Presentation Guidelines for MBI 298

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This section outlines the style, organization and general considerations for a typical 45 min-1 hour presentation. It is meant to serve as a framework around which the presenter can devise an individualized talk. It will have to be tailored to both the paper and the presenter's style.

Beginning: State your name and your lab.

I. Introduction (10-12 min):

1. Begin presentations by very briefly stating the main problem(s) or hypotheses being addressed (2-5 min). Then introduce the authors, the paper and point out why the paper is important (e.g., "One of the unanswered questions in the field of eukaryotic transcription is how does a eukaryotic activator function? One hypothesis is that the activator contacts a general transcription component and this interaction helps assemble a transcription complex. This paper by the famous scientists Dr. Smith et al., entitled "VP16 is a Good Activator" is exciting great science and addresses that hypothesis by showing....") . This need only be a brief overview. You will cover the rationale and background in more detail below.

2. Present a short review of the necessary background information (8-10 min or so). The presenter should read a review article or two on the topic and use this as background to provide an intellectual framework for the problem or the area being covered in the paper. Begin by restating the global problem and then in an organized fashion subdivide the problem into bits of information that are important to the actual paper being covered. However, don't make the introduction overly broad or you'll lose focus. Usually two to three schematic illustrations of the process being discussed and a description of any key proteins/systems covered in the paper will provide the necessary framework. These diagrams should be referred to periodically throughout the talk to help the class follow your presentation as it becomes more sophisticated and begins to focus on data.

II. Presenting and Evaluating Data from the Research Articles (30 min):

3. Restate the specific problem being covered in a paper and present the main conclusions up front. This helps the audience to understand the logic behind the experiments you'll be describing next (1 min) (e.g., "This paper suggests that VP16 directly contacts TAF40 because certain mutations in VP16 abolish both its ability to activate transcription and bind the TAF). If there is a concluding model also show that up front. Again this helps the class to follow the logic of the data presentation.

4. Briefly outline the experimental design for the paper, (e.g., "The authors used in vitro transcription and affinity chromatography to study the effects of mutant VP16 on gene activation in a HeLa extract)" ( 2-3 min). No need to dwell on this too long as you'll have to describe the specifics when showing the data.

5. Explain, using key figures from the paper, how the data support the conclusions and fit into the model. Do not try to cover every single figure or nuance in the paper or the seminar will drag out. But be careful not to make your treatment of the paper superficial. The correct balance is essential! Remember to critique the data, i.e., control experiments that should have been done or alternate explanations for the results. Use clearly labeled Powerpoint slides when summarizing the key figures. If the figures haven't been properly labeled then you do it. Also, when showing figures from a paper never use the pdf figures. Go directly to the journal website and copy the high resolution HTML files onto the slide. Often this entails resizing the figure, cropping it so as to show only the relevant panels and then labeling it with a title and any comments you wish to make.

6. When describing an individual figure first state the reason for this particular experiment and its conclusion (e.g., "The authors wished to determine the effects of VP16 mutants in an in vitro transcription system and show that key mutations in the activation domain abolish gene activation in vitro. "). Then briefly mention how this particular experiment was done and describe what you are showing (e.g., "The DNA template was incubated in extract with GAL4-VP16. Transcription products were isolated and measured by primer extension. This is an autoradiograph of the primer extension products ...") and be sure it is well labeled, even if the authors failed to do so. Point out landmarks (e.g., "This band represents the the primer while this one is the primer extension product, which is a measure of transcription... etc."). Group together lanes with a similar theme (e.g., "The lanes are in sets of four; in the first group, the authors are titrating increasing concentrations of mutant VP16. In the second group... etc."). Remember that it is not necessary to explain every lane. Pick out the crucial lanes and always contrast a result with the control, e.g., "In lane 4 the authors show that mutant VP16 does not activate transcription when compared to wt VP16 in lane 1." Sometimes it is necessary to describe in more detail how an experiment was performed; be prepared to explain the methodology if the audience or instructor feels it has not been explained well enough. Finally, end the discussion of each figure with a brief conclusion and transition to the next slide. The transition should never be "Next the authors wanted to show..." Instead, provide logical segue to the next slide (e.g.,"The authors showed that VP16 mutants abolished transcription. If VP16 was stimulating transcription by interacting with TAF40 then the mutants that abolish transcription should abolish TAF40 binding. This next slide addresses that issue.")

III. Summary (5 min):

7. After you've covered the figures, finish with a short summary of the conclusions and a summary figure (usually a schematic), how the data justify (or not) the original hypotheses and present any general comments you might have on the paper. Don't be shy! It is very important to have an opinion. Finally, state what you believe the future problems or directions in the field should be (maybe even add these into a slide). You may think you've said something before but restating the hypothesis and conclusions at different stages of the talk often helps the audience follow the paper and encourages critical discussion.

IV. Ending:

Conclude your presentation with a simple "Thank you for your attention" or Thank you. Are there any questions?" or just "Thank you." This will eliminate the awkward pause that sometimes occurs when the audience doesn't realize the speaker has finished.

Points to enhance the presentations:

• All presentations should be in Powerpoint format and displayed from an LCD projector. Make sure you have reserved a projector.

• It is essential to rehearse your talks extensively, often in front of a friend or labmate. Verbalizing a talk helps one to work out the bugs and avoid hidden tongue twisters or logistical issues. Also, rehearsing in front of a friend allows them to inform you as to what's clear and good or what's unclear and bad.

• Speak to the audience not to the screen. Do not stand directly in front of the screen or walk around nervously. Keep your hands out of your pockets.

• Speak loudly enough for those in the back of the room to hear you.

• Figures must be large and readable from the back of room. A single slide should show one piece of data or at most two. If a figure in a paper has too many panels, break it up and present the pieces separately. This is quite easy to do using the cropping tools in Powerpoint.

• Each slide should have a title.

• Don't overdo the text. Long sentences and paragraphs often distract the audience -- rather than listen to you they try to read the whole paragraph. Keep the text elements of a slide brief and use bullets to delineate separate points or ideas. Don't simply read the text. Have it be a short summary of what you are verbalizing.

• Avoid superficiality: Know your paper, know how experiments were carried out and know why they are important.

• You will probably be interrupted. Welcome these breaks and, if appropriate, use them as springboards for discussion. Always be prepared to deviate from your game plan if necessary. Good presentations incite and invite discussion.

• Good luck and don't be nervous or defensive. We're all friends and this is meant to be an educational experience!