Download oral presentations * feedback/marksheet - KEATS

VIDEO PRESENTATIONS
WRITE YOUR COMMENTS HERE ABOUT EACH ASPECT OF THE VIDEO PRESENTATION:
1. Structure
-
-
Well organised?
Clear introduction and
conclusion?
-
-
Effective use of
linking/signposting?
Pauses between
points/sections?
Strengths
Did the presentation ‘flow’?
Did the speaker keep to the
time limit?
Suggestions for improvement
2. Content
-
-
Is the topic interesting?
Could you follow all the points?
Strengths
Was useful and interesting vocabulary used?
Did the speaker explain any difficult vocabulary?
Suggestions for improvement
3. Language Use
-
Was their speech clear and audible (no
pronunciation problems)?
Strengths
-
Did the speaker speak fluently?
Did you notice any grammar/vocabulary mistakes?
Suggestions for improvement
4. Delivery & Visual Aids:
-
Talk given with confidence and
enthusiasm?
Good use of time?
Strengths
-
Was the pace neither too fast nor
too slow?
Where the images/videos used
appropriate and interesting?
-
Did the visual aids help you to
follow the presentation?
Was the video well edited?
Suggestions for improvement
VIDEO PRESENTATIONS
WRITE YOUR COMMENTS HERE ABOUT EACH ASPECT OF THE VIDEO PRESENTATION:
1. Structure
-
-
Well organised?
Clear introduction and
conclusion?
-
-
Effective use of
linking/signposting?
Pauses between
points/sections?
Strengths
Did the presentation ‘flow’?
Did the speaker keep to the
time limit?
Suggestions for improvement
2. Content
-
-
Is the topic interesting?
Could you follow all the points?
Strengths
Was useful and interesting vocabulary used?
Did the speaker explain any difficult vocabulary?
Suggestions for improvement
3. Language Use
-
Was their speech clear and audible (no
pronunciation problems)?
Strengths
-
Did the speaker speak fluently?
Did you notice any grammar/vocabulary mistakes?
Suggestions for improvement
4. Delivery & Visual Aids:
-
Talk given with confidence and
enthusiasm?
Good use of time?
Strengths
-
Was the pace neither too fast nor
too slow?
Where the images/videos used
appropriate and interesting?
-
Did the visual aids help you to
follow the presentation?
Was the video well edited?
Suggestions for improvement
Academic listening: economic growth and democracy
TASK A
You are going to listen to a talk by Yasheng Huang, Professor at MIT and Fudan University, about the
relationship between economic growth and democracy. Before you listen, discuss these questions.

What signs of China’s rapid economic growth and increasing political influence can you see?

What do you think has enabled China’s economy to grow so quickly and impressively?

Do you think the Chinese economy will be able to continue growing at such a fast rate?

What challenges do you think China will face in the future?
TASK B
Check the meaning of these words and phrases, which are all used in the talk.
1. to hinder
11. to revert to
2. to facilitate
12. static
3. to converge
13. dynamic
4. to be constrained by sth
14. proprietor
5. infrastructure
15. entrepreneur
6. to accumulate
16. to undertake (political reforms)
7. to surpass
17. benchmark
8. authoritarian (government)
18. to accelerate
9. to draw a conclusion
19. to emerge
10. human capital
20. egalitarianism
TASK C
Listen to the talk and take detailed notes. Use these note-taking strategies:






record only the key points and main examples
note down your reactions (e.g. agreement, disagreement, criticisms, questions) to the information presented
don’t write in complete sentences – use single words or short phrases
use abbreviations and symbols wherever possible (e.g. bc, eg, =, ppl)
use arrows to indicate the relationships between the points you record
decide whether you want to take notes in list form or as a mind map (or a combination of both)
http://www.ted.com/talks/yasheng_huang.html [18:48 mins]
TASK D
Discuss these questions.





What were the key points made and examples given?
Are you convinced by Professor Huang’s thesis?
Did you record the same things as your partner?
Did you use similar note-taking strategies?
How would you evaluate Professor Huang’s talk using the ELC criteria?
TASK E
Discuss these questions.






