2023 February/March Rostrum

THE WIN IS IN THE WORK

FOSTERING

WELLNESS AND SAFE SPACES

NSDA LEARN: ADVOCATING FOR A CLASS

Thank you to all of the students and coaches who joined us this past summer for the 29th Annual UT National Institute in Forensics. The UTNIF continues to be one of the largest and most accomplished summer forensic programs in the country. Just a few reasons why our students keep coming back year after year: incomparable education, superior resources, unmatched faculty, reasonable rates, tremendous alumni, and the background of the University of Texas at Austin.

www.utspeech.net

www.utdebatecamp.com

Projected Dates for 2023:

Public Forum: June 20-July 3

Lincoln-Douglas Debate: June 20-July 3

Policy Debate: June 21-July 8

Sophomore Select: June 21-July 8

Individual Events: June 21-July 4

Individual Events Extended Session: June 21-July 7

Letter from the Publisher Board

Longtime professional football coach Dennis Green lived life with three guiding principles: faith, family, and football —prescribed in that order. As a former speech and debate coach, and now the Executive Director of the NSDA, I often adapt that philosophy to our own activity: faith, family, and forensics.

Prioritizing our personal wellbeing as well as that of our students can be daunting. We often are tempted to squeeze in one more afterschool practice, one more detailed speech cutting, or one more weekend debate tournament on top of countless other responsibilities. It also is important for us to devote energy to fostering safe spaces for traditionally marginalized and disenfranchised members of our community. Allowing ourselves the permission and grace to take a moment to recharge and recalibrate is incredibly vital.

In our cover story on page 42, coach Daniel Hodges demonstrates how a large, successful team can find the win within the work—embracing the process over trophies. Junior Claire Curran speaks with us on page 48 about her efforts to provide holistic programming and leading resources for the LGBTQ+ community through her involvement with Shelly’s Voice Advocacy. Members of the Arizona District Committee discuss how to prioritize wellness while attending Nationals this summer in the Arizona heat on page 52. USA Debate senior Vinayak Menon suggests ways students can foster wellness and safe spaces in debate on page 56. I also encourage you to take advantage of the free diversity, equity, and inclusion resources available to you on our website and highlighted on pages 32-33, including a quiet room poster with meditation tips that can be posted at tournaments. Implementing a Belonging and Inclusion Station (formerly Equity Office) at tournaments is a great way to address harassment and discrimination policy violations and provide a safe space for individuals who report harassment and discrimination incidents. You can find other tips for providing effective intervention and support at www.speechanddebate.org/bis

Our overarching message is, you are not alone. We are here to help! We hope the ideas expressed in this issue help spark a renewed sense of prioritizing wellness and safe spaces as we embark upon 2023 and beyond.

J. Scott Wunn Executive Director

Rostrum A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

6600 Westown Parkway, Suite 270, West Des Moines, IA 50266 | Phone (920) 748-6206

J. Scott Wunn, Publisher

Amy Seidelman, Editor

Vicki Joss, Managing Editor

Annie Reisener, Associate 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 © 2023 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Business and Editorial Offices: NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Accounting and Circulation Offices: 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. 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, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. 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.

of Directors

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

APPOINTED MEMBERS

Dr. Alan H. Coverstone

District of Columbia

Dr. Mike Edmonds

Colorado

Sara Gibson

District of Columbia

Anoop Mishra

Alabama

Holly Williams

Arizona

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

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!

when

Topics

Member students and one chapter advisor per school are eligible to vote!

Topic Creation Hub

Frequently Asked Questions

We’ve created a central hub to answer your questions about how topics are generated throughout the school year—and ways you can get involved in the process! Visit www.speechanddebate.org/topic-creation-hub to learn more, including:

How are potential topics, prompts, and legislation written?

How do I suggest a debate topic/resolution for consideration by a wording committee?

Who selects the topics, prompts, and legislation used in competition?

Lincoln-Douglas Novice Topic Update

The novice Lincoln-Douglas topic is an optional topic that coaches and tournaments may choose to use each year in September/October. The same topic is used each year, and it was created to be accessible to new debaters so that coaches can have a consistent, beginner-friendly topic to guide their novice LD curriculum using educational materials provided by the NSDA. The Competition Rules Board received feedback from the Black/African-American Coaches’ Caucus that the current novice LD topic, Resolved: Civil disobedience in a democracy is morally justified, is putting new students in a position to argue or refute arguments that are not aligned with their own beliefs about issues of social equity and justice, especially in the context of protests against racism and police brutality that have occurred across the world in recent years. A new novice Lincoln-Douglas topic and accompanying resources will be released in time to be used for the 20232024 season.

MARCH 2023

Public Forum Debate

Resolved: The Republic of India should sign the Artemis Accords.

MARCH/APRIL 2023

Lincoln-Douglas Debate

Resolved: The justices of the Supreme Court of the United States ought to be term-limited.

2022–2023

Policy Debate

Resolved: The United States federal government should substantially increase its security cooperation with the North Atlantic Treaty Organization in one or more of the following areas: artificial intelligence, biotechnology, cybersecurity.

2022–2023

Big Questions Debate

Resolved: Humans are primarily driven by self-interest.

The NSDA conducts an intentional and ongoing evaluation of the topics we encourage students to explore. Download a copy of the Topic Rubric Questions at www.speechanddebate.org/equity-topic-rubric.

2023-2024 POLICY DEBATE TOPIC ANNOUNCED

compiled by NFHS staff

On January 10, 2023, ballots from 43 states, the National Speech & Debate Association, the National Catholic Forensic League, National Association for Urban Debate Leagues and the Nation Debate Coaches Association were received and tabulated for the 2023-2024 national high school Policy Debate topic. The 47 states/organizations that participated set a record for the amount of votes received. Economic Inequality was selected over Climate Change by a vote of 37-10.

“We are elated to have a record 47 states and national organizations take part in the selection process,” said Dr. James Weaver, NFHS Director of Performing Arts and Sports. “It is important for our membership to have their voices heard. Economic Inequality and Climate Change are both excellent topics that deserve to be debated by some of the brightest youth in our country.”

In October, the five topic areas were narrowed to two as part of a two-stage balloting process. The final round of voting opened in late October and concluded January 4, 2023.

For more information on the 20232024 national high school Policy Debate topic, including a visual breakdown of how each organization voted on the final ballot, please visit www.nfhs.org/articles/ economic-inequality-selected-as-20232024-national-policy-debate-topic

The 2023 Policy Debate Topic Selection Meeting will be held in Portland, Oregon, from August 4-6, 2023. Specific information regarding lodging, travel arrangements, and daily schedules will be made available at a later date. You may also check our website at www.nfhs.org/sports-resource-content/ nfhs-policy-debate-topic-selectionmeeting

ECONOMIC INEQUALITY – Resolved:

The United States federal government should substantially increase fiscal redistribution in the United States by adopting a federal jobs guarantee, expanding Social Security, and/or providing a basic income.

Economic inequality permeates all areas of American life and has a profound psychological and material influence on American society. Economic inequality influences life expectancy, physical and mental health, economic mobility and educational attainment. Inequality multiplies across generations and generates disenchantment with politics and our entire system of government.

Contemporary times have been dedicated to understanding this important issue from multiple perspectives. Economists, political scientists, legal scholars, philosophers, and people from many other fields have discussed a wide range of causes and potential solutions to the inequality dilemma. Under the proposed topic, affirmative teams would fiscally redistribute resources in three areas: a basic income, federal jobs guarantee and expanded social security. Fiscal redistribution requires a process of tax and transfer of resources. In addition, each of those areas has multiple subareas that allow more affirmative specificity. For example, an affirmative could advocate a wealth tax to fund a universal or means-tested basic income. An affirmative could also advocate for a corporate tax to fund a larger Social Security payment or a lower Social Security age.

Negative teams will have a wide arsenal of arguments at their disposal, such as arguments about workability, economic disruption, political feasibility, funding tradeoffs, or alternative ways to address economic inequality without fiscal redistribution. In addition, the negative would have a strong critique of using economics as the starting point for structuring societal changes and a critique of capitalism that is particularly strong versus the jobs and Social Security parts of the resolution.

The public education system portrays itself as a promoter of expanded opportunity, yet fails to focus on inequality and potential solutions. Unfortunately, such a discussion has been relatively sparse in high school debate. Although economic inequality has been an ancillary feature of some recent topics, it has not been the core focus since the 2009-2010 social services topic. This topic allows everyone the chance to debate systemic economic inequality, not solely programs aimed to mitigate absolute poverty. A season of debate, focused specifically on economic inequality, can create an opportunity to fully engage with such an immense literature base and form fully developed opinions on issues that directly impact their everyday lives. According to Inside Higher Ed, doing so is a precondition for “healing the wounds of the past, generating social solidarity and rebuilding a more just society.”

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

From Your Board President

Over 25 years ago, Mitch Albom wrote Tuesdays with Morrie. It is based on life lessons learned during weekly visits with his favorite college professor, Morrie Schwartz. The book has sold more than 17.5 million copies and been translated into many languages.

Interestingly, Mitch never intended to write this book or tell this story. He simply planned to visit Morrie one time to “make good” on an unfulfilled promise to stay in touch after graduation.

Albom was living a highpressured life as a sportswriter for the Detroit Free Press. Traveling to games, reporting events, and meeting deadlines consumed him. His 24/7 objective to be successful left little time to foster meaningful relationships, let alone stay in touch with his professor.

Sixteen years after making that promise, Mitch learned that Morrie had ALS, an incurable, fatal disease. Feeling guilty, he decided to finally take time off work, fly out to see Morrie, make amends, and visit with him one last time. At the end of that visit, Mitch was surprised by what he experienced. Morrie didn’t harbor any ill will about his broken promise. He was

thrilled to see Mitch. He never asked about Mitch’s accomplishments. Instead, he was curious about Mitch’s overall well-being and relationships. Was he happy? Was he sharing his life with someone?

At the end of the visit, Mitch realized that Morrie, who was dying, seemed ten times happier and at peace with his life than he was with his own. So, Mitch decided to return weekly to visit with his old professor and once again learn from him. Just as Morrie once offered weekly office hours to advise his sociology students years ago, the two of them met every Tuesday for 18 weeks until Morrie’s death.

Morrie was staring death in the face. That puts life in perspective. His lessons about regret, forgiveness, and love, among many others, became a master class on how to transform and live a life.

Fast forward to January 2, 2023, to a different time and place. On live television, a scene unfolded unlike anything we have seen. During a high stakes professional football game to determine seeds for the playoffs, Buffalo Bills safety Damar Hamlin collapsed on the field after a

ferocious tackle. As Damar lay motionless on the field, medical professionals rushed to revive him. The silence, disbelief, and overwhelming concern was palpable. The competition didn’t matter. The color of the jersey didn’t matter. All of the focus was on saving Damar’s life.

