| At various times in your student career you may | | | | statements which he or she has made. Use your |
| be called upon to give presentations - of your | | | | research and preparation to focus the |
| ideas, your work, your views. These may be to | | | | presentation and any subsequent debate; control |
| your peers, to academics, to the wider public. | | | | the agenda and you should be fine.o Don't be |
| They may take any form, from that of a | | | | afraid to take your time before making a |
| prepared lecture to an unscripted and | | | | presentation. If called upon to summarise a piece |
| unpremeditated contribution in the course of a | | | | of work, for instance, take a moment to think |
| discussion. Whatever the case, you will achieve | | | | through what you are going to say, and try to |
| best results if you make your point clearly and | | | | say it as succinctly as possible. Many presenters |
| persuasively. Presentation, like publicity, is the art | | | | make the mistake of repeating themselves or |
| of persuasion, and the most effective presenters | | | | re-treading old ground to fill in awkward pauses. |
| are those who rise to the challenge with a | | | | To avoid this, pause beforehand, so that when |
| defence of themselves and their contribution. A | | | | you are speaking what you say is thought |
| presentation, like an essay, should have the | | | | through and assured.o Target your audience and |
| structure of an argument accompanied by an | | | | your subject throughout - refer all the points |
| assured and rhetorically impressive display. That | | | | which you make back to the topic of the |
| said it should aim not to be ostentatious, should | | | | presentation (as when constructing an essay), and |
| take account of its audience and their reaction, | | | | make clear the relevance of what you are saying |
| and should most of all succeed in communicating | | | | to those who hear you.o Try not to worry; |
| clearly and efficiently with them. | | | | engage with your subject and with your audience; |
| It's worth taking advantage of opportunities to | | | | don't lose your cool and be open to new ideas |
| practice presentational skills - particularly if this is | | | | and suggestions. In presenting you are making a |
| an area of interest to you once you have finished | | | | case, but it need not necessarily be complete, and |
| your degree. Many universities offer debating | | | | you should always welcome input and |
| societies or political groups; many will expose you | | | | constructive criticism - it's part of the learning |
| to a range of lecturers - some good presenters, | | | | process. |
| some bad; and most if not all will require some | | | | Some people are natural-born presenters and |
| level of competence when you present your | | | | some find it a challenging undertaking. Play to your |
| academic work to your tutors and examiners. | | | | strengths, and try not to worry too much about |
| There are a number of steps you can take to | | | | how you come across. Focus on the subject, |
| improve your presentational style. These include...o | | | | your enthusiasm for it, and your ability to speak |
| Know your material well. One of the worst things | | | | clearly and authoritatively. As with everything, the |
| to watch is a presenter scrabbling among his or | | | | more you do it, the easier it will become. |
| her notes for facts or reasons to back up | | | | |