Question
Economists, historians, scientists, and others conduct research as part of their jobs. Once the research is completed, they present it to an audience. They may publish the research findings in a book or journal, or they may present their findings orally, before a live audience.In this portfolio, you will develop an oral presentation that answers a research question. You will present your claim and findings and support them with evidence. You will add visual components to help listeners understand your findings. You will differentiate between the speech used in everyday conversation and the speech needed for a formal presentation. Finally, you will learn to use your voice and body to connect with your audience and convey your key ideas.
As you begin your work, think of a research question—a question that not only interests you but also might appeal to your audience. Think about why the question matters to you, and consider how you might make it matter to your audience as well.In science class, Larissa has been studying natural disasters. She wonders: What kinds of natural disasters affect my region, and how do they alter the landscape? Larissa decides to make that question the focus of some independent research. Once she finishes her research, she will present her findings to a group of students.Larissa does some reading on the subject. She also discusses the topic with a professor of meteorology at her local community college. With the research she has begun to do, Larissa is able to draft a claim:
CLAIM: Ice storms may affect forest growth in parts of the Northeast.
A claim is an assertion that something is true. Moving from a question to a claim requires some knowledge of the topic. Here are some examples of questions and claims Larissa’s friends chose to use. A research question can be broad, but the claim should be provable.
SOCIAL STUDIES RESEARCH QUESTION: What effect did Progressive Era reforms have on our city?
CLAIM: As mayor of Cleveland, Progressive Tom Loftin Johnson introduced significant reforms to improve the lives of working-class Americans.
SCIENCE RESEARCH QUESTION: How are birds adapting to changes in our local climate?
CLAIM: Over the past several years, local migratory birds have been breeding and migrating earlier than before.
Once she has established a claim, Larissa must find evidence—facts and details that show why the claim is valid—and then present those findings in an organized way.
Larissa has some ideas from her research that help her organize her findings. She uses an outline to plan her presentation.
Introduction: My claim is ice storms may affect forest growth in parts of the northeast.
First finding: Ice harms trees
Breakage
Root damage
Second finding: Effects may be long-term
Disease risk
Crown injury
Third finding: Climate change may change future forests
More frequent storms
Increased tree damage
Conclusion
Larissa’s outline will help her present her claim and findings in a way that seems logical to her audience. By grouping the ideas that belong together, Larissa clarifies for herself the topics she needs to research. Doing this makes her work easier, because she can tell at a glance which facts to include and which to omit. It also ensures that her listeners will be able to follow her presentation.Think of a question based on your reading in science or social studies class. Use your question as the basis of a focused claim. Make sure your claim can be proven or supported with evidence from research you are able to do.In a research presentation, evidence—that is, information that supports a claim—includes facts, details, examples, and descriptions. All that evidence helps to prove the writer’s claim.
For the first finding in her presentation, Larissa will discuss the immediate effects of ice storms on trees, focusing first on breakage and second on root damage. She will use one set of note cards for each lettered item in her outline.
Remember that Larissa is preparing an oral presentation. Rather than writing out an essay in paragraph form, she will record her main ideas and evidence on note cards.
Next, develop an outline like Larissa’s to organize your ideas as you do your research. Include at least two findings that will support your claim, and organize your ideas in a logical way so your audience can follow your presentation. Save your outline for future lessons.Larissa finds several credible online articles about the effects of ice storms on trees. She records the most relevant facts from those articles on note cards, one fact per card. (That way, she can arrange the cards later in the order in which she plans to present the information.) On each card, she also will write where she found the fact. This information will help Larissa if she needs to mention sources during her presentation or if she is asked to submit a list of sources with her presentation.
As Larissa takes notes, she writes on each note card the part of the outline where she plans to use the information. (In this case, that would be II. A.) She then puts the note cards in each set in a tentative order that makes sense to her. She may keep that order—or, once her research is complete, she may vary the order to highlight the facts she considers most important. These notes will help Larissa tell about the cause of damage, to provide an example of a tree that is likely to incur damage, and to reveal some potential effects of the damage to trees in an ice storm. All the notes deal with breakage, and all of them help to support her claim that ice storms may affect forest growth.