As Damar left the field in an ambulance, his fate in the balance, players on both sides showed their support by taking a knee or standing in support of Damar. During the nine days leading up to Damar’s miraculous recovery and release from the hospital, support for Damar’s health was overwhelming. And, in an unprecedented decision, the game was not rescheduled, with NFL owners agreeing to a modified plan for the playoffs.

Although the timeframes and settings are different, each of these examples speaks to how precious life is and the importance of how we choose to live that life. Too often, in our jam-packed lives, it takes life-and-death moments like these to crystalize what’s important. Everything else is stripped away and we know, without a doubt, it is our health, well-being, and relationships that truly matter.

I share these stories with you because a portion of this Rostrum is dedicated to wellness. According to the University of MarylandBaltimore, there are eight dimensions of wellness: physical, emotional, social, intellectual, ethical and spiritual, cultural, financial, and environmental. While true, it is almost overwhelming to consider. Nonetheless, I invite you, as part of our speech and debate communities, to hit “pause” and reflect on ways to enhance your personal wellness in one or more of these areas. l also challenge you to embrace this opportunity to foster wellness within our teams and at tournaments, and in turn, improve the wellness of our community as a whole.

Originally, Mitch Albom was motivated to write Tuesdays with Morrie because he wanted the proceeds to help pay for Morrie’s extensive medical bills. It did that, and much more. As Mitch noted, “One voice, motivated by the right reasons, can change the world.” Morrie’s classroom expanded into the lives of anyone who read and learned from his message.

May the tips on wellness shared in this issue foster even deeper conversations within our community that have the power and potential to positively impact lives.

To be continued...

Pam Cady Wycoff NSDA Board President

DISTRICT LEADERSHIP: Reasons to Serve (and Vote!)

This 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 ongoing 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. 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 takes 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

EVERY DAY AND IN EVERY FACET OF MY LIFE, I USE THE SKILLS LEARNED FROM MY TIME IN DEBATE. AS A RESULT, DEBATE IS NOT SIMPLY AN EXTRACURRICULAR ACTIVITY TO ME, BUT A WAY OF LIFE!

www.speechanddebate.org

JAMES ROLAND

Pineville High School, LA – Class of 1994

Sr. Director, Civic and Community Engagement

Exec. Director, Atlanta Urban Debate League Director, Emory Center for Advancing Nonviolence (ECAN)

WE ARE SPEECH & DEBATE

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Access Your Judge Board Hub

Judges are vital contributors to the speech and debate community. Check out a list of judges for hire or sign up to judge a tournament by visiting our website at www.speechanddebate.org/judge-board

Read Recent Board Minutes

The minutes from the Board of Directors’ January Competition Rules meeting are available at www.speechanddebate.org/ minutes-archive.

Coach Emeritus Recognition

A Coach Emeritus is a former coach, advisor, or assistant coach who is no longer active in a speech and debate program who would like to continue their service and involvement in NSDA activities to serve the local and/or national community. A Coach Emeritus must have at least five years of coaching experience along with an active teaching certificate, fingerprint clearance card, or other background check verification. Learn more or apply at www.speechanddebate.org/coachemeritus. We applaud these coaches who have earned this distinction!

• Vicki Balzer, OH

• Grant Bent, IL

• Bill Lemonovich, PA

• Steve Meadows, KY

• Ashley Murphy, PA

Celebrate Black History Month and Women’s History Month

Commemorate Black History Month in February and Women’s History Month in March in your school or classroom with our literature collections and special poster series featuring speech and debate coaches and alumni. Check out the opposite page for one of the many posters available online. For more resources, visit www.speechanddebate.org/equity

We're Hiring!

The NSDA is hiring a Tournament Services Manager and a Competition and Events Manager. Both require experience coaching or teaching speech and debate and using Tabroom.com. We hope to hire these remote positions by July 2023. Please check them out, share, and apply using the Indeed.com applications if interested! Visit www.speechanddebate.org/jobs to learn more.

ACADEMIC ALL AMERICAN AWARD COMMEMORATION

Only the top two percent of National Speech & Debate Association member students receive the Academic All American Award. Order exclusive insignia to celebrate this remarkable achievement!

Celebrate a Student, Coach, or Administrator

Middle School (National)

Recognize a coach or administrator who champions speech and debate! Nominations for these nationallevel awards are due May 1, 2023 .

• 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.

High School (District to National)

Each winner of the following district awards is automatically entered into the running for the national-level award when reported by your district chair. This is a special way to recognize excellence, offer a boost to new or rarely celebrated members, and uplift the members of your community who make speech and debate great.

• 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

District deadlines vary, so be sure to check with your local leadership about when nominations are due. District chairs must report district winners to us by April 16, 2023 , for national award consideration!

Find links to each of these forms under the “District Prep” tab at www.speechanddebate.org/district-nationals-leadership .

COMING SOON!

Faces in the Crowd

Faces in the Crowd is a new segment in Rostrum designed to highlight individuals whose actions embody the NSDA’s core value of equity and help make speech and debate a more inclusive activity.

Examples include (but are not limited to) standing up against exclusion at a tournament or working to help increase access to speech and debate for underrepresented groups.

Nominate

Someone TODAY! Do you know someone who should be highlighted? Fill out a nomination form at www.speechanddebate.org/ faces-in-the-crowd .

2023!

IMPORTANT DATES AND DEADLINES:

NSDA LAST-CHANCE QUALIFIER

• April 21 – Deadline to register

• April 27-29 – Happening online

MIDDLE SCHOOL NATIONAL TOURNAMENT

• May 15 – Deadline to register

• June 13-16 – Happening in-person

HIGH SCHOOL NATIONAL TOURNAMENT

• May 15 – Deadline to register

• June 1 – Deadline to register alternates

• June 10 – Deadline for final scripts

• June 11-16 – Happening in-person

SUPPLEMENTAL EVENTS

• May 15 – Deadline for coaches to pre-register students

• June 13 – Coaches must re-register students in supps to confirm their participation

• June 14-16 – Happening in-person

THE WILLIAM WOODS TATE, JR. MEMORIAL FUND

“ROAD TO NATIONALS” TRAVEL GRANTS

• May 3 – Application closes

• April 15 – First round of grants announced

• May 12 – Second round of grants announced

NATS23 MERCH

• May 15 – Deadline to pre-order shirts through Tabroom.com for pickup at the National Tournament

• May 24 – Deadline to order online via the NSDA Store and receive in the mail pre-tournament

NATIONAL TOURNAMENT UPDATES

Our annual National Tournament will be held June 11-16, 2023, in Phoenix/ Mesa, Arizona. Tournament info is now available on our website, including hotel details, tentative schedules, judge requirements, logistics, and more. We even have day-by-day breakdowns for high school and middle school to get a feel for the flow of the event! Visit www.speechanddebate.org/nationals and use the tabs to navigate around. Read on for several highlights about qualification and events.

Last-Chance Qualifier Continues

The Last-Chance Qualifier will be held April 27-29, 2023. Eligibility requirements will remain the same: schools must have attended their district tournament to participate, but students do not need to have attended the district tournament. Only students who did not qualify in a main event may enter. In addition to the established number of qualifiers per event at the Last-Chance Qualifier, a limited number of top-performing students from schools with no other National Tournament qualifiers will also advance to Nationals.

Middle School The Middle School National Tournament returns in person this year! Registration will be in Phoenix/Mesa in the evening on Tuesday, June 13, and competition will run Wednesday through Friday.

Nationals as a Member Benefit

To expand access and deliver value, every member high school will have the opportunity to enter up to two non-qualifying students in supplemental events at the 2023 National Tournament. This year, there is no requirement that those schools or students attended the district tournament.

High School Competition Options

Students will be able to re-register in up to two total supplemental speech events (one per pattern) at the 2023 Nationals as opposed to three. Online divisions of supplemental events will not be offered this year.

Check out a recording of our first Nats23 Info Session with NSDA staff and the Arizona Host Committee.

www.youtube.com/watch?v=Ejnxu0Y0bYc

SAVE THE DATE JUNE 2025

A Centennial Celebration of the National Speech & Debate Association

GET INVOLVED

The Centennial Celebration of the National Speech & Debate Association officially begins at the June 2024 National Tournament and culminates at the National Tournament in June 2025. While both of these events will take place in Iowa, satellite celebrations will be hosted throughout the country all year long. We are in the information gathering and planning phase and welcome you to be part of the process!

We’re seeking a diverse group of coaches, students, and alumni to volunteer to serve on a focus group or committee work group! Focus groups will include listening sessions and brainstorming sessions about the lasting impact of the centennial celebration. If you or someone you know is interested in sharing your thoughts and being part of this discussion, please email angela.mcmillan@speechanddebate.org . You will be contacted once meeting dates are set.

Committee Work Groups

• Content

• Development

• Finance

• Marketing

• Member Engagement

• Nats25 Event Team

•

SHARE YOUR PHOTOS

You know you have them, and we want to include them in our celebration! Visit tinyurl.com/4f4tes42 to upload your speech and debate photos.

Offering a speech and debate class during the day allows you dedicated time to work with students in a structure that guarantees you see the same students every time. It can also expose more students to the benefits of the activity and improve your work-life balance by reducing the frequency or intensity of after-school practices. Building speech and debate into your school’s curriculum also offers program and job security: classes provide stability and stable programs endure—it is far more difficult to cut a class built into the curriculum with funding than an extracurricular activity.

The free online NSDA Learn course Advocating for a Class is designed to help you request a speech and debate class from your administration. Upon completion, you will be able to:

Showcase student and family interest.

Demonstrate how a class helps your school achieve its goals.

Determine the positioning and structure of your course.

Make a pitch incorporating data and student voices. Plan for the year ahead if your request is granted or prepare to adjust your pitch if your request is tabled.

ADVOCATING FOR A CLASS

by Annie Reisener

www.speechanddebate.org/learn

Making Your Pitch

At least part of your pitch should address the benefits of a class for academic performance, school-wide, district, or state education goals, career-readiness, and equitable access. Every school has a set of goals or priorities. If you’re not able to determine those through your school directly, evaluate the district at large. Take those goals and analyze how speech and debate fits in. Then include this information in your pitch to your administration so it’s clear how offering the class benefits the school at large. The following goals are sourced from a real school and examined through the speech and debate lens.

Connecting to Your School’s Goals

Example 1

School goal: Analysis every day, in every class. Speech and debate achieves this by:

• Requiring debate students and public speakers to analyze sources of evidence to examine their credibility, possible biases, methodology, recency, and relevance.

