Overhead Transparencies

This article covers Assignment: Overhead Transparencies.

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Assignment: Overhead Transparencies

Assignment: Overhead Transparencies

Overhead Transparencies Before PowerPoint became common, using an over- head projector was a standard method of displaying words, drawings, and images when teaching or speaking. An overhead projector projects images drawn on clear sheets of plastic, called transparencies, onto a screen so that the images can be seen by a large group. Overhead projectors allow you to maintain eye contact with your au- dience as your write on the transparency. In addition, the overhead doesn’t require that you turn off the lights in the room. Although you may want to dim the lights a bit, most images can be seen clearly in normal room light.

Although most teachers and speakers today use PowerPoint slides rather than overhead transparencies to display visual images, we discuss the use of overhead transparencies for three reasons: First, some speakers prepare transparencies as a backup method of projecting their PowerPoint slides—especially when the speaker is delivering an important presentation and the images are vital to the talk. Second, there may be times when, as a speaker, you’d like to summarize information during your talk. It is easy to draw a simple diagram, make a brief list of facts or numbers, or summarize comments made by audience members, using overhead transparen- cies. Finally, transparencies are relatively easy to use.

If you do prepare an overhead transparency, apply the same principles and tips we present when developing PowerPoint slides. Make sure your images can be seen by everyone in the audience. Control the timing of the images you project by turning the projector off when not in use. And just as with any presentation aid, practice using the equipment you’ll use during your speech.

PowerPoint Presentation Aids Richard had worked hard on his presentation to the finance committee. He had pre- pared an impressive-looking poster, distributed a handout of his key conclusions, and rehearsed his speech so that he had a well-polished delivery. But as he sat down after concluding his speech, certain he had dazzled his listeners, a colleague poked him and asked, “Why didn’t you use PowerPoint slides?”

Basic Principles of Using PowerPoint Most audiences, especially those in the corporate world, expect a speaker to use PowerPoint—a popular software program that helps you create and present images, photos, words, charts, and graphs. Although PowerPoint or any other computer-generated graphic can be overused and, like any presentation aid, can distract from your message if used improperly, it nonetheless opens up professional-looking possibilities for illus- trating your speech.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

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LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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