Erica Stone: GUIDELINES FOR ARTICLE PRESENTATIONS

In a multimodal composition class like this one, we produce many different kinds of texts, including short speeches and presentations. For your Article Presentation, you are required to select ONE article from the Course Schedule and select ONE Presentation Role for that article. A sign-up sheet will be provided via Blackboard. Presentation time slots are awarded on a first come, first served basis.

Presentation Day Instructions: Each presentation should be 3-5 minutes long with no visual aid or handout required. During your presentation, audience members may choose to take notes. Following all three presentations (15-20 minutes), we will engage in a whole-class dialogue using the discussion questions drafted by the presenters.

Presentation Roles:

  • ROLE 1: Summarize the contents of the reading. What is the article about? What is the topic and setting? Who are the characters or stakeholders? Who is the author? What is his/her/their credibility on the subject? In addition to your prepared summary, write one discussion question for the class.
  • ROLE 2: Analyze the argument of the reading. What is the author trying to convince readers of? What tools (story, facts, analysis, interviews) do they use to convince readers? Are there any holes in the argument? Is something missing, or is there something that confused you as a reader?In addition to your prepared analysis, write one discussion question for the class.
  • ROLE 3: Apply the subject matter of the reading to something in real life/real time. This can be a story from your own life, a news clip from a local paper, or an example of how and where you’ve seen this problem/solution in KCMO or your hometown. You must reference the article during your presentation. In addition to your prepared application, write one discussion question for the class.

GUIDELINES FOR ANALYTIC MEMOS #1 and #2

Analytic memos are one of the most important methods for developing your own ideas and insights about a topic. You should think of analytic memos as developmental and exploratory. In this class, we write memos as a means of conceptualizing and organizing information. When you write Analytic Memos #1 and #2, you’ll use them to synthesize the readings and to reflect on the conversations we had during class.

Because memos are primarily a tool for analysis, they may serve as a first draft of material you may present later in a final report, especially if you decide to focus on the course theme for your major research project. Writing IS thinking; use the memo format to develop your ideas, or at the very least, to consider your own feelings and experiences with the tough subject matter from our readings and in-class discussions.

Foreach memo,I ask you to complete two types of analysis:

First,I ask that you summarize and relate the readings to each other. Put them into conversation with one another in a detailed summary paragraph that references each reading at least once. Quotes or paraphrases should be cited in MLA or APA format.

Consider making a claim in your summary. For example: “The readings on gentrification and uneven development in Kansas City seem to point to a lack of communication among community members. This can be seen in…”  And then launch into your summary using evidence from each text.

Second, reflect on what you bring to the topics we discussed. Consider your POSITIONALITY — your background, experiences, values, and feelings about the readings. What prior connection do you have to the topic, people, settings we have read about? How do you think or feel about these? What assumptions have you made about the topics, settings, or peoples? How did the readings and/or in-class discussions change your understanding, approach, or opinions?

MEMOREQUIREMENTS:

Memos should be 300-500 words, written in 12-point Calibri or Cambria font, and single-spaced. For reference, this assignment sheet is 686 words. In a college level English class, I expect to see complete sentences and college-level grammar and syntax. I am happy to review memos before you submit them for grading. Please send them to me via email at least 48 hours prior to the deadline.