31 Speaking in Other College Courses
<A> OBJECTIVES
To expect to prepare oral presentations in a variety of formats.
To prepare to present to a variety of audiences.
To ground scientific and mathematical presentations in the scientific method.
In science and mathematics presentations, to expect to present the results of experiments or
solutions to problems.
In technical presentations in engineering, computer science, and architecture, to expect to
describe projects.
In social science presentations, to expect to explain the research question.
In social science presentations, to expect to review and evaluate research and propose
policies.
In arts and the humanities presentations, to expect to interpret and analyze topics.
In education presentations, to expect to deliver lectures, lead group activities, and direct
classroom discussions.
In nursing and allied health courses, to expect to address a range of audiences on health care
practices and techniques.
<A> CHAPTER CONTENT OUTLINE
I. Presentations in other college courses
A.
Presentational speaking includes reports delivered by individuals or teams addressing
classmates or persons in the workplace.
B. Presentational speaking is less formal than public speaking.
II. Journal article review
A. A journal article review is a commonly assigned speaking task across disciplines.
This type of presentation follows a distinct organizational pattern.
1. Identify the author’s thesis or hypothesis.
2. Explain the methods by which the author arrived at
his or her conclusions.
3. Explain the results of the study.
4. Identify the author’s methods and, if applicable,
theoretical perspective.
5. Evaluate the study’s quality, originality, and validity.
6. Describe the author’s sources and evaluate their
credibility.
7. Show how the findings advance knowledge in the
field.
III.Service learning presentation
A. Service learning presentations are individual, group, or poster presentations prepared
following students’ opportunity to learn about and address a community need. The
presentation describes your participation in the project and includes the following
information:
1. Description of the service task.
2. Description of what the service task taught you about
those you served.
3. Explanation of how the service task and outcome
related to your service learning course.
4. Application of what was learned to future
understanding and practice.
IV. Poster presentation
A. The poster presentation presents information about a study, issue, or concept
concisely and visually on a large poster. They typically follow the structure of a
scientific journal article and include written copies of the report on hand. A good
poster presenter considers the audience, and understands that the poster must be
concise, visually appealing, and restricted to the most important points of the study.
V. Debate
A. Academic debates are characterized by refutation and require skills in persuasion,
delivery, and the ability to think quickly and critically. This format allows students to
analyze arguments in depth and to argue different points of view, including positions
with which they disagree. Careful research and adequate practice are critical to
success.
1. Opposing sides in a debate are taken by speakers in one of two formats. In the
individual debate format, one person takes a side against another person. In
the team debate format, a group of people take sides against another team,
with each person on the team assuming a speaking role.
2. The pro (affirmative) side in the debate supports the topic with a resolution—a
statement asking for change or consideration of a controversial issue.
3. The con (negative) side of a debate attempts to defeat the resolution by
dissuading the audience from accepting the pro side’s arguments.
4. Both sides of a debate are responsible for advancing strong arguments.
Arguments usually consist of claims, evidence, and reasoning.
5. Debates are characterized by refutation, in which each side attacks the claims,
reasoning, or evidence of the opposing side.
6. Refutation also includes rebuilding arguments that have been refuted by an
opponent by adding new evidence or attacking the opponent’s reasoning or
evidence.
7. In order to ensure that all of the opponent’s arguments have been refuted,
debaters should “flow” the debate, taking notes that keep track of all
individual arguments and how they have been attacked and defended.
VI. Case study
A. A case study documents a real or realistic situation, posing a dilemma and requiring a
solution. Students are required to analyze the situation and resolve the problems.
1. Description/overview of the major issues involved in
the case.
2. Statement of the major problems and issues involved.
3. Identification of any relevant alternatives to the case.
VII. Preparing for different types of audiences
A. Speakers can benefit from tailoring their speeches to typical job-specific audiences.
B. Typical audiences for presentations include the expert or insider audience, the
colleagues within the field audience, the lay audience, or the mixed audience.
1. Expert or insider audiences consist of a group of people who possess intimate
knowledge of the topic, issue, product, or idea being discussed.
2. Colleagues within the field need not be provided with common knowledge
within the field but may not be familiar with the specific topic under
discussion.
3. The lay audience consists of people who have no specialized knowledge of
the field related to the speaker’s topic.
4. The mixed audience consists of a combination of people, some with expert
knowledge and others with little knowledge of the topic or field.
VIII. Presentations in science and mathematics courses
A. Oral scientific and mathematical presentations inform listeners of the results of
original or replicated research or problem solving.
