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Monday, 21 Apr 2014

FYI

Easter Break

Wednesday, 23 Apr 2014

Moodle

Activity 3-9: Bibliography

Class Topic

Oral Presentation Discussion and Preparation

Monday a 5-minute oral presentation is due. This speech is on the same topic of your paper, and can use the same research and idea, but because an oral presentation differs from a paper, your speech should not involve simply reading from your paper for 5 minutes.

Some students use their oral presentation to explore an opposing view, to present the personal values and experiences they had to trim from their paper, to gather feedback from the class as to whether a particular argument is persuasive, etc.

Details on the presentation that is due Monday:

  • Length: 5 minutes. (Leave time for questions from the class… if nobody has a question, prepare something to fill the time. If students do ask a lot of questions, have an optional example or additional supporting point that you can cut.)
  • Topic: the same topic as your paper. (You may choose to present an opposing view, a more personal approach, or get feedback from the class about how you might solve a particular problem.)
  • Sources: your presentation must include a list of sources. (Images that you grab from Google should be cited just like any other component of your argument. )
  • Visual aid: A physical item (poster, tri-fold display), that you can leave at our class table, so that your work will have a presence even when you are not physically at the table. (I am not a big fan of PowerPoint slide shows; I am not banning slide shows, but if you do choose to include one, I want you be deliberate about it. Please don’t include one simply because you can.)
  • Audience Engagement: how can you engage the audience? Eye contact, asking questions, presenting a puzzle that has a surprising solution, or personalizing your presentation based on the knowledge of your audience are all ways to be more engaging. (If you can speak at one level in front of a professor in your field, a different level for a group of majors in your field, a different level for students who aren’t in your major, and yet another level for people who you know disagree with your thesis, then you are an expert communicator. The only way to get there is to practice.)
  • Rubric: During class today, we will collaborate on the rubric I’ll use when I evaluate your presentation Monday. I require that “Format” (meaning length & content) and “Depth” (meaning a demonstrated engagement with scholarly sources) take up 50% of the rubric, but exactly how you define “Format” and “Depth,” exactly how many points you assign to each, and what other categories you want to be evaluated on will all be up to the class. (We’ll collaborate on a Google Doc, though I do reserve the right to make the final decision about what the rubric will be.)
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