(This unit was designed by Woomee Lee, Daniel Craig, Doug Croslow and Suzanne Bernsten)
This purpose of this unit is to prepare students to give oral presentations designed for a wide audience.
• To raise awareness of the need to adjust content and vocabulary for a range of audiences
• To provide students with training in strategies to adjust content for a range of audiences
• To introduce students to effective communication strategies for oral presentations
• To stimulate self and peer evaluation of oral communication skills
Section 1: Discussion of Oral Presentation; Guest Speaker
Section 2: Adjusting Content; Oral Presentation Guidelines
Section 3: Oral Presentations; Peer Feedback
Syllabus
ESL 401J
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Monday Nov. 8 Room: G11 |
· Introduction to the assignment · Choose mini-presentation topic |
o Choose a key concept in your field and define it in a few sentences. Make enough copies of your definition for each member of your group. |
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Wednesday Nov. 10 Room: G20 |
· Content adjustments (adapting speeches to a wider audience) · Oral presentation guidelines |
o Complete your mini-presentation using the guidelines that we’ve discussed during the last two class periods. |
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Monday Nov. 15 Room: G11 |
· Mini-presentations · First group of 8 presenters |
o Go to the Media Desk at the Undergraduate Library and watch the video or your mini-presentation. Fill out a self-evaluation sheet and choose areas to improve on in your final presentation. Turn in your self-evaluation at our individual conference on November 22. |
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Wednesday Nov. 17 Room: G24 |
· Mini-Presentations · Wrap up · Second group of 8 presenters |
o Go to the Media Desk at the Undergraduate Library and watch the video or your mini-presentation. Fill out a self-evaluation sheet and choose areas to improve on in your final presentation. Turn in your self-evaluation at our individual conference on November 22. o Final Paper Rough Draft due (bring 2 copies) |
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Monday Nov. 22 Room: G24 |
· No class · Individual Conference #2 |
o Bring self-evaluation of mini-presentation & outline and visual aids for presentation. |
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Wednesday Nov. 24 |
· Thanksgiving vacation · No class |
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Monday Nov. 29 |
· Oral Presentations 1-5 |
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Wednesday Dec. 1 |
· Oral Presentations 6-11 |
o Journals due |
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Monday Dec. 6 |
· Oral Presentations 12-16 |
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Wednesday Dec. 8 |
· Class Party · Class Evaluation |
o Final Paper due |
Requirements
for Mini-Presentation
Due Date: Monday, November 15
You are to give a short five-minute presentation to the class on a topic chosen from your field of study. The topic must be different than the one you will present for your final presentation. Your topic could be a theoretical paradigm, a process, a major breakthrough, or an important concept in your field. Sample topics from different fields include the Human Genome project in biology, landmark decisions in law, biotechnology in Natural Resources, and the greenhouse effect in Atmospheric Sciences. The goal of this assignment is to help you prepare for your final presentation through practice, self-evaluation, and peer review. The broader goal is to prepare you for making presentations for a wider audience in situations such as funding proposal presentations and job talks.
Keep in mind that your audience consists of people from different fields of study so you will need to adjust your subject matter and vocabulary accordingly.
Be sure to provide an overview of your presentation in the introduction.
Focus on key points in the body of your presentation; do not get bogged down in details.
Summarize your main points in the conclusion.
Make use of the following communication strategies in your presentation:
Eye contact
Gestures
Rephrasing
Repetition of main points
Pauses after key points
Peer Evaluation Groups for Mini-Presentations
Group #1 Group #3
Group #2 Group #4
General Rationale For This Unit
Section 1: Discussion
of Mini-Presentation - Guest Speaker
Activity A: Introduction to Adjusting for Audience: Shakespeare (10 minutes)
Assign students to four interdisciplinary groups that will remain constant throughout the unit. Students read original passage from Shakespeare and have 5 minutes to try to write a brief summary. One group reads summary to the class.
