During the Round

 

DO

- Take roll when you arrive to ensure the contestants are in the correct room. If a contestant is not on your ballot, they are in the wrong room, and should be directed back to double check postings.

- As you take roll you can start collecting information for the ballot like piece titles or topics.

- Prepare your timing device. Make sure the device does not make any noise during the performances.

- Start with the first speaker. If they are not there, you may allow the contestants to speak out of order if necessary, but still mark their scores in the original order they were assigned on the ballot. In other words, don’t make any changes on the ballot if students speak out of order, just make sure your ballot and comment sheet is filled out for the correct contestant.

- Pay full attention to each speaker so you can fairly judge each performance as a whole

- Take notes during each performance which will help you be able to write mandatory feedback and comments on each ballot. 

 

DO NOT

- Do not ask the students what school they are from, judging is supposed to be anonymous

- Do not Interrupt a student if they go over time, let them finish and mark the time on the ballot. Continue to rank the contestants regardless of time. The tab room will instill a time penalty.

 

After the Round

 

DO

- Rank the competitors in the round giving a (1) to the best, a (2) to the second best, and so on

- Submit and Confirm your online ballot as soon as you have ranked your competitors.

- Complete your online ballot after submitting your rankings by adding constructive comments for each speaker and the round as a whole.

DO NOT

- Do not judge the contestant based on your personal biases towards the material or subject matter

- Do not rank any ties, every contestant must have a different ranked score

- Do not disclose your rankings to the contestants or other judges in the round

THE IMPORTANCE OF PROVIDING FEEDBACK!

In addition to ranking the round, the most important role of a judge is to provide helpful feedback for the competitors. The majority of students will not receive any material reward at the end of a tournament, but everyone has the opportunity to learn and grow. Judges feedback is crucial for this growth process. Please imagine and empathize with how frustrating it is for students to spend months and years on end trying to improve in their events and then get a ballot with a low score and no feedback, or just “good job.” There is always a reason for your ranking, at the very least start with providing that reasoning. Actually tell them why they got the score they did, often describing what they didn’t do as well as the people ranked higher. If you’ve reviewed all of these judging resources you will be extra equipped to provide specific feedback for each event. Any feedback the student can use to better themselves will be beyond appreciated. It will inspire them to continue learning, growing, and becoming the best communicators they can be.

        Speech Event Descriptions

- National Speech & Debate Association videos for National events can be found at the bottom of our judging resources page on our website.

- These are event documentaries made by our team for all 17 events we compete in.

- Specific Judging Instructions for Speech Events:

1. Dramatic Interpretation (DI): https://youtu.be/ZQ-KX8jn1Zo
2. Duo Interpretation (DUO): https://youtu.be/LAiCljq31sc
3. Humorous Interpretation (HI): https://youtu.be/jqXJvu9IuDs
4. Impromptu Speaking (IMP): https://youtu.be/WNvW3WaiHEk
5. Informative Speaking (INF): https://youtu.be/b3tK9wdb0s4
6. International Extemporaneous Speaking (IX): https://youtu.be/Ogw7tOriLzM
7. National Extemporaneous Speaking (NX): https://youtu.be/Ogw7tOriLzM
8. Original Advocacy (OA): https://youtu.be/gzNeQhwyOeA
9. Original Oratory (OO): https://youtu.be/byRwYa4Ce2U
10. Declamation(Dec) (Formerly OI): https://youtu.be/IbUj_W_NvfM
11. Original Prose and Poetry (OPP): https://youtu.be/PtMDsMlp5uQ
12. Programmed Oral Interpretation (POI): https://youtu.be/gNgK5CMBjXU

- Written instructions for each event are below. 

 

Original Prose and Poetry (OPP)

Original Prose and Poetry pieces are the original work of the student, and may be plays, stories, poetry, essays, or a combination of forms.  The subject matter may be serious or humorous.  Pieces are a maximum of 10 min. long; there is no minimum time.  Students may use a script, but are not required to do so.

 

Some important things to know about OPP:

• The variety of pieces is greater than in any of the other speech events.
• The piece may have a single narrator, or the speaker may portray multiple characters; neither approach is to be preferred. If the speaker portrays multiple characters, the characters should be well-developed and easily distinguishable from one another.
• You should be able to follow the development of the piece, either its theme or its story.

