• Topics: 4-H Youth Development | 4-H Dairy | Giesy, Russell G | Umphrey, James | Summerall, Debra

Five Easy Steps to Preparing Effective Reasons for Dairy Cattle Judging Contests I. For Junior Members Developing Strong Written Reasons¹

Five Easy Steps to Preparing Effective Reasons for Dairy Cattle Judging Contests I (4H DAJ 01) is an animal sciences publication for 4-H members ages 8-13. This reference manual will help juniors develop strong written reasons, learn terminology related to the contest and help prepare for dairy cattle judging.

In EDIS this publication is DLN 4H214.

Visit the 4-H Youth Development Curriculum Web site for more information on related project material.

Click Here to print or view the entire project.

Introduction

Dairy cattle judging is one of the best learning opportunities we can give youth. It helps thme put what they learn at school to work. They use science to learn the parts of the cow. They use thinking skills to compare four cows. Plus, they must decide which one is the best. They also practice English skills by writing short reports. These reports tell why they picked one cow over another.

The student may use these skills in many ways:

• in contests, where good scores build self-esteem,

• in 4-H or FFA, where better animal selection helps improvementt,

• in the future, where communication skills increase success.

What will this booklet teach you?

Putting together a set of written reasons is not easy. You must first know what to look for when placing a class. Second, you must learn the basics of preparing a set of written reasons. Most important, you must practice, practice, practice. Practice will help you become good and gain self-confidence. Remember: practice makes perfect.

This booklet will tell how to put together a set of written reasons. To receive high scores on reasons you must learn the parts of the cow. Using the correct terms for parts of the cow will improve your scores. Next, you must learn how to use the time you are given wisely. Good note-taking skills and grammar skills are a must. Last but most important, you have to be able to stay focused during a contest. These keys to success are important for top-scoring reasons.

Why did we write this booklet?

The dairy judging program has grown in Florida recently. It has happened since we started using the style taught in this booklet. Florida judging teams are now placing at the top of most contests in reason scores. Within Florida, a wide range in reasons' scores has been seen. Contestants who receive this training are scoring higher than those who have not. The goal of this booklet is to improve reason scores by reaching more students.

Who contributed to this booklet?

Several people have helped write and edit sections of this booklet. Jewel and Jay Giesy, Debra Summerall, Debbie Clements, Matt Walter, and the entire 1993 national winning 4-H team of Christy Betts, Christa Carlson, Chris Holcomb and Renee Mathe, all deserve credit and our thanks.

Other Recommended References

The most commonly used texts on the subject of dairy cattle judging are "Dairy Cattle Judging Made Easy" by Dr. Dennis Hartman; and "Dairy Cattle Judging Techniques" by Dr. George W. Trimberger, which is now in its fourth edition.

Five Easy Steps to Preparing Effective Reasons for Dairy Cattle Judging Contests

Step #1. Understand the Basics

The scorecards

Many students learn to judge dairy in practice sessions. Some learn in workshops and clinics. Some even start in contests. Most learn without knowing the scorecards. We have found that many judges are not familar with both scorecards. Yes, there ia a heifer scorecared. Many have read the scorecards, but do not understand them. This causes them to have problems correctly placing classes. All students should know the scorecards early in their learning. On the next two pages are copies of the PCCA Dairy Cow Unified Score Card and the Dairy Heifer Score Card.

Figure 1. 

Dairy Heifer Score Card

[Click thumbnail to enlarge.]

Figure 2. 

Dairy Cow Unified Score Card

[Click thumbnail to enlarge.]

Terminology

First you must learn a phrase for each of the five major areas on the scorecard. Memorize them at first. Each time you use a phrase, it will become more familiar. Look at page 12 for examples of basic phrases. The use of correct terms is very important.

Breed Characteristics

Except for the differences in color, size and head character, all breeds are judged on the same standards as outlined in the Unified Score Card. If any animal is registered by one of the dairy breed associations, no discrimination against color or color pattern is to be made.

Ayrshire - Strong and robust, showing constitution and vigor, symmetry, style and balance throughout, and characterized by strongly attached evenly balanced, well-shaped udder.

Head - clean cut, proportionate to body; broad muzzle with large, open nostrils, strong jaw; large bright eyes; forehead, broad and moderately dished; bridge of nose straight; ears medium size and alertly carried.

Color - light to deep cherry red, mahogany, brown, or a combination of any of these colors with white, or white alone, distinctive red and white markings preferred.