Practice
Use your outline from the previous lesson. Do some online, in-person, or library research to locate facts, details, descriptions, or examples to support each of the findings you listed. Record each fact, detail, description, or example on note cards, and put those pieces of information in an order that makes sense. If you wish, you may use colored note cards for each section of your outline, a different color per section. Remember to record the source you use to find each fact, detail, description, or example.
In any piece of writing, a writer may vary the use of verbs to achieve a particular effect. Changing the voice of a verb puts a particular emphasis on either the subject or the object. Changing the mood of a verb transforms the tone of a sentence. Remember in grammar, mood refers to the way in which a verb expresses an action or condition.
Study these sentences Larissa considered using in her presentation. Consider how the sentences differ in emphasis and tone.
PASSIVE VOICE: Branches are damaged by heavy ice. (emphasizes branches)
ACTIVE VOICE: Heavy ice damages branches. (emphasizes ice)
INDICATIVE MOOD: Orchard owners brace branches before a storm. (makes a statement)
INTERROGATIVE MOOD: Do orchard owners brace branches before a storm? (asks a question)
IMPERATIVE MOOD: Brace those branches before the storm. (gives a command)
CONDITIONAL MOOD: If you brace the branches, you may avoid ice damage. (expresses a condition under which an action might happen)
SUBJUNCTIVE MOOD: Cooperative Extension suggests orchard owners brace branches before a storm. (expresses a condition that is possible)
Larissa’s choice of verbs will depend upon the words she wants to emphasize and the tone she wishes to establish in her writing. She will search for specific, lively verbs that express her precise meaning, and she will consider voice an
Recall your oral presentation and think about these questions. If your Learning Coach recorded your presentation, watch the recording. Write your reflections in your journal.
Was your topic appropriate for your audience? Do you believe that your presentation held the attention of the members of your audience and added to their understanding? If you were to change anything about your claim and findings, what would it be?
In your opinion, did your visuals and multimedia components help your audience, or did they get in the way of your presentation? Explain your thinking.
Dale Carnegie, the author of The Art of Public Speaking, once said, “There are always three speeches, for every one you actually gave. The one you practiced, the one you gave, and the one you wish you gave.” How does the presentation you gave differ from the one you practiced and the one you wish you gave? Why do you think that is true?
please write out what i have to say
As you begin your work, think of a research question—a question that not only interests you but also might appeal to your audience. Think about why the question matters to you, and consider how you might make it matter to your audience as well.In science class, Larissa has been studying natural disasters. She wonders: What kinds of natural disasters affect my region, and how do they alter the landscape? Larissa decides to make that question the focus of some independent research. Once she finishes her research, she will present her findings to a group of students.Larissa does some reading on the subject. She also discusses the topic with a professor of meteorology at her local community college. With the research she has begun to do, Larissa is able to draft a claim:
CLAIM: Ice storms may affect forest growth in parts of the Northeast.
A claim is an assertion that something is true. Moving from a question to a claim requires some knowledge of the topic. Here are some examples of questions and claims Larissa’s friends chose to use. A research question can be broad, but the claim should be provable.
SOCIAL STUDIES RESEARCH QUESTION: What effect did Progressive Era reforms have on our city?
CLAIM: As mayor of Cleveland, Progressive Tom Loftin Johnson introduced significant reforms to improve the lives of working-class Americans.
SCIENCE RESEARCH QUESTION: How are birds adapting to changes in our local climate?
CLAIM: Over the past several years, local migratory birds have been breeding and migrating earlier than before.
Once she has established a claim, Larissa must find evidence—facts and details that show why the claim is valid—and then present those findings in an organized way.
Larissa has some ideas from her research that help her organize her findings. She uses an outline to plan her presentation.
Introduction: My claim is ice storms may affect forest growth in parts of the northeast.
First finding: Ice harms trees
Breakage
Root damage
Second finding: Effects may be long-term
Disease risk
Crown injury
Third finding: Climate change may change future forests
More frequent storms
Increased tree damage
Conclusion
Larissa’s outline will help her present her claim and findings in a way that seems logical to her audience. By grouping the ideas that belong together, Larissa clarifies for herself the topics she needs to research. Doing this makes her work easier, because she can tell at a glance which facts to include and which to omit. It also ensures that her listeners will be able to follow her presentation.Think of a question based on your reading in science or social studies class. Use your question as the basis of a focused claim. Make sure your claim can be proven or supported with evidence from research you are able to do.In a research presentation, evidence—that is, information that supports a claim—includes facts, details, examples, and descriptions. All that evidence helps to prove the writer’s claim.
