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Academic Presenting Manual
Academic Presenting Manual
Academic Presenting Manual
Presentation Skills
Presenting at an Academic Conference
Aidan Hammond
Language Education Institute, Seoul National University
Part One
Creating a story-arc Organizing a presentation Pronunciation and Practice Stating your purpose Assessing the relevance of your information Handling Questions and Answers Language reference guide Visual aid reference guide
Part Two
Part Three
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Establishing a Context: The beginning of the presentation is where the presenter tells the audience about the value and importance of their presentation. Without doing so, the audience will not be able to appreciate or understand the significance of the content.
Delivering a logical conclusion: The conclusion needs to summarize some of the key ideas you have talked about, but at the same time it needs to emphasize the importance of your topic. Often, presenters can find hints or clues to their conclusion by revisiting their introduction. The context which you created at the beginning of the presentation needs to referred to in the conclusion.
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1. Outline the current field of research and indicate specifically where your own research belongs: Within the field of gender studies Ive been researching the influence that technology has on womens rights. More specifically, Ive been looking into the influence that cloning technology has on womens rights.
2. State what makes your research different from others: While current systems largely use GPS to determine the physical location of mobile phone users, we have been investigating WPS (WiFi Positioning Systems) to do the same thing but at much lower equipment costs.
We usually highlight our niche by drawing attention to the specific features that make it unique. Language that we can use to highlight our niche includes: More specifically, In particular, I have been focusing on Possible phrases that introduce this concept or idea are: I became interested in this research through My research over the past few years has focused on
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Example B: In recent years content based instruction has become increasingly popular as a means of developing linguistic ability. Content Based Instruction has strong connections to project work, task based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary education sector. add to your presentation. It is not necessary, however, to answer all these questions, but referring to them could make your presentation more interesting and captivating for the audience.
In order to make your presentation more interesting you might want to consider what aspects of your research or experiences might be interesting to the audience. You could use the questions below to generate content to
How did I become interested in this field of study? Why might my research be important? How is my research different from other research in my field of study? Why am I unique? The examples below illustrate this technique. The first example, while it does outline and describe the content, is relatively plain in terms of interestingness. In the second example, several phrases have been added to increase the level of interestingness. In particular, the Example A
Our research team has developed a model to explain how continents break apart to form new oceans. This discovery may improve targeting of deep-water oil and gas reserves. This model could make it affordable to explore for potential reserves in the Gulf of Mexico, coastal West Africa and other deep-water regions.
speaker has added two sentences that illustrate how their particular research developed into its current form. While these are not critically important to the content, these phrases do help to make the research results more interesting. Example B:
Our research team here at the University of Texas has developed a new model to explain how continents break apart to form new oceans. This recent discovery may improve targeting of deep-water oil and gas reserves. Originally we set out to understand inconsistencies in the way that existing tectonic models account for the geology of deep-water ocean basins. In the process, we developed a new model that expands geologic theory. This new model could make it more affordable to explore for potential reserves in the Gulf of Mexico, coastal West Africa and other deep-water regions.
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Establish a context:
Importance & Significance Background information Value to the audience
Inform:
Describe Demonstrate Explain Comment
Support:
Evidence Examples Case study Data commentary
Conclude
Emphasize Summarize Predict Evaluate Enlighten
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Pronunciation Skills
We will look at how the ideas of message units and meaning can be applied to pronunciation. In particular, it is important to remember that we are not focusing so much on the individual sounds, but the overall rhythm and structure of phrases. The overall rhythm and structure is where a large part of the meaning is conveyed. Remember this point: English rhythm and melody, more than vowels and consonants, play a direct role in communicating meaning.
Chunking
To give an effective presentation in English you must learn to think and speak not in individual words, but in complete phrases. This means pausing in the right places and organizing your message into message units. The ability to present information in comprehensible chunks is by far the most important presentation skill you need. Compare these two examples below. Notice two things: 1) the interesting example is easier to listen to; 2) the interesting example is sectioned into manageable units for the speaker and the listener. Notice how content words are usually followed by a pause. These content words are usually nouns and verbs and are usually stressed. Often, we are able to recognize where to chunk just by feeling where a pause naturally belongs.
