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This topic occurred to me as I sat in on a couple of examinations vivascompletion seminars and a confirmation or two in recent weeks. I have sat through literally hundreds of assessment presentations if you count my years in purgatory architecture school.
I see it most often in completion seminars where the student has a full draft and can no longer see the forest for the trees. The presentation can seem full of tangents, where the student veers off course to explain, often in painful detail, definitions, counter arguments, collection problems and the like.
By the time they actually do, you have lost interest and started thinking earnestly about lunch. A presentation like this is unlikely to make you look like a lightweight, but it can make you look more confused than you are.
It must have seemed like a good strategy because her examiners were not from the design research field, unfortunately these people had already read her text, which went through much of the same explanation, and the rest of the audience were designers — who already knew the arguments.
Instead of reassuring the examiners that her research approach was legitimate, the second lengthy exposition gave the perverse impression that the student was defensive and unsure of herself.
It makes you look smarter if you can answer theoretical questions on your feet anyway.
Sometimes students race through an explanation of data without enough lead in for me to understand what the problem was in the first place. Without an explanation — however cursory — of the bigger world in which the research is situated I cannot understand fully why the research matters.
Reading straight from your paper or thesis is almost always a mistake. Someone estimated that a good one hour presentation takes about 30 hours to prepare — they are probably right. Unfortunately a lot of academics are old hands at asking tricky questions of research students — and they know all the brutal ones.
I think the key is to stay calm and take your time to answer. It can help to write the question on a piece of paper. So — what presentation mistakes would make it to your list?Writing a Good Research Question. Writing a Good Research Question.
The following unit will discuss the basics of how to develop a good research questions and will provide examples of well-designed questions. Learning Objectives: Identify the process for writing meaningful research questions.
The Purdue Online Writing Lab Welcome to the Purdue OWL. We offer free resources including Writing and Teaching Writing, Research, Grammar and Mechanics, Style Guides, ESL (English as a Second Language), and Job Search and Professional Writing.
An introduction is the first paragraph of a written research paper, or the first thing you say in an oral presentation, or the first thing people see, hear, or experience about your project. How to write a thesis proposal I.
Framework II. Structure of a thesis proposal III. Order in which to write the proposal IV. Tips V. Resources I. Framework.
Presentations for a faculty or disciplinary audience are subtly different to those you give at a conference, but not talked about as frequently.
These 'internal' presentations are important because they tell your colleagues what kind of researcher you are; it helps you socially and academically to perform well to your peers. This topic occurred to. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.