S21CEC22-Part 1

Hi everyone, welcome back to less than 22 now and

we were talking about um in group presentations um I

mean, go ahead and click here.

You're talking about the importance again, of approaching your your

presentation from a perspective of trying to be persuasive.

So you want to be persuasive.

And so any facts you give will support that.

So here's a big tell, a big if you're wondering

if you're being persuasive or if you're kind of being

more informative, here's a big tell.

The overall framework should begin with what your perspective is.

You know, you choose a topic and then you're going

to, your group is going to decide what you are,

what you want to say about it and what you

want to say about it should not be things that

you find it should be inside of you.

So you guys should immediately begin with your reaction to

that topic.

And maybe again because we're going to be focusing on,

I'll tell you in a minute we're going to be

focusing on the materials we've covered in the course.

You already have that in you.

I believe you already have that that perspective.

You've already considered it maybe in your writing.

And this is why I tie it all together with

writing as well with writing number two and writing three,

I try to tie it all together and writing one

even got you going on how to be persuasive all

of this is tying together to allow you to kind

of not recycled materials, but you can grab things from,

you know, ideas that you might have used in your

essay number two, you might try to incorporate that together,

but you can't just give it, you have to work

with your other group members, but you guys are going

to create that, that framework around your what you already

know or feel your own reaction to your real reaction

to whatever that topic is.

Okay, so if you're if you find in your presentation

that you're using the to be verb a lot like

this, is that is that those are these these were

if you're using that to be verbal lot, that probably

means that you're in danger of giving an informative speech

because informative speeches have a predominance.

They have a majority of what you're trying to say

is the facts you're saying.

This is that this is that this is that this

is that here are, look, this has three parts.

Look, this is that if you take this apart, it

has these things, it does this it does that all

those simple kind of uh you know, we we say,

remember we talked about D notation and connotation in this

speech. You should be all connotation and used the notation.

Just a little in an informative speech.

You should be almost all D notation.

And connotation comes the audience decides that right?

So, and if you're using the notation, this is this

is it does that here's the facts.

You know, this thing has three parts.

It includes these three things it does that you're kind

of describing, right?

You're kind of talking about what these this this information

is and what it does.

You should not be doing that in your speech.

You should be again saying here's what we believe.

Here's our perspective, here's my experience, here's an example to

show why I believe what I believe.

We think this.

I know it's a little strange, but here's what we

think. Okay, well some people think that, but we think

this, oh okay.

Even in your group, you guys may share the same

opinions. You may be different, you may say, Well she

thinks I'm going to give my perspective now, she gave

her perspective, you know, like maybe soo Yeon Seong gave

her perspective and and there I agree with her about

some things, but here's what I think, you know, it

may be a little different or you may say, yeah,

just like Sue on here, here's CNN here's what I

think, you know, it's like her, I believe this part

too, but it's a little but this part a little

different and here's why here's my experience that may be

a little different than hers.

Again, you don't have to your whole presentation doesn't have

to be you saying in that manner, I'm using a

very explicit manner I'm saying, here's what I think, here's

what she thinks, I think this is a little different,

you don't have to explain it that way.

You could just say, well here's you know, I'd like

to talk about this from the perspective from, again, you

can just you can be more kind of objective in

the way you speak it, but it's still your opinion,

you're saying, well, again, if you had a disagreement with

the Last Present presenter, you would say ah that makes

a lot of sense, but if you look at this

and you see this as this, then it's clear that

this is true.

You know, you're using the to be verb, but it's

it's like the whole approach that you're having is saying

that here's what I think here's my opinion.

So I suggest I really recommend that you just make

it easy on yourself.

If you're in doubt, make it easy on yourself and

your group members just use those those personal pronouns and

possessive pronouns use them.

Just say I here's what I think.

Here's what I believe it's okay in your writing.

We didn't do that.

You know, we didn't write.

I think this here's what I'm going to say.

You don't do that in writing in an essay, academic

essays, you do not do that.

But in speaking, giving a presentation, this this presentation is

completely okay to do that, to just just begin it

that way.

Okay, so you're doing a persuasive speech, so that's very

important. Okay, This basic information sheet is in the CSP

it's been there the whole semester and it's giving you

the basic information about how you your group can get

a good grade, particularly.

You can see down here, I give five Basic presentation

requirements. If your group, as I say here, if you

have, if you meet all five criteria, in other words,

all five of these, your group does all five of

these, Then you will get at nine out of 10.

This this presentation is worth 10 points.

And as I said, I'm not highly critical in this

presentation grading.

I'm pretty relaxed about it because I really I I

am not trying to see if it's not a comprehension

test. It's not a me listening to see if you

understand everything like I like I taught you, it's for

me to hear your unique perspective.

So that's what I'm looking for mostly.

So these basic five requirements are very general.

They're not Really, I mean they're not really overly critical.

So if your group meets all five of these basic

requirements, your group will get a nine out of 10.

You're getting a If you, you know, go past that

and I'll tell you there are two other ways.

You can, your group can get a 9.5 or 10.

You can get below a nine.

Any score below a nine.

If you don't meet the criteria.

But if you meet the criteria, you will guaranteed, you'll

be guaranteed to get a nine.

If your group meets the next criteria, you will be

guaranteed to get a 9.5.

And if you meet the final, final one, your group

can get a perfect 10.

Okay, well let me back up a second before I

talk about that to show you the topics and the

speech about 10 minutes.

I have 10 to 15 minutes listed here.