• Training speech students to critically read literature to identify theme, character motivations, and arguments to bring characters to life.

• Encouraging students to review their ballot feedback from in-class competition or tournaments to evaluate where they should focus their efforts to improve results.

Example 2

School goal: Increase the sense of belonging students feel at school.

Speech and debate achieves this by:

• Offering students a welcoming platform to express their opinions, passions, and lived experiences.

• Giving students the opportunity to collaborate and express their creativity, whether they work individually or in pairs.

• Enabling students to track their progress, letting them visualize how their experience has helped them and their teammates grow.

Example 3

School goal: Live out excellence through unity, equity, and integrity

Speech and debate achieves this by:

• Holding students to a national Code of Honor, which celebrates humility, equity, integrity, respect, leadership, and service.

• Training students to challenge their beliefs when presented with new information and approach issues from multiple diverse perspectives.

• Encouraging students to both share their own lived experiences and appreciate how their viewpoint can change when they listen to others with an open mind.

Empower Your Students

Including students directly in your pitch is a great idea, especially if you have a strong existing program where students can already showcase the benefits they’ve gained. Students can speak to decision makers or really lean into their skills and craft eventspecific pitches. Use these examples from the community to spark ideas of your own!

In Arkansas, Joel Brown and two speech students from Har-Ber High School met with their state board to make the pitch for a student advocacy course. Joel selected students whose events would touch many core curriculum areas and that showcased student advocacy. A student with ADHD shared their POI on ADHD, while another student gave an Informative on a topic tied to science and math. They began with a data-based overview of the current issues in education in regard to student motivation, then introduced how the student-advocacy centric nature of speech and debate increases engagement and motivation. To demonstrate the academic value, team members delivered their speeches, then Joel pointed out the educational standards to which each event ties.

In Texas, Michelle Walker of Fort Bend Christian Academy had students put their persuasive skills to work. “One of my LD students wrote a debate case on 'Resolved: FBCA should offer a debate and speech class for the 2022-2023 school year’ with a value, three contentions, etc. Several speech students also wrote persuasive and informative speeches on debate programs, and they all presented those to our Head of Upper School. I think feeling like they were part of the process gave them more ownership of the program, and they definitely act like leaders this year.”

Annie Reisener is the Director of Membership at the NSDA.

EXTEMP COMMENTARY STARTER KIT

by Jordan Phillips

A Commentary speech is an opinionated analysis of an issue or idea. Extemp Commentary combines the speaking skills and personality of Original Oratory with the knowledge base and limited preparation of Extemporaneous Speaking. Think of the event like a podcast: a speaker sits at a table or desk while providing a conversational speech about the given prompt. Jokes, personal stories, and statistical evidence can all be incorporated into a speech.

PRACTICE IDEAS

Try these drills and activities to improve your fluency, adaptability, memorization, and individuality.

HAVE A CONVERSATION

Rather than subjecting every speech to the analysis of a coach, present speeches in a conversational tone to friends, pets, or a wall (while seated, of course). This helps you to understand your personal speaking style while avoiding the “ums” and “ahs” that can sometimes accompany nervous presentations, it allows you to embrace the conversational style of a Commentary speech, and it lets you assess how much knowledge you have about a given topic. If you can explain why climate change matters to your dog, you’ll have confidence in your background knowledge when you enter a round.

FIND THE CONNECTION

Though this sounds counterintuitive, practicing the skill of presenting while thinking on the spot will drastically increase fluency. Have a friend or parent give you two random words. You have to connect them together with a broader social issue on the spot, with no prep time or sources.

For example: grill and flag . You can say something like: “Grills have become a staple of American culture, providing a place of connection during events ranging from a backyard barbecue to a citywide Fourth of July. However, a decline in national pride stemming from myriad social issues threatens this fundamentally necessary connection. As grills turn off and flags come down, it leaves the question: what do we stand to lose when patriotism fizzles?”

This game takes two seemingly unrelated things and pulls them together in an unexpected way, also known as A to C thinking. This game will provide you with the quick thinking skills to craft a speech that is entertainingly unexpected while presenting an analysis that the audience wouldn’t consider at first glance.

WATCH AND REFLECT ON LATE NIGHT SHOWS

You don’t have to be a comedian to succeed at Commentary, but watching and analyzing some can help. Watching late-night monologues from The Tonight Show or similar programs will allow you to understand how talking about current events can be made entertaining.

WATCH AND ANALYZE FINAL ROUNDS

Check out performances from national finalists and breakdown what they’re doing and why it works. For example:

Akshatha Narasimhan

“More Sanctions on Iran” – 2019 Nationals

www.speechanddebate.org/ nationals-2019-commentary-finals

Akshatha does a fantastic job of understanding the tone of the prompt. They provide context on a serious issue before delving into the complexity of the topic that they chose. They close with a fantastic call to action, imploring the audience to more deeply consider the ways in which we are “left in the dark.”

Questions to consider:

y What does Akshatha’s speech gain from a lack of comedy in the context of this prompt?

ACCESS THE FULL RESOURCE

www.speechanddebate.org/ extemp-commentary-starter-kit

y What did you (as an audience member) know about this topic before? What did Akshatha teach you, and how did they make it easily understandable?

Jordan Phillips is the 2022 Extemp Commentary champion and a National Student of the Year finalist from Aberdeen Central High School in South Dakota.

START HERE : TEACHING MIDDLE SCHOOL CONGRESSIONAL DEBATE

Save time introducing Congress to novices in class or at practice with our Start Here lesson plans!

Introducing students to new speech and debate events can be challenging. Our Start Here series provides a roadmap to teaching students with grab and go lesson plans easily adapted for after-school.

LET’S GET STARTED!

This content is appropriate for middle school or high school novices. Check out an excerpt on the following pages.

Upon completion of this unit, students will be able to:

• Write a persuasive speech that features complete arguments with a claim, data, warrant, and impact.

• Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.

• Find, cut, cite, and organize evidence that supports their claims.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• Listen effectively and respond to attacks against their arguments with limited prep using logic and/or evidence.

• Model the legislative process using knowledge of the scope of the branch’s powers.

• Complete a full Congressional Debate round.

LEARN MORE www.speechanddebate.org/start-here-teaching-middle-school-congressional-debate

SAMPLE PLAN

LESSON 5: PREPARING FOR THE SESSION

TOPIC:

Preparing for the Session

Essential Question +Objectives

How do the rules in debate provide order and structure to ensure all voices have a chance to be heard?

1. Students will be able to properly use motions in a Congressional Debate round.

MATERIALS/RESOURCES:

• Notebook paper and pen

• Student devices for research and the Congressional Debate flashcards template

• Copies of the Table of Parliamentary Motions (included)

• Printed copies of the Congressional Debate crossword puzzle (included)

• Congressional Debate crossword puzzle key (included, for the instructor)

• Congressional Debate Guide

• Congressional Debate Textbook

Insight:

Throughout the unit, students have analyzed and drawn comparisons between our nation’s legislative body and the role students play in Congressional Debate. This lesson gives students a chance to learn the terms and parliamentary procedures that move a bill from the docket to the agenda to the floor for debate. Students will practice role-playing as legislators as they prepare for the upcoming in-class session.

TWO-DAY LESSON

DAY ONE

HOOK 5-10 minutes

Distribute copies of the Congressional Debate crossword puzzle and give students time to complete it. Allow them to use notes, as they are still learning the rules of the event, and the table of parliamentary motions. Direct students to the term glossary on page 3 of the Congressional Debate Guide to use as a reference.

BODY 20-30 minutes

Assign students to work in pairs.

Direct groups of students to the free flashcard template in Google Slides. Instruct them to make slides with the terms and definitions in Unit 1 of the Congressional Debate Guide and the frequently used motions in Unit 9 (pages 40 and 41). There is a glossary in the back of the Congressional Debate Textbook on page 129, if students would like additional terms/phrases.

They can change background colors, add images, type terms, and then add definitions. Visit the tutorial video for more information. Make sure you add the “randomize” extension in Google before you assign them to play the game.

Students can then play the flashcard game until they are familiar with each rule/procedural motion.

The newly elected presiding officer(s) should prepare for the session by making a roster of each Representative and reading more about those duties on pages 35-38 in the Congressional Debate Guide .

HOMEWORK : Read Unit 7 of the Congressional Debate Guide . Instruct students that they need to be prepared to participate in a practice Congressional Debate session tomorrow, and tonight’s readings play an important role in tomorrow’s assignment.

CLOSURE 5 minutes

Review crossword puzzle answers. Address any questions they may have before they are dismissed.

LEARN MORE www.speechanddebate.org/start-here-teaching-middle-school-congressional-debate

DAY TWO

HOOK 5-10 minutes

Start today’s activity by projecting a piece of legislation that the students haven’t researched yet. New legislation is uploaded to the NSDA website each month during the school year, so you can always find a plethora of examples there.

Instruct students to research the legislation quietly for 5-10 minutes before moving on to the next part of today’s lesson. As students research, allow the presiding officer to move to the front of the room and get ready to open the debate.

BODY 30-40 minutes

Using Unit 7 of the Congressional Debate Guide , conduct a mini-session as preparation for tomorrow’s debate.

Instruct students that the goal for today is to become familiar with parliamentary procedures and not the content of the speeches. Recency will reset tomorrow, so students shouldn’t be dissuaded from participating as speakers today. In today’s practice session, as in all sessions, if several speakers wish to speak and none has spoken, the presiding officer should randomly choose one. The PO can use geography (where in the chamber a speaker is located) to decide. When using geography, POs deliberately move across the room. Geography is considered fair because location in the chamber is always fairly random (refer to Chapter 11 in the Congressional Debate Textbook for additional information).

Project today’s goals on the board so students can reference it throughout the session. Keep in mind, there will be other speeches and could be other motions throughout the session.

Call the room to order

PO states gaveling procedures before opening the floor for debate

PO calls for a sponsorship speech on the bill

Sponsorship speech

All speakers take notes (flow) on speeches

Direct questioning

PO calls for a speech of negation

Move to previous question

Vote

Adjourn

Before students leave, make sure they know how and when to make motions. If, for example, they believe the presiding officer has made a mistake in recency, they should make a move to point of order. The presiding officer won’t call for motions, so it requires assertiveness on the part of the speaker making the motion and attention from the PO to have a motion heard.

HOMEWORK : If the students’ closure activity is convincing, tonight’s only assignment is to get a good night’s sleep and to be ready for a fun-filled day tomorrow!