How can we measure the health of democratic systems?
Why are some people put off by politics in democratic systems?
What is the best way to engage people in politics in democratic systems?
Should governments have the power to evict people from their homes?
How can governments ensure that wealth is spread equally among citizens?
To what extent should governments control the economy?
TASK F
Prepare and give a three-minute presentation on one of the questions in Task E.
SCRIPT
My topic is economic growth in China and India. And the question I want to explore with you is whether or not
democracy has helped or has hindered economic growth. You may say this is not fair, because I'm selecting two
countries to make a case against democracy. Actually, exactly the opposite is what I'm going to do. I'm going to use
these two countries to make an economic argument for democracy, rather than against democracy.
The first question there is why China has grown so much faster than India. Over the last 30 years, in terms of the
GDP growth rates, China has grown at twice the rate of India. In the last five years, the two countries have begun to
converge somewhat in economic growth. But over the last 30 years, China undoubtedly has done much better than
India. One simple answer is China has Shanghai and India has Mumbai. Look at the skyline of Shanghai. This is the
Pudong area. The picture on India is the Dharavi slum of Mumbai in India. The idea there behind these two pictures
is that the Chinese government can act above rule of law. It can plan for the long-term benefits of the country and
in the process, evict millions of people -- that's just a small technical issue. Whereas in India, you cannot do that,
because you have to listen to the public. You're being constrained by the public's opinion. Even Prime Minister
Manmohan Singh agrees with that view. In an interview printed in the financial press of India, He said that he wants
to make Mumbai another Shanghai. This is an Oxford-trained economist steeped in humanistic values, and yet he
agrees with the high-pressure tactics of Shanghai.
So let me call it the Shanghai model of economic growth, that emphasizes the following features for promoting
economic development: infrastructures, airports, highways, bridges, things like that. And you need a strong
government to do that, because you cannot respect private property rights. You cannot be constrained by the
public's opinion. You need also state ownership, especially of land assets, in order to build and roll out
infrastructures very quickly. The implication of that model is that democracy is a hindrance for economic growth,
rather than a facilitator of economic growth. Here's the key question. Just how important are infrastructures for
economic growth? This is a key issue. If you believe that infrastructures are very important for economic growth,
then you would argue a strong government is necessary to promote growth. If you believe that infrastructures are
not as important as many people believe, then you will put less emphasis on strong government.
So to illustrate that question, let me give you two countries. And for the sake of brevity, I'll call one country Country
1 and the other country Country 2. Country 1 has a systematic advantage over Country 2 in infrastructures. Country
1 has more telephones, and Country 1 has a longer system of railways. So if I were to ask you, "Which is China and
which is India, and which country has grown faster?" if you believe in the infrastructure view, then you will say,
"Country 1 must be China. They must have done better, in terms of economic growth. And Country 2 is possibly
India."
Actually the country with more telephones is the Soviet Union, and the data referred to 1989. After the country
reported very impressive statistics on telephones, the country collapsed. That's not too good. The picture there is
Khrushchev. I know that in 1989 he no longer ruled the Soviet Union, but that's the best picture that I can find.
(Laughter) Telephones, infrastructures do not guarantee you economic growth. Country 2, that has fewer
telephones, is China. Since 1989, the country has performed at a double-digit rate every year for the last 20 years.
If you know nothing about China and the Soviet Union other than the fact about their telephones, you would have
made a poor prediction about their economic growth in the next two decades.
Country 1, that has a longer system of railways, is actually India. And Country 2 is China. This is a very little known
fact about the two countries. Yes, today China has a huge infrastructure advantage over India. But for many years,
