Web Project Presentation
In the Web project presentation, students will display their Web pages and summarize the arguments and evidence contained in the project.  The Web project presentation will be graded on a credit/no credit basis, and successful completion of the presentation will count toward the final Web project grade.

Group Film Presentation
The film presentation will explore the cultural, industrial, and cinematic contexts surrounding a particular film and will analyze how that context informs the film’s narrative and aesthetics.  Film presentations must also include primary and secondary source research on the film presented.  In the course schedule, I have suggested titles for each presentation; however, groups are free to develop their own approaches.

In lieu of a film presentation based on independent research, students may choose to give a presentation based on the lectures of Jon Bridgman, Professor Emeritus of History.  Dr. Bridgman’s 2001 Winter Lecture Series—entitled “The Movie Generation”—attempts “to sort out the relationship between the great epics of 20th-century American history and contemporary movies.”  Presentations based on Dr. Bridgman’s lectures will analyze his arguments and apply them to films under discussion in our course.  Students doing Bridgman lecture presentations should also incorporate material from the pre-series reading list Dr. Bridgman has developed.  The lectures will be held on Wednesday nights from 7:00-9:00 p.m.; the series begins January 10 and concludes February 14.  Tickets for the lecture series may be purchased online, by fax, or via phone.

Whatever type of presentation you choose to undertake, you must meet with me to discuss ideas for the presentation and to develop a research plan. 

Group Presentation Guidelines and Grading
In the group presentation, each presenter should speak for an equal amount of time.  Groups will be graded on focus, organization, coherence, evidence, completeness, and delivery.  When preparing your presentation, keep the following guidelines in mind.

• Coordinate the presentation with your partner. Each group member should know what other will cover and when he or she will cover it.

• Remember your audience. What do they already know about the topic(s) you’re addressing? What terms might they be unfamiliar with? Which points are they likely to understand immediately? Which will you have to explain in more depth? What issues or questions will interest them?

• Make the presentation easy to follow. Use an organizational format suited for oral presentations: chronological ordering, cause/effect, compare/contrast, problem/solution, or most significant to least significant argument. Use transition phrases to signal the shift from one point to the next.

• Apply the information you gather from research and course readings, but focus on your insights.  While your research will provide essential context and help you to develop your analysis of the film, your presentation should go beyond a recitation of research.  Instead, you should make an argument about how the film interacts with its context, using your research to give background and support for your claims. 

• Cite sources clearly. When you summarize, paraphrase, or quote sources, use signal phrases such as "Belton persuasively argues" or "as Gillis-Bridges brilliantly notes."

• Provide visual aids. Clips from the films, Power Point slides, an outline of your presentation, and quotes from applicable sources will help your audience to follow your points.  Our classrooms are equipped with VCRs and computer projection.

• Speak slowly and loudly. Your audience only has one chance to hear your presentation. 

• Speak from notes.  Although you may worry that nervousness will erase your memory, do not write out everything you plan to say on paper or on your visual aids. Speakers who do so tend to look only at their Power Point slides or papers instead of their audience. 

• Avoid lacing your speech with "um," "uh," "like," and "you know." Do not perform the shifty-footed, hand-wringing dance of the terrified orator.

• Conclude effectively. End with a statement that leaves the audience with a final impression of your argument, thank the audience for their attention, or introduce questions for discussion. Do not say "that’s all" or "we’re done." These statements diminish everything you have said.

• Be prepared for questions. Write a list of questions your audience will likely ask. Better yet, practice in front of friends and have them ask you questions.

• Have fun.  You may present your arguments in any manner you choose.  Consider breaking the class into small discussion groups for part of the presentation, incorporating a BB session, holding a debate with your partner, making a video, or using another creative approach.