy Seidelman, Editor Vicki Pape, Managing Editor Emily Bratton, Graphic Design Assistant

Newsstand Price $9.99 per issue Member Subscription Price $24.99 for one year (5 issues) Non-Member Subscription Price $34.99 for one year (5 issues)

Rostrum (ISSN 1073-5526), Copyright © 2021 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

Business and Editorial Offices: NSDA, 401 Railroad Pl., West Des Moines, IA, 50265-4730. Accounting and Circulation Offices: NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730. Call (920) 748-6206 to subscribe. Periodicals postage is paid at Des Moines, IA 50318, and additional mailing offices. POSTMASTER: Please send address changes to Rostrum, c/o NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

Rostrum provides a forum for the speech and debate community. The opinions expressed by contributors are their own and not necessarily the opinions of the NSDA, its officers, or its members. The National Speech & Debate Association does not guarantee advertised products and services unless sold directly by the NSDA.

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Alan H. Coverstone Washington, D.C. Dr. Mike Edmonds Colorado Sara Gibson Washington, D.C. Thomas M. Rollins Virginia Robert W. Runcie Administrative Representative Florida

To learn more about the Board, visit www.speechanddebate.org/ meet-the-team. You may also contact the Board by emailing board@speechanddebate.org.

The American Legion’s National Oratorical Contest

LOOKING FOR COLLEGE SCHOLARSHIPS?  LOOK NO FURTHER. The first place finisher of The American Legion’s National Oratorical Contest is awarded a $25,000 scholarship, second place $22,500, and third place $20,000.

As part of the National Speech & Debate Association’s ongoing alliance with The American Legion, those top three finishers may also earn the right to compete in Original Oratory or United States Extemporaneous Speaking at the National Speech & Debate Tournament!



Want to get involved? Follow these simple steps!

• Visit www.legion.org/oratorical to learn more.

• Click on “State Contests” to contact The American Legion Department Headquarters located in your state to learn when the first contest in your area will be.

• Also click on “Assigned Topics” to learn the extemporaneous topic areas.

• Prepare your original oration on some aspect of the Constitution with emphasis on the duties and obligations of a citizen to our government.

Patrick Junker of Iowa placed first at the 2019 American Legion National Oratorical Contest

Watch examples of past winning orations online at www.legion.org/oratorical/videos.

In this Issue : VOLUME 95 : ISSUE 3 : FEBRUARY/MARCH 2021

From the Cover

Inside

9

Updated NSDA Code of Honor

2

Letter from the Publisher

Governance and Leadership

6

2020-2021 Topics

8

From Your Board President

12

Membership Minute

10

District Leadership: Reasons to Serve (and Vote!)

15

News + Notes

16

Tabroom.com Tip

18

Resource Roundup

Community 22

Toward Inclusion for People Who Experience Disability in the Speech and Debate Community: Questions and Answers by Victoria Freeman and Jan Pizzo

26

National Speech and Debate Education Day: March 5 is Your Day. Share Your Story

28 OPINION – How to Fix Lincoln-Douglas Debate

by Victor Jih and Erik Legried 34

Student Scholarships: Will YOU Be the Next Great Communicator? by Christine Adams

38

How Speech and Debate Helped Me Win the Prestigious Rhodes Scholarship by Serene Singh

40

USA Debate – Overcoming Online Debating Challenges

by Liana Schmitter-Emerson

42

Alumni Angles – Tom Llamas by Elena Cecil

46

Words from the Hall: Chris McDonald

48

Building Connections Exercise by Dave Stuart Jr.

National Tournament 24

2021 Online National Tournament Overview

View this issue online! www.speechanddebate.org/rostrum

Like us on Facebook www.facebook.com/ speechanddebate Share with us on Instagram @speechanddebate Follow us on Twitter @speechanddebate Follow us on LinkedIn www.linkedin.com/company/nationalspeech-and-debate-association

OUR MISSION Rostrum shares best practices, resources, and opportunities that connect, support, and inspire a diverse community of educators committed to empowering students through speech and debate.

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2020–2021

Topics

Current topics, voting links, and resources available at:

www.speechanddebate.org/topics Member students and one chapter advisor per school are eligible to vote!

2021-2022 Policy Debate Topic WATER RESOURCES — Resolved: The United States federal government should substantially increase its protection of water resources in the United States.

In Erin Brokovich’s new book, Superman’s Not Coming: Our National Water Crisis and What We The People Can Do About It (2020), she clearly articulates the depth of this issue in America, “We are amid a major water crisis that is beyond anything you can imagine… We are at a turning point… where we all need to fight before there’s not a drop of water left to drink.” Access to clean water is key to our lives, but we regularly ignore debates regarding it. The problems of Flint, Michigan, are neither isolated nor far from our own homes. We are at a crossroad to ensuring that water is clean, accessible, and secure for our use and consumption.

In order to advocate for substantial protection of water resources, affirmative teams can point to a wide range of problems in the status quo: pollutants and contaminants present in many community water systems, woefully outdated water infrastructure and a lack of federal spending, increasing water scarcity issues, deficits in rural water quality due to agricultural practices, inadequate security protection for critical water systems, inequities in protection for underserved or economically disadvantaged communities, and poor federal management of rules and regulations aimed at protecting water resources. Plans might include, but not be limited to adopt laws that increase the standards for water quality, fund water infrastructure creation or renewal, increase funding and/or regulation to address disparities in access to water resources, regulate agricultural use of water, fund development of innovative technologies for water filtration, fund and/or regulate to address security of water resources from cyber/terror threats, address environmental justice concerns, and increase enforcement of water resource standards.

Negative approaches to the topic would include both traditional and progressive debate arguments. Disadvantages, such as spending, federalism, politics, and tradeoffs will be the source of offense for traditional debaters. Critical arguments like anthropocentrism, feminism, securitization, or environmental racism will be employed by debaters who prefer a theory-based debate. Case arguments may focus on a lack of federal resources available to fully fund water infrastructure, federal mismanagement as a source of circumvention, whether a national policy would be feasible to address the diverse water needs of the United States, and how underserved communities could still be left behind due to structural racism.

Counterplans could claim that states or localities will solve more directly or that a different actor would be more reasonable (i.e., EPA, Army Corp of Engineers, Bureau of Land Management, Courts, etc.).

This topic allows debaters access to a broad literature base for both the affirmative and the negative. Research is easily accessible to all students. This topic engages debaters, judges, and the general public. Coaches will have an opportunity to make novices feel comfortable about the topic because it is relevant to every citizen.

At the same time, coaches can focus on more critical arguments for advanced debaters. As the COVID-19 pandemic continues to highlight the need for a reset on environmental issues, particularly water resources, this topic and the robust exchange of ideas it will ignite will be a critical part of beginning that reset.

(Topic synopsis courtesy of the National Federation of State High School Associations)

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MARCH 2021

Public Forum Debate Resolved: On balance, the benefits of creating the United States Space Force outweigh the harms.

MARCH/APRIL 2021

Lincoln-Douglas Debate Resolved: The United States ought to guarantee universal child care.

The NSDA also offers a “Civil Disobedience” resolution that may be used during the first two months of a novice season. Coaches are encouraged to check with tournament hosts in their area before exclusively prepping for one topic over another.

2020–2021

Policy Debate Resolved: The United States federal government should enact substantial criminal justice reform in the United States in one or more of the following: forensic science, policing, sentencing.

2020–2021

Big Questions Debate Resolved: Mathematics was discovered, not invented.

National Speech & Debate Association

2020-2021 DEBATE TOPIC R ESO LV ED :

Mathematics was discovered, not invented.

WHAT IS BIG QUESTIONS? Big Questions is a debate format in which high school

G E T I N VO LVE D 1.

APPLY at NSDABigQuestions.org to host your event. Apply early— funding is limited! Virtual events are welcome. Use our free resources to PREPARE for your tournament.

2.

PROMOTE, HOLD YOUR EVENT, and turn in a brief form afterwards to PROVIDE FEEDBACK on the event.

3.

SPEND the Big Questions grant award! You can purchase supplies for your classroom or fund speech and debate activities.

and middle school students will grapple with complex worldview questions. They debate both sides of a topic determined at the beginning of the school year. Schools are eligible to earn thousands of dollars by facilitating Big Questions debates. VIRTUAL EVENTS ARE WELCOME!

FORMAT AND STRUCTURE Big Questions is an accessible debate format that can be added to your tournament, held during your classroom period, or even done internally amongst your team.

The Big Questions format involves two opposing sides debating a topic concerning the intersection of science, philosophy, and religion. Students can choose to compete individually or with a partner.

Competitors are assigned a side, present the case, engage in rebuttal, and participate in question periods.

EARN MEMBERSHIP Due to the demand for the Big Questions grant, only

Big Questions is presented by the NSDA through a generous grant provided by the John Templeton Foundation.

NSDA members will be eligible to receive funding. If you currently are a non-member school, you can use part of your Big Questions grant to cover the cost of membership!

Contact us at info@speechanddebate.org with questions about how to get involved today!

APPLY TODAY

OR ACCESS RESOURCES: NSDABigQuestions.org

GOVERNANCE

From Your Board President Since the inception of our organization in 1925, Bruno E. Jacob believed that the Honor Society must be central to our identity.

However, it was not until 2007, 82 years later, that former Board member Harold Keller proposed that we build upon the foundation of our Honor Society by creating a formal honor code. Much like other honor societies, the code would establish a set of ideals to guide honorable behavior for the group, particularly for our student members. Our first Code of Honor was created and adopted that year.

Fast forward to 2016 and the Coaches’ Code of Ethics, developed to provide a set of standards for our coaches. The Code of Ethics was created in conjunction with the National Federation of State High School Associations’ guidelines for coaches and advisors, along with coach-driven committee recommendations, led by Board member Jay Rye. Shortly thereafter, the original Code of Honor was reviewed and revised and has served as a guiding document for the NSDA. This walk down memory lane provides a backdrop for the latest Honor Society advancement.

At the December virtual Board meeting, our new NSDA Code of Honor was approved. The 2020 edition was developed by an Honor Code Working Committee, led by Nicole Wanzer-Serrano, Director of Development and Diversity, Equity, and Inclusion, then reviewed by our coaches’ caucus

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leaders for feedback, before final approval by the Board of Directors.

Without a doubt, our Honor Society has been and continues to be fundamental to who we are and how we function as a membership organization. Therefore, given the inherent importance of this document and its potential to positively impact our membership, as well as the speech and debate community as a whole, it is the feature Board agenda item for today’s conversation.

To take a deeper dive into this document, which can be viewed in its entirety on the opposite page, let’s examine three questions.

First, why have a Code of Honor?

A code provides aspirational goals to guide honorable behavior. No code can provide all the answers, but it can provide a framework of key values and recommendations that inform and positively shape decisions and actions. This is, in a sense, a social contract, designed to positively guide both personal actions and social interactions. After all, without standards, there can be no expectations. An honor code not only encourages us to do the right thing, but also to continually search for the right thing to do.

Second, why this Code of Honor? This revised code is significant because it clearly aligns with our organization’s values, which guide our decisions and actions. It has also been unified into one Code of Honor for student and coach members alike. This consistent set of standards forges a partnership

among everyone to consistently uphold our values and expectations.

Additionally, this Code of Honor is a precursor for a best practices document for coaches and judges.

This document will offer additional guidance to pragmatically put these practices into action. This allows the code to be consistent, but also sets the stage to address more specific issues for target audiences.

Third, what will make this Code of Honor successful? Without a doubt, words on a page are not enough. However, words on a page can serve as the basis for developing an honor code culture.

