Oral presentation of scientific research article/paper

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Oral presentation of scientific research
article/paper

• Designed, written and presented by
• Saeed Zarein-Dolab PhD
• E-mail sdolab_at_yahoo.com
• szarein_at_sbmu.ac.ir

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• 1. PREPARATION AND PLANNING
• 2. STRUCTURE OF AN ORAL PRESENTATION
• Introduction
• Body
• Conclusion
• 3. Dealing with questions
• 4. Body Language

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1. PREPARATION AND PLANNING

• What is the aim?
• W ho am I talking to?
• How much they know about the topic?
• What are they interested to know?
• What are the points I want to make?
• How many people are there?
• How big is the room?
• What tools do I need?
• when
• How long

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2. STRUCTURE OF AN ORAL PRESENTATION

• Introduction (3 slides Introducing yourself,
  finding/purpose/question, outline)
• Body (introduction 0-8, materials methods 1-10,
  findings 1-20)
• Conclusion, recommendation (1-4 slides)

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2. STRUCTURE OF AN ORAL PRESENTATION introduction

• Getting the audiences attention and signaling
  the beginning
• Greeting the audience
• Introducing oneself
• Giving the title and introducing the subject
• Reason for choosing the title
• Announcing the duration of the presentation

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• Stating the objectives (purpose, aim, goals)
• Presenting the outline
• Announcing the possibility of commenting or
  asking questions

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Qualitative analysis of first drafts of
manuscripts written in article writing workshops
in an EFL context PresenterSaeed Zarein-Dolab
PhDAssociate ProfessorShahid Beheshti Medical
University Tehran-Iran
5th EATAW Conference, 2009The Roles of Writing
Development in Higher Education and Beyond
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Evaluating the modular education in higher
education, developing a modular educational
framework and predicting its applicability in
clinical education

• Hamideh Reshadatjoo
• PhD in Higher Education
• Islamic Azad University Science and Research
  Branch
• Saeed Zarein-Dolab (The presenter)
• PhD in TEFL
• zarein_at_sbmu.ac.ir
• Shahid Beheshti University Medical Campus,
  Tehran, Iran

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Getting the audiences attention and signaling
the beginning

• Right. Well. OK. Erm, Good, Fine, great.
• Shall we start?
• Lets begin.
• Can we start?
• Lets get the ball rolling.
• Lets get down to business

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Greeting the audience

• Hello
• Good morning (up to 12)
• Good afternoon (from 1201-18)
• Good evening (from 1801 onwards)
• NO GOOD NIGHT
• Hello fellow colleagues thank you for your kind
  attention
• Ladies and gentlemen

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Greeting the audience (continued)

• Members of the jury
• Members of the board
• Mr chairman/chairwoman

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Introducing oneself

• Name, position, university, city and country
• Good afternoon ladies and gentlemen, let me
  introduce myself, my name is Saeed Zarein-Dolab
  PhD and I am an associate professor of Shaheed
  Beheshti Medicall university in Tehran-Iran.

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• Good morning everyone, Id like to start by
  introducing myself. My name is Dr. Saeed
  Zarein-Dolab. I am an associate professor of
  English language in Shaheed Beheshti Medical
  University in Tehran-Iran.
• XXXX I am the head of medical school of
• XXX I am researcher from . Ive been working on
  the subject now for 10 years..
• Ive had wide experience in the field of .

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• Good morning, my name is Saeed Zarein-Dolab. I
  am a PhD student at Bristol University and I
  would like to talk to you about some of my
  findings in a study I did on XXXXX

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Other examples

• Ladies and gentlemen,
• I would like to talk about XX
• I would like to report on a research conducted on
  XXX in Iran in 2010
• I would like to thank the authorities of this
  seminar specially Dr Broadfoot for providing this
  opportunity for me to present the results of a
  research study conducted on XX

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• Ladies and gentlemen
• It is my great pleasure to report on my research
  conducted on
• I am very much pleased to have this opportunity
  to present/report/share my experiences on X on Y
  in Z with you in this seminar.
• I would like to thank you for participating in
  this oral presentation and I hope you do not get
  bored. This oral presentation is about
• I am pretty sure you would be excited at the end
  of this presentation .

