The topic that probably interests you most is the grading of your oral exam, so I'll start out with that.
Basically, you will be asked to (1) give a presentation, (2) answer two questions from the Griffin/Ebert chapter that is most closely related to your presentation topic and (3) participate in class discussions following each presentation. Bearbeitet von: GerhardFenkart am: 6/6/06 15:38
Re: Infos zur mündlichen Englisch-AP 2006Updated: (1) only one question; (2) question asked after each presentation
The question from the Griffin/Ebert chapter constitutes 20% of the final oral grade. Essentially, it will be a hit-or-miss question (i.e. you will either know the answer to it immediately or not at all). You will not be asked long, essay style questions. Instead, be prepared to answer questions such as "What are the levels of Maslow's pyramid?", "What is the difference between a letter of credit and a banker's acceptance?", "What types of utility can a product generate?", etc.
Both groups will have the questions after each presentation (i.e. a student presents, discussion follows, and then the student is asked two questions). Bearbeitet von: GerhardFenkart am: 6/6/06 15:37
Re: Infos zur mündlichen Englisch-AP 2006The presentation constitutes the remainder of your grade (i.e. 80%). Specifically, you will receive a weighted grade based on your content, presentation style, and level of language.
Each of these three areas will be graded separately (0-100%). The final percentage (of 100%) will be weighted as follows:
This percentage is then multiplied with 80. Thereafter, the points from the oral questions (0-20) are added, thus determining your final grade for BC 8.
In regards to the total final exam (i.e. written & oral), your points are determined by calculating (60%*written points + 40%* oral points)/ 100%.
I'll go into more detail on the presentation in just a moment.
Re: Infos zur mündlichen Englisch-AP 2006
We expect a good level of class discussion following each presentation. Generally, the time allotted to each student's segment is 40 minutes, including (1) presentation, (2) oral questions, and (3) class discussion.
On the one hand, therefore, it will be up to each presenter to think of interesting discussion topics related to their topic ("What do you think about this?" is NOT a good discussion ice breaker, by the way). Whatever your topic is, try to think of interesting questions/issues that your particular audience will WANT to discuss. For example, if you're giving a presentation on the WTO, don't open your discussion by asking people's opinions on the WTO. For our particular groups, I doubt that will lead to a heated debate. If, instead, you abstract a bit and ask whether free international trade has benefited Austrian employees or put them at a disadvantage, this will be more likely to get the ball rolling.
As an audience, you are expected to give your opinion on issues that interest you. While this will not be graded separately, it will affect your final grade in case you are on the verge of a 4,3,2, or 1 (i.e. it counts as extra credit).
Re: Infos zur mündlichen Englisch-AP 2006Now I'd like to discuss the presentation in a bit more detail.
The duration of each presentation will be 12-15 minutes.Your presentation must be within this length in order to achieve full points. It might be a good idea to bring along a small clock and set it next to the laptop.
I. The points for content are distributed on the basis of the following considerations
a) Was sufficient research put into the topic or did the student basically draw the content from only limited sources?
(In this context, the number of sources you should use - including books, press articles, journal articles, and internet sources - should amount to at least 5)
b) Did the student make sure to present a suitable amount of information in consideration of (1) the available timespan and (2) the level of knowledge of his/her audience on the topic?
(While there should not be too little content, the bigger risk is usually that students try to cram too much information into 15 minutes and leave the audience more exhausted than informed)
c) Did the student analyze the topic from different perspectives (e.g. pros and cons)?
Re: Infos zur mündlichen Englisch-AP 2006II. The points for presentation style are distributed on the basis of the following considerations
a) How was the presentation structured? Was there a logical buildup? If not, why not (i.e. if the student used an alternative type of structure, was it for good, innovative reasons, or was it just due to lack of preparation)?
b) If the topic is fairly complex and/or technical, did the student make sure to anchor it with the audience by providing short examples that they could relate to?
c) How was the student's level of eye contact with the audience? Did he/she make sure to look students in the eyes sufficiently? Did the student make sure to look at the entire audience and not just at the grader?
d) How was the student's posture? Did he/she stand upright in an elegant, classic manner? If not, why not (i.e. was it to consciously send a message/ create an ambiente, or was is just due to sloppiness)?
e) How did the student use his/her hands? Was he/she in control of them or did the student fidget a lot (e.g. nervously)?
f) How did the student utilize his/her voice? Was the volume adequate? What about the level of energy and speaking speed? Did the student vary the melody of his/her sentences or were they all spoken in the same tone (i.e. sounding 'memorized')?
g) What technical support did the student use? Did the student make sure to include bullets on the most important information? Were quotation marks used English-style ("" ? Were numbers written in the English format (e.g. 1,000 not 1.000)?
h) How useful were the handouts for other students? Was the most important information summarized?
Re: Infos zur mündlichen Englisch-AP 2006III. The points for language level are distributed on the basis of the following considerations
a) What level of language did the student use? Was their appropriate technical vocabulary? What types of phrases and sentence structures did the student fall back on?