The code can come alive by directly communicating these standards, engaging in team discussions, sharing real-life situations, and problem solving viable solutions. It can gain momentum by utilizing the code at tournaments, sharing it with your judges to create basic expectations, and inviting in guest speakers or facilitators to foster these standards and behaviors. Literally and internally, signing on to acts of character, personal accountability, and social responsibility can and will have a profound ripple effect.

These are honorable life skills, for a lifetime. That’s a Code of Honor worth promoting. That’s a culture of honor worth developing!

To be continued...

Pam Cady Wycoff NSDA Board President pam.wycoff@speechanddebate.org

CODE OF HONOR “As a student or coach member of the National Speech & Debate Association, I pledge to uphold the highest standards of humility, equity, integrity, respect, leadership, and service in pursuit of excellence.”

Humility: A member does not regard oneself more highly than others. Regardless of a person’s level of success, an individual always looks beyond oneself to appreciate the inherent value of others.

Equity: A member respects individuals and their individual differences as well as fosters equity, diversity, and inclusion. A member promotes empowerment for people from all backgrounds, including race, religion, gender, sexual orientation, and ability.

Integrity: A member is honest, ethical, and adheres to the competition and conduct rules of the organization. A member follows the NSDA discrimination and harassment policy and abides by the rules of their schools, tournaments, and localities.

Respect: A member demonstrates civil discourse in their interactions with others. A member maintains and contributes to a safe space and welcoming environment for all.

Leadership: A member is aware their words and actions influence others. A member commits to thoughtful and meaningful words and actions that reflect NSDA core values.

Service: A member exercises their talents to provide service to peers, community, and the activity. At all times a member is prepared to work constructively to improve the lives of others.

Adopted September 23, 2007 | Updated December 16, 2020 © National Speech & Debate Association

GOVERANCE

DISTRICT LEADERSHIP: Reasons to Serve (and Vote!)

T

his April, the National Speech & Debate Association will hold its biennial election for district leadership. The election process and resulting committees are crucial to the function and mission of the NSDA. The participation of our members is extremely important—both in the desire to serve on the District Committee and also to voice your opinion by voting for those who are best qualified and motivated to lead. With our renewed focus on diversity, equity, and inclusion, we hope voters will consider how well your committee reflects the student population your district serves.

Our activity naturally lends itself to civic action and engagement. Thus,

understanding that voting matters might seem redundant. However, it is still an important reminder to be aware of the election process and make it a priority among your other speech and debate tasks.

We understand that serving is not without its challenges. Much is expected of a District Committee in a “normal” year, let alone in the age of COVID-19. That’s why we offer a number of resources to help set district leaders up for success.

Online Training and Support Ongoing mentoring and professional development remains a top priority for the national office. We are committed to helping members and leaders

have lasting careers as educators and coaches.

If you are elected to serve the upcoming twoyear term, you will receive online training that walks new and experienced leaders alike through the various duties of the District Committee along with potential roles that various members can fill.

Many of these resources can be found online at www.speechanddebate.org/ district-leader-toolkit.

Giving Back to Students Coaches may be reluctant to serve on the District Committee because it can feel like taking away time you could be spending with your team. However, helping your district as a whole can help your own students, too!

Growing your district, providing judge training, working on media releases, helping to run an effective

Get Involved!

All active coaches are eligible to serve on their District Committee. Starting in early April, one advisor per school may log in to www.speechanddebate.org/ account and select “NSDA Voting” from the left side menu. Complete results of the bienniel election will be announced in early May.

district tournament—all of these benefit your team as well as the teams in your area. We encourage you to let your voice be heard on these critical issues and take on a portion of the workload. Facilitating speech and debate at the district level is not a one-person job—it shouldn’t be! With such talented and motivated educators in all of our districts, each coach can play a small role to help carry the burden.

We hope our dedication to equipping district leaders to serve and recognizing their immense role in our collective success can motivate you to accept a leadership role in empowering students in your district.

Additional resources for district leaders are available at www.speechanddebate.org/district-leader-toolkit.

Questions or feedback about the district election process? Contact info@speechanddebate.org.

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Arguably the Best. #1 #5

COLLEGE FOR DEBATERS

#1 SMALLEST CLASSES

BEST CLASSROOM EXPERIENCE

#9 BEST UNDERGRADUATE TEACHING 100% OF CLASSES ARE A DISCUSSION

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MEMBERSHIP MINUTE

NSDA LEARN is an ever growing set of self-paced online professional development courses. Upon successful completion of each course, member coaches can download a professional development certificate.

Get started at www.speechanddebate.org/learn.

Intro to Coaching: Dramatic and Humorous Interp

Engaging and Mentoring LGBTQ+ Students

Learn the basics of coaching HI and DI including considerations for selecting literature, sample cuttings, activities for characterization, and more.

Understand best practices for engaging and mentoring LGBTQ+ students, including concrete strategies for both LGBTQ+ coaches and straight cis coaches to recruit, offer a safe space, and advocate for student needs.

Engaging and Mentoring Black/ African American Students

Intro to NSDA Coaching

Learn to intentionally recruit Black/ African American students (and assistant coaches and judges!), create solid parent-coach connections, build an anti-racist team, advocate for students, build equitable relationships, and recognize race while coaching.

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Explore the basics of NSDA membership, including merit points, event rules, recognition in the Honor Society, and tips for starting the season well.

Intro to Coaching: Congress Explore the fundamentals of coaching Congressional Debate including strategies for helping students write effective legislation, ideas for team practices, persuasive delivery techniques, and more.

Intro to Coaching: Informative Speaking and Original Oratory Learn the fundamentals of coaching INF and OO, including how to guide students through the speech topic selection, research, and writing process, tips for verbal delivery and nonverbal communication, and how to help students revise to keep a presentation fresh throughout the season.

COURSE AUTHORS If you’re interested in being commissioned to work on one of our future courses, please contact Annie Reisener at annie.reisener@ speechanddebate.org.

START HERE: TEACHING PUBLIC FORUM Have you ever wished you had a road map to help you teach a new event?

Performance Breakdown: Crafting a Duo Interp Dive into the process of putting together a Duo performance from start to finish.

This course, geared toward both students and coaches, offers a look behind the scenes at the cutting, blocking, practicing, and performing of a final round Duo.

INTRODUCTORY LESSON PLANS We’ve consulted expert coaches to create the Start Here series to act as your guide while navigating a new event. Our easy to follow lesson plans are backed up with ready-to-use resources

Intro to Coaching: Program Oral Interp This introductory course covers the fundamentals of coaching POI, including considerations for literature selection, refining and defining arguments, blocking, video examples, and tips for binder movement.

and materials. The Public Forum series is ready to download today! Visit www.speechanddebate.org/ resources and check the “Classroom Resources” box for these and more. Stay tuned for the release of Start Here: Teaching Lincoln-Douglas and Start Here: Teaching Policy, coming soon!

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SPEECH AND DEBATE BROADENED MY PERSPECTIVE OF THE WORLD AROUND ME AND DEEPENED MY UNDERSTANDING OF MYSELF AND MY ABILITIES.

COURTNEY JANINE BRUNSON St. Thomas Aquinas High School, FL – Class of 2012 J.D. Candidate, Harvard Law School

W E A R E S P E E C H & D E B AT E www.speechanddebate.org

COMMUNITY

NEWS + NOTES Volunteers Needed: The American Legion’s National Oratorical Contest

Celebrate Black History Month and Women’s History Month

The American Legion invites you to serve as a judge at their 83rd National Oratorical Contest, which centers on the Constitution of the United States. Volunteers are most needed for the quarterfinals the morning of Saturday, April 10, with a potential need for the afternoon semifinals. This is a volunteer opportunity and no financial compensation will be provided. The American Legion is proud to have sponsored this Americanism program for high school students for the past 83 years, and the event cannot be accomplished without volunteer support. Learn more or sign up today at www.legion.org/oratorical/volunteer.

Questions? Please email WMegnin@legion.org.

We invite you to commemorate Black History Month in February and Women’s History Month in March in your school or virtual classroom with our literature collections and special poster series featuring speech and debate coaches and alumni. See the opposite page for one of the many posters available online. To learn more, visit our website at www.speechanddebate.org/inclusion.

Nominate Coaches, Students, and Administrators for NSDA Awards Submit nominations for each of our district to national awards! Each district winner is entered into the running for the national-level award when reported by your district chair.

• • • • •

District High School Coach of the Year Award District New Coach of the Year Award District Assistant Coach of the Year Award District High School Administrator of the Year Award District Student of the Year Award

Links to these nomination forms can be found online at www.speechanddebate.org/district-nationals-leadership.

District chairs, be sure to report your winners by April 16, 2021, for national award consideration using this form: www.speechanddebate.org/district-awards-reporting-form.

Nominations are also open for the following middle school national awards!

• Middle School Coach of the Year Award • Middle School Administrator of the Year Award

Visit www.speechanddebate.org/coach-recognition and www.speechanddebate.org/school-recognition for details.

Read the December Board Minutes The minutes from the Board of Directors’ December meeting are available online at www.speechanddebate.org/2020-decemberboard-minutes. Complete information and updates, including the requirement that district tournaments are held online in 2020-2021, can be found in the Unified Manual at www.speechanddebate.org/ high-school-unified-manual.

Advertise Speech and Debate Job Openings As a service to member schools, the NSDA offers complimentary employment listings at www.speechanddebate.org/jobs. For $100, you may also reserve a custom, third-page print ad in Rostrum magazine. We’ll even help you design your ad! Contact Nicole Wanzer-Serrano at nicole@speechanddebate.org or call us at (920) 748-6206 to reserve your ad today. Our next issue will be published in April!

Questions? We’re here to help! Email info@speechanddebate.org or call (920) 748-6206.

ROSTRUM | FEBRUARY/MARCH 2021

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COMPETITION

TABROOM.COM TIP:

Learn More! To read about Tabroom.com features and support, visit http://docs.tabroom.com.

Three Features for a More

Equitable Tournament

by Kevon Haughton 1

Adding Pronouns to Your Profile

Adding pronouns to your profile is a great way to let other competitors and judges know how you would like to be identified. You can’t know someone’s pronouns simply by looking at them, so adding pronouns to your profile gives others the opportunity to interact with you and also respect your gender identity. Pronouns are shared in text and email notifications that go out to participants in each round, and this gives everyone a chance to familiarize themselves with pronouns before the round begins.

After logging into Tabroom.com, click on your tournament on the right side of the screen. The option can be set by navigating to Settings » Judges: Select the appropriate event under Judge Categories on the right.

Click the Ratings tab.

Log in to Tabroom.com.

Enabling Diversity-Enhancing Judging

Tabroom.com offers tournament directors an option for judges to identify as diversity enhancing. Enabling this feature is not required to run your tournament, but will allow you to intentionally diversify your judging panels.

Diversity-enhancing judging is enabled for whole judge categories.

Follow the steps below to add pronouns to your Tabroom.com profile.

2

Click the Profile button next to your email in the top right corner of the screen.

Under Registration Settings, click the checkbox that says “Judges may self-identify as diversity enhancing,” as shown below.

Fill out your pronouns in the box and click the button below to Save Changes.

When enabled, this feature adds a checkbox to any registered judge’s details page for them to identify as a “Diversity-enhancing judge.”

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ROSTRUM | FEBRUARY/MARCH 2021

If your tournament has Mutually Preferred Judging enabled, you can adjust weights at Settings » Judges » Pref Tiers to ensure the judge placement algorithm schedules more diverse judges.

To show judges’ diversity enhancing designation on pref sheets, navigate to Settings » Judges:

Select the appropriate event under Judge Categories on the right.