Then pass out the simplified version. Students discuss what made the original passage hard to understand. What techniques were used to make the content comprehensible in the simplified version? Is anything lost in adapting Shakespeare for a wide audience? What is gained?
Activity B: Discussion of Mini-Presentation Unit (10 minutes)
Introduce students to the Mini-Presentation Unit and explain the unit requirements.
Activity C: Small Group Discussion of Interview with Professor (20 minutes)
Students discuss what they learned from their interviews with a professor on giving a job talk or presenting a funding proposal. Students discuss the similarities/differences in their interviews. Students elect a group spokesperson to present their findings to the class.
Activity D: Whole Class Discussion (10 minutes)
Group spokesperson presents similarities and differences from the interview discussion.
---BREAK---
Activity E: Guest Speaker (30 minutes)
Guest speaker presents field specific research adapted for an interdisciplinary audience.
Activity F: Brainstorming Presentation Topics (10 minutes)
Students, working individually, make a list of possible topics for their presentation. Make sure that they choose a different topic than the one they will describe in the final presentation.
Homework:
• Students choose a key concept in their field, define it in a few sentences, and bring enough copies of the definition for each member of their group.
Section 2: Adjusting
Content; Oral Presentation Guidelines
Activity A: Strategies for Defining Field Specific Terms (20 minutes)
As a class, go over the handout on writing definitions. Students discuss what techniques the guest
speaker used to define difficult vocabulary.
Then students work through the exercises alone, compare answers with
a partner and finally discuss answers as a class.
Activity B: Adapting Field Specific Writing for a Wide Audience (20 minutes)
Put students into four interdisciplinary groups. Students take turns defining a concept chosen for homework to classmates. Students choose one key concept to present to the class. Students choose a group member, other than the person whose concept was chosen, to present the information to the class.
---BREAK---
Activity C: Whole Class Discussion (10 minutes)
A spokesperson from each group presents. Students discuss the process of adapting writing for a wide audience. What terms were difficult to explain? What strategies were used that were effective?
Activity D: Discuss Guidelines for Oral Presentations/Evaluate Guest Speaker (20 minutes)
As a whole class, students make a list of qualities of a good presentation/bad presentation based on personal experience and the guest speaker’s presentation. They compare the list with the guidelines for oral presentations.
Activity E: Work on Outline for Presentation (20 minutes)
Students work on outline for mini-presentation. They make a list of keywords and define the keywords for a wider audience. Pass out the criteria for which presentations will be graded on.
Homework:
Students prepare for mini-presentations next Monday and Wednesday.
Section 3: Oral Presentations; Peer Feedback
Activity A: Giving Oral Presentations (50 minutes)
Put list of order of student presentations on the board, making sure that two students from each group present each night. Students each have 5 minutes to give oral presentations. Tell students that a sign will be given when they have one minute left. Students evaluate the presentations of the three other students in their peer evaluation group. Introduce self-evaluation assignment.
---BREAK---
Activity B: Evaluating Oral Presentations (20 minutes)
You will each have 5 minutes to give oral presentations. Evaluate the presentations of the three other students in your peer evaluation group.
Activity C: Presentation Skills Workshop (optional) (15 minutes)
Teacher chooses one area of presentation skills for students to practice. For example, to practice eye contact, students give impromptu speeches. Audience members raise their hands starting from the beginning of the speech and cannot put down their hands until the presenter makes eye contact.
Homework:
Students go to the Media Desk in the basement of the Undergraduate Library and watch the video of your oral presentation. They fill out an Oral Presentation Evaluation sheet. On the back of the sheet, students write 3 areas to improve on in their final presentation. Students turn in self-evaluation at their individual conference on November 22.
DAY 4
Section 3: Oral Presentations; Peer Feedback
Activity A: Oral Presentations (50 minutes)
Put list of order of student presentations on the board. Students each have 5 minutes to give oral presentations.
---BREAK---
Activity B: Evaluating Oral Presentations (20 minutes)
You will each have 5 minutes to give oral presentations. Evaluate the presentations of the three other students in your peer evaluation group.
