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Structuring your presentation

(from Writing for Scholars, by Lynn P. Nygaard, 2008: 158-162)

First; Introduce your research question – simply and concretely.

Then; you can provide the necessary background or context – all the time answering the question: “why should you listen to this?”

Next, the thesis statement before its evidence.

Finally; the conclusion. Answer the question: “What is your aim in giving the presentation?”

– Tell a story with a narrative flow: A beginning, a middle and an end. Look at how the points are connected (Nygaard: 159).

The presentation should respond to four questions from the audience, corresponding to the four stages in the learning circle:

1: Why are you telling me this?

2: What is your point?

3: How is this relevant in a wider context? (Either to a real-world context or to a scholarly discourse.)

4: Allow audience to integrate what they’ve learnt into their own work (Nygaard 2008: 160-162).

(from Writing for Scholars, by Lynn P. Nygaard, 2008: 158-162)

First; Introduce your research question – simply and concretely.

Then; you can provide the necessary background or context – all the time answering the question: “why should you listen to this?”

Next, the…

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Things to remember when presenting papers at conferences

(Points gathered both from personal experience as well as from listening to others)

* If you want to show some of the great video material you’ve worked hard to collect and that will visualize your speech wonderfully, be sure to bring any possible transformer or connection cable that might be needed with your particular Mac (which might not be the same connection cable that the earlier speaker with a Mac used)

* Make sure you know how to compensate if the visual presentation do not work (even though you followed the previous point)

* Know the text very well and don’t lose the flow of recitation

* Know the time it takes to go through every section and how slow it should be recounted (so you don’t get stressed and lose the pace when the shair shows you the 5 minutes sign)

* If you are of the sensitive kind, remember to ignore the audience when they start moving around in their chairs, yawn or flip their sheets – some people just becomes like that after sitting straight listening for two hours in a row. Very likely people will come afterwards and say that the atmosphere was just electric during the empirical quotes and it was all so moving and so on. So, either focus on the attentive faces that follow you or just turn inward and follow the flow of your text

* Please, state the purpose and aim of the presentation! What does all this lead to? In my opinion, the listeners can’t be reminded too often…

* Reading or not reading, I don’t really have any strong views, but too quick is not good, whether it is read or spoken. Neither is too many diversions from the line of argument and too many ehs…

* And now, in the all-embracive age of powerpoint, why not reflect on what the visual aids can and cannot do for exactly your purpose.

(Points gathered both from personal experience as well as from listening to others)

* If you want to show some of the great video material you’ve worked hard to collect and that will visualize your speech wonderfully, be sure to bring…

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What can people learn from your research?

Yesterday, I had to answer the question: “What can people learn from your research?” Eh… Learn from what I do? So this job isn’t just a way of keeping another overqualified person out of unemployment statistics? Well, joke aside, …but I have to admit that such an upfront and naïve question up here in our ivory tower-existence made me realise that I think far too little about the very simple fact that people might learn something from what I do. Even if I often think that much in this world is outside of my jurisdiction and beyond repair, I hope I haven’t totally given up on the idea that what I do might be useful, – also above the personal pleasure of it and the societal benefit of not spending my days doing something that is harming the environment more. From now on, I’ll have in the back of my mind; what can the reader learn from what I write… or perhaps less didactic and patronising; which experiences do I want to convey? What do I want the reader to experience and retain from my text? Something like that…

And what did I answer to the question yesterday? First, I though eh… something about social classification blah blah…? That they are different in different societies…? That social cohesion and nationalism is different in different societies…? No, these things people say all the time. What I really want try to convey is perhaps the greatest thing about the Parisian slam poetry: How little it takes to create an inclusive environment where even a newbie like me can feel at home, and where one get to know others and get to express oneself. Can I write a manual to an open, cosmopolitan democracy in practice!?

Yesterday, I had to answer the question: “What can people learn from your research?” Eh… Learn from what I do? So this job isn’t just a way of keeping another overqualified person out of unemployment statistics? Well, joke aside, ...but…

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Writing and performance


It was hard picking a photo for this post. So many of my photos evoke memories from my many slam nights in Paris, but how to find a photo that can convey some of theses feelings to the readers of this blog… With this one, I hope to put across the mundaneness of French slam (the greengrocer’s Sharazade in the background), as well as some of it’s diversity of participants.

