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ForensicsTeam
Dramatic or Humourous Interpretation (two different categories)—known as “DI” and “HI”General Structure: The student presents a memorized selection from a published play, novel, short story, or non-fiction piece, interpreting all of the characters vocally and physically. Dramatic Interpretation selections must be primarily serious into one, while Humourous Interpretation selections are primarily funny (many are children’s literature).
Specifics: 1. The student finds or prepares a cutting from literature, which he them memorizes and presents in each round. He interprets all the characters. 2. Monologues are acceptable. 3. The student must present an introduction that includes the title and author of the literature; however, this introduction does not have to come at the opening of the presentation. 4. While the use of gestures and body language is extremely important, (i.e. actual walking) is limited. 5. Time Limit is 10 minutes, with a 30-second grace period. Judging Criteria: Judges will evaluate the student on the effectiveness of his interpretation of the characters and the cohesiveness of the script. Duo Interpretation—known as “Duo”General Structure: Two students present a memorized selection from a published play, novel, short story, or non-fiction piece, interpreting all of the characters vocally and physically. The literature can be either serious of funny. Each student may portray several characters.
Specifics: 1. Two students work as a team t find or cut a piece of literature, which is them memorized and presented each round. 2. The students must present an introduction that includes the title and author of the literature; however, this introduction does not have t come at the opening of the presentation. 3. While the use of gestures and body language is extremely important to portray the different characters, the student may not touch each other or make eye contact with each other when in character. Movement (i.e. actual walking) is permitted. 4. Time Limit is 10 minutes, with a 30 second grace period. Judging Criteria: Judges will evaluate the student on the effectiveness of his interpretation of the characters and the cohesiveness of the script. Impromptu Speaking—known as “IS”General Structure: The student prepares a speech on a topic quotation for each round of competition. The student has seven minutes to both prepare his-her speech and present the speech without benefit of notes.
Specifics:
International or United States (.S.) Extemporaneous Speaking (two different categories) – known as “IX” or “USX”General Structure: The student prepares a speech on a current event topic for each round of competition. After thirty minutes of preparation, the student presents his speech without benefit of notes.
Specifics:
Original Oratory – known as “OO”General Structure: The student writes a speech that includes an introduction, a body, and a conclusion. The speech is memorized and presented in each round.
Specifics:
Note: The manuscript of the oration must be turned in with District Tournament registration; with the new OHSSL web site registration program, the coaches upload the manuscripts for District chairs and the Executive Director. Don’t forget the sources for a work cited page. See the OHSSL Constitution for the format. The manuscript must have the “official” Original Oratory Cover Sheet, found at www.ohssl.org . Oratorical Interpretation – known as “OI”General Structure: the student finds a speech written and delivered to an audience by someone else; he then memorizes it and presents it in each round.
Specifics:
Prose Poetry – known as “PP”General Structure: The student weaves together a program of literature, that includes both prose and poetry genres, revolving around a central theme. Although the students have a manuscript in their hands during the presentation, students interpret (not read) the selections in each round.
Specifics:
Note: The manuscript of the Prose Poetry piece must be turned in with the District Tournament registration; with the new OHSSL web site registration program, the coaches upload the manuscripts for District chairs and the Executive Director. Don’t forget the sources for a work cited page. See the OHSSL Constitution for the format. The manuscript must have the “official” Prose Poetry Cover Sheet, found at www.ohssl.org. Three Categories for Debate2-Person Policy Debate – known as “2P”General Structure: Two students form a team. They research both sides of the debate resolution and build a case for each side. In a tournament, the team alternates between affirmative and negative sides, as determined by the debate pairings for each round. The purpose of the debate is to convince the judge that the team argued the best case. Example of a policy topic: “Resolved: That the United States federal government should establish a foreign policy substantially increasing its support of United Nations; peacekeeping operations.”
Specifics: The resolution is always stated as a need to change the status quo. The affirmative team must establish a basic justification for change. The necessary elements of a “prim facie” case make up the “stock issues: in the round. Those elements include:
Lincoln Douglas Debate – known as “LD”General Structure: One student researches the resolution and prepares a case both to affirm and negate the resolution. In contest, he debates both sides, depending on the debate pairings per round. He presents his case; cross examines his opponent, and rebuts the arguments. Example of an LD resolution: “Resolved: Civil disobedience in a democracy is morally justified.”
Specifics: The resolution is a statement of philosophy, not policy, and usually weighs one value as more important that the other. The affirmative case must show the resolution is true. The negative cause can show that the resolution is not true (that the opposite value is true) or that it is neutral (that one is as important as the other). While policy debate relies on facts and statistics to prove the status quo works or doesn’t work, LD relies more on analogies, quotations, comparison and contrast, and schools of philosophy to prove or disprove the resolution. Judging Criteria: The debate ballot asks the question: Who did the better job of debating? The judge bases that decision on which team argued philosophy the best; which team proved its own case the best; which team did a better job of cross examination and using the answers against the opponents; which team did a better job of using evidence. Public Forum Debate – known as “PF”General Structure: Two students form a team. They debate both affirmative and negative sides of the resolution in separate debates. However, this is determined by the toss of a coin; the winner gets to choose either which side they debate or whether they begin or end the debate. Although the resolution is stated as a policy change, there is no burden of proof or presumption. Therefore, because the affirmative tries to convince the judge the resolution should be adopted and the negative tries to convince the judge that it shouldn’t, the negative can begin the debate. Example of a Public Forum resolution: “All young adults in every nation should be required to perform at least one full year of national service.”
Specifics: Public Forum is a team debate that advocates or rejects a position posed by the resolution. A central tenet of the debate is that the clash of ideas must be communicated in a manner persuasive to the non-specialist or “citizen judge,” i.e. a member of the American jury. While Policy Debate focuses on a plan to solve the problem(s) posed by the resolution, and Lincoln Douglas Debate focuses on the core value of the resolution, Public Forum Debate focuses on advocacy of a position derived from the issues presented in the resolution, not a prescribed set of burdens. Judging Criteria: The judge may vote on one of the Final Focus arguments or another issue he felt was more important. The judge must identify the voting issue on the ballot. Student Congress – known as “SC”General Structure: Students are grouped into “Houses” or “Chambers.” Generally, one student from each school is in the Senate; the other students are in the House of Representatives. The students have written pieces of legislation, either bills or resolutions; students present this legislation and, using Parliamentary Procedure, present speeches either affirming or negating the legislation.
Judging Criteria: There are multiple judges (usually three) in each session in each chamber. The judges individually score each speech on a basis of 1-6 for NFL points. At the end of the session, the judges independently rank the students 1-10 as a group. |
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St. Peter Chanel High School 480 Northfield Road, Bedford, Ohio 44146 (440) 232-5900
