Academic Writing 英語でのプレゼンテーション資料 2016/5/25 Presentation in English Academic Writing 英語でのプレゼンテーション資料 2016年5月25日 森村　久美子 特任教授 東京大学大学院工学系研究科 国際工学教育推進機構　 バイリンガルキャンパス推進センター morimura@t-adm.t.u-tokyo.ac.jp Academic Writing 7（資料）

プレゼンの準備 Who Why What When Where 誰にプレゼンをするのか。聴衆のバックグラウンド（興味、トピックの知識）は? Why なぜあなたがそこでプレゼンを行うのか? What 何をプレゼンするかを上記に基づき決定する 全てを知っていることは重要だが、論文のすべてをプレゼンしようと思わないこと When プレゼン前、中、後のスケジュールを把握しておく Where プレゼンを行う部屋はどこにあり、どんな様子かを把握しておく Be prepared, be friendly, be professional 2016/05/25 Academic Writing 7（資料）

Clear Purpose プレゼンテーションの目的を明確にする なぜ発表するか 論文をアピール 自分をアピール 研究室をアピール 　　　論文をアピール 　　　自分をアピール 　　　研究室をアピール 　　　大学をアピール 　　　日本をアピール 2016/05/25 Academic Writing 7（資料）

なぜプレゼンをするのか? 論文の宣伝（研究室） あなた自身の宣伝 (“Networking”) あなたが熱意を持って取り組んでいること 　 コミュニケーションを取りやすい有能な研究者だと思わせる（コーヒーブレイクのときに話しかけてきてくれる） プレゼンは面接試験ではない (当落ではない） あなたの行なった研究は誰よりもあなたが一番わかっている 2016/05/25 Academic Writing 7（資料）

Let’s think about your audience 発表は誰に向けておこなうのか 2016/05/25 Academic Writing 7（資料）

聴き手について考える 人智全体を大円と考えてみよう 小学校を終わったころ 高校を終えたころ 学部卒業時、少し専門性を獲得 修士時代は専門性を深める 研究論文を読むことによって、人智の先端まで行く 境界線まで行くと、、、、、   “The illustrated guide to a Ph.D.”  Matt Might (matt.might.net) 2016/05/25 Academic Writing 7（資料）

Your PhD 境界線のところで数年間研究する ある日、その境界線が門戸を開ける 2016/05/25 Academic Writing 7（資料）

世の中が変わったとさえ思えるが、 細かいことに注視している 2016/05/25 Academic Writing 7（資料）

全体像を見失ってはいけない Your PhD “The illustrated guide to a Ph.D.”   “The illustrated guide to a Ph.D.”  Matt Might (matt.might.net) 2016/05/25 Academic Writing 7（資料）

General Public（一般の人々） Science club （科学クラブ） Department 研究室. Academic Conference 2016/05/25 Academic Writing 7（資料）

聴衆分析 誰に対して行うのか 背景：肩書き、年齢、性別、国籍、教育 知識：テーマについてどれくらい知っているか 態度：テーマに興味を持っているか 期待：能動的参加か、受動的参加か 参加人数：声やジェスチャーの大きさ 2016/05/25 Academic Writing 7（資料）

会場分析 2016/05/25 Academic Writing 7（資料）

会場分析 2016/05/25 Academic Writing 7（資料）

Venue analysis 行き方は？ プランBは？ 早めに行く 会場を点検する 自分の見え方は 音響はマイクは PCはプロジェクターは 会場にいる人は →会場を支配する 2016/05/25 Academic Writing 7（資料）

When are you going to present? 2016/05/25 Academic Writing 7（資料）

When do you present? Presentations schedule Preparations schedule いつの予定か 早くスタートしなくてはならないこともある 順番(あなたの前の人は誰か知っておく) Preparations schedule スケジュールの変更がないかチェックする 休憩中にすべてちゃんと動くかチェックする 早めに会場に入り、セッションが始まる前にセットアップする(introduce yourself to the session chair) 2016/05/25 Academic Writing 7（資料）