until the late 1990s, China had an infrastructure disadvantage vis-a-vis India. In developing countries, the most
common mode of transportation is the railways, and the British built a lot of railways in India. India is the smaller of
the two countries, and yet it had a longer system of railways until the late 1990s. So clearly, infrastructure doesn't
explain why China did better before the late 1990s, as compared with India.
In fact, if you look at the evidence worldwide, the evidence is more supportive of the view that the infrastructure
are actually the result of economic growth. The economy grows, government accumulates more resources, and the
government can invest in infrastructure -- rather than infrastructure being a cause for economic growth. And this is
clearly the story of the Chinese economic growth. Let me look at this question more directly. Is democracy bad for
economic growth? Now let's turn to two countries, Country A and Country B. Country A, in 1990, had about $300
per capita GDP as compared with Country B, which had $460 in per capita GDP. By 2008, Country A has surpassed
Country B with $700 per capita GDP as compared with $650 per capita GDP. Both countries are in Asia.
If I were to ask you, "Which are the two Asian countries? And which one is a democracy?" you may argue, "Well,
maybe Country A is China and Country B is India." In fact, Country A is democratic India, and Country B is Pakistan - the country that has a long period of military rule. And it's very common that we compare India with China. That's
because the two countries have about the same population size. But the more natural comparison is actually
between India and Pakistan. Those two countries are geographically similar. They have a complicated, but shared
common history. By that comparison, democracy looks very, very good in terms of economic growth.
So why do economists fall in love with authoritarian governments? One reason is the East Asian Model. In East Asia,
we have had successful economic growth stories such as Korea, Taiwan, Hong Kong and Singapore. Some of these
economies were ruled by authoritarian governments in the 60s and 70s and 1980s. The problem with that view is
like asking all the winners of lotteries, "Have you won the lottery?" And they all tell you, "Yes, we have won the
lottery." And then you draw the conclusion the odds of winning the lottery are 100 percent. The reason is you never
go and bother to ask the losers who also purchased lottery tickets and didn't end up winning the prize.
For each of these successful authoritarian governments in East Asia, there's a matched failure. Korea succeeded,
North Korea didn't. Taiwan succeeded, China under Mao Zedong didn't. Burma didn't succeed. The Philippines didn't
succeed. If you look at the statistical evidence worldwide, there's really no support for the idea that authoritarian
governments hold a systematic edge over democracies in terms of economic growth. So the East Asian model has
this massive selection bias -- it is known as selecting on a dependent variable, something we always tell our students
to avoid.
So exactly why did China grow so much faster? I will take you to the Cultural Revolution, when China went mad, and
compare that country's performance with India under Indira Gandhi. The question there is: Which country did
better, China or India? China was during the Cultural Revolution. It turns out even during the Cultural Revolution,
China out-perfomed India in terms of GDP growth by an average of about 2.2 percent every year in terms of per
capita GDP. So that's when China was mad. The whole country went mad. It must mean that the country had
something so advantageous to itself in terms of economic growth to overcome the negative effects of the Cultural
Revolution. The advantage the country had was human capital -- nothing else but human capital.
This is the world development index indicator data in the early 1990s. And this is the earliest data that I can find.
The adult literacy rate in China is 77 percent as compared with 48 percent in India. The contrast in literacy rates is
especially sharp between Chinese women and Indian women. I haven't told you about the definition of literacy. In
China, the definition of literacy is the ability to read and write 1,500 Chinese characters. In India, the definition of
literacy, operating definition of literacy, is the ability, the grand ability, to write your own name in whatever
language you happen to speak. The gap between the two countries in terms of literacy is much more substantial
than the data here indicated. If you go to other sources of data such as Human Development Index, that data series,
