How to Speak
MIT OpenCourseWare2019-12-20
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💫 Short Summary
In this lecture, Patrick Winston discusses the importance of communication skills and provides techniques for effective speaking. He emphasizes the value of knowledge, practice, and inherent talent in effective communication, and shares examples and heuristics for engaging an audience. Winston also touches on the significance of time and place for giving a lecture, as well as the use of tools such as blackboards, props, and slides. He also delves into the art of inspiring and teaching through storytelling, and offers insights for job talks and achieving recognition in one's field. In this video, professor Patrick Winston discusses the importance of packaging and presenting ideas effectively, using various techniques such as creating a symbol, a slogan, and incorporating surprise and storytelling. He also provides insights on how to end a presentation without just saying 'thank you,' suggesting options like telling a joke, acknowledging the audience, or employing traditional conventions.
✨ Highlights
📊 Transcript
✦
The video emphasizes the importance of communication skills for students and the role of knowledge, practice, and talent in effective communication.
00:00The speaker suggests that students need to have the ability to communicate effectively in order to succeed in life.
The quality of communication is determined by how much knowledge one has, how much they practice, and their inherent talent.
✦
The speaker discusses the importance of starting a talk with an empowerment promise and provides examples of heuristics for effective speaking.
02:25Starting with a promise of empowerment is recommended to capture the audience's attention.
Heuristics for effective speaking include cycling on the subject, explaining ideas clearly to build a fence around them, using verbal punctuation to help the audience stay engaged, and asking questions to involve the audience.
The speaker also mentions the importance of time and place for a lecture, emphasizing well-lit rooms and the right timing.
✦
The use of props and storytelling to teach people how to think and the importance of expressing passion in inspiring students.
06:36Storytelling is a key method for teaching people how to think, as it helps develop their story understanding and manipulation skills.
Expressing passion about the subject can inspire students, as shown by the example of the professor's excitement about artificial intelligence.
In job talks, it's important to convey vision and demonstrate that you have made significant contributions in a short amount of time.
The section also mentions the use of slides for exposing ideas, not for teaching them, and the importance of minimizing clutter and text on slides.
✦
Famousness and recognition are important for ensuring your work is recognized.
00:48Julia Child's experience at a fundraising event showed that people constantly seeking her autograph or expressing how she changed their lives.
Famousness ensures that your ideas are not ignored.
It's important to package and present your ideas in a way that highlights their value.
✦
Key elements for making your presentation ideas memorable (Winston Starr):
01:50Symbol: associate a symbol with your work.
Slogan: create a phrase that provides a handle on the work.
Surprise: present something that defies expectations.
Salient idea: have an idea that sticks out.
Story: explain how your work was done, how it works, and why it's important.
✦
Tips for the final slide of a presentation:
04:31Avoid showing a long list of collaborators, as it can diminish your individual contribution.
Don't end with a slide that says 'Questions?' or 'Thank you.'
The final slide should highlight your contributions and what the audience gets out of it.
✦
Ways to conclude a talk:
06:36Tell a joke to make the audience feel like they've had fun.
Avoid simply saying 'Thank you' as it can come across as a weak ending.
Take inspiration from political speeches or cultural conventions for alternative ways to conclude.
