In radio broadcasting, the competitors will read for the judge one of three types of presentations. The judge is to rank the students based on writing strength, quality of performance, and ease of understanding. In this event, competitors are frequented located in rooms apart from the judge and are supplied a microphone that will send the broadcast to a speaker in the room with the judge. Please be mindful of the fact that microphone & speaker quality are factors outside the students’ control and judge based on their writing and quality of the broadcast itself, not necessarily the equipment that may malfunction.

Types of Broadcasting Presentations:

1. News Program (Target Time: 5 minutes)

   Should Contain:

   • Music lead-in/lead-out – selection of items, copy arrangement, and transitions to create a logical yet interesting flow, broadcast persona, radio station identity.

   • Commercial – Effectiveness of persuasive techniques in writing, organization, use of details, clarity, salesmanship, friendliness, fluency, voice production, and articulation.

   • News – Fluency, poise, authority, voice production and articulation, modification of voice and delivery to fit the circumstances of the announcement, sign-on and sign-off that show awareness of broadcast techniques.

2. Original Editorial (Target Time: 2 minutes)

   • Effectiveness of persuasive techniques in writing, organization, persuasiveness, understanding of content, use of detail, authority, dignity, accuracy, articulation, voice variety, fluency.

3. On-The-Spot (Target Time: 2 minutes)

   • Awareness of procedures for live reporting, ability to describe and make vivid, ability to see for the listener, language, directness, accuracy, vocal variety, conversational pattern. The contestant should be basically accurate, but should not be penalized for accuracy of details (they are given 2 minutes of prep time for this – they are seeing the artifact for the first time when you do and coming up with their presentation ON THE SPOT!)

Students will not receive time signals in this event.

In Declamation, the competitors will have memorized a speech that was given by another person at some point in time. It could be a historical speech, commencement address, etc – as long as it was given in real time and not in a movie/play/book script, it is acceptable. The student is trying to persuade you that they are the original givers of the speech – they interpret the speech, put their own emphasis on it, and perform it for you as though they are the ones giving it for the first time. Judging criteria included below:

Target Time: 5-10 minutes (8-10 minutes preferred)

• The oration will require 5-10 minutes for delivery.

• The speech is to be delivered from memory without notes (may be used in early season, but not after November competitions)

• The cut of the speech should get the message across effectively without going over the 10 minute limit.

• Contestants should be judged on their ability to develop the oration to deliver the message of the author in an original and engaging manner.

• Delivery should be judged for mastery of the usual mechanics of speech – poise, quality and use of voice, and bodily expressiveness; and for the qualities of directness and sincerity which impress the oration upon the minds of the audience.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Cutting

  Do you understand what is happening? Does the speech flow effectively? Does the sequence of ideas contained in the speech make sense?

• Delivery

  Is the speech, as performed, appropriate for the situation? Does the student use voice, posture, and gestures to enhance the message?

• Context

  Does the performer engage with the audience? Does the performance appropriately capture the context of the speech?

In discussion, the competitors take part in a round-table discussion (similar to a Socratic seminar) that is characterized by many informal, spontaneous, brief exchanges of views with the goal of arriving at a consensus solution rather than presenting a series of long individual prepared speeches. This discussion shall follow for the process of logical thinking: analysis of the topic question, identifying the key problem or problems, and achieving a consensus for the best solution. The best solution must be the goal of each discussion group and must be based on the collaborative work of the group.

Target Time: 30 minutes – 1 hour

• Judges need to report to tab room before the round begins to pick up the questions that lead will the discussion in the round (unless otherwise stated by the tournament directors – some will choose to email them to the judges instead).

• Before beginning the round, please be sure (as the judge) that you know the name of each of the competitors and where they are sitting for your ballot. Your role is NOT to participate in the discussion, rather just pose the questions provided by tab to the group for their discussion. Some judging criteria is found below:

  • Contestants shall be judged on their skills in the following areas: Relevant Information, Analysis of the Topic, Collaboration, Participation, Delivery, and Adherence to Format.

  • If the discussion becomes overly hostile or dominated by a few group members, the judge should intervene and attempt to remedy the situation. The offenders should be penalized.

  • The number of times a person speaks is not as significant as the quality of what the person says.

  • Contestants may retrieve prepared documents or take notes on a computing device. Cell phones and smart phones are prohibited. Any connection to another person, another device, or the outside world via the internet, calling, or texting is prohibited.

  • No one student should assume the role of moderator. The members of the group must work together to conduct the round using the steps listed in the first paragraph of this page.

