Presention

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Group presentations:

The oral presentation will be by GROUPS at the end of the semester (please refer to syllabus). Each member of the group will present a section or sections. Everyone in the group should be given a specific task and allotted equal time to present.

There are ways you can go:

1) One is to do some reading and decide to collect some research data yourself. Maybe you will want to do a survey or collect examples of a certain point of interest.

(a) If that is the case, then your oral presentation should follow this format:

(i) Introduction: The main goal of this project. Start with a broad overview of the subject area and narrow down to your specific topic. State a hypothesis (it can be something that you will revise once you have all your data analysis).

(ii) Literature review: Summary of the main findings in the literature

(iii) Methodology: How you collected data, what kind of data, sampling population, tools of analysis, etc.

(iv) Analysis: Results of data analysis and interpretations

(v) Conclusion/Implications: General reflections on the connections found between linguistic behaviors or dynamics and gender or the lack thereof.

For example, let’s say you examine the use of ‘like’ in conversation. What has previous research said about the functions of ‘like’? Then perhaps you record friends talking and look at their uses of ‘like.’ Did you find similar functions? Did the research make any claims about particular functions being used more by particular groups (e.g. young women using quotative ‘like’ more than young men?) Whether you have similarities or differences, you’d present it the same. If you chose this route, you would probably all collect data and as a group analyze it and work together to present it in a cohesive manner. That is, you wouldn’t separately say, “I found this,” but present as a unit what you found.

(b) The written component for this option will consist of a summary of two articles and a summary of your research (the question you wanted to investigate based on previous research, how you gathered your data, a discussion of your research findings including how it fits into the previous research that you read about). Total written component: 6-7 pages.

2) The second is to do reading on a topic and organize the previous research in a clear, concise and meaningful way.

(a) If this is the case your oral presentation should follow this format.

(i) Introduction: The main topic area. Start with a broad overview of the subject area and narrow down to the specific themes your research uncovered..

(ii) Literature Review: Summary of the main themes/trends found in the articles you read. If there are contradictions in the previous research, that’s fine. Your presentation will revolve around these themes/trends. So that might mean that you won’t just present one person at a time who talks about the articles they ready, but alternate repeatedly throughout. You may find that more than one article has basically the same theme. You should consolidate those. Repetition of the same ideas is neither necessary nor an efficacious use of time.

(iii) Conclusion: What is the take-away from the previous research? Are there areas that you would like to see receive research attention in the future? Are there questions that are left hanging for you?

(b) The written component of this option will consist of an annotated bibliography (summary) of three sources, at least two of which must come from academic journals or chapters from academic books. One source may be from a reputable blog, magazine or newspaper source. Given that the summary of each source material should be 1½ to 2 pages, if you pick this type of source material, it should be fairly lengthy. Following the summary of your source materials, write about a one page reflection on what you learned. Total written component 6-7 pages.

Warnings:

It’s absolutely necessary that every student does his/her part in a timely manner. If one or more members fall behind for good reasons or bad, the outcome is the same: the rest of the group suffers and as there is a group grade, all members will be affected. So two things: (1) Don’t fall behind. Do your part to contribute: answer emails and text messages, be in class so that you can meet when I give you time, post material that your group asks you to post. (2) If you do fall behind and your group surmises that they can’t count on your timely contributions, they can kick you out of the group. If a majority of the group members agrees that any of you has not made the contributions you should make, then you will be out of the group presentation and not be eligible to receive the grade for the group. Those ineligible members will lose their opportunity for 10 percent of the overall course grade. Those students will still be able to do the written assignments.

Requirements and tips:

· Your presentation should be 15-20 minutes long (if this time length feels long, you should relax; generally, too little time is a bigger challenge than too much time). This time takes into account quick set-up time and question time from classmates following the presentation. Please rehearse with one another to make sure you’re within the time limits. Presenters who go in the first slots should be careful to not take too much time and make later presenters rush. Rehearse, rehearse, rehearse.

· All students should participate in the presentation. Keep in mind general presentation tips: make eye contact (so no caps worn low, if worn at all), speak slowly and clearly, pause and check for your classmates’ understanding, don’t move around in a distracting way, dress in semi-professional student garb (e.g. no t-shirts with distracting words or images, and whatnot).

· Keep in mind that powerpoint presentations should enhance your presentation. A powerpoint presentation should not present a series of long quotes or points that you simply read off the screen. It’s a “power” point. You should provide key points here. The explanation of those points should be in language that you deliver directly to the class. Your powerpoints should be proofread by all members. It’s unprofessional to have typos in your powerpoint presentation.

· Your powerpoint and other types of presentation formats are often used by students to review your material for the final exam, so please keep that in mind. We should be able to review your key points without needing to have extraordinary recall to make a great leap from your presentation format to those key points.

