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ATISSA BANUAZIZI:
In 8.13, students

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have to present over
and over and over

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again throughout the
course of the semester.

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And we think that this iterative
process is really important.

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We start out giving them some
instruction at the beginning

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of the semester.

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But often, they still
don't feel wholly

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comfortable with
what they're doing

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the first time they present.

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And so once they've presented,
they get videotaped.

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And then we meet with
them to discuss the video,

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to discuss the slides,
to see what worked

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and what didn't work.

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And those one-on-one conferences
that we have with them,

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they're reinforcing the core
concepts in the instruction

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but in a way that's really
directly linked to the work

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that they've already done, the
work that they're continuing

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to do, and to challenges that
they've already experienced

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so they can really
understand the significance

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of these strategies.

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And so by the time
we have them revise

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one of these presentations
that they present

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in the public oral, which
is to their entire class

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and, often, to people
outside the class--

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they might be other faculty;
they might be friends

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of the class of the students--

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they're already fairly
experienced communicators.

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And they have a pretty good idea
of what's effective and what

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isn't.

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A lot of classes
at the Institute

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do a terrific job
of exposing students

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to many, many genres
of communication.

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What I think is unusual
about this class

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is sort of how
deeply they're asked

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to delve into a couple
of very specific genres.