My thesis takes shape from the margins, and slowly, slowly am I circling in the core chapters. I don’t think this is a particularly good way of composing the general argument of the work, but I have a fairly good idea of why the core content just keep slipping away from me. The final part of this core, the chapter where I give an in depth analysis of the slam sessions, is finally now on its way. Thus on a deeper level, it feels like I’ve always had an idea of what goes on. But to actually describe what happens, is far harder. The first part of what I call the core, is thus just very hard to get a grip on.
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I’ve recently taken up again an excellent book on performance, Utopia in Performance, by Jill Dolan (she even has a blog!). In the introduction, I found a description of exactly what I’ve been struggling with:

How do we write about our own spectatorship in nuanced ways that capture the complicated emotions that the best theater experiences solicit? How do we place our own corporeal bodies in the service of those ineffable moments of insight, understanding, and love that utopian performatives usher into our hearts and minds? How do we theorize such moments, subjecting them to the rigor of our sharpest analysis while preserving the pleasure, the affective gifts that these moments share? (Dolan 2005: 8-9)

I could have quotes several passages on this subject from Dolan’s book. The way she writes about theatre and performance, fits as hand in glove with how I perceived the slam sessions. In some ways, it fits even better for the particular performance French slam poetry constitutes, as the boundary between spectators and performers is by definition blurred (to a far larger extent than in for instance US slam poetry). I’m itching to get deeper into this, but for now I’ll just give the word once more to professor Dolan:

How can we capture, in our discourse, not just the outlines of a performance’s structure and form, its content and the contours of its narrative, but the ineffable emotion it provokes in its moment of presence? How can we evoke, in writing, how its presence grounds us in a present, a moment of life at the theatre, that seems somehow imbued with our past and our future, at once? How can I summon for you here my own experience of the simultaneity of time that infuses my argument, and that I feel during my richest, most memorable visits to the theater… (Dolan 2005: 9).

And finally, as a motto for my further writing in the thesis, particularly since I will claim that French slam poetry upholds an ideal of society as genuinely cosmopolitan and democratic (that is Utopia in performance…):

But part of the challenge of writing about performance as a public practice, one that circulates extensively and has some social impact, is to make it live well beyond itself, to hold it visually in memory, to evoke it with words, and to share it widely, so that its effects and potential might be known (Dolan 2005: 9).

It was hard picking a photo for this post. So many of my photos evoke memories from my many slam nights in Paris, but how to find a photo that can convey some of theses feelings to the readers of…

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Anthropologists and novelists, part two

Anthropology is just one way among many fields that try to make sense of and represent social life. A post ago I stated that it probably isn’t even the most superior at it. Funnily, in the days after I wrote that post, I read in the papers several similar comments made by other social scientists.

“The best novelists and playwrights are – almost by definition – those who understand human nature better than others” (the social and political theorist Jon Elster quoted by the ditto theorist Rune Slagstad in Morgenbladet 19-25, 2010. Jon Elster is interested in the role emotions play in relations to knowledge and behaviour. And no social scientist gets as deep into these intricacies as authors.

The gender researcher and novelist Wencke Müleisen has provided some fine social science inspired analyses of Knausgård’s writing earlier, and some days ago in a feminist column in Klassekampen she, too, ended her comment by singing the praise of novels:

A friend told me that while reading volume three [about childhood], she realised for the first time that her mother had behaved similarly [passive] in relation to her father’s aggressive behaviour. … It is hard to understand how this passive feminine violence seeps so invisibly into a kind of cultural gender pattern that one simply just doesn’t see it. In that respect, it is telling that in Knaugsård’s novel, [the mother’s deceit] is staged [“iscenesatt”] as absence and silence. Much seem to indicate that more readers get activated unpleasant memories of fathers’ aggression and mothers’ betrayals. The visibility of masculine violence makes us blind of the feminine passive acceptance. Language at work [“språkarbeid”] is needed. Novels can do that. (KK 22.02.2010, my translation)

Why is that? How do novelists do that? Does it have anything to say that the versimilitude (truthlikeness) of their depiction of the world within and around us resonate with the reader’s experience, rather than hinge on the logics of scientific methodology? Or is it a function of the literary language compared to concise concepts?

Anthropology is just one way among many fields that try to make sense of and represent social life. A post ago I stated that it probably isn’t even the most superior at it. Funnily, in the days after I wrote…

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