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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.6.656e6e78d0-1a80-4bc9-b3b1-ed92a98e9672
名前 / ファイル | ライセンス | アクション |
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6_weeks.pdf (158.2 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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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 |
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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 |
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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 |