Judging for the Saint Louis Urban Debate League
Thank you for your interest in judging for the Saint Louis Urban Debate League. As a judge, you are the
teacher for the four students competing and any audience member. This guide is meant to empower you to be
the best teacher you can be to these students every debate round.
What is Policy Debate?
Policy debate is an intellectual competition between two sides – the Affirmative and the Negative. 2 person teams from
different high schools will represent each side. Only 1 Judge (you) will be in each debate round.
During the debate, the Affirmative team advocates for a change in policy in their first speech. The Negative will argue that
the policy is a bad idea. The rest of the debate will be about whether or not the policy the affirmative propossed is a good or
bad idea. If the affirmative’s arguments that the plan is a good idea, and their use of evidence to support those arguments,
are stronger then you should vote affirmative. If the negative’s arguments are stronger, then you should vote negative.
Elements of the Affirmative’s Case
The affirmative team will present a case in their first speech that is an example of the overall topic for the year. The 20122013 topic, also referred to as the Resolution is:
Resolved: The United States federal government should substantially increase its transportation infrastructure
investment in the United States.
The affirmative case will contain the following elements.
Harms (or advantage) –the Affirmative must prove that something bad is happening in the United States because we are
not focusing on the Affirmative.
Inherency –the Affirmative must prove that there is an attitude or structure in place that prevents the status quo from doing
the plan
The Plan – the actual policy that’s proposed
Solvency -the Affirmative must prove the plan actually solves or prevents the harms.
Speech Order and Speaker Duties
Each Student gives two speeches; a constructive and a rebuttal. The constructive is 8 minutes and the rebuttal is five
minutes. Each student also is cross-examined once and cross-examines someone once.
On the Affirmative (Aff)- there are two affirmative speakers:
One student is The 1st Affirmative gives the 1st Affirmative Constructive and the 1st Affirmative Rebuttal
One student is The 2nd Affirmative gives the 2nd Affirmative Constructive and the 2nd Affirmative Rebuttal
On the Negative (Neg) - there are two negative speakers:
One student is The 1st Negative Speaker gives the First 1st Constructive and the 1st Negative Rebuttal
One student is The 2nd Negative Speaker gives the 2nd Negative Constructive and the 2nd Negative Rebuttal
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The Speeches
1st Affirmative Constructive (8 minutes) -- the affirmative team presents its case.
1st Negative Constructive (8 minutes) –
The first negative’s job is to sketch in broad terms all of the arguments that the negative team will use during the debate.
The negative’s strategic arsenal might include such arguments as:
 Inherency arguments: The affirmative plan is already being done or it will be done eventually in the status quo
 Status quo solves: Current policies will solve the harm(s) identified by the affirmative.
 Harms takeouts: There is no problem in the status quo.
 Harms turns: The harm or impact specified by the affirmative is actually good or desireable.
 Solvency takeouts: The affirmative plan won’t solve the problem.
 Solvency turns: The affirmative plan will make the problem worse.
Speeches and Times:
 Disadvantages: The affirmative plan will result in disadvantages.
 Topicality: The affirmative plan is outside the bounds of the
resolution.
CONSTRUCTIVES
 Counterplan: A difference course of action is preferable to the one
advocated by the affirmative.
1AC—8 minutes
 Kritiks: Either the language or one or more assumptions made by the
affirmative is bad.
CX by 2N—3 minutes
2nd Affirmative Constructive (8 minutes) – The second affirmative speaker
is required to answer all of the arguments made by the negative. To do this,
the 2AC should utilize the arguments presented in the 1AC and make new
arguments as necessary.
The Negative Block - 2NC – Second Negative Constructive (8 minutes)
and 1NR – First Negative Rebuttal (5 minutes)
In the negative block the first and second negative debaters divide up the
arguments which they made in the first negative speech and attempt to refute
the affirmatives arguments as well offer a more robust and detailed
presentation of their arguments.
1st Affirmative Rebuttal (5 minutes) – The 1AR is charged with answering
all of the arguments developed by the negative team in the block. Generally,
the 1AR should not make new arguments, but should instead rely upon
developing arguments that were in the 2AC. Of course, if the negative made
some new arguments in the block, the 1AR will have to make “new”
arguments to respond.
