Whitman College LD Ballot	   Division __________ Round ________ Judge _____________________
Aff. School&Initials ____________________________
Name ___________________________________________	Neg. School&Initials ___________________________
Name ___________________________________________	
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*	Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*	
*If one of the debaters was rude, report it to the ballot table. Otherwise, you may not score below a 22. You may write in "plus 1/2" points.

I vote for the __________ (Aff. or Neg.) from ____________________________________ (Debater's School) Low Point win? ___
Judge’s Signature _________________________________________ Judge's School __________________________________________
TURN IN THIS TOP SHEET WITH DECISION AND SPEAKER POINTS IMMEDIATELY after both of your LD debates occur.
If you wish, bring the debaters with you to the ballot table and give oral comments after you turn in your ballot. 

The topic is Resolved: The use of economic sanctions to achieve U.S. Foreign policy goals is moral.
LD Speaking Times Aff—6 min; C-X—3 min.; Neg—7 min.; C-X—3 min.; Aff—4 min.; Neg—6 min.; Aff—3 min.; Prep Time: 4 min.

GIVE COMMENTS TO EACH DEBATER: WRITE 2 THINGS THEY DID WELL AND 2 THINGS THEY NEED TO IMPROVE ON.
GIVE REASONS WHY YOU VOTED FOR ONE SIDE. PLEASE STATE WHAT THE LOSING DEBATER NEEDED TO DO TO WIN.
Want more space? Ask the ballot table.

Whitman College Policy Ballot  Division _________ Round ________ Judge _____________________
Aff. School&Initials 	Neg. School&Initials 	

First Aff. _____________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best     3rd Best    4th Best (no ties)	
First Neg. _____________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best      3rd Best     4th Best (no ties)	
Second Aff. ___________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best     3rd Best    4th Best (no ties)	Second Neg. __________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                        26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best      3rd Best     4th Best (no ties)	
*If one of the debaters was rude, report it to the ballot table. Otherwise, you may not score below a 22. You may write in "plus 1/2" points.

I vote for the __________ (Aff. or Neg.) from ____________________________________ (Team’s School) Low Point win? _____
Judge’s Signature _________________________________________ Judge's School __________________________________________
TURN IN THIS TOP SHEET WITH DECISION AND SPEAKER POINTS IMMEDIATELY.
If you wish, bring the debaters with you to the ballot table and give oral comments after you turn in your ballot. 

Topic: Resolved: That the federal government should establish an education policy to significantly increase academic achievement in secondary schools in the United States.
Policy Speaking Times: 8 min. constructives; 3 min. cross-examination; 5 min. rebuttals; 6 min. prep. time

GIVE COMMENTS TO EACH DEBATER: WRITE 2 THINGS THEY DID WELL AND 2 THINGS THEY NEED TO IMPROVE ON.
GIVE REASONS WHY YOU VOTED FOR ONE SIDE. PLEASE STATE WHAT THE LOSING TEAM NEEDED TO DO TO WIN.
Want more space? Ask the ballot table.

Whitman Novice Policy Ballot  Division _________ Round ________ Judge _____________________
Aff. School&Initials 	Neg. School&Initials 	

First Aff. _____________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best     3rd Best    4th Best (no ties)	
First Neg. _____________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best      3rd Best     4th Best (no ties)	
Second Aff. ___________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                       26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best     3rd Best    4th Best (no ties)	Second Neg. __________________________
Circle Rating: 30-Amazing  29-Superb  28-Excellent  27-Very Good
                        26-Good  25-Decent  24-Okay  23-Fair  22-Improve*
Circle Rank: 1st Best    2nd Best      3rd Best     4th Best (no ties)	
*If one of the debaters was rude, report it to the ballot table. Otherwise, you may not score below a 22. You may write in "plus 1/2" points.

I vote for the __________ (Aff. or Neg.) from ____________________________________ (Team’s School) Low Point win? _____
Judge’s Signature _________________________________________ Judge's School __________________________________________
TURN IN THIS TOP SHEET WITH DECISION AND SPEAKER POINTS IMMEDIATELY.
If you wish, bring the debaters with you to the ballot table and give oral comments after you turn in your ballot. 

Topic: Resolved: That the federal government should establish an education policy to significantly increase academic achievement in secondary schools in the United States.
All Affirmative Novice Division Policy Debate Teams are required to present a case that fits under one of the following areas:
•	Establish a nationwide voucher program-modeling after Milwaukee or abolish all voucher programs
•	Establish new federal bilingual program or abolish federal support
•	Establish single gender schools and/or program(s) or abolish single gender schools and/or program(s)
•	NOTE: The only allowable counterplan in novice will be a states counterplan
•	NOTE: Kritiks are not allowed in novice division
If a negative team convincingly argues that a case does not fit under one of these areas, judges shall make a decision that the negative won the debate.
Note: The fact that a case fits under one of these novice case areas does not mean that the case is topical nor that it is not topical.  Judges shall determine the topicality of the affirmative plan based on the argumentation presented in the debate.
Policy Speaking Times: 8 min. constructives; 3 min. cross-examination; 5 min. rebuttals; 6 min. prep. time

GIVE COMMENTS TO EACH DEBATER: WRITE 2 THINGS THEY DID WELL AND 2 THINGS THEY NEED TO IMPROVE ON.
GIVE REASONS WHY YOU VOTED FOR ONE SIDE. PLEASE STATE WHAT THE LOSING TEAM NEEDED TO DO TO WIN.
Want more space? Ask the ballot table.

