COMPETITION EVENTS
Speech (sometimes called forensics) are seven different events, grouped into two categories: Interpretative and Public Address. “Interp” events are performance focused, ideal for students with an interest in theater or acting. They are Dramatic Performance, Duo Interpretation and Oral Interpretation.
Public Address events require students to prepare a speech that can answer a question, share a belief or persuade an audience. They are ideal for students interested in current events, government, politics or philosophy. These events are Declamation, Extemporaneous Speaking, Impromptu and Original Oratory. Both Extemp and Impromptu are “limited-prep” events. Students choose topics at the tournament and create speeches just prior to presenting.
Beginning students typically compete in a single event. After gaining experience, students have the option of “double entering”, which allows competing in two different events at a tournament. In a speech “round”, students typically perform in a classroom in front of 5 other students and one adult judge.
Dramatic Performance (DP) is an event in which the student memorizes and presents a selection of literature. Contrary to its name, selections can be either dramatic or humorous. The presentation should include an introduction that cites the name of the piece and the author. Speakers should develop the narrative and/or character(s) via vocal and physical techniques, without the use of props or costumes.
The presentation must be from a single published play, script, or fictional or non-fictional work, not poetry. Material from more than one author is not allowed. The author’s words as published in the literature may not be altered for this presentation with the exception that cutting is permitted.
Competitors often use multi-character selections to tell relatable stories, suspending the disbelief of the audience by portraying a realistic, emotional journey of a character(s). When doing multiple characterizations, the performer should create effective interaction between the characters. While singing is permitted, it should not be excessive or dominate the performance. Judges will rank students based on which performer best captured the essence, characteristics, and emotions of the character or characters that they were portraying.
Time limit: Maximum of 10 minutes. While no minimum is prescribed, performances of less than 7-8 minutes often receive lower scores.
Summary of Judging Criteria
- Introduction: The introduction should name the work and author, provide necessary background information, and establish the mood.
- Material: Single or multiple character cuttings should be considered equally. The student should be able to capture and convey the emotional and intellectual depths of the characters, as well as the development of both the characterization and plot.
- Characterization: Each character should be interesting, engaging, and lifelike. The performer should create a physical, vocal, and temperamental existence suited for each character. The performer should use their face, eyes, and body to create the characters effectively. Each character should show the intent of what he/she is wanting, thinking, feeling, and remembering when speaking and reacting.
- Environment: Each character should create a world around him or her. Movement should be used to create a three-dimensional environment in which the characters exist. Pantomime, if used, should be accurate and realistic.
- Overall Effect: The overall performance should build to various moments and have a climax. The story should be complete and easy to follow. The performance should display another world outside of the performance space.
This event is similar to Dramatic Performance, but with two speakers. Students perform a selection with each portraying single or multiple characters without touching or making direct eye contact with each other. The material may be humorous or dramatic, or may combine both tones. The two competitors should effectively utilize pitch, volume, phrasing, vocal quality, tone, articulation, enunciation, and fluency to create the characterizations desired. The dialogue between characters should reflect a genuine sense of interaction, not a mechanical exchange of lines.
Performers shall not make deliberate physical contact with each other during the performance, except during the introduction. Physical movement is restricted to performers moving around one another, switching position, pivoting from side to side, or turning around completely. Except during the introduction and transitions, eye contact is aimed only in the audience’s direction. Eye contact with specific audience members during narration is permitted.
The presentation must be from a single published play, fictional, or nonfictional work. A series of poems is permitted. The poetry may be taken from a variety of published sources united by a single poet. The author’s words as published in the literature must not be altered for the presentation with the exception that cutting is permitted. No properties or costumes of any kind may be used. Using “properties” means manipulating articles of clothing or objects to enhance the performance. Judges will rank students based on which team best portrayed their individual characters and showed the physical and emotional interactions between their characters.
Time limit: Maximum of 10 minutes. While no minimum is prescribed, performances of less than 7-8 minutes often receive lower scores.
Summary of Judging Criteria
- Introduction The introduction should name the work and author, provide necessary background information, and establish the mood.
- Material The material being presented should allow for interesting character choices and reasonable plot structure. The material should be appropriate for the students.