Listen, listen carefully.

I'm going to report, repeat this on the F.

Y. I.

On the on the cyber campus page, but I normally

I used to have groups in, I used to make

groups in the classroom in groups of four.

Okay. But it makes more sense online.

Like we've been doing to have groups of three, because

then that allows members to to kind of talk more

and to get more involved in the classroom.

I don't make groups of three typically because the desks

and chairs don't don't allow us to make, you know,

it ends up being really messy and really difficult to

set up the classroom so it makes noise and it

takes time.

And so there are physical reasons why in the classroom

I make four and put four in a group rather

than three.

But in our in our case we most of you

are in groups of 31 of you are a couple

of you are in groups of four.

So a 10 to 15 minute presentation is for a

group of four.

10 to 15 minutes.

Okay. So that's basically your your what you want to

shoot for 10-15 minutes.

If you have four in your group, if if you're

if you have three in your group, like most groups

due in the class, Then then I will reduce that

to about nine to about 12 minutes.

Okay. So pay attention to that about 9-12 minutes.

But what I like to say generally is this is

a 10 minute presentation.

I generally want you to your group to get up

and speak for, You know, for about 10 minutes.

You can and I don't time it, I don't check

the clock, I don't start the timer.

But if it seems short, If it seems short to

me, then I will look at the time and go

what happened is it was it just the fee it

felt short or was it really short?

And by the way, if I do that, it means

it was probably considerably short.

It wasn't just a, you know, 20 seconds short of

15 seconds short.

It probably instead of being 10 minutes, It was it

was probably like eight minutes, it was like drastic, I

noticed it.

Um and likewise, if it goes over, if it goes

over a little bit, it didn't really feel over, I

don't look at the time, but if it felt long,

like they're really, and I look at it, it's probably

ridiculous, like 18 minutes.

So don't don't think that if you give more a

longer presentation, you're going to get a better grade.

That's not true.

You need to fit the range.

So Just like writing, you did 6-8 sentences in your

paragraphs. I don't count the sentences in your paragraphs.

I just look, did it look about right?

It did look about that, about that length.

About 6-8 sentences.

If it looked short then maybe I counted them to

see If it looked too long.

I might count it as well just because it's just

going to much.

So 10 minutes.

Okay. But officially, if you go nine minutes, you won't

get in trouble In a group of three, in a

group of four, you have to go about 10 minutes.

Okay. And what you're going to choose for this 10

minute presentation is you're going to choose from the materials

during the semester.

Are eight readings during the semester or what you're going

to focus on?

Okay. Uh, you can actually see that there is really

kind of seven topics to choose from.

Not really eight.

Because topic number eight you can see is the same

as topic 13 and seven, depending on your choice.

So the first one was article# one was about

the coronavirus and it was about government management of viruses.

If your group wants to, you can choose to focus

on the coronavirus, you can say what you want to

say about it in terms of just general information about

the coronavirus, Maybe your own experience, maybe your family's experience,

maybe how it's affected your life and how you, how

you handle masks and maybe, you know, anything you want

to talk about in terms of like the actual social,

this is really kind of the social and kind of

just the regular kind of society management.

It's really about management of the coronavirus, how you've managed

it, how the government anything.

But, but again, your own perspective, if you want to

topic number two, you can talk about board games if

you like board games and particularly, you know, it was

about misogyny was about the idea of, you know, feminism

and how you know, men kind of dominate things and

affect, you know, how they monopoly wasn't really form is

monopoly, but maybe you thought it was, again, it's up

to you.

But you can focus on that topic of feminism, misogyny.

How board games talk about that.

Or you can talk about board games just separately.

Maybe you have a board games club that you play

in and you like it and your whole group does

it. I don't know, but you can choose that topic

either one.

So each of these has, when you look at these,

each of our topics, there's the topic itself, the general

topic and then there's the specific focus of that article

and you guys are welcome to, to focus on the

actual article contents.

Give your reaction to the article, contents like you did

in your writing number two like you're doing and writing

to or if you want you can just talk about

the general topic I prefer again when I remember my

purpose my intent, my aim in giving you this assignment

is to hear you speak.

It's a speaking test.

I just want to hear you guys speak about the

topic but I really want to hear what you have

to say and what how I want you to make

it real to me and to the other people in

the class.

Let's see what your life is like when it relates.

How does that topic relate to you personally?

You know you and your group.

So I prefer if you do that.

You know not necessarily just talk about what the article

talked about.

I don't really want you to focus on that so

much that was the writing but you can it's open

to you as long as you hit one of these

two. Number three topic you know it was about discrimination.

Achievement and adversity.

Like overcoming discrimination or troubles and this discrimination can be

any kind.

It doesn't have to be racial discrimination.

Of course it can be discrimination against women or anything

against people who have particular interest.

Topic four was faltering about honesty.

You can do either one of those ai and fears

fear of AI.

You can do that.

Topic six was about coronavirus but it was really about

science research and about you know finding out how to

find things out and whether they're true or not.

And of course topic seven was about self driving technology

and responsibility for that in particular.

And topic eight we're going to talk about in a

few moments is one of those, any one of those

Topics in# 1 3 or seven.

So you can focus on any of those, but choose

one please.

I don't like you to mix them like A I.

And self driving cars separate, like to blend them.

I'd rather you just give again, it's a personal experience

kind of approach and a personal perspective approach.

So choose one of these topics to focus on seeing

the next part.

S21CEC22-Part 1

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