This morning in class, after your Scrabble debriefing, I will distribute your group presentation assignment, and you will have the remainder of the class period to devote to planning the short presentation that you will deliver in class on Wednesday. An additional copy of the assignment is included below.
As an exercise in collaboration and oral communication, you and two or three of your classmates will plan, rehearse, and deliver a concise presentation focusing on a reading that focuses on one of the articles distributed in class last week or on the first chapter of Ted Chiang‘s “The Life Cycle of Software Objects” in Exhalation (62-74).
Presentation Assignment Directions
- Plan a presentation of three or four minutes, total, that addresses the most significant points covered in your group’s designated reading. (The lists of group assignments and designated readings are included below.)
- Include in your presentation the following elements: (1) an introduction that mentions each group member’s first and last name (each group member may introduce himself or herself, or the group may assign one member the responsibility of introducing everyone), the title and author, or authors, of the reading, and a brief overview of the text, (2) A close examination of two or more points in the reading, and (3)) A conclusion that provides closure without restating the introduction and that invites questions. One strategy to consider for your conclusion is to address the relevance of the practice (the subject of your reading) to your work in English 1103, your work in other courses, and/or your life outside of the classroom.
- Do not create a digital component, such as a PowerPoint or Google Slides show. You will not be permitted to use any digital devices during your presentation. Instead, you will rely only on a single three-by-five-inch index card with your notes.
- Aim for cohesion. Turning briefly to the previous speaker and addressing him or her by first name, repeating a word or idea of his or hers, and connecting it to your own remarks are ways to unify your presentation. If your presentation seems to be a series of individual talks rather than a single group presentation, it lacks cohesion.
- Every group member is not required to speak for the same length of time, but every member is required to deliver a portion of the presentation.
Directions for Rehearsing
- In preparation for rehearsing, write your notes on a single three-by-five-inch index card (one card per group member). If your initial notes are written in complete sentences, rewrite them to include only words and short phrases for your key points. If your notes are too detailed, you will risk relying too heavily on them and making minimal eye contact with the audience. Plan to make as much eye contact as possible, and be sure to make eye contact with people throughout the room rather than fixing your eyes on one or two people.
- Practice good posture. As you deliver your presentation, your ears should be directly above your shoulders. If you tend to shift your weight from one foot to the other, stand with your feet perpendicular to each other. If you do so, you will not be able to shift your weight from one foot to the other.
- Avoid filler words, such as uh, um, like, and you know. If you tend to use filler words, practice pausing at the points where you are likely to use them.
- Take turns delivering your portions of the presentation, and offer feedback to your group members. Offer both suggestions for improvement and words of encouragement.
Group Assignments
Section One
- “Blogs vs. Term Papers”: Grace Duffy, Claire Jahnke, Kai Jarvis, Sebastian Olander
- “Why Writing By Hand is Better for Memory and Learning”: Madison Haugk, Oliver Henderson, Olivia Lavallee, Bridgett Murphy
- “A Break from Your Smartphone Can Reboot Your Mood . . .”: Michael McNamara, Brenna Murphy, Hayden Porter
- “Want to Play Scrabble Like a Pro? Here’s Your Memory Trick“: Gavin Godfrey-Ryan, Nicole Halucka, Ryder Pitek, Alexis Zavalishin
- “The Lifecycle of Software Objects,” Chapter One (62-74): Will Roberts, Baylee Shattenberg, Madi Stone, Kel Wadley
Section Eight
- “Blogs vs. Term Papers”: Avery Broadbent, Parker Davenport, Ariana Foy, Mackenzie Mossa
- “Why Writing By Hand is Better for Memory and Learning”: Skylar Bowry, Dev Broomer, Mariah Robinson, Cole Wilhelmsen
- “A Break from Your Smartphone Can Reboot Your Mood . . .”: Devyn Jones, Ryan Lofton, Leslie Mendoza Arreola
- “Want to Play Scrabble Like a Pro? Here’s Your Memory Trick“: Rocco Marcello, Lance Morgan, Layla Rothberg, Sophia Stewart
- “The Lifecycle of Software Objects,” Chapter One (62-74): Kathleen Barr, Vivian Lalliberte, Marisol Moreno, Zach Roseman
Scrabble Debriefing, Part II
As a follow-up to your Scrabbble games last Friday, consider the plays addressed in commentaries below.
Surf’s Up First, Join Later
On the board pictured above, the first team began the game with the play of surf for fourteen points. Although surf is an acceptable choice, it isn’t a judicious one. Why would the first team have benefited in the long run from playing only three of the letters in surf for a score twelve? Also, consider the play of join. (The s was added later.)
Playing surf uses one of the four s‘s and one of the four u‘s. If the team’s only vowel was the u, and the team did not have the consonants required to play an all-consonant word, then the team would have no choice but to play the u. However, the team could have avoided using both a u and an s by playing fur for twelve points rather than surf fourteen. Although the opening play of fur would earn fewer points, s is a valuable letter, and seasoned Scrabble players advise not playing one unless you can score at least twenty points.
The play of join placed the j on a double-letter score square, earning the second team an admirable score of nineteen points, but the placement of the j gave the opponents the opportunity to score with a triple-word play, likely one that would earn them more than thirty points. If a team played two blanks and a one-point letter to the right of the j, the triple-word score would be twenty-seven. However, it’s more likley that a team would play three letters worth one or more points each, for a total of thirty-three or more. The first team did not take advantage of that opportunity–and may not have had the letters to do so–but the placement of join did enable them to play zoo for thirty-two points. Later, the second team was able to play jean for the triple-word score of thirty-three.
Q Query
Midway through the game pictured below, the second team played quit for a total of twenty-six points. Although that may have been the highest-scoring play the second team could have made at that point in the game, why would they have been well-advised to hold the q and the u for a later turn?
When the second team played quit in the game pictured above, none of the other three u’s and neither of the blanks had been played, making it very likely that the first team would be able to make a triple-word score play with the q.
Initially, the first team did not have the letters for a triple-word play using the second team’s q. However, a couple of turns later, the first team used a blank for an e to play pique for forty-eight points.
Next Up
In class on Wednesday, you will deliver your group presentations. Afterward, in the second half of class, we will discuss the five readings and consider each as a possible starting point for the research you will conduct in the second half of the semester.