Students will not receive time signals in this event.

In Dramatic Interpretation, students will be acting on their own to perform a piece that is dramatic in nature.

Target Time: 5-10 minutes (8-10 preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness.

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

Specific to Dramatic Interpretation:

• A drama shall be performed by 1 person.

• Drama selections must be memorized.

• One or more characters may be performed by students in drama.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Characterization

  Is each character well-developed? Is each character relatable? Does a character’s response seem believable given the situation being portrayed?

• Blocking

  Can you tell what the performer is doing in the scene? Is it clear what character(s) they are playing? Is the movement motivated?

• Cutting

  Do you understand what is happening? Is the storyline easy to follow? Does the sequence of events make sense?

In Duo Interpretation, two students will tell a story together. However, they cannot use props, touch each other, or make direct eye contact with each other (with the exception of a clearly defined introduction to the piece).

Target Time: 5-10 minutes (8-10 minutes preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness.

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

• Binders may be used as a prop.

Specific to Duo Interpretation:

• Duo must two participants who each play one or more characters.

• If scripted, duo participants must have the script in a folder and refer to it. The script may be used as a prop.

• The piece may be scripted or memorized.

• No eye or physical contact should occur with the duo partner outside of the introduction and any transitional material.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Characterization

  Is each character well-developed? Is each character relatable? Does a character’s response seem believable given the situation being portrayed?

• Blocking

  Can you tell what the performer is doing in the scene? Is it clear what character(s) they are playing? Is the movement motivated?

• Cutting

  Do you understand what is happening? Is the storyline easy to follow? Does the sequence of events make sense?

In extemporaneous speaking, the competitors will be responsible for answering a current events topic based in one of two topic areas: International or United States. Students will have been given their questions in the extemp prep room 30 minutes before arriving to the round to compete. In that time, they researched and crafted the speech that they are about to present. The key to judging extemp is how well the student answers the question, how well they are able to back up their answer with sources, and how well they are able to deliver the speech.

Time signals are provided in this event - please see the Time Signals image given under the General Guidelines for Speech Events.

Target Time: 4-7 minutes, not to be under 4 minutes (down-rank) or exceed 7 minutes (down-rank)

• Strict adherence to the precise statement of the topic the competitor has drawn is vital. Severely discount students for shifting to some other base of the topic on which he or she might prefer to speak;

• Well-chosen information relevant to the subject as presented in current periodicals/publications;

• Organization of this material according to some logical plan to produce a complete speech within the time allowed;

• Effective delivery, including all the mechanics of speech – poise, quality and use of voice, gestures, directness, and the ability to enlist and hold the interest of the audience.

• No notes allowed (may be used in early season, but not after November competitions)

Criteria to consider for judging:

• Argumentation and Analysis

  Is the student directly answering the question? Does the student develop justifications for their ideas and establish the significance of their points? Have they established a clear understanding of the topic area?

• Source Consideration

  Does the speaker offer a variety of sources? Are the sources provided credible? Are the appropriate citations used when citing a source?

• Delivery

  Is the student using voice, movement, and expression effectively? Is the speaker confident? Is there consistent eye contact? Is the volume appropriate?

In Humorous Interpretation, students will be acting on their own to perform a piece that is humorous in nature.

Target Time: 5-10 minutes (8-10 preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness.

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

Specific to Humorous Interpretation:

• A humor shall be performed by 1 person.

• Humor selections must be memorized.

• One or more characters may be performed by students in humor.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Characterization

  Is each character well-developed? Is each character relatable? Does a character’s response seem believable given the situation being portrayed?

• Blocking

  Can you tell what the performer is doing in the scene? Is it clear what character(s) they are playing? Is the movement motivated?

• Cutting

  Do you understand what is happening? Is the storyline easy to follow? Does the sequence of events make sense?

In impromptu, students will get a topic on which they must prepare a speech quickly and perform to the best of their ability.

Time signals are provided in this event - please see the Time Signals image given under the General Guidelines for Speech Events.

Target Time: 3-7 minutes. The student must speak for no less than 3 minutes (down-rank) and cannot use more than 7 minutes total for prep and speaking (down-rank)

Judges need to report to tab room before the round begins to pick up the topic on which the competitors will speak that round.