Click the Tabbing tab.

Under Pairing Settings, select “Use diversity tracking” and “Show diversity opt-ins on prefs.”

This setting also enables the visual display of a judge’s diversity status, when other judge information is available (note the green “D” character next to a judge’s spot on the pairing). A judge’s self-identified diversity marker is not displayed when judge information is anonymized.

3

Utilizing Implicit Bias Language

Read Our Inclusive Tournament Checklist We strive to ensure that you are equipped with the knowledge and tools you need to make your tournaments safe, welcoming, and inclusive places for all.

Find the checklist online at www.speechanddebate.org/ inclusion and use it as a starting point to measure your tournament’s inclusion efforts or plan for the future!

Implicit bias language is now the default on all online ballots in Tabroom.com. The NSDA recommends tournament directors use this language because it encourages judges to ignore factors beyond the competitor’s control that may affect their speech or debate performance. This helps create a more equitable experience among all participants.

To make changes to the ballot language, follow these steps:

Click on your tournament on the right side of the screen.

Select Settings » Events.

Click the Ballots & Rules tab, then edit the ballot text as you deem fit. Be sure to click the Save Messages button at the bottom of the screen when you are finished.

Kevon Haughton serves as Tournament Services Coordinator for the National Speech & Debate Association.

www.speechanddebate.org/ inclusion ROSTRUM | FEBRUARY/MARCH 2021

17

RESOURCE ROUNDUP

CRITICAL CLASSROOM CONVERSATIONS Connect. Support. Inspire.

Available Resources

Issues concerning social justice are more than just topics for speeches or for debate rounds. They affect students, teachers, families, and communities daily. Increasingly, some are choosing violence instead of dialogue in relation to these topics. As an educator, you may feel overwhelmed and unsure how to foster these vulnerable yet critical classroom conversations. Thank you for committing to doing so! We have compiled some resources on our website to support you as you prepare and engage in this critical dialogue.

Links to articles, guides, TED Talks, and more serve as a starting point for reflection and discussion on the following topic areas.

Set shared expectations. Grow together.

Solutions and paths to those solutions may be up for debate, but lived experiences are not. In these critical conversations, your students may want to share personal insights on these social justice issues. These personal insights often come from a place of lived experience. Using these stories allows us to view social justice issues through a critical lens. When having these critical conversations, some students may become uncomfortable. Although you want these conversations to be respectful, please be aware of any ground rules that may limit students from traditionally marginalized and disenfranchised communities from sharing their stories. Please also be aware that students may not feel comfortable sharing their lived experiences—that is okay.

• U.S. Capitol Attack • Civility and Policing Emotions • Performative Allyship • Intersectionality • White Supremacy • Conscious Style Guide

Get In Touch.

This collection of resources was compiled through numerous media outlets and academic organizations. If you have a question or concern about a resource featured, or have material you think we should include, please contact us at info@speechanddebate.org.

Visit our website today to get started!

www.speechanddebate.org/critical-classroom-conversations

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COMPETITION

TABROOM.COM TIP: Online Coin Flip

Learn More! To read about support, Tabroom.com features and com. visit http://docs.tabroom.

by Kevon Haughton

You will also notice some via the online coin flip.

other features available

Auto-flip

1

(minutes post publication)

to text/email blast This feature allows Tabroom.com coin flip, giving you full teams about who won the takes for a coin flip to occur control over how long it number you put here and the round to start. The of between the publishing determines the delay time coin that debaters begin the the round and the time for “5,” debaters or virtual debate For example, if you set it process. flip f you are hosting an in-person after the round has been flip, try using the coin flip will be notified five minutes event that requires a coin won or lost the flip.

This feature will conduct published whether they feature on Tabroom.com. so that students and the coin flip through Tabroom.com is only Not one manually.

Flip deadline judges do not need to perform ALUMNI ANGLES the 2 (minutes post flip publication) it can also help to automate it quick and easy to use, to a smooth and quick start judging process and ensures each entry has to make the event round.

This is the amount of time notified it’s their turn to to ensure your tournament their selection after being Follow these instructions if you set it to “10,” of the online coin flip: choose a flip side. For example, settings allow for usage will have 10 minutes to the winner of the coin flip receive notification that make a selection after they » Events and If it’s a Public Forum event, flip. the lost or In Tabroom.com, go to Settings won they will have 10 minutes to make select your event. the loser of the coin flip has registered winner the after the other selection “Online Event.”

From the Online tab, toggle preference. their side or speaker position and toggle the setting Click the Tabulation tab is an excellent tool The online coin flip feature that says “Use Online Coinflips.” locked on the judges’ ballots. because the choices are to tell Tabroom.com which Judges will no longer need order. This what in and debaters are on which sides to the judging process, helps functionally automates coin about who conducts the eliminate the confusion ballots are always correct flip, and guarantees judges’ based on student decisions.

I

The most profoun d aspect of my evolutio n by participating in speech and debate is understa nding, with absolute clarity, the power to move people in their minds, hearts, and souls with precise communication.”

the national office in 2020.

Kevon Haughton joined Coordinator, Kevon provides As Tournament Services coaches using NSDA services tournament support for NSDA Campus. such as Tabroom.com and

EMBER ROSTRUM | NOVEMBER/DEC

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DA NIE L BEATY

SHINING LIGHT ON SPEECH AND DEBATE

2020

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WE’RE IN THIS TOGETHER

44

compiled by

HIS INSPIRATION Daniel’s beginnings in speech and debate started long before he attended his first tournament .

He remembers being in

by Grace Rogers the third grade when inspiration struck.

“I was 10 years old and heard Dr. King’s ‘I Have a Dream’ speech on a video recording, and I said to my third grade teacher, Mavis Jackson, ‘I wanna do that!

I wanna write speeches like Dr. King!’”

Thus began Daniel’s career of writing, speaking, and performing every chance he got.

He recalls writing a speech called, “The Dream Is Alive,” a direct reference to Dr. Martin Luther King Jr.’s speech that originally inspired him, and performing it at the

2020

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diligence and joy of the young people who engage with speech and debate,” says Daniel. “It feels truly full circle at this moment, when my wildest dreams are coming true, that I get to use my platform to shine light on this beautiful, life-changin g, humanity-evolving organization that is the National Speech & Debate Association.”

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s an actor, singer, writer,

activist, and the 1994 national champion in Dramatic Interpretati on, Daniel Beaty has a long history of standing up and speaking out for what he believes in. This year, we’re thrilled to announce that he’ll use his voice to support speech and debate as the official spokesperson for National Speech and Debate Education Day! “I am so excited to be the National Speech and Debate Education Day spokesperson. I love the bravery and brilliance and

ING: 18 NG OR COACH practices YEARS TEACHI classes, mixed In-person FORMAT:

word: l year in one This schoo Hectic! ing/ about coach Hardest thing new environment: this teaching in struggle. I has been a ts, Wearing masks my studen ms hearing have proble repeat to them I ask and when and talk they get shy Next to themselves, mind." say "never quieter or school, we we are a rural that, since d to going looked forwar have always That is part to debate. readiness. the big cities to g experience. and learnin raging thing: of the appeal topic has Most encou al justice reform Policy raging thing: The crimin for Most encou student’s love d up more ignited my I take the This has opene my team to go to students and s for than Debate. My opportunitie we aren't debate is more ments since approach that want to use our more tourna to get to We at 3:00 a.m. just a game. advocate for ng. getting up platform to to start debati debate rounds as a Omaha in time . Speech and positive change ts with a safe space your Biggest tip: to arrange provides studen hing that is going find a way e everyt If you can, feet of distanc to process to have 10 classroom Currently, them. on in the world. and of the between you at the front g Biggest tip: ize buildin I have my desk to the priorit access to I have students!

Continue up as room so that nships with tables lined genuine relatio and I have them. continue team board, to and me ways e between lunch Find creativ like a barrier ly—e.g., have my mask off me to take bonding virtual presidential debate allows This a instructing. time as a team, tournament good while I am send watch party, luck notes.

YEARS TEACHI Online FORMAT:

word: l year in one This schoo Different! ing/ about coach Hardest thing new environment: this teaching in novice’s tracking my Accurately new with their comfort levels competition novice and knowledge

Rotary Club, the Optimist’s Club, and even at the NAACP. He remembers it being his lifeline.

“As a 14-year-old teenage boy, I had experienced tremendou s trauma in my early years,” Daniel explains.

“Trauma that included abandonment by my father to incarceratio n due to heroin addiction.

Physical abuse by my older brother, 11-and-a-hal f years older, who came home from the Marines a paranoid schizophren ic addicted to crack cocaine.

Sexual abuse by my older brother, 8-and-a-hal f years

Rate Rostrum Give us five minutes, and you could win a FREE school membership next year!

2020

Is there a part of Rostrum you always read?

Something you wish we’d cover more often?

Let the editorial team know what you think!

Surveys submitted by March 15 at 11:59 p.m. CT will be eligible for the drawing.

Scan the QR code above or visit www.surveymonkey.com/r/rostrum2020.

The online 2021 National Speech & Debate Conference will include caucuses, keynotes, town halls, and professional development sessions.

Any interested adult is welcome to attend.

NSDA coaches and district leaders—please encourage your local administrators, teachers, parents, alumni, and other community stakeholders to join the conversation.

We want your feedback! Take our brief survey by March 15, 2021, and let us know what topics/sessions you would like offered. Visit our website for details.

www.speechanddebate.org/conferences

COMMUNITY

Toward Inclusion for People Who Experience Disability in the Speech and Debate Community: Questions and Answers Part Three in a Three-Part Rostrum Series

I

What percentage of the American population experiences a disability?

and Training Center of Disability Statistics and Demographics from the University of New Hampshire, in 2016, 12.8 percent of Americans experienced a disability.

The disability rate for young people between the ages of five and 17 was 5.6 percent. 1 As Education Week in September 2020 points out, the average high school has about 528 students. 2 This equates to about 30 students with disabilities per school. According to the NSDA website, there are approximately 3,000 high schools that are members of the organization. Thus, there may be as many as 90,000 students attending NSDA member schools who experience a disability.

According to the 2017 Disability Statistics Annual Report: A Publication of the Rehabilitation Research

What are some of the societal challenges experienced by

n this final installment in a three-part series on advancing inclusion for people who experience disability in the speech and debate community, the authors employ a question and answer format designed to take a deeper look at some of the issues experienced by individuals with disabilities. We hope these topics will help coaches, students, judges, and administrators gain a greater awareness of the challenges that disabled individuals face—thus, enhancing the opportunity for more outreach and understanding.

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individuals who experience a disability?

Persons with disabilities encounter significant issues related to employment, economic status, and education. According to the Bureau of Internet Accessibility in their article “Disability Statistics in the United States” published November 29, 2018: “Employment rates for people with disabilities are consistently less than half of people without disabilities.” 3 The article goes on to explain, “The employment discrepancy between people with and without disabilities extends to their incomes as well.” 4 Furthermore, “In 2016, the poverty rate for people with disabilities was 21 percent, versus 13 percent for people without disabilities.” 5 Additionally, “People with disabilities often

by Victoria Freeman and Jan Pizzo experience challenges at all levels of the educational system. For example, only 16 percent of people with disabilities have completed a bachelor’s degree, versus 35 percent of people without disabilities. In addition, 20 percent of people with a disability do not have a high school diploma, versus 10 percent of people without a disability.” 6

Are there challenges facing the disability community that might be different from those experienced by other minority groups?

Individuals who live with a disability face intentional and unintentional bias and discrimination. This group also contends with unique issues. Many persons with a disability live in families and communities and attend schools where they have no compatriots.