CLOSURE 5 minutes

Instruct students to use rhetoric to convince you to not assign homework tonight. As students finish writing, call on volunteers to share their reasons. As answers are shared, discuss whether or not the responses were convincing and why.

Save time with teaching tools from experts.

Whether you’re just getting started or you’ve been coaching for decades, our grab-and-go Start Here series of lesson plans for middle and high school speech and debate have something for you! Use the full series in your class or practice, or borrow parts or activities to refresh your existing plans.

An online platform from the NSDA

NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost.

Host tournaments using either Tabroom.com or SpeechWire

OUR PRIORITIES:

• Participant security

• Low-cost option

• Simple, integrated user experience

To date, NSDA Campus has provided more than 100,000 rooms!

Campus with Observers

Purchase Campus with Observers rooms for divisions where you wish to permit coaches to observe rounds. Coaches may designate observers on their school tournament dashboard on a per-entry basis. Those observers can then enter rooms from the tournament dashboard.

• Due to technical limits on the number of participants in NSDA Campus rooms, Campus with Observers is limited to two observers per entry in Debate events or one observer per entry in IE/Speech events. Campus with Observers cannot work with Congress.

• An event or division using Campus with Observers must do so for the entire tournament—e.g., it cannot be used for elimination rounds only, etc. Campus with Observers rooms are $12 per room per day.

PER ROOM, PER DAY

www.speechanddebate.org/nsda-campus VISIT:

Tabroom.com now offers users the ability to share speech docs during competition rounds without sharing personal email addresses. Tournament administrators can enable this feature on a per-event basis in the tournament settings of their tournament at Settings

» Events » Pairing (figure 1).

Once enabled, Tabroom.com will automatically create a unique URL for that debate in which debaters can upload or download speech docs. That URL can be found on debaters’ home pages in Tabroom.com and linked on the right side of a judge’s online ballot. Debaters’ coaches can also access any documents that are provided at this URL (figure 2).

This new feature was designed with privacy in mind. The email addresses of the round’s participants will not be visible, so students or judges will never have to share their email contacts with anyone. Documents posted are available in the room for 24 hours (figure 3).

by Kevon Haughton

Kevon Haughton serves as Tournament Services Coordinator at the NSDA.

figure 2

figure 1

figure 3

FREE DEI Resources for Tournaments

Join

Calendar of Cultural Observations

https://tinyurl.com/ykmdh84j

Use this calendar to respectfully plan your classroom and team activities.

Inclusive Tournament Checklist

www.speechanddebate.org/ inclusive-tournament-checklist/ Use this checklist as a starting point to measure your tournament’s inclusion efforts or plan for the future!

Restroom Best Practices

www.speechanddebate.org/ gender-neutral-restroom-best-practices/ Create a more meaningful, inclusive space for attendees with Caucus Recommended Gender

Neutral Restroom Best Practices.

Gender Neutral Restroom Sign

www.speechanddebate.org/ gender-neutral-restroom-sign/ Download a printable Gender

Neutral Restroom Sign.

Pronoun Usage Best Practices

www.speechanddebate.org/ pronoun-best-practices/

Correct pronoun usage is a crucial step for making the speech and debate community safer and more inclusive.

Tournament Invitation Templates

www.speechanddebate.org/ tournament-invitation-school-admins/ Download our templates for inviting school administrators to observe local speech and debate tournaments.

Belonging and Inclusion Station

www.speechanddebate.org/bis/

(formerly known as Equity Office) Students need to feel tournaments are as safe and as equitable as possible.

Coaches’ Caucuses

www.speechanddebate.org/equity/#h2-3

Coaches’ caucuses are a great opportunity to network and join in important discussion and dialogue.

PROTIP

As we strive to promote wellness and safe spaces in our activity, we encourage tournament hosts to offer a quiet room for attendees during competition. Check out a sample poster you can include in or near this space with QR codes that link to tips on meditation, yoga, breathing techniques, and more!

QUIET ROOM

While you are in this space, we encourage you to pause for a few minutes, take some deep breaths, and relax. Please feel free to utilize these meditation resources to help calm your nerves and clear your mind.

FIND YOUR PLATFORM JOIN SPEECH & DEBATE

Since 1925, the National Speech & Debate Association (NSDA) has been the authority on public speaking and debate in the United States. The NSDA works to create a platform for youth voices from around the globe, culminating in the National Speech & Debate Tournament, the pinnacle of public speaking. Learn more at www.speechanddebate.org

RULES VS. NORMS IN ORAL INTERPRETATION

by Deano Pape

You are sitting in a tournament judge lounge chatting about literature for performance when someone says that phrase that sets the room on fire:

“Wait, isn’t that against the rules?”

“No, it used to be against the rules.”

”I think it still is.”

“No, hold up, that’s a state association rule, not an NSDA rule.”

“If that’s a rule, it’s stupid and needs to be changed.”

“I actually like the rule.”

“Let’s ask the district chair.”

“Where did the district chair go???”

While this anecdote might be amusing, I would guess it has happened at least once to every Interp coach, and perhaps many times over the years— which is hardly ideal for newer coaches and for student confidence in their performance choices.

On top of that, the comprehensive manual, which prints off an impressive 150 pages total, changes each year in response to evolving opportunities for equity and clarity, as well as other rules suggestions.

Keep in mind, there is no substitute for reviewing the manual, available on the NSDA website under Resources, then selecting Rules and Manuals » High School Unified Manual. This is a tremendous resource— I will be focusing this article on what are currently pages 45 to 49 of the PDF, but please review the table of contents to find the information that pertains to the events and sections in which you are most interested.

In addition, there are highlights in the manual to indicate recent changes—

those in yellow have occurred since last year, and those in gray the past two years. If you find yourself in the conversation that begins this article, you could reference the last 10+ pages of the manual, which are change logs so you can review when “that one rule change” you are debating took place.

Before we move on, let’s discuss the difference between norms and rules. A norm is what you might expect to find in a specific event or genre of literature based upon common tournament practices. A standard norm is the use of a teaser in the interpretation events— performers often like to give the audience or judges a taste of what is to come in the rest of the performance. There is a dramatic pause followed by the introduction. The use of a teaser is common but is not a rule, and you can start with the introduction if you prefer. A rule is a formal violation. If you violate a rule, you can be disqualified if a protest is filed and the performer is found to have violated the rule. In Program Oral Interpretation, for

example, you must perform using a manuscript. You can’t make the choice to go without one. Some norms are so prevalent and powerful that one might believe they are rules; thus, it is very important to review the rules so that the two are not confused for one another.

Now let’s address some very common questions, along with some specific scenarios, to help your understanding of the Interp rules as they currently stand.

Digital Scripts

The manual goes into detail about what is needed for scripts, but the basic rule is that if the script is publicly available, you can use it. There is no longer a submission process for items to be placed on an Approved Websites list (a very recent change), and there is no requirement that you need to get approval from the national office for certain scripts. You can still purchase web series, TV shows, and movie scripts online at sites such as Script City, but often you can find these scripts online at no cost.

"Publicly available" does not mean that the materials have to be free; however, it

does mean that someone else could purchase the same material, at basically the same cost, and use it just as you are. For example, you may not ask an author to email you a script that is not publicly available. You may not upload an e-book and then charge hundreds of dollars for others to access it while you use it for free. We highly recommend that you use sites that are credible and have a history of maintaining the site’s materials—a site where scripts are taken down regularly is unstable and puts your material at risk of not being publicly available.

Students may not write their own Interp scripts (with the exception of special events such as Original Spoken Word Poetry). Sites that allow you to upload scripts on a whim, such as your own personal blog or a wiki, may not be used. If you are using a video-oriented website, such as a TED Talk, be sure that you are accessing an official script on their website.

YouTube

A common question— ”Why can’t I use sites like YouTube? All of the videos are publicly available!” You

can, with a few extra steps! The key here is that you need an official transcript. Sites such as YouTube auto-generate transcripts, often filled with typos or wrong words, and those transcripts can change. You may be able to acquire an official transcript through the original source’s producer or publisher. Alternatively, you may use an official transcription service, such as TranscribeMe, which uses manual transcription, and then obtain approval to perform that transcription by the original source’s producer, licensing agent, or copyright holder (refer to the Unified Manual for other transcription sites and protocols).

Modifications to Scripts

The manual has been updated over recent years to be much more specific about what modifications you can and cannot make to scripts. For example, you are not allowed to pull a script together by using single words or phrases found elsewhere in the literature to make new scenes or lines that the author never created. Adaptations may only

be made for eliminating profanity (change) or for transitional purposes (additions). If you cut several pages out of a novel that introduced a character, for example, you could transition from one scene to another by adding context—you could add the line, “That is my Uncle Joe you met in London!” if that scene had been eliminated. You may not, however, create an entire scene with Uncle Joe that never occurred in the script, even if you are using words found elsewhere in the script.

Interpers often inquire about modifications to things like tense or point of view—whether students can change a script to be present tense instead of past, or immediate instead of passive, or first person instead of third person. These changes are not permitted as they are not modifications made for transitional purposes only. In addition, an author cannot email permissions to a student or coach to modify the script—the script itself must be modified and published so that it can be made publicly available.

For NSDA competitions, any modifications made by the student from the

original text, no matter how small, must be marked in ink on the script so that it is easy to review the changes. If you have any questions about the acceptability of any particular change made, please contact us for clarification. We are happy to assist you!

Program Oral Interp

POI—short for Program Oral Interpretation—is a very unique event that was proposed by those familiar with the category in college speech. It brings together a blend of at least two of three genres of literature (prose, poetry, and/or drama) and pulls the literature together with a theme or argument in the introduction. In addition, the use of a manuscript is required in this event, whereas the other NSDA main Interp events must be memorized.

NSDA rules permit the student to use the book as a prop in POI as long as it remains in the student’s control at all times (they are not permitted to drop or throw the book, for example, for effect). This means that you might

find a student cradling a “baby,” pulling a book from an imaginary shelf and opening it to read to an audience, or flipping it into a "laptop" to type out a note to a loved one.

This event allows for considerable creativity. Some judges have experienced college-level rounds of POI and may expect some of those elements in high school (or even middle school) performances. Often, POI norms borrowed from the college and national circuit are followed. Since the event is still quite new for many programs, coaches are still discovering what works best for their students compared to what may be done “on

the circuit,” which often refers to large tournaments that gather teams from across the country (or even, with virtual tournaments, around the world) and what distinguishes the final round performances. These often create perceived norms that can be misinterpreted as rules.

One example in POI, as mentioned earlier in this article, is the use of a teaser—a selection of literature performed before the original introduction. Do you perform one complete, short selection for the judge and audience?

