Preparing your 3MT® Presentation Or, how to make BIG ideas clear, accessible, and engaging Ada...
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Transcript of Preparing your 3MT® Presentation Or, how to make BIG ideas clear, accessible, and engaging Ada...
Preparing your 3MT®
PresentationOr, how to make BIG ideas
clear, accessible, and engaging
Ada SharpeJanuary 2013
Basic info on the 3MT® at Laurier
https://www.wlu.ca/page.php?grp_id=36&p=22924
O Introductory overview of the competition provided in the document “Getting Ready for the 3MT”
Objectives of this workshop
O Provide an overview O Examine the criteria O Suggest 5 steps to help get you
startedO Study the 7 rhetorical moves of a
winning 3MT®O Look at specific examples O Connect you to resources
Your challenge . . .1. To present complex research material in an engaging, compelling way and in a very short period of time
2. To articulate the significance of your research to a broad and non-specialist audience
3. To stimulate your listeners’ interest with your oratory energy and skill
3MT® RulesOne single static PowerPoint slide is permitted (no transitions, animations or movement of any kind)
No additional electronic media or props of any kind shall be used (i.e. no sound and video files, no costumes or music)
Presentations shall be no longer than 3 minutes and competitors exceeding this limit will be disqualified
Decisions of the adjudicating panel are final
What does a winning 3MT® presentation
look like?
Judging CriteriaO A panel of five judges, drawn from across the
Laurier community, will evaluate the 3MT® orations according to a rubric of criteria
O Each category of evaluation is weighted equally
O As the presenter, you need to give each category equal consideration
Comprehension means. . .
O A clear explanation of the research project
O Stating the method and objectives of the research and addressing the evidence
O Clearly articulating the significance of the research in accessible terms
O Organizing your ideas
Engagement means. . .
O Stimulating audience interest in the research
O Presenting the research as significant and purposeful and not trivializing or ‘dumbing down’ content
O Demonstrating enthusiasm O Capturing and engaging audience
attention throughout
Communication means. . .
O Explaining the research in jargon-free language appropriate to a non-specialist audience
O Defining key terms and providing background information
O Speaking at an even pace and giving yourself sufficient time
O Speaking audibly and clearly, and appearing comfortable and confident
Preparing yourself
1. Look at examples of your own writing in which you have developed and expressed the main ideas of your research
O Dissertation/thesis proposals, chapter drafts, abstracts, scholarship applications, term papers, brainstorming notes
Take your writing apart
2. Distill the main problems, issues, and questions addressed by the research
O Highlight and underline key words
O Cut out everything but the most central ideas and evidence
O Ask yourself, why is what I’m saying significant?
Look at the broader picture
3. Step back and observe the broader scholarly conversation on this topic
4. Consider what you are saying in response to this conversation and how your ideas depart from or revise existing research
O Review the most recent contributions to the field
O They say/I sayO How does your
research fit in with what is out there?
Why does this matter?
5. Reflect on the significance of your intervention
O Push every idea by forcing yourself to complete the phrase, “and this is significant because. . .”
The Structure of a 3MT® Presentation
7 Rhetorical Moves
1. HookO Invite your audience into your topicO Offer a point of entry: a common
experience, perception or assumption, a familiar problem, a personal anecdote or human interest story
O Begin with an image or a metaphor for people to latch on to
Many people are familiar with. . . The person on my slide is. . . I used to think that. . . . Imagine you are standing. . .When I was a child, . . . We have all experienced. . .
2. ContextO What is the broader conversation? O Set out what scholars have said about this
topicO What do we already know, understand,
assume? O What are current solutions or approaches to
this problem?
Scholars understand that. . .Much current research focuses on the idea that. . .Research into [this] has laid the groundwork for my thesis that. . . Groundbreaking contributions have revealed that. . .We know that. . . We have tended to assume that. . .
3. InspirationO Your contribution: respond to existing ideas
and research O State the problem, gap, or oversight that
needs to be addressedO Clarify what you seek to understand
through your research and how this addresses the problem, gap, or oversight
I take the approach that. . .This has led me to ask. . .But what about. . . ?How do we address the remaining problem that. . .?Still, I was left to wonder. . .
4. OriginalityO Explain the original contribution you are
making to address the problem or questionO Contrast existing methods with your
innovative approachO Highlight what is different and innovative
about your approach
While many scholars have focused on [this], I examine. . . I suggest that we adopt another perspective. . .My research has revealed evidence otherwiseBut current research overlooks the fact that. . .
5. Process/MethodO Elucidate how you will go about
implementing your original approachO Point to your evidence O Name the actual and theoretical tools
you will use to interpret this evidenceO Summarize what you hope to learn or
have learned from the process
I begin by. . .I do this by. . .Comparing [this] and [this] lets me see. . .I apply. . . I use. . .
6. ComplicationO Address the challenges you have faced in
your researchO Have you faced a major obstacle?O Consider opposing points of view and
biases: what are other ways of approaching this problem?
We still, however, need to think about. . .The problem […] remains unanswered. . .Some might argue at this point that. . .But what about . . .?This has posed a challenge in that. . .
7. ApplicationO At the broadest level, what does your
research help us understand? O What will change in light of the original
knowledge you are forging?
My research lays the basis for. . . My research complicates the common belief that. . .My research offers solutions to. . .My research has application not only in [this] but in the related
areas of. . .My research overturns age-old ideas about. . .My research demands that we see this from another perspective. . .
Winning ExamplesSpot the rhetorical moves
Expressing yourselfO What strengths
do these presentations share?
O Jargon-free languageO Speaking clearlyO Getting to the pointO Being expressive and
creative O Neither over-stating or
under-stating the caseO Emphasizing the
problem and the need for a solution
Writing Support
From February 4 to March 6, 2013:
•Benefit from a one-on-one tutoring session with an experienced writing tutor at Laurier’s Writing Centre to hone your writing and oral presentation skills
To book an appointment: sign up at the January workshops or call or visit the
Writing Centre