- Interaction and Environment The performers should convince you that they truly see the other character(s). Each character should listen and react with face and body especially as the other is talking. What one character says or does should provoke a fitting vocal, physical and emotional response from the other character. The characters should see and respond to what is around them. The interpreters will vocally and physically respond to each other’s verbal and non-verbal cues while maintaining an off-stage focus.
- Characterization Each character should convey a distinct, consistent personality, stance, and manner of gesturing. Each character should be sufficiently developed and should interact meaningfully with the other characters.
- Physicality The physical movement and portrayal should contribute to the overall aesthetics of the presentation. Pantomime, if used, should be accurate and realistic.
- Vocal Quality The interpreters, within character, should appropriately vary pitch, volume, rate, emphasis, quality, phrasing, and intensity to convey the various moods and messages in the story.
- Overall Effect The overall performance should build to various moments and have a climax. The performance should be complete and easy to follow. The performance should display another world outside of the performance space.
In this event, two pieces, one poetry and one prose, are alternately presented in competition rounds. For example, round 1 is poetry and round 2 is prose. Students prepare two separate programs of manuscript-based literature substantially different in content, author, and/or original source. Each program shall consist of a single piece, a cutting, or a series of short pieces united by author or theme.
The literature chosen may include any form of published prose or poetry, fiction or nonfiction. Drama, including theatrical monologues and speeches written to be delivered in real-life are prohibited. The author’s words as published in the literature must not be altered for the presentation with the exception that cutting is permitted. If using a series of pieces, all titles and authors must be cited.
Each program must contain an introduction for purposes of explanation, setting, or selection transitions. Speakers may use a persona and/or character voices, but it is not necessary. Speakers should keep gesture and bodily movement to a minimum. They should emphasize vocal variety and facial expression to enhance the literary interpretation. No properties except a manuscript or binder may be used. Speakers should keep eye contact between audience and manuscript in reasonable balance. Judges will rank students based on which performer best used their delivery to transport you to the time and place required by the literature.
Time limit: Maximum of 10 minutes. While no minimum is prescribed, performances of less than 7-8 minutes often receive lower scores.
Summary of Judging Criteria
- Introduction: The introduction should name the work(s) and author(s), provide necessary background information, and establish the mood.
- Projection of Literature: The interpreter should demonstrate a clear understanding of the literature and project its meaning, message, and tone. The speaker should capture and convey the plot and/or development. In a presentation of a collection, there should be a unity to the program as a whole, made clear by the introduction and transitional material.
- Narrator/Character Creation: The narrator should be believable and conversational. The narrator should be able to lead the audience through the details of the literature, keeping a consistent and clear attitude toward people, objects, and events within the literature. The interpreter should be able to demonstrate the characters’ feelings and thoughts through the use of vocal inflections, facial expressions including visualization, and appropriate intensity.
- Vocal Variety: The interpreter should appropriately vary pitch, volume, rate, and intensity to convey the various moods and messages in the literature. Appropriate words should be stressed for clarity and understanding.
- Audience and Script Contact: The interpreter should invite the audience into the presentation, directing eye contact and expressing his or her feelings to individual audience members when appropriate and necessary and consulting the script when it is not. The interpreter should focus away from the audience and the script effectively during moments of internal and private thoughts. The interpreter should stay in the moment, with facial expression and emotional consistency when making contact with the manuscript.
In tournament competition, Declamation is open only to students in grades 7 – 10. Students in grades 7-8 can compete in the preliminary and MetroFinal tournaments, but they cannot compete at NCFL Nationals. Declamation competitors present memorized speeches that were written and delivered by another person. Commencement addresses, historical speeches, political speeches, celebrity speeches, eulogies, and sermons are all possibilities. Stand-up comedy routines are prohibited. The speech must have been presented as a public address and found in print, on video, DVD or on an audio recording.
Students often need to shorten the text of the speech to meet the time limit. The goal of a declamation is to convey a message with clarity, emotion, and persuasiveness. It’s not intended for students to mimic the manner of the author of the speech. Instead, speakers are to develop an oration that delivers the message of the author in an original and engaging manner.
