Like other forms of academic assessment, presentations include an introduction, body, and conclusion. However, the amount of information you include depends on the type and context of your presentation. You will also need to adhere to specific guidelines provided by your unit coordinator within your assessment information and marking rubric. For example, you may be limited by time or be required to argue a particular stance on a topic or cover a certain number of points. Rather than simply reading out a written assessment to an audience, a presentation is the restructuring of an assessment into an engaging, verbally delivered form.
In brief, when preparing for your presentation:
The first step is to look through the assessment information and marking rubric that you have been given, both in your unit outline and via Blackboard, and determine what parameters have been set for your presentation. Consider:
For more information on understanding the assessment task or how to read your marking rubric visit the getting started page.
The best presentations will engage their audiences from the very beginning. This can be achieved by including an ‘opening hook’ in your presentation; something that will grab the attention of your audience and make them want to continue listening. There are many ways to begin a presentation in an engaging way, let’s look at some examples:
Your question can get your audience thinking, and it can even be rhetorical. You could also use something like ‘Quick show of hands…’ and then give the audience something easy to react to in order to get them engaged early.
Make it short and punchy, back it up with an image if possible. It could be funny to engage the audience with a laugh, or sombre and personal to engage them emotionally.
In particular, get the audience’s attention with facts or a sobering or surprising statistic. Interesting or unusual statistics or facts can create interest and make the audience want to know more. As always, ensure your facts are correct and well researched and appropriately cited/referenced, and make sure you have thought about who your audience will be so that your information is relevant and appropriate.
…but keep it short, and consider whether you want them to read it off your slide (in which case, ensure the font is large and clear) or if you want to read it out to them. If you choose to read it out, use your voice to make it interesting and emotive. As above, think about who your audience will be, so that the person or organisation you choose to quote is relevant and appropriate. For example, if some of your audience are Indigenous Australians, you would avoid quoting a historical Australian political figure who had presided over stolen generations procedures and/or other damaging colonial policies.
This could be an image related to your presentation, for example, an infographic about your data or a relevant meme. You could use a video instead, something you think is related to your presentation or useful for the audience. Ensure you are aware of the time you have to present, and decide whether a video would be the best use of that time.
Be clear and concise and use images to depict a scenario where you can.
Ensure that whatever you use here is relevant and snappy – you don’t want to begin with a story that has too many details and bores people, a joke that the audience doesn’t understand (or is not funny or is inappropriate), or something that doesn’t relate at all to your theme or topic. Know your audience and practice your delivery and timing of your introduction.
The body of your presentation is where you detail the main points and arguments of your topic. It is essential to structure this section clearly and logically, ensuring each point flows smoothly to the next. Use visual aids, examples, and data to support your arguments and keep your audience engaged. Remember to adhere to any specific guidelines provided by your unit coordinator, such as the number of points to cover or the time limit. This section should be informative and detailed, providing the bulk of the content while maintaining the audience’s interest. You can add in a question occasionally to keep the audience more engaged; for example, get a show of hands to a quick question related to your content. Some things to consider when creating the main content of your presentation include:
The conclusion of your presentation should succinctly summarise the key points discussed in the body. It’s an opportunity to reinforce your main arguments and leave a lasting impression on your audience. Aim to end on a strong note by providing a clear takeaway message or call to action. Additionally, be prepared to answer any questions from your audience, demonstrating your understanding and engagement with the topic. A well-crafted conclusion will effectively summarise and complete your presentation and ensure your audience retains the essential information.
Here is an example of a powerpoint about making accessible powerpoints. It is clear, there is not much text on the slides, and the information is presented quite visually. It’s also very helpful information for you to know, so watch the whole thing if you have time.
Understanding who you are presenting to and why will assist you in preparing for your presentation. When preparing, you could ask yourself:
Also consider your audience’s culture or level of understanding and ensure you are catering to their needs. Knowing your audience will make your presentation or speech more relevant and engaging, while also avoiding inappropriate or irrelevant references or information. In a university setting, consider whether your presentation is for your classmates or the person grading you (it might be both).
Your body language can help you to engage with your audience. Some key things to consider are:
Stand up straight with your feet facing your audience, and your body will follow. Try not to cross your arms, clench your fists or put your hands in your pockets. Try to relax your shoulders and breath normally, and your audience will feel calmer too. If presenting a poster, stand alongside your poster or at a 45-degree angle to your poster so that you are facing your audience but can easily turn to and point to your poster as you speak.
Try not to fiddle with your clothes or your palm cards or pointer (if you have them).
Note: If you need to stim, then use discreet stimming tools, plan ahead for your sensory needs, and communicate them to your Unit Coordinator if necessary. If you’re comfortable, you may like to disclose briefly to your audience: “I use sensory tools to help focus.” This can reduce stigma and prevent misinterpretation.
Practice using your hands to make deliberate, relevant hand gestures that complement or emphasise the important points you want to make while speaking.
Be aware of your facial expressions. As with your hands, practice your facial expressions so that you can relax your face and be friendly most of the time, while smiling or frowning to emphasis points or feelings throughout your presentation. Follow the atmosphere of what you are saying; to some degree, most of your audience will feel with you when you express yourself and will therefore become more engaged in and focused on your presentation. Having said this, it is also okay to be yourself: If you are not very expressive in your face or voice, then speak clearly and sometimes use words to express your feelings. For example, instead of saying something in a surprised voice with a surprised look on your face, you can say, “I found it very surprising that…”
Try to make eye contact with some individuals, as well as addressing the whole group. This way, you include everyone but make individuals feel as though you are speaking directly to them. This can make them listen more intently and feel more engaged. If making eye contact is very challening or feels unsafe for you, then try looking at someone’s shoulder or just above their heads. Looking down can show an obvious lack of confidence in your presentation, so keep your chin up. Making direct eye contact (or looking near someone’s face if direct eye contact is not possible) can be a little nerve-wracking but you might enjoy seeing the reaction and the interest you get from your audience. If an audience member is falling asleep or looking frustrated, look at another person instead – you can’t control how all of them will be feeling about your presentation!
Move a little but don’t pace. You don’t have to stand still on the spot, be relaxed and comfortable in your movements, but avoid pacing back and forth a lot which can be distracting and make people anxious.
You can’t control everything. Some people have very little control over some of the actions they do when they are nervous. For example, blushing, stammering, and slight twitches. These things should not lose you any marks, therefore it’s best to try and accept them as part of who you are, and concentrate instead on the things you can control, like your posture, your voice volume and pace, and your preparation and visuals. If the context allows it, it can work well to acknowledge that you are nervous, many in the audience will be able to relate to what you are feeling.
Read, rehearse, repeat. Practicing a lot will help you manage your nerves, learn your content very well, have more appropriate and relaxed body language, and be more receptive to and relaxed about questions and feedback. Ultimately, it will help build your confidence and probably your grades.
Wherever possible, leave yourself time to do a lot of practice in front of others prior to the actual presentation. When practicing in front of others, be sure to practice your body language as well as your content. If you do not have others to give you feedback, then film yourself on your phone, pretending to talk to an audience, and give yourself honest feedback. Be sure to compliment yourself and notice what you are doing well along with what you can improve. If you think you are already doing something well, then keep doing it and focus on what you can improve.
Every presentation you will do will have a time limit you are required to stick to, and some units may even deduct marks if you don’t stick to your alloted time. When you practice your presentation, time yourself. Make sure you’re using your time effectively and adjust your speed or your presentation if you need to. You’ll remember more of your presentation each time you practice which will make you more aware of the time you have left. This means you are less likely to go over or fall too short of your time limit.