Here are some tips for your class presentations.OBJECTIVES 1. To identify and condense core issues in the components of the Criminal Justice system (courts, police, corrections) 2. To search for and select concise readings, preferably electronic, that clearly, concisely, and cogently, illustrate those issues 3. To work together with others in sharing ideas and digesting them into manageable topic-driven information that can be used to inform others of the issues 4. To develop skills in public presentations, as would be done in conference or workshop presentions, thesis of dissertation defenses, or media interviewsFORMAT 1. The presentations will be based on readings that you give the class. The readings can be sent out as direct links (to the class discussion list); obtained from JStore or some other source, and sent to the instructor, who will put them on a homepage with a link and send the links out; Or zeroxed well in advance and distributed. 2. Readings should be limited to about two thirds of the total class time, saving AT LEAST 15 minutes at the start and 15 minutes at the end for the instructor to introduce and conclude it. Do not worry about filling the time. Normally, there is never enough time. It will get filled. 3. About three or four journal articles is sufficient for weekly readings. However, they should be limited to no more than 100 pages. Two 200 page law review articles would be too much. Sometimes, Web readings might be short and just a few pages. In this case, you might want numerous links, but be careful: Too many different sources make it difficult to keep it all straight. Readings should be limited to about six, total. 4. On the weeks when a book is our discussion topic, presenters need not provide additional readings. However, if there is a strong short work or two that bears directly on the book, it could be useful.STRUCTURE OF PRESENTATIONS 1. Presenters will work together, preferably several weeks in advance of the presentation, to discuss what they want to do. 2. Readings should be assigned 7-10 days before the presentation. Earlier, it gets confusing. Later, it leaves little time. It works best to send over material to the instructor early, who will then put it up one week before. 3. Presenters will set together, and after the instructor introduction, they will present their material. 4. Presenations can include talks, guest speakers, video, or any creative "performance" that will deliver the material. 5. There must be an interactive component that involves the class in an appropriate way. Question and answer is most common, but skits, contests, debates, class discussions, and other approaches are acceptable, even encouraged. 6. In pulling together your material, start with an organizing theme around which you assemble your material. This can be a provocative policy suggestion or reform idea, a point of view, a challenge to accepted wisdom, or anything else that you want your audience to think about and come away with. Engage the material and have fun. Take the ideas and issues seriously, but also craft the presentation in a way that makes it injoyable for YOU. Normally, that will make it enjoyable for your audience.TIPS 1. Remember to get the readings out AT LEAST 7 days (2 weeks is better) prior to your presentation. Although you can zerox articles and pass them out at least a week in advance, it is best to get them from JStor and send them to me as an attachment; I will post them on the class homepage for people. Or, you can send out URLs to the class list for people to read. 2. Include some "reading questions" or "discussion questions" or some way to structure readings for people. Nothing fancy, just a hint for the reader. Although this can be done in class with a handout, it is best to give them to the class along with the readings. 3. Make sure the presentations link the readings to your themes. The broad topics are intended to be broad. The goal is for you to tie the themes to main issues. Presentations can be "lecture," games, or anything else that gets material across and generates discussion and interaction. Feel free to revise or modify the topic's guiding question as you feel appropriate. 4. Don't try to do to much in your presentations. Be substantive, concise, and clear. "Idea overload" confuses people, including the instructor. Don't assume that everybody understands the issues. Many of us might not have had the relevant courses or--more likely--we've forgotten what we've learned. 5. If there are complex issues, handouts are useful. While I don't like powerpoint, if that helps you, use it (but, handouts tend to be better). 6. Keep the class involved: Games, debates, groups, q&a, lots of ways to do this. The ratio of presentation-to-class involvement can vary dramatically, but try to make it (in a seminar) at least 80-20, but no more than 50-50. 7. The rule of thumb: Consider what you DO NOT like about the instructor's style, and do the opposite.