Competitive Events

A mock legislative session simulating the workings of the United States Congress. Students debate peer-authored articles of legislation. A student-elected Presiding Officer (PO) facilitates debate and manages the chamber under standard rules of procedure ( Robert’s Rules of Order, Revised). The Parliamentarian is an adult tournament official who monitors the activities of the chamber for the purpose of preserving competitive equity. He or she also provides guidance on matters of parliamentary procedure and serves as a resource to whom judges can direct questions. The Presiding Officer (PO) is a student competitor in the chamber, chosen by his or her peers. The PO calls upon speakers to debate each piece of legislation, alternating speeches from affirmative (in favor) to negative (opposed). He or she also calls upon questioners, handles motions and voting, and keeps time.  Judges do not need to keep time or to manage speaker order. There are no time violation penalties. The students, under the leadership of the PO and the guidance of the Parliamentarian, manage the chamber. The first affirmative (often called authorship or sponsorship) and the first negative speeches are up to three minutes in length, followed by four 30-second periods of direct questioning by students in the chamber. All subsequent speeches are up to three minutes in length, followed by two 30-second periods of direct questioning. Once debate on a piece of legislation has been exhausted, the chamber will move the previous question and vote on the matter. Generally, but not always, a five- to ten-minute recess follows the vote, allowing students and judges the opportunity to take a break.

The Big Questions debating format involves opposing contestants debating a topic concerning the intersection of science, philosophy, and religion. Students can compete as individuals or as a team, this means rounds can be 1 vs. 1, 2 vs. 2, or 1 vs. 2. Topics will address deeply held beliefs that often go unexamined. Students are assigned a side of the topic before each round and present cases, engage in rebuttal and refutation, and participate in a question period. Recruiting average members of the public to judge and observe this event is encouraged but not required. In the event that a Big Question entry is composed of two students, the number of speeches shall be evenly divided between both members.

Considerations for Big Questions Debates

Schools which opt to host Big Questions debating format should know that the event is supported nationally by the John Templeton Foundation. While hosts should know there is the opportunity to apply to the NSDA for grant money to support the activity, in no event should the MSDL be held responsible for any financial support, barring the grant-making process described in the MSDL governing documents. Meeting the requirements of any grant is solely the responsibility of the hosting school.

Structure of the Debate 

Each debater will make an opening presentation, laying out the arguments and reasons to prefer their side of the resolution. These are called the Constructive speeches, and they are five minutes long. The Affirmative side will always speak first. Following these speeches, there is a three- minute question segment. During the questioning segment, the Affirmative side will ask the first question. Following the first question, the questioning period is a free- flowing question and answer period where both speakers may ask each other questions.

Lincoln-Douglas Debate involves two solo students debating as individuals.   Topics generally focus on a resolution that calls for an evaluation of a moral statement or a call to action. The call for action may be by an individual, nation, or other entity.  Sides are pre-determined by the tabulation room  except in the  occasional case of specifically designated 'flip for side' debates.

Lincoln-Douglas is value debate. Values are often seen as principles or concepts that people believe in. Often (but not always) Lincoln-Douglas topics will focus on value implications of policy topics. In other words, before deciding what type of public schools or taxation system we should have, it is necessary to decide if public education or taxation are something we should have in the first place, given the values of the given community.

Students are not responsible for particular practical/policy applications. However, if particular practical/policy applications are intrinsic to advocated value systems, particular applications may or may not be an appropriate issue to be debated in a given round. Reasons to consider or not to consider any given argument should be clearly articulated in the round. Lincoln-Douglas is not necessarily a single value debate, though most students will choose to debate using such a framework. Other methods are permissible. Many, but not all students will offer voting standard/criteria/criterion as a means to adjudicate the round. In so far as possible, the judge should evaluate the importance of argued issues applied to the most convincing standard advocated by the students.

Policy Debate involves two teams, each with two students,  generally focuses on a resolution that calls for a change in policy by the United States government.  Sides are pre-determined by the tabulation room  except in the occasional  case of specifically designated 'flip for side' debates.

To defend the resolution, the affirmative team generally presents a plan that is an example of the type of policy change called for in the resolution. The affirmative defends its plan by satisfying three “stock” burdens. In particular, affirmative will generally argue (1) that there is a “harm” in the status quo that must be rectified, (2) that policies in the status quo are inherently inconsistent with the affirmative’s proposed plan, and (3) that the affirmative plan solves the harm.

