Group Presentation on Food Waste

Tutor: Thanks for coming in. Today I want us to tighten your project on food waste on campus, especially the focus and the evidence you plan to collect. Student A: We started with a broad question about food waste on campus, but it felt too general. We wondered whether canteen behaviour would give us a clearer angle. Tutor: That is a better direction. Canteen behaviour gives you a specific problem, and it should help you avoid writing a report that is just descriptive. Student B: For evidence, we were thinking about using survey posters, and then adding a five-minute video if there is enough time. Tutor: I would reverse that slightly. Start with a five-minute video, because it gives you depth. Then use survey posters to check whether the same pattern appears more widely. Student A: So the first stage is the smaller, deeper evidence, and the second stage is the broader check. That makes sense. Tutor: Exactly. Also, be careful with your timeline. If you spend too long collecting material, you will not leave enough time for analysis. Student B: We can collect the first set of evidence next week, draft the analysis two weeks later, and keep the final week for editing. Tutor: Good. In the presentation, do not list every result. Choose three findings: one expected result, one surprising result, and one practical recommendation about food waste on campus. Student A: Should we include limitations, or will that make the project sound weaker? Tutor: Include them. Good academic work shows where the evidence is strong and where it is limited. A short limitations slide will actually make your argument more convincing. Tutor: Also think about your audience. The class will not know the local background as well as you do, so the first minute should explain why the question matters. Student A: We were planning to put all the data into one big table, but I am worried that people will not be able to read it from the back of the room. Tutor: Use a table in the written handout, but turn the strongest pattern into one simple chart for the presentation. One clear visual is usually better than several crowded ones. Student B: What about background reading? We have found a lot of articles, and it is hard to know how many to include. Tutor: Choose only the sources that help you interpret your evidence. A long list of loosely related readings will distract from your argument. Student A: Should we mention ethical issues if we include interviews or questionnaires? Tutor: Yes. Keep it brief, but explain how you asked for permission, how you stored responses, and why the results are anonymous. Student B: For the speaking roles, would it be better for each of us to present one section, or should one person do most of the talking? Tutor: Share the speaking time. It shows collaboration, and it also helps the audience follow the structure if each person takes responsibility for a clear stage of the project. Student B: Thanks, Dr Ahmed. We'll rewrite the research question today and send you the new outline by Friday. Tutor: Friday is fine. Send the outline as a one-page document, and make sure the research question is at the top.