Do you try to perform a little of everything in the teaser, featuring rapid-fire page turns, to show the wide range of material you

have? Do you start with the introduction first so that you don’t break the flow of the program once you get started? You will not find the answer in the rules manual. These are all creative choices that can be made by students and their coaches and reflected in comments made by judges, in addition to non-speech audiences for which you might want to perform (and who will not be familiar with norms).

The Judge

The speech and debate community has many different types of judges. There are “expert” judges who know all about specific categories of events and can give you tons of perspective and advice on your performance. But there are also nonexpert judges, such as parents or community members, who can give you a very different kind of perspective.

It is important to embrace a diverse set of judges. You never know when a judge will be moved by your performance. It might encourage them to think about an idea, or concept, or an emotional or psychological state in a very

different way. Sometimes judges give only positive comments and high scores.

As we embrace a diverse set of judges, it is important to make sure that judges are trained enough so they understand what they are evaluating and what is acceptable for comments they may make. The NSDA’s statement on implicit bias, available by default on all Tabroom.com ballots, states that we must be aware of our biases and recognize the impact on those who are marginalized and disenfranchised. Invite judges to ask questions about any potential rules violations and verify that they are actually addressing a rule issue and not a norm. Often judges will say, “This performance was different from the others.” Is it different because it defines excellence? Because it defies a common practice or norm? Perhaps that potential rule violation is simply breaking a norm in a very positive way!

As dramatic as the expression sounds, students often “live and die” by judge scores and commentary, so it is important to put all scores

and judge comments into perspective. Encourage students to seek out non-competitive environments to develop and practice their creative performances. Have open discussions with students about the difference between norms and rules and how making those choices about their performances may have an impact on their scores and comments.

Rules From Other Organizations

We have already discussed confusion of rules with norms. However, there are some rules that apply to other organizations, such as state associations, and not to the NSDA rules. These rules can be confused with NSDA rules. I have included several examples of questions that have been asked that apply to other organizations or associations:

"Can you touch the floor?” • NSDA rules do not prohibit students from making contact with the floor.

“How much movement can we have?” • NSDA rules do not dictate

how many steps you can take during Interp.

“Can we move around in POI?” • NSDA rules do not limit your movement.

“That Duo team looked into each other’s eyes—shouldn’t they be disqualified?” • The rules refer to off-stage focus, so that students engage with the audience, but there is no rule that states they can never look toward the other student.

“This performance violates the author’s intent!” • NSDA rules do not refer to “author’s intent” anywhere in the manual. Interpretive events feature much creativity and do not rely upon an author to prescribe specific actions, character development, or narrative focus.

Please, if you have questions, we invite

The NSDA rules are meant to provide fairness and clarity around central issues of our events. They are not intended to limit a student’s creative choices or dictate norms and practices.

you to ask them! You can contact us at info@ speechanddebate.org or (920) 748-6206. We look forward to having great dialogue on these and other issues.

What If an Actual Rule is Broken?

A violation of the rules manual means that there is potential for disqualification in the event if a protest is submitted. Often, there is a protest form that needs to be filled out explaining what happened and why it violates the rules. Typically, this form needs to be filled out by a coach, even if the violation was observed by a student, so that a student/coach dialogue about the violation can occur and to verify that it is, in fact, a rules violation.

What happens next really depends upon the tournament. Sometimes tournament directors will ask students to discontinue the action (“Yes, I dropped the POI manuscript at one point, and that is against the rules. I won’t do that again in future rounds”). Perhaps the judge

believed a rule was broken, but it turned out it was not, and they can reassess their scores with that knowledge. Perhaps the student knows they are violating a rule (they just couldn’t quite get their HI memorized), so the tournament tab staff can give them last place in every round, but the student can still perform and get some feedback so they can achieve a learning experience. And, of course, sometimes the student needs to be disqualified in the event, for purposes of fairness, but they can learn from the experience and avoid the violation in the future.

Many tournaments have an ombudsperson (or simply ombud or bud) who can serve as a point of contact for the coaches and students who have questions or concerns during the tournament about what might be a rule violation and what might not. In addition, many tournaments have a Belonging and Inclusion Advocate—a diversity, equity, and inclusion specialist—who can help with issues that may arise during a tournament related to harassment and discrimination. All tournaments, even small local tournaments,

are encouraged to have individuals serve in these roles so that students, judges, and coaches can all be treated with dignity and fairness.

Conclusion

It is important to establish a sense of community in speech and debate. Ask good questions of your fellow coaches, invite comments and feedback from judges, and seek out non-speech audiences. You might even have a conversation with critics,

if appropriate and not confrontational, to get further information and perspective on events they judged. Attend scrimmages, such as the NSDA Springboard Series, so that students can learn and get quality feedback without the pressure of a highly-competitive tournament. Invite college students to come in and give feedback on events. There are many ways for students to get quality experiences while learning rules, norms, and what it means to be excellent in their events.

Deano Pape is a competition and events Support Specialist with the NSDA. You can reach him with any questions or comments at deano.pape@speechanddebate.org

Alumni membership is for anyone who has graduated from high school (2023 seniors, this includes you!) and participated in speech and debate in middle school, high school, or college.

PAUL RUDD ACTOR Shawnee Mission West High School CLASS OF 1987

CHADWICK BOSEMAN ACTOR T. L. Hanna High School CLASS OF 1995

KETANJI BROWN JACKSON SUPREME COURT JUSTICE Miami Palmetto Senior High School CLASS OF 1988

PRIYA KRISHNA CHEF AND FOOD WRITER Greenhill School CLASS OF 2009

DAVID BEGNAUD JOURNALIST Teurlings Catholic High School CLASS OF 2001

STEPHEN COLBERT COMEDIAN The Porter-Gaud School CLASS OF 1982

In Their Words

We invited speech and debate alumni to share their stories with us during Alumni Week (January 23-27, 2023).

It was my involvement with speech and debate that gave me the opportunity to go to college. After a motorcycle accident left me ineligible for military service, I was contacted by Odessa College to continue my competitive debate career with a full scholarship with their program. After three Phi Rho Pi national championships, I had enough college credits to finish my bachelor's degree on my own. Twenty years later, I have the opportunity to repay that debt by serving as the speech and debate coach for the next generation. I can’t think of a better place to serve my community than working with the leaders of tomorrow.” — Joshua (’91)

As an Asian American woman with a disability, my voice always struggled to be heard. Going into high school, I was timid and shy, but I decided to join speech and debate to improve my public speaking skills. I love giving speeches on topics that matter to both me as a person and to larger communities. I participated in numerous events and have been speech captain for two years. Doing speech and debate in a more rural area means that there is more inequality with socioeconomic status of schools, but I vowed to always tell my story along with others to spread awareness about racism, sexism, and rights for people with disabilities, regardless if I made finals. I have competed at Nationals for three years, and I deeply love forensics and all it has given me. I am leaving high school a well-spoken and charismatic woman ready to apply her skills in a much bigger world.” — Loreley (’23)

DANIEL HODGES

THE WIN IS IN THE WORK

by Annie Reisener

In 2021, after seven years of working with the team, Daniel Hodges became program advisor and director of speech for Apple Valley speech and debate in Minnesota. The program has a history of success locally and nationally.

Alongside Tzitel and Scott Voss, Dan builds on the successes of Hall of Famers Pam and Joe Wycoff. Dan himself has built a legacy, having coached 14 NSDA national finalists, including six NSDA national champions in his career.

But a living legacy is a thing that must be maintained, and the weight of expectations is heavy.

The fear of not producing the win, of not measuring up to those who came before, is an undercurrent with students and coaches on the team. “The current team didn’t build that legacy. Our job is to keep it going. Every year we have to do the same work it took to make the first champion all over again,” Dan says. He sees

his duty not in replicating that work, but in guiding students to set down the weight of the past and focus on the present.

“The challenge is letting them know they don’t need to be anyone who came before them, that to succeed they need to be themselves and put in the work.” The team’s motto is a phrase Pam introduced: “Excellence is the goal, winning is the bonus.” The excellence is in the work, and the process of undertaking that work is something the program has down to a science.

The Win is in the Work

The team is divided into four categories— Interp, Oratory, Info, and Debate—each of which is led by a different coach,

well-resourced, and supported by assistants. Students work with multiple coaches to gain different perspectives, and coaches work as a team. Dan focuses on interpers and has since he began coaching immediately after high school during his freshman year of college.

“The cutting is never done,” he says, reflecting on making changes up to the last possible second with Emily Melville, who took fourth in POI, the day before competition began at the 2022 Nationals. “Every word is

precious. We spend time thinking about details that no one will point out, but all those tiny details combined are what moves people when watching a performance.”

Dan reached many competitive mountain tops early in his career: he co-coached his first national finalist in 2006 at the age of 18 and his first national champions at 23. How much weight does winning hold when you’ve done it six times before?

“I’m still fairly young and an incredibly competitive person,” he says. “My head is never

on a championship. All I need to know is that the student wants to reach their highest potential and to believe that what we are creating could win—that we’ve created the best art we can and that we have a meaningful, relevant message that speaks to people— because I believe that has a chance every time. I can’t control whether

we win. I don’t perform it for the student. I don’t give them a score. I want the win desperately for each kid in front of me, but thinking about the prospect of winning is wasted energy. More than winning, I love the process. I tell my students that you have to want to do what it takes to get the thing you want, just as much as you want the thing. In

The Apple Valley High School squad poses after the 2022 National Speech & Debate Tournament in Louisville, Kentucky.

More than winning, I love the process.”

other words, you have to want the journey to the win just as much as you want the win itself. The trophy becomes a doorstop or bookend. You don’t take those with you. But you can take all the skills from the process with you for the rest of your life. I’m living that fact every day.”

This is a philosophy that he passes on to his students. In 2017, when Apple Valley's Duo, The Invention of Wings,

performed by Claire Doty and Zakkiyah Sanders, missed out on the final round stage due to a tabulation error, the only thing the two students wanted was to make sure people heard their message by getting their performance on the NSDA website. “That was proof that they are hearing me and taking what I say to heart. Advocacy comes first. Caring about your story and message, the art, the product, is caring

about winning, because when talent and hard work meet a creatively and authentically delivered story, it’s a winning combination.”

Finding Belonging...

Dan grew up in South Dakota where he attended Sioux Falls Lincoln High School. He discovered debate and yearned for better roles in the theater.

“I don’t think the director knew what to do with me because I was the only Black kid who wanted to be in the theater program,” he reflects. “Most of the plays we did were family related, and colorblind casting was not something our director practiced.”

At first his motivation was demonstrating that he was a good actor, but as time went on, Dan began to explore how to channel his life experiences and identity through a story with which he could connect.

