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Binghamton Speech & Debate

Proposition: Sohum Shah (Unaffiliated) vs. Opposition: Emme Davis (Waterman Elementary School)

Judge: becca steiner (University of Georgia)

Resolution: Finals Week: Kids should get to set their own bedtimes.

  • Sohum Shah
    Sohum Shah

    Emme Davis
    Emme Davis
    Click to begin

    Speech Details

    Click on the other tabs to watch watch that speech.

    Posted at May 26, 2020 12:12:34AM EST by Sohum Shah



    None available for this speech.

    Posted at May 26, 2020 02:29:29PM EST by Emme Davis



    I think these are his sources:

    My sources:

    Posted at May 28, 2020 01:41:06AM EST by Sohum Shah



    Hembroke. Fall 2003. Journal of Computing in Higher Education. 'The Laptop and the Lecture': the effect of multitasking in learning environments

    Posted at May 28, 2020 05:42:20PM EST by Emme Davis



    Posted at May 29, 2020 10:31:40PM EST by Sohum Shah



    Hembroke. Fall 2003. Journal of Computing in Higher Education. 'The Laptop and the Lecture': the effect of multitasking in learning environments


    This match has been completed. Show the Decision.

    Submitted at May 30, 2020 05:15:13PM EST by becca steiner

    Category Sohum Shah Emme Davis
    Use of evidence: 5.3 5.5
    Delivery skill: 5.5 5.2
    Coherence of arguments: 6 6
    Responsiveness to opponent: 5.3 6
    Identification of key points: 6 6
    Comments: in the first speech
    good volume, enthusiasm, emphasis of key words, good use of outside research to support points, creative attention getting hook and closing sentence.
    places to improve: maybe talk about the health problem point first instead of third since your attention getting hook is about your eyes hurting from laptop use. lastly, it was good you said when the Cornell study is from. you should do that for all your sources of research. include the month or year when the data was found.

    in the second speech
    good volume, good speed, good enthusiasm, good transitions, overall good identification and response to arguments made by opponent.
    places to improve: if the topic is only about whether laptops should be used in schools for teaching purposes, why should the opponent be forced to defend laptops "most of the time" like you say? spend a little more time on this point. since your opponent attacked some of your research, you should try to attack more of her research. for example, do you see any problems with the france study or information? review of education research?

    in the last speech
    volume, body movement such as hand gestures, confidence, enthusiasm, attempts to defend own outside research and attack opponent's outside research.
    places to improve: some of the arguments in the opposition's final speech went unanswered maybe because you ran out of time or because you forgot about them. try to either address all of the opponent's points or explain why some of your points are more important than the other points you did not have time to discuss.
    in the first speech:
    good volume, good identification of opponent argument and direct response, great that you looked into opponent's research to find flaws with the studies, good having multiple responses to opponent arguments, good narrowing the scope of the controversy.
    places to improve: although I could understand the speech, the average judge might find the speed you are talking to be too fast to take notes. You should try to improve your eye contact by looking up/at the camera/screen more times during the speech. you could bring in your own experience to address the point about whether or not laptops in the classroom cause eye problems/strain.

    for the second speech:
    volume, enthusiasm, confidence, direct refutation, using opponent's arguments to help build your own arguments, reminding judge of previous evidence and authors.
    places to improve: the rate of delivery/speed may be too fast for the average judge. another delivery aspect to work on for the future is maintaining good eye contact with the camera/judge. maybe a different way to explain the argument that the cornell study is irrelevant is not because its about college education, but because its about student note taking rather than use as a teaching tool. I would focus less on reasons it is unfair your opponent did not upload sources onto the website. As a judge, I do not have access to the website to see what sources either team has uploaded. It may very unfair, but it is hard for a judge to determine who posted their sources or not.

    The decision is for the Opposition: Emme Davis

    Reason for Decision:

    This was a good debate

    At the end of the debate the most important points from the proposition were that laptops in schools hurt student test scores and that students already spend a lot of time on the computer and should not increase their screen time to more than 6 hours a day.

    The most important points from the opposition were that laptops in schools can improve student learning, help students learn about abstract/political/citizenship issues, can help lessen the rich/poor gap by providing access to computers in school to students who lack access to computers at home.

    I decided to vote for the opposition team because there were more reasons in favor of laptops in school than reasons against using laptops in school. Also, I thought that the opposition team's argument about the rich/poor gap was not talked about in the proposition's final speech.

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