As the judge, you will call 1 student into the room at a time to perform. Ask the competitor for time signal preferences after verifying that they are on your roster of performers. Once you know how the competitor would like time signals, provide them with the topic and immediately start your timer. From this point forward, the student has a total of 7 minutes that you are keeping track of for them. In those 7 minutes, they need to speak for at least 3 minutes or be down-ranked. If they exceed the 7 minute time, they should also be down-ranked.

Indiana tournaments prefer that students stay in the Impromptu room after competing so the topic does not get revealed to other competitors. Please try to abide by this UNLESS you get notice from a prep room tournament staff member that the student needs to compete in your room and report immediately to prep instead.

• Brevity should be penalized only if it reveals lack of information on the subject. The maximum time is 7 minutes.

• Notecards can be used during prep time, but they CANNOT be used during the round (may be used in early season, but not after November competitions)

• The speaker should be judged on his or her ability to think on their feet.

• The speaker is judged for the continuity of the speech and the material he or she is able to call forth on the spur of the moment and mold that information into a logical speech.

• The speaker should also be judged on the mechanics of speech – poise, quality and use of the voice, body action, and the ability to hold the attention of the audience.

Criteria to consider for judging:

• Organization

  Does the student have a clear structure to their speech? Are transitions used to move effectively between each part of the speech? Does the development of the speech make sense?

• Analysis

  Does the student directly address the prompt? Does the student develop justifications for their ideas and establish significance to the points?

• Delivery

  Does the student use voice, movement, and expression effectively? Is the speaker confident? Is there consistent eye contact? Is the volume appropriate?

In Informative, students will have written and memorized a speech meant to inform you on a topic. They can use visuals to help with that process. As a judge, you are looking for quality of speech, quality of visual aids, and the overall ability of the student and speech to inform you of that topic. Judging criteria included below:

Target Time: 5-10 minutes (8-10 minutes preferred)

• The speech is to be delivered from memory without notes (may be used in early season, but not after November competitions)

• The maximum time is 10 minutes (unless a grace period is specifically discussed by tournament directors, do not allow one).

• The purpose of the speech is for the audience to gain understand or knowledge of the topic.

• No more than 150 quoted words may be used and the student must identify orally the source of those words.

• Visual aids may or may not be used. No electronic equipment is permitted. Expedient set up of aids is expected.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Relevance

  Is the topic timely? Is the thesis clearly established? Does the delivery assist in establishing the importance of the topic?

• Relatability

  Can the audience relate to the topic? Is the delivery personable? Does the speaker establish how others are impacted by the topic? Does the speaker do a good job of informing?

• Originality

  Does the speaker address the topic in a unique, inventive way? Are the supporting examples new and interesting?

In oratory, students will have written and memorized a speech meant to persuade you on a topic. They are NOT allowed to use visuals/props to help. As a judge, you are looking for quality of speech and overall ability of the student to persuade you on the topic of their speech. Judging criteria included below:

Target Time: 5-10 minutes (8-10 minutes preferred)

• The speech is to be delivered from memory without notes (may be used in early season, but not after November competitions)

• The orator should not be expected to solve any of the great problems of the day. Rather, they should be expected to discuss intelligently, with a degree of originality, in an interesting manner, and with some profit to the audience, the topic chosen. They should be given wide latitude in the ideas expressed, but held accountable for the manner in which they are expressed.

• The composition should be considered carefully for its rhetoric and diction. The use of appropriate figures of speech, similes, and other rhetorical devices to make the oration more effective should be noted especially. Use of English should be correct; it should reveal a discriminating choice of words and altogether fine literary qualities. It should be especially adapted to oral presentation.

• Delivery should be judged for mastery of the usual mechanics of speech – poise, quality and use of voice, and bodily expressiveness; and for the qualities of directness and sincerity which impress the oration upon the minds of the audience.

• No particular style of delivery is to be set up as the one correct style to which all contestants must confirm. Rather, each contestant is to be judged on the effectiveness of their delivery, free to choose or develop whatever style will best give that effectiveness with the particular oration.

• No props allowed.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Importance

  Is the topic significant? Is the thesis clearly established? Does the delivery assist in establishing the importance of the topic?

• Relatability

  Can the audience relate to the topic? Is the delivery personable? Does the speaker establish how others are impacted by their topic? Is the rhetoric of the speech inclusive?

• Originality

  Does the speaker address the topic in a unique, inventive way? Are the supporting examples new and interesting?

In Original Performance, students will have written and will perform some work of their own – typically one more acted-out than a traditional speech. Your job as the judge is to provide feedback on the performance and the writing of the piece. Judging criteria included below:

Target Time: 5-10 minutes (8-10 minutes preferred)

• The original selection may be dramatic, humorous, narrative, poetic, or any combination of these writing styles.

