IES 1

1. IES 1 May 1st 2012

2. Today • Continue work on mid-term presentation.

3. Reminder • This Thursday (May 3rd ) presentations will begin. • We will do two issues (4 teams). • Who are the teams??

4. Reminder • Format: • We will flip a coin (heads = group who support the issue, tails = group who opposes the issue). • First team presents their side. • Second team presents directly afterward. • After both presentations, each team has 10 minutes to prepare a rebuttal (2 – 4 minutes long each).

5. Reminder • Format: • After both rebuttals, the audience members will cast a vote for which team was more persuasive.

6. Persuasive?? Source: http://englishemporium.wordpress.com

7. Being persuasive • Through this presentation, you want to persuade people • (make them think like you, or agree with your ideas).

8. Being persuasive • Some ways to be persuasive: • 1. Through the presentation (and presentation skills) itself. • - Speak clearly and with confidence. • - Make and maintain eye contact with your audience. • - Move your eye contact around the audience. • - Gesture to the screen when it is necessary.

9. Being persuasive 1. Through the presentation (and presentation skills) itself. • - Have a strong introduction AND • A strong closing (conclusion).

10. Being persuasive 1. Through the presentation (and presentation skills) itself. • The presentation itself should be easy to understand. • Make sure the powerpoint is simple and easy to follow.

11. Background • Back in 1967, a couple named Bonnie and Clyde died slow-motion, bullet-riddled, body-jerking deaths in a film scene that scandalized society. Today, when Stephen Prince shows that scene to his film-studies classes, many students laugh.The reason is that, between the time of productions such as Arthur Penn's Bonnie and Clyde and Sam Pechinpah'sThe Wild Bunch and today's movies such as The Basketball Diaries and Natural Born Killers, a whole different cinema environment has evolved. • At the time that Penn and Peckinpah decided that movies needed to show what death really looked like, it was a legitimate issue, Prince says. Before that, death in movies was so sanitary that no blood oozed, no limbs blew off spewing gore across the camera lens, and no writhing agony made audiences cringe. The death usually came from one shot -- bang! -- with barely a bullet hole showing, and with a character's dramatic leap backwards to a seemingly painless death in the dust. • Penn and Peckinpah had good intentions in trying to show death realistically, Prince says. They hoped that if films showed the actual results of violence, audiences would be cleansed of any urges in that direction. But the opposite occurred. Audiences grew to like the violence and demand more. Filmmakers struggled to present violence in more graphic and glorious gore. • People became desensitized to violence until today we have teen idol Leonardo DiCaprio in his now-infamous long black trench coat surrealistically blowing away classmates in The Basketball Diaries and two students in black trench coats walking into their school and killing 12 fellow students and a teacher before turning the guns on themselves.

12. The reason why this issue of movie violence is an important issue to me • I think violence in all forms in wrong. • Showing children examples of violence can only have negative consequences. • Parents need to control their children’s viewing.

13. Being persuasive 1. Through the presentation (and presentation skills) itself. • The presentation itself should be easy to understand. • Make sure any graphs are easy to read.

14. Graphs Can Also Be The Enemy

15. Being persuasive 1. Through the presentation (and presentation skills) itself. • The presentation itself should be easy to understand. • - Avoid using words that are difficult to say, or too complicated. • i.e., For example, look at this internet-oriented sequential graphic media,

16. Overly complicated language • i.e., For example, look at this internet-oriented sequential graphic media, which demonstrates the this deliriously demented situation. • vs. • For example, look at this web comic, which demonstrates this strange situation.

17. Being persuasive 2. Through parts of language • i.e., “Inclusive language” •  make the audience feel like part of your group. • “It is true that ice cream is wonderful.” • vs. • “We all know that ice cream is wonderful.”

18. Being persuasive 2. Through parts of language • i.e., “Inclusive language” •  make the audience feel like part of your group. • “It is true that ice cream is wonderful.” • vs. • “We all know that ice cream is wonderful.”

19. Being persuasive 2. Through parts of language • i.e., “Inclusive language” •  make the audience feel like part of your group. • “I think that this situation can be fixed.” • vs. • “Together, we can fix this situation.”

20. Being persuasive 2. Through parts of language • i.e., “strong words” • - “This evidence clearly shows that…” • - “This issue is definitely important.” • -

21. Being persuasive 1. Through parts of language • i.e., rhetorical questions (a question used for effect, with NO answer expected) • - “How can we let our kids watch these violent movies?” • - “How can we let this problem continue?”

22. Being persuasive 2. Through parts of language • i.e., repetition (repeating) a word over a number of lines. • “We will all suffer for years to come unless we stop this government, stop them in the workplace, stop them in the polls, and stop them on election day.”

23. Being persuasive 3. EVIDENCE!! • Using strong, credible (trustable)sources of evidence can make your ideas seem much stronger.

24. Evidence High quality vs. poor quality evidence. EXAMPLE: “According to fun_guy32 blog spot, ice cream is healthy for you.” • vs. • “According to a recent study at Harvard, ice cream has demonstrated healthy effects.”

25. Evidence Think.. News articles Yahoo! Answers Journal articles VS. Wikipedia Organizations’ website Naver cafe Official videos Personal blogs books

26. Being persuasive 3. EVIDENCE!! • Expert evidence and statistics can strengthen your points!