While this is not always the case, it is true for a significant percentage of members of the disabled community. This

reality can lead to lack of support and a feeling of not belonging.

For parents who are new to understanding the educational rights and programs for a disabled child, the process can be overwhelming. Adults also encounter barriers to employment and education alone, missing a supportive community. Furthermore, the issues facing persons with a disability in the nondisabled world vary greatly.

For example, an individual with a spinal cord injury is unlikely to have intellectual difficulties completing applications or important forms whereas a person with a cognitive disability could be overwhelmed by complex paperwork requirements and need additional assistance.

I want to be an ally.

What can I do?

As with most people, individuals who experience a disability want to retain their personal power.

Speaking for someone else is often counterproductive.

Ask what you can do as an ally and decide if the request makes sense for you.

Never assume that someone needs help. One of the authors knows two people who are wheelchair users who have removed the handles from the backs of their chairs because people were constantly pushing them places they did not want to go under the assumption that the

wheelchair user needed help. Assume people will ask for what they need.

In terms of practices, tournaments, and other speech and debate activities, respond completely and accurately when someone reaches out to you to ask about accommodation. Taking the suggestions from the second article in this series into account when planning a tournament or other function will go a long way toward making the event welcoming. No one expects perfection, but effort and advanced thinking about potential issues make a difference.

What are some examples of barriers to inclusion for individuals who experience a disability?

• Lack of close accessible parking • Snow/ice on walkways and in parking lots • Two-story buildings with no elevator • Rooms with poor acoustics • Tournament food options that do not consider dietary needs such as allergies • Failure to ensure that judges have at least one round off • Too little time to traverse between rounds • Awards or opening ceremonies in buildings far from the facilities used for the tournament • Failure to check recommended hotels

•

•

• •

for accessible features such as parking and roll-in showers Multiple rounds in large rooms leading to sensory overload Failure to remind competitors to pay attention to judge’s paradigms especially related to speed ADA accessible rooms are not close to the entrance Tab rooms and judge’s lounges are far away from competition rooms

What are some recommended resources for further study?

• Americans with Disabilities Act (ADA. gov). United States Department of Justice Civil Rights Division United States Access Board (standards for the built environment) • “The History of the Americans with Disabilities Act: A Movement Perspective” by Arlene Mayerson—Disability Rights Education and Defense Fund • A People’s History of the Independent Living Movement by Chava Willig Levy

• Section 504 of the Rehabilitation Act of 1973: U.S. Department of Labor: Office of the Assistant Secretary for Administration and Management

• No Pity: People with Disabilities Forging a New Civil Rights Movement

by Joseph P. Shapiro

• IDEA: Individuals with Disabilities Education Act: U.S. Department of Education

• Disability and Passing: Blurring the Lines of Identity by Jeffrey A. Brune

• A Disability History of the United States

by Kim E. Nielsen

Victoria Freeman, coach at Lincoln High School in Nebraska, and Jan Pizzo, consulting coach at Summit High School in Oregon, led the NSDA’s Persons with Disabilities Coaches’ Caucus last June. Jan also served as an equity officer for the National Tournament.

End Notes 1 Kraus, L., Lauer, E., Coleman, R., & Houtenville, A. (2018). 2017 Disability Statistics Annual Report. Durham, NH: University of New Hampshire.

2 https://www.edweek.org/ew/issues/education-statistics/index.html 3 https://www.boia.org/blog/disability-statistics-in-the-united-states 4 Ibid.

5 Ibid.

6 Ibid.

Read the first two articles of this series in the September/October 2020 and November/December 2020 issues of Rostrum at www.speechanddebate.org/rostrum-archive.

ROSTRUM | FEBRUARY/MARCH 2021

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COMPETITION

JOIN US THIS JUNE! After months of careful consideration, we have made the decision to host the 2021 National Speech & Debate Tournament online for middle school and high school students due to the ongoing pandemic.

Mark Your Calendar!

February 15 – Tournament manual released online March 1 – Tournament registration opens May 15 – Tournament registration closes June 7-10 – Middle School Speech Challenge

We are working with local officials in Des Moines, IA and Albuquerque, NM on hosting the National Tournament in these cities in future years. In the meantime, we look forward to putting on a great event to spotlight the hard work of all of our students, coaches, and educators in June!

Background Graphic: Raw Pixel

June 13-19 – National Speech & Debate Tournament

Every day bears out the importance of teaching speech and debate at our schools. Our mission remains the same: to connect, support, and inspire a diverse community committed to empowering students through speech and debate. The National Tournament offers students an unparalleled platform to share their stories and speak up on the issues they care about, and we are committed to giving students that opportunity through an online event.

Additional tournament information is available at www.speechanddebate.org/nationals.

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ROSTRUM | FEBRUARY/MARCH 2021

Important Changes to 2021 National Tournament Qualification Updated District Entry Requirements

Two New Supplemental Events

We understand that your district’s team recruitment, online tournament scheduling, and participation numbers have been impacted this year. To help alleviate concerns over entry numbers and ensure your students can be represented at the National Tournament, the entry requirements for earning qualifiers to the online 2021 National Tournament have changed. Districts will stay at their current level for the remainder of the 2020-2021 school year.

Two new high school supplemental events will be piloted during the online 2021 National Tournament.

Complete event rules can be found in the tournament manual at www.speechanddebate.org/nationals.

For 2020-2021 district tournaments ONLY, the following revised scale will apply: Level 1 districts: 4 entries = 2 qualifiers 16 entries = 3 qualifiers 32 entries and up = 4 entries Level 2 districts: 4 entries = 2 qualifiers 10 entries = 3 qualifiers 20 entries and up = 4 qualifiers Level 3 districts: 4 entries = 2 qualifiers 10 entries and up = 4 qualifiers

Expanded Access to Supplemental Events For the 2021 National Tournament only, the NSDA Board of Directors has decided to expand competition opportunities to more member students and schools by implementing the following change to supplemental events. Every member school that participates in the district tournament series will have the opportunity to enter up to two non-qualifying students in supplemental events at the online 2021 National Tournament.

These students must have attended the district tournament but not earned qualification in any event. This applies to every school that participated in the district tournament, regardless of whether they qualified other students to the National Tournament.

Original Spoken Word Poetry is a new supplemental event where students will write and perform original poetry. Original Spoken Word Poetry is poetry written for performance to express ideas, experience, or emotion through the creative arrangement of words according to their sound, their rhythm, their meaning. The maximum time limit is 5 minutes with a 30-second grace period. The delivery must be memorized, and no book or script may be used. No more than 150 words of the original poetry may be direct quotation from any other speech or writing.

The Pro Con Challenge is a new supplemental speech event in which students will select the National Tournament topic for CX, LD, or PF or a piece of legislation in the Congressional Debate docket and write a 3-5 minute affirmative speech and a 3-5 minute negative speech on that topic. They will read both of those speeches within a time limit of 10 minutes and 30 seconds. The affirmative and negative speeches must be on the same topic, and students may read from pre-written text during the speech; speeches should not be memorized. Students may take recorded “prep time” in between speeches to pull up files or take a short break, but their two speeches must be submitted as one recording that is no longer than 10 minutes and 30 seconds. Judges will evaluate the structure, arguments, evidence, and speaking abilities of each competitor and rank them against each other.

Middle School Speech Challenge The Middle School Speech Challenge will be held with asynchronous recordings and asynchronous judging. Judges will be assigned a series of rounds to adjudicate at their leisure between June 7 and June 10. The top students in each event will be named National Middle School Showcase Finalists and announced during the High School National Tournament!

Additional tournament information is available at www.speechanddebate.org/nationals.

ROSTRUM | FEBRUARY/MARCH 2021

25

SHARE YOUR STO

COMMUNITY

Speech and debate changes lives! From building confidence and im making lifelong friends, everyone has a great story of how speech a National Speech and Debate Education Day is to share that story!

NATION ALAL NATION

2021 IT’STEAM EASY! TOOLKIT 2021 TEAM TOOLKIT

SPEECH SPEECHAND ANDDEBATE DEBATE EDUCATION DAY • MARCH 5, 2021

Here’s what you can do on National Spee

EDUCATION DAY • MARCH 5, 2021

CELEBRATING EDUCATORS. INSPIRING STUDENTS. CELEBRATING EDUCATORS. INSPIRING STUDENTS. TRANSFORMING TOMORROW. TRANSFORMING TOMORROW.

1 TELL US YOUR SPEECH AND DEBATE STORY!

However speech and debate has benefited you, we want to hear it. Visit www.SpeechAndDebateDay. org to submit your story, and we may use it to help promote speech and debate nationwide!

SPEECHDAY. AND DEBATE MARCH 5 IS YOUR SHARE YOUR STORY SHARE YOUR STORY N ATIO NA L

2021 TEAM TOOLKIT

EDUCATION DAY • MARCH 5, 2021

CELEBRATING EDUCATORS. INSPIRING STUDENTS. TRANSFORMING TOMORROW.

SHARE YOUR STORY SHARE YOUR STORY

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– Juliet Geffre – Ragina Macias TERRIFIED ME. AND I WAS TOLD TO – Caitlin Marsch – Emily Dennery – Emily Dennery JOIN SPEECH AND DEBATE.– Caitlin Marsch where I have a family. It

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– Juliet Geffre

– Ragina Macias

– Emily Dennery

– Caitlin Marsch

Additional free resources, including posters, fundraising tips, templates, and more are available at

9

.

NATIONAL SPEECH AND DEBATE EDUCATION DAY | www.SpeechAndDebateDay.org

Additional free resources, including posters, fundraising tips, templates, and more are available at www.SpeechAndDebateDay.org.

Additional free resources, including posters, fundraising tips, templates, and more are available at www.SpeechAndDebateDay.org.

KIMBERLY LEE

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ROSTRUM |

Summit High School, New Jersey FEBRUARY/MARCH 2021 2018 Dramatic Interpretation champion

CELEBRATE SPEECH AND DEBATE WITH US! N AT I O N A L

SPEECH

NATIONAL SPEECH AND DEBATE EDUCATION DAY is, first and foremost, a celebration of all of the people who make this activity possible—students, coaches, educators, parents, and every supporter!

EDUCATION DAY

This year finds us in a difficult position, with practices and tournaments online, but we know that speech and debate is a stronger activity due to the efforts of all of these people.

Join us in honoring this activity and the countless students and supporters who participate by celebrating on MARCH 5!

MARCH 5, 2021

www.SpeechAndDebateDay.org

AND

DEBATE

Save the Date!

Each year, the United States Senate passes a resolution in honor of National Speech and Debate Education Day.

MARCH 5,

2021

SEN ATE RESO LUT ION 520— DES IGN ATIN G MARCH 6, AS ‘‘NATIO NAL 2020 , SPEE CH AND DEB ATE EDU CAT ION DAY ”

Mr. GRASSLEY (for himself, Mr. COONS , Ms. ERNST, Ms. KLOBUC KING, Ms. WARREN, and Mr. COTTON) HAR, Mr. CRAPO, Mr. DURBIN, Mr.