00:00[Music]
00:04 you
00:18 the Uniform Code of Military Justice
00:23 specifies court-martial for any officer
00:26 who sends a soldier into battle without
00:28 a weapon there ought to be a similar
00:31 protection for students because students
00:33 shouldn't go out into life without an
00:35 ability to communicate and that's
00:38 because your success in life will be
00:40 determined largely by your ability to
00:42 speak your ability to write and the
00:46 quality of your ideas in that order I
00:49 know that I can be successful in this
00:52 because the quality of communication
00:56 you're speaking your writing is largely
00:59 determined by this formula it's a matter
01:02 of how much knowledge you have how much
01:05 you practice with that knowledge and
01:07 your inherent talent and notice that the
01:10 T is very small what really matters is
01:13 what you know this point that came to me
01:16 uh suddenly a few decades ago when I was
01:20 skiing at Sun Valley I had heard that it
01:23 was celebrity weekend and one of the
01:25 celebrities was a was Mary Lou Retton
01:30 famous Olympic gymnast perfect tens of
01:33 the vault and I heard that she was a
01:36 novice of skiing so when the opportunity
01:39 arrived I looked over on a novice slope
01:41 and saw this young woman who when she
01:44 became unbalanced but like that and I
01:48 said that's got to be her that must be
01:50 the gymnast but then it occurred to me
01:54 I'm a much better skier than she is and
01:57 she's an Olympic athlete not only an
01:58 ordinary a bullet Olympic athlete an
02:00 outstanding one and I was a better skier
02:04 because I had decay and I had to pee and
02:08 all she had was the tea so you can get a
02:11 lot better than people who may have
02:13 inherent talents if you have the right
02:15 amount of knowledge so that's what my
02:18 objective is today adheres my promise
02:20 today you will see some examples of what
02:25 you can put in your armamentarium of
02:27 speaking techniques
02:29 and it will be the case that some one of
02:34 those examples some heuristic some
02:36 technique maybe only one will make what
02:40 will be the one that gets you the job
02:41 and so this is a very nonlinear process
02:44 you never know when it's going to happen
02:46 but that is my promise for the end of
02:49 the next 60 minutes you know they've
02:52 been exposed to a lot of ideas some of
02:55 which you'll incorporate into your own
02:56 repertoire enable ensure that you get
03:00 the maximum opportunity to have your
03:05 ideas valued and accepted by the people
03:09 you speak with now in order to do that
03:13 we have to have a rule of engagement and
03:16 that is no laptops no cell phones so if
03:22 you could close those I'll start up as
03:25 soon as you're done some people ask why
03:28 that is a is a rule of engagement and
03:31 the answer is we humans only have one
03:34 language processor and if your language
03:37 processor is inkay could you shut the
03:39 laptop please if your language processor
03:41 is engaged browsing the web or reading
03:45 your email you're distracted and worse
03:48 yet to distract all the people around
03:50 you studies have shown that and worse
03:52 yet if I see a open laptop somewhere
03:55 back there or up here it drives me nuts
03:59 and I do a worse job and so that ensures
04:03 that all of your friends who work there
04:05 or who are paying attention don't get
04:07 the performance that they came to have
04:10 so that's it for preamble
04:13 let's get started first thing you talk
04:17 about of course is how to start
04:24 some people think the right thing to do
04:27 is to start a talk with a joke I don't
04:39 recommend it
04:43 and the reason is that in the beginning
04:45 of a talk
04:46 people are still putting their laptops
04:48 away to becoming adjusted to your
04:51 speaking parameters to your vocal
04:53 parameters and they're not ready for a
04:57 joke so it doesn't work very well they
05:00 usually fall flat what you want to do
05:02 instead to start with empowerment
05:05 promise you want to tell people what
05:10 they're going to know at the end of the
05:13 hour that they didn't know at the
05:14 beginning in the hour
05:16 it's an empowerment promise it's the
05:17 reason for being here what would be an
05:22 example oh I see at the end of this 60
05:26 minutes you will know things about
05:28 speaking you don't know now and
05:30 something among those things you know
05:32 will be make a difference in your life
05:34 yeah that's an empowerment promise so
05:36 that's the best way to start so now that
05:39 I've talked a little bit about how to
05:41 start what I want to do is give you some
05:42 samples of heuristics that are always on
05:45 my mind when I give a talk and first of
05:49 these heuristics is that it's a good
05:52 idea to cycle on the subject go around
05:56 it go around it begin go around to begin
