1. art and entertainment
2. books and literature
3. poetry

Kempner High School
Annual Invitational TFA Qualifying Tournament
Judge
Instructions
& sample ballots
Page 0
Kempner High School
TFA State Qualifier
Texas Forensic Association
Sample Ballot
Contestant’s Name: Will
Round: Prelims
Topic:
Shakespeare
School Code: 5
Section: 4
Speaker Number: 3
Will Henry 5.0 be successful this year?
Time:
5:37
Judge’s Instructions:
Evaluate the speaker using the following Criteria. Please offer justification for the ranking in the round and provide constructive
suggestions to improve the student’s skills.
Criteria for Evaluation
Analysis and Content: Did the speaker analyze the
topic adequately? Did the content show that the
speaker has adequate knowledge of the subject? Was
the content relevant to the topic?
Introduction: Did the speaker get your attention and
introduce the subject in an interesting manner? Did it
relate to the rest of the speech?
Organization: Were the ideas carefully selected and
set forth in the speech?
Supporting Materials: Did the speaker have
adequate support for his/her assertions? Was the
evidence pertinent and logically set forth?
Judge’s Remarks
Please write comments that will be
helpful to the competitor. It helps if
the judge writes things that the
competitor did well and things they
can improve upon.
Style: Did the speaker exhibit command of informal
conversational style, rather than stilted or formal
usage? Was the language communicative rather than
“memorized?”
Oral Presentation: Was the speaker’s speech devoid
of dialectical errors, mannerisms, etc. that call
attention to themselves rather than communicate the
ideas presented? Did the speaker’s bodily action
contribute to his/her skill of communication?
Circle One Rank, All contestants must have a
different rank. 1st is BEST in the room, 8th is
the worst…
Sign ALL BALLOTS here.
University, High School or
Office
Rank the speaker. Circle one (1st being best, etc.)
1st 2nd 3rd 4th
Judge’s Signature
5th
6th
7th
8th
Affiliation
Page 3
Instructions for Judges
TURN OFF ALL ELECTRONIC DEVICES: Please refrain from answering a cell phone, listening to
music, or using a computer during the round. These speakers deserve your full attention.
SET ASIDE YOUR OWN PERSONAL FEELINGS ON THE TOPIC. Remember that the debaters have
to debate BOTH sides of every resolution.
PLEASE DO NOT GIVE ORAL CRITIQUES after a round is over (even if the debaters ask for them).
They hold up the entire tournament and can create problems for tournament directors.
WRITE CONSTRUCTIVE, RESPECTFUL COMMENTS on the ballot. Blank ballots or ballots that say
“oral critique” are not acceptable unless otherwise instructed to do so by the tournament
director.
PLEASE DO NOT TALK TO ANYONE ABOUT YOUR DECISION until AFTER you have filled out your
ballot – even if you are on a panel! Your decision should be yours and yours alone.
TIMELINESS: Please be on time for your rounds. The small delays always accumulate and cause
unnecessary and sometimes lengthy delays. Please do your best to keep the tournament on
schedule.
DO NOT TRADE YOUR BALLOT WITH ANOTHER JUDGE FOR ANY REASON. If there is a problem,
please return to the judges’ table so that it can be corrected.
PLEASE WAIT 15 MINUTES for missing speakers to arrive before leaving the room after the round
is over. Some speakers may be cross entered! This is especially important during the SEMI and
FINAL rounds. But it is the speaker’s duty to inform the judge if they are cross entered.
BALLOT PICK-UP AND RETURNS: Pick up and return ballots to the tab table. It is important to
return your ballots as soon as possible after each round. Returning ballots after each flight is not
necessary.
Our sincere thanks! Without you, this event would not be possible!
Page 4
Instructions for Judges
TIME SIGNALS: “Three down” means show three fingers when there are three minutes remaining, two when
there are two left, and one when there is one minute remaining. At the end of time say “GRACE” out loud.
When the grace period is over, say “TIME!” out loud. At that time, the speaker should stop. If you need
assistance, please ask one of our tournament workers.
STUDENT CONGRESS: The judges’ job in Student Congress is to rank the speeches they hear between 1 and
6 (SIX IS BEST) based on content, organization, presentation, etc. Then the judge will rank all the speakers in
the room based on their overall performance in Congress (one is best). If you need assistance, please ask one of
our tournament workers.