1. Science and mathematics presentations must be grounded in the scientific
method. The research question should be clearly described with the methods
used to gather data and an explanation of results.
a. Support your points with observations, proofs, and experiments.
b. Be selective in the amount of information highlighted during
your talk.
c. Use analogies for demonstration.
d. Illustrate important concepts with presentation aids.
B. The research presentation (also called scientific talk) serves to describe research you
conducted alone or as part of a team. This may be delivered as an oral presentation or a
poster session, and usually follows the standard scientific investigation model.
1. An introduction describes the research question and scope of study.
2. A description of methods used to investigate the research question,
including where it took place and under what conditions.
3. The results of the study summarize key findings and highlight
insights regarding the questions/hypotheses investigated; this is the
presentation “body.”
4. A conclusion or discussion in which the speaker interprets the data
or results and discusses their significance. This should link back to
this introduction, reiterate the research question, and highlight key
findings.
C. Methods/procedures presentations describe how an experimental or mathematical
process works and under what conditions it can be used.
1. Identify the conditions under which the process should be used,
2. 2. Offer a detailed description of the process (perhaps with a
demonstration), and
3. 3.Discuss the benefits and shortcomings of the process.
D. The field study presentation describes research conducted in naturalistic surroundings.
The field study presentation usually includes an overview, a methods description, an
analysis of results, and a timeline for completion of the project.
IX. Presentations in technical courses
A. Technical disciplines include the STEM fields (science, technology, engineering, and
mathematics) as well as design-oriented fields. The focus of technical presentations
usually rests on a product or design and include reports and proposals that provide
instructions, advocate a product or service, update progress, make recommendations,
or request funding.
B. Effective presentations in technical courses have a number of characteristics.
1. Use strategic presentation aids.
2. Carefully coordinate when presenting in groups.
3. Gear the presentation to the appropriate audience level.
4. Appeal to the audience’s needs and motivations.
5. Sell your ideas.
6. Provide hard data and clearly stated experimental results.
C. An engineering design review presentation explains the problem-solving steps in
devising a product or system in response to an identified need. These are generally
informative in nature.
1. Engineering design reviews often incorporate a demonstration of a
prototype, which is a model of the design, and are usually
delivered as team presentations.
2. Presentations include: identification of the problem to be solved or
need to be met and an overview of objectives; a description of the
design concept and specifications; a discussion of any
experimental testing completed on the design; a discussion of
future plans and unresolved problems; and a discussion of
scheduling, budgeting, and marketing issues.
D. The architecture design review enables the audience to visualize the design, and then
sells it.
1. A narrative approach, combined with a spatial organizational
pattern, fits the goals of an architecture design review.
2. Presentations include background information on the site, a
discussion of the design concept, and a description and
interpretation of the design.
E. The request for funding presentation takes place when a team member or an entire
team provides evidence that a project, a proposal, or a design idea is worth funding.
1. The request for funding usually includes an overview, an analysis
of the market and its needs, an overview of the design idea and
how it meets those needs, projected project costs, and the specific
reasons the project or idea should be funded.
X. Presentations in social sciences courses
A. Social sciences utilize qualitative research, which places emphasis on observing,
describing, and interpreting behavior, and quantitative research, which places
emphasis on statistical measurement.
1. These presentations focus on debating controversial topics;
reviewing literature; explaining or evaluating research on
social phenomena, policies, and programs; and
recommending policy.
B. Effective presentations clearly explain the research question, refer to current
research, use arguments to support evidence, and use theory to build explanations.
C. The review of the literature presentation reviews the body of research on a
particular topic or issue and offers conclusions about the literature based on
research. It often includes a statement of the topic under review, a description of
available research, an evaluation and a conclusion, and suggested directions for
future research.
D. The program evaluation presentation seeks to measure the effectiveness of a
program developed to address social phenomena. It typically discusses the
program’s mission, its accomplishments, how the accomplishments were
measured, and conclusions regarding how well or poorly it has met its objectives.
E. The policy proposal report is the recommendation of a course of action based on
the research of a current issue or problem. It typically includes a definition and
background review of the current policy and its shortcomings, discussion of
alternatives to the policy along with pros and cons, recommendations of a specific
policy with clear argument for why this option is best, application of forecasting
methods to show likely results of the recommendation, a plan for implementation
of the recommendation, and a discussion of future needs.
XI. Speaking in arts and humanities courses
A. Arts and humanities courses often require the speaker to interpret the meaning of a
particular idea, event, person, story, or artifact.
B. Presentations include informative speeches of explanation, presentations that compare
and contrast, debates, and classroom discussions.
