Academic Writing 英語でのプレゼンテーション 第8回講義

Presentation on theme: "Academic Writing 英語でのプレゼンテーション 第8回講義"— Presentation transcript:

1 Academic Writing 英語でのプレゼンテーション 第8回講義
2015/5/27 Presentation in English Academic Writing 英語でのプレゼンテーション 第8回講義 2015年5月27日 森村　久美子 准教授 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 Academic Writing 8

2 Delivery (伝える) 自分の持っているものを相手に分かってもらう Show & Tell アメリカの幼稚園
2015/5/27 Delivery (伝える) 自分の持っているものを相手に分かってもらう Show & Tell アメリカの幼稚園 自分の宝物を見せて友達に話す 2015/05/27 Academic Writing 8 Academic Writing 8

3 TED TED.com 2015/05/27 Academic Writing 8

4 Bid to host the Olympic Games
2015/05/27 Academic Writing 8

5 Preparing for a Presentation
Why do you present? Who are you presenting to? What are you going to present? When Where and how? Forewarned is forearmed. 備えあれば憂いなし 2015/05/27 Academic Writing 8

6 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 2015/05/27 Academic Writing 8

7 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 2015/05/27 Academic Writing 8

8 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 2015/05/27 Academic Writing 8

9 Let’s think about your audience 発表は誰に向けておこなうのか
2015/05/27 Academic Writing 8

10 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) 2015/05/27 Academic Writing 8

11 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 2015/05/27
Academic Writing 8

12 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
2015/05/27 Academic Writing 8

13 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) 2015/05/27 Academic Writing 8

14 General Public（一般の人々）
Science club （科学クラブ） Department 研究室. Academic Conference 2015/05/27 Academic Writing 8

15 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 2015/05/27 Academic Writing 8

16 会場分析 2015/05/27 Academic Writing 8

17 会場分析 2015/05/27 Academic Writing 8

18 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 2015/05/27 Academic Writing 8

19 When are you going to present?
2015/05/27 Academic Writing 8

20 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) 2015/05/27 Academic Writing 8

21 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　 2015/05/27 Academic Writing 8

22 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 2015/05/27 Academic Writing 8

23 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 2015/05/27 Academic Writing 8

24 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？ 2015/05/27 Academic Writing 8

25 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？ 2015/05/27 Academic Writing 8

26 How many people can you persuade?
話術がある 話題がある 2015/05/27 Academic Writing 8

27 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 2015/05/27 Academic Writing 8

28 How do you present? 2015/05/27 Academic Writing 8

29 Weak points common in Japanese people
アイコンタクト ジェスチャー 構成のメリハリ 3-5秒、カリスマは7秒のアイコンタクトが必要 天井を見ない、スクリーンに話さない 目だけでなく体全体を向ける 突っ立ったままではなく　　　　　 会場に見合ったジェスチャーを 聴衆は初めてスライドを目にする 　　　自分は何度も見ているが 2015/05/27 Academic Writing 8

30 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 2015/05/27 Academic Writing 8

31 Eye Contact Screen presenter listener point look look Listen Talk PC
2015/5/27 Eye Contact Screen point look PC Listen Talk presenter listener look 2015/05/27 Academic Writing 8

32 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 2015/05/27 Academic Writing 8

33 Academic Presentation for UEHAS
2015/5/27 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 2015/05/27 Academic Writing 8

34 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 2015/05/27 Academic Writing 8

35 Picture of Diversity 2015/05/27 Academic Writing 8

36 Global Communication みんなが基本的に異なる(diversity)という前提 言語、髪の色、肌の色、目の色、文化、宗教
　言語、髪の色、肌の色、目の色、文化、宗教 日本ではみんなが同じ考え方をするという前提 　　元来言葉少なく 　　加えて英語が苦手 100×0.8×0.5=40 考えの8割が言葉になり、その5割が理解される →伝わるのは4割 2015/05/27 Academic Writing 8

37 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 2015/05/27 Academic Writing 8

38 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 2015/05/27 Academic Writing 8 Source: Ellis, G. & B. Sinclair (1989). Learning to learn English. Cambridge: Cambridge University Press.