Prose Interpretation: Max time 7 min / 30 sec. grace. The selection (a published piece or collection of
pieces) should be of literary merit. The introduction must be memorized, but the piece itself is to be read from
a binder. At time, the interpreter must complete the sentence and stop. A selection used in this event may not be
used in any other event.
Poetry Interpretation: Max time 7 min / 30 sec. grace. The selection should be a poem or collection of
poems. The introduction must be memorized, but the piece itself is to be read from a binder. At time, the
interpreter must complete the sentence and stop. A selection used in this event may not be used in any other
event. The contestant is NOT bound by any UIL categories in this event.
Impromptu: Contestants will draw 3 topics from an envelope and pick 1, then place the other two back. They
have up to 3 minutes to prepare a speech that is a maximum of 4 minutes long. An impromptu speech, with
topic selection varied round by round, section by section, may be of a humorous or serious nature.
Duet Improvisation: Teams will select from three topics and have three minutes to prepare. An introduction
must precede the performance and the entire performance cannot exceed five minutes in length.
Extemporaneous Speaking (United States and International): Max time 7 min / 30 sec. grace. Students will
enter the room with their speech prepared. They should hand their topic to the judge and begin. Students have
spent 30 minutes preparing a speech answering a question related to U.S. or International current events.
Dramatic Interpretation: The time limit is 10 minutes with a 30 second grace. This includes an introduction.
This is an individual category in which the selections are dramatic in nature. Selections shall be cuttings from
published-printed novels, short stories, plays, poetry, or any other printed-published materials. Presentations
must be memorized, without props or costumes.
Original Oratory: Max time 10 min. / 30 sec. grace. Orators are expected to research and speak intelligently,
with a degree of originality, in an interesting manner, and with some profit to the audience, about a topic of
significance. Although many orations deal with a current problem and propose a solution this is not the only
acceptable form of oratory.
Humorous Interpretation: Max time 10 min. / 30 sec. grace. The rules for this event are the same as Dramatic
Interp, except the selection must be humorous in nature.
Duet Acting: Max time 12 minutes / 30 sec. grace. This must be a cutting from a play, novel, poem, or short
story. No costumes or props are allowed, other than two chairs. Students may not use the same selection for
duet and another event.
Duo Interpretation: Max time 10 minutes / 30 sec. grace. This is a two-person category in which the selection
may be either humorous or dramatic in nature. All other rules are the same as Dramatic Interpretation. Actors
do not DIRECTLY interact with one another which is not the case in DUET.
Our sincere thanks! Without you, this event would not be possible!
Page 5
Judge
Instructions
and
Guidelines
General
Instructions
•
•
•
•
•
All
judges
are
to
report
to
their
assigned
rooms
at
least
five
minutes
before
the
time
the
contest
round
is
scheduled
to
begin.
Each
judge's
ballot
is
to
be
secured
from
contest
official
and
returned
immediately
following
each
round.
Read
the
instructions
on
the
ballot.
Do
not
confer
with
other
judges.
Judges
should
not
interrupt
the
flow
of
debates
or
contests
in
any
way.
They
are
silent
evaluators
and
should
not
reveal
their
decision.
Judging
Debate
Events
Thank
you
for
agreeing
to
judge
a
debate
round.
Your
service
is
especially
important
as
this
event
is
designed
to
bring
judges
and
debaters
together
in
an
educational,
productive,
and
encouraging
experience.
This
activity
is
designed
to
teach
excellent
critical
thinking
and
public
presentation
skills.
Your
role
as
a
judge
is
to
determine
which
debater
did
a
better
job
of
convincing
you
that
his/her
side
of
the
resolution
more
valid
as
a
general
principle.
BEFORE
THE
ROUND:
•
•
•
•
Find
out
the
exact
wording
of
the
debate
resolution
and
write
it
down.
Read
and
follow
the
instructions
on
the
judging
ballot
you
will
receive.
Talk
with
debaters
before
the
round
starts
if
you
wish,
but
the
conversation
should
not
demonstrate
favoritism
toward
a
debater.
Debaters
should
always
be
respectful
of
one
another
and
of
you,
and
you
should
set
a
tone
of
decorum
and
professionalism.
TO
BEGIN
THE
ROUND:
•
•
•
•
•
You
will
be
instructed
as
to
which
side
the
debaters
have
been
assigned.
The
affirmative/pro
side
should
be
listed
on
the
left
side
of
the
ballot
and
you
may
ask
the
debater
to
sit
on
the
left
side
of
the
room
as
you,
the
judge,
look
at
the
debaters.