· If you use videos or audio clips, don’t let them do your presentation for you. Before and after you show a clip, you should explain what we will see/here or have seen/heard. Don’t use clips simply to entertain us; use them to help exemplify your points. Any clips that you used should be from reputable individuals. We shouldn’t watch clips from other random individuals unless you’re trying to make a point.

· If you use tables or figures to illustrate your findings, please make sure that students sitting anywhere in the classroom can see them. That is, they shouldn’t be tiny.

· You should have a final page that includes your references (just print references).

· Your paper should be 7-8 pages, double-spaced (one-inch margins, 12-point Times New Roman font)

Examples of Research Topics (a great source here is the handbook linked to at the top of your moodle page):

· in language used by and/or about men/women in the public sphere (politics, sports, etc.)

· advertising and gender biased language

· gay &/or lesbian language (See chs 5, 10, 12, 13 in handbook accessed on moodle page)

· language and gender in the workplace

· language and gender in educational contexts

· language and gender in family interaction

· language and gender in peer interaction among children

· language and gender in adolescence (Penelope Eckert)

· language and gender in gaming

How you will be graded:

CRITERIA FOR LING 325 PRESENTATIONS
Time Frame	Presentation is far less or more than required time; time is not used well (too much time on trivial points) (0-13)	Presentation is a bit short or seems a bit unfinished; discussion of central points seems really rushed; or needless repetition (14-16)	Presentation is completed within time allotment; time is used well—main points receiving majority of time (17-20)
Visual/Aural Aid	Poor, distracts audience or adds little to enhance understanding of topic; long quotes read off the power point/blog (0-13)	Presented clearly, but not engaging; aids do too much of the work for presenters rather than being used as aids (14-16)	Visual aid enhances presentation: all thoughts represented through aids are presented clearly and keep interest (17-20)
Completeness of Content:	Organization seems haphazard; multiple sections don’t seem related to overall theme; many components seem unclear (0-27)	Fair organization but some portions seem tossed in; sections don’t all seem to contribute to overall theme; a component or two components seems unclear (28-32)	Presentation is well-organized; makes coherent point(s); feels complete; all done with clarity. (32-40)
Professionalism of Presentation	Mumbles, audience has difficulty following, confusing; doesn’t appear rehearsed; little enthusiasm (0-13)	A few bumps; minor confusion; not as engaging as could be; presenters seem a bit distracted/bored/confused (14-16)	Presentation is organized and the interest level of the audience is maintained through enthusiastic participation/listening of all members (17-20)

Reports must be submitted through turn-it-in and a hard copy provided to me by the due date. Late submissions will be penalized at the rate of 20% per day. On the day of the final, I will give you your graded written report. It will have been graded according to the criteria presented here.

Option 1 Lit review and data gathering:

Citations:

Each source is presented in APA format. All necessary components of the citation are present. If you’re relying on a tool that does this for you, double-check it. (4 pts)

Source Selection:

Each article is from a credible source and at least two of the sources are different from those of your other group members. . Each source is of major relevance to your topic. At least two of the sources describe original research or present a theory that is informed by research. The third source (if not from an academic journal or ch of scholarly book) is from a reputable source and is lengthy, serious, thoughtful, informed, and well-written. Each source is substantive and is more than simply a brief overview of research/theory/opinion. (10 pts)

Summary/annotation of article:

Each annotation provides an accurate summary of the source material. Each summary is not too lengthy or too short. The summary is put into your own words with quotations used sparingly or not at all. Instances of plagiarism may not just affect this component of your score, but will affect your overall score if the instances are severe. See Plagiarism Note below. Also, if a Source Selection (see above) is in question (irrelevant; not a substantive article), that deficiency will also be reflected here in points given to the summary of that article. (32 pts)

Summary of research findings

This component will provide a summary of your research findings. You should include the question you wanted to investigate based on previous research, how you gathered your data, a discussion of your research findings including how it fits into the previous research that you read about. (35 pts)

Mechanics:

Each component is written in a college level academic style with college level vocabulary, free of errors in spelling, punctuation, and grammar. Each component has clearly been proofread with attention paid to each of the elements mentioned above. (21 pts)

Plagiarism Note:

The summary/annotation of each of your articles should be in your own words and should not borrow phrasing (beyond insignificant wording) from the article that you are addressing. Any wording borrowed from the original article that is beyond more than a few insignificant words should be enclosed in quotation marks (with page given). Such use of quotations should be minimal, as the summary should reflect your understanding and wording of the article. If entire clauses/sentences are borrowed from the original without credit given to the author (signaled by the use of quotation marks and page number (if possible), your grade for the entire assignment will suffer. If an overuse of quotations is used, that will be reflected in a lower grade given to that component of your AB. If you use original wording to a degree that I judge to be extreme, I may reject your entire annotated bibliography and your overall grade in the class will suffer significantly.