Value Punctuality If it’s too long… 他のスピーカの時間を取る 会議の進行を遅らせる 休憩時間を奪う 　　他のスピーカの時間を取る 　　会議の進行を遅らせる 　　休憩時間を奪う 　　もし退屈な場合はなおいけない If it’s too short… 　　元を取りそこなったと感じる 　　知識の不十分さを疑われる ・　話すスピードは一定に　 2016/05/25 Academic Writing 7（資料）

Time 与えられた時間をいかに使うか 前後がはしょられる場合がある 時間を計って練習する（計算だけでなく） 材料を入れすぎている 再現性(reproducible)を求めるのは論文であり、プレゼンはそれをいかにうまく introduce 途中をカットしても時間内に入れる 聴衆の時間を大切にする 2016/05/25 Academic Writing 7（資料）

Appropriate speed 日本語で毎分200-300字が目安 アナウンサーは毎分350字 英語なら100 words以下(70 words説も） 日本人が英語で話すなら10％減の90 words つまり10分で900 wordsしか話せない ゆっくり明瞭に話した方がよい それに操作時間、拍手、アクシデントが入る 2016/05/25 Academic Writing 7（資料）

これで 280 words The School of Engineering (SOE) at the University of Tokyo is promoting “Bilingual Campus Initiative” in order to foster future global leaders and to develop the organizational strength in supporting the global education and research. For this purpose, the authors, as members of the Centre for Innovation in Engineering Education (CIEE) under SOE, have proposed a total learning and education tool, SNOWBALLS, “Self Navigation Web-Based Literacy Learning System.“ The system provides users an effective means to strengthen and enhance and the basic skills/knowledge on the globalization education, preparing a set of modules tuned to the specific needs and environments of students, faculty members as well as administrative/technical staff. It realizes the environment where both Japanese students who would like to improve their English/global skills and the international students from overseas who want to enhance their Japanese literacy enlighten and stimulate each other in learning and research activities supported by globalised SOE staff. The paper first presents the architecture, development plan and major modules of the SNOWBALLS, including Engineering Basics / Global Literacy for students, Japanese Literacy / Global TA Course for overseas students, Global Education for academic staff, Global Support for administrative staff, and that for technical staff. Next, It shows the development and evaluation results of the system trial on a module for Japanese students. The paper then discusses how to effectively utilise the existing OCW content resources for SNOWBALLS, based on the analyses of available teaching/learning materials analysis at the universities from the above system concept view. Based on our experiences in this project, it will also mention a challenge to support multi-lingual learning support, which will be one of good collaborative work items in the OCWC Consortium. 3分で読めますか？ 2016/05/25 Academic Writing 7（資料）

Adjustments 声の大きさ ジェスチャーの大きさ フォントの大きさ, グラフの線の太さ, etc… どこに立ち位置を決めるか (あるいは座るのか) レイザーポインターを使うか手を使うか? 残り時間はどうやって知るのか LED indicator? Clock in the room? Your own watch? ビデオを使うなら、拡声はどうするか？ 2016/05/25 Academic Writing 7（資料）

How many people can you persuade? 話術がある 話題がある 2016/05/25 Academic Writing 7（資料）

If you can give a good presentation 世界を思うがままに動かせる 聴衆の心をつかみ、やりとりできる 何かをつかんだと思わせる Take home message 聞く価値があるかないかは聴衆が判断 2016/05/25 Academic Writing 7（資料）

How do you present? 2016/05/25 Academic Writing 7（資料）

Eye contact 欧米のカルチャーでは目を見て話さないと信用されない 全体ではなく一対一のコミュニケーション 聴衆の様子を探る 各方面に順に目を移していく 3秒から5秒は目をとめる 2016/05/25 Academic Writing 7（資料）

Eye Contact Screen presenter listener point look look Listen Talk PC 2016/5/25 Eye Contact Screen point look PC Listen Talk presenter listener look 2016/05/25 Academic Writing 7（資料）

Gesture･Posture Mehrabian’s Law (メラビアンの法則) 話し手が聴衆に与えるインパクト 　・見た目やしぐさ（視覚）　　　　55％　Visual 　・声の大きさ　口調（聴覚） 　　38％ Vocal 　・内容（言語）　　　　　　　　　　　7% Verbal Visual 2016/05/25 Academic Writing 7（資料）