The
negative/con
side
should
be
listed
on
the
right
side
of
the
ballot
and
you
may
ask
the
debater
to
sit
on
the
right
side
of
the
room
as
you,
the
judge,
look
at
the
debaters.
Record
each
debater’s
code
and
side.
You
can
confirm
this
information
with
the
debaters.
When
both
debaters
are
ready,
the
Affirmative
debater
(in
Public
Forum,
the
team
speaking
first)
will
stand
in
the
front
of
the
room
to
deliver
the
initial
speech.
DURING
THE
ROUND:
•
•
•
•
•
•
While
the
debaters
may
keep
track
of
their
own
time,
judges
need
to
monitor
speaking
times
during
the
round.
Speech
times
and
order
are
listed
on
the
ballot.
Each
debater
has
preparation
time
in
each
round
that
can
be
used
prior
to
any
of
that
debater’s
speeches
or
cross‐examination
period.
Judges
need
to
monitor
how
much
preparation
time
has
elapsed
for
each
debater.
During
the
debate,
you
are
encouraged
to
take
notes
of
the
arguments
made
by
the
debaters
to
assist
you
in
making
your
decision
at
the
end
of
the
round.
You
should
also
keep
track
of
what
a
debater
says,
if
anything,
in
response
to
the
other
debater’s
arguments.
To
ensure
fairness,
your
notes
should
help
you
determine
if
a
debater
is
improperly
making
brand
new
arguments
in
the
final
rebuttal
speeches
to
which
the
opposing
debater
has
no
opportunity
to
respond.
Judges
should
not
ask
questions
during
the
round.
During
the
questioning
periods
in
Policy
and
LD,
the
time
belongs
to
the
debater
asking
the
questions.
The
questions
should
be
brief
and
the
answers
short
and
specific.
The
person
answering
the
questions
should
not
be
permitted
to
refute,
but
should
be
limited
to
simply
answering
the
questions.
The
questioner
should
not
be
permitted
to
comment
on
the
answers.
Page 7
Policy
Debate
Debaters
work
in
pairs
(teams)
to
address
the
school
year's
topic,
either
from
the
affirmative
side
(to
propose
a
plan
to
solve
a
problem
with
the
topic),
or
the
negative
side
(to
prove
how
the
affirmative’s
plan
is
flawed).
Argumentation
includes
a
constructive
case,
cross‐examination,
and
refutation.
Skills
learned
include
research,
policy
analysis,
case
building,
refutation,
questioning,
organization
and
communication.
1. Resolution:
The
resolution
will
be
one
requiring
a
policy
judgment.
It
is
determined
annually
by
the
National
Federation
of
State
High
School
Associations
(NFHS),
and
is
published
in
Rostrum
and
at
www.NFLonline.org.
2. Order
of
Speeches:
Each
debater
must
give
one
and
only
one
constructive
speech,
one
period
of
questioning,
one
period
of
answering,
and
one
rebuttal
speech,
in
the
following
order:
Affirmative
Constructive
Speech
8
minutes
Negative
Cross
Examines
Affirmative
3
minutes
Negative
Constructive
Speech
8
minutes
Affirmative
Cross
Examines
Negative
3
minutes
Affirmative
Constructive
Speech
8
minutes
Negative
Cross
Examines
Affirmative
3
minutes
Negative
Constructive
Speech
8
minutes
Affirmative
Cross
Examines
Negative
3
minutes
Negative
Rebuttal
5
minutes
Affirmative
Rebuttal
5
minutes
Negative
Rebuttal
5
minutes
Affirmative
Rebuttal
5
minutes
5
minutes
per
team
Prep
time
3. Prompting
Philosophy:
Oral
prompting,
except
time
signals,
either
by
the
speaker's
colleague
or
by
any
other
person
while
the
debater
has
the
floor,
is
discouraged
though
not
prohibited
and
may
be
penalized
by
some
judges.
Debaters
may,
however,
refer
to
their
notes
and
materials
and
may
consult
with
their
teammate
while
they
do
not
have
the
floor.
4.
Reading
case
and/or
plan:
A
team
may
decide,
when
asked
by
the
opponent
team
for
a
copy
of
their
case
and/or
plan,
whether
or
not
to
provide
it;
if
the
team
refuses
they
will
not
be
penalized
in
any
way.