To attack the affirmative, the negative can (1) challenge any of the three stock burdens, (2) argue that the affirmative plan incurs disadvantages that outweigh the harms solved by the affirmative plan, (3) that the affirmative plan is not an example of the resolution (i.e., that it is not “topical”). In addition, the negative may present a “counterplan”, which is an alternative policy proposal that is not an example of the resolution, mutually incompatible with the affirmative plan, and superior to the affirmative plan. Other theoretical arguments (e.g., “kritiks”) may also be presented by the negative.

Public Forum Debate (PFD) involves two teams, each with two students, debating an issue of current interest or policy. A judge decides which two-person team wins the debate. Public Forum debaters across the nation debate the same issue, referred to as the resolution, for one month. One side, the PRO, argues that the resolution is true, while the other side, the CON, argues that it is false.

Examples of past resolutions include:

• Resolved: The United States ought to replace the Electoral College with a direct national popular vote.

• Resolved: The United States should lift its embargo against Cuba.

• Resolved: In order to better respond to international conflicts, the United States should significantly increase its military spending. 

• Resolved: On balance, the benefits of the Internet of Things outweigh the harms of decreased personal privacy.

What happens at a tournament? 

A tournament consists of a series of rounds. At a typical tournament, there will be four “preliminary” rounds during the day. At some tournaments, the teams with the best preliminary round records will advance to a semi-final or final round at the end of the day. During each preliminary round, each team debates another team. For example, if there are 80 two-person teams entered in PFD at a tournament, there will be 40 separate debates taking place during each round, each typically in a separate room. A schedule referred to as a “schematic” announces the round. For each debate taking place during that round, the schematic lists: (1) the two teams debating, (2) the room where the debate will take place, and (3) the judge.

What happens in a debate?

The debate consists of a series of speeches delivered by each side. The debaters also engage in “cross-fire”, during which debaters from the opposing teams question each other. (Figure 3) summarizes the sequence of speeches and cross-fire periods during the round. This information also appears on the ballot. (Figure 3) also summarizes the guidelines on when new evidence and new arguments can be made in the round.

Each team also has 2 minutes of preparation time to use throughout the entire round. For example, Team 1 may choose to confer for 20 seconds after the first cross-fire prior to starting their rebuttal. In this case, Team 1 would have 1 minute and 40 seconds of remaining prep time. What happens during each speech and each cross-fire can vary from round to round, but in a typical round, you will find the following:

• Constructives. These speeches, which are typically prepared before the round, stake out the basic position for each side. Debaters will advance two or three reasons why you should support their side of the resolution. They may also define critical words in the resolution to help frame the debate.

• 1st Cross-fire. The speakers who delivered the 1st constructives take turns questioning each other. The purpose of cross-examination is clarification, not argument; the questioner should always question and avoid statements.

• Rebuttals. These speeches, delivered by the debaters who have not yet spoken, typically attack the case presented in first constructive by their opponent. The Team 2 rebuttal may also respond to attacks made in the Team 1 rebuttal.

• 2nd Cross-fire. The speakers who delivered the rebuttals question each other.

• Summaries. Each side identifies and defends key points in the debate. The summary speech can introduce new evidence but cannot introduce new arguments unless they are in response to opponent arguments introduced in rebuttal. Restricting the introduction of new arguments in summary helps ensure that the opposing team has sufficient opportunity to respond. Use your judgment to determine if arguments in summary are new, and if so, if their introduction is valid – i.e., has the argument been introduced in response to a new argument in the opponent’s rebuttal. If the argument is new and not validly introduced, disregard it.

• Grand Cross-fire. All debaters engage in a four-way question-and-answer session.

• Final Focus. Each side explains why they have won specific arguments and why winning those arguments implies that they have won the debate. Final Focus should introduce neither new arguments nor new evidence. The new evidence prohibition can be relaxed if the new material is presented in response to a first request for that evidence made in the opposing team’s summary speech or during grand cross-fire.

This event requires the use of a manuscript. The student should present material designed to read to children so that it may be understood and appreciated by a young child or children. (Note: This does not mean the literature must fall under nursery level only). The selection must be from a single published fictional or non-fictional story, play, a single long poem or a program of poetry. Material from more than one source 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. The student may use vocal skills, facial expressions, and/or hand gestures to develop a narrator and character/s. The presentation should include an introduction that cites the name of the piece and the author. The cutting should provide a cohesive scene or storyline (containing a definite beginning, middle and end). No costumes or props may be used in the presentation. 

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

Declamation is a memorized event in which the student delivers a speech written by some other person. The speech must have been presented as a public address and found in print, on video, DVD or on an audio recording. Speeches that have been used only for forensic competition are not acceptable, even if they can be found in print. 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. 

