Oral reasons are very important to 4-H and FFA livestock judging team members. This is their opportunity to defend their placing and to help paint a clear picture of a particular class

Boleman, Chris T.

English

Texas A&amp;M Repository

PRESENTATION OF ORAL REASONSBy Chris T. Boleman, Texas A&M University Oral reasons are very important to 4-Hand FFA livestock judging teammembers. This is their opportunity todefend their placing and to help paint aclear picture of a particular class.As a teaching aid, oral reasons aid in thedevelopment of public speaking skills,which in turn, will help build confidencein 4-H and FFA members.  Oral reasonsare extremely useful for teachingcommunication and organization skills,accuracy, and overall presentationneeded to understand selection of beefcattle.In order to present a complete set ofreasons, 4-H and FFA members musthave:ü Knowledge of ideal livestockü Knowledge of body parts andterminology of livestockü Knowledge of reasons organizationü Ability to write accurate notesü ConfidenceKnowledge of Body Parts andTerminology of Livestockü Livestock judges must know the partsof livestockü Livestock judges must knowdescriptive and comparativeterminology of livestockA judging class consists of four animals.Oral reasons are given to describe andcompare the individuals.  Each class offour has three pairs. Most of thecomparisons and descriptions will takeplace within these pairs. These pairs arecalled: top, middle, and bottom.As livestock are compared within thesepairs, adding “-er” to a word creates theadvantage.  Also adding the word “more”in front of a term usually covers thecomparisons.There are several ways to describe thesame advantage within pairs.  Thechallenge for each participant is todiscuss the same comparison within thesame set of reasons while wording thesecomparisons in several ways to avoidrepetition.As stated earlier, try to paint a clear,concise picture.  Imagine the personlistening has not ever seen the class.Do not worry if you think the form of eachset is similar.  In contest situations, thepresenter will give their oral reasons to adifferent person each time. In otherwords, use the same format each timeand stay with it.  This will allow thepresenter to become more comfortablewith each set.Knowledge of Reasons OrganizationEach set of oral reasons should follow thesame format.  It is important for each setto be organized and consistent each timeusing the same logical order.Reasons should be divided in thefollowing sections.1. Introduction2. Class winner’s description comparedto class3. Top pair section4. Middle pair section5. Bottom pair section6. Last place animal’s descriptioncompared to class7. Summary sentenceIntroductionThe indtroduction to a set of reasons isalways the same except for the name ofthe class and the placing.  Example: Classname-Market steers, class placing- 1-2-3-4. Statement: “I placed the market steers1-2-3-4.”Class Winner’s DescriptionThis should be a brief sentence outliningthe advantages the class winner has tothe entire class followed by a briefcriticism.“I started the class with 1 as he bestcombines cutability and quality gradingcharacteristics to the higher degree. If Icould change my class winner, I wouldlike to see him smoother shouldered.”Top, Middle, and Bottom SectionsEach section within a set of reasons isorganized in the same manner.  Eachsection is composed of sentences thatdescribe the two animals within eachpair.A. The first sentence is the introductorysentence.  This should introduce thepair.  Continuing with the marketsteer class, the introductory sentenceshould be, “In the top pair, I placed 1over 2 because….”B. After introducing the pair, it is time toadd the important factor within thepair.  Adding to the introductorysentence, it should read, “In the toppair, I placed 1 over 2 because 1 isthe heaviest muscled steer in theclass. He handles with the mostexpressive loin, he is wider hipped,wider through his stifle, and showedthe most bulge through the quarter.”This sentence should be clear andprioritized correctly. Notice, thedescription started at the front of thebody and worked all the way to thebase of the quarter.  It is a good ideato start from the front and go to therear.  This is much easier to follow forthe reason scorer and it is easier forthe presenter to go step by step.C. The furthermore and in additionsentences are designed for thepresenter to discuss other areas tocompare in each pair.  For example,“Furthermore, 1 possesses a higherdegree of finish over his rib cage andshould rail a carcass more apt tograde Choice.”  