S. RES. 520 Wherea

BRAUN, Mr.

s it is essential for youth to learn and practice the art of Whereas speech and communicating with debate education and without technol offers students myriad may develop talent ogy; and exercise unique forms of public speakin voice and characte g through which student Whereas speech and r; s debate education gives students the creativity, and collabo 21st-century skills of ration; communication, critical Whereas critical analysis thinking, and effective commu opportunity to flourish nication allow importa ; nt ideas, texts, and philosop hies the Whereas personal, professional, and civic interactions are enhance interactions to listen, concur, question, and d by the ability of the participants in dissent with reason Whereas students those and compassion; who participate in speech and debate practice, dedication, have chosen a challeng and hard work; ing activity that requires Whereas teachers regular and coaches of speech and debate devote students with lifechan in-school, aftersch ging skills and opportu ool, and weekend nities; hours to equip Whereas National Speech and Debate Education Day emphas United States with izes the lifelong impact the confidence and preparation to both of providin g people of the Whereas National discern and share views; Speech and Debate Education Day acknow commemorations, ledges that most achieve and pivotal momen ts in modern history Whereas National begin, end, or are crystalli ments, celebrations, Speech and Debate zed with public address Education Day recogni an argument is integral ; zes that learning to to personal advocac research, construct, y, social movements, and present Whereas the Nationa and the making of l Speech & Debate public policy; Association, in conjunc celebrates the importa tion nce of speech and debate through Nationa with national and local partners, honors Whereas National and l Speech and Debate Speech and Debate Educatio n Educatio Day; and the integration and n Day emphasizes of speech and debate the importance of speech and debate education across grade education levels and disciplin Resolved, That the es: Now, therefore, Senate— be it (1) designates March 6, 2020, as ‘‘Nation al Speech and Debate (2) strongly affirms Education Day’’; the purposes of Nationa l Speech and Debate (3) encourages educati Education Day; and onal institutions, busines States to celebrate ses, community and and promote Nationa civic associations, and all people of the l Speech and Debate United Education Day.

COMMUNITY

OPINION

HOW TO FIX LINCOLN-DOUGLAS DEBATE

by Victor Jih and Erik Legried

T

here is a growing sense that something is wrong with Lincoln-Douglas Debate. The activity is in a state of soul-searching: is it a one-person policy debate? Is it slow-talking philosophical debate?

When talking with alumni of the activity, many say “I don’t recognize it anymore.”

There are those who believe nothing needs to be fixed. For the rest of us, there may not be agreement on what that problem is nor an obvious fix. Some believe the solution is the creation of new rules or norms.

Some place their faith in discourse and hope a consensus can emerge if we talk about it enough.

For a growing number, unfortunately, the answer has been to shift to Public Forum instead.

We believe that spelling out what Lincoln-Douglas Debate should be is the

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wrong way to go about “fixing” the activity. We start from the position of pluralism. We believe reasonable people will have very different views on what a one-on-one debate on a resolution “requiring a value judgment” (as the current NSDA Unified Manual puts it) should look like. We do not need a national referendum on whether LD should be “slow philosophical discourse” or “one-person policy debate.” We do not believe new rules on divisive issues like “theory” or “counter-plans” or “nontopical debate” are needed.

It does not have to be so complicated. There is a simple fix. It will have an immediate impact. And it would, over time, have

a salutary effect on the many otherwise seemingly insoluble issues the activity seems to be mired in.

Before revealing that fix, we first state our biases.

We love Lincoln-Douglas Debate. We believe in the format and hope it not only endures, but grows. We also recognize we may be wrong. We chose to co-author this piece because none of us, alone, has the requisite perspective. Victor has seen the format evolve since he first learned about it in 1986, and thus has the benefit of a longer-term view and experience as a competitor, coach, judge, debate camp director, and event sponsor at the national level. Erik not only was one of the top

Mutual judge preferences is the process where competitors rank judges prior to the tournament from most to least preferred.

Lincoln-Douglas debaters of his generation, but is hip to the current practices as one of the more preferred judges on the national circuit (for now). While we believe what we write, we propose this “fix” with much humility and offer it to the forensic community to provoke thought.

We thus welcome every criticism as further thought successfully provoked.

The Fix The simple way to fix Lincoln-Douglas Debate is to eliminate the practice of mutual judge preferences.

While this probably won’t solve every problem, we believe that it would help.

Mutual judge preferences (also known as MJP or prefs) is the process where competitors rank judges prior to the tournament from most to least preferred. While pairing

rounds, the tournament directors use tabulation software to create pairings that optimize for mutuality—e.g., you and your opponent are both debating in front of judges that you prefer similarly.

There are analogs in the real-world, especially when the focus is on dispute resolution. Two people who disagree on an issue can agree on a method of resolving their dispute.

For example, people who have a dispute can agree to arbitrate, where they agree on the judge. But it’s not clear that it’s viewed as intrinsically superior (e.g., that the dispute will be decided the most accurately or the most efficiently, etc.). Rather, it prevails because, by definition, it is something both sides can accept because they agreed to the judge.

However, more often than not, you have to take the adjudicator as presented, subject to minimal strikes. Courtroom judges outside of arbitration are not MJP but random draw, subject to one strike. Juries are a random sampling subject to a series of strikes by both sides. And in other contexts, the ability to persuade and to “take people as they are” rather than only appealing to the people you want is a premium—that’s the whole point of advertising,

marketing, campaigning, and activism.

It is also not clear why MJP became the norm. It was not the product of some vote or public referendum on tabulation practices. It is clearly a lot of hassle for tournament directors. Our personal view on why it became the norm is that: (a) competitive schools invest a lot in tournaments and were upset about getting “screwed” in important rounds by a “bad” judge, so there was an appeal to be able to indicate your preferred judges; and (b) although unstated, we think there also was a “fear” that those tabbing already de facto assigned their preferred judges anyway, and rather than address that “fear” head on, tournaments normalized the practice by allowing everyone to state their preferences.

Though, of course, there remains the “fear” that those with tab power have the ability to ensure that their preferences are more fully realized, so it’s not clear there is any way to remedy that structural suspicion. Our belief is that this latter suspicion is unwarranted. We should trust our tab staffs who do a commendable job running tournaments.

While these motives are understandable, we maintain MJP should be eliminated. The

competitive benefit seems small and we believe clearly outweighed by the harms, of which there are many.

The Pitfalls of Prefs The Lost Art of Persuasion MJP is inconsistent with what we are trying to teach with debate, primarily the ability to persuade people who think differently than we do. Rather than teaching students to persuade, MJP teaches students to exclude. As debaters, we were told “don’t blame the judges.”

This is not because the judge was always right, but instead because the challenge of persuasion is to deal with “judges as they are,” not as you wish they were. Every great debater will experience disappointing losses, but it forces them to go back to the drawing board to figure out how to better reach those judges. Prior to MJP, debaters needed to make arguments that were more universally appealing and to be more adaptable.

This is what it means to teach communication and persuasion.

Debate is not (and should not be) purely about argumentative truth but also about acceptance by others. Of course truth matters, but the ability to persuade others with our

ideas is paramount in this current age of partisanship and polarization. It is hard to teach students not to blame judges for their losses with any credibility if the days leading up to the tournament are spent identifying all the bad judges and lamenting how few “good judges” there are in the pool to rank as 1s.

Tribalism Without MJP, debaters need to be ready for anything. You could have a traditional value/valuecriterion style judge round one, a policy crossover round two, a progressive philosophy judge round three, and a performance focused judge round four.

This forces debaters to have a larger breadth of arguments and research.

Students need to practice to adapt to different styles of thought, and therefore must themselves engage in different styles of thought.

If a student wants to excel at any one subject, there are classes, clubs, and books focused on that area. One of the most beneficial parts of debate is that it requires students to understand an incredible variety of information, from philosophy, statistics, and game theory to environmentalism and international relations. The reason we switch topics throughout the year is to reflect this value, but it is lost when debaters are

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incentivized to dig into a single style, strategy, or debate tribe.

The Prefs Game Ask most of the Tournament of Champions (TOC) finalists from the past decade about the importance of MJP and they will all tell you the same thing: MJP is half the game. Coaches of prominent TOC programs know that there are certain matchups that their debaters are highly unlikely to win with the wrong judge, and there are certain judges that are nearly impossible for them to lose. This has led to the widely practiced strategy of “reverse preffing,” where you rank judges based on who is bad for your opponents in matchups, rather than based on quality of judge.

This strategy makes it advantageous to focus primarily on one style of debate and spend an enormous amount of time ranking correctly to get judges that are biased toward that style.

This creates a feedback loop, where that debater becomes a judge who is heavily biased toward a certain style, and thus reveals part of the reason we ended up where we are today.

This problem does not only impact stylistic norms, but also accessibility of new programs or

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debaters without access to established community coaches. In order to rank judges appropriately, you must know the judges well. Established coaches know the judges. They know their styles, the arguments they talk about in the judge’s lounge, the arguments their students ran, or even what the judge ran when they debated. There is no way to have this type of insider knowledge without being an insider.

Judges post paradigms, but paradigms often fail to explain fully a judge’s preferences. When a traditional coach says, “I am a pretty standard judge” and a first year out debater from a powerhouse circuit program says, “I am a pretty standard judge,” that means something very different, and only an experienced coach can understand that.

Additionally, paradigms often exceed 1,000 words, and with only one to two days to complete MJP for 200 judges, you may well have a novel to read just to have mediocre information. That energy and time should be spent on research and practice, not attempting to gain access to esoteric insider knowledge.

The COVID-19 Circumstance With everything being virtual this year, we’re seeing formerly regional

tournaments draw debaters and judges from many more locations, and with them more styles of debate. Rather than promote an interesting melding of styles, in a world of MJP, this just further demands strategic preffing to avoid unfavorable matchups against styles that aren’t your own.

The pitfalls are compounded because we lose the mitigating factors of ‘hangout’ time between rounds. At virtual tournaments the only interaction is with your opponents and judges in the context of a debate round. In contrast, inperson tournaments had ample down time for students and coaches to get to know each other beyond their debate positions, judge paradigms, and reasons for decision.

Potential Responses

While we defend eliminating MJP, judge strikes can still be used in order to eliminate the few extremely biased or unqualified judges. This would include judges who have personal biases, or the infamous “parent” judge who does not understand the vast majority of debate concepts, such as entering the round “blank slate.” A few strikes would allow debaters to exclude the judges they view as totally unqualified, but still ensure they must prepare for multiple styles.

The problem of unqualified judges such as last-minute parent judges or college students with no debate experience is a problem that should be handled by tournaments and community norms.

Many tournaments (such as Greenhill or Meadows) do not allow parent judge entries in varsity LD, and this rule could certainly be implemented at all national tournaments.

Legitimately Bad Judges

Disadvantage Traditional Debaters

When we use the term “bad judge,” we often actually just mean a judge who is bad for us. Instead, debaters should think of themselves as bad for certain judges, and focus on improving to better their chances of earning those ballots. The judge isn’t bad; the debater simply did a poor job of adapting.

One could argue that removing MJP would disadvantage traditional debaters as the majority of judges at national tournaments are more progressive and have adopted a lot of Policy norms. The argument is that currently traditional debaters can rank those judges low and still be able

If MJP were eliminated, the result would be to debate the style they want. Removing MJP would then hurt them since there would be more rounds where they are debating a progressive opponent in front of a progressive judge.

This argument fails for three reasons. First, traditional debaters currently find themselves more often than not with a progressive judge against a progressive opponent.

Generally, they lose this round, since the more progressive debater can exploit esoteric norms unfamiliar to the more traditional debater.

Second, the national circuit is extremely insular and esoteric, and most progressive coaches are familiar with each other.

This means there is simply an information gap in paradigms that outsiders cannot generally overcome.

Finally, more random pairing of judges will mean that debaters need to be ready for all styles, which will mean that all styles will need to move more toward the middle. It is conceivable that debaters will just prep different styles for different judges, but even so, that achieves the goal of having all debaters improve at adapting to their audience to communicate effectively.