go back to the early 1970s, you see exactly the same contrast. China held a huge advantage in terms of human
capital vis-a-vis India.
Life expectancies: as early as 1965, China had a huge advantage in life expectancy. On average, as a Chinese in 1965,
you lived 10 years more than an average Indian. So if you have a choice between being a Chinese and being an
Indian, you would want to become a Chinese in order to live 10 years longer. If you made that decision in 1965, the
down side of that is the next year we have the Cultural Revolution. So you have to always think carefully about these
decisions.
If you cannot chose your nationality, then you will want to become an Indian man. Because, as an Indian man, you
have about two years of life expectancy advantage vis-a-vis Indian women. This is an extremely strange fact. It's
very rare among countries to have this kind of pattern. It shows the systematic discrimination and biases in the
Indian society against women. The good news is, by 2006, India has closed the gap between men and women in
terms of life expectancy. Today, Indian women have a sizable life expectancy edge over Indian men. So India is
reverting to the normal. But India still has a lot of work to do in terms of gender equality.
These are the two pictures taken of garment factories in Guangdong Province and garment factories in India. In
China, it's all women. 60 to 80 percent of the workforce in China is women in the coastal part of the country, whereas
in India, it's all men. Financial Times printed this picture of an Indian textile factory with the title, "India Poised to
Overtake China in Textile." By looking at these two pictures, I say no, it won't overtake China for a while. If you look
at other East Asian countries, women there play a hugely important role in terms of economic take-off -- in terms
of creating the manufacturing miracle associated with East Asia. India still has a long way to go to catch up with
China.
Then the issue is, what about the Chinese political system? You talk about human capital, you talk about education
and public health. What about the political system? Isn't it true that the one-party political system has facilitated
economic growth in China? Actually, the answer is more nuanced and subtle than that. It depends on a distinction
that you draw between statics of the political system and the dynamics of the political system. Statically, China is a
one-party system, authoritarian -- there's no question about it. Dynamically, it has changed over time to become
less authoritarian and more democratic. When you explain change -- for example, economic growth; economic
growth is about change -- when you explain change, you use other things that have changed to explain change,
rather than using the constant to explain change. Sometimes a fixed effect can explain change, but a fixed effect
only explains changes in interaction with the things that change.
In terms of the political changes, they have introduced village elections. They have increased the security of
proprietors. And they have increased the security with long-term land leases. There are also financial reforms in
rural China. There is also a rural entrepreneurial revolution in China. To me, the pace of political changes is too slow,
too gradual. And my own view is the country is going to face some substantial challenges, because they have not
moved further and faster on political reforms. But nevertheless, the system has moved in a more liberal direction,
moved in a more democratic direction.
You can apply exactly the same dynamic perspective on India. In fact, when India was growing at a Hindu rate of
growth -- about one percent, two percent a year -- that was when India was least democratic. Indira Gandhi declared
emergency rule in 1975. The Indian government owned and operated all the TV stations. A little-known fact about
India in the 1990s is that the country not only has undertaken economic reforms, the country has also undertaken
political reforms by introducing village self-rule, privatization of media and introducing freedom of information acts.
So the dynamic perspective fits both with China and in India in terms of the direction.
Why do many people believe that India is still a growth disaster? One reason is they are always comparing India
with China. But China is a superstar in terms of economic growth. If you are a NBA player and you are always being
compared to Michael Jordan, you're going to look not so impressive. But that doesn't mean that you're a bad
basketball player. Comparing with a superstar is the wrong benchmark. In fact, if you compare India with the average