39 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… 2015/05/27 Academic Writing 8

40 Your presentation has started before you even say a word
2015/5/27 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 2015/05/27 Academic Writing 8 Academic Writing 8

41 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) 2015/05/27 Academic Writing 8

42 Slide Design

43 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) p 2015/05/27 Academic Writing 8

44 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 2015/05/27

45 Images Images + text = strong message
Careful with background images (full bleed might work well instead) Asymmetry attracts attention 2015/05/27 Academic Writing 8

46 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

47 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

48 INTERNATIONAL JOURNAL OF TOURISM RESEARCH
Int. J. Tourism Res. 6, 251–261 (2004) Published online in Wiley InterScience ( DOI: /jtr.486 ,Cruise Ship Passenger Spending Patterns in Pacific Island Ports Ngaire Douglas1,* and Norman Douglas2 2015/05/27 Academic Writing 8

49 53 million people cruising in the past decade 2015/05/27
Academic Writing 8

50 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 2015/05/27 Academic Writing 8

51 2015/05/27 Academic Writing 8 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 2015/05/27 Academic Writing 8

52 2015/05/27 Academic Writing 8

53 Chart Flow chart 2015/05/27 Academic Writing 8
Fig A pie chart looks like a pie. The pie chart has 3 "sectors" ("slices" or "shares"). The purple sector makes up 50% of the total. Flow chart 2015/05/27 Academic Writing 8

54 Structure & Content

55 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 2015/05/27 Academic Writing 8

56 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 2015/05/27 Academic Writing 8

57 Presentation Flow Outline Introduction Body Conclusion Summary Q and A
2014/12/05 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 2015/05/27 Academic Writing 8 岡山大学上級技術英語9

58 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 2015/05/27 Academic Writing 8

59 Use Excel Sheet 2015/05/27 Academic Writing 8 Title Item Group
Conclusion How to give a Good Presentation プレゼンテ何？ 伝える General Presentation Delivery What's presentation どんな例が？ TED なんでいいの？ How many people どんな準備をする？ 準備 Presentation starts いつ when どこで where 何を なんで？ Why 誰に？ to whom いかに？ How 日本人が特に苦手なこと 気を付けること weak points eye contact アイコンタクトの練習 practice ジェスチャー・姿勢 gesture/posture ユーモア ice break/humor 態度 attitude 時間 important points punctuality ３要素 3 elements 自己紹介　なぜ self-introduction 自己紹介　設定 自己紹介　練習 アカデミックプレゼン Academic Presentation academic presentation 目的 構造 structure purpose 流れ flow ストーリー story board 論理構造 logical structure 木構造 tree structure ブレスト brainstorm カード式 index card エクセル excel sheet まずはじめに 部分ごとに parts to start with アウトライン outline イントロ introduction ボディ body 結論 conclusion Q&A Q & A つなぎ言葉 transition words 終わり方 How to close 覚えた方がいいか 覚えるのか Check up Finish/rehearsal Remember? 声に出して Read it loud 失敗を避けるために avoid falure ＩＥＥＥのチェックリスト チェックリスト IEEE チェックシート check sheet check list リハーサル Rehearsal フィードバック Feedback 間違いやすいこと 注意点 Mistakes 配布資料 Handouts まさかの時に Just in case 図や写真 ビジュアル Details to enhance visuals 適切に使う visual aid ソフトウエア software フォント　サイズ Font size フォント　スタイル Font style フォント　サンセリフ 色 color 色の印象 color impression グラフ・表 graphs & charts 音 その他強調 sound 例 examples 繰り返し repeat Use Excel Sheet 2015/05/27 Academic Writing 8

60 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
2014/12/05 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 2015/05/27 Academic Writing 8 岡山大学上級技術英語9

61 Paper vs. Presentation Paper Presentation 伝達方法 One way Interactive
反復可能性 一覧性, repeatable 一過性、unrepeatable グラフ表示 details 強調したい部分のみ 表 thorough clear 文の長さ 13 words/line ４，５ words/line 専門用語 usable 聴衆による feedback no yes 読者・聴衆 uncountable present 2015/05/27 Academic Writing 8

62 Balance between slides and script
スライド1枚で１、2分を目安に作成 パラフレーズする 主語を入れる 書かれていない部分の補足 理由を述べる つなぎことば(transition words)を上手く使う 2015/05/27 Academic Writing 8