5.
Timing:
Timekeepers
are
an
option
but
not
required.
If
no
timekeeper
is
used,
debaters
may
time
for
their
partners
or
the
judge
may
keep
time.
Prep
time
for
each
team
is
five
minutes.
6.
Oral
Critiques:
No
debate
ballot
may
be
returned
without
a
reason
for
decision.
Oral
commentary
is
not
considered
a
substitute
for
the
written
ballot.
The
NFL
strongly
discourages
judges
from
disclosing
decisions
in
the
preliminary
round
of
NFL
competition.
Comments
made
by
a
judge
(orally
or
written)
should
be
constructive
and
professional.
Page 8
Page 9
Lincoln
Douglas
Debate
Lincoln
Douglas
Debate
centers
on
a
proposition
of
value,
which
concerns
itself
with
what
ought
to
be
instead
of
what
is.
A
value
is
an
ideal
held
by
individuals,
societies,
governments,
etc.
Debaters
are
encouraged
to
develop
argumentation
based
upon
a
values
perspective.
To
that
end,
no
plan
(or
counterplan)
will
be
offered
by
the
debaters.
In
Lincoln
Douglas
Debate,
a
plan
is
defined
by
the
NFL
as
a
formalized,
comprehensive
proposal
for
implementation.
The
debate
should
focus
on
reasoning
to
support
a
general
principle
instead
of
particular
plans
and
counterplans.
Debaters
may
offer
generalized,
practical
examples
or
solutions
to
illustrate
how
the
general
principle
could
guide
decisions.
The
hallmarks
of
Lincoln
Douglas
Debate
include:
1.
Parallel
Burdens:
No
question
of
values
can
be
determined
entirely
true
or
false.
This
is
why
the
resolution
is
debatable.
Therefore
neither
debater
should
be
held
to
a
standard
of
absolute
proof.
No
debater
can
realistically
be
expected
to
prove
complete
validity
or
invalidity
of
the
resolution.
The
better
debater
is
the
one
who,
on
the
whole,
proves
his/her
side
of
the
resolution
more
valid
as
a
general
principle.
 Burden
of
proof:
Each
debater
has
the
equal
burden
to
prove
the
validity
of
his/her
side
of
the
resolution
as
a
general
principle.
As
an
LD
resolution
is
a
statement
of
value,
there
is
no
presumption
for
either
side.
 Burden
of
clash:
Each
debater
has
an
equal
burden
to
clash
with
his/her
opponent’s
position.
After
a
case
is
presented,
neither
debater
should
be
rewarded
for
presenting
a
speech
completely
unrelated
to
the
arguments
of
his/her
opponent.
 Resolutional
burden:
The
debaters
are
equally
obligated
to
focus
the
debate
on
the
central
questions
of
the
resolution,
not
whether
the
resolution
itself
is
worthy
of
debate.
Because
the
affirmative
must
uphold
the
resolution,
the
negative
must
also
argue
the
resolution
as
presented.
2.
Value
Structure:
The
value
structure
(or
framework)
is
established
by
the
debater
to
serve
two
functions:
a)
to
provide
an
interpretation
of
the
central
focus
of
the
resolution,
and
b)
to
provide
a
method
for
the
judge
to
evaluate
the
central
questions
of
the
resolution.
The
value
structure
often
consists
of
a
statement
of
the
resolution
(if
affirming),
definitions
(dictionary
or
contextual),
the
value
premise
(or
core
value),
and
the
value
criterion
(or
standard).
This
structure
is
commonly
but
not
always
employed.
 Definitions:
The
affirmative
should
offer
definitions,
be
they
dictionary
or
contextual,
that
provides
a
reasonable
ground
for
debate.
The
negative
has
the
option
to
challenge
these
definitions
and
to
offer
counter‐definitions.
 Value
Premise/Core
Value:
A
value
is
an
ideal
held
by
individuals,
societies,
governments,
etc.
that
serves
as
the
highest
goal
to
be
protected,
respected,
maximized,
advanced,
or
achieved.
In
general,
the
debater
will
establish
a
value
which
focuses
the
central
questions
of
the
resolution
and
will
serve
as
a
foundation
for
argumentation.