“I became more aware of my position as a Black person in this predominantly white area and activity. There would always come a moment where the emotions of every piece would become real and internalized because I remembered that I was the only one in the state of South Dakota at that point telling the stories of people that looked like me. I saw it as a responsibility to excel as a performer, so more people would hear these stories.”

...And Recreating It

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As he walked off the stage after completing an audition for a play his sophomore year, the Oral Interp coach Kristine Hayes grabbed his hand as he came down the steps and introduced him to speech. “I think I have something for you,” she said as she pulled out the rolly TV and VHS tapes and began to show him performances. “In Oral Interp, everybody gets to be the lead.” Dan knew instantly that Oral Interp, what they called speech in South Dakota, was for him and that his life was about to change.

Since Dan took over at Apple Valley in 2021, the team has grown from 40 students during the pandemic to more than 100. The school has become very diverse in the last several years, and the coaching staff is focused on creating a program where every student can view the team as a place they can

Dan with Zakkiyah Sanders and Claire Doty, the 2017 national co-champions in Duo Interpretation.

belong. For the first time in its history, the team is primarily composed of students from traditionally marginalized and disenfranchised communities.

“Everybody wants to have diversity and inclusion, because they understand it’s the right thing to do. I think what sometimes gets lost is that you have to create a space that’s ready to receive those new, diverse populations of students. That’s how we talk about what we do. We create a space for everyone to have opportunities and experiences they wouldn’t otherwise have.”

The coaches explain speech and debate as a place to talk about whatever subject matter is important to students. As it was for Dan, the team is a place for them to dive into their identity, discover their passions, and find where they fit. They show students that speech and debate is not only a competitive activity, but also a platform where they have the opportunity to speak to a captive audience for 10 minutes about

whatever they want to say.

To help students identify the issues they value, Dan asks them to think of something happening in their life or in the world that they feel like no one is paying attention to when they should be. He then puts them in rotating groups to talk about and share their experiences. At the end of the activity, they write down four things that stuck with them. Dan uses these lists to help them get started with their advocacy.

This focus on students exploring what matters to them has helped the team expand. Based on positive experiences, team members are bringing in their friends. Students from communities who have not seen themselves reflected in the activity or who never thought of it as an option before, now do. As a coach, Dan is able to offer students the safe space he once discovered himself and the representation for which he searched. The work continues.

INSIGHT: Model Dan’s Approach to Coaching Sessions

Who Will Lead: Decide if the session will be led by student-identified focus areas or coach identified. This clarity will save time, every time.

Be Intentional: Come to the practice knowing what you intended to accomplish, which will be your measure of whether or not the practice was successful. Even if you don’t follow it, have a clear idea of what needs to be done to meet your intentions. Discuss this with the student at the start.

Change Something: You and the student should leave a session feeling a little or a lot excited about some new element, idea, moment, or movement/blocking.

Know Your Capacity, and Adjust: Sometimes life doesn’t give you a choice. Adjust your plans and intention for a coaching session if your mental, emotional, and physical capacities in that moment in time require it. This allows you to set realistic expectations for productivity.

Stuck? Remind Yourself of Who and Why: Who does the speech or selection advocate for? Why should everyone find this important? With every piece, discuss with your students at length: Why this? Why now? It’s like Goo Gone when you’re stuck on what’s next.

Motivate Students with What Matters: Expend no energy discussing trophies or competitors. Motivate students by engaging with them in free flowing conversation about all the good they will do for themselves and others as they continue to find their best version of their speech or performance. Their greatest potential is the only thing worth measuring against.

Annie Reisener serves as Director of Membership at the NSDA.

KEITH WEST MEMORIAL FUND

Keith believed that speech and debate could unleash a student's true potential.

We hosted a tournament for the first time with the help of the Keith West Memorial Fund school grant and inspired students from two other high schools to start speech and debate programs.”

CONGRATULATIONS

to this year’s team grant recipients

$5,000 Navajo Preparatory School, NM

$2,500 New Designs Charter School, CA Santa Fe High School, NM

$1,000 Alief Taylor Speech and Debate, TX Knott County Central High School, KY

Riverside University High School, WI STRIVE Prep, CO

We are pleased that our son Keith’s legacy as a debater and coach is continuing with this school grant program. He strongly believed all students should have the opportunity to explore speech and debate. These lifelong skills may increase self-confidence and success in their future endeavors. We sincerely thank the family and friends who have made this possible through their financial support. It is our hope the coaches and students are able to realize their dreams and potential in part through this effort.”

– AUDREY AND BILL WEST

CONGRATULATIONS!

Find out how our winners responded when they heard the news:

— 2021 RECIPIENT COACH MALINDA PEREZ, OK

Enhancing the culture of equity in speech and debate

The Activating Equity Award was created to honor the work of groups or collectives of individuals who have dedicated themselves to the enhancement of the culture of equity in middle and high school speech and debate activities.

The recipient of the Activating Equity Award will receive a $5,000 award to help further their work in pursuing equity in speech and debate plus recognition at the National Speech & Debate Tournament.

Nominations must be submitted by WEDNESDAY, MARCH 1, 2023 NOMINATE OR

QUESTIONS? Email us at dei@speechanddebate.org

www.speechanddebate.org/ activating-equity-award/

Tell us about your speech and debate background. How long have you participated and in what events?

I’ve been in speech and debate since middle school, where I competed in World Schools Debate. Since my freshman year [at Brebeuf Jesuit Preparatory School in Indiana], I’ve competed mainly in Lincoln-Douglas, but I also dabble in United States Extemporaneous Speaking and have moved back into doing a lot more World Schools.

What unique perspective do you bring to the Shelly’s Voice Advocacy Board of Directors as a high school student?

A large portion of the discourse about the LGBTQ+ community in recent years not only attacks LGBTQ+ students and educators, but weaponizes fake concern

STUDENT SPOTLIGHT CLAIRE CURRAN

compiled by Amy Seidelman

for student safety to turn one group of students against their LGBTQ+ peers. As a result, since its inception more than five years ago, Shelly’s Voice has always focused on uplifting youth voices not only externally, but internally. As a high school student, I’m able to bring my lived experiences of being an LGBTQ+ student to the table so we as a board can act practically on these topics and not fall into the misinformed panic about what is or isn’t happening in schools.

You are a member of the USA Debate development team. How has training in World Schools Debate prepared you for volunteer board service?

Training with the development team has allowed me to fine tune skills such as research and evidence analysis that have been critical

to my board service. World Schools specifically focuses on conversational, nuanced argumentation. You have to know how to utilize time and be strong in your beliefs without being aggressive to those who may feel differently. Additionally, coaches Shane, Sandy, and Sierra always emphasize the importance of remembering the real world implications of the argumentation and conversations that we see happening in rounds in such a way that has allowed me to expand my understanding of more social issues.

What else do you like about World Schools Debate?

It really is the great equalizer of debate, in my opinion, because it’s not about your ability to spread or who has the most cards—it’s about

teaching kids how to create layered arguments attached to a storyline, which generally makes it a more accessible style of debate. Beyond that, it’s very refreshing to work with a three- to five-person team. Being able to see how other people process motions and speak in a round helps make you a better debater. Both the development team and my school team have a lot of fun bonding over impromptu round motions and late night prep. Finding a debate community is so important, and Worlds really helped me find mine. How did you get involved with Shelly’s Voice, and what suggestions do you have for other high school students interested in lending their voices to organizations that represent youth?

Our executive director, Elijah Aldrich, who is the

(left to right) Shelly's Voice executive director Elijah Aldrich with Claire Curran speaking at a Let Kids Play rally hosted by the ACLU of Indiana.

We spoke with Claire Curran, member of the USA Debate development team and Director of Youth Advocacy for Shelly’s Voice Advocacy , an organization that provides holistic programming, responsible advisement, and leading resources to LGBT Community Centers and young activists working toward full equality for the LGBTQ+ community.

younger brother of one of the founding members, took over the organization last year. He knew about my service with other youth-run movements in Indiana and asked me to step in to specifically run programming for the youth wanting to get involved with Shelly’s Voice.

A lot of getting involved with activism in your community is putting yourself out there, putting the effort into finding like-minded people, and creating a network of support for one another— because I promise, no matter where you live, there are people who believe what you believe. Sometimes you just have to search a little bit harder. With that being said, I know that for myself (and a lot of other femaleidentifying organizers), putting yourself out there is one of the biggest mental hurdles to clear.

I always had a deep fear of coming off as pushy, but one of the best ways I found to deal with that

is just to remind yourself that you are allowed to be passionate about things that matter to you, and you don’t owe anyone a more demure, agreeable version of yourself for the sake of their comfortability. As long as you are being kind and respecting those around you, go for it.

Wellness is a major topic of conversation for high school students today. How do you see advocacy groups like Shelly’s Voice contributing to the wellness of our members and high school students nationwide?

Advocacy groups like Shelly’s Voice show students that they are not alone. Specifically for LGBTQ+ students, knowing that there are people out there who not only identify the way you do and feel the way you feel, but are fighting for you, brings a sense of security and belonging that I cherish being able to bring in some way into the world. A crucial part

people who care about them, so the simple act of letting them know that is not true can assist In improving their quality of life by giving them hope. I always say that if we have done nothing else as an organization, at least we have let people know there is a community waiting for them with open arms that will always have a seat at the table for them.

What advice do you have for the NSDA and other speech and debate organizations on creating safe spaces for LGBTQ+ youth in our communities?

Basic respect will always go a long way. Things as simple as having people put their pronouns in their Tabroom.com bio and making sure you’re not permitting inappropriate and outdated terms

the perfect becomes the enemy of the good when we seek to make greater organizational policy aimed toward protecting one marginalized group, but conversations around marginalization, specifically about the LGBTQ+ community, will continue to evolve, so it is important that we make meaningful protections present now while also accepting that it might need to shift in the future. The biggest thing I always say is, don’t be afraid of our identities. Ask and converse with members of the LGBTQ+ community who are doing speech and debate in your community about how they feel they can be better represented.

Amy Seidelman is the Assistant Executive Director

at the NSDA.

Members of Brebeuf’s 2022-2023 speech and debate team waiting for awards at the first tournament of the season.

A lot of getting involved with activism in your community is putting yourself out there, putting the effort into finding likeminded people, and creating a network of support for one another—because I promise, no matter where you live, there are people who believe what you believe.”

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 NSDA ALUM

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

Byron Arthur

Phyllis Flory Barton

Jane Boyd

James Copeland

Don and Ann Crabtree

Rob Dekoven

Dr. Mike Edmonds

A. C. Eley

Vickie and Joe Fellers

Bill and Charlotte Hicks

David and Judy Huston

Jennifer Jerome

Harold Keller

Kandi King

Cherian and Betsy Koshy

Dr. Tommie Lindsey, Jr.