Time: 10 minute maximum, 30 second grace period, no minimum time.

This is a memorized event in which the student presents a selection of literature. The presentation may be serious or humorous in nature. The presentation should include an introduction that cites the name of the piece and the author, and should develop the narrative and/or character(s) via vocal and physical techniques.  The selection must be from a single published play, a fictional or non-fictional work, or a poem or program of 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. No scripts, costumes, or props should be used in the presentation 

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

Duo is a unique, memorized event challenging two performers to render a dynamic moment utilizing appropriate vocal expression, gesture, and interaction between partners. As a unit, the two performers will vocally and physically respond to each other’s verbal and non-verbal cues while maintaining an off-stage focus. Thus, the scene requiring disciplined interplay between partners and the environment is created in the minds of the audience. The selection must be from a single published play, a fictional or non-fictional work, or a poem. Material from more than one source 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. Speakers may not take lines belonging to one character and apply them to a different character in the performance. The material may be humorous or dramatic, or may combine both tones, depending on the work selected. Performers may play more than one character if they choose, but it is not required. No costumes or props may be used in the presentation.

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

The students will draw three topics of current interest from the material prepared by the tournament director. Usually topics are based on articles taken from recent issues of publications from major media outlets. The student must pick one of the three topics to prepare for a presentation. The students will have a 30 minute preparation period during which personal information files of books, magazines, and/or newspapers may be used to put together the presentation. After the preparation period, the student should deliver a speech to be evaluated for content and delivery.  The topic slip must be presented to the judge in the round. No visual aids are allowed. Students are not allowed to connect with the internet while preparing their speeches.

Novice Extemporaneous Speaking

Same as Extemporaneous Speaking except that students in NX are allowed to use a notecard with up to 50 words on it during the delivery of their speeches. NX is limited to first year forensic competitors ONLY.  

Time: 7 minute maximum, 30 second grace period, no minimum time.

Questions for Practice

These are the questions used at tournaments throughout the season. We post them so that your team will have questions of the type generally asked at tournaments to use for practice.  

• Newton South 2018

• The Holly Festival 2017

• Novice Tournament 2017

• Reindeer Tournament 2022

Group Discussion is an event in which students discuss and argue a topic set at the beginning of the round. The topics will present an issue, designed to introduce a variety of conflicting opinions. Students will be given the generic nature of the issue in the invitation, with a specific focus to be discussed at the start of the round. Students should research the topic in advance and may bring notes and outside resources into the competition. After the topic is revealed, students will be given 5 minutes to formulate their argument, draw for speaking order, and then each shall be given 2 minutes to deliver an opening statement. Then an open discussion period of up to 15 minutes shall follow in which the issue is discussed and criteria for a resolution or recommendation are established, followed by another period of open discussion of up to 15 minutes to present and discuss possible solutions that meet those criteria. The students will then have 1 minute to prepare their final arguments and 2 minutes to present their final argument in the reverse order of their opening.

Sample Prompts 

• First, discuss why there has been so much violence and tension within schools this year.  Then, decide what actions should be taken to minimize issues within school buildings during the school day.

• First, discuss if Americans are more politically divided today than at any other point in history.  Then, decide what it would take for Democrats and Republicans to work together for the betterment of the country.

• First, discuss why people are willing to troll and say hateful things on social media they would not necessarily say in person.  Then, decide if social media companies should do more to regulate civility on their sites. 

• First, discuss if people still trust police officers and the police force after many scandals and issues have plagued communities across the country.  Then, decide if any policy changes should be universally implemented by state or federal governments for police forces. 

On the speaker's turn, he/she will select three topics from an envelope (or other such container), choosing one of them to perform. After the choice is made, the judge begins to time the event. The contestant has a total of 6 minutes to prepare and deliver his/her presentation. The time may be divided up as the contestant chooses. (Ex: 2 minutes prep, 4 minutes speaking). No outside materials, notes, props or costumes shall be used during presentation. A student has the option of using up to one 3"x5" index card of notes created during the preparation period. Impromptu topics may include proverbs, words, events, quotations or famous people.

Time: 6 minute maximum, 30 second grace period, no minimum time.

Students author and deliver a ten-minute speech on a topic of their choosing. Competitors create the speech to educate the audience on a particular topic. All topics must be informative in nature; the goal is to educate, not to advocate. A maximum of 150 directly quoted words is allowed in the speech. Informative Speaking competitors craft a speech using evidence, logic, and optional visual aids. If used, the student is expected to set up visual aids in an expedient manner. Students cannot use electronic equipment or any banned material (guns, controlled substances, etc.) as a visual aid, nor can they use live animals or another person. Visual aids should contribute to the audience’s understanding, emphasize information, and provide a creative outlet that augments the content of the Informative speech. The speech is delivered from memory.