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The host introducing the guest speaker

• Ladies and Gentlemen, I am very pleased and proud
  to introduce Dr XXX who is a lecturer in XXX
  university. He is known for his extensive
  research on .
• Now Ill turn the floor over to todays speaker.

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Giving the title and introducing subject

• I plan to speak about .
• Today I am going to talk about
• The subject of my today presentation is ..
• The theme of my talk is
• Ive been asked to give you an overview of ..
• I d like to reflect on the results of my
  research on xxxx conducted in Tehran-Iran in
  2004.

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Reason for choosing the title

• I have chosen to speak about this topic because
• I was asked to speak about this because ..

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Announcing the duration of the presentation

• I will not speak more than 20 minutes
• I have limited my presentation/speech to 10
  minutes
• My talk will last about 20 minutes.
• I will speak about 12 minutes

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The question

• Is it possible to improve faculty members
  research writing ability through a two-day
  workshop? And if yes, how successful it would be?

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The purpose

• To evaluate the present and the ideal situation
  of modular education
• To develop a Modular Educational Framework for
  higher education
• To seek the consensus over the applicability of
  the framework in higher education and medical
  education

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The purpose

• The main purpose of the study was
• to examine the relation between X and
• Y in X patients
• The specific aims were
• 1. to
• 2.

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Stating the objectives (purpose, aim, goals)

• My purpose in presenting this paper is to give
  you a solid background on the subject of XXXXXX
  (so that
• What I would like to do today is
• to explain how we can reduce risk of
• to illustrate how economy changes when
• to give you the essential background information
  ..
• to have a look at how different teaching
  approaches affects students performances on ..

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• What I want my listeners to get out of my speech
  is
• How different teaching approaches affect
  students performances on
• If there is one thing Id like to get across to
  you today is
• That how different
• To explain how different

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Your outline

• Your outline should be about 4-8 points
• The outline should be of the same grammatical
  structures

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• Three slides
• Title page
• Purpose/ finding/objectives/question
• Outline

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Outline (3)

• The outline of the presentation
• methods of teaching
• Data collection/treatment
• Results
• conclusion

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Outline

• The problem / the need for the study
• Data collection
• Participants
• Method of analysis
• Findings
• The actual presentation of the framework
• Conclusion
• suggestions

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• I have broken my speech down/up into four parts.
  At first I explain about different methods of
  teaching. Then I describe how students were
  selected and data was collected. In the third
  part, I present the results of the analysis and
  at the final part I talk about the conclusion of
  the research.
• I have divided my presentation up into four parts
  ..

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• In the first part I will give a few basic
  definitions of
• In the next section I will explain
• In part three, I am going to show ..
• In the last part I would like/want to give a
  practical example .

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Announcing the possibility of commenting or
asking questions

• Id ask you to save your questions for the end.
• There will be plenty of time at the end of my
  presentation for a discussion
• You may interrupt me at any moment to ask
  questions or make comments
• Please stop me if you dont understand any thing
  I say but could you keep any specific questions
  until after Ive finished.

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Making a transition between introduction and the
body

• Now let us turn to point one.
• Let us now move to second point, which is, as I
  said earlier, about (the data collection)

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• 2. STRUCTURE OF AN ORAL PRESENTATION the body

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Body

• In most cases you will have to limit the content,
  as time is usually precious!
• Introduction (0-4slide)
• Known (optional)
• The problem or unknown
• Purpose/question
• Material and method (1,10 slides)
• Data collection
• Procedure

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Introduction

• The importance of modular education
• Literature on ME
• The purpose of the study

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Stating the problem

• Modular education has been of much attention but
  little is conducted to
• Show the actual dimensions
• The relevant indices
• The general framework to conduct it more
  efficiently

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The materials and methods

• It can be divided into 1-10 slides
• Data collection, patient selection, questionnaire
  design, criteria for the selection of the XXX,
  preparation
• Procedure, treatment, surgery, intervention,

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Data collection

• 1. A general survey of the documentations of
  modularization in Iran and the world
• 2. Questionnaires
• A. the authorities/lecturers in modular education
• B. students in modular education
• C. open ended questionnaire
• 3. Interview
• 4. Field observation

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Selection of the plants

• The plants
• Quantity
• The average age
• Number of buds
• Environment
• Climatic conditions