2nd Negative Rebuttal (5 minutes)— The 2NR is charged with selecting
arguments from its arsenal that fit together to provide a compelling case that
the affirmative plan is not desirable. Especially important here is weighing
and assessing arguments. The goal of this speech is to piece together a
coherent set of reasons why the negative should win the debate.
2nd Affirmative Rebuttal (5 minutes)— The 2AR is charged with answering
the negative’s reasons why the affirmative plan should be rejected and
refocusing the discussion on the reasons why the affirmative plan is desirable.
Especially important here is weighing and assessing arguments. The goal of
this speech is to piece together a coherent set of reasons why the affirmative
should win the debate.
1NC—8 minutes
CX by 1A—3 minutes
2AC—8 minutes
CX by 1N—3 minutes
2NC—8 minutes
CX by 2A—3 minutes
REBUTTALS
1NR—5 minutes
1AR—5 minutes
2NR—5 minutes
2AR—5 minutes
Total prep time for each team to use
throughout the round—5 minutes
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Cross-x
Cross-examination occurs after each constructive. The one member of the opposing team asks questions of that speaker in
order to clarify or point out flaws of an argument.
“Tag Team” cross examination refers to the practice of opening each cross examination period to questions and answers
from any of the four debaters, rather than the prescribed two. The Saint Louis Urban Debate League allows “Tag Team”
questions and also allows a debater to receive assistance in answering questions, though the judge should consider an
inability to ask/answer questions (or inappropriate assistance offered to a partner not in need of it) when assigning speaker
points at the end of the round.
Prompting
“Prompting” occurs when a speaker is helped by the speaker’s partner, through oral or written suggestions, during a speech.
The Saint Louis Urban Debate League allows “prompting,” though judges may consider prompting as having marred the
stylistic impact of a speech (and therefore as having a negative influence on the assignment of speaker points).
Timing the Speeches
Although students should also time their speeches, it is helpful as a judge to keep track of time and, if necessary, provide
time signals to the students. A watch with seconds showing – or a clock on the wall – would be sufficient for this. In
particular, you’ll want to keep track of prep time.
Prep Time
Each team has 5 total minutes of preparation or “prep” time they may take at any point before or after a speech. In order to
use this time, they simply need to say they would like to use some prep time. They do not need to say how much
preparation time they will take in advance, but may chose to do so. Please keep track of the total amount of time called by
each team. During prep time, debaters may speak with each other or ask their opponents questions, but they may not seek
outside assistance of any kind. Debaters may also prepare during their opponents prep time.
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Saint Louis Urban Debate League Judging Tips
Before the round:
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Pick up your ballot from the ballot table. From there, please go directly to
your debate. Your ballot will tell you which room to go to.
Double-check the ballot - When you get to your round, check to make sure the
teams and debaters in the room are the ones you are supposed to judge. For
example, ask the students, "Is Soldan SK here?"
Communicate any problems to the tab room ASAP – Such as if a team (or
debater) is not present at the start time, if teams have met in a prior round at this
event, if you have judged one of these teams before, or any other irregularities.
Once the round starts:
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Speeches and Times:
CONSTRUCTIVES
1AC—8 minutes
CX by 2N—3 minutes
1NC—8 minutes
CX by 1A—3 minutes
2AC—8 minutes
Be respectful and give your full attention to the debate round – Judges are
expected to remain attentive throughout the debate round and are asked to refrain
CX by 1N—3 minutes
from behavior that would imply to students anything other than full attentiveness to a
debate round.
2NC—8 minutes
Keep track of time – Time the round (speeches & cross-ex) and tell the debaters how
much of their time is left periodically. Also, tell them how much of their preparation
CX by 2A—3 minutes
time is left (e.g. you now have three minutes prep time left). Stop debaters when their
time is expired. Once time has expired, they can finish a sentence or thought, finish
reading a piece of evidence, or answer a question in cross-x, but they cannot present
REBUTTALS
more arguments.
If the debaters need help, respond appropriately – Judges should not provide
1NR—5 minutes
debater guidance during or between speeches, whether through words or actions.
Judge comments should be limited solely to matters of procedure such as speech
1AR—5 minutes
sequence, speech timing, speech clarity, and preparation time. However, if a student
appears to be really struggling, encourage them to continue. (Coaches should not be
2NR—5 minutes
the ones to offer support to their own teams during rounds.)
