chapter TEN

Presentations

Presentations are one of the most powerful ways of giving information to others.
Yet many students experience anxiety when they have to present. You can learn
how to manage this form of assessment, even if you feel it is daunting. After
all, the very fact that you are a university student means that already you have
demonstrated courage and engaged in risks.
This chapter provides a repertoire of strategies allowing you to develop your
personal ‘comfort zone’ so that you can engage effectively in oral presentations.
You will find out how to:

create an informative presentation:

organise the delivery of the content
write outline points and scripts
get to know the presentation
get to know the presentation environment
attend to delivery
practise the presentation
cope with anxiety
give a team presentation
lead a discussion.

The art of presentations

Oral presentations are one of the most active forms of involvement in learning
at university. In presentations you are able to use your voice and your body to
help convey your understanding of a topic. Yet, you do not have to become the
quintessential performer to be successful. The content is still the main focus;
the delivery is merely the means of supporting the content.
A presentation, like all assessment, requires good content. The presentation
topic needs to be thoroughly researched, and your ideas conceptualised clearly.
The development of content is crucial, as a lecturer assesses your reading,
understanding and interpretation of the topic, as being of equal, if not greater

219
 220 ESSENTIAL AC ADEMIC SKILLS

importance, than how you deliver it. A well-researched, thought out and ordered
presentation forms a solid foundation for the delivery of your material.
However, presentations do need to be effectively delivered in order to
convey the message in the most powerful way possible. Certainly, differences
exist within and between disciplines on what is the acceptable delivery style
for a presentation. Some disciplines emphasise content, and suggest an almost
newsreader approach be adopted. Other disciplines expect a solid display of
oral techniques. No matter what style of presentation is expected of you, a
presentation has to be delivered so that the audience can understand the material.

The informative presentation

The main type of presentation at university is the informative presentation. It is
used when the purpose is the delivery of information, for example, when:

presenting a report
providing details and information on a specific topic
giving a tutorial or seminar paper.

Organising the structure of the presentation

A presentation follows the traditional pattern of organisation of ideas and
information, modified slightly because of the oral format. The organisational
structure is:

introduction
body
conclusion
question time.

Introduction
In the introduction the focus or theme of your presentation is strongly and
clearly stated. Some background information is included to help the audience
understand the topic. An overview of the argument in your presentation is
provided to help the audience ‘tune in’ to the presentation.
Use the introduction The introduction for a presentation also uses techniques to engage the
to engage the
audience in the presentation topic. Aim to help the audience listen to the
audience in the
presentation topic. presentation content by creating interest in the topic.
Begin strongly by using:

a good quotation
surprising statistics or information
a question (see ‘Engaging the audience’ section later in this chapter).
 C H A P T E R 1 0 : P R E S E N TAT I O N S 221

Body
The body of the presentation conveys all the main points. While these have
been referred to briefly in the introduction, in the body they are developed
with details, explanations, reasons and other forms of evidence. It is even more
important to sequence your information logically in an oral presentation than
in a written text. A listener, unlike a reader, cannot go back over some earlier
concepts. Thus it is crucial to present your argument in a thoughtful, easy-
to-follow format (Anholt, 1994; Reinhart, 2002). If your presentation delivers
information in a step-by-step process your audience will follow your ideas.
Any of the structures available for organising information can be used. Ask: Will the audience be
However, you are most likely to employ the following overall structures: able to follow my line of
thinking?
historical: information is organised in terms of time
project oriented: information is given in the order: aim, methodology,
results, implications
cause and effect: organised as: problem/issue and outcomes/results; and,
possibly, implications/solutions.

