You guys are funny. Not funny ha ha, funny can't read.
"Ideally [quincy] he'd play point - ideally meaning he'd have the skills to play point, not that they just stick him there, because with his size he'd be something. He wasn't awful at the point two years ago - he wasn't good either - but that was as a frosh on an awful team. If he could handle it I'd give him minutes over Stith."
Allow me to parse this for the illiterates in the audience.
It begins with a hypothetical statement. It says that in an ideal world - a world in which rivers of Johnny Walker Black flow down cocaine mountains - Quincy Roberts "would have the skills" of a point guard. Note the conditional "would." In the ideal world he would have such skills, which skills he does not now have.
It goes on to say that two years ago, as a freshman playing out of position, QR "was not good" although he was not "awful," a word meaning "atrocious; exceptionally bad; abominable." This is I suppose a matter of opinion - whether his play was somewhat better than awful and rose to the level of "not good. A debatable point, although I notice no one debates it - debate requires the application of fact to logic, both of which are in short supply here. Anyway, if he was in fact "atrocious" he was still better than some - examples supplied: Tyshwan Edmunson and David Cain - and so I leave it to you philologists to discover new words for players like those two who were quantums worse than those you deem appalling and atrocious.
And then finally "if he could handle it" - if he did possess the skills - I would give him Malik Stith's minutes, because last year Stith impressed me not at all.
Instead of this paragraph, you imagine a different one, which postulates that QR is a point guard, that he has the skills of a a point guard, and that he should be the point guard, which imaginary points you then refute using brilliant rhetoric such as "Nuh uh" and "is not."
Which don't get me wrong is all quite fascinating. But in the meanwhile my suggestion: Instead of all the braying you do you all should learn to read, and then to comprehend what you have read, and then after that to think about it critically. Only then should you move on to typing, which is the least important bit of the whole process of communication. I realize that many of you are not interested in communication, preferring instead merely the sound of your own voice. To those I say: Nuh uh.