Size - a mature cow in milk should weigh at least 1200 lbs.

Holstein - Rugged, feminine qualities in an alert cow possessing Holstien size and vigor.

Head - clean cut, proportionate to body; broad muzzle with large, open nostrils, strong jaw; large bright eyes; forehead, broad and moderatley dished; bridge of nose straight; ears medium size and alertly carried.

Color - black and white or read and white markings clearly defined.

Size - a mature cow in milk should weigh a minimum of 1200 lbs.

Milking Shorthorn - Strong and vigorous, but not coarse.

Head - clean cut, proportionate to body; broad muzzle with large, open nostrils, strong jaw; large bright eyes; forehead, broad and slightly dished; bridge of nose straight; ears medium size and alertly carried.

Color - red or white or any combination (No black markings allowed).

Size - a mature cow should weigh 1400 lbs.

Brown Swiss - Strong and vigorous, but not coarse. Size and ruggedness with quality desired. Extreme refinement undesirable.

Head - clean cut, proportionate to body; broad muzzle with large, open nostrils, strong jaw; large bright eyes; forehead, broad and slightly dished; bridge of nose straight; ears medium size and alertly carried.

Color - solid brown varying from very light to dark. Muzzle is black encircled by a mealy colored ring, and the tongue, switch and hooves are black.

Size - a mature cow in milk should weigh 1500 lbs.

Guernsey - Size and strength, with quality and character desired.

Head - clean cut, proportionate to body; broad muzzle with large, open nostrils, strong jaw; large bright eyes; forehead, broad and slightly dished; bridge of nose straight; ears medium size and alertly carried.

Color - a shade of fawn with markings throughout clearly defines. When other points are equal, clear (buff) muzzle will be favored over a smoky or black muzzle.

Size - a mature cow in milk should wight at least 1150 lbs.

Jersey - Sharpness with strength indicating productive efficiency.

Head - proportionate to stature showing refinement and well chiseled bone structure. Face slightly dished with dark eyes that are well set.

Color - some shade of fawn with or without markings. Muzzle is black encircled by a light colored ring, and the tongue and switch maybe either white or black.

Size - a mature cow in milk should weigh about 900 lbs.

Factors to be Evaluated

The degree of discrimination assigned to each defect is related to its funtion and heredity. The evaluation of the defect shall be determined by the breeder, the classifier or the judge, based on the guide for discrimination and disqualifications given below.

Horns

No discrimination for horns.

Eyes

1. Blindness in one eye: Slight discrimination.

2. Cross or budging eyes: Slight discrimination.

3. Evidence of blindness: Slight to serious discrimination.

4. Total blindness: Disqualification.

Wry Face

Slight to serious discrimination.

Cropped Ears

Slight discrimination.

Parrot Jaw

Slight to serious discrimination.

Shoulders

Winged: Slight to serious discrimination.

Tail Setting

Wry tail or other abnormal tail settings: Slight to serious discrimination.

Capped Hip

No discrimination unless effects mobility.

Legs and Feet

1. Lameness-apparently permanent and interfering with normal function: Disqualification. Lameness-apparently temporary and not affecting normal function: Slight discrimination.

2. Evidence of crampy hind legs: Serious discrimination.

3. Evidence of fluid in hocks: Slight discrimination.

4. Weak pasterns: Slight to serious discrimin

5. Toe out: Slight discrimination.

Udder

1. Lack of defined having: Slight to serious discrimination.

2. Udder definately broken away in attachment: Serious discrimination.

3. A weak udder attachment: Slight to serious discrimination.

4. Blind quarter: Disqualificaiton.

5. One or more light quarters, hard spots on udder, obstruction in teat (spider): Slight to serious discrimination.

6. Side leak: Slight discrimination.

7. Abnormal milk (bloody, clotted, watery): Possible discrimination.

Lack of size

Slight to serious discrimination.

Evidence of Sharp Practice (Refer to PDCA Code of ethics)

1. Animals showing signs of having been tampered with to conceal faults in conformation and to misrepresent the animals's soundness: Disqualification.

2. Uncalved heifers showing evidence of having been milked: Slight to serious discrimination.

Temporary of Minor Injuries

Blemishes or injuries of a temporary character not affecting animal's usefullness: Slight to serious discrimination.

Overconditioned

Slight to serious discrimination.

Freemartin Heifers

Disqualification.