Take careful notes of the arguments the debaters present - You can use a flow2AR—5 minutes
sheet template and the notes page to follow the round. Your “flow” will form the
foundation for making your decision in who won the round and why. Judges should
not read evidence text during the debate. Judges should also not ask questions of
debaters or seek clarification from the debaters. Debate emphasizes the ability to
Total prep time for each team
communicate effectively through speech. Judges can read evidence after the debate
to use throughout the round—5
round, though, in order to arbitrate a dispute about the evidence’s textual content or
minutes
significance. They can also copy citations and tag lines from arguments read in the
debate.
Give positive and balanced non-verbal feedback to students. Do not interrupt
unless there is a problem that will prevent the debate from proceeding (someone is sick or hurt, too nervous or upset to go on,
etc.).
Finish the full debate - Judges should not terminate a debate before the completion of the Second Affirmative Rebuttal
(2AR) speech, even if the decision is certain. Nor should judges interrupt the time schedule of the debate for any reason
except to maintain debating protocol.
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At the end of the debate:
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Give a decision based on whether the plan is a good idea or not – Remember, policy debate is about which team
presented a better policy. In order to encourage students to provide better arguments, it is important that the decision
be based on only arguments presented in the round. Just as a judge in a courtroom cannot fall victim to emotional
appeals, speaking styles, or prior knowledge, you too should try to make decisions based on only the presented
arguments.
Do not interject your own opinions - You should NOT make a decision based on your beliefs. For example, it would
be wrong to vote against a case simply because you didn't agree with the premise. (Do not make arguments for or
against a team, use what was presented in the round ONLY.)
Make an independent decision without consultation - Just as students may not seek guidance from outside sources
once a debate has begun, judges too must not seek outside guidance until after rending a decision. Discussing the
decision later with other judges is appropriate as a means to learn about how to improve as a judge for future debates. If
you are on a panel, generally used in elimination rounds, you must also make an independent decision. Although judges
may converse during debates, it is inappropriate to discuss the arguments in the round that may be relevant to your
decision before you have written your decision on the ballot and turned it in.
Fill out your written ballot
How to Assign Speaker Points
30 Points Perfect. You have seen many debaters and have never seen anyone as perfect and literally could not think of
anything they could do to improve.
29 Points Well above average. An extremely good speaker. Unusually effective; highly persuasive.
28 Points A good speaker. Slightly above average. Clear room for improvement.
27 Points Average. With strengths, but also with unmistakable flaws.
26 Points Below average. An ineffective speaker, overall, though with some glimmers of skill.
25 Points Needs Improvement. Please be sure to list 1-2 specific ways to improve in addition to the positive comment.
You may further calibrate with .5s – in order words you may give out a 27.5, 28.5, etc. Please do not give below a 25 unless
you have a specific incident that would validate it and have spoken to the Program Director about it first.
How to Assign Ranks
The best student receives a rank of 1, second best a 2, onward to 4. Although you may give the same number of points to
multiple debaters in a round, you may not give the same rank to multiple debaters in a round.
What are Low Point Wins?
Because the decision reflects the best policy presented and not the best debating, it is possible for the better debaters to lose.
If the losing team receives more points or ranks than the winning team, please check the box on the ballot marked as “low
point win.”
What do I write?
Please write at least one good thing each speaker did. Constructive criticism is helpful to students and coaches, but please
make sure you are also positively reinforcing good habits to students and encouraging them to continue debating. Also
please make sure to explain why you decided for the team you did.
Give a Brief Oral Critique
After the debate, please talk to the participants about their performance. Concentrate on balancing positive feedback with
constructive criticism. The students need to know what they can do to improve but they also need to feel enough encouragement
to show up for the next round! Try to provide as many examples from the round as possible and give specific suggestions on
ways the students can improve.
Please refrain from revealing your decision. Though there can be great educational value in discussing your actual decision and
the reasons, it can also be distracting and discouraging, especially for beginners. We want all of our teams to make it through all
of the rounds and if a team has two losses on Friday, they might lose confidence for Saturday.
Critiques should not last more than 5 minutes.
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Sample Ballot
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