 

Crucial measures of a strong performance:

• The composition shows a high degree of originality and creativity.
• The writing displays effective use of language.
• The delivery effectively uses voice, gesture or other movement, facial expression, and eye contact as appropriate, to convey meaning.

 

Duo Interpretation (DUO)

Duo is an event where two students perform together. Like other interpretation events the students interpret a single piece of literary material, which may be a book, play, musical etc. The students act out one or more characters to portray their story but they are not allowed to have direct eye contact or physically touch one another. Pieces are a maximum of 10 minutes (with a 30 second grace period).

 

Some important things to know about Duo:

• Students will use a wide range of material and should be judged primarily on their performance, not their piece selection. In other words, if a pair of students is performing your favorite book of all time but you feel they did not perform the best, then you should not give them a higher score just because you love their taste in books.   The quality of the writing may weigh into the judge’s decision.
• Subject material will range from completely humorous, completely dramatic, or both and there is no correct type of piece.
• Please remind students there is no “stone-walling” which means students and audience members should be respectful of all performances and not purposely laugh or react for only their school.

 

Crucial measures of a strong performance:

• Did you understand what was going on?
• Did the students commit to their characters?
• Was the performance creative engaging and effective?

 

Impromptu

Impromptu is a spontaneous speaking event; each student creates his/her speech during the round.  It is different from all other speech events in that the judge supervises the speech preparation period.  Students get two timed minutes to prepare the speech, and speak for up to five minutes (with a 30 second grace period); there is no minimum speech time.

 

The envelope you have been given holds the topics for this round.  Spread them face down on a desk or table in your competition room.  Students come in one at a time; when each student enters, he/she will draw three topics and put two back.  Start their prep time as soon as they draw, and say, “Time,” when two minutes have elapsed.

 

Some important things to know about Impromptu:

• Students must receive time signals while they are speaking.  
• Students may make notes during their prep time but must speak without notes.
• There is no prescribed approach or structure for an Impromptu speech, but  However, the speech should have some sort of structure or organization, and    the content must be at least loosely related to the selected topic.

 

Crucial measures of a strong performance:

• Is the speech organized and easy to follow?
• Are the ideas in the speech supported/expanded on with relevant examples and information?
• Does the speaker effectively use voice, gesture, movement, facial expression and eye contact to communicate meaning?

 

Humorous Interpretation (HI) 

HI is where a single student interprets a piece of literature (book, play, musical, etc.) which is humorous in nature. The student will portray one or more characters in the piece. The length of the performance is a maximum of 10 minutes with a 30 second grace period.

 

Some important things to know about Humorous Interpretation:

• The piece may be a monologue, or the student may portray two or more characters.

• For pieces with multiple characters, each should be clearly differentiated, using such qualities as different voices, facial expressions and body postures.  Transitions between characters should be clear, making it easy for you to understand who is speaking.
• Please try to judge the competitors based on their performances/talent as opposed to how humorous you find the material. Everyone has a different sense of humor and these pieces aren’t written by the students themselves so it is unfair to solely judge them based on the selection.

Crucial measures of a strong performance:

• Can you understand the story?

• Were the characters the student portrayed clear/effective/original/funny?
• Could you tell the differences between all the characters?

 

Original Advocacy (OA)
Original Advocacy is a speech that introduces a very real state or national problem in the United States and offers a specific legislative solution to that problem (ie., hunger, poor infrastructure, human trafficking.) Minimally, the problem should be clearly defined and shown to be widespread. Proof of the problem can be in the form of examples, statistics, studies and experts. Then, the causes of the problem can be detailed (again using the same forms of proofs.) Next, as important as it is to prove that the problem exists, the student must also show concrete evidence of serious impacts or bad results of the problem. Finally, a specific legislative solution (a law to be passed) that is proven to solve the problem and its harmful results should be offered.

Here are some important things to pay attention to, when listening/judging:

• Judges should consider both delivery and content in their decisions. When considering

a student’s delivery, the judge may weigh the student’s preparation, fluency, persuasive

abilities and techniques, facial/vocal expression, pacing, gesture, timing and confidence.