Aarzu Maknojia

Pam and Ray McComas

H. B. Mitchell

Lanny and B. J. Naegelin

Albert Odom, Jr.

J. W. Patterson

Capt. Joseph L. and Jan Pizzo

Dr. Polly and Bruce Reikowski

Donus and Lovila Roberts

James W. Rye III

Steve and Anna Schappaugh

David Seikel

Michael Shapiro

Sandra Silvers

Richard Sodikow

William Woods Tate, Jr.

Scott and Chan Waldrop

Nicole and Darrel Wanzer-Serrano

Cheryl Watkins

J. Scott and Megan Wunn

Joe and Pam Wycoff

David and Tatiana Yastremski

THE SOCIETY 1925

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.

2. Notify Nicole Wanzer-Serrano that the NSDA has been added to your will. nicole@speechanddebate.org

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

Contact Nicole for more information: nicole@speechanddebate.org

ARIZONA: On Preparing for Nationals while Prioritizing Wellness

compiled by Lauren McCool

We spoke with several members of the Arizona District Committee on what attendees can expect at the Cactus Classic Nats this June, along with some of their tips for prioritizing wellness in the activity.

As we work toward the National Tournament, what is your advice to coaches who are attending for the first time?

Meg Howell-Haymaker (chair): It is truly a wonderful experience. It can be stressful, but do your best to make it both fun as well as a learning experience for all involved. Take time to enjoy the city you are in, meet new people, make connections with people. Some of my dearest friends are people I met at Nationals.

Richard Glover: It can all be a little overwhelming, but approaching the tournament with an attitude of fun and gratitude is always a good strategy. Take pleasure in enjoying a new place, new competitors, new colleagues, regional foods, and all of the programs and activities that are offered. It’s always a great time if you approach it with positivity and gratitude.

Kevin Berlat: There will be information overload, but read as much as you can! There is important information in the Tournament Book and

on the Guidebook app that will help answer your questions and guide you to the right place. Knowledge reduces stress and anxiety.

Timothy Cornwell: It is definitely a roller coaster of a ride! Ups and downs keep on coming, so stay hydrated, flexible, and kind. I have met some of the kindest people at Nationals, so try to get out of your bubble for a moment and meet someone new!

What is a strategy you use to care for your own wellness while managing the stress and excitement of speech and debate coaching and traveling?

Richard Glover: I’m admittedly not very good at this. But one thing I try to do when traveling is avoid any kind of food option that I can just as easily get at home. It’s much more enjoyable when I’m somewhere new to try local places and be adventurous. A good meal definitely helps (especially when the business of the tournament often means I don’t eat nearly as much as I should).

Meg Howell-Haymaker: We never eat in a chain restaurant that we have at home. I also make sure we all get the rest needed for the long week.

Kevin Berlat: I try to walk as much as I can. A good stroll between competition rooms can help clear the mind.

Timothy Cornwell: Lots of walking, lots of counting to 10 before reacting, and lots of water.

How can you as a coach help students prioritize their own wellness when competing? How do you create safe spaces while traveling or attending tournaments?

Meg Howell-Haymaker: Long before we ever get to a National Tournament, I work hard to earn the trust of my students. I want them to feel comfortable telling me anything. I also make sure my students are happy and comfortable with their rooming situation. Their needs are the most important during this long week of competition.

Richard Glover: This part may be even harder! I try

to encourage students to eat enough, sleep enough, and be mindful of one another. But even more important is making sure my students know hey are safe and secure with me. Competition can be difficult, even violent, and it takes a toll on mental health and wellbeing. I make sure my students understand first, that I’m there and on their side, and second, that winning may be fun, but it is the least important thing we do. It is far more important that we create a space that is friendly and welcoming to everyone. We’ve made that our mission, and I’m very proud of my students for working to make that a reality.

Judges play a giant role in helping keep tournament spaces safe and welcoming. What is your district doing to prepare judges and other non-coach adults as they participate in tournaments in your area?

Richard Glover: Our state association has set up a committee tasked with this particular

responsibility. It has been my privilege and honor to serve as chair of that committee. Apart from speaking very specifically to judges during training sessions about these issues, this committee has provided a mechanism for reporting situations that are problematic and addressing those situations with whatever the circumstances warrant to make sure that people feel safe and welcome in our community.

One of the fun parts about traveling to a new city for the National Tournament is exploring all of the local attractions and restaurants!

Where would you encourage coaches to take their students while in Phoenix/Mesa?

Richard Glover: This is my favorite part of the National Tournament! I’d recommend The Heard Museum (an amazing collection of resources

about the Southwest and the indigenous peoples whose land we inhabit), the Musical Instrument Museum, and some incredible Neapolitan-style brick oven pizza or fantastic Mexican food.

Meg Howell-Haymaker: If time is not a factor and you and your team can come a day early, teams should definitely try to make the drive up to the Grand Canyon (about a 3.5-hour drive) or to visit Sedona (about a 90-minute drive).

Timothy Cornwell: I’d first suggest Latin food—so many options from Salvadoran and Venezuelan to Colombian and Mexican. Plus, we have In and Out burgers for all those who don’t live near one. Also, inside activities are a must in June in Phoenix! Arcades, coffee shops, malls (dying slowly but have great AC), and museums of all types. And of course, water—pools and water parks—but the sun here doesn’t play around in June. Wear sunscreen, my friends, ample sunscreen.

Is there anything else you would like to add?

Richard Glover: DRINK MORE WATER. It’s going to be pretty warm, and while they say, “It’s a dry heat!” so is your oven. Every summer at the camp I run, we have several students who don’t heed that warning who wind up going to the medical facility with dehydration issues. Bring a reusable bottle, and please stay hydrated and safe! Good sunscreen and portable shade, like an umbrella, wouldn’t go amiss either.

Meg Howell-Haymaker: Lighter weight clothing will be helpful. That heavy wool suit will not serve you well in our hot summer temperatures.

Kevin Berlat: Hydrate, don’t "diedrate." Also, hats and sunscreen are important.

Timothy Cornwell: Yes. Eat and drink. Lots. Seriously.

Lauren McCool is the Manager of District and Tournament Services at the NSDA.

BERLAT Mesa High School

NATIONAL SPEECH & DEBATE ASSOCIATION

TROPHY SHOP

Order tournament trophies, school awards, plaques, medals, and more from the National Speech & Debate Association’s 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.

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.

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

Learn more at www.speechanddebate.org/trophyshop

Learn more at www.speechanddebate.org/trophyshop

We create more than 30,000 awards for speech and debate programs every year—imagine what we can do for YOUR team or tournament!”

USA DEBATE: TIPS FOR FOSTERING WELLNESS AND SAFE SPACES IN DEBATE

by Vinayak Menon

As students gear up for a second semester of competition at local, state, and larger national tournaments, including the NSDA's annual tournament, here are some tips to help ensure wellness and safe spaces in debate environments.

Rest and stay hydrated.

With many tournaments returning inperson, it is highly important that you pay attention to your physical and mental health. During these tournaments, you will constantly find yourself in motion, walking to different rooms across large campuses and extensively using your voice within each round. As is common with competition, tournaments can be very stressful, especially in later rounds that are power-paired or eliminations. Rest in between and after rounds and frequently hydrate throughout each facet of the tournament. Ensure that you get enough sleep before rounds, as this is critical to function during the tournament, compete at your highest level, and take care of yourself. Being healthy, present, and alert during rounds is crucial to your success and to prevent any unnecessary mistakes.

Ask for help and collaborate with your teammates and coaches.

A prevalent way that debaters experience burnout is by shouldering all the burdens of preparation. To save time and improve the quality of your

work, distribute preparation among team members. Communicate with your team members about their strengths and weaknesses to optimize content, efficiency, and well-rounded understanding of each topic. When you face personal challenges or have questions about a resolution or motion, reach out to your coaches or your teammates. Every debater struggles with some topic areas, but the ability to ask for help is an essential one that helps us all grow toward success. While debate is often framed as being a competition, a critical part of your journey is self-growth and improvement. Never feel afraid to confide in your coaches or teammates for help; they are your biggest supporters.

Be considerate and show utmost respect during rounds. Debate rounds can easily get heated, but it is important to argue in a civilized manner and prioritize the educational aspect of this activity. Prior to the round, either check Tabroom.com or reach out to your opponents so that both sides are aware of any personal concerns that may arise during debate, such as pronouns or trigger warnings. Avoid harmful behavior, negative facial expressions, and derogatory language to ensure that both sides have a fair and equal opportunity to participate. Additionally, if you are in a crossfire, cross-examination, or questioning

period, show courtesy and do not interrupt your opponents in the middle of their responses. Not only does this disrupt the round, but it also harms your credibility and persuasiveness as a speaker.

Report any inappropriate or harmful behavior by debaters or judges.

If you see something, say something. The purpose of debate is to be a safe, open learning environment that is inclusive to students and individuals of all backgrounds. Any form of harassment, either verbal or non-verbal, is highly detrimental to the activity and participants. Even if you are not directly affected, as a competitor, you should speak up and report instances of such behavior either to tournament staff or your coaches.

Enjoy the process of debating.

Often, debaters may get caught up in the competitive nature of debate tournaments and fixate on tournament results. While the outcome of a tournament is important, it is equally as important to remember why we participate in debate. Beyond a trophy, the personal growth, knowledge, relationships, and time spent with teammates and coaches are what make tournaments valuable. Whether it be late night prep sessions or postround reflections, these memories help to build up teams and make debate a remarkable activity.

Members of the USA Debate team participated in an online gift exchange to help build camaraderie this holiday season.

INTERNATIONAL COMPETITION RAMPS UP

In early November, the USA Debate team continued the competitive season with the Hong Kong Parliamentary Debating Society (HKPDS) international tournament. The team had the opportunity to face teams primarily in the Eastern Hemisphere and gain experience with different debating and judging styles.

Starting debate at 2:00 a.m. each morning and facing the challenge of impromptu rounds with only 30 minutes of preparation, Team USA overcame a series of unique challenges to maximize time efficiency, push through new topic areas, and grow as a team.

At the tournament, USA Red, consisting of Eric Li, Ollie Braden, Ambika Grover, Chelsea Hu, and Alex Lee, reached the semifinals, while USA Blue, consisting of Kiera Dixon, Sophia Li, Sungjoo Yoon, and Diane Sun, ended its run in the quarterfinal

round after facing USA Red. In speaker awards, Sungjoo Yoon placed second, Chelsea Hu seventh, and Ollie Braden tenth.