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Materials methods

• The data were collected through three stages
• Stage one selecting the participants
• Stage two preparing them for the exam
• a.
• b.
• 3. Stage three sitting for the exam

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How the study was conducted

• The selection of the patients
• The preparation for surgery
• The procedure of the surgery
• The recovery

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Materials methods (procedure)

• The surgery was conducted through three stages
• Stage one
• Stage two
• a.
• b.
• 3. Stage three

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Stage one selection of the participants

• The following criteria were used for the
  selection of the participants
• Age (20-25)
• Education
• Economical status
• Marriage

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Materials methods

• Methods of assessing the students ability
• Multiple choice questions
• Cloze test
• Recall in first language

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findings

• It can be divided into 1-20 (or even more)
  slides.
• The discussion is also done on the tables, or
  figures
• The important lines or cells should be
  highlighted

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• Results (1-20)
• The purpose (optional)
• What was done
• The results / graphs/charts
• Conclusion (1-4 slides)
• The answer
• Recommendation

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• The present situation
• indices Mean SD n t p
• General designing
• of modular sytems 2.35 0.53 75 5.51 0.01
• Features of modules 2.33 0.71 77 4.08 0.01
• Components of modules 2.48 0.59 79 7.67 0.01
• Student admission 3.24 0.75 95 3.08 0.01
• Feedback 2.17 0.73 81 10.15 0.01
• Evaluation and
• accreditation of materials 2.28 0.68 73 8.92 0.01
• Management and recruitment 2.75 0.77 91 3.01 0.08
• Reengineering of
• the modules 2.50 0.88 91 5.34 0.01
• Graduation 2.67 0.84 82 4.08 0.01

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• The ideal situation
• indices Mean SD n t p
• General designing
• of modular sytems 2.35 0.53 75 5.51 0.01
• Features of modules 2.33 0.71 77 4.08 0.01
• Components of modules 2.48 0.59 79 7.67 0.01
• Student admission 3.24 0.75 95 3.08 0.01
• Feedback 2.17 0.73 81 10.15 0.01
• Evaluation and
• accreditation of materials 2.28 0.68 73 8.92 0.01
• Management and recruitment 2.75 0.77 91 3.01 0.08
• Reengineering of
• the modules 2.50 0.88 91 5.34 0.01
• Graduation 2.67 0.84 82 4.08 0.01

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• The comparison between the ideal and present
  situations
• indices Mean SD n t p
• General designing
• of modular sytems 2.35 0.53 75 5.51 0.01
• Features of modules 2.33 0.71 77 4.08 0.01
• Components of modules 2.48 0.59 79 7.67 0.01
• Student admission 3.24 0.75 95 3.08 0.01
• Feedback 2.17 0.73 81 10.15 0.01
• Evaluation and
• accreditation of materials 2.28 0.68 73 8.92 0.01
• Management and recruitment 2.75 0.77 91 3.01 0.08
• Reengineering of
• the modules 2.50 0.88 91 5.34 0.01
• Graduation 2.67 0.84 82 4.08 0.01

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The oral presentation of the findings slides

• As you can see in table one, there is a
  significant improvement in XXXX, this improvement
  may be due to several factors such as a, b, c,
  and d (presented in another slide)
• As it is completely clear from this diagram, the
  incidence of the disease increases in winter and
  usually there is a sharp decrease in summer.
  This is possibly explained by the fact that .
• This picture shows the distribution of the
  patches around the chick, as you can observe the
  patches are more colorful and .
• This has also been observed in other studies

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Filling the gaps when changing the slides, etc

• Let's look at the current distribution of the
  market, as you can see...
• I'm going to show you now the most recent figures
  available...
• My next slide concerns the method by which...

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Pointing to important points in the slides

• The first line of figures is the most
  revealing...
• Please Notice/observe how the increase has had an
  effect on the...
• What is important here is the way that...

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Emphasizing/highlighting

• Indicating something is important
• The important thing to remember is...
• The essential element is...
• Stress verbs with your voice.
• We experimented with the concept over a period of
  three years.