All ideas and information that come from the literature need to be cited.
This is done slightly differently in a presentation than in a written form of
assessment.
To acknowledge sources in a presentation: Acknowledge sources to
establish credibility.
Always use your own words; otherwise you are plagiarising
Provide citations where appropriate:
– verbally, in a conversational form, for example, by saying: ‘Smith has
some interesting ideas about …’, or
– visually, for example, by placing a citation in the lower right-hand
corner of a slide
Use a few quotations and tell the audience what you are doing:
– verbally, for example, by saying: ‘Here are Smith's own words ‘…’, or
– visually, for example, by having the quotation, with quotation marks
and citation, on a slide.

Conclusion
The conclusion is an important part of a presentation. At times, presenters
reach this point and simply finish their seminar with no real ending. However, to
maintain a strong presentation a good conclusion needs to be made.
A conclusion should contain the following elements: Conclude strongly.

a summary of key points

a concluding statement to the topic (a memorable statement that
summarises or encapsulates your whole presentation)
 222 ESSENTIAL AC ADEMIC SKILLS

a future statement giving future projections, possible choices or

responses, or likely outcomes (if appropriate)
a statement of ending clearly acknowledging the end of the presentation
and thanking participants.

Question time
Question time follows immediately after the conclusion. It allows members of
the audience to clarify their ideas or to make additional comments. The aim is to
allow some space for audience participation, but not to let it detract from your
presentation. Do not ask the audience questions.
Question time To conduct question time:
encourages audience
involvement. Ask the audience if there are any questions
If a number of audience members indicate they wish to ask a question,
select one
Thank the person for the question and, if the whole audience may not
have heard it, repeat it
Provide a good, clear and succinct answer to the whole audience
If you don't know the answer, say so
Ask again for a question
If there are no further questions (wait only about four seconds), thank the
audience
Make a strong concluding statement to your whole presentation
Stand confidently and accept the applause.

Table 10.1 Managing difficulties in question time

Difficulty Managing the difficulty

There are no questions Ensure you have a question by organising

beforehand for a classmate to ask one
Finish the presentation strongly; give a
concluding statement and thank the audience

An audience member is asking too many Answer the first question clearly
questions, or trying to engage you in a Address the whole audience in your answer
conversation If there is a second question from the same
person, answer that, but also say to the
person that you are happy to discuss the
issue further after the presentation
Select a different audience member to ask a
question
If there are no other questions, then conclude
the presentation strongly
 C H A P T E R 1 0 : P R E S E N TAT I O N S 223

Organising the delivery of content for a presentation

In giving a presentation, the delivery has to be organised. The main features are:

timing
audience engagement
resources.

Timing
Presentations are organised in terms of time, rather than word count. Often Presentations are timed.
there are penalties imposed if the set time limit is not adhered to. As a guide,
plan your presentation so that the introduction is one-sixth of the time; the
body two-thirds; and the conclusion the final sixth of the available time. Usually
question time is a separate allocation.
The time of delivery depends on your speaking speed. A presentation is
spoken more slowly than a conversation. Notice the speaking speed that makes
it comfortable for you to listen, and aim for that. To test the timing, speak your
presentation as if you were presenting to an audience.

Audience engagement
A presentation is organised to maximise audience understanding of the content. Maximise audience
engagement in the topic.
As a first step, determine the nature of the audience, particularly their interests,
needs and existing knowledge. At university your audience is generally familiar
to you. However, it is useful to also consider the particular demographic features
of the audience; for example, age, gender, ethnicity, education background,
organisational positions and disabilities. Use the audience analysis to determine
your presentation style, language and content.
Next, consider ways to engage the audience in the presentation. Some
presentations, for example, delivery of a seminar paper, may minimally use
audience engagement, while other presentations will make greater use of it.
Audience engagement should not dominate the presentation, but be used at key
points to focus the audience on the content. To engage the audience:

give examples
use anecdotes
ask questions
perform role-plays.