06:00 some people say so much you want to tell
06:03 them tell them again
06:06 and then tell them a third time as if
06:08 people weren't intelligent but the point
06:12 is the reason is well there are many
06:15 reasons one of which is in any given
06:17 moment about twenty percent of you will
06:19 be fogged out no matter what the lecture
06:21 is so if you want to ensure the
06:23 probability that everybody gets it is
06:24 high you need to say it three times so
06:28 cycling is one of the things that I
06:30 always think about when I give a talk no
06:33 thing I think about is in explaining my
06:36 idea I want to build a fence around it
06:43 so that it's not confused with somebody
06:45 else's idea so if you were from Mars and
06:49 I was teaching you about what an arch is
06:51 I might say to you well that's an arch
06:54 and that's not to be confused with some
06:56 other things that other people might
06:58 think it's not this is not an arch
07:01 that's not an arch I'm building a fence
07:04 around my idea so that it can be
07:06 distinguished from somebody else's idea
07:08 so in a more technical sense I might say
07:10 well my algorithm might similar might
07:14 seem similar to Josie's algorithm except
07:15 his is exponential in - linear that's
07:18 putting a fence around your idea so that
07:20 people can not be confused about how it
07:23 might relate to something else
07:26 the third thing on this list of samples
07:29 is the idea of verbal punctuation and
07:44 the idea here is that because people
07:47 will occasionally fog out and need to
07:50 get back on the bus you need to provide
07:53 some landmark places where you're
07:56 announcing that it's a good time to get
07:58 back on so I might in this talk say
08:02 something about this being my outline
08:04 the first thing we're going to do is
08:06 talk about how to start then we're going
08:09 to deal with these four samples and
08:10 among these four samples I've talked
08:14 about the first idea that's cycling the
08:16 second idea building and now the third
08:18 idea is built is verbal punctuation some
08:22 enumerated and providing numbers I'm
08:24 giving you a sense that there's a seam
08:27 in the talk and you can get back back on
08:30 ok so now we're on a roll and since
08:36 we're on a roll can you guess what forth
08:41 idea might be here an idea that helps
08:43 people get back on the bus
08:51 yes ask a question yes thank you so ask
08:58 a question and so I will ask a question
09:06 how much dead air can there be how long
09:09 can I pause I count to seven seconds it
09:13 seems like an eternity to me to wait and
09:15 not say anything for seven seconds but
09:17 that's the standard amount of time you
09:19 can wait for an answer
09:20 and of course the question has to be
09:22 carefully chosen it can't be too obvious
09:24 because then people will be embarrassed
09:26 to say it what the answer is
09:28 can't be too hard because then nobody
09:29 will have anything to say so here are
09:33 some sample heuristics so you can put in
09:35 your armamentarium and build up your
09:37 your repertoire of ideas about
09:41 presentation and now if this persuade
09:46 you that there is something to know that
09:50 there there is knowledge then I've
09:52 already succeeded because what I want to
09:55 convince you of is that if you watch the
09:57 speakers you admire and feel are
09:59 effective and ask yourselves why they're
10:01 successful then you can build up your
10:03 own personal repertoire and develop your
10:06 own personal style and that's that's my
10:08 fundamental objective and the rest of
10:11 this talk is about some of the things
10:13 that are in my armamentarium that I
10:15 think are effective so next thing in our
10:19 agenda as we start to discuss these
10:21 other things is a discussion of time and
10:23 place so what do you think is a good
10:26 time to have a lecture 11 a.m. yeah
10:37 and the reason is most people that might
10:42 er wait by then and hardly anyone has
10:45 gone back to sleep it's not right after
10:48 a meal
10:49 people aren't fatigued from this or that
10:52 it's great time to have a lecture so
10:55 that brings me next to the question of
10:56 what about the place and the most
10:59 important thing about the place is that
11:01 it be well-lit this room is well-lit
11:11 problem with other kinds of rooms is
11:14 that we humans
11:16 whenever the lights go down or weather
11:18 whenever the room is dimly lighted it
11:20 signals that we should go to sleep so
11:23 whenever I go somewhere to give a talk
11:24 even today the first thing I do when I
11:27 speak to the are the original people to
11:29 say keep the lights full up
11:31 oh they might reply people will see the
11:38 slides better if we turn the lights off
11:39 and then I reply it's extremely hard to
11:43 see slides through closed ayahs what
11:50 else can you say about the place well