The presentation should include an introduction that provides the title of the speech and the author, and should include relevant information about the theme and date of the oration or its historical significance. Dialects of the original speaker need not be mimicked. No scripts, costumes, or props may be used in the presentation. Judges will rank students based on which speaker best demonstrated an understanding of the author’s message and delivered that message in a poised and engaging manner.
Time limit: Maximum of 10 minutes. While no minimum is prescribed, speeches of less than 7-8 minutes often receive lower scores.
Summary of Judging Criteria
- Introduction The introduction should name the work and author, provide necessary background information and establish the mood.
- Presentation Style: The speaker should convey the message in a sincere, honest, and realistic attempt to recreate the spirit of the original presentation. Although the style of delivery chosen by the speaker should be judged in light of the purpose of the speech, artificiality is to be discredited. The message should be conveyed credibly and convincingly as if the words were the speaker’s own. This event is an interpretation, not an impersonation.
- Vocal Delivery: The speaker should be articulate and fluent. The speaker should make use of contrast, making use of the elements of vocal variety: pitch, volume, rate, pausing, phrasing, stress, and tone. The speaker should be conversational and concerned, passionate and pleasing. The speaker should be in control of the words and the emotions. The speaker should sound confident and self-assured, and seem eager to enlighten the audience. The speaker should convey the message in a sincere, honest, and realistic style in an attempt to recreate the spirit of the original presentation.
- Physical Delivery: The speaker should be physically open to the audience and use body language that invites the audience into the world of the declaimer. The speaker should vary facial expression to accentuate the natural flow of thoughts and feelings. The speaker should make eye contact with the audience. Movement, if used, should be motivated by transitions in thought or mood. Gestures should be visible, effectively used for emphasis, and varied.
- Overall Effect: The speaker should project an understanding of the speech’s message. The speaker should instill in the audience a concern for the speech’s content. The original speaker’s message should not be overshadowed by the delivery.
Extemporaneous Speaking
In Extemp, speakers have 30 minutes to prepare a speech to answer a current event question. In a supervised preparation room, each student will draw three topics and must pick one to prepare for a presentation. Students are allowed to use the internet and electronic devices to prepare their speeches.
After the 30-minute preparation period, the student will deliver a speech to be evaluated for content and delivery. Students must cite facts and analysis from source material accurately and in keeping with the author’s intent. Information presented should be well-chosen, pertinent, and sufficient to support the central thought of the topic. The speaker is permitted a personal opinion or interpretation of the subject. Speakers must not be penalized for expressing views with which the judge happens to disagree.
Students who successfully compete in Extemp keep up with current events and have an appreciation of history. Topics can be either international or domestic and may address conflict among countries, economic challenges experienced by third world countries, or new national leadership. Domestic topics may include political, social, and economic policies of the US and how the US relates to the rest of the world.
Contestants are permitted to use one 3″x 5″ card at preliminary tournaments. The use of a note card is not allowed at the MetroFinal tournament. Judges will rank students based on which speaker best answered the question using credible sources and information.
Time limit: Maximum – 7 minutes. No minimum time. Judges are required to provide time signals for this event.
Summary of Judging Criteria
- Topicality The speaker should state and answer the question accurately. The speech should be organized so that all content is relevant to the question’s answer. The speaker is permitted a personal opinion or interpretation of the subject.
- Structure The introduction should gain attention, lead to the question, provide an answer to the question and/or justify the importance of the topic, and give some direction as to how the speech will unfold or develop. The body should be organized to best answer the question. Transitional words/devices should help to move the speech from point to point. The conclusion should restate the question and answer, succinctly summarize the speech’s main points highlighting how they led to the question’s answer, and end interestingly.
- Content: This presentation should be a synthesis of current facts and opinions on the subject, not a mere listing of current data. The information presented in the speech should be accurate and timely. Sources consulted by the speaker during the preparation time should be cited effectively in the speech. These sources should be varied and credible.
- Vocal Delivery The speaker should be audible, articulate, and fluent. The speaker should make use of contrast, making use of the elements of vocal variety: pitch, volume, rate, pausing, phrasing, stress, and tone. The speaker should stress words to enhance meaning. The speaker should be in control of the words and the emotions. The speaker should sound confident throughout the presentation.