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• Add auxiliary verbs for emphasis.
• We did see a noticeable difference.
• Change the word order
• What I'd like to show today is the difference
  between the two products.
• Good it may be, easy it isn't.
• Repetition
• As I've said before...
• Let me repeat

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Reviewing the question and providing answer
(conclusion)

• I'd like to summarize/sum up the results of the
  research. At first
• At this stage I would like to run through/over
  the main points.
• So, as we have seen today.marriage contracts
  provide certain obligations
• As I have tried to explain this morning
  pathoplastic influences of adolescence may color
  the symptomatology of certain psychiatric
  diseases developed in teenagers. Thus certain
  psychiatric disorders such as psychosis may
  appear asymptomatic during adolescence.

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conclusion

• It usually has one to four slides
• In conclusion the answer to the question of the
  study is that
• The implications of what has been discussed are
  first . second

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Conclusion/recommendation

• According to the results of the study
• Recall in mother tongue is the best method of
  assessing reading comprehension
• Recall assessment is best conducted by using
  Bernhart analysis
• We recommend that
• Reading be assessed through recall in mother
  tongue
• The texts used in the classes be related to the
  students field of study

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Conclusion

• According to the results of the study
• Recall in mother tongue is the best method of
  assessing reading comprehension
• Recall assessment is best conducted by using
  Bernhart analysis

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Recommending

• As a result we suggest that
• In the light of what we have seen today I suggest
  that...
• My first proposal is...
• According to the results I mentioned earlier We
  recommend that

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Concluding

• In conclusion I would like to say that...
• My final comments concern...
• I would like to finish by reminding everyone
  that...

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Announcing about the handouts/text/etc

• I've prepared a slim folder of the proposals...
• In the sheets that are now being distributed you
  will find a breakdown of the...
• You will be provided with a handout of the
  presentation.

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Thanking the audience

• I would like to thank all of you for your
  attention
• Thank you for listening to my presentation
• My sincere thanks and appreciation to all the
  participants in this presentation.
• My sincere thanks and appreciation to all the
  audience.

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Dealing with ideas

• Quantity
• Sequencing the ideas
• Linking ideas
• Signaling where you are
• Referencing to the other parts of the
  presentation
• Listing information
• Presenting the options
• Linking ideas
• Rhetorical questions
• Strategies which free attention resources

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Quantity

• How much information should you give? Enough to
  clearly develop your ideas.
• Dont forget to illustrate through examples.

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Sequencing your ideas.

• Here are a few possibilities for organizing your
  ideas logical chronological order from general
  to specific from known to unknown from accepted
  to controversial cause/effect problem/solution.
  
• Whatever sequencing you choose, the headings
  should be all of the same grammatical form.

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Linking ideas

• That's all I would like to say about... (subject
  of part A) and now let us turn to ....
• Now that we've seen... let us turn to

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Signposting or signaling where you are.

• Now that we have looked at the differences
  between A and B, lets consider the differences
  between C and D.
• After having a clear idea about what the first
  teaching method is, lets turn to the second
  method which is .

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Referencing to the other parts of the presentation

• As I said earlier
• This is what we will discuss later in the
  conclusion.

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Listing information (oral presentation)

• There are three things we have to consider one,
  two, and three.
• A, B, C.
• Now let us look at the first aspect which is...
• First of all,
• In the first place

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Presenting the options (oral)

• There seem to be two possible ways of testing
  students ability, Multiple choice questions and
  Cloze test. Lets discuss about the first method.
  
• There seem to be two possible ways of dealing
  with this...
• We've looked at this from the point of view of
  the manufacturer but what about if
• A number of options present themselves at this
  point....

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• What exactly are the benefits?
• On the plus side we can add...
• This is not the only weakness of the plan...
• We cannot ignore the problems that such an action
  would create...
• We do not need to concern ourselves with
• Of lesser interest are

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Linking ideas, sections/making transitions

• That's all I would like to say about... (subject
  of part A) and now let us turn to ....
• Now that we've seen... let us turn to

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Rhetorical questions

• What is a rhetorical question? A question that
  you ask without expecting it to be answered. Why
  use such a question? In using such a question the
  speaker appears to be having a dialogue with the
  listeners. It also should catch their attention.
• Have you ever seen/heard/experienced...?
• How can we explain this?
• What does that mean?
• What can be done about that?
• What does this imply for you, as a consumer?