1. An informative speech of description and analysis discusses the relevance of a
historical or contemporary person or event; a school of thought; or a piece of
literature, music, or art.
2. Presentations might compare and contrast events, stories, people, or artifacts
to highlight their similarities or differences. These presentations can be either
persuasive or informative in nature and usually include a thesis statement, a
discussion of main points, and a conclusion that evaluates the comparison.
3. Debates may be assigned to allow students to consider the opposing ideas of
historical figures or philosophical positions.
4. Classroom discussions invite students to discuss research on a question of
interest.
C. Effective presentations in the arts and humanities help the audience put the meaning
of the original works or scholarship into context or understand the work; the presenter
does this by identifying the key themes of the piece and how the author/creator
communicates them. Presenters should remember to do the following:
1. Clearly state the thesis.
2. Link the discussion to the topic’s relevant framework, including the key
questions/issues/themes.
3. Explain how the author or creator organized or structured the work
4. Discuss who the intended audience of the work is.
5. Discuss the influences and sources that informed the creation of the work.
D. Many presentations in the arts and humanities require the interpretation and analysis
of works, especially the relevance of a history or contemporary person or event; a
genre or school of philosophical thought; or a piece of literature, music, or art.
1. The more original the interpretation, the more compelling the presentation will
be.
E. Another common presentation format in the arts and humanities is to compare and contrast
events, stories, people, or artifacts in order to highlight similarities or differences.
1. These presentations can be informative or persuasive.
2. This presentation format always includes a thesis statement, discussion of
main points, and concluding evaluative statement.
XII. Presentations in education courses
A. Education presentations focus on teaching and related instructional tasks including
lectures, demonstrations, group activities, and classroom discussions.
B. Characteristics of effective presentations in education include:
a. An invitation to participate.
b. Logical organization.
c. Integration of discussion to overall course content.
d. The use of audience-relevant examples and evidence.
e. Presentations should always be interactive in nature.
A lecture is an informative speech for an audience of student learners, with standard lectures
lasting from thirty to sixty minutes. Good lectures actively engage students, pose questions,
allow discussion time, and incorporate short activities.
1. Lectures typically include a clear introduction of the topic, a statement of the central
idea, a statement of the connection to previous topics covered, a discussion of main points, a
summary of the lecture, and a question-and-answer period.
C. Group-activity presentations serve as short introductions to a group activity that
follows the primary lecture.
1. They generally include a review of the lecture’s main ideas,
a description of the goal of the activity, directions on how
students carry out the activity, and a preview of what
students should learn from the activity and what the
discussion following it will cover.
E. A classroom discussion takes place after a lecture and is guided by one or two
brief remarks.
1. Speakers should outline critical points to be covered, prepare
guiding questions to launch the discussion, and plan relevant questions and examples to
use during the discussion.
XIII. Presentations in nursing and allied health courses
A. Speaking assignments in nursing and allied health courses include service learning
presentations, poster presentations, journal article reviews, evidence-based practice
presentations, clinical case studies, quality improvement proposals, case conferences,
and shift reports. These can be a mix of individual and group presentations.
B. Effective presentations in nursing and allied health accurately communicate scientific
knowledge while reviewing the patient’s clinical status and potential treatment
options. Assertions and recommendations should be supported with relevant
evidence-based literature. All presentations should do the following:
1. Use evidence-based guidelines.
2. Demonstrate solid understanding of relevant scientific data.
3. Organize the presentation in order of the severity of patient problems.
4. Portray the patient as a person as well as presenting the illness.
5. Include only essential facts, but be prepared to answer questions about all
aspects of patients and their care.
C. Evidence-based practice (EBP) presentations review scientific literature on a clinical
problem, critically evaluate the findings, and suggest best practices for standards of
care. These presentations do the following:
1. Define the research problem.
2. Critically review the scientific literature on a related practice.
3. Discuss the strength of the practice and whether it should be adopted in
clinical practice.
D. A clinical case study is a detailed analysis of a person or group with a particular
disease or condition. These studies include the following:
1. Overview of patient information.
2. Description of pretreatment workup with results.
3. Review of treatment options and plan of care.
4. Outcome of treatment plan.
5. Surveillance plan.
E. In a quality improvement proposal, the speaker recommends adopting a new or
modified health practice or policy. This addresses the following:
1. Review of existing practice.
2. Description of proposed quality improvement.
3. Review of the scientific literature
4. Plan of action.
F. Presentations that report on patients’ conditions and outline plans of treatment to
other providers are called case conferences. Case conferences include:
1. A description of the patient’s status.
2. Explanation of the disease process.
3. Steps in the treatment program.
4. Goals for the patient and family.