Whitman College Extra Space Ballot		Judge _____________________________ Rd _____
Aff School/Initials _____________________________	Neg School/Initials ____________________________	
Use this ballot to make additional comments concerning your decision and how the debaters can improve.

AN IMPORTANT NOTE TO JUDGES

BEFORE THE TOURNAMENT
1. WHAT TIME DO I NEED TO BE THERE?
Be at Cordiner Hall Foyer at least 15 minutes before your round starts to pick up your ballot.
2. CAN I BE A BIT LATE?
NO—you need to be on time. IF YOU CANNOT MAKE IT TO A ROUND, OR TO THE TOURNAMENT, YOU NEED TO TELL JIM. CALL JIM AT 5499 at any time—He has a message machine.  PEOPLE ARE DEPENDING ON YOU TO BE ON TIME. PLEASE DON'T MAKE STUDENTS WAIT.
3. WHAT SHOULD I BRING?
A pen and a writing pad, a sharp mind ready to listen, and a constructive viewpoint that will help students learn how to speak and debate better. Dress casually or as you normally do. A stop watch or timer would be helpful.

WHEN YOU JUDGE
1.	PICK UP YOUR BALLOT AT THE BALLOT TABLE ABOUT 10 TO 15 MINUTES BEFORE THE ROUND STARTS.
2.	GO RIGHT TO YOUR ROUND. Your ballot will tell you which room to go to.
3.	DOUBLECHECK--When you get to your round, check to make sure the teams or speakers in the room are the ones you are supposed to judge. For example, ask the students, "Is 12 Johnson here?"
4.	GIVE TIME SIGNALS TO DEBATERS AND EXTEMP AND IMPROMPTU SPEAKERS. 
In Extemp and Impromptu: Use fingers; e.g. five fingers in the air means the speaker has five minutes left.
In debates: Out loud tell the debaters how much of their time is left. Also, tell them how much of their preparation time is left (e.g. "you now have five minutes prep time left, you now have four minutes prep time left, etc.)
All other events do not receive time signals--though you still time them.
5.	TURN IN YOUR BALLOT IMMEDIATELY AFTER THE LAST SPEAKER IS FINISHED.
If a speaker has not shown up—WAIT UNTIL 10 MINUTES BEFORE THE END OF THE ROUND. At 10 minutes before the end of the round, you need to leave. You give any speaker that failed to show a 5 and write "NO SHOW" on the ballot.
If you wish to give feedback to a speaker or debate teams, tell them to come with you back to Cordiner. After you turn in your ballot, you can speak with them.
6.	NOTE: All rounds at Whitman are open to the public including other competitors and anyone who wishes to take notes. Students competing may ask their opponents for copies of their cases and arguments. Only disruptive audience members may be removed from rounds.

TOURNAMENT DEBATE STATEMENT
This tournament affirms the importance of all tournament participants’ cooperation in creating an educational and competitive environment that is fair, humane and responsible while, at the same time, encouraging speeches and debates that are devoted to full and robust argument about a diverse range of ideas.  Specifically, this tournament affirms that:
1.	Judges and students are encouraged to talk about the expectations that they have for creating a debate that focuses on ideas instead of personal attacks.
2.	Debaters are encouraged to communicate with respect, not attacking each other or the judge.
3.	Judges are encouraged to communicate with respect, not attacking or devaluing students.
4.	Debaters and judges are encouraged to reject discourse which devalues other members of our community based on their race, age, gender, class, sexual or religious orientation, or any reason that is not directly related to the arguments that they present.
5.	Students and judges are encouraged to communicate with each other when they observe instances of verbally aggressive attacks rather than silently watching something happen before them to which they object.
6.	Judges are encouraged to reward courteous and respectful behavior toward the judge and other competitors in awarding speaker points.
7.	If serious and/or repeated demeaning speech materially or substantially disrupts the opportunity for debaters to compete fairly or the judge to evaluate fairly, judges are encouraged to dock speaker points or give a team a loss. Please report this to the ballot table.