 Value
Criterion/Standard:
In
general,
each
debater
will
present
a
value
criterion
(a
standard)
which
the
debater
will
use
to:
 explain
how
the
value
should
be
protected,
respected,
maximized,
advanced,
or
achieved.
 measure
whether
a
given
side
or
argument
protects,
respects,
maximizes,
advances,
or
achieves
the
value.
 evaluate
the
relevance
and
importance
of
an
argument
in
the
context
of
the
round.
The
relationship
between
the
value
premise
and
the
criterion
should
be
clearly
articulated.
During
the
debate,
the
debaters
may
argue
the
validity
or
priority
of
the
two
value
structures.
They
may
accept
their
opponent’s
value
structure,
prove
the
superiority
of
their
own
value
structure,
or
synthesize
the
two.
3.
Argumentation:
Because
Lincoln
Douglas
Debate
is
an
educational
debate
activity,
debaters
are
obligated
to
construct
logical
chains
of
reasoning
which
lead
to
the
conclusion
of
the
affirmative
or
negative
position.
The
nature
of
proof
may
take
a
variety
of
forms
(e.g.,
a
student’s
original
analysis,
application
of
philosophy,
examples,
analogies,
statistics,
expert
opinion,
etc.).
Arguments
should
be
presented
in
a
cohesive
manner
that
shows
a
clear
relationship
to
the
value
structure.
Any
research
should
be
conducted
and
presented
ethically
from
academically
sound
and
appropriately
cited
sources.
4.
Cross‐Examination:
Cross‐examination
should
be
used
by
the
debater
to
clarify,
challenge,
and/or
advance
arguments
in
the
round.
Page 10
5.
Effective
delivery:
Lincoln
Douglas
Debate
is
an
oral
communication
activity
that
requires
clarity
of
thought
and
expression.
Arguments
should
be
worded
and
delivered
in
a
manner
accessible
to
an
educated
non‐specialist
audience.
This
encompasses:
 ‐
Written
communication:
Cases
and
arguments
should
be
constructed
in
a
manner
that
is
organized,
accessible,
and
informative
to
the
listener.
The
debater
should
employ
clear
logic
and
analysis
supported
by
topical
research.
 ‐Verbal
communication:
The
debater
has
the
obligation
to
be
clear,
audible
and
comprehensible,
and
to
speak
persuasively
to
the
listeners.
Additionally,
debaters
should
strive
for
fluency,
expressiveness,
effective
word
choice,
and
eloquence.
 ‐
Non‐verbal
communication:
The
debater
should
demonstrate
an
effective
use
of
gestures,
eye‐contact,
and
posture.
Throughout
the
debate,
the
debaters
should
demonstrate
civility
as
well
as
a
professional
demeanor
and
style
of
delivery.
Rules
1.
2.
3.
Resolution:
The
resolution
will
be
one
requiring
a
value
judgment.
Districts
must
use
the
current
Lincoln
Douglas
topic
for
the
month
in
which
the
competition
occurs.
Refer
to
Rostrum
or
www.NFLonline.org
for
the
current
topic.
Order
of
speeches:
Affirmative
Constructive
6
Minutes
Negative
Cross
Examination
3
Minutes
Negative
Constructive
7
Minutes
Affirmative
Cross
Examination
3
Minutes
Affirmative
Rebuttal
4
Minutes
Negative
Rebuttal
6
Minutes
Affirmative
Rebuttal
3
Minutes
Prep
Time
4
Minutes
per
debater
Timing:
A
timekeeper
is
an
option
but
isn’t
required.
If
no
timekeeper
is
used,
debaters
may
time
for
their
opponent
or
the
judge
may
keep
time.
Prep
time
for
each
debater
is
4
minutes.
4.
Reading
case:
A
team
may
decide,
when
asked
by
the
opponent
team
for
a
copy
of
their
case,
whether
or
not
to
provide
it;
if
the
team
refuses
they
will
not
be
penalized
in
any
way.
5.
Oral
critiques:
No
debate
ballot
may
be
returned
in
without
a
reason
for
decision.
Oral
commentary
is
not
considered
a
substitute
for
the
written
ballot.
The
NFL
strongly
discourages
judges
from
disclosing
decisions
in
the
preliminary
round
of
NFL
competition.
Comments
made
by
a
judge
(orally
or
written)
should
be
constructive
and
professional.
Page 11
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Public
Forum
Debate
1.
Resolution:
Specific
resolutions
for
district
tournaments
held
during
certain
months
and
the
National
Tournament
topic
will
be
published
in
Rostrum
and
at
www.NFLonline.org.
