Contactless Monitoring for Neonates
In this online conference presentation, Sahar Zandi Nia considers the clinical feasibility of contactless monitoring for neonates, based on a study conducted at a maternity ward in Kenya.
Media Representations of older Asian Canadians during COVID-19
In this conference paper, Lynda Li argues that we can discern multiple stereotypes across Canadian news media’s representations of older Asian adults during the COVID-19 pandemic.
Discussing your Research
Some of the most important, albeit daunting, work of a presentation happens in the Discussion Period. Whether you are casually sharing ideas in class, or giving a formal presentation, you will likely be continuing the discussion – often by fielding questions and comments – after you are done speaking. This can be a dreaded moment […]
Joining the Conversation
Throughout this site, we encourage you to think of your research as a contribution to an ongoing conversation between scholars. In our guide on citation, we introduce different strategies for getting your audience up to speed on the specific scholarly conversation that interests you. Here, we focus on different ways that you can highlight your […]
Speaking with Citation
Citation is one of the distinguishing features of scholarly speaking. The literary theorist Kenneth Burke compares intellectual engagement to a never-ending conversation—a conversation that started before you joined and will continue after you leave. Your job as a scholar is to catch up on what’s been said before your arrival so that you’re able to […]
Assessments & Activities
On this page you will find various assignments, activities, and assessments that you might try while using the PASS. You are welcome to download the PDFs and adapt the files as you see fit. Please contact us if you wish to contribute a new or revised activity. View or Save PDFs Mini Class Conference This […]
Scholarly Context
The PASS has been created to align pedagogies of academic speaking with established writing pedagogies, and to promote the equitable teaching of speaking. Writing scholars have clearly shown the negative effects of a “skills-based” approach to the teaching of writing (see Eaton, Giltrow). They have shown that a focus on grammar, rules, and “proper” writing […]
Anticipating Audience Needs
Reading academic writing is not always a linear process. In reality, your reading likely involves starts and stops. You might pause to look up a term you don’t recognize. You might slow down to re-read a particularly long, dense sentence. In each of these moments, you’re able to address your own needs as a reader […]
Test Post 16
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Test Post 11
This is the excerpt/blurb for the example gallery post. You can use this space to summarize what this post is about.