JUDGING LD AND POLICY DEBATE

LINCOLN-DOUGLAS DEBATE
•	6 minutes for affirmative speech
•	3 minutes for cross-examination
•	7 minutes for negative speech
•	3 minutes for cross-examination
•	4 minutes for first aff. rebuttal
•	6 minutes for negative rebuttal
•	3 minutes for the last aff. rebuttal
•	4 minutes of preparation time
POLICY DEBATE
•	8 minutes first affirmative
•	3 minutes cross-examination
•	8 minutes first negative
•	3 minutes cross-examination
•	8 minutes second affirmative
•	3 minutes cross-examination
•	8 minutes second negative
•	3 minutes cross-examination
•	5 minutes first negative rebuttal
•	5 minutes first affirmative rebuttal
•	5 minutes second negative rebuttal
•	5 minutes second affirmative rebuttal
•	6 minutes of preparation time 
WHAT ARE THESE WORDS THE LD DEBATERS KEEP USING?
•	CRITERIA: How the judge should decide the debate.
•	VALUE: An ideal. Example: "The value of freedom" (as in, freedom is an ideal)
•	CONTENTION: The main section of a debater's case.
•	DEFINITION: A definition of one of the terms in the resolution (the topic).
WHAT CASES WILL THE AFFIRMATIVE PRESENT ON THE EDUCATION TOPIC?
The affirmative is not required to support the entire topic (unless the negative can make a good argument that they must). Hence, the affirmative can support different changes in education policy so long as it increases academic achievement in secondary schools.  Cases include teacher testing, math education, head start expansion, feminist pedagogy, and give states more power over education. Negatives can still challenge whether these cases actually do support the topic.
If the affirmative case does not sound like it supports the topic--don't automatically vote against it.  Give the affirmative a chance to convince you.  If the negative fails to raise the issue, then you should generally not vote against the affirmative because that would be making an argument against the affirmative.
WHAT ARE THESE WORDS THE POLICY DEBATERS KEEP USING?
•	SIGNIFICANCE: Whether there is a significant problem.
•	INHERENCY: Is the present system solving the problem?
•	SOLVENCY: Will the plan solve the problem?
•	DISADVANTAGE: Will the plan cause new problems?
•	TOPICALITY: Does the plan support the topic?
•	DROPPED: An argument that a team did not respond to.
•	IMPACT: The importance of an argument.
•	PLAN: The affirmative's plan of action to solve a problem.
•	PULL ACROSS: Remember this argument, it is important.

1. GO TO YOUR ROUND--THE ROOM IS LISTED ON YOUR BALLOT
2. FILL OUT THE TOP PORTION OF THE BALLOT
At the beginning of the round, write the code, team school and initials, your name, round number and the names of the students on the ballot. Make sure you have the right teams.
TELL THE DEBATERS WHAT KIND OF A DEBATE YOU WISH TO SEE. IF YOU HAVEN'T SEEN A DEBATE BEFORE--TELL THE STUDENTS TO SPEAK SLOWLY.
3. DURING THE ROUND, TIME THE DEBATERS; PLUS TAKE NOTES!
Give the debaters time signals.  Stop debaters when their time is expired. They can finish a sentence or two of a piece of evidence but they cannot present more arguments. Speaking times are listed in the box to the right. TAKE CAREFUL NOTES OF THE ARGUMENTS THEY PRESENT!
4. AT THE END OF THE DEBATE:
--RATE AND RANK THE DEBATERS USING THE POINT SYSTEM ON THE BALLOT
--MAKE A DECISION; WRITE THE WINNING TEAM ON THE BALLOT.
--NO ORAL CRITIQUES UNTIL YOU TURN IN THE TOP SHEET OF THE BALLOT!
Oral critiques seriously delay our tournament.  Talk to the students after the ballot is in! 
5. TURN IN THE TOP BALLOT SHEET TO THE BALLOT TABLE
The ballot table is in Cordiner Foyer. You can turn in the full ballot if you’re done.
6. FILL OUT THE REASON FOR DECISION ON YOUR BALLOT
Explain in, at least, a paragraph, which issues convinced you to vote the way that you did. If you need more room, ask the ballot table for an additional ballot.
HOW SHOULD I MAKE A DECISION?
POLICY: List out the advantages and disadvantages of the plan. Do the advantages of the affirmative education policy outweigh the disadvantages? Does the affirmative plan support the topic? USE THE NOTES YOU TAKE DURING THE DEBATE TO HELP. Here is an example decision:
•	"I felt the affirmative showed that their education policy would give students a better opportunity for jobs. The negative tried to say that schools would not improve. But the affirmative evidence showed that schools using the plan have improved. The affirmative showed that students at these schools got better jobs. So, I voted affirmative."
LD: List out the arguments for and against economic sanctions. Do the arguments for outweigh the arguments against economic sanctions? Be sure to consider the value and criteria presented in deciding which side's arguments are more important. Does the affirmative case support the topic? USE YOUR NOTES OF THEIR ARGUMENTS. Here is an example decision you might make:
•	"The negative established that economic sanctions starve people. The affirmative tried to focus on the use of economic sanctions to shun bad governments. The negative, demonstrated, however, that economic sanctions hurt the people in countries, not the government. The affirmative also tried to argue that economic aid could address problems with sanctions. However, the negative showed that the economic aid is insufficient; sanctions are  not moral."
WHEN YOU WRITE YOUR DECISION
•	Explain why you voted the way you did. POLICY: Why did the advantage outweigh the disadvantages? LD: Why are/aren’t economic sanctions moral? POLICY EXAMPLE: "I voted affirmative because they showed a new math program would . . ." LD EXAMPLE "I voted negative. Economic sanctions are . . ."
•	Explain why you did not vote for the arguments of the losing team. Try to point to arguments that the winning team made that convinced you against these arguments. POLICY EXAMPLE: "The negative arguments about lowered achievement ignored the three affirmative studies showing improved achievement." LD EXAMPLE: "The affirmative tried to show that sanctions stop human rights abuses. But the negative convinced me that the sanctions rarely if ever work to stop human rights abuses." 
•	Explain what the losing team needed to do to win the debate. POLICY EXAMPLE: "The negative needed better evidence that showed why these programs would not work." LD EXAMPLE: "The affirmative needed stronger arguments and definitions on why the failure of sanctions doesn’t undermine her case."
CAN I INTERJECT MY OPINION INTO MY DECISION?
You should not make a decision based solely on your beliefs. For example, it would be wrong to vote against a case simply because you didn't like it. DO NOT MAKE ARGUMENTS AGAINST A TEAM. Make your decisions based on the arguments that the teams present in the debate. Now, if you find one team's arguments unpersuasive, then that is okay. Be open minded, but if a team tells you that economic sanctions have never hurt anyone or that schools do not exist and that is why you should vote for them, you do have the right to say this is not a persuasive argument. On the other hand, if a team gives a good reason for something AND their opponents do not respond, you probably should vote for the team's argument even if you do not agree with it. Blame the opponents that couldn't even make a response to the weak argument.
GIVE COMMENTS ON WHAT THEY DID WELL AND HOW THEY COULD IMPROVE
•	Avoid vague "you need to improve" and "you did a good job." Be specific--"You need to look at the audience more" and "Your reasoning was very strong."
•	Avoid leaving people without a way to improve. Give specific suggestions--"You should practice in front of your coach." "Work on cutting out long transitions."
•	Avoid commenting on things like "Your voice just sucks." Focus on things people can change.  "You need to rework your argument.  Focus more on . ."

