In the blog this week, we will explore the three main styles of presentation as an introduction to this new series. Then, as the series progresses, we shall focus in increasing detail on the critical steps in the process of planning, preparing, and delivering interactive presentations that address audience expectations.
Gaining an overview of the presentation process
To successfully plan and deliver a presentation it is essential to have a clear initial understanding of the key project requirements. There are three main styles of presentation depending on the purpose, objective, and desired outcomes that are defined as descriptive, argumentative, or evaluative. Of course, longer presentations may well include elements of all three styles.
1. Descriptive presentations
The central purpose of this style is to relate what has occurred, including the main events, actions, methods, and findings. For example, this style is commonly used when presenting elements of reports. Yet another purpose can be to describe the main features or functions of a policy, procedure, or practice. Finally, a descriptive presentation style is often used when attempting to explain models, theories, or data to highlight the key stages of a process or system. This style of presentation can be the most comfortable for people from teacher-led educational systems in large power distance cultures.
The general guidelines are:
Design a coherent simple logical order to the information.
Be accurate and immediately get to the point.
Highlight the significance of any descriptions or images included.
Avoid too much analysis, evaluation, or comment as this will distract the listener.
2. Argumentative presentations
The aim of argumentative presentations is to present and defend a line of argument by providing relevant concrete evidence while undermining possible counterarguments. In addition, the argumentative style often aims to influence and persuade the audience to agree with a particular position or theory.
The general guidelines are:
State the thesis or line of argument clearly and unambiguously.
Demonstrate clear logical thinking and reasoning when presenting or defending a position.
Provide reliable, relevant, valid, and convincing evidence and/or examples to support the line of argument.
Keep distance in the use of language by avoiding subjective opinions and the use of personal pronouns.
Use cautious or hedging phrases when evaluating evidence in terms of ‘it might’, ‘it could be that’, or ‘one possible explanation is that’.
Brainstorm counterarguments to the main thesis to anticipate, then address possible critical responses and/or challenging questions.
Provide a reasoned summary in the conclusion to defend your main line of argument based on the best possible evidence covered in the main body of the presentation.
3. Evaluative presentations
Evaluative presentations aim to assess the strengths and weaknesses in arguments, data, or evidence. This can be achieved by constructing one clear line of argument or thesis statement on the issue, or by summarising and synthesising the arguments offered by several critics on the issues being examined. Cautious or hedging language is typically used throughout such presentations to indicate the degree to which the evidence may be considered valid and reliable. Finally, the evaluative style is dependent on the application of critical thinking skills following an extensive examination of the subject from a variety of sources and perspectives. This is typically the most challenging style for students from a teacher-led educational context during the initial stage of study at an Anglo student-centred institution.
The general guidelines are:
Critically examine the issue from different perspectives such as possible cultural, economic, political, and educational implications.
Provide an objective analysis that includes the pros and cons, or advantages and disadvantages, or strengths and weaknesses on the issue.
Ensure that the evaluation is balanced rather than obviously biased in one direction, for example, either on a personal or cross-cultural basis.
Focus on objective criteria such as evaluating the credibility of text authors, reviewing critical opposing arguments and evidence provided by other authors, and any conclusions drawn based on the evidence. Note that the conclusion to this style of presentation must not suddenly introduce any new data or evidence that has not already been critically evaluated during the main body of the presentation.
Develop solid arguments and evidence to support any personal evaluation of the authors reviewed.
Use cautious or hedging language such as might, maybe, could, or ‘One possible alternative explanation is that ……’
Key initial considerations prior to planning a presentation
Finally, let’s review the initial 7 considerations required when planning a presentation that we will cover in more detail across this podcast series.
1. The objective
What are the specific measurable outcomes required to successfully complete the task?
2. The line of argument
What should be the main line of argument in response to the assigned task?
3. The purpose and style
What is the required focus in terms of, perhaps, describing a process, arguing for or against a position, or evaluating the strengths and weaknesses of something?
4. The learning outcomes
What should the audience know at the end of the presentation that they did not know before?
5. The opening and closure focus
What would be an effective opening and closure to the presentation given that the audience tends to find these two stages the most memorable?
6. The materials and visual aids
What materials and visual aids are required to help the audience follow and maintain interest in the presentation?
7. The possible questions from the audience
What questions can be anticipated from the audience and what possible effective responses can be planned?
Okay, so in the blog next week, we will move on to explore the second stage of preparing an effective presentation focusing on how to develop an initial outline plan and design an interactive experience that addresses audience needs.
Question 1
Which style of presentation might be more demanding in terms of required research?
Question 2
How might the style of presentation influence time management planning?
Question 3
What are the main challenges when preparing an effective interactive presentation?
We shall explore Question 3 in the next blog.
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