• When considering a student’s content, the judge may consider the clarity of the

statement of the problem, the quality of researched support and proof, the quality of the

writing, the analysis and logic behind the student’s argument, the choice of language,

organization, and timeliness/originality of topic. Broad generalizations do not illustrate

quality of research and good analysis, and are to be avoided.

• Given the controversial nature of the event, the judge is asked to remain objective and

open minded and not judge on what the judge him/herself already knows/believes about

the topic. The maximum length of the speech is 10 minutes; there is no minimum length.

• As the problem is “real world,” once the law is actually passed in the United States, the

advocacy topic is no longer viable, as the student is asking for a law already on the

books. And, the student cannot advocate action by any governmental body outside of     the United States.

 

Crucial measures of a strong performance:

• The quality and amount of convincing evidence employed to convince you of the

seriousness of the problem and the efficacy of the solution.

• How effectively the student conveys the material. Things to look for here would be

the speaker’s poise, fluency, effective use of gesture and facial expression as they aid

in conveying the speaker’s ideas.

• The quality of the writing in the speech.

 

Program Oral Interpretation (POI)
In Program Oral Interpretation, the student attempts to communicate a certain theme of her choice, by using three or more literary selections that illustrate and develop that theme.  The selections must be from different works. They may or may not be from the same author. The time for POI is 10 minutes with a 30-second grace period.

Here are some important things to pay attention to, when listening/judging:

• The total presentation should develop one thematic concept and it is presented using a binder. Generally the presentation of thematic interpretation is characterized as being more controlled or restrained than the performances found in dramatic or humorous interpretation.

• Narration, if used, should enhance the performance, not detract from it.
• No costumes or props [the use of something extraneous to the body], other than the binder, which is kept in the student’s hand/hands all the time.
• The student should remain standing at all times during the performance.

When you judge, think about these three crucial measures of a strong performance:

1. Did the selections and sequence of pieces help to evoke or clarify an understanding of and appreciation for a single unified theme?
2. Did each selection clearly reflect, analyze, shape or relate to the single unified theme? Was each selection effectively edited and easy to follow with transitions in time, character, mood and emotion clearly evident?
3. Did the student effectively use the binder, vocal variety and gestures to enhance their performance of each piece?

Dramatic Interpretation (DI)
Dramatic Interpretation is an event where students convey the meaning of a dramatic work through characterization, voice(s), gestures, emotions, and facial expressions. The selections come from stories, plays, poems, or other literary material.  The speech should be no longer than 10 minutes, with a 30 second grace period.  There is no minimum time.

Some important things to know about DI:

• Dramatic presentations will overall be dramatic but may contain lighter, more humorous moments.
• Students may plan one or multiple characters; if there are characters, they should be well-developed, and if more than one character, they should be easily distinguishable.
• You should be able to follow the development of the selection, its theme and story.

Crucial Measures of a Strong performance:

• Did the speaker use effective oral presentation skills? (volume, diction, rate)
• Did the speaker convey an understanding of mood and emotion?
• Was the portrayal of the characters clear and consistent?
• Was the narrative easy to follow?

 

 

Informative Speaking (Info)

An Informative Speech is written by the speaker and its purpose is to inform the audience about a particular object, concept, idea, or process.

 

Here are some important things to pay attention to when listening/judging:

 

Informative Speaking is based upon researched information and not upon fabricated material. The speaker can expand on a tangible topic – like “cookies” or an intangible topic – like “sadness.”

Unlike interpretive speeches, Expos is not a performance. Expository Speech is the only speech that uses visual and/or audio aids. These aids should be used to support the speech, but they are not as important as the composition of the speech itself. Again, please refer to your judging instructions about considering the specific criteria for judging Expository Speaking.

 

When you judge, think about these crucial measures of a strong performance:

 

1. A particularly strong Info will leave the audience knowing more than when the speech

began – even if a seemingly ordinary topic is the subject of the speech. If you find

yourself saying “Wow! I didn’t know that!” at one or several points during the speech -

consider it a first-rate Info.

 

2. Good visuals will help support the Info Speech, and cleverness should be rewarded, but

remember, this is not an art project. This is an informative speech and the speech is more

important than the aides. The speaker can use props and costumes providing that no prop

or costume is on the speaker’s body before the speech begins or at the end of the speech.

