The oral presentation, rather than functioning as a discrete assignment falling in the last half of the course, should be intrinsically linked to the many and varied opportunities that students have for presenting their ideas orally in the space of the classroom. Indeed, from the first day of class, students can begin to exercise their voices in a non-threatening way by means of the oral introduction of another class member. The earlier in the quarter that students can experience their own voices as helping to constitute the culture, and at times the content, of the course, the less threatening oral presentations will be later on.
The formal oral presentation, often the culmination of group work or the trial run for the final essay, should draw from and build upon previous exercises throughout the course of the quarter. If it is continuous with the discourses that the culture of the class has created and practiced, the oral presentation can serve a productive creative, collaborative, and pedagogic function.
This section was adapted from Zimmerman, Beverly B. New Perspectives on Presentation Concepts. Boston, MA: Course Technology, 2001.