In December, the team returned to the annual Winter Holiday Open hosted by the Croatian Debate Society. The team would typically compete in Zagreb, Croatia’s capital city, but for the third year, the tournament was hosted online due to safety precautions.

USA Red, composed of Vinayak Menon, Ambika Grover, Roberto Quesada, Eric Li, and Sungjoo Yoon, reached the octafinal rounds, while USA Blue, composed of Sophia Li, Alex Lee, Chelsea Hu, Diane Sun, and Ollie Braden, finished with a 4-2 record in preliminary rounds.

Before each tournament, USA Debate alum Aditya Dhar (’17), Head Coach and Team Manager Cindi Timmons, and Head Coach Aaron Timmons conducted weekly meetings and practice rounds to prepare

the team for the tournament. During the meetings, the team gained feedback on prepared motions, learned about different topic areas, and completed a series of extensive impromptu drills.

To start the new year, the team will compete in the World Schools division for the Harvard-Westlake Debate Tournament. Vinayak Menon, Anish Beeram, Kiera Dixon, and Alex Lee are excited to represent the United States as they debate against a variety of teams across the nation in both prepared and impromptu formats.

In early February, the full team will compete in-person at the International Debate Weekend (IDW) jointly hosted by Team Singapore and the Anglo-Chinese Junior College. The International Debate Weekend is an opportunity to participate in friendly debates

with top international teams, including Team Singapore. Beyond that, the USA Debate team will gain feedback from a breadth of international adjudicators, including coaches, assistant coaches, and alumni from each team.

Outside of practice rounds, the team will have the opportunity to explore Singapore’s beautiful botanical Gardens by the Bay, worldfamous airport, and cultural cuisine. The team looks forward to a challenge, as the IDW is well-known for setting unique motions. As they take on complex framework, models, and definitions, these uniquely difficult debates will cultivate creativity and out of the box thinking. Even further, with 45-minute prep times for each round, the team will have an increased capacity to brainstorm, create arguments, and strategize quickly.

Vinayak Menon (’23) is from Lambert High School, GA.

From left to right: Anish Beeram (’23), Vinayak Menon (’23), Eric Li (’23), Chelsea Hu (’24), Ollie Braden (’23), Diane Sun (’23), Kiera Dixon (’23), Sophia Li (’24), Alex Lee (’24), Sungjoo Yoon (’23), Ambika Grover (’23), and Roberto Quesada (’23).

Your team is invited to join fellow speech and debate students across the nation for a variety of FREE , after-school, online practice sessions through our Springboard Series!

• Synchronous and Asynchronous Events

Find February and March Scrimmage Dates On Our Website!

www.speechanddebate.org/springboard-series

There is no way our students could have competed any other way. Many of our parents do not have the financial ability to pay for their child to compete... I believe our students will become leaders of our community in the future. The experience of debating and public speaking will best equip them for this.” — Michelle, Coach

free scrimmages presented by The Julia Burke Foundation

Major in Speech and Theatre Education

Speech and Debate doesn’t have to stop after graduation!

At Truman State University, get a Bachelor’s and Master’s Degree in 5 years and teach the next generation of leaders.

Master of Arts in Education: Speech and Theatre

Truman makes it possible for you to continue with what you love — speech and debate. In as little as five years you can be certified to teach high school Speech and Debate. Earn a Bachelor’s in Communication or Theatre, then as a senior, apply to join the Master of Arts in Education (MAE) program where you’ll complete your student teaching and advanced coursework. The MAE is a professional teaching degree. The program exemplifies an integrated approach to liberal education, professional studies, and specialty studies. Students are informed by a well-developed understanding of content, pedagogy, learners, and learning environments. You can do all of this while you compete in intercollegiate forensics or participate in plays and theatre activities.

When it comes time for college, refine your skills at an institution known for its quality, affordability, and a strong reputation for producing highly successful graduates.

SHERYL KACZMAREK

WHERE DEBATE JUDGES START A Reflection on Understanding and Adapting to Your Judge

Ihave been judging for a very long time, starting in the early 1980s when the only debate I’d ever heard of was Policy. As time passed, I discovered Lincoln-Douglas, and quite a lot later, I started judging Public Forum, when

that event took my part of the country by storm.

During all that time, I have attempted to convince my own students, along with the folks I judge, that judges need to be at the center of their thoughts, at least before and during debates.

Too many students, I fear, think about judges only after their rounds, once the judges render decisions the students don’t like.

Suggesting that students be slower, clearer, and more expressive are simple enough things to say, but much harder for many students to implement, and doing those things doesn’t go quite far enough.

I have always told the students I judge to write my ballot for me. In other words, I expect them to lay out the reasons why they win, why their opponents lose, and how I should prioritize their competing claims.

What I don’t say, however, is there are certain intangibles that go into every judge’s decision—some beyond the students’ control. Last June’s NSDA Nationals Public Forum final round is a great example.

It was a very large room with a very large audience. That’s unusual, but even in a room with only a handful of observers, observers might still have an impact. In the final round, one of the teams had a powerful cheering section in the crowd. Some judges might have been swayed by the obvious audience support in favor of that team (“If this many people agree, the team must be winning major points”) However, I was annoyed, mostly with the audience, but also with the team’s apparent attempt to play to the audience (at least from my perspective—I know others disagree).

None of that affected my understanding of the arguments as they appeared on my flow, but we can’t know whether other judges

who don’t flow as much as I do are more open to that sort of persuasion.

While debaters can’t be expected to determine every nuance or change external factors that may impact a round, awareness and adaptability are key. Thus, my interest in inviting students and other coaches to think more about the starting points for judges, both to understand their judges better and ultimately to be more persuasive in attempting to win rounds.

My starting point is always the flow, a thing I produce by listening to the arguments as they are presented, never by looking at a shared speech doc. I will accept shared speech docs in case I want to talk about specific pieces of evidence or arguments later, but I still believe debate is an aural and oral experience.

Judges who follow along on the speech docs, or who flow from the speech docs, are making different choices from me—as are judges who make simple lists of arguments they perceive to be interesting or important.

Students need to know how their judges are interacting with the words in debate, and to what degree they are writing them down, because that is a part of their starting point. However, the question of a judge’s decision-making starting point goes deeper.

I start making my decision by looking at the last two

speeches on my flow to see what both teams thought was most important. Then, I trace those arguments backward, all the way to their origins, and determine whether what was initially presented was consistently developed, whether it was changed, and if so, whether the changes were legitimate and/or answered by evolving arguments from the opposition.

I fully recognize that attaching myself to a flow as strictly as I do is a choice, and one which has always heavily influenced how I vote (“You had some great arguments in the last speech—they were all new and the other side didn’t get to respond, so I can’t count any of them”)

Obviously, I know other judges make different choices. There are judges who look at a bunch of evidence after every round (I only look at evidence when there are suggestions it may have been misinterpreted, or worse), judges who vote based on crossfire, judges who vote more or less exclusively on last speeches, and judges who vote mostly on the initially presented arguments.

There isn’t a lot any individual debater or team can do to change a judge’s instinctive starting point at the written level, because a paradigm is something that each judge grows into over time—in some cases, over a lot of time—but debaters should be aware of this

judging philosophy before the round so they can make whatever modifications are possible to best connect to their judges during the round.

For example, I have always told my students to pay close attention when possible to the “flowing implements” a judge has on their desk. Is it a laptop? Do they want to be on the email chain? Are they using long paper, letter-sized paper, a legal pad, a spiral bound notebook, the back of an envelope? One color of pen, or two, or more? Knowing those answers may tell you how closely the judge will be looking at their own notes, whether they are likely to have strict interpretations of new arguments, or whether they will be more than willing to accept them (since they might not even sound new).

Judges glued to their flow, or a speech doc, may be less likely to be influenced by external factors like crowd noise (or more likely to find it annoying) than judges who are more engaged by the interactions and conflicts between debaters/teams/ arguments.

Presenting “big pictures” in rebuttals or final focuses is always critical, however, because how a judge flows, along with their debate and life experiences, make up every judge’s ultimate starting point.

Unfortunately, debaters usually don’t know enough about the experiences of their judges to be able to figure out the intellectual part of their starting point, unless debaters engage judges in conversation.

asking their judges what their paradigms are, which is something debaters can look up, I’d suggest asking judges what they think makes for a good debate.

If I were asked that question, I would talk about weighing, evaluating, and comparing arguments and evidence, as well as the importance of the flow and argumentative consistency. That simple question would allow debaters to better understand any judge, because lumping all parents in the category of “lay” and all 20-year-olds in the category of “tech”—or all people over 25 (let alone 64) as “old”—isn’t helpful. I am certain such information would tell debaters far more about my starting point than my gray hair does—and ultimately, that produces better debates.

Instead of

Sheryl Kaczmarek is a five-diamond coach and NSDA Hall of Fame member from Massachusetts.

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Dear Colleagues,

Any effective school administrator should be driven by continuous improvement in two key areas: student achievement and school climate.

Without question, the best mechanism for improving both is to offer a competitive speech and debate program.

Schools across the nation are still determining how best to respond to the suite of student assessment results administered last spring. The national proficiency rate for English Language Arts was 52%, while the rate for Math was just 30%. In New Mexico, the ELA average was 33% and the Math average was 16%. Needless to say, the results are alarming.

Some education leaders are noticing that schools with robust speech and debate programs are far outperforming those national averages. That is certainly true here in New Mexico. If you look at the top scoring schools in any state, I can guarantee that those schools also offer speech and debate.

We already know why. Speech and debate students are more engaged and enthusiastic about being in school in the first place. They learn to think deeply and critically about the world around them. They learn close-reading and research skills on a whole other level than is provided in the regular classroom. They find a sense of inclusion and belonging that allows them to simply be themselves.

These are all important indicators of a school’s climate that have a direct impact on student achievement. While more short-sighted educators may focus on test prep to raise test scores, education leaders with vision know that achievement is a product of a school’s climate. There is no better way to improve school climate than empowering students through speech and debate.

As we continue to re-imagine what education can and should be in the wake of the pandemic, we need all schools to harness the transformative power of speech and debate. If your school is not giving speech and debate the credit it’s due, I encourage you to examine the data at www.speechanddebate.org/advocacy-articles. The assessment results speak for themselves. If you still need more convincing, I can be contacted at tsmith@eastmountainhigh.net. I am more than happy to connect with anyone who wants to collaborate on improving school outcomes and how a speech and debate team plays a key role in a school’s culture.

Sincerely,

Trey Smith

Trey Smith, Executive Director East Mountain High School, New Mexico

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