Public
Forum
Debate
focuses
on
advocacy
of
a
position
derived
from
the
issues
presented
in
the
resolution,
not
a
prescribed
set
of
burdens.
2.
Procedure
and
order
of
speeches:
Prior
to
EVERY
round
and
in
the
presence
of
the
judge(s),
a
coin
is
tossed
by
one
team
and
called
by
the
other
team.
The
team
that
wins
the
flip
may
choose
one
of
two
options:
EITHER
the
SIDE
of
the
topic
they
wish
to
defend
(pro
or
con)
OR
the
SPEAKING
POSITION
they
wish
to
have
(begin
the
debate
or
end
the
debate).
The
remaining
option
(SIDE
OR
SPEAKING
POSITION)
is
the
choice
of
the
team
that
loses
the
flip.
Once
speaking
positions
and
sides
has
been
determined,
the
debate
begins
(the
con
team
may
lead,
depending
on
the
coin
flip
results).
3.
First
Speaker
‐
Team
A
4
Minutes
First
Speaker
‐
Team
B
4
Minutes
Crossfire
(first
question
by
speaker
A1)
3
Minutes
Second
Speaker
‐
Team
A
4
Minutes
Second
Speaker
‐
Team
B
4
Minutes
Crossfire
(first
question
by
A2)
3
Minutes
Summary
‐
First
Speaker
‐
Team
A
2
Minutes
Summary
‐
First
Speaker
‐
Team
B
2
Minutes
Grand
Crossfire
3
Minutes
Final
Focus
‐
Second
Speaker
‐
Team
A
2
Minutes
Final
Focus
‐
Second
Speaker
‐
Team
B
2
Minutes
Prep
Time
2
Minutes
per
team
Timing:
Timekeepers
are
an
option
but
not
required.
If
no
timekeeper
is
used,
debaters
may
time
for
their
partners
or
the
judge
may
keep
time.
Prep
time
for
each
team
is
two
minutes.
4.
Plans/Counterplans:
In
Public
Forum
Debate,
the
NFL
defines
a
plan
or
counterplan
as
a
formalized,
comprehensive
proposal
for
implementation.
Neither
the
pro
or
con
side
is
permitted
to
offer
a
plan
or
counterplan;
rather,
they
should
offer
reasoning
to
support
a
position
of
advocacy.
Debaters
may
offer
generalized,
practical
solutions.
5.
Prompting
Philosophy:
Oral
prompting,
except
time
signals,
either
by
the
speaker's
colleague
or
by
any
other
person
while
the
debater
has
the
floor,
is
discouraged
though
not
prohibited
and
may
be
penalized
by
some
judges.
Debaters
may,
however,
refer
to
their
notes
and
materials
and
may
consult
with
their
teammate
while
they
do
not
have
the
floor
and
during
the
Grand
Crossfire.
6.
Reading
case:
A
team
may
decide,
when
asked
by
the
opponent
team
for
a
copy
of
their
case,
whether
or
not
to
provide
it;
if
the
team
refuses
they
will
not
be
penalized
in
any
way.
7.
Oral
Critiques:
No
debate
ballot
may
be
returned
in
without
a
reason
for
decision.
Oral
commentary
is
not
considered
a
substitute
for
the
written
ballot.
The
NFL
strongly
discourages
judges
from
disclosing
decisions
in
the
preliminary
round
of
NFL
competition.
Comments
made
by
a
judge
(orally
or
written)
should
be
constructive
and
professional.
8.
Judges:
The
use
of
community
judges
is
strongly
encouraged.
Page 13
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Extemporaneous Speaking
L This event focuses on knowledge of current events and the ability to analyze and present information
with minimal preparation time. Contestants begin the event in the preparation (or draw) room.
Students draw topics at staggered times and have 30 minutes to prepare a speech on the selected topic.
Topics are in the form of questions on national or international events to be answered in the speech.
Students may choose to use a note card in the speech presentation for the preliminary round only.
2. Speakers will enter the room one at a time at approximately 7 minute intervals to present their
speeches. Once finished, the contestant will usually leave and call in the next contestant (although
some may elect to stay and watch the remainder of the speeches). If several minutes pass without
a contestant entering the room, you should check to see if the student is waiting in the hail.
3. Be sure to check that the student’s name matches your ballot. Because of cross-entry, students
may not appear in the room to speak in the same order they are listed on the master ballot.