- Physical Delivery The speaker should vary facial expression to accentuate the natural flow of thoughts and feelings. The speaker should make eye contact with the audience. The speaker’s stance should be erect and controlled, without distracting movements. Movement, if used, should be motivated by transitions in thought or mood. Gestures should be visible, effectively used for emphasis, and varied.
Impromptu Speaking
Impromptu is an event where students have seven minutes to select a topic (prompt), brainstorm their ideas, and deliver a speech. Impromptu topics can include proverbs, ordinary objects, events, quotations and famous people. In each round, all students will draw from the same list of topics. A different subject area will be used for each round.
For each competition round, students will be assigned to a room with a judge present. All students will check in with the judge and then wait outside the room until they are called in for their turn to speak. When the student is brought into the room, they are given three topics and asked to choose one. The two unchosen topics will be returned to the question pool. The topic that is chosen will be eliminated from the question pool. As soon as the topic is chosen, the student shall prepare a speech without consultation and without reference to prepared notes or research materials. The student may make limited notes on one 3” x 5” note card.
Impromptu speeches are unique in that they require effective organization in a short period of time. An Impromptu speech typically follows a basic structure in which a student presents an introduction, body, and conclusion. Make sure speeches have a clear structure, are using transitions between each part of the speech, and follow a logical trajectory. Although Impromptu is a test of a student’s ability to think on their feet and present a logical, organized speech, delivery skills are important! Beyond the content, students should also focus on their voice, movement, and expression.
Time limit: The maximum time for preparation and speaking is 7 minutes. There is no minimum time requirement, but the contestant must cover the subject adequately. The student may divide this time in any way they see fit. The judge must provide the student with oral time signals, indicating the amount of time remaining until the student begins speaking. The judge will then provide the student with visual time signals of time remaining until the seven-minute period has expired.
We note that while this event is offered at WACFL Tournaments, and many other tournaments, it is NOT offered at NCFL Nationals. Students cannot qualify to Nationals in this event.
Summary of Judging Criteria
- Organization: Does the student have a clear structure to their speech? Are transitions used to move effectively between each part of the speech? Does the development of the speech make sense?
- Analysis Does the student directly address the prompt? Does the student develop justifications for their ideas and establish significance to the points?
- Delivery Does the student use voice, movement, and expression effectively? Is the speaker confident? Is there consistent eye contact? Is the volume appropriate?
Original Oratory
Original Oratory (OO) is an event in which the student presents an original speech on a topic of their choice. The intent is to inform or persuade the audience on a topic of significance. OO gives students the unique opportunity to showcase their voice and passion for their topic. It is not simply an essay about the topic—it is a well-researched and organized presentation with evidence, logic, emotional appeals, and sometimes humor to convey a message. Topics may be of a value orientation and affect people at a personal level, such as avoiding peer pressure, or they can be more of a policy orientation and ask an audience to enact particular policies or solve societal problems.
Students must use their own work, and may not copy the same speech or substantial sections of the same speech as another contestant. Students in OO are responsible for the accuracy of citations of evidence. Students must cite facts and analysis from source material accurately and in keeping with the author’s intent. The speech must be memorized and a maximum of 150 directly quoted words is allowed in the oration.
Students competing in OO typically select a topic that is of personal interest and significance to them. They should also consider topics that are current and relatable to audience members. OO is an ongoing process! Speeches can (and probably should) be modified throughout the competition year. There is always room for improvement, so pick a topic that you will enthusiastically explore and reflect upon during the season.
Time limit: Maximum of 10 minutes. While no minimum is prescribed, speeches of less than 7-8 minutes often receive lower scores.
Summary of Judging Criteria
- Topic The topic should be interesting, stimulating, and of some importance. The purpose of the oration may be to inspire, to persuade, to eulogize, or to inform. These purposes may overlap in the same oration.
- Structure: The introduction should gain attention, specify a clear thesis, and give some direction as to how the speech will unfold or develop. The body should be organized for easy understanding. Transitional words/devices should help to move the speech from point to point. The conclusion should recap, make you want to think more about the topic, and end interestingly.