Chair, HS Debate Elim Round
•	Make sure all 3 judges are in the room before the round starts.
•	Begin the debate ASAP or the Tournament Director may cancel the debate.
Last year, four elimination debates were cancelled because they started too late.
•	At the end of the round, please collect all three ballots.*
•	Announce the decision EXCEPT if it is the FINAL ROUND. For example, say "The affirmative wins on a 2-1 decision."
•	Return all three ballots to the ballot table immediately after announcing the decision.*
*You need to collect the white top sheets of the ballots and turn in these top white sheets to the ballot table. The other judges can keep the pink and yellow parts of their ballots to return to the ballot table on their own.

Chair, HS Debate Elim Round
•	Make sure all 3 judges are in the room before the round starts.
•	Begin the debate ASAP or the Tournament Director may cancel the debate.
Last year, four elimination debates were cancelled because they started too late.
•	At the end of the round, please collect all three ballots.*
•	Announce the decision EXCEPT if it is the FINAL ROUND. For example, say "The affirmative wins on a 2-1 decision."
•	Return all three ballots to the ballot table immediately after announcing the decision.*
*You need to collect the white top sheets of the ballots and turn in these top white sheets to the ballot table. The other judges can keep the pink and yellow parts of their ballots to return to the ballot table on their own.

Judging IE Finals
•	Make sure all 3 judges are in the room before the round starts. All 3 judges need to watch each and every competitor.
•	Begin the round as soon as 3 judges are in the room and there is a speaker, even if that means speakers do not speak in the order listed on your ballot.
•	Return your ballot to the ballot table as soon as possible.

Judging IE Finals
•	Make sure all 3 judges are in the room before the round starts. All 3 judges need to watch each and every competitor.
•	Begin the round as soon as 3 judges are in the room and there is a speaker, even if that means speakers do not speak in the order listed on your ballot.
•	Return your ballot to the ballot table as soon as possible.

Judging IE Finals
•	Make sure all 3 judges are in the room before the round starts. All 3 judges need to watch each and every competitor.
•	Begin the round as soon as 3 judges are in the room and there is a speaker, even if that means speakers do not speak in the order listed on your ballot.
•	Return your ballot to the ballot table as soon as possible.

Judging IE Finals
•	Make sure all 3 judges are in the room before the round starts. All 3 judges need to watch each and every competitor.
•	Begin the round as soon as 3 judges are in the room and there is a speaker, even if that means speakers do not speak in the order listed on your ballot.
•	Return your ballot to the ballot table as soon as possible.

Whitman College Impromptu Ballot 	Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Impromptu          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________
Judge's Name __________________________________ Judge's School __________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