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Chunking Activity
Look at the following presentation extract. Mark where you think the pauses should be. The first few have been done for you. Cases of ground water contamination // in Korea // have been increasing as of late. While legal measures exist to prosecute polluters, evidence to do so has been lacking. This has largely been due to a lack of adequate testing measures and procedures. Our laboratory has been developing a system for the remote measuring and recording of groundwater contamination. We anticipate this system will be able to provide one method to enforce pollution controls and protect our water resources.
1. The person who never made a mistake 2. The person who never made a mistake never made a
mistake
made anything.
but worrying about it did. anybody, but worrying about it did. about it did.
killed anybody,
but worrying
children.
wonderful.
prove
that mercury
11. The results prove that mercury was 12. The results prove that mercury
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Memorizing
Greater accuracy and flow Intonation often suffers Eye-contact and connection with audience is reduced More difficult to accommodate errors and corrections Focus on reciting the content
Familiarizing
Greater connection with the audience Improved eye contact Easier to accommodate errors and corrections Focus on communication Requires more practice and preparation
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Title: Forecast:
(1 slide)
(1 slide) Give the gist of the problem to be attacked and insight found What is one idea you want people to leave with? This is the abstract of an oral presentation.
Outline:
(1 slide) Give the talk structure. Audiences like predictability. Some speakers prefer to put this at the bottom of their title slide
Background:
Motivation and Problem Statement (1-2 slides) Why should anyone care? Most researchers overestimate how much the audience knows about the problem they are describing. Related Work (0-1 slides) Cover superficially or omit Refer people to your paper Methods (1 slide) In short talks, cover this quickly Refer people to your paper
Results:
(4-6 slides)
Present key results and key insights.
This is the main body of the talk. Do not cover all results cover the key results well. Do not just present numbers; interpret them to give insights. Do not put up large tables of numbers.
Have a few slides ready to answer expected questions. Ideas glossed over
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Task
Below you will find a number of ways of stating the purpose of your presentation. Complete them using the words given.
This morning Im going to be: showing talking taking reporting telling . . . . . . . . . . to you about the high-density memory chip project. . . . . . . . . . . you about the recent drop in the birth rate. . . . . . . . . . . you how to deal with late payers. . . . . . . . . . . a look at the recent developments in aggregate quality control. . . . . . . . . . . on the results of my teams research in work-related stress.
So, Ill begin by: making outlining bringing giving filling . . . . . . . . . . you in on the background of the project. . . . . . . . . . . a few observations about the events up to the drop. . . . . . . . . . . company policy on bad debt. . . . . . . . . . . you an overview of the history of quality control in this area. . . . . . . . . . . you up to date on the latest findings of the study
and then Ill go on to: put discuss make highlight talk . . . . . . . . . . what I see as the main advantages of the new system. . . . . . . . . . . the situation into some kind of perspective. . . . . . . . . . . you through our basic debt management procedure. . . . . . . . . . . detailed recommendations regarding our own R&D. . . . . . . . . . . in more depth the implications of the data in the files in front of you.
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decide on a limited number of important points and ideas that your audience needs to comprehend, remember and understand. minimize details (of procedure, data analysis, and literature review) when highlighting your main ideas. state clearly what the point of the research is, what you discovered, and what you think it means. repeat important ideas to enhance comprehension and recall.
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Introduce the new topic Talk about the topic Review the topic Connect to the next topic
Describing an Object
Terms that express purpose or function: Term Example
1. Term functions as + noun 2. The purpose (function) of term is to + verb (infinitive). 3. Term(s) + verb (present simple) 4. Term is used to + verb(infinitive) 5. Term is for +verb+ing(gerund) 6. What term does is (cleft-sentence with what +
infinitive)
3. The purpose of the cornea is to protect the lens. 4. The cornea provides protection from dust. 5. The USB port is used to connect other devices. 6. The USB port is for connecting other devices to the
computer.
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Kinds of Questions
Basically, there are four kinds of questions:
good questions
You have the answer Youre glad this question was asked Answering this question makes you look good
difficult questions
You dont know the answer Youre not prepared to give an answer
unnecessary questions
irrelevant questions
TASK 14: Put the following responses into the 4 groups: 1. 3. 5. 7. 9. 11. 13. 15. Im afraid I dont see the connection I dont know that off the top of my head. I think I answered that earlier. Interesting. What do you think? Im afraid Im not in a position to comment on that. Im glad you asked that. To be honest, I think that raises a different issue. Im afraid I dont have that information with me. 2. 4. 6. 8. 10. 12. 14. 16. Sorry, I dont follow you. Can I get back to you on that? Good point. Well, as I said I wish I knew. Well, as I mentioned earlier Thats a very good question.