(Depending on the level of language, between 0 and 20% of the Language Level Points are awarded.)
b) Were there pronunciation mistakes? Each pronunciation mistake leads to a deduction of 1% of the Language Level Points. Each pronunciation mistake is only deducted once (i.e. not each time the student makes it).
c) Were there grammar errors? Depending on its severity, each grammar mistake leads to a deduction of 2-4% of the Language Level Points. Each grammar error is only deducted once (i.e. not each time the student makes it).
Re: Infos zur mündlichen Englisch-AP 2006That sums up the grading for the oral exam. You will be receiving written or oral feedback from us on your presentations to (a) help you further improve your English and (b) to ensure utmost transparency.
One point of particular importance is plagiarism. Please make certain not to copy a PPT presentation from the internet or to copy/paste text that isn't yours into a PPT presentation without putting it in direct quotations and citing the author. Plagiarism would reduce your entire grade (written & oral) to 0% and you would have to retake the written exam as well as the oral segment. If you have any doubts whatsoever whether information you used was cited correctly, mail it to me along with the original source- I will make the time to look at it. There's a whole section on plagiarism on another thread in this board- please make sure to take a look at it, both in regards to our class and in consideration of your future seminar papers/theses.
Now, on to more pleasant things - Schloss Zeillern.
Re: Infos zur mündlichen Englisch-AP 2006Recent findings have allowed biblical historians to determine the exact location of the Garden of Eden. The location is Schloss Zeillern. Seriously, the hotel is set amidst a beautiful landscape. There's all sorts of sports facilities outside for when you're not working and in case it's raining, there's a bar, a bowling alley, a restaurant, and even a sauna inside. Just make sure not to eat any of the apples.
Getting to Schloss Zeillern is fairly easy- Robert's going to upload a map to the intranet for those of you that will be driving out. I'm going to take the train out to Amstetten as it's a very scenic route. There's a hotel shuttle bus that picks up guests from the train.
It's generally a good idea to get out to Schloss Zeillern the evening before your seminar starts, as it gives you a chance to relax and settle in rather than to race all the way from Vienna the next morning. That choice is up to you, individually, though.
Our package includes three meals (buffet) a day at the hotel. This is the one area the Schloss could improve on further, though. The food is not great. There are two restaurants in Zeillern that have far better cuisine, but they obviously cost additionally.
Any questions on any of this so far?Bearbeitet von: GerhardFenkart am: 5/8/06 20:15
Both Robert's and my groups will be working in separate seminar rooms through the course of the day. Beamers and flipcharts will be available. I'll also have my own laptop along, but I'd prefer to use it to evaluate your presentations as I type faster than I 'handwrite'. If noone in the group is able to bring along a laptop, then let me know and I'll make sure we have one. You can either bring your presentations along on a USB Stick or e-mail them to me (IMPORTANT: If you mail your PPT presentation to me, don't consider it to have arrived unless I specifically send you an "I got it" confirmation-mail).
Re: Re: I had to edit this a bit to ensure synchronicity to Robert's groups!
In terms of class structure, classes will start between 9 and 10 each morning.
The first presentation will take place at e.g. 9:30, followed by a discussion. The second presentation will begin at 10:10, etc. Ending each discussion, I will ask one question from Griffin/Ebert that is based on the chapter most closely related to your presentation topic.
Generally, we will be taking a break of 15 minutes after every two-three presentations. Please see your schedules for the precise breakdown.
Depending on the size of the group, we'll probably be done by lunch on the second day (Day Group) or in the early afternoon (Evening Group). At that time, you will have received your final grade for BC 8 and for the English Final Exam. The class officially ends at that point, though you're welcome to stay on for the rest of the day, of course!Bearbeitet von: GerhardFenkart am: 6/6/06 15:36
Re: Re:That's pretty much all I can think of at the moment. Please feel free to post any questions you might have and I'll answer them either immediately or over the next few days.
The group that went last year (FIRST 2007T) had a very good time, as did Robert and I.
Summary
CAn you tell us more about the summary we have to send you a week before our presentation?
How long should it be? Should it cover the whole content? Do we get points for that too?
Re: Infos zur mündlichen Englisch-AP 2006What we need is a one page summary of the most important elements of your presentation. When preparing it, consider the following question:
1) If I were a student in the audience listening to this presentation, what information would I want in writing so that I can remember the content a few weeks/months later?
Ideally, each student will leave the class with 10-20 handouts (depending on class size) on a variety of business topics. Make sure you include what you think the students should remember in the future, but also make sure not to include too much. Too much information on handouts always brings with it the risk of "information overload". People might not look at it anymore because of this, and that might lead them to remember less of your content than if you'd prepared a simpler handout to start with.
You don't get separate points for the handout, but they do play a role in evaluating your overall presentation style.
? Were numbers written in the English format (e.g. 1,000 not 1.000)?
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