Instructional Speeches 06

Instructional Speeches 06 - ENGL 279-06 SPRING 2008...

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ENGL 279—06 SPRING 2008 Guidelines and Requirements for Instructional Team-Based Presentations For the second set of oral presentations, you’ll present, as part of a team, a section of a chapter from our textbook. This “instructional” speech puts your team in charge of determining what’s most important to know in that chapter section and how to “teach” it. You can form your own teams; once the teams have been formed, we’ll determine presentation topic and date. Chapters and Presentation Dates Friday, April 4 Chapter 13: Editing for Readable Style, pages 244 – 253 (Clarity) Group: Teal, Chase, and Katie Chapter 13: Editing for Readable Style, pages 253 – 263 (Conciseness, Fluency) Group: Jacinta and Kristen Monday, April 7 Chapter 13: Editing for Readable Style, pages 264 – 282 (Exact Words, Tone) Group: Zach, Mac, and Heath. Chapter 14: Designing Visual Information, pages 288 – 300 (Why - What, Tables) Group: Russell, Logan, and Aaron Wednesday, April 9 Chapter 14: Designing Visual Information, pages 300 – 315 (Graphs, Charts) Group: Dennis, David, and Eric Chapter 14: Designing Visual Information, pages 315 – 332 (Graphics, Visual Distortion) Group: Chris, Sam, and Jimmy Note : All students are to read the chapter being presented prior to presentation day. Be a receptive and prepared audience. Come to class and support each other’s efforts. Content Choices Because you can’t cover everything in the chapter part you’ve been assigned, your team must determine which content is most important and useful for the class to know. Assume your class has read the chapter. What should you highlight during your 20 minutes of class time? As a guideline, pay attention to the way Lannon has set up the chapter; headings and subheadings provide clues to determining the major/minor points of each chapter. You can, of course, simply present a summary of the chapter section. Or use your imaginations to create an innovative approach and engage your audience in the teaching/learning process. In addition to conveying the most essential key points of the chapter, each team must provide an “active learning” opportunity, e.g., some kind of activity that engages the audience directly. You can make an assignment based on your chapter that your classmates must bring to class on the day of your presentation. Or you might design an interactive quiz or a small-group exercise that helps us better understand the primary principles of the chapter. Take the assignment seriously, and don’t get
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This test prep was uploaded on 04/18/2008 for the course MATH 125 taught by Professor Kowalski during the Spring '08 term at SDSMT.

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Instructional Speeches 06 - ENGL 279-06 SPRING 2008...

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