Option 2 Lit Review and Reflection:

Citations:

Each source is presented in APA format. All necessary components of the citation are present. If you’re relying on a tool that does this for you, double-check it. (6 pts)

Source Selection:

Summary/annotation of article:

Reflection

This component provides a thoughtful consideration of what you learned about your topic through the group presentation and reading of your articles. (10 pts)

Mechanics:

Plagiarism Note:

NOTE: What you see here is one summary and then a Reflection that followed this student’s three summaries. I have not included here each of this student’s three summaries, but only one summary. You will submit three such summaries and only one reflection. To be clear, you are only to write one reflection.

R. West

Annotated Bibliography

1. Putrevu, S. (2004). Communicating with the sexes: Male and female responses to print advertisements. Journal of Advertising, 33(3), 51-62.

The author comments that most societies automatically accept that men and women are different in various ways. It is difficult to tell to what extent differences between the sexes are created by socialization and acceptance of gender role norms within a culture, and how much is biologically determined.

Previous studies examining how men and women read and respond to advertising have had mixed results, as have studies on how men’s and women’s brains may process information differently. Some brain lateralization studies have suggested that women’s brains are more symmetrically organized than men’s. The author and his research team hypothesized that organizational differences in the brain would make it likely that women would respond more to verbal descriptions while men would need more nonverbal information. They also expected that women would be better at processing more complex and information-rich material while men would do better with simpler messages focusing on one or two key points.

The researchers predicted that (1) women will respond more positively to predominantly verbal ads, whereas men may require visual reinforcement; (2) Women will not respond less favorably than men to ads with visual reinforcement; (3) Men will respond more positively than women to simple ads; (4) Women will respond more positively than men to complex ads; (5) Men will respond more positively than women to ads that contain comparative appeals; (6) Women will respond more positively than men to ads featuring harmonious relationships; (7) Women will generate more cognitive responses than men; (8) Men will respond more positively than women to attribute-oriented ads; (9) Women will respond more positively than men to category-oriented ads; (10) Men will generate more attribute thoughts than women; (11) Women will generate more category thoughts than men.

The researchers conducted two studies in which they categorized men’s and women’s responses to different types of magazine ads, including their favorable or unfavorable impressions of the ad and the product, as well as thoughts they recorded after seeing the ads.

The researchers found that, on average, men and women responded differently to the same ads in ways that were consistent with most of the expected differences. Women preferred more complex ads and men simpler ones. Men preferred comparative ads and women preferred harmonious ads. Both sexes preferred ads with visual reinforcement. However, the study did not support the hypothesis that women’s cognitive processing was more comprehensive than men’s.

The researchers conclude that it would be worthwhile to use different types of ads for men and women, in tune with gender-role expectations. Their investigation of magazine ads indicated that advertisers differentiate between men and women, but not always in what the researchers consider an optimal way. Based on the ways in which men and women responded differently to ads in the study, the researchers recommend gender-specific advertising campaigns using the types of ads most likely to get favorable responses.

Part 2 - Reflection

The Mars/Venus theory of inherent differences between the sexes enjoys great popularity, not only with the general public, but with many social scientists as well. Very often, researchers begin with the assumption that men and women have significant, inherent psychological differences. When they study speech or other behavior, their starting assumption colors their observations and interpretations. Despite reliable studies that find few, if any, meaningful differences in the brain function of males and females, it appears to be extremely difficult for researchers to give up the belief that apparent differences in behavior are the result of built-in differences in cognitive processing. Further, this belief appears to cause some observers to see behavioral differences where they don’t exist, as when the same type of behavior (refusing to ask for directions, shopping in a particular way, or gossiping) is described and explained differently, depending on whether males or females are being observed.

The authors of the articles I looked at for this project all fell prey to this assumption.

Lawson et. al. (2007) cited some demographic and financial data about women as background for their assumption that male and female investors will respond to different types of advertising appeals. Putrevu (2004) found some differences in the types of advertising preferred by men and women, but found nothing to support the idea of significant differences between the sexes in cognitive processing. Whissell and McCall (1997) also found some apparent differences in the kind of advertising preferred by men and women, but although they hypothesized that there might be differences in cognitive processing, they admitted that they did not have a reliable explanation for the differences in preference.

Despite the lack of evidence to support the hypothesis that men and women think differently or that different kinds of advertising appeals will be more successful with men or women, all these authors continued to believe that advertising campaigns should target the sexes differently. The same belief is reflected in much of the advertising material I reviewed. Some advertising is simply not targeted toward either sex. Some targeted ads use gender-neutral language that is similar in both men’s and women’s ads. But many ads are caught up in a world of exaggerated gender performance, portraying hyper-masculinity and ultra-femininity as the goals to be achieved with the product’s help. This is not surprising, given that personal grooming is one of the basic ways in which people perform gender roles.

Advertising exists to promote products in the marketplace. The world portrayed in ads is only loosely based in reality. To be successful, advertisers need to appeal to large numbers of people in the most predictable way possible. At times, advertising may be innovative in the use of creative and artistic elements, but it will always be conservative in terms of social values.