Activity C: Oral Presentations Across Cultures (10 minutes)
In small groups, students discuss important aspects of oral presentations in your home country. Are the rules the same as in the USA or different? Students discuss these similarities and differences.
Activity D: Group Discussion (10 minutes)
A group spokesman presents information to the class on oral presentations across cultures.
Homework:
Students go to the Media Desk in the basement of the Undergraduate Library and watch the video of your oral presentation. They fill out an Oral Presentation Evaluation sheet. On the back of the sheet, students write 3 areas to improve on in their final presentation. Students turn in self-evaluation at their individual conference on November 22.
Interview with a Professor/Professional
Assignment
Due Date: Monday, November 7
These are some guidelines to assist you in your interview with a professor or professional in your field. You will interview a chosen professor or professional in your field to collect information about how to do a "job talk" or proposal for funding in your field.
Job Talk/ Funding Proposal
1. How important are "Job Talks" and/or Funding Proposals in your field?
2. Who would your audience be for a Job Talk and/or Funding Proposals in your field?
3. How would you prepare for a Job Talk and/or Funding Proposals in your field?
4. How would you arrange for a Job Talk and/or Funding Proposals in your field?
Ask about an example of a Job Talk and/or Funding Proposal that your interviewee has given in the past. (If possible, get a written copy)
Rationale
Romeo and Juliet and Content
Adjustment
Here we used a modernized translation of the Prologue to Romeo and Juliet compared with its original counterpart. I’d like to provide it for you, but due to copyright regulations we have to leave it off and just point you in the right direction.
Here’s the book we used:
“Romeo and Juliet” by William Shakespeare – adapted by Alan Durband (1985)
Barron’s Educational Series, Inc: Hauppauge, New York
Rationale
ESL 401 J, Fall 1999
A good presentation is similar to a paper. It has an introduction, body and conclusion. The introduction contains the main idea of your presentation, called the statement of purpose, and a general outline of your presentation. The body contains examples supporting the main idea of the presentation. The conclusion summarizes the statement of purpose and the body of the presentation.
For a more detailed description of what to include in your presentation, look over these suggestions:
Introduction (choose from the following methods):
· Prepare the audience to listen and pay attention to your statement of purpose.
· Open with a narrative (a story).
· Open with a quotation. It should be relevant to the topic of your talk.
· Use a rhetorical question to center the audience on the purpose of the topic.
· Use a startling statement to jolt your audience into paying attention.
· Use a negative statement to heighten the “suspense”.
· Use a comparison or a contrast to heighten interest in a subject.
· If you know what the specific interest of the group is you can use this interest to establish an understanding with them.
· Introduce specific instances related to your topic.
· If the audience is known to have interest in your subject, you could open with your statement of purpose.
· Statement of Purpose:
· Give an overview of your presentation
· State the main purpose of your talk.
Body:
· Use the same logical organization of material as you would in a written article.
· Relate your ideas in short and clear sentences.
· Use active rather than passive verbs.
· Use appropriate wording for your audience.
· Make sure that each example is related to your purpose.
Conclusion:
· The conclusion should sum up the examples in the body and show how they enhance the main topic of the talk.
· It should also include a prediction for the future or a logical next step.
Delivery:
· The rate of speech should be fast enough so that the audience doesn’t fall asleep and slow enough for the audience to understand.
· Talk to the people in the back row. Speaking too quietly is a quick way to kill a good presentation.
· Keep eye contact with the audience as much as possible, yet another reason not to read your presentation to the audience.
· Stand up straight, keep your hands out of your pockets, don’t cross your arms, and don’t pace.
· Using gestures is alright when speaking, they are useful in emphasizing points and giving the appearance of relaxation.
Visual Aids:
· Use them wisely
· Plan your use of the blackboard carefully. An organized blackboard is necessary for a good presentation.
