While speeches and oral presentations are categorized as being oral communication, they also have a written component. Therefore, how can Writing Center tutors give effective feedback on such materials? By looking at the tutors’ experiences at one Writing Center in Japan, this paper aims to explore how tutors give feedback on presentations, and what could be improved in dealing with such texts. By analyzing writers’ ‘Welcome Sheets’, tutors’ comments and notes, as well as a session transcript, we discovered that tutors are more focused on achieving structural, logical, content and grammar goals during the sessions. They tend not to give feedback on the presentation script, or the coherence and content of additional material such as slides, that we also consider relevant written matter. Hence, this paper suggests that while focusing on High Order Concerns (such as structure and content) must be the priority, tutors should also address issues related to timing, the usefulness of visual support and its integration with the presentation flow and script. For this reason, specific training for tutors on presentations is needed.

中文翻译：

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什么构成脚本和口头表达的有效辅导？

演讲和口头陈述被归类为口头交流，但它们也具有书面成分。因此，写作中心的辅导员如何对此类材料提供有效的反馈？通过在日本一个写作中心观察导师的经历，本文旨在探讨导师如何对演示文稿提供反馈，以及在处理此类文本方面可以改进的方面。通过分析作者的“欢迎单”，导师的评论和笔记以及会议记录，我们发现导师在会议期间更加专注于实现结构，逻辑，内容和语法目标。他们往往不会就演示文稿脚本或幻灯片等其他材料的连贯性和内容提供反馈，我们也不会考虑相关书面材料。因此，本文建议，尽管必须重点关注高阶关注点（例如结构和内容），但导师还应解决与时间，视觉支持的有用性及其与演示流程和脚本的集成有关的问题。因此，需要对导师进行专题介绍方面的专门培训。