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Strategies which free attention resources

• Reducing the number of words spoken in a minute
  to 50-100 words
• Using rhetorical questions
• Pausing in the middle of presentation
• Repeating certain predetermined memorized
  sentences
• Related to the study
• Stereotyped sentences

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How to be more precise, clear and concrete

• To give an example
• To rephrase
• To summeraize
• To emphasize
• To refer to what you have said
• To refer to you will say
• To refer to what experts say
• To refer to common knowledge

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1. To give an example

• Now let's take an example.
• An example of this can be found...
• To illustrate this
• Let's see this through an example.
• For example,
• For instance,
• e.g.

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2. To rephrase

• Let me rephrase that,
• In other words
• Another way of saying the same
• thing is
• That is to say
• i.e.

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3. To summarize

• To summarize
• To sum up,
• Let me summarize by saying
• So that concludes my overview
• In conclusion
• Briefly said
• In short,
• What I've tried to show in this part...
• To recap what we've seen so far...

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4. To emphasize

• What is very significant is...
• What is important to remember...
• I'd like to emphasize the fact that...
• Id like to stress the importance of...
• to highlight...
• to underline...
• What I tried to bring out...
• What we need to focus on...

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5. To refer to what you have saidpreviously

• As I have already said earlier...
• As we saw in part one...
• To repeat what I've said already

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6. To refer to what you will say

• We will see this a little later on.
• This will be the subject of part 3.
• We will go into more detail on that later.
• For now, suffice to say...

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7. To refer to what an expert says

• I quote the words of ...
• In the words of
• According to...
• Here I'd like to quote
• As Dr. X says in his book...
• There is a famous quotation that goes...

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8. To refer to common knowledge

• As you all may well know...
• It is generally accepted that...
• As you are probably aware (of)...
• It is well substantiated that
• It has been well stablished that
• It has been addressed that
• It has been proved that

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• Thank you for your attention
• I am ready to answer your questions

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Dealing with questions

• I'd be happy to answer any questions....
• If there are any questions please feel free to
  ask.
• Thank you very much for your attention and if
  there are any suggestions or comments I would be
  happy to hear ..

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Dealing with questions when not understood

• Could you repeat the question?
• Could you rephrase your question?
• Could you put your question into other words?
• I assume by asking this question you mean .
• I reckon you mean .
• I hope I have not got you wrong, by this question
  you mean that .

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Dealing with difficult questions buying time to
think (delay strategy)

• Just a minute please. What is a...?
• How can I put it?
• I'm glad you asked that question.
• That's a good question/point/remark.
• Can I answer that question later?
• Could you repeat your question?
• Could you put your question into another word?

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• Could you rephrase your question?
• Would you put your question in writing?
• Could you write it down and hand it over to me?
• If you dont mind please use capital letters.
• What do you think about this question?
• Is there anyone to have an answer to this
  question?
• I will provide you with a copy of the article in
  which you can find the answer to your question.
• You can find the answer to your question in the
  handouts.
• Could I answer your question after this
  presentation?

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Dealing with difficult questions admitting or
providing alternative

• Admit that you are not responsible.
• I saw that in the work of
• Agree but give an alternative point of view
• I agree with you but there is another way of
  looking at it.

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Positive body language

• eye contact to keep audiences' attention
• facial expressions should be natural and
  friendly. Don't forget to smile.
• raise eyebrows to show surprise
• open eyes wide
• squint your eyes

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• knit your eyebrows to show consternation or
  puzzlement
• Ø posture stand straight but relaxed (do not
  slouch or lean)
• Ø movement - to indicate a change of focus, keep
  the audience's attention
• move forward to emphasize
• move to one side to indicate a transition

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• gesture
• up and down head motion or other movements to
  indicate importance
• pen or pointer to indicate a part, a place (on
  a transparency /overhead slide).
• shrug of the shoulders to indicate "I don't
  know!"
• hands - back and forth two possibilities,
  more or less
• arm - movement back, forth

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Negative body language

• Ø loss of eye contact looking at notes, looking
  at screen, at the board, at the floor
• don't stare, or look blankly into people's eyes
• swaying back and forth like a pendulum
• back turned to the audience
• nervous ticks
• hands in pockets

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Differences between the oral presentation and the
manuscript of your article

• The headings
• Some extra information
• Omitting main part of the introduction and
  discussion
• Selection of main findings