11:53 the place should be cased and I mean
11:58 that in a cloak Royal sense of like if
12:01 you're robbing a bank you would go to
12:03 the bank and you know some some
12:06 occasions before to see what it's like
12:08 so there's no surprises when you when
12:10 you do your robbery so whenever I go
12:15 somewhere to speak the first thing I
12:16 asked my host to do is to take me to the
12:18 place where I'll be speaking so there
12:20 any weirdnesses I'll be able to to deal
12:25 with it sometimes it might require some
12:27 intervention sometimes it just might
12:29 require me to understand what the
12:32 challenges are so when I came here this
12:35 morning I did what I typically do I
12:38 imagine that all the seats were filled
12:40 with disinterested farm animals
12:43 that way I knew that no matter how bad
12:46 it was it wouldn't be as bad as that so
12:51 finally it should be reasonably it
12:55 should be reasonably populated it should
13:04 be it should be the case that ain't know
13:07 if there are ten people in this hall
13:08 everyone would be wondering what's going
13:11 on that's so much more interesting that
13:12 nobody's here so you want to get a right
13:15 size place that's doesn't have to be
13:17 packed that it has to be more than half
13:19 full so those are some thoughts about
13:22 time and place the next thing I want to
13:25 talk about is subjective the boards and
13:29 props and slides
13:37 well these are the tools of the trade I
13:41 believe that this is the this is a the
13:46 right tool for speaking when their
13:49 purpose is informing the slides are good
13:53 when your purpose is exposing but it's
13:56 what I use when I'm informing teaching
13:58 lecturing and there are several reasons
14:01 why I use it for one thing when you use
14:04 the board you have a graphic quality
14:09 it's the case that when you have a board
14:12 then you can easily exploit the fact
14:15 that you can use graphics in your
14:20 presentation so that's a graphic quality
14:23 that I like and next thing I like is
14:25 that like a speed property the speed
14:30 with which you write on the blackboard
14:32 is approximately the speed at which
14:33 people can absorb ideas if you go
14:36 flipping through a bunch of slides
14:38 nobody can go that fast
14:43 finally one great property of a board is
14:47 that it can be a target many people who
14:55 are now is's speaking find themselves
15:00 suddenly aware of their hands it's as if
15:04 their hands were private parts that
15:06 shouldn't be exposed in public so right
15:07 away they go into the pockets and this
15:10 is considered insulting in some parts of
15:12 the world or alternatively maybe the
15:15 hands will go and back like this I was
15:19 once in a convent in Serbia and my host
15:25 well we were as soon as we entered a nun
15:29 came up to us and offered us a
15:30 refreshment and I was about to say no
15:33 thank you when he said eat that stuff or
15:36 die
15:37 it's a question of a local custom and
15:40 and Colitis but then before anything
15:44 happened there the nun pulled my hands
15:47 off like this because it was
15:49 extraordinarily insulting in that
15:51 culture to have your hands behind your
15:53 back so why is that well it's it usually
15:57 is suppose that that's that it has to do
15:59 with whether you're concealing a weapon
16:01 such your hands are in your pockets or
16:03 behind your back then it looks like you
16:08 might have a weapon and that's what I
16:10 mean by the virtue of one of these
16:12 virtues of the board now you have
16:14 something to do with your hands you can
16:15 point out the stuff
16:17 I was once watching scene where Patrick
16:21 gave a lecture I thought it was terrific
16:23 so I went a second time first time to
16:26 absorb the content second time to note
16:28 the style and what I discovered is that
16:30 Patrick was constantly pointing at the
16:32 board and then I thought about a little
16:35 while and I noted that none of the stuff
16:37 he was pointing to had anything to do
16:39 with what he was saying nevertheless it
16:43 was a effective technique so that's just
16:49 a little bit about the virtue of black
16:52 boards now I want to talk about props
16:55 you know the custodians of knowledge
16:58 about props are the playwrights many
17:02 decades ago I saw play by henrik ibsen
17:05 it was head of gambler I remember
17:08 vaguely there was about a woman in an
17:10 unhappy marriage and her husband was in
17:14 competition for an academic job with
17:16 somebody else and he was going to lose
17:18 partly because he was boring and partly
17:21 because the competitor had just written
17:23 a magnificent book by the way this is
17:26 back in the days before they were
17:27 copying machines and computers
17:29 anyhow anyhow as the play opens there's
17:33 a potbelly stove
17:42 and in the beginning of the play the