Non-Topical Debate Some arguments that originated in Policy Debate, such as non-

topical affirmative cases, or affirmatives that do not defend the truth of the topic but rather some other stance or methodology, may find it difficult to survive without MJP. Removing MJP does not aim to exclude any argument and is actually motivated by inclusion.

Certainly there still will be some rounds where the judge is favorable to these positions, but debaters also will have to be prepared to defend the topic in other rounds, which will encourage adaptability and persuasion. Alternatively, a debater who does not wish to debate the topic could persuade the judge that there is something more important to vote for.

The beauty of eliminating MJP is that debaters get to practice making their arguments appealing to all audiences, which will help them be better advocates in the real world.

Call to Action We contend the burden of action falls largely on tournament directors who can simply declare what the tournament is doing with respect to MJP. Just get rid of it. We suspect many have it simply because they assume they’re supposed to. We imagine very few can actually articulate, on the spot, why MJP must be retained. We expect the

immediate and the solvency almost truistic.

few who try will claim it leads to a better or more fair result—though we have a sneaking suspicion that for the most part, the successful debaters will still be successful. The truth is that even with MJP, you still have the “bad judging” result which seems unavoidable and perhaps, should not be avoided, for the educational lesson it provides. And even then, many of those same tournaments may sponsor a round robin that requires you to take the judges you are assigned with no MJP at all.

We suspect the real reason MJP is now entrenched is a fear that tournaments might lose entries if they suddenly eliminate it. For the established TOC qualifying tournaments, we think that fear is overblown.

People will still go to them, especially if a few of them get rid of MJP. People went to these tournaments before MJP. If anything, the concern should be that the growth of the activity seems stagnant, declining, or in some cases no longer exists. The real fear is that if we don’t

change it, LD will become an event with a fiercely loyal but increasingly small and marginal group of supporters.

We know running a tournament does not require MJP—we did it for years before the practice took hold. We know it works—the NSDA runs Nationals without MJP. We know there are some bad effects that are the result of MJP. So why keep it? We urge every tournament director to think about that. If they keep it, at least explain to the community why, in the face of its administrative hassle alone, not to mention the other issues above, it should endure.

If MJP were eliminated, the result would be immediate and the solvency almost truistic. If you have an activity that requires you to appeal to a broad, divergent group of people, you will end up with an activity that is appealing to a broad, divergent group of people.

We think that is a good thing for the activity. It may not “fix” everything, but it is a fix.

Victor Jih (three diamonds) and Erik Legried are former Lincoln-Douglas debaters who coach at Brentwood School in Los Angeles, California.

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“We produce more than 2,400 awards for the National Tournament alone. Imagine what we can do for your school or tournament!”

— Chad Wagner, Trophy Shop Manager for the NSDA

NATIONAL SPEECH & DEBATE ASSOCIATION

TROPHY SHOP Order tournament trophies, school awards, plaques, medals, and more from the National Speech & Debate Association’s Trophy Shop!

We have thousands to choose from, or you can create customized awards for your event! As a member, you have access to wholesale prices and early invoicing.

Learn more at www.speechanddebate.org/trophyshop

GDS WILL BE FULLY ONLINE SUMMER 2021 www.gdsdebate.com

The Global Debate Symposium has one of the most experienced staffs of any workshop in the country with some of the best teachers and coaches in the activity. The senior staff

SUMMER 2021 SESSIONS TWO WEEK PROGRAMS

. . . . . June 27 - July 10

THREE WEEK PROGRAMS

. . . . June 27 - July 17

utilizes this expertise to construct a rigorous

Lincoln-Douglas Debate

curriculum that respects the diverse learning

Kritik and Traditional Labs

styles of teenagers as they mentor younger staff to transition from outstanding debaters to instructors.

World Schools Debate Interpretation of Literature – Individual Events

AT GDS WE PRACTICE: X Superior Curriculum and Instruction X Argument Engagement, Not Evasion X Diversity, Inclusion, and Cultural Competence 2020 NSDA WORLD SCHOOLS DEBATE NATIONAL CHAMPIONS

Visit our website for more information:

www.gdsdebate.com

COMMUNITY

STUDENT SCHOLARSHIPS Will YOU Be the Next Great Communicator?

2021 Regional Topic

Resolved: The United States should replace the electoral college with the popular vote in presidential elections.

by Christine Adams MONEY FOR COLLEGE Who would have guessed that 24 years after President Reagan left office an exciting new scholarship event would be created? The Ronald Reagan Great Communicator Debate Series (GCDS) premiered in 2012 as a forum to pay tribute to both President Reagan’s skill and to reward the communication skills of high school students from across the country.

Originally intended as a one-time event, reaction to that first year was so positive that in 2015, the Ronald Reagan Presidential Foundation made it an annual event, with scholarships for national finalists normally totaling $50,000. During COVID-19 restrictions, we are currently at $25,000 in total scholarships.

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CIVIL DISCOURSE In other forms of competitive debate, argumentation can be the primary focus, while the GCDS stresses the communication of ideas.

The other factor that is extremely important in our debates is the concept of civility.

President Reagan, no matter the situation, was able to use courtesy, good manners, and even humor when he debated his opponents and dealt with difficult issues.

Our current political climate, made even more contentious by the echo chambers of social media, has lost the concept of being civil during political discourse. One need look no further than political speeches and advertisements—on both sides of the

aisle—to find plenty of examples of logical fallacies and ad hominem attacks. The Great Communicator Debate Series stresses the use of respect for your opponent, storytelling, humor, and sound argument to promote civil discourse about important national issues.

BLENDED FORMAT The format of the GCDS blends several elements from other forms of debate, while adding an exciting new element: we give judges the ability to directly ask questions of each debater in the round.

Students debate one-on-one in a format that blends Congressional Debate, Oratory, and

Extemp, where they first present their side of the regional or national topic, then refute their opponent’s position, question each other on their points, field questions from judges, and finally summarize why their position is best. In total, rounds last between 35 and 40 minutes.

ACCESSIBLE FOR ALL We are pleased to offer six geographic competitions hosted across the country and a Nationwide Regional Qualifier from which the top two competitors will qualify to our National Finals in July. The top two United States Extemp finalists at the NSDA National Tournament will also earn spots at our National Finals. This year, due to

(left) 2019 national finalists in the Discovery Center Oval Office in Simi Valley, California (bottom) 2019 national finalists Ben Lux and Aron Ravin

RESOURCES PROVIDED

COVID-19 precautions, it appears that each of our geographic regional tournaments will be held online. Students may enter ONE geographic regional tournament and/or the Nationwide Regional tournament.

AS REAL AS WE CAN MAKE IT Our hosting platform will be HopIn.to, which allows us to offer not only rooms for competition but an engaging and fun atmosphere for students, judges, and coaches that rivals an in-person event.

We will have a student lounge with trivia and games between rounds, and lounges for coaches and judges to interact.

Each National Finalist will also be sent swag bags with goodies!

EASY TO REGISTER Entries will register on Tabroom.com. Each solo entry must have at least one adult judge available while the entry is in competition. If a school enters more than one student, one judge for every two students must be available for judging.

We are a scholarship competition, much like the American Legion Oratorical Contest, and we are listed on the NASSP Approved Activities list. Our experience thus far is that state high school associations do not count the GCDS against any state tournament limits, as it is a unique form of debate not offered at state tournaments. We are happy to work with your state officials if questions arise.

AFFORDABLE Entry fees, typically with an initial limit of eight students per high school, are $10 per student this season.

If we are able to host in person in July, students who qualify for the National Finals will have all expenses paid for their trip to Simi Valley, California. The Foundation will cover all transportation, lodging, meals, and activity costs for the qualifying student and one adult. Everyone who competes in the National Finals receives no less than $750 in scholarships.

Our Great Communicator web pages are full of useful materials! We have videos of past debates, including the excellent final rounds, preparation advice from past participants, a complete guide to the nature of the debates, a judging video that is shown to all judges at all levels of competition, and a research guide for this year’s regional topic. Links to register for tournaments are on our site and via Tabroom.com on the “Reagan” circuit.

Christine Adams serves as Education Program Coordinator, Debate for The Ronald Reagan Presidential Foundation & Institute.

LEARN MORE

www.reaganfoundation.org/ education/scholarship-programs/greatcommunicator-debate-series/ ROSTRUM | FEBRUARY/MARCH 2021

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THE JULIA BURKE FOUNDATION IS SEEKING NOMINATIONS FOR THE

2021 Tournament of Champions Julia Burke Award for Character and Excellence in Debate Nominations are open to all high school seniors who qualify in Policy Debate at the Tournament of Champions in Lexington Kentucky

About the Award The annual award is presented at the Tournament of Champions (TOC), and includes: •

A perpetual trophy in the shape of a flame, which is inscribed, “The Julia Burke Flame For CharaCTer and exCellenCe in naTional high SChool PoliCy deBaTe.”

•

A smaller replica of the perpetual trophy, to be given to the recipient.

•

A $2,000 college scholarship to the recipient.

•

A $2,000 donation to the charity chosen by the award recipient.

The TOC Nomination Portal can be found at www.JuliaBurkeFoundation.org or send nominations to Joy Johnson, Executive Director, at Joy_Johnson@JuliaBurkeFoundation.org

DEADLINE FOR ALL NOMINATIONS IS FRIDAY, MARCH 12, 2021 FOR ADDITIONAL INFORMATION ABOUT THE FOUNDATION, PLEASE GO TO WWW.JULIABURKEFOUNDATION.ORG

Nomination and Selection Process

Policy debaters, coaches, and judges are invited to nominate one individual per person. The finalists are determined by the Julia Burke Award Committee, composed of nationally active present and past high school Policy Debate coaches and representatives of The Julia Burke Foundation, as follows: Lexy Green, Director of Forensics, The College Preparatory School, Oakland, California; Ryan Mills, Past Director of Forensics, The College Preparatory School, Oakland, California; Maggie Berthiaume, Director of Debate, Woodward Academy, Atlanta, Georgia; Eric Emerson, Director of Debate, Kinkaid High School, Houston, Texas; Eric Oddo, Head Debate Coach, Niles West High School, Skokie, Illinois; Shuntá Jordan, Head Debate Coach, University of Georgia, Atlanta, Georgia; Eric Zampol, Board of Directors, The Julia Burke Foundation, 1998, Dartmouth College, 2002; Daryl Burch, Director of Debate, McDonogh High School, Owings Mills, Maryland; Mike Shackelford, Director of Debate, Rowland Hall, Salt Lake City, Utah; and Christina Tallungan, Director of Debate, Notre Dame High School, Los Angeles, California. Policy debaters attending the Tournament of Champions and their coaches (one coach per school) determine the award recipient by majority vote. Ballots will be collected online during the tournament.

THE JULIA BURKE FOUNDATION • 75-5722 KUAKINI HWY, SUITE 106 • KAILUA KONA, HI 96740 www.TheJuliaBurkeFoundation.org • Joy_Johnson@JuliaBurkeFoundation.org • Phone: (808) 960-1705

COMMUNITY

INSIGHT How Speech and Debate Helped Me Win the Prestigious Rhodes Scholarship

by Serene Singh

N OT E

E D I TO R’S

P

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Coaches, we encourage you to share this article with students applying for rigorous scholarships!

ROSTRUM | FEBRUARY/MARCH 2021

eople ask me all the time—how did you do it?

As you might guess, there is no prescriptive answer or code that can be cracked. However, I DO know that the most important traits that factored in my becoming a Rhodes Scholar stemmed directly from speech and debate.

I started in the activity as a sixth grader.

At middle school tournaments, people knew me for two things—one, wearing a suit four times too big for my small self; and two, being that Indian girl who won tournaments.

