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  1. E100 教養教育院
  2. E100b 紀要
  3. NU ideas
  4. 6

Communicative Efficacy and the Issue of “Self-performance” in the Cross-disciplinary Research Presentations Classroom

https://doi.org/10.18999/nuid.6.65
https://doi.org/10.18999/nuid.6.65
6e6e78d0-1a80-4bc9-b3b1-ed92a98e9672
名前 / ファイル ライセンス アクション
6_weeks.pdf 6_weeks.pdf (158.2 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2018-01-05
タイトル
タイトル Communicative Efficacy and the Issue of “Self-performance” in the Cross-disciplinary Research Presentations Classroom
言語 en
著者 Weeks, Mark

× Weeks, Mark

WEKO 74508

en Weeks, Mark

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
抄録
内容記述 It is common, accurate and serves a practical purpose to regard presentations as a kind of performance. Indeed, in teaching presentations we may highlight their performative nature in order to inspire dynamic and engaged delivery. This paper examines, however, how an overemphasis upon conventions of performance, particularly where it is aimed at projecting what is perceived as an “impression” deemed appropriate to a research discipline, may be responsible for some failures of communication in presentations. Cross-disciplinary courses in research presentation skills are shown to provide an especially fertile context for exploring, understanding and imparting awareness of this. Given the unique and considerable challenges posed by sharing research across disciplines, a cross-disciplinary research presentation course foregrounds the issue of communication efficacy to a quite extraordinary degree. For the author, this raises questions about the factors informing research presenters’ decisions in preparing and delivering their presentations. Based on experiences in classes, research on presentation skills, along with discussions of the contested notion of “performance,” it is argued that it may be helpful to students for teachers to articulate a practical distinction between the projection of one’s disciplinary identity as a research scholar and effective communication of research content to an audience. But how does one draw that practical distinction without immersing students in the semantic fluidity of the term “performance” or philosophical controversies surrounding the function of performance in social being? It is suggested that contained within the dense and abstruse pages of existentialist philosopher Jean-Paul Sartre’s Being and Nothingness there may be a useful analogue.
言語 en
内容記述タイプ Abstract
内容記述
内容記述 Special issue: Proceedings of the Third International Symposium on Academic Writing and Critical Thinking
言語 en
内容記述タイプ Other
出版者
言語 ja
出版者 名古屋大学教養教育院
言語
言語 eng
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/nuid.6.65
ID登録タイプ JaLC
関連情報
関連タイプ isVersionOf
識別子タイプ URI
関連識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume6/6_contents.html
ISSN(Online)
収録物識別子タイプ EISSN
収録物識別子 2186-3660
書誌情報 en : NU ideas

巻 6, p. 65-70, 発行日 2017-12
著者版フラグ
値 publisher
URI
識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume6/6_contents.html
識別子タイプ URI
URI
識別子 http://hdl.handle.net/2237/27229
識別子タイプ HDL
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