developing country, even before the more recent period of acceleration of Indian growth -- now India is growing
between eight and nine percent -- even before this period, India was ranked fourth in terms of economic growth
among emerging economies. This is a very impressive record indeed.
Let's think about the future: the dragon vis-a-vis the elephant. Which country has the growth momentum? China, I
believe, still has some of the excellent raw fundamentals -- mostly the social capital, the public health, the sense of
egalitarianism that you don't find in India. But I believe that India has the momentum. It has the improving
fundamentals. The government has invested in basic education, has invested in basic health. I believe the
government should do more, but nevertheless, the direction it is moving in is the right direction. India has the right
institutional conditions for economic growth, whereas China is still struggling with political reforms.
I believe that the political reforms are a must for China to maintain its growth. And it's very important to have
political reforms, to have widely shared benefits of economic growth. I don't know whether that's going to happen
or not, but I'm an optimist. Hopefully, five years from now, I'm going to report to TEDGlobal that political reforms
will happen in China. Thank you very much.
Giving Presentations: Review of Structure and Argument (Signposting)
Task 1
Reflect: What kind of information should be included in the introduction to an
academic presentation?
Now read the introductions from two presentations on the same topic, and discuss the
questions below:
Extract A
Good morning everyone. As you know, my name’s Martin and I’m a geography student
here at New College. In my presentation today I’m going to talk about cycling to
university, rather than coming by car or using public transport. Basically my
presentation will be in three parts. In the first part, I’ll talk about some environmental
issues. Then I’ll look at the financial side of travelling this way and finally I’ll focus on
personal safety.
Extract B
Good morning everyone. As you know, my name’s Steve and I’m a geography student
here at New College. In my presentation today I’m going to focus on why I strongly
believe that more people, especially students, should be cycling to university rather
than coming by car or using public transport. My presentation is divided into three parts.
In the first part I’ll show you the environmental benefits of using a bicycle rather than
motorized transport. Next I’ll look at the economics and show you how much money
you could save. To finish off I’ll demonstrate how travelling to university by bike can
have a big impact on everybody’s personal safety.
1. Which extract:
 only presents information?
 presents an argument?
2. In the extract expressing an argument:
 underline/highlight the argument;
 identify the speaker’s position (the thesis statement).
3. How do the two extracts differ in:
 relating the subject to the audience?
 having a clear focus/objective for the presentation?
4. Underline/highlight any useful phrases for:
 giving the structure of a presentation;
 presenting an argument;
 providing support for different parts of the argument.
Task 2
Reflect: What is the purpose of the conclusion to an academic presentation?
Now look at the conclusions from the two presentations above, and consider the
questions that follow:
Extract X
That brings us to the end of my presentation today. As I feel you’ll now probably
agree based on the evidence, travelling to university by bike can offer you a number
of distinct advantages, not only in terms of the environment, but also in terms of
saving you money and raising your level of personal safety. Thank you very much for
listening and if anybody has any questions about this, I would be happy to answer
them now.
Extract Y
That brings us to the end of my presentation today. I have shown you three
advantages of travelling by bike to university in the areas of environment, personal
finance and safety. Thank you very much for listening and if anybody has any
questions about this, I would be happy to answer them now.
1. Match the conclusions with the openings A and B you looked at in Task 1.
2. In the extract based on an argument highlight/underline any words or phrases
which:
 refer to the original argument;
 summarise the main points of the argument;
 suggest that it is not just the speaker’s opinion;
 help to persuade the audience to agree with the speaker.
Task 3 (Language for developing oral arguments)
The purpose of the main body is to develop the themes referred to in the introduction
in more detail, and to construct a convincing argument.
Look