The joke’s on anyone who had a problem with my XL suit—I went on to compete in the National Junior Forensic League my final year of middle school in that infamous suit and win the Original Oratory national championship.

But perhaps that was one of the first lessons

I learned—to be 100% you. Experts know their stuff, no doubt. But authenticity has only one expert, and that is you.

Speech and debate taught me that, just as it is important to share original messages you find truthful and worthy with an audience, it is equally important to share authentic messages with yourself. The times I have succeeded in life, I constantly have had to defy what someone else told me I should do, should wear, should say, and instead followed my own gut.

You may have heard about the unique process of the Rhodes Scholarship.

Following an intense application, finalists for the scholarship in every country attend a finalist dinner followed by a judged cocktail party, and finally, a panel interview.

The process usually lasts an entire weekend.

I still remember friends and mentors

telling me to wear neutral colors for the interview to stay “professional” and “smart.” But I chose to be myself—fashionable but eccentric—and I rolled up to the Rhodes interviews in a hot pink blazer and dress. It’s never about being different just to be different. It’s about being different because you’re afraid to be anything but yourself.

As an IB student, class president, a competitive dancer, among much more—high school was hectic. Any student can attest to the fact that adding speech and debate to their lives meant developing discipline for hard work.

The activity built up my work ethic so much.

I learned what it felt like to be perfectly content with uncertainty because of how confident I was in my own abilities to handle whatever life threw at me.

When I’d go into Congress tournaments right after school with only one bill in the docket fully prepared for, when I’d watch the coin flip in the air to determine what side I’d be debating for Public Forum rounds, or when I would walk into any Oratory round—unsure of how my jokes would land, or if I’d remember to add in the new punchline I had put in that morning—it all built up my discipline and my confidence.

Here’s the truth: It doesn’t matter how many trophies someone wins in speech and debate or where they were on the online rankings. Those are just effective ways to incentivize students and coaches to keep going. The real power of speech and debate is in developing tenacity and confidence.

No matter what happens, I now have the tools to be more than okay in just about any situation.

Perhaps the most defining aspect between a Rhodes Finalist and a Rhodes Scholar, in my experience, is attitude.

There is no better time to test attitude than during one of the most stressful and challenging weekends of your life.

The Rhodes Scholarship interview is different for every person. Most do come out crying—happy tears, sad tears, confused tears—you just never know.

While some finalists focused on hyping themselves and their accomplishments, others focused on building connections with those around them. It’s true, speech and debate gifted me with presence and confidence, which brought me to the door of the Rhodes Scholarship. But argumentation is perhaps what helped me get through that door.

In the Rhodes interview, I was asked many questions

as to “why” I am who I am, “why” I was involved in the things I was involved in, and “why” I am a worthy candidate.

While I highlighted very early on how important it was for me, a Sikh American woman, to be open-minded and courageous about engaging with people and experiences that scare me, or that I disagree with, I soon realized the importance of following argumentation—something I learned in speech and debate.

Midway through the interview, I was asked increasingly controversial questions in black/white ways. I took a pause before answering each of them, recognizing how easy it would have been to fall into traps of “this or that” for issues that mattered to me.

I know that sticking with my truth, my narrative, and not allowing questions to steer me away from what I know to be true is critical for any interaction.

Argumentation, as I learned in high school, is all about focusing on a central idea and supporting it.

So often in Rhodes statements, conversations, interviews—we become someone we are not for the sake of sounding more intelligent, exciting, or ambitious. Trust me, it’s a trap—you’re enough as is. And if somehow you

aren’t seen as such, I believe you are meant to intersect with something greater and more meant for YOU. When I graduated high school, my coach told me something I will never forget: “This is just the start of big things for you, Serene.”

I didn’t believe it. For years after my speech and debate career, I lived in my glory days, followed tournaments and updates, and wished the NSDA would let me—an adult in college—compete one last time. But, alas, that wouldn’t happen.

I know at least one person reading this out there—a senior, an alum, a retiring coach—knows how hard breaking up with speech and debate can be. But in reality, I never broke up with speech and debate, and nor will you.

Speech and debate is a platform, a microphone to the world, and it guides you when you’re ready to use it. So, from me to you, this is just the start of big things for you. Go out and use it for good.

Serene Singh is a former NSDA competitor from Colorado Springs, Colorado. She is now a Truman, Fulbright, and Rhodes Scholar studying for her Doctoral degree at the University of Oxford. She has worked with 3PSpeech for the past five years.

ROSTRUM | FEBRUARY/MARCH 2021

39

COMMUNITY

DEBATE

Overcoming Online Debating Challenges

by Liana Schmitter-Emerson

T

he USA Debate team competed at two international tournaments in the fall— the EurOnline (usually held in Hamburg or Stuttgart, Germany) and the Online Winter Holiday Open, the largest debate tournament in Europe (usually held in Zagreb, Croatia).

While the team misses the experience of traveling abroad and the time spent meeting students and coaches from other delegations, we’re grateful for the opportunity to continue competing in larger tournaments.

The structure of international tournaments has adapted to the online format. Since countries in a wide variety of time

40

ROSTRUM | FEBRUARY/MARCH 2021

zones can compete more easily (one silver lining), generally tournaments will use two divisions prior to elimination rounds—one west of the prime meridian and one east. After elimination rounds, the brackets meet and it is possible for a team to debate a team from any time zone— which sometimes means debating in the wee hours of the morning.

In the spring, the team is looking forward to competing at the online Harvard Westlake tournament (usually held in Los Angeles), the online Harvard World Schools tournament, and the International Debate Weekend (usually held in Singapore), a team favorite.

Preparation and Competition Tips As we continue to experiment with online debate, the team has encountered the following tips.

Connecting with Your Audience One challenge we’ve faced while competing online is how to match the level of engagement that is achieved through hand gestures, eye contact, and physical presence in front of the judge and observers.

Though it can be harder to connect with the audience, it’s no less important to competitive success. Appearing enthusiastic will help the judge stay engaged with the material of the debate and preserve the quality of individual speaker scores.

One common piece of feedback our team has received is that constructive material can seem a bit monotone and dry. A quick fix is to print out all constructive material (at a minimum) or, even better, “card” the material (put it in outline form on a note card with only the necessary information).

In addition to “carding,” it’s important to pay extra attention to speed and inflection. A good rule is to speak at about 80 to 85 percent of the speed you would expect in person, to account for slight lags in audio online or problems with the consistency of sound quality.

Tone variance is also a crucial part of audience engagement. Debaters should take care to incorporate different emphasis and volume (e.g., slow down on the most important parts of the case, and in later speeches, during weighing material).

Improving Impromptu Prep Impromptu prep can be much more difficult online, since teammates can’t exchange notes or “pass them down the bench” as they might do in person.

Recently, our team has experimented with the use of Google

Docs as a tool during impromptu prep. While it’s still recommended that speakers who are delivering constructive material record their notes on paper, asking the third member of the team to write down a basic outline of the agreed upon case in a blank document or spreadsheet can ensure that everyone has access to a streamlined articulation of the arguments and responses to the other side.

During round, speakers can also make notes about overviews, introductions, and responses if they are not able to communicate it quickly over call or text. This is particularly helpful during the second half of the debate, when speakers need to pay close attention to the other side’s speeches and don’t have time to be active on text.

Avoiding Inessential Screen Time We’ve found that despite the temptation to over prepare the night before a tournament, it’s quite important to avoid inessential Zoom meetings after eight or nine at night. While it’s obviously important to get enough sleep, it’s important to be aware of the additional stamina that staring at

a screen for preparation and competition purposes requires.

Generally speaking, practices late at night make it harder to focus in the morning (when the most focus of the day is required). Also, if it is at all possible to discuss casework over audio call, that can make it easier to take walks during preparation to avoid unnecessary screen time.

Preparing for Tournaments Offline In terms of tournament preparation, the team has elected to use non-electronic means whenever possible. For example, when prepping the motion “This House would abolish the Euro,” we tried to look for books that would equip us with the background information we were lacking. One team favorite that provides debaters with a holistic framework for understanding geopolitics and foreign policy is Prisoners of Geography by Tim Marshall. The book is especially helpful for students who are too young to have taken a full set of history classes.

Reading books and extended articles is a great way to stay productive without increasing screen

time. It also allows for a deeper and more contextrich understanding of debate topics.

If the team doesn’t have time for each individual to read an entire book before a tournament, it can be useful to split up chapters and have each debater write up succinct summaries of their chapters so the team can benefit from information of the whole book.

Using Recorded YouTube Video Drills One other preparation tip (which works in and outside of an online context) is using recorded rounds on YouTube as drills. After listening to a first proposition or first opposition speech, debaters can (by themselves or in groups) pretend that they are giving the following speech and prepare and deliver it as such.

Afterward, debaters can watch the actual version of the speech and compare their work to the debater in the round, analyzing the differing strategic decisions that the two competitors made.

If working in a group, two debaters on the same team could prepare the same speech in order to further compare and contrast the team’s response to hearing similar arguments/refutations.

This can also be a good exercise in team cohesion, since deciding when to streamline argumentative instincts and when to allow for differences is crucial to team success. Rounds are easily accessible on YouTube and generally have the motion listed in the comments section for the debaters’ reference.

Liana SchmitterEmerson is a senior from Campbell Hall in California..

Learn more at www.speechanddebate.org/usa-debate.

ROSTRUM | FEBRUARY/MARCH 2021

41

ALUMNI ANGLES

TOM LLAMAS

FIGHTING MISINFORMATION

W

by Elena Cecil

e know Tom Llamas as a network

news anchor. He has reported on everything from politics to natural disasters to COVID-19.

While being a journalist is a major part of Tom’s life, he is so many other things.

First and foremost, he is a father to three beautiful children and a husband to his wonderful wife. He is a Cuban-American and the son of immigrants, and he brings his heritage and passion to every story he covers.

“My job is not just to communicate and inform, but also to empower and inspire,” Tom says. There is so much darkness in the world that it’s important to remember the light, and as a journalist, Tom strives to provide as much accuracy and positivity as possible.

“I’m a communicator,” Tom says. “I’m objective, and I share the truth. My

Photos: ABC News

job is to tell a complete

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ROSTRUM | FEBRUARY/MARCH 2021

story and connect with

Tom credits his success as a broadcaster in part to his competing in Duo Interpretation, which gave him experience building rapport that translated into working intimately with producers and others in the network.

the audience to give them

to national news on a

his competing in

the most up-to-date and

televised broadcast.

Duo Interpretation,

accurate information I

As a weekend news

which gave

anchor, Tom’s job

him experience

has involved packing

building rapport

time of fake news and

dense information into

that translated into

cognitive dissonance,

approximately two

working intimately

what Tom does is more

digestible minutes,

with producers and

important than ever.

all the while telling

others in the network.

can.”

In an unprecedented

a compelling and

While the adaptations

FROM SPEECH TO TELEVISION

complete story—a skill

students, coaches,

honed through his years

and organizations are

Tom competed in speech

in speech and debate

having to make during

and debate for Belen

and perfected during his

this uncertain time are

Jesuit Preparatory School

time on camera.

significant, Tom believes

in Miami, Florida. As an

they offer students an opportunity to hone a

in Duo, Humorous, and

TRANSFERABLE SKILLS

Dramatic Interpretation.