Good 6
Difficult
Unnecessary
Irrelevant
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Main Body
Part One Closing first part Opening part two Sequencing Closing/ moving on Highlighting Using a visual Recommending Digressing Returning Closing So, the first part of my presentation is to So, that is all I have to say on the first point. Any questions on that? Okay. Let's move on to the second section which I have called There are two questions to look at here: firstly Okay. That's everything on part two. I will now move on to part three. Here, I would like to highlight two items. As you can see on this chart I would suggest Could I digress for a second? Let me now return to Okay, that is all I wanted to say on part three.
Ending
Signal ending Summarize Conclude Invite questions That brings me to the end of my presentation To sum up In conclusion, I would like to say Are there any questions?
Handle questions positively That's a good question Closing If there are no more questions, I'll finish there
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Now, that we have talked about ____________, lets talk about Lets move on to Thats enough about . Lets go to the next point.
To illustrate, lets look at For instance, Heres a perfect example of what I mean. Here are some examples of Such as Like Lets look at a couple of examples of
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I'm in charge of/ responsible for I'm the new Managing Director. For those of you who don't already know me I'm
Title/subject
The title/ subject/ topic of today's presentation is Today I'd like to speak about
Let me show you what I mean What I'd like to talk about is So I hope you can see how this explains
Objective
The objective of this presentation is to present The aim of today is to The purpose of this presentation is to In the next few minutes I would like to
Thirdly we will move on to Hi everyone Then/ next/ after that Finally, I will speak about
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Visuals
I will be using Power Point/ the overhead projector/ the white board/ the flip chart
Intermediate questions
Are there any questions or comments on that? Would anyone like to ask a question at this point?
Timing
The presentation will take about minutes I will speak for about I plan to be brief. The talk will last aboutminutes
Questions
If you have any questions please feel free to interrupt Please interrupt me as we go along if you have any questions I'll be glad to take any questions at the end of my presentation
Adding Ideas
In addition to this Moreover However Despite this So Therefore
Digressing
If I could just digress for a second I would like to look at By the way Incidentally
Ending a section
Right/ So/ Well/ Okay.. That's all I wanted to say about I think that covers everything on I think that deals with To summarize
Going back
Let me just go back to Let me just return to
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Rhetorical Questions
How can we explain this? Is there anything we can do about this? How will this affect our company? What will be the result?
Interesting Examples
For example For instance As an example
Diplomacy-Softening
I tend to think that
Directing Questions
George, I know you have a lot of experience. Could you comment? Perhaps I can ask Peter to answer that question? Peter? Can I ask for a show of hands? How many people? How many people here have ever?
Proposing
I suggest that we My suggestion is that we I recommend that we My recommendation is that we
Creating Rapport
We need to We don't need to spend time on this. I know what you are thinking. I'm sure that everyone in this room
Advantages
The difference betweenandis enormous What are the advantages and disadvantages of On the one hand On the other hand This is far superior to This is better than
Interesting Facts
Did you know that? According to a recent study I read somewhere that Statistics show that
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Stark Options
We have no choice If we don'tthen we will see Either weor Instead ofwe could
Repetition
This is a very, very difficult problem We thought for a long, long time about this We need to do something, and we need to do it now.
Focusing Attention
I'd like to draw your attention to One of the most important aspects of this is
Analyzing
Let's look at this more closely What does this mean exactly? In other words
Dramatic Language
A total/ absolute/ complete disaster A great/ outstanding/ remarkable success Totally unacceptable Quite Brilliant
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Summarizing
To sum up then In brief Before I finish, let me just go over If I can briefly summarize
Okay. I think that brings me to the end of the presentation. Are there any questions?
Concluding
To conclude, I'd like to say that I'd like to finish by saying In conclusion
That's a good/ difficult/ complex/ an interesting question Thank you for asking that question I'm glad someone asked that question. It allows me to say
Final Recommendation
It seems to me, then, that we should I would therefore recommend that
Support
I have prepared some handouts which I will pass round. I'll give you my e-mail address in case you want to follow up something I said.
Clarify
If I understand you correctly, you want to know You are asking me aboutis that right?
Closing
Thank you for listening so attentively. Thank you for your attention. I hope that this has been useful.
Sorry I didn't follow/ catch the question Could you repeat that for me please? In other words you are asking
Accept Criticism
I accept that
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