The most common form of audience engagement is to provide examples for Examples make it easy
to understand points.
the main points you are making. Often the knowledge in a presentation is technical
and abstract, and hence removed from the direct experience of many students.
 224 ESSENTIAL AC ADEMIC SKILLS

Your examples can come from your own knowledge. If you can show members of
the audience that what you are saying is already somewhat familiar to them, they
will be able to relate to what you are saying, and so listen and understand better.
Anecdotes add You can also provide anecdotes, or short personal stories, to illustrate a
interest to ideas, point. As it is difficult for an audience to listen to complex and abstract academic
because they are
personal. ideas, you can make your academic point, then add a relevant, short, personal
story to aid understanding.
Questions engage the Presentations often employ questions as a means of engaging the audience.
audience in thinking The purpose of a question is to focus the audience on the topic, not to test
about the topic.
knowledge or to find out information.
A rhetorical question allows the audience to answer it mentally. Use words
to indicate that your question is rhetorical and therefore not to be answered out
loud. For example, ‘Have you ever asked yourself: Why do presentations create
anxiety?’ Or you can ask the question but immediately respond yourself, so that
the audience has time only to think of the answer. For example, you could ask
the audience: ‘Does the university refectory sell halal food?’ and immediately
answer ‘We all know it does not’. While rhetorical questions are a powerful
tool for engaging the audience actively in your presentation, they must not be
overused. Use only one rhetorical question within a presentation.
Another type of question aims for a response from the audience. You can
engage members of an audience by asking them to respond to a question as a
means of focusing their attention on your topic. To create this question:

introduce the question by telling the audience how to respond; for

example, ‘Put up your hand if you have ever …’
ask a question that is short, clear and capable of being answered by a
simple ‘Yes’ or ‘No’ (such as ‘Have you ever felt anxious about giving a
presentation?’)
link the audience response back into your presentation (for example, ‘I see,
most of you have experienced some anxiety. This is very common for all
presenters. In this presentation I will be showing you some techniques
for overcoming your fear.’).

Always be careful with how questions are asked. Never ask an individual a
question. In some cultures, for example, Aboriginal and Torres Strait Islander
cultures, singling out individuals to ask them a question is inappropriate. Also,
do not engage an audience member in a debate. Limit the number of questions
(perhaps two per presentation) to gain maximum impact from their use. Always
remember, even when using questions, that you are presenting to the whole
audience.
Role-plays are short
scripted acts used to
Another way to engage an audience is to use role-plays. A role-play is a
illustrate a point. short, relevant play scripted by you and designed to illustrate some point in the
 C H A P T E R 1 0 : P R E S E N TAT I O N S 225

presentation. It takes considerable preparation and practice, and usually can

only be performed in a group, rather than as an individual, presentation. To make
a role-play successful, link it into the presentation with a short introduction,
and on its conclusion, remind the audience of how it relates to the presentation.

Resources
Most presentations require some resources. These can include:

handouts of main points, or questions to consider, or activities to

undertake
whiteboard or blackboard with prepared text
objects to demonstrate procedures or thinking
overhead transparencies or PowerPoint slides containing the main points.

All of the resources should be relevant, easily read, well conceptualised and
formatted. When using overhead transparencies or PowerPoint slides to show
the main points of the presentation use:

one main point per slide (font size 28 or greater)

a number of supporting points (indent and use font size 20–26)
a relevant image, if appropriate.

PowerPoint slides can use colour, animation and sound to add to the effect.

Engaging the audience Activity

1 You have a presentation topic: My favourite sport.
a Prepare a question you could ask the audience, as a means of engaging interest.
b Present the audience question to your class, note the response, then use just one
sentence to link the response back into your presentation topic.
2 You have the same presentation topic: My favourite sport.
a Prepare one main point within the body of the presentation.
b Prepare some supporting points.
c Prepare an anecdote to illustrate the point.
d Present your point, supporting points and anecdote to your class (no introduction
or conclusion is necessary).

