Also known as US Extemp (or DX), students are presented with a choice of three questions related to current events in the U.S. and, in 30 minutes, prepare a seven-minute speech answering the selected question. Students may consult articles and evidence they gather prior to the contest, but may not use the Internet during preparation. Topics range from political matters to economic concerns to U.S. foreign policy. The speech is delivered from memory.

Students who do DX are typically very curious about matters of domestic interest. Students should be well read and understand current events within the U.S. To learn more about domestic issues, students should spend significant time reading from a variety of news sources. Recommended reading lists include, but are not limited to: New York Times, Brookings Institute, Economist, Bloomberg Business Weekly, The Guardian, Congressional Research Committee, The Financial Times, and more.

Also known as International Extemp (or FX), students are presented with a choice of three questions related to international current events and, in 30 minutes, prepare a seven-minute speech answering the selected question. Students may consult articles and evidence they gather prior to the contest, but may not use the Internet during preparation. Topics range from country-specific issues to regional concerns to foreign policy. The speech is delivered from memory.

Students who do FX are typically very curious about matters of a global interest. Students should be well read and understand current events outside the U.S. To learn more about international issues, students should spend significant time reading from a variety of news sources. Recommended reading lists include, but are not limited to: Council on Foreign Relations, New York Times, Asia Times, Jerusalem Post, Wall Street Journal, BBC, Foreign Policy, Foreign Affairs, and more.

Using a play, short story, or other published work, students perform a selection of one or more portions of a piece up to ten minutes in length. With a spotlight on character development and depth, Dramatic Interpretation focuses on a student’s ability to convey emotion through the use of a dramatic text. Competitors may portray one or multiple characters. No props or costumes may be used. Performances may also include an introduction written by the student to contextualize the performance and state the title and author.

Students who do Dramatic Interpretation may perform selections on topics of serious social subject matter such as coping with terminal illness; significant historical situations, events, and figures; as well as racial and gender discrimination, suppression, and oppression. Students should select pieces that are appropriate for them. Considerations for selecting a DI topic should include the student’s age, maturity, and school standards.

Two competitors team up to deliver a ten-minute performance of a published play or story. Using off-stage focus, Duo Interpretation competitors convey emotion and environment through a variety of performance techniques focusing on the relationships and interactions between the characters. No props or costumes are used. Performances may also include an introduction written by the students to contextualize the performance and state the title and author.

When looking at literature, a Duo entry must consider how the literature would work for both members of the team. Duo Interpretation strives for a balanced performance with both partners being integral to the development of the piece’s characters, relationships, plot, and more. Duo Interpretation allows for students to do humorous, dramatic, or pieces that combine both into the performance. Considerations for selecting a topic for a Duo Interpretation should include age, maturity, and school standards.

Using a play, short story, or other published work, students perform a selection of one or more portions of a piece up to ten minutes in length. Humorous Interpretation is designed to test a student’s comedic skills through script analysis, delivery, timing, and character development. Competitors may portray one or multiple characters. No props or costumes may be used. Performances can also include an introduction written by the student to contextualize the performance and state the title and author.

When searching for literature, a student should look for more than one-liner jokes. Humor can be created through strategic choreography, creative characterization, and dynamic non-verbal reactions. Typical selection topics range from light-hearted material including interpretations of comics, children’s literature, plays, short stories, and more. Considerations for selecting an HI topic should include the student’s age, maturity, and school standards

Using a combination of Prose, Poetry and Drama, students construct a program up to ten minutes in length using at least two out of the three genres. With a spotlight on argumentation and performative range, Program Oral Interpretation focuses on a student’s ability to combine multiple genres of literature centered around a single theme. Competitors are expected to portray multiple characters. No props or costumes may be used except for the manuscript. Performances also include an introduction written by the student to contextualize the performance and state the titles and authors used in the program.

Students who do POI are expected to bring together a wide variety of literature for their program. Students should select pieces that are appropriate for them and that create a well-balanced program which may incorporate humor and drama. Considerations for selecting a POI topic should include the student’s age, maturity, and school/team/coach standards.

Students deliver a self-written, ten-minute speech on a topic of their choosing. Limited in their ability to quote words directly, Informative Speaking competitors craft a speech using evidence, logic, and optional visual aids. All topics must be informative in nature; the goal is to educate, not to advocate. The speech is delivered from memory.

Students who write Informatives should think seriously about a topic that is of personal interest to them. Given students may be doing Informative for the entirety of the school year, they will want to find a topic that they can keep fresh and engaging for extended periods of time. Additionally, Informative speakers should consider topics that are current and relatable to audience members. Informative is an ongoing process! The last speech that is performed will never be a “final” draft. There is always room for revision, so pick a topic that student’s will enthusiastically explore and reflect upon during the season.

Students deliver a self-written, ten-minute speech on a topic of their choosing. Limited in their ability to quote words directly, Original Oratory competitors craft an argument using evidence, logic, and emotional appeals. Topics range widely, and may be informative or persuasive in nature. The speech is delivered from memory.

Students who write orations should think seriously about a topic that is of personal interest and significance to them. Given the number of weeks students may be doing Oratory, they will want to find a topic that they can keep fresh and engaging for extended periods of time. Additionally, orators should consider topics that are current and relatable to audience members. Oratory is an ongoing process! The last speech that is performed will never be a “final” draft. There is always room for revision, so pick a topic that you will enthusiastically explore and reflect upon during the season.