- Development: The speaker should be held accountable for substantiating and supporting main positions. There should be a variety of effective supporting material from qualified sources.
- Language: The word choice should be clear and potent. Figures of speech and rhetorical devices should be used effectively.
- Vocal Delivery: The speaker should be articulate and fluent. The speaker should make use of contrast, and make use of the elements of vocal variety: pitch, volume, rate, pausing, phrasing, stress, and tone. The speaker should stress words to enhance meaning. The speaker should be conversational and concerned, passionate and pleasing
- Physical Delivery: The speaker should vary facial expression to accentuate the natural flow of thoughts and feelings. The speaker should make eye contact with the audience. The speaker’s stance should be erect and controlled, without distracting movements. Movement, if used, should be motivated by transitions in thought or mood.
- Delivery and content should be evaluated equally. Orations should be composed from the standpoint of the present speaker. However, the use of a persona for a maximum length of 1 minute shall be permitted.
Debate consists of 4 different events. In Public Forum and Policy, students work in teams of two. In Lincoln Douglas and Student Congress, students compete as individuals. At WACFL tournaments, Policy, Public Forum and Lincoln-Douglas students are split into Novice, Junior Varsity and Varsity divisions. In Student Congress, competitors are assigned to a “chamber” of approximately 15 – 20 students, with all experience levels combined in the same chamber.
WACFL tournaments use topics selected by the National Speech and Debate Association. Policy topics remain the same for the entire school year. Lincoln-Douglas topics change every two months. Public Forum topics remain the same for Sept./Oct. and Nov./Dec. Beginning in January, Public Forum topics change monthly. Student Congress topics are chosen by WACFL league officials and change for each tournament. They are provided to students and coaches approx. three weeks before each tournament.
Lincoln-Douglas Debate
Lincoln-Douglas (LD) is a one-on-one format where students debate questions of ethics, philosophy and their practical applications. The debate typically focuses on topics related to values and principles, such as moral dilemmas, social justice, government policies, and individual rights. Typically, debaters establish a value or a principle that serves as the central criterion for evaluating arguments. For example, justice, freedom, or the protection of individual rights. Debaters present criteria to show how their arguments align with the chosen value.
WACFL tournaments use LD topics chosen by the National Speech and Debate Association. Topics change every two months. (NSDA lists a novice LD topic, which WACFL does not use. All LD debaters, regardless of experience level, will debate the same topic.) At WACFL preliminary tournaments, students debate twice on the Affirmative and twice on Negative.
LD debate provides an opportunity for students to develop their research, public speaking, critical thinking, and persuasive skills. It encourages participants to analyze complex topics, consider ethical implications, and construct coherent arguments based on logic and evidence.
Sequence of speeches and timing in a Lincoln-Douglas debate round
| Speech | Time Limit | Purpose |
|---|---|---|
| Affirmative Constructive | 6 minutes | Present the affirmative case |
| Negative Cross-Examination | 3 minutes | Negative asks questions of the affirmative |
| Negative Constructive | 7 minutes | Present the negative case and refute the affirmative case |
| Affirmative Cross-Examination | 3 minutes | Affirmative asks questions of the negative |
| First Affirmative Rebuttal | 4 minutes | Refute the negative case and rebuild the affirmative case |
| Negative Rebuttal | 6 minutes | Refute the affirmative case, rebuild the negative case, and provide reasons why negative should win the round. |
| 2nd Affirmative Rebuttal | 3 minutes | Address negative voting issues and offer reasons for why the affirmative should win. |
Each debater is entitled to 4 minutes of preparation time during the round.
Summary of Judging Criteria
At a high level, the judge serves three primary purposes during each debate round.
- Determine the winner and assign speaker points. In most cases, you will be the only judge in the competition room.
- Provide constructive feedback. Students will want to know why you voted the way you did. You should comment on areas of strength and weakness, with the goal of helping competitors improve.
- Tournament official. You will keep time for the speeches and prep time. Judges also ensure tournament rules are followed and keeps the experience positive for both students and the host school.
Judges should also bring the following to the tournament
- Notepad and pen/pencil. You’ll use these to keep track of arguments during the debates.