at the list of expressions below and decide which you would use to:
list the supporting points in a sequence (S);
introduce a typical opposing argument (OA);
explain why the typical opposing argument is not a good one (OX).
Aside from the fact that….., there’s also the issue of…
This position/approach would seem to be wrong.
There are many reasons why… First of all…, second…,
third…
A common argument often used against this is…
All the evidence shows that…
It’s essential to point out that…
On the one hand there’s the argument that… . On the
other hand…
But maybe some of you are thinking, what about…?
Of course, the usual response is…
What is more, …
Serious doubts can be raised against this.
Another point in favour of X is…
Some (academics/critics) would say…
But I’m not suggesting… All I’m saying is…
In fact the opposite is true. In my experience…
Another point is that…
One of the main arguments against X is that…
But these views are not necessarily true.
One objection to this argument is…
The first argument/point to be considered is…
This is not always the case.
It’s important to remember, however, that…
They/he/she seem(s) to be mistaken.
What other expressions can you think of for performing these functions?
Giving Presentations: The Language of Presentations
An effective oral presentation depends on the quality of the speaker’s language. Although visual
aids and appropriate non-verbal communication are important, it is the skilled use of language
by the presenter which may have the greatest impact on the audience.
Speaker goals
Useful expressions
1. welcoming the audience
2. introducing the topic
3. outlining the organisation of the talk
4. moving on to a new point
5. summarising
6. concluding
7. asking for questions
8. responding to questions
9. bringing the session to an end
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
Are there any questions?
Good morning and thank you for attending this session today.
I’d like to comment first/next on …
I’d now like to move on to….
I’ll start off with… then move to… look briefly at… and finally…
I’m glad you asked that question …
In concluding this talk…
In conclusion I’d like to …
Moving now to…
My/our talk is divided into X parts…
Next I’d like to draw your attention to …
Now, if anybody has any questions we’ll be happy to answer them.
Thank you for that question.
Thank you once again for attending.
The first point I want to discuss is…
The next issue/point I’d like to focus on is …
The purpose of today’s talk is (to discuss, tell you about etc.)
The topic of my talk today is….
To conclude…/To sum up …
To go over the main points again …
To recap… /To summarise…
Today I am going to talk about….
Unfortunately that’s all we have time for now.
We have some time for questions if you would like to ask about anything.
What I’d like to talk about is.…
Yes, that’s an interesting point, but I’m afraid my time is up so we’ll have to stop here.
SIGNPOSTS AND LANGUAGE SIGNALS
INTRODUCING THE TALK
I'd like to
talk about ...
I'm going to
discuss ...
I want to
tell you about ...
What I'd like to do
is to explain to you...
What I'm going to do is
to describe ...
What I want to do
is
to give an account of…
ORDERING POINTS (TIME ORDER)
To begin with
At the beginning
Second(ly)
Then
Finally
At the end
At the start
Next
After that
ORDERING POINTS (LISTING AND ADDING)
First(ly),
Second(ly),
Third(ly),
A second reason The third aspect
Another point
Other factors
Also
In addition
Last(ly)
Finally
STARTING A NEW SECTION
Now
Moving on to
If we move on to
I'd like to move on to
Turning to
If we turn to
I'd like to turn to
What ... ?
Why ... ?
How ... ?
Which ... ?
TRANSITION
Having considered (X), let us now move on to (Y).
So these were our methods. What about our results?
CONTRASTING
However…
On the other hand…
Nevertheless…
By contrast…
But…
REFERRING TO VISUAL AIDS
This slide (graph, chart) shows ... Here you/we can see…
Here are…
This is…
As you/we can see,…
I’d like to draw your attention to …
If you/we look at the chart you/we can see that…
DEFINING
By X we mean yy.
We can define X as yy.
We call X yy.
X is defined as yy.
REPHRASING
That is, In other words,
To put it another way,
GIVING AN EXAMPLE
For example,
For instance,
such as say,
like
including
To give you an example,
An example of this is...
Let me give you an example.
Here is an example.
EMPHASISING
Actually
In fact
Indeed
Importantly
Surprisingly
Interestingly
It is clear that
Clearly
Obviously
I'd like to underline / highlight / emphasise / stress
It's important to bear in mind / keep in mind / remember
CONCLUDING A SECTION
So,
CONCLUDING THE TALK
So,
Finally,
To summarise… Summing up… To conclude… In conclusion…
I’d like to finish by saying ...
I'd like to conclude now with a few remarks about ...
Thank you very much for listening. If anyone has any questions I will be happy to try and answer
them.
Evaluating a Presentation
The KCL marking criteria has 5 areas on which you will be assessed and given feedback on. Based on the
marks you receive for each criterion you will be given a final mark. Therefore it is possible for a student
with an A for language to still score a B overall, if their delivery is weak and so on.
How many of the different areas on the criteria do you know? Do you know the weighting (the amount they
contribute) to your final score?
Delivery
The first area that we will look at in the lesson is delivery.
The specific areas that are covered by delivery are:






audience engagement
body language and gestures
eye contact
slides
projection of voice
use of notes
With 2 other students discuss what you think can be done to:
a) develop the skills needed for each of the criterion above
b) show the marker and your audience that you have considered their needs during the
presentation
Now watch 2 previous students’ presentations (without sound!) and focus on the areas mentioned
above. Make notes on the following areas:
Student A
audience engagement
(use your own response to
decide how engaged you
feel while watching)
body language and
gestures
eye contact
slides
use of notes
Student B
Discuss in pairs.
In what ways is communication in a presentation much more than just the words that the person is
saying? Discuss with reference to these presentations and experience of watching other academic
talks.
Grading
Now take a look at the feedback given to the students on the delivery of their presentation. This
feedback was given to help them develop before their next presentation.
Match the comment to the students.
What does the use of precluded mean in this context? What grade did each student receive for
delivery?
Student A or B?
Higher grade (B+) precluded because



More eye contact and engagement with the
audience needed
Too much information on slide outlining 3
articles.
Reading of hand not appropriate use of notes.
Student A or B?
Higher grade (A+) precluded because

More eye contact needed with the whole
audience.

Could have made better use of slides at
times; e.g. used animation to introduce one
by one.
Task Fulfilment
The next area we will focus on today will be task. How much does task fulfilment contribute to the final mark?
Discuss in pairs
What do you think the function of a presentation is? When you listen to other students presenting, what do
they need to do to help you understand their presentation?
On the KCL speaking criteria, the elements assessed for in task fulfilment are:

task completion

logical structure/organisation

development of ideas

sufficient explanation for a non-expert, but educated audience

answers audience questions
Now watch student B’s introduction. In what ways does the student meet the criteria above? Make notes in
the relevant sections (watch till 1 min 20).
 task completion

logical structure/ organisation

development of ideas

sufficient explanation for a non-expert, but educated audience
Now watch the rest of the presentation and complete the notes for the section.
 task completion
gives definition of palliative care

logical structure/organisation
explanation of research into the area

development of ideas (How does one idea connect to the next?)

sufficient explanation for a non-expert, but educated audience
gives definition of palliative care
What grade do you think the student received for task fulfilment? Can you give any suggestions for further
improvement?
↘Think about your own presentation. What will you need to do in order to fulfil the criteria above? What
words will need defining? What language will you need to use to explain complex issues?
Critical Analysis
The final section we will look at in today’s lesson is the criteria for critical analysis, which is 15% of your final
score.
How can you maximise the criticality in your presentation? Use the words below to help you to answer this
question.
understanding
wider reading
description
counter argument
reading
sources
position/stance
evidence/examples
Discuss your ideas in pairs.
Task 1
Watch student B’s presentation again and focus on critical analysis.
How have the following sources been used? Match the source to the function
a)
to give the name of the seminal piece of research the student is critiquing
b)
to explain how research in the field has been conducted
c)
to give support to a definition
Source: (WHO, 2011; Ferris et al, 2009; Clark, 2009; von Gunten, 2009; King's College London)
Function_______________________
Sources: (Bennett, 2007), (Addington-Hall, 2007), (Costantini and Higginson, 2007), (Payne, 2007)
Function _______________________
Source: (Temel et al, 2010)
Function___________________________
Task 2
Watch the final evaluation section again. Number the following in the sequence you hear them






Evaluation of the significance the seminal research has
The implications for early care
Aims of the seminal paper that you have chosen 1
Method
Helping patients to manage their time before death.
Recommendations for improving palliative care
How may negative points about the strengths of the research does the student mention? Are they supported
by sources?
What could the student have done to improve his critical analysis throughout this section?
Your presentation
↘Using the information from this lesson and the KCL marking criteria think about how you can develop the
required skills and work towards the grades you need.
Think about each section one by one and give yourself specific tasks.
Delivery
To practice the skills needed I will
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Task fulfillment
To demonstrate I can complete a successful presentation in terms of task, I will
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Critical analysis
To maximise my criticality I will
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PS Presentation Standardisation – Panate Pukrittayakamee (Boat) Detailed Comments
OVERALL MARK = 72.5 (= A)
TASK FULFILMENT (15.5 = A)
Strengths
Higher grade (A+) precluded because

Further expansion on the evaluation section over the
earlier sections.
CRITICAL ANALYSIS (11 = A)
Strengths
Higher grade (A+) precluded because


The critical evaluation needs to be more insightful and
creative in its approach.
Further use of published sources instead of In my
opinion.
STYLE AND LEXIS (11 = A)
Strengths
Higher grade (A+) precluded because


Needed more range; the language used could have
been more sophisticated/academic at times.
Not an absence of errors
GRAMMATICAL RANGE AND ACCURACY (11 = A)
Strengths
Higher grade (A+) precluded because


Few errors persist:
o sub/verb agreement
o sing/plurals
o use of articles
Further range of sentence structures.
DELIVERY (15 = A)
Strengths
Higher grade (A+) precluded because


More eye contact needed with the whole audience.
Could have made better use of slides at times; e.g.
used animation to introduce one by one.
PRONUNCIATION AND FLUENCY (9 = B)
Strengths
Higher grade (B+) precluded because



More work on pronunciation of individual phonemes.
More consistent use of intonation throughout the
presentation needed.
Accent fairly strong throughout.