A key component

While students can’t

He learned how to edit

in both speech and

always see their audience,

scripts, choose relevant

televised news is

they’re undoubtedly

information, research, and

building trust and

there. They just need to

write at a high level. He

connection with the

reach out and connect

taped himself to improve

audience. Both require

with them.

his performances.

preparation and skilled

interper, he competed

After graduating

whole other set of skills.

communication, and

from Loyola University

team events rely heavily

in Louisiana, Tom began

on relationships. Tom

his career in local news

credits his success as a

in 2000, then jumped

broadcaster in part to

Elena Cecil is the 2018 NSDA National Student of the Year and a graduate of Larue County High School (KY).

Upon graduation, she later became an assistant coach to their program. She is currently studying at Western Kentucky University to become an elementary school teacher.

ROSTRUM | FEBRUARY/MARCH 2021

43

I decided to include the NSDA in my estate plans because speech and debate is an activity that teaches everything from argumentation and speaking skills to humility and gracefully losing. This activity made me a different and better person, and I want to make sure that students well into the future are afforded the opportunities I was.”

Aarzu Maknojia N S DA AL U M

The National Speech & Debate Association is grateful to acknowledge the following 1925 Society members for pledging a generous planned gift contribution.

Byron Arthur

Lanny and B. J. Naegelin

Phyllis Flory Barton

Albert Odom, Jr.

Jane Boyd

J. W. Patterson

James Copeland

Capt. Joseph L. and Jan Pizzo

Don and Ann Crabtree

Dr. Polly and Bruce Reikowski

Dr. Mike Edmonds A. C. Eley Vickie and Joe Fellers Bill and Charlotte Hicks David and Judy Huston Jennifer Jerome Harold Keller Kandi King

Donus and Lovila Roberts James Rye, III Steve and Anna Schappaugh David Seikel Michael Shapiro

THE

1925 SOC I ET Y Leaving your legacy with the NSDA can be done in three easy steps: 1. Add a simple paragraph to your will stating the NSDA as a beneficiary.

You can revise your gift at any time.

Sandra Silvers

2. Notify Nicole Wanzer-Serrano that the

Richard Sodikow

NSDA has been added to your will.

Cherian and Betsy Koshy

William Woods Tate, Jr.

Dr. Tommie Lindsey, Jr.

Nicole and Darrel Wanzer-Serrano

Aarzu Maknojia

Cheryl Watkins

Pam and Ray McComas

J. Scott and Megan Wunn

H. B. Mitchell

Joe and Pam Wycoff

nicole@speechanddebate.org

3. Celebrate knowing that you will impact future generations by joining The 1925 Society!

WE ARE SPEECH

& D E B AT E .

AS AN EIGHTEEN YEAR OLD GIRL, I WAS NEVER TAUGHT THAT I DESERVE TO BE LISTENED TO, BUT SPEECH AND DEBATE TAUGHT ME THAT I DID.

SASKIA REFORD

SPEECH AND DEBATE TAUGHT ME ABOUT LEADERSHIP, TEAMWORK, HUMILITY, AND EMPATHY. BUT MOST IMPORTANTLY, SPEECH AND DEBATE GAVE ME THE ABILITY TO BUILD MEANINGFUL CONNECTIONS AND LASTING FRIENDSHIPS.

Saint Mary’s Hall, TX Class of 2019

I KNEW I HAD A VOICE INSIDE OF ME, BUT I WASN’T REALLY SURE HOW I COULD USE IT TO EMPOWER OTHER PEOPLE. AFTER JOINING THIS ACTIVITY, I LEARNED THAT NO VOICE IS TOO SMALL OR TOO WEAK TO BE ABLE TO MAKE CHANGE FOR THINGS THAT YOU CARE ABOUT.

QUINLAN CAO East Mountain High School, NM Class of 2012

THANK YOU!

QUEEN CHIWANGA Schurr High School, CA Class of 2020

Your support makes the life-changing benefits of speech and debate possible. To join our list of supporters, make your tax deductible gift at www.speechanddebate.org/donate.

COMMUNITY

Words from the Hall Speech and Debate in the Time of COVID-19

by Chris McDonald

S

“Now, more than ever, our world needs to hear [young people’s] voices proudly and loudly proclaiming the truth.”

ince January of

of literature to the critical

write this, several months

2020, we have

thinking of debate, your

into the school year

touch on the struggles we

faced an ever-

hard work has kept open

(and our in-state debate

faced if the student didn’t

growing pandemic that

those opportunities to

season almost over), I

have a device or quality

has challenged all of us

compete and allowed

have several novices on

internet to access the

in many ways—from

their voices to be heard.

my team with whom

practices or tournaments

I have only interacted

in the first place.

teachers adapting lesson

The world of online

plans to accommodate

forensic competition has

differing approaches for

brought new challenges

instruction to frontline

to this mission, along with

novices, we all had to

various organizations have

workers facing adversity

some unique opportunities.

figure out new ways to

stepped up to raise funds

the likes of which they

The challenges and

introduce the complexities

and expend resources

never could have imagined.

opportunities are many,

of speech and debate

helping students to access

Through it all, we have

but I will focus on a few

along with the issues

the technology needed

seen many people shine

that help our community

being discussed. Once our

to make this work. At

at their very best, while

achieve inclusiveness

students were oriented,

the national level, the

some failed to rise to the

and some that present

we somehow had to

NSDA has worked hard

occasion or even denied

new obstacles.

teach them to do all of

to provide grant money

this in a virtual world, up

to those in need. In my

to and including how to

own state, our Minnesota

speak or debate using

Debate Teachers

a laptop or device that

Association as well as the

would simultaneously

Minnesota Urban Debate

the pandemic existed.

Our community heard the call to action and quickly set about figuring

Recruiting, Teaching, and Learning Online

out ways to continue

46

All of this doesn’t even

through Zoom meetings.

After recruiting

In many places throughout the country,

providing a platform for

Starting with recruiting

act as their portal to the

League have taken the

young people’s voices.

new team members, each

virtual competition space

lead to provide funds to

Now, more than ever,

of us was confronted

while also serving as their

support debaters who

our world needs to hear

with how to reach new

canvas for developing

needed the help so they

those voices proudly and

students, many of whom

their arguments

weren’t excluded from the

loudly proclaiming the

we weren’t able to meet

or performances

activity. We know we have

truth. From interpretation

with in person. Even as I

throughout the round.

a lot more work to do,

ROSTRUM | FEBRUARY/MARCH 2021

but it’s been wonderful

might be experiencing

start to restore a little bit

down, it was you and

to see our communities

at school or at home.

of normalcy to our lives.

your colleagues, the staff

However, this pandemic

at the NSDA, students,

put in a strong effort

This year, our team has

to make this happen.

had several students who

has presented us with

administrators, and

loved debate but decided

unique challenges to

parents who got to work

these demands on their

inclusion that will not go

quickly pulling together

mental well-being were

away with a vaccine. The

a plan of support to

too much, so they have

pandemic has changed

make sure that forensics

While our minds

taken the year off in hopes

the world of forensics

could continue unabated

understand that this past

that we are back for an

and shown us several

using online video

year has been no different

in-person season next fall.

areas where we need

platforms like Zoom

to improve access for

or Jitsi along with the

all of our participants.

Tabroom.com software

Mental Health Challenges

in terms of minutes, hours, and days, it is hard to argue that, emotionally

Embracing Online Opportunities

and psychologically, we

I know all of us

we have all come to

look forward to the

rely upon to make these

are all not paying a price

On the positive side,

day when we can be at

tournaments happen.

to our overall well-being.

online speech and debate

tournaments in-person

The demands that

has opened up the entire

again to celebrate all that

still have work to do

online education—

nation to the possibility

our activity has to offer

to ensure all students

let alone speech and

of competing against

while also reconnecting

have the ability to

debate—placed on

teams from pretty much

with friends old and new.

participate, our activity

our students, coaches,

anywhere—not only in

Even when that happens,

has achieved a level of

judges, and parents have

the United States but the

we should be mindful

success I don’t think any

been accentuated by

world—without having

to continue working on

of us could have imagined

the ongoing COVID-19

to incur prohibitively

ways to improve inclusion

when it all started.

crisis. The social isolation

expensive travel costs.

for all students. As Pearl

coupled with the demands

This has led to a greater

S. Buck once wrote,

time to appreciate and

of being in front of a

degree of inclusion on

“Exclusion is always

be proud of all that you

computer all week—and

the national circuit and

dangerous. Inclusion is the

have done, and all that

then on the weekend—

minimized the gap that

only safety if we are to

your colleagues have

has led some students

had been growing for a

have a peaceful world.”

done, to help students

to abandon forensics.

long time between highly

This presents another

well-funded programs

barrier to inclusion with

and those that struggle to

which our community

have enough funds just to

Each and every one of

has had to contend.

attend local tournaments.

you deserves a huge

When we are in-person, it is easier to sit down and talk with a student and, if need be, find

So please, take the

continue to communicate

Thank You!

their thoughts and ideas with the world.

thanks for all you have

A Sense of Normalcy

While it is true we

done to help ensure our

Chris McDonald is a fourdiamond coach and member of the NSDA Hall of Fame.

students continue to have a platform for their voices

them the assistance they

It is true that the COVID-19

to be heard. Starting last

need to work through

crisis will one day come

spring when COVID-19

the problems they

to an end and we will all

turned our world upside

Learn more about the NSDA Hall of Fame! www.speechanddebate.org/ hall-of-fame

ROSTRUM | FEBRUARY/MARCH 2021

47

COMMUNITY

Coaches, we’re curious...

What have you learned through your work coaching speech and debate that connects with other parts of your life (hobbies, interests, life goals)?

Dear colleagues, With teacher morale at a distinctive low during a year when few things have gone as planned, I’d like to propose a simple exercise. It’s designed to help you and me sustain the fire during hard times in teaching, and I’m recommending it chiefly because someone way smarter than me thought it up.

Chris Hulleman is a researcher at the University of Virginia, and through a number of studies in schools and colleges, Chris has established an intervention that works especially well for helping people who have low expectancy—“I’m unlikely to succeed at this work”—and low value— “This work is pointless.”

The intervention goes like this. Once a month, study participants brainstorm the ways in which the things they are learning in their work could be connected to other things they value. Now in Hulleman’s research, this “build connections” intervention was most frequently carried out in science classrooms. What he found was stunning: students with low expectancy/value who received the intervention were far more likely to perform better in their science classes both during the intervention and afterward; they were also more likely to express an interest in further science-related coursework in the future and even science-related career fields. (You can learn lots more about the intervention for students here: www.davestuartjr.com/build-connections.)

But here’s my point: what if you and I took a minute, right now, right in the midst of this hard school year, to do this intervention ourselves?

What have you learned through your work coaching speech and debate (this year, or ever) that connects with other parts of your life (hobbies, interests, life goals)?

Visit our NSDA CONNECT thread on the topic to share. We may feature your connection in a future issue of Rostrum, and it may be used anonymously in the research of Dave Stuart Jr. on student motivation and teacher morale.

Dave Stuart Jr. teaches high school in Cedar Springs, Michigan, and he writes for educators at his blog, DaveStuartJr.com.

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JOIN THE CONVERSATION

ROSTRUM | FEBRUARY/MARCH 2021

www.speechanddebate.org/forums/topic/building-connections

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I’D SPENT MOST OF MY TIME BEING RESERVED AROUND PEOPLE UNTIL JOINING THE ACTIVITY. S PEECH AND DEBATE TAUGHT ME HOW TO USE MY VOICE TO MAKE CHANGE AND SHARE MY OWN EXPERIENCES THROUGH SOMEONE ELSE’S WORDS AS WELL AS MY OWN! SEMA’J LEE Apple Valley High School, MN - Class of 2020 2020 Dramatic Interpretation Champion

W E A R E S P E E C H & D E B AT E www.speechanddebate.org