- Laptop or tablet computer. You’ll need this to access Tabroom.com, which is where you will enter your decisions, speaker points and comments to the debaters.
Policy Debate
Policy (aka CX -Cross-Examination or Team debate) is the oldest style of debate and exists in both high school and college. Policy is a team format with each team consisting of two debaters. One team represents the Affirmative (proposing a policy change from the status quo) and the other represents the Negative (opposing the proposed policy change).
Unlike Public Forum or Lincoln-Douglas, the Policy topic remains the same for the entire school year. The topic is chosen annually by the National Federation of State High School Associations and is available on the National Speech and Debate Association website. Policy debate places a strong emphasis on evidence-based analysis. Participants are expected to conduct thorough research, cite credible sources, and utilize evidence to support their arguments and proposals.
Debaters construct cases that include advantages and disadvantages of the policy proposal. Advantages highlight the positive impacts and benefits of the proposed policy change, while disadvantages focus on potential drawbacks and unintended consequences. Policy is the fastest-paced of the debate events, (debaters speak quickly to make more points) and the most evidence-based.
Sequence of speeches and timing in a Policy debate round
| Speech | Abbreviation | Time Limit |
|---|---|---|
| 1st Affirmative Constructive | 1AC | 8 minutes |
| Negative Cross-Examination of Affirmative | 3 minutes | |
| 1st Negative Constructive | 1NC | 8 minutes |
| Affirmative Cross-Examination of Negative | 3 minutes | |
| 2nd Affirmative Constructive | 2AC | 8 minutes |
| Negative Cross-Examination of Affirmative | 3 minutes | |
| 2nd Negative Constructive | 2NC | 8 minutes |
| Affirmative Cross-Examination of Negative | 3 minutes | |
| 1st Negative Rebuttal | 1NR | 5 minutes |
| 1st Affirmative Rebuttal | 1AR | 5 minutes |
| 2nd Negative Rebuttal | 2NR | 5 minutes |
| 2nd Affirmative Rebuttal | 2AR | 5 minutes |
Each team is entitled to 8 minutes of preparation time during the round.
Summary of Judging Criteria
At a high level, the judge serves three primary purposes during each debate round.
- Determine the winner and assign speaker points. In most cases, you will be the only judge in the competition room.
- Provide constructive feedback. Students will want to know why you voted the way you did. You should comment on areas of strength and weakness, with the goal of helping competitors improve.
- Tournament official. You will keep time for the speeches and prep time. Judges also ensure tournament rules are followed and keeps the experience positive for both students and the host school.
Judges should also bring the following to the tournament
- Notepad and pen/pencil. You’ll use these to keep track of arguments during the debates.
- Laptop or tablet computer. You’ll need this to access Tabroom.com, which is where you will enter your decisions, speaker points and comments to the debaters.
Public Forum Debate
Public Forum (PF) debate is a team-based format with two teams consisting of two debaters each. One team represents the affirmative side (PRO) and the other represents the negative side (CON) of a given resolution. PF aims to simulate discussions on current events and public policy issues, emphasizing real-world applications and the clash of ideas in a manner accessible to a broader audience. Judges are not expected to have prior topic knowledge.
WACFL tournaments use PF topics chosen by the National Speech and Debate Association. Topics change throughout the competition year. In the fall, topics change every two months. Starting in January, PF topics change monthly. At WACFL preliminary tournaments, students debate twice as PRO and twice as CON.
Public Forum debate is designed to promote effective communication, critical thinking, research skills, and the ability to articulate complex issues to a general audience. It encourages students to stay informed about current events, engage in evidence-based analysis, and develop persuasive arguments based on logic and reasoning.
