The fine art of debate: It may not be Dexter, but it’s still forensics

It’s forensics – but not the crime-scene kind.

Senior Sam Dugan, left, and Julia Metlay, freshman, laugh during a classmate’s interpretation speech during forensics class at Niwot High School. Dugan proudly calls herself “captain of the geeks.” Lindsay J.C. Lack photo

That’s what the students on the Niwot High School forensics and debate team sometimes have to say when they talk about what forensics is – and isn’t.

“We use the English-class meaning of the word,” explained Emily Wallin, the team’s coach. “It means the art or study of formal debate.”

In fact, at Niwot High School, students can take the debate and forensics class as an English elective all four years. During their first year in the class and on the team, the students are considered novices. After they have earned the required number of points by competing in tournaments, they become varsity members.

In the world of forensics and debate tournaments, most competitors look like they stepped out of the boardroom of a Fortune 500 company. They show up for tournaments in suits – often at 6 a.m. in the morning on a Saturday to catch the bus to the tournament, which can be as far away as Cheyenne, Wyo., or as close as Longmont High School.

“It’s pretty ordinary for the forensics kids to have to catch the bus at 6 a.m. and then not get back to Niwot High School until 9 or 10 p.m. that night,” Wallin said. “And they give up many Saturdays from October to April to compete in meets. These students have to be pretty dedicated to do this. I usually scare away several students from the team at the beginning of the year when I tell them the requirements for participation.”

Forensics and debate students also can be identified by seeing them “hit the wall,” according to team members. No, the phrase doesn’t mean the same as for running marathons, and they don’t literally hit the walls – it refers to finding forensics team students occasionally standing in empty school hallways and classrooms, facing the wall as they practice their speeches, debate points and interpretive pieces.

“It’s a privilege to be captain of the geeks,” said senior co-captain Samantha Dugan, smiling. Duggan shares the co-captain position with senior Lily Yie, her partner in public forum events.

A forensics and debate tournament includes both formal and informal debate events. Students can compete individually in the Lincoln-Douglas style of debate, or work as a two-person team in policy debate (commonly called cross-examination) and public forum debates. They can debate pending legislation in a large group setting in Congress debate. Students also have the chance to research and write a speech in 30 minutes — and then give the speech — in extemporaneous speech events.

“Debate really helps you see both sides of an issue,” said senior Casey Boland. “You learn to look at issues objectively and how to research and find facts that support your argument. You also learn how to clearly argue your point using logic and reason, and not by just saying ‘that’s stupid.’”

Forensics and debate team members also gain public speaking skills and confidence. “My public speaking experience has really helped me in all areas of my life,” said junior Ann Yang. “I am considerably less stressed about writing assignments and speaking in other classes.”

Teachers also are aware of the advantage debate and forensics experience gives students. Some teachers who assign speeches often will talk to Wallin to find out who in their class is on the team, and then will schedule that student last. ¶There also is a slightly more relaxed side to forensics and debate tournaments – the interpretive events.

“Interpers,” as they are known by their teammates, showcase their creative abilities. Students competing in original oratory write an original speech and perform it, while those competing in poetry interpret and perform a published poem. Some choose to perform in creative storytelling, where they are given a character, setting and situation and have to create and act out a story incorporating those criteria.

Other “interpers” choose to compete in dramatic or humorous interpretation events, where they will act out 10-minute selections from published novels, short stories, plays or poems. They can work alone or with a partner. There are certain rules they must follow – no looking at each other at the same time, no use of any props or costumes – and tears count as props.

“You have to use your voice, facial expressions and movement to create lots of characters, and that’s not easy,” said sophomore Dana Glasscock, who competes in humorous events with her duo partner, sophomore Meg Thornbury. “Interpers have to be entirely willing to look foolish.”
So what type of student joins the debate and forensics team?

“It’s a big mix,” Wallis said. “We have the high achievers who want to do everything better and always want to go first. We have kids who like to act, but don’t want to go full-fledged into theater. We have kids who are always arguing with someone and think this will be another chance to argue, but find out that debate is a lot more than just arguing And then we have the kids who join the team because their friends talked them into it, or because their older sibling was in debate and forensics.”

Forensics team members compete at the local and district level. If they finish well in district competition, they can advance to state and national competition.

While having students win forensic and debate events is nice, it is not the main goal Wallin has for team members.

“I want them to gain self-confidence,” she said. “I want them to be able to stick up for their own ideas, and make their points in an educated manner.”

Email: kcglasscock@comcast.net