Writing and Talking About History > Resources for Oral Presentations > Requirements for HIST 299 Final Oral Presentation

Requirements for HIST 299 Final Oral Presentation

ASSIGNMENT: A 10-minute oral presentation.

CRITERIA FOR EVALUATION (by class) AND GRADE (by instructor):

• focus on HISTORIOGRAPHY
• clarity of thesis
• organization and development
• introduction (including clarity of talk’s main points) and conclusion
• accuracy
• delivery (eye contact, posture, movements, voice, pronunciation, grammar)
• adherence to 10-minute limit
• use of visual aid(s)
• note cards (turned in immediately after talk)
• practice session with student(s) from same 299 class

GOAL:

The point of your talk is to share your research paper’s thesis and your arguments in support of it. [Obviously, you cannot discuss everything that your paper covers – just as you cannot discuss everything in your paper that your research uncovers.]

INTRODUCTION:

• The presentation must have a clear introduction that explains in obvious, explicit terms what your talk will be about. (It should, of course, be "catchy" as well as informative.) It should make clear, also in obvious and explicit terms, how your talk will be organized and what points it will discuss.
• It is almost impossible for an introduction to be too obvious and explicit in its explanation of topic, thesis, and organization.
• After a catchy attention-grabber, a speaker should announce the topic/thesis and say, for example, that four points support it (and then list them).
• Or, for example, a speaker can say that three times periods must be studied (and then list them). (See "Presentation" below.)
• BODY:
  
  The supporting arguments (facts, interpretations, etc.) for the thesis presented in your introduction must be clearly and explicitly organized and carefully and explicitly (if briefly explained. Remember that your listeners cannot "reread" your talk in order to understand parts that you do not make clear or that are totally new to them. They are probably unfamiliar with your topic – much less your thesis about it – and have only your quickly passing spoken words to help understand it. They do not have paragraph indentations (etc.) to help them keep track of what your are doing and when you have reached a new point. They cannot "reread" what you have said. So, your organization and your explanations must be more explicit and obvious than in your paper and must use organization and content appropriate to a talk, not to a paper.
• For example, explain in your introduction that you will discuss four points; list them. As you reach each during your talk, announce that you are now on point one, which is such and such, etc. ("Too obvious" is not a phrase often associated with oral presentations.)
• Do not try to present more than can be explained in 10 minutes. Think through the essentials of your thesis and arguments and select what must be said. Avoid being overly complex, but do not skip over critical material. You cannot say everything that is in your paper; do not try to. (See "Goal.")

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CONCLUSION:

Do not just stop (and do not say, "Well, I guess that’s it" or "I’m finished"): if you do, you leave your listeners on a cliff not knowing how to get down, i.e., what to do with what you have been explaining. Your conclusion helps your listeners understand the full importance of your discussion and helps them complete digesting what they have been listening to.

PRESENTATION:

• ***Do Not Read your Report.
• Prepare brief notes (i.e., key words, in outline) that keep you organized. (See attached samples.)
• Do not run the risk of having something in front of you that will make you read your talk or parts of it.
• Arrange and number your cards/pages so that they do not get out of order.
• Consider what method will work best as you move through your notes. Do not distract your listeners through your handling of your notes.
• Use handouts, poster/map, or the board. You should do something to provide your audience visual reinforcement and clarification of your spoken words. Such aids are particularly helpful if you have a complex point to make or a long confusing, or unfamiliar list of people, events, or dates ... but they are also helpful even if you want only to emphasize a year or a single name.
• Do not forget that what is clear and simple to you will likely be complex and confusing to your audience; in virtually every case, your audience will benefit from anything visual you provide.
• Even a name on the board or pointing to a location on a map can be helpful.
• If you use handouts, decide exactly when they should be distributed to be most useful and least distracting. If you use the board, decide when to put up your material.
• Going to the board during the talk – to write or to refer to material – provides you with a chance to move around, release some tension, and avoid appearing stiff.
• If handout (or posters, etc.) are not brief and easy to read, your audience will be reading rather than listening.
• Never use a visual aid without telling listeners when to refer to it (e.g., "As you can see on the handout" and "As the diagram on the board demonstrates"). A quick nod in the direction of the board or at a handout is not sufficient.

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PRACTICE SESSIONS:

• It is important that your graded presentation is NOT the first time you deliver your talk before an audience. Receive advice and encouragement – as well as a taste of standing before an audience – before you speak for a grade. Adjust your presentation according to the advice you receive about clarity, organization, mannerisms, etc. Practice also to make sure you are taking full advantage of the 10 minutes, that you do not run over the time limit, and that you do get flustered by time signals.
• Your MUST practice your presentation with a student or students from your section of History 299.
  
  The person(s) in class who help you with your practice will be required to comment (on the presentation critique) on how you did in comparison to your practice session (e.g., how well you controlled distracting mannerisms or clarified your organization).
• If this classroom is available – as it usually is on weekends and most evening – use it for practice sessions.
• Practicing your talk in your head is NOT valuable; practicing before people is.

10-MINUTE TIME LIMIT:

• During your presentation, the instructor will act as a timer, letting you know when you have 5 and 2 minutes left – or whatever you choose. If you do not wish him/her to provide you with indicators, please say so. (You should practice with someone playing the role of the instructor so you get used to the distraction of time signs.)
• While there is no problem running a bit over or under ten minutes, much shorter talks will not do what this assignment is asking you to do: present a brief explanation of your research project that provides the audience with sufficient information and explanation. Much longer ones will prove that you did not invest sufficient time and effort into creating the assigned project.

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DRESS APPROPRIATELY:

Your oral presentation is a formal class requirement. Plus, your appearance has much to do with your handling of your talk and with your audience’s reaction to it.
 
NERVOUSNESS:

• Be reasonable about nervousness; everyone has "butterflies" when they address a group.
• Studies (as well as past HIST 299 classes) prove that you will feel more nervous that you look.
• Remember that you have an understanding audience, one that is going through the same things you are.
• Also remember that this assignment is a learning exercise; you are NOT expected to be flawless; you are expected to be new at this. In other words, this presentation is no different from your graded written assignments. It is a learning exercise to help you do better in future presentations.

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FEEDBACK:

• After each presentation the class will discuss what they liked best about it and what they suggest for improvement (if anything).
• After each presentation, class members will fill out a brief form (see attached), noting how well the speaker did in two major areas: content/organization and physical presentation.
• "Practice partners" must identify themselves and compare the final presentation to the practices he/she viewed.
• The instructor will go over all critiques – which count as part of student’s participation grade – and provide a detailed written evaluation of each presentation. Each student will receive all critiques/evaluations.

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