2. START EACH SPEAKER AS SOON AS POSSIBLE
WHEN THE SPEAKER AND YOU ARE READY: Give the topics attached to this ballot to the speaker.
3. TIME THE SPEAKER
TIME THE PREPARATION AND SPEECH: As soon as you give the speaker the topics, begin timing. Speakers have 6 minutes to read the topics, think about them, and speak.  The speaker may divide the time at his or her discretion.
DURING PREP TIME: Tell the speaker out loud each 30 seconds of prep time that he or she has used.
DURING THE SPEECH: Give time signals with your fingers when the speaker begins speaking.  Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over.
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Check the appropriate items below and make specific comments in the column to the right.
___ You should spend less time preparing and more speaking
INTRODUCTION
___ I liked your introduction (state why to the right)
___ Your intro needs to be longer-less abrupt
___ Your intro needs to be shorter-more concise.
___ Your intro needs more zip to increase interest
___ You need to state the topic in your introduction.
___ State your position on the topic
THE BODY OF THE SPEECH
___ The body of your speech is good (state why to the right)
___ You need to state your main points for clearer organization
___ Your main points need to support your position on the topic
___ You need more interesting examples, stories, etc.
___ You need stronger support for your points. Use experts, quotations, stronger reasons, etc.
___ You need to change your intro to fit the info you present in the body of your speech
CONCLUSION OF THE SPEECH
___ I liked your conclusion (state why to the right)
___ Your conclusion needs to be longer/less abrupt
___ Your conclusion needs to be shorter/more concise
___ Your conclusion should not cover new material; instead cover what you said in your speech more 
OVERALL IMPRESSION OF THE SPEECH
___ Your speech is good (state why to the right)
___ You need stronger analysis and more insight in your speech
___ You need to provide more info that is unique and newsworthy
DELIVERY
___ You delivered well (state why to the right)
___ You need better eye contact
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to speak louder/softer
___ You need to avoid sighing/breathing loudly	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Impromptu?
Impromptu is a speech given by a speaker on one of two or three topics after preparing for a short time. 
Impromptu Rules
1. Contestants may remain in the room as each will receive different topics
2. Speakers may use a small (4 x 6) note card or one sheet of 8.5 x 11 paper if they wish.
Double-Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 

Whitman College Extemp Ballot 		Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Extemp          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
Give time signals with your fingers when the speaker begins speaking.  EXTEMP SPEAKERS HAVE 7 MINUTES. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over.
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Please offer at least 3 "you did well" comments and 3 "improve" comments.
Check the appropriate items below and make specific comments in the column to the right.
INTRODUCTION
___ I liked your introduction (state why to the right)
___ Your intro needs to be longer-less abrupt
___ Your intro needs to be shorter-more concise.
___ Your intro needs more zip to increase interest
___ You need to state the topic in your introduction.
___ State your position on the topic
THE BODY OF THE SPEECH
___ The body of your speech is good (state why to the right)
___ You need to state your main points for clearer organization
___ Your main points need to support your position on the topic
___ You need more interesting examples, stories, etc.
___ You need stronger support for your points. Use experts, quotations, stronger reasons, etc.
___ You need to change your intro to fit the info you present in the body of your speech
CONCLUSION OF THE SPEECH
___ I liked your conclusion (state why to the right)
___ Your conclusion needs to be longer/less abrupt
___ Your conclusion needs to be shorter/more concise
___ Your conclusion should not cover new material; instead cover what you said in your speech more 
OVERALL IMPRESSION OF THE SPEECH
___ Your speech is good (state why to the right)
___ You need stronger analysis and more insight in your speech
___ You need to provide more info that is unique and newsworthy
DELIVERY
___ You delivered well (state why to the right)
___ You need better eye contact
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to speak louder/softer
___ You need to avoid sighing/breathing loudly	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Extemp?
Extemp is a speech given by a speaker on one of three current issue topics after preparing for up to 30 minutes. 
Extemp Rules
1. Contestants have 30 minutes to prepare.  Students who are over 15 minutes late for when they should speak, need permission from the tournament director to compete.
2. Speakers may use a small (4 x 6) note card if they wish.
Double/Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet even in Extemp.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 

Whitman College Oratory Ballot 		Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Oratory          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
ORATORY SPEAKERS HAVE 8 MINUTES. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Please offer at least 3 "you did well" comments and 3 "improve" comments.
Check the appropriate items below and make specific comments in the column to the right.
INTRODUCTION
___ I liked your introduction (state why to the right)
___ Your intro needs to be longer-less abrupt
___ Your intro needs to be shorter-more concise.
___ Your intro needs more zip to increase interest
___ You need a better topic for your speech.
___ State your main point on the topic-include a thesis statement
THE BODY OF THE SPEECH
___ The body of your speech is good (state why to the right)
___ You need to state your main points for clearer organization
___ Your main points need to support your position on the topic
___ You need more interesting examples, stories, etc.
___ You need stronger support for your points. Use experts, quotations, stronger reasons, etc.
___ You need to change your intro to fit the info you present in the body of your speech
CONCLUSION OF THE SPEECH
___ I liked your conclusion (state why to the right)
___ Your conclusion needs to be longer/less abrupt
___ Your conclusion needs to be shorter/more concise
___ Your conclusion should not cover new material; instead cover what you said in your speech more 
OVERALL IMPRESSION OF THE SPEECH
___ Your speech is good (state why to the right)
___ You need stronger analysis and more insight in your speech
___ You need to provide more info that is unique and newsworthy
DELIVERY
___ You delivered well (state why to the right)
___ You need better eye contact
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to speak louder/softer
___ You need to avoid sighing/breathing loudly	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Oratory?
The speaker shall deliver from memory a persuasive speech, the purpose of which is to convince, stimulate, or move the audience to change their beliefs or actions.
Oratory Rules
The speech must not contain more than 150 words of quoted and/or paraphrased material.  If you believe a student has violated this rule, you may ask to see the student’s manuscript.  If the student does not have the manuscript, you may rank the student with a 5.   If the manuscript has 151 to 175 words, rank the speech one lower; 176 to 200 words, rank the speech two lower; 201 or more words, rank the speech with a 5.
Double/Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 