Sequence of speeches and timing in a Public Forum debate round
| Speech | Time Limit | Purpose |
|---|---|---|
| PRO 1st Constructive | 4 minutes | Present the team’s case and opening arguments. |
| CON 1st Constructive | 4 minutes | Present the team’s case and opening arguments. |
| Crossfire | 3 minutes | First PRO and CON speakers alternate asking and answering questions |
| PRO 2nd Constructive | 4 minutes | Refute the CON team’s arguments |
| CON 2nd Constructive | 4 minutes | Refute the PRO team’s arguments |
| Crossfire | 3 minutes | Second PRO and CON speakers alternate asking and answering questions |
| PRO Summary | 3 minutes | Begin crystallizing the main issues in the round |
| CON Summary | 3 minutes | Begin crystallizing the main issues in the round |
| Grand Crossfire | 3 minutes | All four debaters engage in asking and answering questions. |
| PRO – Final Focus | 2 minutes | Explain reasons that PRO should win the round |
| CON – Final Focus | 2 minutes | Explain reasons that CON should win the round |
Each team is entitled to 3 minutes of preparation time during the round.
Summary of Judging Criteria
At a high level, the judge serves three primary purposes during each debate round.
- Determine the winner and assign speaker points. In most cases, you will be the only judge in the competition room.
- Provide constructive feedback. Students will want to know why you voted the way you did. You should comment on areas of strength and weakness, with the goal of helping competitors improve.
- Tournament official. You will keep time for the speeches and prep time. Judges also ensure tournament rules are followed and keeps the experience positive for both students and the host school.
Judges should also bring the following to the tournament
- Notepad and pen/pencil. You’ll use these to keep track of arguments during the debates.
- Laptop or tablet computer. You’ll need this to access Tabroom.com, which is where you will enter your decisions, speaker points and comments to the debaters.
Student Congress
This event is a simulation of the real United States legislature. A group of 12-25 students, called a Chamber, competes in a legislative session. A series of bills and resolutions are written in advance by students. Each student will be selected in turn by a presiding officer — a student elected to conduct the business of the round following Robert’s Rules of Order — to give speeches both advocating for and encouraging the defeat of the legislation in front of them. Following speeches, competitors will ask questions of the speaker. Once debate is exhausted on a particular item, the chamber will vote either to pass or fail the legislation and debate moves on to the next item.
| The Congress topics for the next WACFL tournament, legislation templates and formatting requirements can be found here. The topic listing will be updated 10 days before each tournament. Schools must submit one piece of legislation for every two students registered. |
At the beginning of the session, the students will elect a presiding officer, otherwise known as the PO. The PO’s job is to select speakers to give speeches, select questioners, maintain decorum in the chamber, and facilitate a fast and smooth debate for all. Legislation is written in advance by the students. Legislation comes in two types – a bill or a resolution. A bill is a plan of action, detailing how a particular policy proposal will be implemented. A resolution, meanwhile, is a statement expressing the opinion of the chamber. The student legislation is available to coaches on Tabroom.com in advance of the tournament so that competitors may prepare.
A session of Student Congress lasts about 90 minutes. During that time, students give speeches 3 minutes in length. The first speech on a piece of legislation is known as the authorship or sponsorship speech. After that, the PO chooses a student to deliver the first negative or opposing speech. These speeches are followed by 2 minutes of cross examination. After the first two speeches, each additional speaker is subject to one minute of cross examination by the chamber. The PO selects the members of the chamber to ask the questions of the speaker.
Students are allowed to use the internet and electronic devices to flow the debate, prepare questions and speeches, and confirm sources. No outside communications with other competitors or anyone outside the chamber is allowed.
Summary of Judging Criteria
Each session will have two judges and one parliamentarian who will evaluate student competitors. When each student speaks, judges will write comments in Tabroom.com. At the end of the session, judges will give the top 8 speakers a rank of 1-8, with one being the best. After the 8 best speakers are ranked, all other competitors receive a 9. The Presiding Officer should be considered in your ranking. Judges should not evaluate speakers on their use of parliamentary procedure in scoring.
When ranking speakers, consider the following elements and comment accordingly
- Delivery: Speaks extemporaneously vs. reading a manuscript, seriousness of purpose, style and poise.
- Originality of thought: Extent to which speech advances debate or merely repeats previously stated ideas; whether speaker refutes opposing arguments.
- Organization and Unity: While speeches that respond to other arguments advanced in the session are often spontaneous and extemporaneous, the speaker should attempt cohesiveness.
- Evidence and Logic: Cites credible sources and warrants claims accordingly.
- Overall impression: What overall impact does the speech leave on the audience?