• The selection should be 5-10 minutes in length – Failure to meet that requirement may be a detriment.

• A scripted piece (in a black binder) must utilize a script for all parts of the presentation (with the exception of a memorized introduction or transitions if utilized). A memorized (no black binder piece) must be entirely memorized.

• Character movement may be utilized in the speaking area of the room.

• No costumes, props (hand or stage), or character make-up will be permitted.

• If the piece is a Duo:

  • The duo must have two participants (there can be more than one character played by each)

  • Participants may not play to each other. No eye or physical contact may occur with the exception of a clearly identified introduction or transition.

• When judging this event, please consider both the writing and the performance of the material.

Students will not receive time signals in this event.

In Poetry Interpretation, students will perform a selection of poetry using a script in a black binder.

Target Time: 5-10 minutes (8-10 minutes preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness. \

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

• Binders may be used as a prop.

Specific to Poetry Interpretation:

• One person performs poetry.

• The poetry program must include one or more poems.

• Transitions may or may not be used. If used, transitions shall be memorized.

• The poetry selected should have something in common. For example but not limited to: poems by the same author; poems by different authors but expressing the same ideas; or two or more poems using the same pattern of structure, rhythm, or rhyme.

• The participant must hold the script and refer to the script.

Students will not receive time signals for this event.

Criteria to consider for judging:

• Performance

  Is the presenter comfortable and commanding in the space? Does the presenter’s use of physicality, facial expression, and gestures enhance the performance?

• Vocalization

  Does the presenter bring the words to life? Does the presenters’ use of vocal qualities like rhythm, pacing, and volume advance the performance?

• Cutting

  Is the theme or narrative easy to follow throughout the selection of literature? Does the selection flow well and make sense in terms of how it’s developed?

In Programmed Oral Interpretation, students will perform a selection of pieces using a script in a black binder.

Target Time: 5-10 minutes (8-10 minutes preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness.

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

• Binders may be used as a prop.

Specific to Programmed Oral Interpretation:

• The program consists of thematically-linked selections chosen from two or three genres: prose, poetry, and/or drama.

• The focus should be on the development of the theme and each selection should be approximately equal in time.

• A script must be used. It may be used as a prop.

• The student must identify the authors and titles.

• The introduction and transitions may be memorized.

• The student should creatively and effectively design and organize a cohesive program.

Students will not receive time signals for this event.

Criteria to consider for judging:

• Programming

  Were at least 2 of the 3 genres of literature (Poetry/Prose/Drama) used in the program? Did all of the literature contribute to the theme or argument? Did the flow of the performance make sense? Was there a balance among genres in the performance?

• Blocking

  Can you tell what the performer was doing in each scene? Was it clear what selection the performer was using in each section? Did the performer maintain control of the manuscript at all times? Was the movement motivated in the performance?

• Characterization

  Did each selection have distinct and engaging characters? Did the performance match the genre (e.g. did the performer emphasize poetic elements when performing a Poetry selection)? Was the performance dynamic?

In Prose Interpretation, students will act out a story and will use a script in a black binder for the piece.

Target Time: 5-10 minutes (8-10 minutes preferred)

General Interpretation Rules:

• The art of interpretation is to be regarded as recreating the story presented and making it seem real to the audience.

• Neither props, character costumes, or character makeup are permitted.

• Interpretation selections must be 5-10 minutes in length.

• All interpretation selections must have a memorized introduction that must at least include the title and author.

• Transitional materials may or may not be used.

• Brief adaptations may only be made for transition and appropriateness.

• Gestures, pantomime, and movement are permitted to help with the interpretation of material.

• Binders may be used as a prop.

Specific to Prose Interpretation:

• Prose is performed by one person.

• Prose cuttings cannot be taken from plays, film scripts, movie scripts, screenplays, or poetry.

• The focus of the cutting of the piece should be on narration.

• The participant must hold the script in their hands and refer to the script.

Students will not receive time signals in this event.

Criteria to consider for judging:

• Performance

  Is the presenter comfortable and commanding in the space? Does the presenter’s use of physicality, facial expression, and gestures enhance the performance?

• Vocalization

  Does the presenter bring the words to life? Does the presenter’s use of vocal qualities like diction, pausing, and volume advance the narrative?

• Cutting

  Is the theme or narrative easy to follow throughout the selection of literature? Does the selection flow well and make sense in terms of how it’s developed?