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here - College of Arts & Sciences - Bethel University

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Relative importance <strong>of</strong> presentation/communication skills to the critic in decision-making<br />

:<br />

Presentation Preferences: 'Good speaking is <strong>of</strong>ten overlooked. Good speakers will gain<br />

an edge with me. Those that aren t so refined won t be punished. Teams should focus<br />

on key issues. Rebuttals should all present voting issues. The line by line should already<br />

have been done in the constructives. MO and LOR should not split duties. A few extra<br />

moments <strong>here</strong> and t<strong>here</strong> don t bother me. 20 seconds would warrant a "Let s get going"<br />

from me but I wouldn t punish the team. Speakers can finish their last sentence over<br />

time. They should not make a new point. I ll say stop if it gets out <strong>of</strong> hand but won t<br />

punish the team. New arguments in rebuttals should never be made. New positions in<br />

the MG and MO aren t terrible as long as its not 5 new positions.'<br />

Relative importance <strong>of</strong> on-case argumentation to the critic in decision-making:<br />

Approach to Deciding: 'I focus on comparison. I ll vote on any issue you bring up in the<br />

round. Be prepared to explain counterintuitive arguments in greater depth than others.<br />

Sensitive issues should be treated with a degree <strong>of</strong> sensitivity appropriate (abortion<br />

nuclear war euthanasia etc.).<br />

Openness to critical/performative styles <strong>of</strong> debating:<br />

Go for it!<br />

Any additional comments:<br />

Myers, Sarah<br />

Rocky Mountain <strong>College</strong><br />

Background <strong>of</strong> the critic:<br />

Theater Tech Pr<strong>of</strong>essor - Rocky Mountain <strong>College</strong> - 3 years<br />

IE coach for RMC - 2 years<br />

Approach <strong>of</strong> the critic to decision-making (for example, ad<strong>here</strong>nce to the trichotomy,<br />

stock-issues, policymaker, tabula rasa, etc.):<br />

116

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