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Mandatory In-Class Work Day

Agenda

1. Project Three Readings  
2. Break into Project Three 3010-010/ Project Three 3010-015 groups.
3. Explore the genre of SPEECHES and PRESENTATIONS 
4. Create a list of possible presentation topics.
5. List multimedia options for the presentation.
6. Identify key aspects of the DC for presentation.

What's in a speech/presentation:

• AUDIO - a speech is a VERBAL/ORAL genre (rather than a written genre).
• The speech should begin with a clear statement of purpose: "We're going to look at ----."  
• It needs to use clear and concise language and syntax.
• Speakers should occasionally use verbal "sign posting" to remind audience how each part fits into the whole.
• The audience for a speech is very different from the audience of a paper - listeners cannot "look back" to remind themselves where the argument has been and where it is going.   
• VISUAL & TEMPORAL: a speech is a presentation - it has visual elements and it is limited by TIME. 
• Visuals can help audience follow along with a the speech (highlight key points or important words - especially terms that are part of the speakers specialized lexis and potentially UNFAMILIAR for the audience).
• Visuals should be BRIEF (they should not contain an excessive text). 
• Visuals may also contain EXAMPLES or charts and graphs that act as EVIDENCE to support a claim/topic.
• Screen shots of forms used by different professionals dealing with the same issue may be good visuals. 
• The style and tone should be CONVERSATIONAL (but still professional).
• Professional organizations, like the Modern Language Association (MLA), have emphasized the need for professionals to shift from speeches and presentations that are stilted and read directly from printed papers to speeches that are conversational and easy for listeners to follow.    

• Informative speech: 

• Project Three is an informative speech/presentation.
• The entire presentation should have an overarching purpose (i.e. "This presentation addresses a critical issue in TRANSATLANTIC LITERARY STUDIES: the ways in which women writers created literary communities."
• Each presenter's speech should have a single THESIS that relates to the overarching purpose AND drives the individual student's speech (i.e. "Scholarship on this topic ranges from -- to --- demonstrating ---." OR "Women writers created a transatlantic discourse community that utilized letters, novels, and oral communication.")
• Speech Resources: http://writing.colostate.edu/guides/guide.cfm?guideid=52

Speech Structure:

• Introduction: 
• The introduction should include the student's THESIS. 
• Elements like "attention getters," "audience adaptation" and "credibility statements" should only be added if they can be worked in a brief and cohesive manner.
• A preview of main body points and a transition to the body of the speech are crucial.
• Body:
• The body of the speech should elaborate upon and SUPPORT the main points of the thesis.
• References to outside research or other support is essential, BUT it should not overwhelm the speech.
• The ARRANGEMENT of main points is also important. If the material in the speech is not arranged well, audience may forget or lose track of speaker's argument and thesis.
• Conclusion:
• The conclusion of the speech should:
•  review/reinforce the thesis
• restate main points
• close effectively  

EXAMPLES and further elaboration on these points can be found at http://writing.colostate.edu/guides/guide.cfm?guideid=52

FINDING A TOPIC: 

• Think about the PRACTICES of the professionals you interviewed. What situations did they describe (work with patients, work with other professionals, texts/forms that they utilize on the job...)? 
• What CONCEPTS (ideas, issues, research topics...) did your interview bring to light?
• Find SIMILARITIES between and decide on a topic that everyone can address in different ways.
• Once you find a topic:
• Break up the topic into different components for the presentation.
• If there are MULTIPLE DISCIPLINES represented in a single group, group members should approach the topic through the lens of THEIR discipline.  

• Remember, the group should discuss the different ways professionals in their field approach a single topic, but the group should ALSO discuss the DISCOURSE COMMUNITIES (DCs) of their professional fields. 
• Think about the TEXTS, COMMUNICATIONS... that people in your field use to deal with the same topic.  
• For example, you could figure out what sorts of FORMS people in your field fill out when working with a patient who has an eating disorder and use that to discuss the different WAYS these professionals deal with the same issues.
• What forms/Rx do pharmacists deal with when they are working with a patient who has an eating disorders? Antidepressants? What issues/concerns do they need to address with patients when dealing with these drugs/disorders?
• What forms do nurses uses when dealing with a patient who has an eating disorder? What do these forms tell us about the ROLE nurses play in helping patients recover from an eating disorder?
• What forms do psychologists uses when dealing with a patient who has an eating disorder? What do these forms tell us about the ROLE psychologists play in helping patients recover from an eating disorder?  

YOUR paper:

• You paper should:
• CONTEXTUALIZE your presentation with a SUMMARY of the entire presentation (topic and DC).
• ELABORATE on YOUR speech and topic.
• You should create SEPARATE speech notes for the presentation (which you will also turn in with your paper).