Presentation about a book! What must go in?

I have to present a paper in German class after the vacations. This is about the book "KOLYMA by Tom Rob Smith.
With that I still have ca. more than a week to read the book completely through me. Now the question is what has to be in the paper. I will probably present it with a powerpoint presentation.

And then you should know that my German teacher doesn’t know which book I’m going to present, because I chose it myself.

I hope one or the other has already been through something like this and can help me as well.

Thanks in advance!


Bittenfeld apple
  • #2


  • #3


  • #4


Angelner Borsdorfer
  • #5

-Short biography of the author
-Literary phase
-Action summary
-People (if there are too many people, limit yourself to the really central figures)

Short readings are also always nice to bring in, if you have the time.


Bittenfeld apple
  • #6

Is it not completely irrelevant in a presentation what is being presented about??

At least that’s how it was when I was at school, but a few harsh winters have passed since then and I guess they like to let others work with them.


  • #7

In my school time I held also gladly and frequently presentations however since I hear lectures at the university these presentations moved into the very last level, therefore a tip of me, someone who trains now in the debating club his rhetoric and has always thought about the quality of his presentations:

Be authentic, tell your classmates the material with enthusiasm and depth of content, without going into too much detail.
To do this, however, you need to be clear about your goals: What do you want in the first place? What do you want to get across? Who do you want to reach? Do you want to sell the book or do you want to philosophize about an interesting passage/incident?

A presentation is different from a persuasion speech and yet a pure information speech is sometimes more difficult, because you don’t want to bore your audience and still want to get a sharpness in content. There convincing arguments are out of place and pure content points bore then nevertheless extremely, instead I would – would I now again the chance my presentations of earlier to hold – the principles behind it explain so that the intellectual achievement in the listener is to be looked for, without these people however also to overstress, because you want to show also the teacher which you know everything.

After you are clear about your goals and the reason for your speech (z.B. Presentation of the book KOLYMA with the aim to share with your audience your thoughts about the moral issues a KGB member is subjected to) you make yourself clear which information is now to be transferred and like this information is then to be transferred.
D.h. what you are most interested in and what you have been occupied with, what you can then talk about most honestly – of course in accordance with your goal and with what the teacher asks of you. These are of course steps that have no fixed order, so you look first what might fit best or you look what touched you the most and what you have thought about the most. And this is first a task in itself, d.h. read the book, think about it, where do you see problems that need to be discussed? Maybe a little help is to put yourself in the German teacher’s shoes and think about what kind of exam assignment he would set for this book. one that has content and about which you can write/talk a lot and discuss back and forth. Example Faust I by Goethe: "Discuss, to what extent one can, with regard to the "tragedy" narrated by Goethe to talk about guilt and responsibility", but this example is maybe even too broad.

After that comes the question of presentation, i.e. how you get it across.
And of course you have to keep a sequence that allows the listener to follow you, if you start and say "The book is about a KGB member who has some trouble with his adopted daughter and has to rescue a priest because she was kidnapped and the question that comes to my mind is if it’s okay that people just steal his daughter because he has imprisoned the priest" no one knows, which means that you will not be able to get around a short, concise summary of the content. But also this summary of contents should be worked out in my opinion – and there I can tell you now garbage, because the teacher can mean it probably completely differently – on your core message. There are z.B. (no guarantee) information like the name of the protagonist and the name of his daughter and the name of the kidnapper and the cousin of the uncle of the sister-in-law of the great-grandmother of the priest not important, but much more what principles and emotions in the story itself have led to what you want to talk about.

After that you can start with the main part of your presentation and discuss and present the different positions, the different pros and cons. The most important and content heavy part. Here it is about explaining the thoughts you have made and to make them understandable by means of the causal connections. While the other parts can be overcome quickly you are welcome to make a few pauses here, so that one can also think, z.B. "That does beg the question that blah blah blah." PAUSE
Here you should really limit yourself to what you want to talk about and not ramble on or mention any analogies to other places in the book, because that is useless. I often heard in school time something like "And such problems are also in chapters 4, 7, 13 and on page 253 and 523" and that is really BAD.

After that you can perhaps talk about how "difficult" it is to You found the book to be a good read and whether you would recommend it and how you found the story overall.

So after you’ve figured that out, then comes the presentation and handout design.
First the handout and then the presentation!

The handout is handed out beforehand, i.e.h. the listeners can look there again and again, if they could not follow you or want to know still something around it while you bore them.
So in there should be basics like title, author, ISBN, publisher, year of publication, time told, names of characters, brief summary of content etc.
And then of course vllt in ner kind of diagram the constellation and the problem arising from it.

Then comes the Powerpoint-Presi. I don’t want to say much about it except: SHORT SHORT SHORT!
It is unbearable when a paper hangs on the presentation and hangs from bullet point to bullet point. Instead, you avoid this problem by listing few pages and few key points. The bullet points should be even less than headlines to your said, so you do not interrupt the speech flow of you because of switching and the people do not look at your Prasi but listen to you. But there are also different philosophies. My experience here is simply that "less is more"!". I had z.B. last week I had the pleasure to present our debating club in front of 500 freshmen, my presentation consisted of 3 slides: Who, What, Where.
"Debate Club, "What is debating and why?", "Where to find us?". I have filled almost 20 minutes with it and had only in the 2. Slide, so the "What really key points, of which also only 3 pieces. And the people were infinitely enthusiastic and tore the flyers out of my hands.

After you have done all that and prepared so very well already it’s just a matter of presenting the whole thing.
For this, just imagine you are an enthusiastic teacher who wants to explain something exciting to ignorant but smart children.
Slip into that role and you won’t have any problems. This is how I did almost every paper with an A+ (except once, when the physics teacher said it was not about the material but about "shining" in the front) and present myself).
Excitement? Goes away after the first 2-3 minutes when you are in it, you don’t have to worry about it. But it is important to have enough oxygen in your head, therefore stand up straight and breathe well, so you don’t stand in front of the class like a complete failure but give a confident and authentic presentation. Eye contact and if someone talks put them in their place. Be a respecter of persons. YOU are standing in front and not he/she, when he is sitting he has enough balls and can say something stupid, but when he is standing in front and is afraid of embarrassing himself in front of the class, he will only turn into little raisins, if you know what I mean. And do not forget your goal! It is enormously important.
Maybe this can be wrong in the sense of the assignment, but I would make it so that after your presentation one of your classmates CAN come forward and say something about it, but maybe this is not according to the assignment. I like to be someone who stimulates discussions and shares his opinion until it comes across and then goes into an observer position and listens.

Hope I could help you

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