Reflection #5 - SPPT 5999

Developing Oral and Written Presentational Communication

·      Summary –

o    This chapter, as noted by the title, focuses on presentational communication through the forms of writings and oral presentations. Despite having two forms of communication, both have similar processes of creation/editing such as having rough drafts, getting input from peers or others, etc. Essentially, using a non-linear approach and devoting time to plan are characteristics of good presentational communicators. Previous research has mainly focused on L1 presentational communication or ESL, but some of these principles and findings have been expanded upon and transferred to L2 learning. It is ultimately stated that presentational communication skills can be learned and therefore taught in the classroom and should be accompanied by plenty of practice and time for reflection. In addition, examples of texts to be used and lessons that can teach this kind of communication are provided and shown for a variety of levels (elementary-advanced students). Finally, feedback/feedforward is addressed: how to give feedback/forward, types of helpful feedback/forward, and responding to feedback/forward.

·      Key Concepts –

o   Presentational mode (of communication)

§  This concept is important because it is a means in which students may be asked to demonstrate their knowledge in any academic or vocation context. It extends beyond the classroom, and many students eventually will have to engage in this type of communication for a job or social circles.

o   Task environment

§  This gives context where the speaker/writer presents his/her work. It requires that the presentation or writing be presented in such a way that the intended audience understands through grammar, vocabulary, formal vs. informal tone, culture, etc. It is important because the author/presenter may have to adapt to different audiences and contexts as well as gives a space for him/her to show his/her work.

o   Feedback

§  This is an integral step in the process to producing a work and presenting it. It allows communal input to improve the communication and gives the author/presenter other perspectives that may improve the piece of work he/she is working on.

·      Reaction –

o   My students only get one graded chance to show their oral presentational skills through media, so I am wondering to myself if there is a way to incorporate it more into class and utilize media more frequently. I have adapted many writing exercises so that students receive peer-review versus just my review of their work, however, I do not know how to incorporate in more oral presentations with feedback more frequently without taking too much time. This is something I will think about for next semester. I also appreciated reading this so I can improve my own writing and oral presentational skills for classes as well as when I present to my students. This chapter goes both ways very well. Finally, this chapter reminded me that I should be giving perhaps more time to my students when I ask them to spontaneously write and have mini writing assignments in class and gave me ways to encourage incorporating in other perspectives and how to self-reflect and self-correct before receiving feedback from peers. I need this reminder because, although I am not perfect in my Spanish, I am much more advanced than my students and writing (and speaking) comes easier, faster, and more confidently than my students.

·      Discussion Questions –

o   How can I incorporate in more media presentations into class-time more regularly?

o   How can I encourage students to self-reflect outside of class (especially as we have more writing assignments outside of class) before I give them a grade for their work?