Writing outline points and scripts

Some presentations are part of an assessment item that includes a written
report or seminar paper in the form of an essay. If this is the case, the written
assessment section should be completed using all the techniques and the style
 226 ESSENTIAL AC ADEMIC SKILLS

appropriate to it. The presentation, however, must be spoken to the audience,

rather than read, to maximise understanding and interest.
Prepare some written notes to help remember what to say in the presentation,
but do so in such a way that you minimise the temptation to read and maximise
the chance of speaking directly to the audience. There are two options available:

1 Use an outline of points and expand on these as you present.

2 Write out a presentation script.

Using an outline allows you to remember the main ideas, and to deliver your
presentation in the most natural way possible. As you gain in confidence, you
will automatically find yourself using this technique.
If you write a presentation script, use the style of an oral. Change your
writing to an ‘in the moment’ or a ‘heightened conversation’ style for the specific
audience who will be present. Use:

short sentences
simple sentence structures
active, rather than passive, voice
first and second person pronouns
simple easy-to-pronounce words (although course terminology needs to
be used as well)
words that have a pleasing sound, as tonal qualities are important in an
oral presentation.

Writing and speaking

Example In an essay format you might write:

This essay focuses on the three stages involved in the production of a successful
presentation: planning, preparation and practice.

In outline or point form this is:

A successful presentation needs:

Planning

Preparation

Practice.
 C H A P T E R 1 0 : P R E S E N TAT I O N S 227

In script form this might be:

Example
The three factors for success are: planning, preparation and practice.

When you speak you might say:

Today, I am exploring the three ‘Ps’ needed for a successful presentation: planning,
preparation and practice.

What are the main differences between the styles given above? Thinking
Why do we use different styles?

If you were preparing for a presentation, which style would you prefer to use: the outline
form or the script form?

A script is both your guide for your presentation and a backup should you
need it. At times, having a script is more of an emotional safeguard than an
actual tool. However, if you choose to rely on the script while presenting, do
not read it. If you read a presentation it is a reading not a presentation. Use the
script in a more eloquent manner. Refer to it on an ‘as needs’ basis, or to give a
quotation, or simply to have there in case you lose your train of thought.

How does reading affect listening? Thinking

Why does it have this effect?

Include in your outline of points or script the ways in which you will engage
your audience:

Indicate where an example or anecdote is to be given, and jot down some

key words to remind yourself of what it will be about
If you are using a question, write it exactly and add a reminder to
introduce it and link it back in to the presentation.

Write sufficient content so that the presentation can be delivered in the time
available. An essay may be read quickly or at leisure by your lecturer. However,
the oral is presented during that one timeframe, during that one session. To check
timing, practise delivering your presentation out loud and at an appropriate
pace for the audience to understand.
 228 ESSENTIAL AC ADEMIC SKILLS

Most of your outline or script should be written so that just a glance is

sufficient to remind you of your task. Use:

a large font for ease of reading

few words for immediate understanding.

Getting to know your presentation

Know your Once you have written the outline of your presentation points or script, get
presentation well but
to know it well by thoroughly learning the content. Use the outline or script
do not memorise it.
as a guide only. Do not memorise exactly. Engage as many of your senses as
possible to help the information ‘sink into’ your mind. Practise it as many times
as possible, aiming to link your presentation to all of your senses:

glance at the outline or script (vision)

speak it aloud (oral)
listen to yourself (auditory)
gesture to add emphasis (tactile).

Perhaps even record yourself speaking. Listen and assess where you need to
make changes for a better presentation.
Hooks make it easy Another technique is the use of hooks. They make it easy to remember content
to remember content and order. Connect ‘chunks’ (meaningful groupings) of related information in
and order.
the point outline or script to hooks (such as a word or a letter). The hooks can
be memorised exactly, and the attached information can be understood, rather
than memorised. Thus the delivery of the presentation will be complete, but
also natural and easy to understand.
Mnemonics are a useful strategy to employ to remember information.
Mnemonics use letters as the hook.

