Presentations will have three components, 1) The presentation itself, 2) Facilitation of class discussion of the presentation, and 3) A written outline or synopsis of the presentation.
Presentations should be reflective and exploratory. They should use the readings or topics from class discussion as a taking-off point. You can also use the presentation to share with the class knowledge you have gained by further reading/research into an aspect of the reading/discussions that's intrigued you. You will be evaluated as to the enthusiasm you have for your topic, the clarity of your presentation, the coherence of organization, and the skill with which you summarize and relate your presentation to the continuing "themes" or interests that have developed in class. The content of your presentation should emerge from the research you’ll address in your research paper. In this class I particularly encourage cooperative presentations involving two or more students. Tip: time your presentation and make sure it doesn’t go over the limit.
The presentation should be no more than six minutes in length and followed by a discussion of equal duration. Cooperative presentations should be proportionately longer. You are responsible for seeing that neither the presentation nor the discussion is excessively lengthy. You will be evaluated as to your skill and poise in facilitating discussion. Here are a few techniques that may be helpful:
A. Ways to start the discussion (1) Ask someone to summarize in their terms what you've stated in your presentation. (2) Ask if there is an aspect of your presentation or performance that needs explanation. (3) Ask if anyone has a comment on the presentation or performance. (4) Appoint a commentator or two and have them respond. (5) Ask a question, have the class jot answers, and have individuals read their answers. (6) Ask is anyone has a point they'd like to articulate or address.
B. Ways to nurture and guide the discussion (1) Ask people to clarify or expand their statements. (2) Restate what people have said, and ask it your restatement is accurate. (3) Ask people for examples relevant to statements they've made. (4) Give pithy examples of your own points. (5) Restate what someone has said in an exaggerated way and ask if that is what they meant. (6) Summarize lengthy and possibly irrelevant statements and relate them back to the topic. (7) Have a handout (perhaps the outline, perhaps a set of questions) to give to the class.
C. To conclude successfully : (1) Note that the time to end the discussion is drawing near. (2) Summarize the major points of the discussion ( jotted down, perhaps). (3) Relate the discussion to the presentation and the presentation to the class as a whole (4) Thank the class and instructor for their interest and participation.
D. TIP: NEVER, EVER APOLOGIZE FOR YOUR WORK
E. The outline or synopsis should not exceed one typed page