Figure 3. 

Figure 4. 

Step 2. Develop Consistent Procedures

Use time effectively

Develop a timetable. Most reasons classes give 20 minutes to get everything done. You must place the class, take notes and prepare the reasons. Using your time wisely is important. It is best if you think about only one task at at time. You should allow yourself 5 mintues to place the animals. When you are comfortable with 5 minutes, try placing in under 3 minutes. If you can place the class in 3 minutes, you will have a lot of time to write your reasons.

Next, prepare your notes for the class during the next 5 minutes. To save time, you should have a set of symbols or a shorthand method for recording your notes. Below are examples of abbreviations. Only use half of your time to place the cows and prepare notes.

Abbreviations and Symbols

TL: Topline

RU: Rear udder

F+L: Feet and legs

H-P: More level from hips to pins

S+S: Size and scale

DF: Dairy form

MS: Mammary system

MSL: Medial suspensory ligament

FU: Fore udder

BC: Body capacity

S+B: Style and balance

Use the last 10-12 minutes to prepare your reasons. Use your notes to write a good set of reasons. Written reasons should be very neat. A judge should be able to read your handwriting easily. Make sure you spell and punctuate correctly. You may want to underline a few key words for emphasis. It is best if you proofread what you write before handing it in.

Step 3. Develop Purposeful Notes

Many contestants waste time taking notes that describe each cow. Your reasons must compare the cows, not describe them. The best notes are comparative in nature. Below is a sample set of notes for a class of aged Holstein cows.

Set of notes for placing a class of Aged Holsteins 1-2-3-4

A-H 1-2-3-4

1. Large white cow, best udder

2. Black cow, DC

3. Black/White cow

4. Small, white cow

1/2 easy

S+B, S+S, Legs**

MS, FU, RU, MSL*

BC - Grant DF

2/3 close

DR**

MS, FU - Grant rump, legs

3/4 easy

MS**

S+B, S+S, TL,

BC, ALL - Grant DR, F+L

4 bot

Lacks S+S, MS, BC

Use these basic sentences

Beginning students should use these sentences, or phrases as a basis for developing reasons.

• She has more style and balance and is a taller, more upstanding individual, showing more size and scale.

• She has an advantage in mammary, being smoother in the fore udder attachment and is higher and wider in the rear udder.

• She stands on a more correct set of rear legs when viewed from both the side and rear, having less set to the hock and more width between the hocks.

• She has greater body capacity, being longer-bodied, wider and deeper in both the fore and rear ribs.

• She has an advantage in dairy form, having more open ribbing.

• She shows more dairy character being sharper over the withers, hips and pins.

As you practice more, you will learn to use only the parts of these sentences that apply to the class you are judging. You will also learn new words to "dress up" your reasons.

Step 4. Preparing Reasons (what you say)

Reasons Generated from these notes

Now we have a great set of notes. A set of reasons can be written easily. Read the sample reasons below. Look back to the notes to see how we used our abbreviations and basic sentences to prepare the reasons.

I place this class of aged Holstein cows 1-2-3-4. I found an easy top in the good-uddered 1, a very close middle pair in 2 and 3, and an easy bottom in the smaller and weaker-uddered 4.

I place the white 1 easily over 2, because she has much more style and balance and is a much taller, more upstanding individual, showing more size and scale. She also has easily the best udder in the class, and is stronger and smoother in the fore udder attachment, higher and wider in the rear udder than 2. Her udder is held closer to the body and has a stronger median suspensory ligament. One deeper in both the fore and rear rib than 2, although I grant 2 shows more desirable dairy form.

In the closest placing of the class, I place 2 over 3 due to her great advantage in dairy form. She is much more open in her ribbing, is sharper over the withers, hips and pins. Two is longer and leaner in the neck and flatter in the thighs. Two has a slight edge in mammary, being stronger in the fore udder. In making this a very close placing, I do grant to 3 an advantage in frame, being more nearly level in the rump and standing on a much more correct set of legs when viewed from the rear.

I easily place 3 over 4 because she greatly excels in mammary system. She is smoother in the fore udder and much higher and wider in the rear. She carries her udder higher above the hock and is stronger in her medial suspensory ligament. She also shows a more balanced udder and has more quality of udder. Three is a taller cow with more style and balance throughout. I give 3 the advantage in body capacity, as she was a larger cow with more spring and depth of fore and rear rib. I will grant that 4 has more dairy character and stands on a more correct set of lets, faulting 3 for being cow-hocked.