4. The time limit is 7 minutes with a 30-second grace period,
5. Please write the contestant’s name and school number listed on the master ballot on the
student’s individual ballot. Please note any name changes on both the master ballot and the
individual ballots.
6. Specific judging criteria is listed on the ballot. Since these ballots are eventually returned to
the students, your comments are encouraged. Please try to give encouraging comments along
with suggestions for improvement.
7. After the last speaker is finished, keeping the criteria of the event in mind, record your
ranking for the contestants by circling your decision on each individual ballot and record the
ranking on the master ballot. ABSOLUTELY NO TIES MAYBE GIVEN! You may want to
keep a running tally of the rankings after each speaker performs. Rank the best performer in
the round 1, the second best as 2, and so on, for each speaker in the round.
8. Ifthere is more than one judge DO NOT confer. Make your decision based on your
impression. Please wait until alljudges are present to begin the round.
9. Sign your completed ballots and return them to the judges’ room.
Questions to ask yourself:
1.
2.
3.
4.
5.
6.
Did the contestant’s speech answer the topic question?
Did the speaker use a variety of current news sources for support?
Was the speech exhibit a command of conversational speaking style?
Did the speaker show a depth of knowledge on the subject?
Were the ideas presented in the speech well organized?
Did gesture and bodily movement emphasize important ideas in the speech?
Page 17
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Duet Acting/Duo Interp
1. These events involve 2 competitors performing a selected published work. Selecti
ons may
either be serious or humorous in nature. There should be an introduction which includ
es both the
title and author.
2. Judges should look for a depth in understanding in the interpretation, believability the
in
characters, and a good balance between the interaction of the 2 characters. The true purpos
e is to
communicate and entertain through the emotions of the scene.
3. Please make sure that all participants’ names and school codes are written correct on the
ly
ballot. Also,be sure that the rankings on the individual ballots match the rankin on
gs
the master
ballot. If there are name changes, please make them in both places.
4. Judging is based on the criteria listed on the individual ballot. Since these critiqu
e sheets are
eventually returned to the students, your comments are encouraged. Please try to
give
encouraging comments along with suggestions for improvement.
5. After the last speaker has finished, keeping the criteria for the event in mind, record your
ranking of each speaker by circling your decision on each individual ballot. ABSOLUTE
LY
NO TIES MAY BE GIVEN. You may want to keep a running tally of the rankings after each
performance.
6. If there is morç than one judge, please wait until all judges are present before the first speake
r
begins. Please DO NOT confer with other judges when making your decision. Make
your
decision based on your own impression.
7. Sign your ballots and return them to the judging table.
Questions to ask yourself:
1. Did the team create the atmosphere of the scene?
2. Did the introduction adequately set the tone?
3. Was the selection well-balanced between the two actors?
4. Was the team believable?
5. Did the selection utilize various emotional levels throughout?
Some differences between Duo and Duet:
1. Time limits: Duet Acting is 12 minutes; Duo is 10.
2. Interaction: Performers in duet interact directly with each other. Duo performers act in
tandem and should not have direct eye contact or touching.
3. Props: Duet teams may use 2 chairs as props. No other props or costuming is allowed.
Duo teams may use no props or costumes.
Page 22
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Page 29
___
Texas Forensic Association
Original Oratory Ballot
Contestant’s Name:
Code:_________
Round:
7: 3Z—
Topic:
Judge’s Instructions:
Evaluate the speaker using the following Criteria. Please offer justification for the ranking in the round and provide constructive
suggestions to improve the student’s skills.
Criteria for Evaluation
Judge’s Remarks
Analysis and Content: Did the speaker analyze the
topic adequately? Is the subject worthwhile and
fresh?
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cAr.ce_
rc f2
4
rY’Q-i’ S
Introduction: Did the speaker get your attention and
introduce the subject in an interesting manner? Did it
apply to the rest of the speech?
Organization: Were the ideas carefully selected and
set forth in the speech?
-
Por s4
ed
by
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SY”l
h
•
3 p-
t€__-
Style: Did the speaker enunciate? Was the language
usage better than average? Was style appropriate for
the topic?
Oral Presentation: Was the speaker
communicative? Were mannerisms and posture
appropriate? Did the speaker convey ideas
effectively?
L.. 3
rsk
Supporting Materials: Did the speaker have
adequate supporting materials for the main ideas
presented?
Conclusion: Was the conclusion concise? Was it
well motivated? Did it effectively tie the speech
together?
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