Academic Presentation for UEHAS 2016/5/25 Hands & Gestures What do I do with my hands? 聴衆から見えるところにおく 気をそらす動きをしない - 髪をしょっちゅう撫で付ける - ペンをクリックする - そわそわする ... 緊張がばれる ジェスチャーはスムースに流れるように 単調にならないようにジェスチャーに変化をつける 2016/05/25 Academic Writing 7（資料） Academic Writing 7（資料）

Posture まっすぐに立つ (足を組んだり片足を前に出したりしない) かたむかない (stand up straight) 少しは歩いてもよい(don't freeze in one position) 教壇に寄りかからない 揺れない 聴衆のほうを向く 2016/05/25 Academic Writing 7（資料）

Voice はっきりと話す モノトーンで話さない; ゆっくりー速く、大声でー小さい声で、 まじめにーユーモラスに. モノトーンで話さない; ゆっくりー速く、大声でー小さい声で、　　　まじめにーユーモラスに. あなたがリサーチトピックに情熱を持っているかどうかは　声でわかる. 強調したい点があれば、その前で少し休む. 盛り上がってきたらスピードアップ. 全体像を常に頭において. a WOW pointがあるように. 自信を持って見えるように. “by the way”とか“( … )” などは声を落とす 2016/05/25 Academic Writing 7（資料）

Stress is Context Dependent Think about these questions i) Who gave Jackie the bicycle? ii) How did Jackie get the bicycle? iii) Who did David give the bicycle to? iv) Which present did David give Jackie? Answer “David gave Jackie the bicycle” With the appropriate stress to each question 2016/05/25 Academic Writing 7（資料） Source: Ellis, G. & B. Sinclair (1989). Learning to learn English. Cambridge: Cambridge University Press.

Example of Stressing & Pausing Okay (Pause) let’s get started. /Today/ we are going to look at the issue of engineering ethics*/ what it is/ why it is important/ what are the practical implications/ and how engineering can be analysed/ from an ethical perspective./ I will make reference to fields outside of engineering/ such as philosophy/ art/ literature/ but you don’t need any background knowledge of these areas/ so don’t panic. If you have questions /please ask at any time/ and we will have some activities to keep you awake. (Pause) So/ the first question is/ why is the study of engineering ethics important… 2016/05/25 Academic Writing 7（資料）

Your presentation has started before you even say a word 2016/5/25 Your presentation has started before you even say a word 壇上に上がるときにすでに始まっている: 自信を持って よい姿勢を保って 聴衆とアイコンタクトを持って 話し始める前には少し間をおいて 急がずに、聴衆が注意を集中させる余裕を持たせる 2016/05/25 Academic Writing 7（資料） Academic Writing 7（資料）

Attitude 最後に動かすのは人間的要素 誠実さ (integrity) 熱意 (enthusiasm) 専門的技術 (professionalism) 明確さ (clarity) 積極性 (positivity) 自信 (confidence) 2016/05/25 Academic Writing 7（資料）

Structure & Content

Presentation structure 聴衆の注意を引き続ける 大きな成果を先に述べる 全体の流れを述べる"Big picture" (outline), 詳細についてディスカッション、議論する 最後にもう一度メインポイントを述べる 結論を先に述べるのを恐れない Q&Aでも、手短に答えてから詳しい理由を述べる Introduction: Body: Conclusion=2：6：2 2016/05/25 Academic Writing 7（資料）

Common Mistakes Japanese Students make 詳細から述べる　Starting from details 時間の流れに沿って話す　Following time order 論文の順に話すFollow the order of the paper 起承転結 ("twist", "turn", or "volta")で話す (Introducing a revolutionary new idea/concept near the end) beginning conclusion 起承転結 2016/05/25 Academic Writing 7（資料）

Presentation Flow Outline Introduction Body Conclusion Summary Q and A 2016/5/25 Presentation Flow Outline これから発表しようとすること Introduction なぜこの研究をしたか（背景） Body どのようにしたのか（方法・手段） 何がわかったのか（結果） どういう意味があると思うか（考察・結論） Conclusion 発表内容のまとめ Summary 今後の展望・展開 Q and A 質疑応答 2016/05/25 Academic Writing 7（資料） Academic Writing 7（資料）