63 Transition words つなぎ目は次に進む前に、前の部分をまとめるチャンス 前のポイントを聞いている人たちが消化できる余裕を与える
疑問からスタートしひとつの質問に答えることが次の疑問へ、その答えがまた次の疑問を生む つながりがいいとよく準備された感じがする 何度も見直し口に出す アウトラインを検討する 2015/05/27 Academic Writing 8

64 Body (transitions) So far, we have reviewed/looked at …
Getting back to the problem of … Now, let’s move on to the next point. This leads us to another question of … Having explained/discussed…, next, let’s have a look at… Using this method/algorithm we can now solve/calculate/estimate… As you have seen …, but how about …? So I have explained the theory, but does it work in practice? So, let me show you an example now. To solve this problem, we need a method which is …. Let me show what we came up with. 2015/05/27 Academic Writing 8

65 How to close 終わりの言葉は考えておく これまでの本論・結論をかるくまとめ、 キーフレーズをはさんだ印象的なことを言って終わる
これまでの本論・結論をかるくまとめ、　　　キーフレーズをはさんだ印象的なことを言って終わる 　→心に残る　Take home message That’s allと言わない. Thank youでよい 2015/05/27 Academic Writing 8

66 Q & A (質疑応答) 自分がコントロールする ・予想される事態に対処できるよう準備 10-20の質問と回答を準備しておく
・Does anyone have questions for me? 一緒に手を挙げ一歩前に出る The presentation is now open for discussion. Any comments or questions? ・質問者と会場をコントロール　(60-40) 2015/05/27 Academic Writing 8

67 If you still cannot answer Q
チェアマンに助けを求める あとでロビーでゆっくりと話すと分かる 図や表や写真などを見せると分かってもらえることもある 通訳を介して話す メールアドレスを聞いてあとで返答する I’m sorry, it is difficult for me to understand your question. Could we discuss it after the session is over? 2015/05/27 Academic Writing 8

68 練習 2015/05/27 Academic Writing 8

69 Read it loud If you read it only to yourself,
頭の中では分かっていても言葉に出すのが難しい概念に気づかない 説明に使う具体的な言葉を用意しておく 具体例を入れる準備をする 入れ替えたほうがよい順番が見つかる つなぎ目の必要性がよく分かる 2015/05/27 Academic Writing 8

70 Should I remember the script?
Read Outline in details Outline with keywords Rough outline Keyword Recite Ask native speakers to check your speech 2015/05/27 Academic Writing 8

71 To avoid failure Don’t put too much information あまりにもたくさんの内容
　　あまりにもたくさんの内容　 　　あまりにも専門的な内容 　　　▷あなたが知っていることを聴衆が必ずしも 知っているとは限らない 　　　▷知っていることからはじめて徐々に専門的に 　　　▷用語やコンセプトはそのつど説明する 2015/05/27 Academic Writing 8

72 Rehearsal １）Slide and script check 最も言いたいことは何か ２）Visual check
　内容、話し方、言い回し、論理は通っているか、 　最も言いたいことは何か ２）Visual check 　映り具合　色は画面とスクリーンで異なる 　文字と背景のバランス 　フォントの大きさ　会場にマッチしているか ３）Lighting check 　画面がよく見えるか、自分が見えるか 2015/05/27 Academic Writing 8

73 Technique by IEEE Use eye contact
Develop a positive attitude and relaxed style. Don’t read your paper. Don’t memorize your paper. Be enthusiastic about the topic. Don’t hide behind a tangled web of technical terms. Institute of Electrical and Electronics Engineers David F. Beer, Writing and Speaking in the Technology Professions, IEEE Press, 1992 2015/05/27 Academic Writing 8

74 What if I forgot what I want to say?
What if I forgot what I want to say? Good Use Index cards Look at PC screen Look at handout Look at Projection screen Look at the ceiling and try to think Bad 2015/05/27 Academic Writing 8 Academic Presentation 1

75 Practice Practice Practice 2015/05/27 Academic Writing 8

76 Virtual “coffee” break
知らない人にも話しかけよう クラス番号 教室 インストラクター グループごとに座る 誰がe-bagを324から取ってくるか決める 発表できない場合は、責任を持って誰か代わりを探す 　　 我々にも伝えてください 出席にチェックをする

77 Class 1 Class2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8
PODIUM Class 1 Class2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 誰がe bag を 324 からとってくるか 発表できない週は責任を持って誰か代わりを探す 我々にも伝えてください 2015/05/27 Academic Writing 8

