Tag: Oral Presentations

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 three or four of your classmates will plan, rehearse, and deliver a concise presentation focusing on a reading that addresses one of the practices implemented in the course. If you were absent when copies of the articles were distributed (see the titles in the group assignments below), download and print copies from the Blackboard readings folder.

Presentation Assignment Directions

1. 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.)
2. 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.
3. 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 and your paper copy of the reading.
4. 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.
5. 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

1. 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.
2. 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.
3. 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.
4. 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

• “Blogs vs. Term Papers”: Avery Clark, Madison Davis, Sofia Marin, Travis Pecararo
• “Skim Reading is the New Normal”: Zach Dick, Nicole Marin, Tommy McHugh, Elise Claire Palmisano, Davis Smith
• “Why Writing By Hand is Better for Memory and Learning”: Nick Beeker, Jermaine Cain, Izzie McLawhorn, Sierra Welch
• “A Break from Your Smartphone Can Reboot Your Mood . . .”: Aidan Berlin, Marcus Gerhardt, Ethan Paterson, Dylan Virga

Grade Criteria

• An A presentation includes all elements outlined in the directions for planning and rehearsing and demonstrates the group members’ poise and ability to avoid filler words.
• A B presentation includes all elements outlined in the directions for planning and rehearsing but may be marred by group members’ lack of poise and/or inability to avoid filler words.
• A C presentation includes most but not all elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.
• A D presentation includes only some elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.
• An F presentation includes few if any elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.

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Next Up

In class on Wednesday, you will deliver your group presentations. Afterward, in the second half of class, you will compose a short essay that reflects on both your own presentation and one by another group, one that was notable for its strengths.

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 addresses one of the practices implemented in the course. If you were absent when copies of the articles were distributed (see the titles in the group assignments below), download and print copies from the Blackboard readings folder.

Presentation Assignment Directions

1. Plan a presentation of three or four minutes that addresses the most significant points covered in your group’s designated reading. (The lists of group assignments and designated readings are included below.)
2. Include in your presentation the elements listed below (in items three through five).
3. An introduction that mentions (1) 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), (2) the title and author, or authors, of the reading, and (3) a brief overview of the text.
4. A close examination of two or more points in the reading.
5. 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.
6. 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 on your index card with your notes and on your paper copy of the reading.
7. 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

1. In preparation for rehearsing, write your notes on an index card. 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.
2. 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.
3. 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 fillers.
4. 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 for Section 8

• Writing Analytically: Gi Amitrano, Amanda Franco, Madux Iovinelli, Campbell Nelson
• “Skim Reading is the New Normal”: Casey Burkom, Aly Deters, Raven Houston, Luke Simpson
• “Blogs vs. Term Papers”: Angelina Anzideo, Avery Falor, Ethan Howard, Nikki Parbhoo
• “To Remember a Lecture Better, Take Notes by Hand”: Kylie Bussell, Dorian Grosber, Nolan Lafayette, Chloe Freeman
• “A Break from Your Smartphone Can Reboot Your Mood . . .”: Reese Danback, Preston Erwin, Lexie Owensby

Group Assignments for Section 18

• Writing Analytically: Niko Bencharit, Mariana Pavajeau, Haven Tucker
• “Skim Reading is the New Normal”: Annaliese Abboud, Grayson Crouch, Bella Richardson, Heloise Richer
• “Blogs vs. Term Papers”: Kamauri Brown, Garrett Hickey, Maddie Tyranowski, Bailey Upchurch
• “To Remember a Lecture Better, Take Notes by Hand”: Adrienne Brown, Myra Chatwal, Connor McFadden
• “A Break from Your Smartphone Can Reboot Your Mood . . .”: Cameron Anderson, Ellie Tejada, Jorja Mangeot, Shane Richardson

Grade Criteria

• An A presentation includes all elements outlined in the directions for planning and rehearsing and demonstrates the group members’ poise and ability to avoid filler words.
• A B presentation includes all elements outlined in the directions for planning and rehearsing but may be marred by group members’ lack of poise and/or inability to avoid filler words.
• A C presentation includes most but not all elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.
• A D presentation includes only some elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.
• An F presentation includes few if any elements outlined in the directions for planning and rehearsing and may also be marred by group members’ lack of poise and/or inability to avoid filler words.

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Next Up

In class on Wednesday, you will deliver your group presentations. Afterward, in the second half of class, you will compose a short essay that reflects on both your own presentation and one by another group, one that was notable for its strengths.