Story Board Agenda sheet Review sheet Measures sheet Results sheets ppt スライドを一覧で並べ、時間配分で組み立てる 　　(10分ならこのくらい） Theme 　 　 sheet Agenda 　　 sheet Review 　　 sheet Measures 　 sheet Results 　sheets Discussion 　 sheet Conclusion sheet Future plan & Summary 序論 本論 結論 どこにウエートを置くか 2016/05/25 Academic Writing 7（資料）

Slide Design

Use of Visuals People remember: 10 % of what they read; 20 % of what they hear; 30 % of what they see; 50 % of what they see and hear; 70 % of what they say; and 90 % of what they do and say Metcalf, T. (1997) Listening to your clients, Life Association News, 92(7) p16 - 18 2016/05/25 Academic Writing 7（資料）

Test54, Test48, General design tips 4-5 keywords to explain each point (no full sentences on slides) One topic/idea per slide Sufficient contrast Large enough fonts 1-2min per slide TEST TEST TEST TEST Test54, Test48, Test44, Test40, Test36, Test32, Test28, Test24, Test20, Test18, Test16, Test14 2016/05/25 Academic Writing 7（資料）

Images Images + text = strong message Careful with background images (full bleed might work well instead) Asymmetry attracts attention 2016/05/25 Academic Writing 7（資料）

Injuries due to falling coconuts Based on a paper by Dr. Peter Barss, published in The Journal of Trauma, 1984 Nov;24(11):990-1. Presented by Adi Andreeva The University of Tokyo Image from http://www.bonappetit.com/tipstools/ingredients/2008/04/coconut

Injuries due to falling coconuts Based on a paper by Dr. Peter Barss, published in The Journal of Trauma, 1984 Nov;24(11):990-1. Presented by Adi Andreeva The University of Tokyo Image from http://www.bonappetit.com/tipstools/ingredients/2008/04/coconut

2016/05/25 Academic Writing 7（資料） INTERNATIONAL JOURNAL OF TOURISM RESEARCH Int. J. Tourism Res. 6, 251–261 (2004) Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/jtr.486 ,Cruise Ship Passenger Spending Patterns in Pacific Island Ports Ngaire Douglas1,* and Norman Douglas2 2016/05/25 Academic Writing 7（資料）

53 million people cruising in the past decade 2016/05/25 Academic Writing 7（資料）

Graphs Simplify your data whenever possible Give examples to explain complicated graphs Include a title, axis labels, a legend if necessary Indicate units clearly Put a self-explanatory title Check that all elements are readable Explain clearly EVERYTHING you show Be careful with black-and-white handouts 2016/05/25 Academic Writing 7（資料）

2016/05/25 Academic Writing 7（資料） 社会基盤 7 都市工学 5 建築 機械工学 16 航空宇宙工学 3 精密工学 2 電気系工学 6 電子工学 1 物理工学 応用物理学 計数工学 ｼｽﾃﾑ創成 10 ﾏﾃﾘｱﾙ工学 8 化学 応用化学 化学ｼｽﾃﾑ工学 化学生命工学 ﾊﾞｲｵｴﾝｼﾞﾆｱﾘﾝｸﾞ 技術経営戦略学 情報理工 知能機械情報学 先端生命科学 先端エネルギー工学 薬学 現代経済 生物材料 法学 2016/05/25 Academic Writing 7（資料）

2016/05/25 Academic Writing 7（資料）

Chart Flow chart 2016/05/25 Academic Writing 7（資料）

Index Card 一画面一枚のカードにうつす たやすく並べ替えることができる 増やしたり削ったりするのも簡単 遷移はスムースか 2016/5/25 Index Card 一画面一枚のカードにうつす たやすく並べ替えることができる 増やしたり削ったりするのも簡単 遷移はスムースか 話すときは片手に持って順に見ることができる 推敲を重ねる Sticky paper (Post it) Summary Discussion Introduction Title 2016/05/25 Academic Writing 7（資料） Academic Writing 7（資料）