78

79 Presentation practice in groups
First round: 6/3, 6/10, 6/17 Second round: 6/24, 7/01, 7/15 x 8 class 3 undergrad 4 graduate screen Instructor 2015/05/27 Academic Writing 8

80 Flow of the class 6回のプレゼンに必ず出席すること（自分の発表でなくても）
出席できない場合はメールを PDF fileをインストラクターに発表前の金曜日までに送る (メールアドレスはシラバスに記載、グループごとに異なる) 発表者はプレゼンテーション（PPT)を準備しhandoutsをメンバー＋2人分印刷して持ってくる E-bagを8号館324から取ってくる (caution: hard to find) 一日に3-4 presenters　(10min +10min Q&A+advice). 毎回2 comments and 2 questionsを行うのは必須 E-bagをofficeに返却する(assigned person) 2015/05/27 Academic Writing 8

81 E-bag cables PC Bell Timer Projector 2015/05/27 Academic Writing 8

82 Syllabus Check this handout! 2015/05/27 Academic Writing 8

83 Presentation topic Master & Doctor students: Bachelor students:
research topicについて発表する Bachelor students: 2 順目の発表 (July): おなじトピックについて発表する インストラクターやグループメンバーのフィードバックやコメント、Q&Aや反省を元に改善したもの Know your audience:  General engineers, not specialists! 2015/05/27 Academic Writing 8

84 Evaluation See separate handout プレゼンの評価には、このフォームが用いられる （内容を知っておくこと）
一回目と2回目の評価の差も大きく考慮する See separate handout 2015/05/27 Academic Writing 8

85 Handouts 2015/05/27 Academic Writing 8

86 MS PowerPoint features
There are many ways to make a handout from slides Print menu Save & Send menu 発行 Microsoft Word で 配布資料を作成 Use the “Scale to fit paper” option! 2015/05/27 Academic Writing 8

87 (How) should we use a “Progress Bar”?
Introduction (How) should we use a “Progress Bar”? 87 2015/05/27 Academic Writing 8

88 The Closing Slide 2通りのスタイル: “Conclusions” slide
….. Future plan 2通りのスタイル: “Conclusions” slide “Thank you”, “Q&A” slide “Conclusions” slide, 聴衆はQ&Aの間参照できる. “Thank you” slide, your contact detailsを書く どちらであっても“Thank you”!といって終わる Thank you! Your name & address 2015/05/27 Academic Writing 8

89 Check your class Let us know:
発表の順番を代わってもらったときはインストラクターと　こちらのオフィスにも連絡すること （空き時間ができてしまうとみんなに迷惑をかける） E-bagを誰が8-324に取りに来るのか? （みつけにくいところにあります） 2015/05/27 Academic Writing 8

90 Useful links "How to give a good research talk“ by Simon Peyton Jones, John Launchbury, John Hughes, SIGPLAN Notices 28(11), Nov 1993. “A short guide to the oral presentation in English” by Martha Grand. Ecole Nationale Supérieure d'Ingénieurs Electriciens de Grenoble (ENSIEG) “Presentation Phrasebook” by Patrick McMahon. EnglishforUniversity.Com “Successful Oral and Poster Presentations” by J.W. Niemantsverdriet. European Federation of Catalysis Societies (EFCATS) 2015/05/27 Academic Writing 8

91 Useful Expressions 2015/05/27 Academic Writing 8

92 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 2015/05/27 Academic Writing 8

93 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. 2015/05/27 Academic Writing 8

94 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> 2015/05/27 Academic Writing 8

95 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 2015/05/27 Academic Writing 8

96 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 … 2015/05/27 Academic Writing 8

97 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 2015/05/27 Academic Writing 8

98 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 2015/05/27 Academic Writing 8

99 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, … 2015/05/27 Academic Writing 8

100 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 2015/05/27 Academic Writing 8

101 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 2015/05/27 Academic Writing 8

102 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, 2015/05/27 Academic Writing 8

103 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: … 2015/05/27 Academic Writing 8

104 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? 2015/05/27 Academic Writing 8

105 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? 2015/05/27 Academic Writing 8

106 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? 2015/05/27 Academic Writing 8

107 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)? 2015/05/27 Academic Writing 8

108 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… 2015/05/27 Academic Writing 8

109 Practice Practice Practice 2015/05/27 Academic Writing 8