Presentation 2

Marking Criteria

- Clarity of presentation

- Understanding of the tutorial reading demonstrated by identification of key concepts and arguments (in presentation and/or discussion)

- Clear description of case study and key findings (in presentation and/or discussion)

- Use of aids (hand-outs, slides etc.) to support class understanding

- Evidence the presentation/discussion provided the information needed for the rest of the class to complete their notes on the reading (see portfolio assessment 3)

- Ability to relate the article to SOC251 content and to broader topics of science and society (e.g. through class discussion)

- Evidence of research and planning for the guided discussion

- Effort to engage quiet as well as talkative students

[Although students are graded on style as well as content, content should always take precedence over style; therefore, PowerPoint and other presentation aides should be used to enhance a good/clear presentation, not instead of it.]

Length

10–15-minute presentation + 5-10-minute guided class discussion

Weighting

15%

Assessment Due

13 Mar 2023 (In your assigned tutorial in Session Week 3) 24 Apr 2023 (In your assigned tutorial in Session Week 8) 01 May 2023 (In your assigned tutorial in Session Week 9) 15 May 2023 (In your assigned tutorial in Session Week 11)

Presentation weeks will be allocated in the tutorial of week 1

Type of Collaboration

Group work

Style and format

Presentation and guided class discussion during Zoom online class.

In each of the four presentation weeks, 2 groups of students will be given a 20-25-minute slot to share their understanding of the class readings for that week (1 reading per group of 2-3 students). They can give a full presentation, then run a guided discussion, or they can have shorter discussions interwoven in the presentation (keeping to the length guide above).

By the end of the presentation and discussion, the whole class should have a good understanding of the reading and be able to fill in the ‘notes on reading’ (see assessment 3). Presenters are also strongly encouraged to get other students to think of the relevance of the reading to other case studies, or to contemporary issues.

Assessment submission

In Class

Assessment return

Verbal feedback will be provided at the end of class

Detailed information

Presentation

The presentation should critically assess the main argument(s) made by the author(s) of the reading.

As a guide, presentations might consider the following questions:

- What is the topic of the article? What example/case study does it discuss?

- What are some of the core conceptual/analytical points? Or is it an overview article?

- What is/are the main arguments/s of the article?

- What data, if any, are drawn upon? What methodological approach is used?

- Drawing on this week’s lecture and personal experience/knowledge, how convincing do you find the main argument(s)?

Other things to consider:

- Does this article fit in/contradict/deepen our understanding of other issues covered in previous lectures and tutorials?

- How does this article fit in with the broad topic of ‘biotechnology and genetics in society’?

- What issues does this article raise that the class could discuss?

Guided discussion

Part of giving a presentation involves making sure that other students in the tutorial group have understood it (or, in the case of a very difficult paper, part of presenting it is highlighting the complex issues and engaging the rest of the group in discussing them or thinking about them). So each week, the students giving a presentation will be responsible for encouraging the others to discuss the reading, and perhaps try to apply the main concepts to examples beyond the reading. 

Presenters might think of topics for discussion and assign them to small groups, or they might share a link to a news story or website that other students could discuss, or they might assign them a small task to do in a short time.

Time will be set aside at the end of the previous week’s tutorial to help presenters prepare, especially to give feedback on proposed discussion prompts.

You must make sure that together the presentation and discussion provide all the necessary information for your peers to complete their notes on that reading (see assessment 3)