Time: 10 minute maximum, 30 second grace period, no minimum time.

This event requires the use of a manuscript; students may speak or sing lines of text only if they are holding a manuscript. A group of 3-8 students will present a scene or scenes from published material (play(s), work(s) of prose, and/or work(s) of poetry). The material must be found in printed literature and may be either serious or humorous in nature. The students may use vocal skills, facial expressions, and/or hand gestures to develop a narrator and character/s; however, the focus of the performers should be off-stage. The students may only make eye contact during their own written introduction. Similarly, except during the introduction, students may not touch each other nor may they touch the binders of other students. If lines from the selection are used in the introduction, the contestants must adhere to the rules of the event. The presentation should include an introduction that cites the name(s) of all piece(s) and the author(s). The cutting should provide a cohesive scene or storyline (containing a definite beginning, middle and end). Speakers may not take lines belonging to one character and apply them to a different character in the performance.  Theatrical props and costumes are prohibited, with the exception of reader's stands, chairs, tables or stools. Furniture may be simultaneously moved by more than one student, but if used as a hand prop, no more than one student may touch furniture at one time. Students are prohibited from placing chairs or stools on top of tables. Teams must provide any/all of their own furniture.

Time: 12 minute maximum including introduction, 30 second grace period, no minimum time.

Oratory is a memorized event in which the student presents original thought and commentary on a topic of his/her choice. Generally, but not always, the speech is of a persuasive nature. No manuscripts may be used during the presentation. A maximum of 150 directly quoted words is allowed in the oration. Students will be judged on their delivery skills and ability to discuss the topic effectively and intelligently. No scripts, costumes, or props may be used in the presentation. 

Time: 10 minute maximum, 30 second grace period, no minimum time.

This event requires the use of a manuscript. The student should present a scene or scenes from a published play. The material may be either serious or humorous in nature. The student may use vocal skills, facial expressions, and/or hand gestures to develop a narrator and character or characters. The presentation should include an introduction that cites the name of the piece and the author. The cutting should provide a cohesive scene or storyline (containing a definite beginning, middle and end). The selection must be from a single published play. Material from more than one source is not allowed. The author’s words as published in the play may not be altered for this presentation with the exception that cutting is permitted. 

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

This event requires the use of a manuscript. The student will present material chosen from published poetry. Students may present either a single, long poem or several shorter poems connected either by theme or by author. The student may use vocal skills, facial expressions, and/or hand gestures to develop a narrator and character/s. The presentation should include an introduction that cites the name of the piece(s) and the author(s). The poetry need not have a rhyming pattern. Free verse poetry is acceptable in this event. Verse dramas such as For Colored Girls . . ., including the plays of Shakespeare, are not classified as poetry. The material must be found in printed literature. No scripts, costumes, or props may be used in the presentation. 

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

Using a combination of Prose, Poetry, and Drama, students construct a program 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, with the exception of the manuscript. An introduction, written by the student, should contextualize the performance and state the titles and authors used in the program.

Time: 10 minute maximum, including introduction, 30 second grace period, no minimum time.

This event requires the use of a manuscript. The student will present material chosen from a single published short story, novel, or essay, fictive or non-fictive. The material may be either serious or humorous in nature. The student may use vocal skills, facial expressions, and/or hand gestures to develop a narrator and character/s. The presentation should include an introduction that cites the name of the piece and the author. The cutting should provide a cohesive scene or storyline (containing a definite beginning, middle, and end.) No scripts, costumes, or props may be used in the presentation. 

Time: 10 minute maximum including introduction, 30 second grace period, no minimum time.

Radio Broadcasting is a public address event in which a student presents a classic, "top-of-the-hour" news broadcast in the voice of a single professional broadcaster. In this event, each student will receive a packet of news-copy or a newspaper. The student will report to a preparation room where s/he will have 30 minutes to select and organize the material into a 5-minute radio news broadcast. Judges will listen (not watch) the presentation. Throughout the broadcast, the timekeeper or judge will keep the student informed of time. Students may use minimal introductory remarks and transitional material. Advertising, including sponsorship taglines, is not allowed even if it is included in the copy provided by the tournament staff.

Time: 5 minute maximum, 5 second grace period over or under (4:55 - 5:05).

Click here for practice Radio copy