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 14 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.
Presentation skills, listening skills, communication skills
|Specialist skills||✔ Intercultural skills||✔ Communication skills||✔ Critical thinking skills||Practical and/or problem-solving skills|
After the introductory session, there will be mini-presentations made in each class. Students should find an article on the internet or in a newspaper, magazine or journal on a topic of your choice. They read it and make an outline in English that will help them present the main ideas orally. They practise summarizing the article's content in spoken English. Print-outs of both the article and their outline of it should be brought to class. (2 copies of each, please). Students will then present the outline to their fellow students, and on at least one occasion (more if student numbers are few enough) the instructor will assess that presentation and provide detailed feedback. The final two sessions will require preparation of a Powerpoint presentation on a non-specialist topic of each student's choice (but the topic must be discussed with the instructor before Week 6). The length and scheduling of the final presentation will depend on the number of students in this class.
|Course schedule||Required learning|
|Class 1||Introduction Issues in academic presentation.||Identifying course aims. Discussing individual areas of concern for participating students. Learning the formats for mini-presentations.|
|Class 2||Mini-presentations 1||Presenting oral summaries. Framing and responding to questions.|
|Class 3||Mini-presentations 2||Presenting oral summaries. Framing and responding to questions.|
|Class 4||Mini-presentations 3||Presenting oral summaries. Framing and responding to questions.|
|Class 5||Mini-presentations 4||Presenting oral summaries. Framing and responding to questions.|
|Class 6||Final Presentations 1||Presenting on an academic topic with use of appropriate visual tools.|
|Class 7||Final Presentations 2||Presenting on an academic topic with use of appropriate visual tools.|
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.
Reading materials and handouts will be distributed in class.
Mini-presentations in class 30%
Class participation 30%
Final in-class presentation 40%
It is recommended that students take this course in sequence with LAE.E441 (Academic Presentation in English 13).
Attendance at the first class is compulsory for students planning to take this course.