Whitman College Ed Comm Ballot 	Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Ed Comm          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
ED COMM SPEAKERS MUST SPEAK IN 1:45 TO 2:00 MINUTES. DO NOT GIVE TIME SIGNALS. Students who go over or undertime should be ranked lower as noted below.  STOP speakers who go 30 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Please offer at least 3 "you did well" comments and 3 "improve" comments.
Check the appropriate items below and make specific comments in the column to the right.
INTRODUCTION
___ I liked your introduction (state why to the right)
___ Your intro needs to be longer-less abrupt
___ Your intro needs to be shorter-more concise.
___ Your intro needs more zip to increase interest
___ You need a better topic for your speech.
___ State your main point on the topic-include a thesis statement
THE BODY OF THE SPEECH
___ The body of your speech is good (state why to the right)
___ You need to state your main points for clearer organization
___ Your main points need to support your position on the topic
___ You need more interesting examples, stories, etc.
___ You need stronger support for your points. Use experts, quotations, stronger reasons, etc.
___ You need to change your intro to fit the info you present in the body of your speech
CONCLUSION OF THE SPEECH
___ I liked your conclusion (state why to the right)
___ Your conclusion needs to be longer/less abrupt
___ Your conclusion needs to be shorter/more concise
___ Your conclusion should not cover new material; instead cover what you said in your speech more 
OVERALL IMPRESSION OF THE SPEECH
___ Your speech is good (state why to the right)
___ You need stronger analysis and more insight in your speech
___ You need to provide more info that is unique and newsworthy
DELIVERY
___ You delivered well (state why to the right)
___ You need better eye contact
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to speak louder/softer
___ You need to avoid sighing/breathing loudly	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Editorial Commentary?
The speaker shall deliver a scripted speech which offers an analysis of and commentary on a contemporary news event.
Ed Comm Rules
Audio or visual aids may be used, but are optional.
Speakers may use notes without penalty.
Double/Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students must speak between 1:45 and 2:00 minutes in this event. Students who go under 1:45 or over 2:00 should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 30 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 10 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 

Whitman College Dram. Interp Ballot    Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR    Dramatic Interp    Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
DRAMATIC INTERP SPEAKERS HAVE 8 MINUTES TO SPEAK. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Check the appropriate items below and make specific comments in the column to the right.
TEASER/BEGINNING PART OF THE READING
___ I liked your teaser (state why to the right)
___ Your teaser needs to raise more interest
___ Your teaser needs to generate more interest in your piece(s)
STUDENT INTRODUCTION OF THE PIECE(S)
___ Your introduction needs to describe the piece(s) better
___ You need to state the author(s) and name of the piece(s)
___ Your introduction needs to state the theme of your piece(s) more accurately
___ Your introduction needs a better theme 
___ You need to explain the theme in more depth
___ You need to explain how your theme is useful/important
What is a theme? It’s a statement of the point that the piece makes.
THE PIECE(S)
___ I liked your piece(s) (state why in the column to the right)
___ I would suggest different pieces (explain why)
___ You need to cut your pieces differently (explain)
INTERPRETATION OF THE PIECE(S)
___ You interped well (explain why to the right)
___ You need to read better (explain how to the right)
___ You need to do your characters better
___ You need to read more like the person would read; express an emotion, then a thought, then say the line.
___ You need to distinguish your characters better
___ You are being too melodramatic
___ You aren't being intense enough
___ You are reading without really expressing the meaning of what you are reading
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to avoid sighing/breathing loudly as it makes you sound tired and bored with your speech
___ You need to work on how you hold your book
___ You need a focal point; a spot where you look while you present your piece	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Dramatic Interpretation?
The speaker shall interpret one or more selections, serious in nature, from one or more authors of prose, poetry, drama (play), radio, television, or recording and may be a monologue.
Dramatic Interp Rules
--Presentation must be memorized.  Students may not use props, makeup, or costumes.  Physical movement is permitted, but only insofar as it suggests characterization, and foot movement should be limited to a one-step radius.
--The title and author must be identified during the presentation.
Double-Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
Do not lower student scores for occasional eye contact.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 

Whitman College Dual Interp Ballot 	Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Dual Interp          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
DUAL INTERP TEAMS HAVE 8 MINUTES TO SPEAK. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Check the appropriate items below and make specific comments in the column to the right.
TEASER/BEGINNING PART OF THE READING
___ I liked your teaser (state why to the right)
___ Your teaser needs to raise more interest
___ Your teaser needs to generate more interest in your piece(s)
STUDENT INTRODUCTION OF THE PIECE(S)
___ Your introduction needs to describe the piece(s) better
___ You need to state the author(s) and name of the piece(s)
___ Your introduction needs to state the theme of your piece(s) more accurately
___ Your introduction needs a better theme 
___ You need to explain the theme in more depth
___ You need to explain how your theme is useful/important
What is a theme? It’s a statement of the point that the piece makes.
THE PIECE(S)
___ I liked your piece(s) (state why in the column to the right)
___ I would suggest different pieces (explain why)
___ You need to cut your pieces differently (explain)
INTERPRETATION OF THE PIECE(S)
___ You interped well (explain why to the right)
___ You need to read better (explain how to the right)
___ You need to do your characters better
___ You need to read more like the person would read; express an emotion, then a thought, then say the line.
___ You need to distinguish your characters better
___ You are being too melodramatic
___ You aren't being intense enough
___ You are reading without really expressing the meaning of what you are reading
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to avoid sighing/breathing loudly as it makes you sound tired and bored with your speech
___ You need to work on how you hold your book
___ You need a focal point; a spot where you look while you present your piece
___ Your gestures/eye contact need to coincide with your partner better	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Dual Interpretation?
The two students shall present a program of one or more selections of published prose, poetry, or drama.  The title(s) and author(s) must be identified.
Dual Interp Rules
--Presentation should be memorized.  Students may not use props, makeup, or costumes.  Expressions, gestures, body positions and upper body movement are allowed as a means of characterization.  Foot movement must be limited to a one-step radius.
--The title and author must be identified during the presentation.
Double-Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
Do not lower student scores for occasional eye contact.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE. 
Whitman College Hum. Interp. Ballot 	Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Hum. Interp.          Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 10:20; Rd. 2 ends at 12:00; Rd. 3 ends at 8:15

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
HUMOROUS INTERP SPEAKERS HAVE 8 MINUTES TO SPEAK. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Check the appropriate items below and make specific comments in the column to the right.
TEASER/BEGINNING PART OF THE READING
___ I liked your teaser (state why to the right)
___ Your teaser needs to raise more interest
___ Your teaser needs to generate more interest in your piece(s)
STUDENT INTRODUCTION OF THE PIECE(S)
___ Your introduction needs to describe the piece(s) better
___ You need to state the author(s) and name of the piece(s)
___ Your introduction needs to state the theme of your piece(s) more accurately
___ Your introduction needs a better theme 
___ You need to explain the theme in more depth
___ You need to explain how your theme is useful/important
What is a theme? It’s a statement of the point that the piece makes.
THE PIECE(S)
___ I liked your piece(s) (state why in the column to the right)
___ I would suggest different pieces (explain why)
___ You need to cut your pieces differently (explain)
___ Your piece needs to be more humorous
INTERPRETATION OF THE PIECE(S)
___ You interped well (explain why to the right)
___ You need to read better (explain how to the right)
___ You need to do your characters better
___ You need to read more like the person would read; express an emotion, then a thought, then say the line.
___ You need to distinguish your characters better
___ You are being too melodramatic
___ You aren't being intense enough
___ You are reading without really expressing the meaning of what you are reading
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to avoid sighing/breathing loudly as it makes you sound tired and bored with your speech
___ You need to work on how you hold your book
___ You need a focal point; a spot where you look while you present your piece	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Humorous interp?
The speaker shall interpret one or more selections, humorous in nature, from one or more authors of prose, poetry, drama (play), radio, television, or recording and may be a monologue.
Hum. Interp. Rules
--Presentation must be memorized.  Students may not use props, makeup, or costumes.  Physical movement is permitted, but only insofar as it suggests characterization, and foot movement should be limited to a one-step radius.
--The title and author must be identified during the presentation.
Double-Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
Do not lower student scores for occasional eye contact.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE.
Whitman Interp. Reading Ballot 	        Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Interp. Reading    Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 1:20; Rd. 2 ends at 2:20; Rd. 3 ends at 9:45

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
INTERP READING SPEAKERS HAVE 8 MINUTES TO SPEAK. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Check the appropriate items below and make specific comments in the column to the right.
TEASER/BEGINNING PART OF THE READING
___ I liked your teaser (state why to the right)
___ Your teaser needs to raise more interest
___ Your teaser needs to generate more interest in your piece(s)
STUDENT INTRODUCTION OF THE PIECE(S)
___ Your introduction needs to describe the piece(s) better
___ You need to state the author(s) and name of the piece(s)
___ Your introduction needs to state the theme of your piece(s) more accurately
___ Your introduction needs a better theme 
___ You need to explain the theme in more depth
___ You need to explain how your theme is useful/important
What is a theme? It’s a statement of the point that the piece makes.
THE PIECE(S)
___ I liked your piece(s) (state why in the column to the right)
___ I would suggest different pieces (explain why)
___ You need to cut your pieces differently (explain)
INTERPRETATION OF THE PIECE(S)
___ You interped well (explain why to the right)
___ You need to read better (explain how to the right)
___ You need to do your characters better
___ You need to read more like the person would read; express an emotion, then a thought, then say the line.
___ You need to distinguish your characters better
___ You are being too melodramatic
___ You aren't being intense enough
___ You are reading without really expressing the meaning of what you are reading
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to avoid sighing/breathing loudly as it makes you sound tired and bored with your speech
___ You need to work on how you hold your book
___ You need a focal point; a spot where you look while you present your piece	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Interp. Reading?
The speaker shall interpret two or more selections from two or more authors.  The collection must include at least one selection of prose and one of poetry.  No dramas (plays) are allowed.  The title(s) and author(s) must be identified.  A theme must be established and the pieces should be balanced time-wise.
Int. Read. Rules
Presentation should be from script and not memorized.  Students may not use props, makeup, or costumes.  Expressions, gestures, body positions and upper body movement are allowed as a means of characterization.  Foot movement must be limited to a one-step radius.
The title and author for each piece must be identified during the presentation.
Double/Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
Do not lower student scores for occasional eye contact.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE.
Whitman College Expos Ballot 		Wait for all speakers, unless its 10 min. before the round ends.
1. BEGINNING OF ROUND: FILL IN THIS INFO: 	Division:      JR     SR      Expos              Round _____
Student School Number (see Cover Sheet) ________ Student Name _______________________________________

