All of the "Academic Presentation" courses offer trainings in presentation skills for a variety of academic settings. Through practices, students will gain knowledge of how to apply these skills effectively to their presentations, have confidence in tackling real-life situations. Students will receive constructive feedback from the instructor, who would help students develop successful strategies toward presenting ideas in a clear manner. Moreover, as audience, students will improve their listening skills by learning to ask insightful and stimulating questions to their colleagues.
As a 400-level elective course, Academic Presentation in English 15 equips graduate students with the necessary tools to deliver well-informed presentations.
By the end of this course, students will be able to deliver individual presentations at academic settings, being aware of verbal and non-verbal messages while engaging the audience, followed by a question and answer session, fielding questions from the audience.
|✔ Applicable||How instructors' work experience benefits the course|
|An instructor with work experience as a performer will provide hands-on experience in the performing arts, based on practice in the field that fosters critical thinking and encourages creativity and self-expression.|
Presentation skills, listening skills, communication skills
|Specialist skills||✔ Intercultural skills||✔ Communication skills||✔ Critical thinking skills||Practical and/or problem-solving skills|
For each class, students are expected to complete the homework in advance and actively participate in class discussions. Students will deliver a presentation after every other unit, followed by a Q&A session, receiving feedback back from their colleagues and instructor. (Note: Syllabus is subject to change based on the level, needs, and actual number of students.)
|Course schedule||Required learning|
|Class 1||1. Introduction to course 2. Preparing to present 3. Ch. 1: Opening and closing||identify course aims; prepare to present the opening and closing sections|
|Class 2||1. Ch. 1: Opening and closing 2. Ch. 2: Smooth structure 3. Learn how to cite sources||prepare to present the opening and closing sections; create a smooth presentation structure; learn how to cite sources|
|Class 3||1. Presentation (Ch. 1 and 2) + Peer-critique 2. Ch. 3: Voice power||deliver an effective presentation; learn how to give constructive criticism to your peers; control your vocal tone, pace, and delivery|
|Class 4||1. Ch. 3: Voice power 2. Ch. 6: Body language||control your vocal tone, pace, and delivery; demonstrate good body language|
|Class 5||1. Presentation (Ch. 3 and 6) + Peer-critique 2. Ch. 6: Body language||demonstrate good body language; deliver an effective presentation; learn how to give constructive criticism to your peers|
|Class 6||Ch. 7: Rapport building||build a rapport with the audience|
|Class 7||1. Review of material 2. Final Project (Presentation and Paper) + Peer-critique||deliver an effective presentation; learn how to give constructive criticism to your peers|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Powell, Mark. 2010. Dynamic Presentations (Cambridge Business Skills). Cambridge: Cambridge University Press. (ISBN: 978-0-521-15004-0)
Additional reading materials may be assigned throughout the term.
Class Participation: 25%
Homework and In-class Assignments: 15%
Final Project (Final Presentation and Paper): 30%
It is recommended that students take this course in sequence with LAE.E444 (Academic Presentation in English 16).
Attendance at the first class is compulsory for students planning to take this course.