You’ll be wise to begin preparing for a class presentation as soon as you get the assignment. Think about how much time you have to prepare; how long the presentation is to be; whether you will use written-out text or note cards or some other kind of cue; what kind of posters, handouts, slides, or other materials you may need; and what equipment you will need. If you are making a group presentation, you will need time to divide duties and practice (6b). Make sure that you understand the criteria for evaluation—how will the presentation be graded or assessed?

Consider the purpose of your presentation (2d). Are you to lead a discussion? teach a lesson? give a report? engage a group in an activity? Also consider the audience (2e). If your instructor is a member of the audience, what will he or she expect you to do—and do well? What do audience members know about your topic? What opinions do they already hold about it? What do they need to know to follow your presentation and perhaps accept your point of view? If your presentation will be posted online, how much can you know about the audience? In a webinar format, you may have a list of all participants; but in other settings you may not be able to know who your words will reach. In these cases, you may want to shape or limit the audience who will have access to your presentation. Finally, consider your own stance toward your topic and audience. Are you an expert? novice? well-informed observer? peer?

Shuqiao Song’s analysis of a presentation assignment

Shuqiao Song’s assignment for her writing class on graphic narratives featured two major parts: first, she had to write a ten- to fifteen-page argument based on research on a graphic narrative, and then she had to turn that information into a script for a twelve-minute oral presentation accompanied by slides. After some brainstorming and talking with her instructor, Shuqiao chose her favorite graphic memoir, Alison Bechdel’s Fun Home, as her topic.

As she thought about her assignment and topic, Shuqiao realized that she had more than one purpose. Certainly she wanted to do well on the assignment and receive a good grade. But she also wanted to convince her classmates that Bechdel’s book was a complex and important one and that its power lay in the relationship of words and images. She also had to admit to at least one other purpose: it would be great to turn in a truly impressive performance. Her audience—the other students in the class—seemed smart, and some were apparently experienced presenters. Shuqiao knew she had her work cut out for her.