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Diagnose the issues with the student's presentation plan based on standard guidelines for oral presentations. Explain why these specific choices deviate from the recommended principles.
Case context: A student researcher is preparing a 15-minute presentation for an undergraduate psychology symposium. She has created 30 slides, most of which feature full paragraphs copied directly from her final research paper. During her practice run, she reads her slides aloud word-for-word to ensure she does not miss any academic terminology.
Question: Diagnose the issues with the student's presentation plan based on standard guidelines for oral presentations. Explain why these specific choices deviate from the recommended principles.
Sample answer: The student's presentation plan violates three main guidelines. First, having 30 slides for a 15-minute talk is too many; she should aim for approximately 15 slides, or one per minute. Second, slides should not contain full paragraphs of dense text; they should act as visual aids with concise bulleted lists or figures. Third, reading directly from the slides or notes prevents her from maintaining a conversational yet professional tone and making direct eye contact with the audience.
Key points:
- Identifies the slide count error: 30 slides for 15 minutes violates the one-slide-per-minute rule.
- Identifies the formatting error: full paragraphs violate the rule to use concise bulleted lists or visual aids.
- Identifies the delivery error: reading word-for-word violates the rule to maintain a conversational tone and speak to the audience.
Rubric: The response should correctly identify three major errors (excessive slide count, dense text, and reading instead of speaking conversationally) and explicitly link them to the recommended presentation principles.
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Research Methods in Psychology - 4th American Edition @ KPU
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