For the first finding in her presentation, Larissa will discuss the immediate effects of ice storms on trees, focusing first on breakage and second on root damage. She will use one set of note cards for each lettered item in her outline.
Remember that Larissa is preparing an oral presentation. Rather than writing out an essay in paragraph form, she will record her main ideas and evidence on note cards.
Next, develop an outline like Larissa’s to organize your ideas as you do your research. Include at least two findings that will support your claim, and organize your ideas in a logical way so your audience can follow your presentation. Save your outline for future lessons.Larissa finds several credible online articles about the effects of ice storms on trees. She records the most relevant facts from those articles on note cards, one fact per card. (That way, she can arrange the cards later in the order in which she plans to present the information.) On each card, she also will write where she found the fact. This information will help Larissa if she needs to mention sources during her presentation or if she is asked to submit a list of sources with her presentation.
As Larissa takes notes, she writes on each note card the part of the outline where she plans to use the information. (In this case, that would be II. A.) She then puts the note cards in each set in a tentative order that makes sense to her. She may keep that order—or, once her research is complete, she may vary the order to highlight the facts she considers most important. These notes will help Larissa tell about the cause of damage, to provide an example of a tree that is likely to incur damage, and to reveal some potential effects of the damage to trees in an ice storm. All the notes deal with breakage, and all of them help to support her claim that ice storms may affect forest growth.
Practice
Use your outline from the previous lesson. Do some online, in-person, or library research to locate facts, details, descriptions, or examples to support each of the findings you listed. Record each fact, detail, description, or example on note cards, and put those pieces of information in an order that makes sense. If you wish, you may use colored note cards for each section of your outline, a different color per section. Remember to record the source you use to find each fact, detail, description, or example.
In any piece of writing, a writer may vary the use of verbs to achieve a particular effect. Changing the voice of a verb puts a particular emphasis on either the subject or the object. Changing the mood of a verb transforms the tone of a sentence. Remember in grammar, mood refers to the way in which a verb expresses an action or condition.
Study these sentences Larissa considered using in her presentation. Consider how the sentences differ in emphasis and tone.
PASSIVE VOICE: Branches are damaged by heavy ice. (emphasizes branches)
ACTIVE VOICE: Heavy ice damages branches. (emphasizes ice)
INDICATIVE MOOD: Orchard owners brace branches before a storm. (makes a statement)
INTERROGATIVE MOOD: Do orchard owners brace branches before a storm? (asks a question)
IMPERATIVE MOOD: Brace those branches before the storm. (gives a command)
CONDITIONAL MOOD: If you brace the branches, you may avoid ice damage. (expresses a condition under which an action might happen)
SUBJUNCTIVE MOOD: Cooperative Extension suggests orchard owners brace branches before a storm. (expresses a condition that is possible)
Larissa’s choice of verbs will depend upon the words she wants to emphasize and the tone she wishes to establish in her writing. She will search for specific, lively verbs that express her precise meaning, and she will consider voice an
Recall your oral presentation and think about these questions. If your Learning Coach recorded your presentation, watch the recording. Write your reflections in your journal.
Was your topic appropriate for your audience? Do you believe that your presentation held the attention of the members of your audience and added to their understanding? If you were to change anything about your claim and findings, what would it be?
In your opinion, did your visuals and multimedia components help your audience, or did they get in the way of your presentation? Explain your thinking.
Dale Carnegie, the author of The Art of Public Speaking, once said, “There are always three speeches, for every one you actually gave. The one you practiced, the one you gave, and the one you wish you gave.” How does the presentation you gave differ from the one you practiced and the one you wish you gave? Why do you think that is true?
please write out what i have to say
Answers
Answer
my region is in the usa indiana
Answer
how do i do the presentation?
Answer
can you give me some cites that i can put on it?
Answer
Can you change the presentation and script to it being about floods
Answer
can you also describe how to make my project? like what to do on the slide?
There are no AI answers yet. The ability to request AI answers is coming soon!
Submit Your Answer
We prioritize human answers over AI answers.
If you are human, and you can answer this question, please submit your answer.