 

3. A strong Informative speaker will make the most of the time allotted to inform you, the

audience, about his or her topic. Please remember that this is a maximum10 minute

speech with a 30 second “grace” period. That extra grace period can be especially

important to Expository speakers who need to move their easels with their visual aids in

front of the audience as well as remove them within that time period.

 

Declamation (Dec, Formerly OI)

In Declamation, the student delivers a public address that was originally delivered by a real person. Public address is defined as a formal spoken communication to an audience but it is not a stand-up comedy performance, a poetry slam, or story telling.

 
Here are some important things to pay attention to when listening/judging:

• The student may deliver their Declamation as it was delivered by the original speaker or the student may use his/her own interpretation ideas.
• At the start of the speech or somewhat near the beginning, the student will give an original introduction to the speech citing the author, title if given, occasion, place, and date of the original delivery of the speech.

 

When judging Declamation, the following should be considered:

• Editing of the selection: Most original speeches are longer than the ten minute time limit. Is the cutting of the speech effective and makes it clear and easy to follow?
• Does the speech use effective vocal variety, volume, diction and pace of delivery effectively?
• Does the speaker's physical delivery enhance the overall effect of the speech?
• Consider the emotional portrayal. How well does the speaker portray the  moods  of the speech and the author's intent?

 

International and National Extemp (IX and NX)

The Extemp events are spontaneous speeches.  The students meet in a prep room to draw 3 questions. They choose one and then spend 30 minutes outlining and practicing a speech that answers the question. The speeches are 7 minutes maximum with no minimum. There is a 30 second grace period and notes may not be used. The students draw 10 minutes apart ensuring that each student has equal preparation time regardless of speaking order.

 

Some important things to know about Extemp:

• National Extemp will focus on domestic issues and US foreign policy while International Extemp will focus on worldwide current events.
• As they prepare their speeches the students will utilize large bodies of research done prior to the tournament.
• The final round includes cross-examination.
• You may not agree with the students answer to the question, but the speech may still be superior in quality. It is essential that a judge not let personal bias/preference influence rankings.
• Sample Question: Who is the most likely GOP nominee for the 2016 Presidential election? (see bullet point above!!)

 

Crucial measures of a strong performance:

• The speaker offers a valid answer to the question s/he drew.
• The speaker is organized so that the speech and analysis offered is easy to follow.
• The speaker cites factual and analytical information to support ideas / arguments offered in the speech.
• The speaker’s cited information comes from a variety of sources.
• The speaker presents with effective use of voice, gestures, movement, facial expression and eye contact to convey meaning.

 

Original Oratory (OO) 

Original Oratory is an event in which the competitor chooses to highlight a problem of concern in the world (e.g. materialism, laziness, refusal to live in the moment, sexism, racism, etc. ). The competitor’s job is to convince the audience that this problem is really a significant and important one to deal with, that it is a widespread problem, and also    provides the listener with some sort of solution or alternative to this destructive pattern.     The solution or alternative could be AN ACTION, OR a change in attitude, or agreeing that we all have the wrong idea about something.

 

Here are some important things to pay attention to, when listening/judging:

In the first part of the speech the student should provide a wide variety of evidence to convince the listener of the seriousness of the problem. This can include statistics, expert opinion, and individual stories from real life. In the “solution” section, the speaker does not have to provide a concrete specific solution or plan (as he/she would have to do in an original advocacy). The solution might involve promoting a change in attitude or behavior and possibly provide a method for making those changes.

 

Here, too, it would be important to provide some sort of evidence that the changes proposed might work to make things better. This evidence again might involve statistics, expert opinion, and/or real life examples of people employing this solution successfully.

 

When you judge, think about these three crucial measures of a strong performance:

1. the quality and amount of convincing evidence employed to convince you of the seriousness of the problem and the efficacy of the solution.

 

2. how effectively the competitor conveys the material. Things to look for here would be the

speaker’s poise, fluency, effective use of gestures, and effective use of humor as they aid in

conveying the speaker’s ideas.

 

3. the quality of the writing in the speech.

 

Taking all three of these criteria into account, you then should rank the speakers from 1 to 7, with 1 being the highest/best rank.