· Keep slide presentations grouped together so turning the lights on and off too often won’t be necessary.
· Use an overhead projector to keep the speaker involved with the audience.
· The same is true of Power Point presentations.
Adapted from, Woodford, F.P. (1968). Scientific Writing for Graduate Students. New York: Rockerfeller University Press. From Chapter 13 “Oral Presentation of a Scientific Paper.”
ESL 401J
Country Department .
China Nat. Resources-Enviro. Science (M.S.)
Korea Architecture (M.A.)
Turkey Art History/Architecture (Ph.D)
France Nat. Resources-Wildlife Management (M.A.)
China Atmospheric Sciences (PhD)
Korea Biophysics/Computational Biology (PhD)
China Physiology (non-degree)
Taiwan MBA
Japan Law (non-degree)
Taiwan Computer Science (M.S.)
China Material Science & Engineering (M.S.)
Mexico Electrical Engineering (M.S.)
Korea East Asian Languages & Cultures (M.A.)
Russia Biophysics/Computational Biology (PhD)
Honduras Nat. Resources-IPM in Veg. Crops (M.S.)
China Physics (PhD)
(Adapted from Academic Writing for Graduate Students
by John Swales and Christine Feak, pp. 36-49)
Due to copyright regulations, we decided not to put this
worksheet on the web. If you’d like
to use it, the necessary information is above.
Name:______________
Due on Monday, November 22. Bring
to individual conference in G24.
To complete this evaluation you must view your presentation on video.
The video is on reserve at the Undergraduate Library Media Desk. The library hours are Sunday-Thursday 8am to
1am and Friday from 8am to 10pm.
Did you choose appropriate words? Were key terms explained in language that was easy to understand? If not, what part(s) of the presentation were difficult to for the audience to understand?
Introduction Body Conclusion
Easy/ Difficult Easy/ Difficult Easy/ Difficult
Comments:
Introduction- Did you provide an overview of the presentation?
Body- How effective were you at focusing on explaining key concepts rather than details?
Conclusion- Did you summarize the main points?
Did you use the following communication strategies to establish and maintain good communication with the audience?
Eye contact
Gestures
Rephrasing
Repetition of main points
Pauses after key points
Which of these communication strategies were used most effectively?
Which could the presenter improve upon or use more effectively?
What aspect of other speaker's presentations would you most like to incorporate into your own presentation?
What two areas would you like to improve upon for your final presentation?
Presenter:______________
Did the presenter choose appropriate words? Were key terms explained in language that was easy to understand? If not, what part(s) of the presentation were difficult to understand?
Introduction Body Conclusion
Easy/ Difficult Easy/ Difficult Easy/Difficult
Comments:
Did the presenter use the following communication strategies to establish and maintain good communication with the audience? Circle one.
Eye contact Needs Improvement Good Very Good
Gestures Needs Improvement Good Very Good
Rephrasing Needs Improvement Good Very Good
Repetition of main points Needs Improvement Good Very Good
Pauses after key points Needs Improvement Good Very Good
What aspect of the speakers' presentation would you most like to incorporate into your own presentation?
Speaker ____________________
Topic ______________________
Content & Preparation (5 points each)
Adequate knowledge Needs Improvement Good Very Good
of subject
Clear explanation Needs Improvement Good Very Good
Well-rehearsed Needs Improvement Good Very Good
Organization (3 points each)
Clear introduction Needs Improvement Good Very Good
Clear topic/controlling idea Needs Improvement Good Very Good
Difficult vocabulary Needs Improvement Good Very Good
explained
Clear examples/illustration Needs Improvement Good Very Good
Definite conclusion Needs Improvement Good Very Good
Communication Strategies (5 points each)
Speaking without reading Needs Improvement Good Very Good
Good volume Needs Improvement Good Very Good
Pronunciation Needs Improvement Good Very Good
Eye contact Needs Improvement Good Very Good
Time limit Needs Improvement Good Very Good
Total Points __________ Grade __________
Comments: