Canadian Student Debating Federation SCORE SHEET Date

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Canadian Student Debating Federation SCORE SHEET Date

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Canadian Student Debating Federation SCORE SHEET Date: ____________ Round: ____ Location: ________________ Judge: __________________ (Circle) Style of Debating: Academic Cross-Examination Parliamentary Affirmative / Government Negative / Opposition First Debater Second Debater First Debater Second Debater Weak Aver. Strong Weak Aver. Strong Weak Aver. Strong Weak Aver. Strong Analysis Material Delivery Rebuttal Organization Debate Skills Please check that you have evaluated each debater in every category. Comments : First Affirmative : First Negative : Second Affirmative :

Second Negative :
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Criteria We do not ask you to work with numbers when scori ng the debaters. Simply mark the box that you think best describes each debater’s level of skill for each of the six categories of evaluation. Please look for the following elements when evaluating debaters: Analysis Are the definitions and the interpretation of the resolu tion sound and reasonable? Do es the debater understand the whole question being debated, the essence of his/her oppone nt’s objections to his/her arguments, and how the particular issues that emerge during the debate relate to one

another? Is the logic of the debater sound? Does the debater recognize and expose weaknesses in opponents’ ev idence and reasoning? Does he/she distinguish between substance and rhetoric? Material “Material” is not simply another word for “facts” but in cludes any means a debater may use to substantiate an assertion, including humour. Does the debater choose a reasona ble means to substantiate his/her assertions and is there sufficient substantiation for all important asserti ons? Does it appear that the debater has thoroughly researched the topic? Does the debater adequately substa ntiate

assertions by relying on reasoning and evidence? Delivery Does the debater demonstrate an effective style for presen ting his/her arguments or does he/she merely read a prepared speech? Does he/she obser ve the mechanics of good speech as well as choosing an appropriate style (including posture, use of gestures, variety and the ma nnerisms and personality he/she conveys)? Is his/her delivery smooth and spontaneous? Rebuttal Is the debater able to identify and summarize the impor tant contentions raised by his/her opponents and then answer those contentions directly or by clear implica tion?

Does the debater refute specific points as well as the case in general? Is he/she able by the use of appr opriate material to respond successfully to the important challenges and objections to his/her arguments raised by his/her opponents? Does the debater demonstrate the ability to make good use of logic and evidence in refutation? Organization Does the debater present his/her case in a clear, logical fash ion that allows the listene r to understand the relevance of and the transition between arguments? Do all speakers for the team present a unified, coherent case? Is there an effective

introduction and conclusion? Are ideas with in a speech developed in a fluent, logical order? Debate Skills (as relevant) Does the debater demonstrate knowledge of and make effec tive use of the rules? Can the debater heckle and handle heckling (where permitted) with ease? Does the deba ter use humour and rhetorical devices to advantage? Is the debater successful at answering as well as questi oning an opponent? Is the de bater a good listener? Is he/she courteous? Parliamentary style - Is the use of Points of Order, Points of Privilege and Points of Information appropriate? Do the

interruptions serve to identify an error or merely disrupt the debate? Are the interruptions as succinct as possible? Is heckling appropriate? Is it short, succinct and witty? Does it serve to identify inaccurate material or reasoning? Questioning - Does the questioner elicit valuable admissions from his/her opponent? Are the questions well organized and relevant? Are the questions clear and preci sely phrased? Is the questioner courteous? Is what is sought relevant and fair? Does th e questioner avoid speech making? Answering - Are the answers honest? Are the answers resour ceful or merely

evasive? Does the witness through his use of material or his knowledge of the subject de monstrate the fallacies in the arguments implicit in the questions put to him/her? Is the witness courteous? Does he/she respect the right of the examiner to control the examination? Does he/she attempt to provide an swers or merely counter with further questions?

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