Note: There may be gaps between speakers. Wait for all speakers--until 10 minutes before the end of the round.
Rd. 1 ends at 1:20; Rd. 2 ends at 2:20; Rd. 3 ends at 9:45

Judge's Name __________________________________ Judge's School __________________________________
2. START EACH SPEAKER AS SOON AS POSSIBLE
3. TIME THE SPEAKER
EXPOS SPEAKERS HAVE 8 MINUTES TO SPEAK. DO NOT GIVE TIME SIGNALS. Students who go overtime should be ranked lower as noted below.  STOP speakers who go 60 or more seconds over. 
4. DURING AND RIGHT AFTER THE SPEECH, WRITE COMMENTS 
Please offer at least 3 "you did well" comments and 3 "improve" comments.
Check the appropriate items below and make specific comments in the column to the right.
INTRODUCTION
___ I liked your introduction (state why to the right)
___ Your intro needs to be longer-less abrupt
___ Your intro needs to be shorter-more concise.
___ Your intro needs more zip to increase interest
___ You need a better topic for your speech
___ State your main point on the topic-include a thesis statement
THE BODY OF THE SPEECH
___ The body of your speech is good (state why to the right)
___ You need to state your main points for clearer organization
___ Your main points need to support your position on the topic
___ You need more interesting examples, stories, etc.
___ You need stronger support for your points. Use experts, quotations, stronger reasons, etc.
___ You need to change your intro to fit the info you present in the body of your speech
___ You need visual aids in your speech
___ You need to use your visual aids better
___ You need better visual aids
CONCLUSION OF THE SPEECH
___ I liked your conclusion (state why to the right)
___ Your conclusion needs to be longer/less abrupt
___ Your conclusion needs to be shorter/more concise
___ Your conclusion should not cover new material; instead cover what you said in your speech more 
OVERALL IMPRESSION OF THE SPEECH
___ Your speech is good (state why to the right)
___ You need stronger analysis and more insight in your speech
___ You need to provide more info that is unique and newsworthy
DELIVERY
___ You delivered well (state why to the right)
___ You need better eye contact
___ You need to work on your hand gestures
___ You need to work on your body posture and movement
___ You need to cut out um/uh/okay etc.
___ You need better voice inflection
___ You need more energy in your voice
___ You need to speak quicker/slower
___ You need to speak louder/softer
___ You need to avoid sighing/breathing loudly	Please offer a specific explanation for items you checked or your own comments below 

Judges: we encourage you to add additional comments on the back of this ballot!	What is Expos?
The speaker shall deliver a speech, the purpose of which is to describe, clarify, explain and/or define an idea, concept or process.
Expos Rules
1. Speakers may use visual aids.
2. Students should not be dependent on notes.
3. Overtime and undertime speeches should be ranked lower as noted below.
Double-Triple Entered Students
Give double and triple entered students and late debaters time and flexibility to do their events. Students do not need to do their speeches in the order listed on the cover sheet.	
5. AT THE END OF EACH SPEECH, CIRCLE A RATING FOR THE QUALITY OF THE SPEECH: 
30-Amazing   29-Superb   28-Excellent   27-Very Good   26-Good   25-Decent   24-Okay   23-Fair   22-Need Improvement*
*if one of the speakers was rude, report it to the ballot table. Otherwise, you may not score below a 22.
6. AFTER ALL SPEECHES HAVE BEEN GIVEN, CIRCLE A RANKING FOR EACH SPEECH:
1st Best      2nd best         3rd best        4th best       5th best     Please tell the speaker what he/she needed to do to rank higher:
(NO ties except for 5th) Rank ""No Shows"" as a 5. Students who go 30 to 60 seconds overtime should be ranked one lower than what you would have ranked the student otherwise. Students who you had to stop (they went over 60 seconds overtime) should be ranked two lower. EXAMPLE: A student you would rank as 2nd best goes 40 seconds over: You should rank her 3rd and the speaker you would have ranked as 3rd becomes 2nd.
7. AFTER ALL SPEECHES HAVE BEEN GIVEN OR 10 MINUTES BEFORE THE END OF THE ROUND, FILL OUT THE COVER SHEET AND RETURN YOUR BALLOTS ASAP TO THE BALLOT TABLE.