Useful links "How to give a good research talk“ by Simon Peyton Jones, John Launchbury, John Hughes, SIGPLAN Notices 28(11), Nov 1993. http://research.microsoft.com/en-us/um/people/simonpj/papers/giving-a-talk/giving-a-talk.htm “A short guide to the oral presentation in English” by Martha Grand. Ecole Nationale Supérieure d'Ingénieurs Electriciens de Grenoble (ENSIEG) http://step.inpg.fr/GB/docs/Language_of_presentation_v7.pdf “Presentation Phrasebook” by Patrick McMahon. EnglishforUniversity.Com http://englishforuniversity.com/study-guides-from-english-for-university-com/ “Successful Oral and Poster Presentations” by J.W. Niemantsverdriet. European Federation of Catalysis Societies (EFCATS) http://www.efcats.org/Give+Successful+Presentations.html 2016/05/25 Academic Writing 7（資料）

Useful Expressions 2016/05/25 Academic Writing 7（資料） 2016/5/25

Thanking the chairman Thank you Mr. Chairman Thank you for your kind introduction Mr. Chairman (or: Professor/Doctor/Mister/Miss X) If you are an invited speaker/special guest: I would like to thank the organizing/program committee for inviting me to this/your conference Thank you very much for inviting me 2016/05/25 Academic Writing 7（資料）

Greeting the audience If you are an invited speaker/special guest: Good morning/afternoon (ladies and) gentlemen (note: at some engineering conferences there are no ladies in your audience!) Good morning everybody. Thank you for coming to my talk today. If you are an invited speaker/special guest: Distinguished guests, Dear colleagues, Ladies and Gentlemen, … It is my great honor to (be allowed to) deliver a talk to you (today). Ladies and gentleman. It’s an honor to have the opportunity to address such a distinguished audience. Do NOT introduce yourself again if the chairman did it already. Do introduce yourself briefly otherwise. My name is X from The University of Y. 2016/05/25 Academic Writing 7（資料）

Presenting your title slide Acknowledge important contributors I did the research I present today in collaboration with my colleagues from <other company/university> who are also present in the audience here today/who could not join us here today. I give this presentation on behalf of X, who, unfortunately, could not make it here today. (If you did not participate in the research) Do NOT read the title of your presentation; rephrase it Today I will talk about … What I’m going to present today is … In this presentation I will show you that/why/how/… Before I start my talk, let me ask you: <question> 2016/05/25 Academic Writing 7（資料）

Presenting your outline (if any) I will divide my talk into three parts / My talk today consists of three parts: First,… Second,… Finally,…. Let me begin my talk by giving you an explanation on … To start with, I will provide background information on … Next, I will demonstrate … Then I will give you/provide the details of … Once we have discussed … , I will show you … After that, I will take a look at … Then I will move on to … Finally, I will wrap up/summarize this presentation and answer any questions you might have 2016/05/25 Academic Writing 7（資料）

Presenting your introduction A common problem with … is that … It has often be in the news recently that … Recent studies have shown that … …but it is still unclear how/why/… As you are all aware, … / As you all know, … … This is important because … So, why is this important? Well, (let me tell you) … To solve this problem, we use/propose/investigate/… Currently (the process is as follows) … With the method we propose … We therefore decided to focus on the second issue for now. The two main points of my presentation will therefore be … 2016/05/25 Academic Writing 7（資料）

Body (referring) As I mentioned before, … As I explained earlier, … This relates to (the point about) … which I noted in the previous slide. This connects to my previous argument/statement that <your statement> I will touch upon that point in a moment I will explain that in more detail shortly I will expand on that in the next slide I will come back to that later 2016/05/25 Academic Writing 7（資料）

Body (rectifying) Therefore, A, I mean, B is more effective Therefore, A, or rather, B is more effective Therefore, A, excuse me, B is more effective Therefore, A, (I’m) sorry, B is more effective If there is a mistake on your slide: Excuse me/(I’m) sorry, that (A) should be B That should be B instead of/rather than A. Oh, that should be B. I’m sorry for the mistake. Do NOT correct your English/grammar mistakes if they don’t change the meaning of what you say 2016/05/25 Academic Writing 7（資料）