The presenter maysubstitute “in addition” forfurthermore if he/she would like.Other additives include “also” and“moreover.”Feel free to add as many othercomparisons that are applicable.Remember to be descriptive, butunderstand there are still two moresections to discuss.D. Grant sentences are designed to allowthe opportunity for the presenter toacknowledge the positive mark thelower placing animal has over theanimal that might proceed it.  Thecloser the placing, the moreimportant and detailed each grantstatement should be.  A well wordedgrant sentence is essential becausethe reason listener might haveswitched the pair from the presenter’spair. An example of an acceptablegrant sentence is as follows, “I grant 2is a larger framed, longer designedsteer.” Other words for grant include“admit,” “concede,” and “realize.”E. Criticism sentences follow grants toemphasize the placing of thatparticular animal.  Although thelivestock industry has madetremendous strides to improve theirquality, the perfect animal has yet tobe created.  Thus, every animalshould have a criticism.  Rememberthe fault of the class winner? Lookback and find out exactly how it wasstated. Here is an example of anothercriticism sentence, “I criticize 2 forbeing flat ribbed and shallowhearted, so he is second.”Now,  you should be able to completethe introduction and the top pairsection. Here it is alltogether.“I placed the market steers 1-2-3-4. Istarted the class with 1 as he bestcombines cutability and qualitygrading characteristics to the highestdegree.  If I could change my classwinner, I would like to see himsmoother shouldered.Nevertheless, in the top pair it is 1over 2 because 1 is the heaviestmuscled steer in the class. Hehandles with the most expressiveloin, he his wider hipped, and widerthrough his stifle, and showed themost bulge through the quarter.Furthermore, 1 possesses a higherdegree of finish over his rib cage andshould rail a carcass more apt tograde choice.I grant 2 is a larger framed, longerdesigned steer.But, I criticize 2 for being flat ribbedand shallow hearted, so he issecond.”The middle pair and bottom pairsentences will follow the example forthe topic sentence for each pair. Thechanges are below:     “In the middle pair, I placed 2 over 3because” and “in the bottom pair, Iplaced 3 over 4 because….”After discussing all threesections, it is time to concludewith the bottom individual.The Bottom Individual ParagraphAfter discussing the advantages of thelast place animal over the animal inthird it is time to criticize it and closeout the reasons.  The example is asfollows:“I admit 4 was a more structurallycorrect steer, who takes a longer,freer stride, however, he still placeslast because he is the poundslightest, least muscular steer. Quitesimply, he should hang from the railthe lowest cutability carcass in theclass.”Always end with “in the class” or “sohe/she is last” when closing out a setof oral reasons.Taking NotesThe key to presenting accurate,polished oral reasons is note taking.This note taking guide has proven tobe an excellent and thorough outline.It offers the participant theopportunity to write descriptions,comparisons, grants and criticisms inan orderly manner.The goal in studying notes is not tomemorize the notes while preparingeach set of reasons, but to help inrecalling the animals from the class.Always try to picture the livestock fromeach class!SummaryDelivering oral reasons takespatience, determination, and lots ofpractice. Try to expand terminology ineach set, but always remember thekey to oral reasons is TELLING THETRUTH!JUDGING CLASS NOTES FORMClass Name _________________________________Placing _____________________________________Brief Descriptions (ie color, gender, unique markings)1.2.3.4.1- Advantage to class winner 1- Criticism of class winner1 / 2- Advantages for 1 over 2 Grant for 2 / 1Criticism of 22 / 3- Advantages for 2 over 3 Grant for 3 / 2Criticism of 33 / 4- Advantages for 3 over 4 Grant for 4 / 3Why 4 places lastOral Reasons OutlineI. IntroductionI placed this class of ______________   _________________.II. Class winner’s descriptionA. Advantage to clssB. Criticisms of class winnerIII. Top Pair paragraphIntroduction sentenceImportant factor sentenceFurthermore or In addition sentenceGrant sentenceCriticism sentenceIV. Middle Pair paragraphIntroductory sentenceImportant factor sentenceFurthermore or in addition sentenceGrant sentenceCriticism sentenceV. Bottom Pair paragraphIntroductory sentenceImportant factor sentenceFurthermore or in addition sentenceGrant sentenceVI. Bottom Individual Criticism ParagraphVII. Closing Statement_______________________ in the class OR_______________________ so he/she is last.

Presentation of Oral Reasons

https://oaktrust.library.tamu.edu/bitstream/1969.1/200565/1/beefpresentationoralreasons.pdf

Presentation of Oral Reasons

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Presentation of Oral Reasons

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