Hooks for short items in a list (using PRESENT)

Example
Prepare in advance.
Research and read widely.
Engage the listener's attention.
Start with a strong introduction.
Expand and explain.
Note all main points on handouts or slides.
Thank everyone and ask for final questions.
 C H A P T E R 1 0 : P R E S E N TAT I O N S 229

Hooks attached to chunks of information (using DOT)

D (definition of mentoring) Example
O (origins of mentoring)
T (types of mentoring)

Using hooks Activity

1 Think of four main points you want to make for the presentation topic: ‘My favourite
sport’.
2 Develop a suitable hook to remember these points (Hint: think of a four-letter word
associated with your topic. See if you can attach your information to each of the
letters. It may take some thinking).
3 Tell the class which hook you chose.

Getting to know the presentation environment

Before presenting, familiarise yourself with the practical aspects of the
presentation environment. Check:

the size of the room (this will affect how you use your voice)
the position of the projector or screen (this will determine where you
stand)
the type of equipment available (this will determine what you can use for
resources)
the effect of lighting (you may need to turn off lights immediately over a
screen)
that you know how to use the equipment (for example, how to place
overhead transparencies; how to turn on the sound for a PowerPoint
show; how to ‘click’ on for PowerPoint slides).

Attending to delivery
Even if the content of a
There are a number of elements that need to be considered when delivering a presentation is of a high
standard, it may not
presentation. At times, even if the content is of a high standard, the presentation receive the highest mark
may not receive the highest mark because the delivery is poor. if the delivery is poor.
 230 ESSENTIAL AC ADEMIC SKILLS

You can improve delivery by attending to the following:

voice and speech

whole body movement
gestures
eye contact
attire
being a performer
being a communicator.

Voice and speech

Voice is particularly important in a presentation. Your voice needs to be well
modulated, with a pleasant rather than demanding tonal quality. It has to
be projected at a volume so that all the audience members can hear without
straining. You may have content of the highest calibre, but if your audience
cannot hear it, then it becomes pointless and everyone feels frustrated. Vary
your voice, so that the content is easy to listen to.
A presentation requires good speech. Enunciate words clearly. Even more
importantly, practise pronunciation before you give a presentation. Avoid
words you ‘stumble over’ by selecting simpler words. Ensure your speech is
fluent. If you need to think during your presentation use a slight pause, as this is
preferable to using verbal utterances such as ‘Um’, ‘OK’ or ‘Ah’, which may convey
the misplaced notion that you are unprepared. Speak at a pace suitable for a
presentation, which is slower than in a conversation.

Whole body movement

During your Enter and leave your presentation with a confident walk, no matter how you feel.
presentation keep
During your presentation keep movement to a minimum. If you desire to move
movement to a
minimum. for emphasis, then move to a specific location and stop. Constant movement,
including swaying, is distracting, and places the focus on the movement rather
than the presentation.
Stand confidently when delivering your presentation. Choose a position so
the audience can see you easily. It is sometimes tempting to turn your back on the
audience to read the PowerPoint or visualiser notes behind you. Do not do this.

Gestures
Gestures can be used to provide emphasis. Use arm movements to show
the audience they are included in the presentation or to emphasise a point.
However, be cautious with gestures: they may be misunderstood by members
of the audience (for example, ‘thumbs up’ may connote a good or a bad idea,
 C H A P T E R 1 0 : P R E S E N TAT I O N S 231

depending on culture); or they may seem aggressive (for example, if you point
to the audience, or to an audience member, or if you thump on the desk). Use
gestures for specific purposes, as too many become a distraction.

Eye contact
It is expected at most Western universities that you maintain eye contact with
the audience during an oral presentation. However, many cultures regard this
as disrespectful and even insulting. If this is the case for you, ‘scan’ the room
without looking specifically at any one person, or look slightly above the heads
of the audience. Be careful not to hide your eyes.

Attire
Dress appropriately for your presentation. Your choice of clothing can enhance Your choice of clothing
can enhance or distract
or distract from the main points being presented. Do not wear caps, as this
from your presentation.
prevents the audience seeing your eyes. In most presentations you can dress as
you normally would for university, but in some cases you may be required to
dress formally (as in marketing presentations).