Graph positions As the top-left figure shows, … As you can see in the bottom-right graph, … If we compare the upper and the lower graph, we can see that, … Compared to the left graph, the right one is … Let’s have a closer look at … / Let’s zoom in on the point t=15 / If I enlarge this area we can see … This diagram/flowchart explains how… If we overlay/impose these experimental data on the theoretical/analytical/simulation result, … 2016/05/25 Academic Writing 7（資料）

Describing graphs As you can see in this graph Please (take a) look at this graph This graph shows/illustrates … On the x-axis/horizontal axis we show the time in seconds from the start of the experiment The y-axis/vertical axis represents the number of … Note that the scale (of the X-axis) is logarithmic The solid/dashed/dotted/thick/thin line shows The blue/red/green line represents Each ・ dot + plus-mark ◊ diamond ✱ asterisk (■filled ☐open) square ○● circle represents a sample 2016/05/25 Academic Writing 7（資料）

transitions In short, Thus, In conclusion, In summary, Therefore, To conclude, To summarize Furthermore, In addition, Moreover In fact, That is, As a matter of fact, For instance, To illustrate, such as In contrast, however, On the other hand Because, since, For this reason, therefore, as a result, consequently First, Second, First of all, Last, after, After that, Before, Next 2016/05/25 Academic Writing 7（資料）

Similarly, Also, Likewise, both…and, alike, the same as, although, while, differ from, though, whereas, Instead of, except, in spite of, even though, otherwise, unless, still, while, yet generally, in general, as a general rule, obviously, naturally, certainly, unquestionably, admittedly, of course, even now, surely, 2016/05/25 Academic Writing 7（資料）

Conclusion Finally, I would like to summarize my presentation Finally, let me summarize/wrap up my presentation I showed you …, …, and …, so I conclude that … In conclusion, I made the following points: first, …, second, …, and third/finally, …. The results I showed you support/reject my original hypothesis that <your hypothesis> … In closing, I’d like to stress/emphasize that … As you can see, there are some good reasons to... I'd like to leave you with the following conclusion: … 2016/05/25 Academic Writing 7（資料）

Opening the Q&A session And with that I have reached the end of my presentation. OK. That bring us to the end of my presentation. Thank you very much for your (kind) attention. Thank you very much (for listening). DON’T say “that’s all” I’d be glad to take/answer any questions now. I'd be glad to try and answer any questions. I believe we have a bit more time for questions and comments now, so please feel free to ask me. The floor is open for discussion. Any comments or questions? Now I am ready to answer your questions, if any. I would like to open the floor for discussion now, so can I have the first question or comment please? (Are there) any questions or comments? 2016/05/25 Academic Writing 7（資料）

Confirming the Question His/her question is … He/she asked me whether … If I understand correctly, his/her/your/the question is … So you ask whether … is that correct? Do you mean to ask … ? May I assume that was a comment rather than a question? 2016/05/25 Academic Writing 7（資料）

If you can’t understand what the questioner says, I’m sorry, could you repeat your question please? (asker will say the same again) I’m afraid I don’t understand your question, could you rephrase it, please? (asker will use different words to say the same) Sorry, could you please slow down a little? (if you cannot catch it because (s)he speaks too fast) Mr. Chairman, could you help me, please? I’m sorry, it is difficult for me to understand your question. Could we discuss it after the session is over? 2016/05/25 Academic Writing 7（資料）

Answering the Question That’s a (very) good/important/interesting question Thank you for bringing up that point Well, I’m glad that you ask (show additional slide you prepared) I’m sorry that I could not make that point clear, but actually … In our research we assume that … so I think you will agree with me that in that case …. Yes, we also believe this is an important point and we are planning to take this into account in our future works. I am not sure, I can look it up for you and get back to you later. I haven’t considered that point yet. Thank you. Thank you for your suggestion. … does that answer your question? Are there any other questions (or comments)? 2016/05/25 Academic Writing 7（資料）

Final advice There are many ways to give a good presentation. Look critically at your colleagues (and at yourself) and learn from them. Choose a style which suits you. And… 2016/05/25 Academic Writing 7（資料）

Practice Practice Practice 2016/05/25 Academic Writing 7（資料）