I easily placed 4 last because she lacks the size, strength of mammary system and depth of body to place higher. However, I do admire her dairy form.

For these reasons, I have placed this class of Aged Holstein cows 1-2-3-4.

Scoring Reasons

In scoring written reasons, there are five areas we look at. They are format, comparative tense, terminology, accuracy and logic. This is nicknamed "what you say." It deals with how you prepared for your set of reasons. Preparation is given 25 points on a reasons scorecard. Five points is the most for each of these five areas.

Format. The good set of reasons has an introductory paragraph. It also has three paragraphs of pair placing. A summary paragraph ends your reasons.

The introduction includes the class and your placing. It also may include some additional information. This tells how you saw the class was made up. Examples might include; two pairs, or easy top, close middle pair, easy bottom. Please know that a risk is taken by telling how you feel the class was made up. It may not agree with the judge's view.

Each paragraph includes 3 points to support your placing. You also need 1 point as a grant. This is a 3:1 ratio. If you find a very close pair, it is o.k. to have a ratio of 2:2. It is rare not to have some point to grant.

The summary paragraph, once again, tells the class and your placing.

Comparative tense. Reasons compare, not describe a class. You must phrase your reasons using comparative terms. Such terms are taller, stronger and sharper. In scoring, we subtract a point (up to 5) each time a descriptive term or phrase is used. Describing is allowed only in the introductory and summary paragraphs.

Terminology. The use of appropriate terms is important. In scoring reasons, we deduct a point (up to 5) for any use of the term "better." We also deduct if you use the wrong words for body parts. Examples of wrong terms are bag, tits, etc.

Accuracy. This means whether the reasons you raise are correct. For each incorrect reason, we deduct a point from a top score of five. However, if a judge finds something that he/she thinks everyone will see and you miss it, more than 1 point may be taken off. Also, reasons that are close to the judge's viewpoint will cost you less.

Logic. The reasons you write for a pair should be in a logical order. The most important difference between cows is placed first in a set. We deduct a point each time ideas are raised in a different order from how we, as judges, saw the class.

Step 5. Presenting Reasons (how you say it)

We look for strong presentation skills when we score reasons. Presentation is given 25 points on a reasons scorecard. Five points is the most you can receive in each of five areas. In written reasons, the five areas are: neatness, spelling, grammer, sentence structure and persuasivenes.

1. Neatness - Your handwritting has to be easily read. If it is hard for a judge to read your reasons, your score will be low. You may want to practice your handwriting if it is poor.

2. Spelling

3. Grammar

4. Sentence structure - This is the part where you need to use good English skills. Good reasons have all the words spelled correctly. You cannot use a dictionary during a contest, so practice spelling at home. The use of correct grammar is important. This makes the reasons clearer. Make sure all of your sentences make sense. Check for incomplete sentences. If your reasons are not correct in each of these areas, a point will be taken off.

5. Persuasiveness - All of the above areas tie into this category. Your ideas on how the class should be placed will be persuasive and convincing if prepared and presented well. To add strength in all categories, you may want to try "dressing up" your reasons with more technical words. Using the term "medial suspensory ligament" in your reasons will show the judge you know the parts of the cow. Using words that add emphasis, such as "tremendous" and "exceptionally," may give you more points. Lastly, underlining words for emphasis will greatly add to your set of reasons.

Concentration

This is one more key to becoming a good dairy judge: concentration. Keep your mind on what is going on in the ring. Many judging contests happen simultaneoulsy with other events. Keeping your mind focused only on what you are there to do can be hard. Concentration can mean the difference between first and second place in a contest.

Summary

Many excellent judges have lost major contests because they were beaten in reasons. Preparing a set of reasons for a dairy judging contest is a learned skill. You must first learn the basic information and correct technique. Then you will be prepared to move on.

Top-scoring sets of reasons require using correct terms, good use of limited time and skilled note-taking skills. They also require good writing skills and an ability to keep your concentration in a contest.

After reading this booklet, you need only to practice, practice, practice to develop your ability and confidence. What is your reward for this hard work? Top scores in dairy judging contests and skills that you will use forever will be your rewards.

The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other extension publications, contact your county Cooperative Extension service.

U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A. & M. University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place, Dean.

• Copyright 2012 |
• Site Feedback |
• About This Site