Being a performer
To make it easier to deliver the presentation you can play a role. A performer
role may allow you to become someone other than yourself. You can imagine
yourself to be a TV presenter, a sports commentator or an actor. By adopting the
mantle of another persona (image of yourself) you can momentarily ‘suspend
the reality of you’.

Being a communicator
Another technique to make delivery easier is to take the opposite approach. Do
not think of yourself as a performer, but as a communicator. The presentation
then becomes a familiar activity as the communicator role becomes just another
way of giving information to others.

Practising delivery of a presentation Activity

Practise in pairs (student A and B). Focus on how you deliver the presentation.

1 Student A is to give a one-minute impromptu (no preparation) presentation on the

topic: A university degree will lead to a good job.
Student B is to listen to the presentation, and in particular note how the
presentation is delivered, then give feedback to Student A, saying what delivery
techniques were used well.
 232 ESSENTIAL AC ADEMIC SKILLS

2 Reverse the process.

Student B is to give a one-minute impromptu presentation on the topic: Student fees
are too high.
Student A is to listen and provide feedback on the delivery techniques that
worked well.
3 Both students discuss what parts of their own delivery they thought could have been
improved.

Practising the presentation

It's important to In oral presentations it is important to practise, practise and practise. Practise
practise, practise, the presentation out loud, using an appropriate volume and a suitable speed,
practise.
including gestures and all your techniques for reaching the audience. If you are
particularly concerned about speaking to an audience, start by practising in
front of inanimate objects such as a piece of furniture; progress to giving your
presentation in front of a mirror or a webcam; perhaps give your presentation
to a friend; then finally present to your audience.

Coping with anxiety

It is easy to feel anxious while giving a presentation. Oral presentations are an
assessable task, so the person who is marking your work is present. While the
lecturer is a member of the audience, he or she is also separate from it. The
focus for your presentation should be the other students; however, the presence
of the lecturer often dominates your mindset, frequently generating anxiety.
Anxiety also can occur because students feel vulnerable speaking in front of
their peers.
Some anxiety needs to be present; it ensures an edge to your work by forcing
you to prepare well and gives an energy to your presentation. However, if
anxiety is too great it can detract from your presentation. If this is the case then
shift to managing your fear:

Reframe the way you think about the oral: move from ‘A presentation is
scary’ to ‘This presentation is only 20 minutes long and I have a lot of
material’.
Shift focus: if you are fearful of speaking in front of the audience of your
peers and assessor, then shift your focus from how you are feeling.
 C H A P T E R 1 0 : P R E S E N TAT I O N S 233

Refocus on other factors such as the PowerPoint slides, or the ideas in

your presentation, or a friend in the audience.
Assess the degree of harm that can occur: assess how often you have failed
a presentation; whether your friends have ever abandoned you because
you made a mistake; how long you have felt mortified by a mistake.
Prepare: Your fear can indicate specific areas that need attention. If you
are afraid of making a mistake, check your information; if you are afraid of
mispronouncing words, check pronunciation, practise, and if necessary
change to simpler words.

Giving a team presentation

You will give many team presentations at university. These require some Team presentations
require additional
additional attention so that the presentation is clearly a cohesive team effort. In
attention.
particular check that:

content is completely covered

the content is coherently organised (and not repeated)
the timing of each section is appropriate
the strongest speakers are given the introduction and conclusion to
present, as this gives the maximum impact for the presentation
weaker speakers are given support and training
weaker sections are always balanced by stronger ones
the presentation is practised as a team presentation.

To present as a team:

Introduce the whole team to the audience in the introduction.

Each team member, after completing his or her section, introduces the
following speaker.
Each new speaker thanks the preceding one for his or her introduction.
When presenting any opinions or recommendations, speakers refer to
the team (for example, ‘We believe that …’).
In the introduction and conclusion, the presentation is summarised as
a team effort (for example, ‘We will explain …’ or ‘We have shown that …’).
The whole team participates in question time.
A consistent style is used in presentation visuals (same background, font,
formatting, use of imagery and sound).
 234 ESSENTIAL AC ADEMIC SKILLS

Activity Giving a short team presentation

Do this exercise in a group of three. Give a three-minute team presentation on one of the
following topics:

1 Chocolate is good for you.

2 Nuclear power should be used to generate electricity.
3 Within this century, humans will be able to live to at least 150 years.
4 Frogs are better pets than lizards.
Decide who will be the first, second and third speakers. Decide how to divide up the
presentation. Take ten minutes and prepare the presentation together as a group.
Give the presentation.

Leading a discussion
Sometimes you will be asked to not only present a seminar paper but also
to lead a discussion. This is a very demanding task, and probably will only be
expected of you in later years at university. This type of presentation requires
that you have an excellent knowledge of the whole topic area. Usually you
present a summary of the main points, lead the discussion, supplying additional
information as needed, then conclude the discussion with a good summary of
the main points in the topic and the main comments made by the tutorial.
The aim of a As the aim of a discussion is to help your classmates comment on the main
discussion is to
issues in the topic, prepare questions to encourage debate:
encourage your
classmates to
Select the main issues that need to be attended to
comment on the main
issues in the topic Select the main debates in the literature on the topic
Select information to encourage discussion
Prepare some open questions that encourage full responses.

Table 10.2 Leading a discussion

Do nots Do’s

Do not assume all students have read the Do provide basic information
material

Do not ask questions: Do ask open questions to encourage response

that test knowledge (e.g. ‘What does Smith (for example, ask ‘What do you think of Smith’s
say about …?’) claim that …?’)
that are closed (i.e. can be answered by just
one word)
 C H A P T E R 1 0 : P R E S E N TAT I O N S 235

Table 10.2 Leading a discussion (cont.)

Do nots Do’s

Do not comment on each response Do ask your fellow students to comment on

the response
Give tips, if necessary, to extend the
discussion (e.g., say ‘Natalie has made the
point that Smith’s claim is not backed up by
research. Does this mean we should ignore
the claim?’)

Do not just rely on the students’ level of Do prepare some knowledge for students (e.g.
knowledge present two contradictory claims and ask
students to comment)

Go to our website <www.oup.com.au/orc/turner2e> for more activities on the skills Activity

covered in this chapter.

SUMMARY
In this chapter we have examined the many aspects of a presentation that
make it a distinctly different form of assessment. While the basic structure
of any presentation follows the traditional format of introduction, body and
conclusion, a presentation also includes a range of other considerations as
a means of enhancing its spoken nature. This chapter has also discussed the
special requirements of a team presentation and of leading a discussion.
Presentations may create some anxiety in students, but with practice they can
become an enjoyable, and even a favoured, form of assessment.

GLOSSARY
anecdote a short personal story used to illustrate a point.
audience engagement using techniques to involve the audience in listening to a
presentation.
closed questions those that can be answered with a simple word.
communicator role one in which a person sees that his or her primary purpose
is to communicate with others.
236 ESSENTIAL AC ADEMIC SKILLS

gesture the use of arm movement to carry meaning.

hook something, such as a letter, that can be used to recall the information that
is mentally attached to it.
leading a discussion an assessment item in which a student has to help a tutorial
group discuss some topic.
open questions questions that encourage a full response.
outline the presentation of information in dot-point form.
pace the speed at which speech occurs.
performer role undertaken when a person deliberately takes on the behaviours
of a performer.
presentation script a presentation written in conversational style as an aid to
help in delivering the content.
question time the time after a presentation has ended when the audience is
invited to ask questions of the speakers.
rhetorical questions questions that are asked for the sole purpose of making
someone think of an answer, but no response is expected.
role-play a short scripted play used to illustrate a point.
team presentation given by a number of people working together to produce the
one presentation.