17:47 pot-bellied stove with its open door
17:49 just has some slightly glowing embers
17:53 but the public stove is always there and
17:56 it's tension melts in the play and you
17:59 see this manuscript this prop the Ipsen
18:02 so artfully use you just know that
18:06 something's going to happen because as
18:08 the play goes on the fire gets bigger
18:11 and hotter and finally all consuming
18:15 images know that that manuscript is
18:17 going to go into that fire it's
18:21 memorable thing is what I remember about
18:23 play so playwrights have got this all
18:27 figured out but in their hand they're
18:31 not the only people who can use props
18:33 here's an example of the use of a prop
18:36 also due to see more pepper he was
18:39 talking about how it's important to look
18:42 at the problem in the right way and
18:44 here's an example that not only teaches
18:48 that that makes it possible for you to
18:50 embarrass your friends and Mechanical
18:51 Engineering so here's what you do
18:54 take this bicycle wheel you started
18:57 spinning and then you put some torque on
19:00 the axle or equivalently you blow on the
19:04 edge and the issue is as we go that way
19:08 or does it go that way now the
19:12 mechanical engineers will immediately
19:15 say oh yes I see right hand screw rule
19:17 and they'll put their fingers in this
19:19 position but forget exactly how to align
19:23 their fingers with various aspects of a
19:25 problem and so it's usually the case
19:29 that they get it right with about a 50
19:31 percent probability
19:33 so they're a very fancy education gets
19:38 them up to the point where they are
19:39 equivalent to flipping a coin but it
19:43 doesn't have to be that way because you
19:46 can think about the problem a little
19:47 differently so here's what you do you
19:50 take some duct tape and you put it
19:54 around the part of the wheel like that
19:56 and now you start to think about not the
19:58 whole wheel but just a little piece
20:01 that's underneath the duct tape so here
20:04 that piece comes rolling over the top at
20:06 this point you blow on that with a puff
20:08 of air forgetting about the rest of the
20:10 wheel what happens to that little piece
20:12 is under the duct tape it must want to
20:14 go that way but you bang another like
20:15 that it's already going down like that
20:18 and what about the next piece same thing
20:21 next piece same thing so the only thing
20:23 that can happen is it the wheel goes
20:26 over like that and so now you'll never
20:28 wonder again because he's thinking about
20:31 the problem in the right way and it's
20:33 demonstrated by use of a problem you
20:38 could try this after we're done another
20:44 example I like to remember is one from
20:48 when I was taking 801 Ella Lazarus was
20:51 the instructor at the time and he was
20:54 talking about the conservation of energy
20:56 kinetic and potential and there was a
20:59 long wire in a ceiling in 26100 attached
21:04 to a much bigger steel ball the one not
21:07 one like this and Lazarus took the ball
21:12 up against a wall like this he put his
21:15 head right against the wall to steady
21:17 himself and then he let go and the
21:21 pendulum takes many seconds ago over and
21:24 back and then gently
21:28 kisses Lazarus his nose and so you have
21:31 many seconds to think this guy really
21:34 believes in the conservation of energy
21:42 do not try this at home the problem is
21:47 that first time you do this you may not
21:50 just let go there's a natural human
21:53 tendency to push so that's a little bit
22:03 on a subject of props
22:23 you know it's interesting whenever
22:25 surveys are taken students always say
22:28 more chalk less PowerPoint and why would
22:32 that be props are always also very
22:35 effective why would that be
22:38 I'll give you my lunatic fringe view on
22:41 this it has to do with what I would call
22:59 empathetic mirroring when you're sitting
23:02 up there watching me write on the board
23:04 all those little mirror neurons in your
23:06 head I believe become actuated and you
23:10 can feel yourself writing on the
23:12 blackboard and even more so when I talk
23:16 about this steel ball though I'm not
23:18 wearing this way you can you can you can
23:20 feel the ball as if you were me and you
23:24 can't do that with a slide you can't do
23:26 it with a picture you need to see it in
23:30 a physical world that's why I think that
23:32 oh yes of course it's there their speed
23:36 questions involved to that have to be
23:38 separated out but I think that
23:40 empathetic mirroring is why props and
23:42 the use of a blackboard are so effective
23:47 well let's see
23:50 oh yes there is one more thing by way of
23:54 the tools and that has to do with the
23:57 use of slides I repeat I think therefore
24:04 exposing ideas not for teaching ideas
24:05 but that's what we do in a job talk or
24:08 conference talk expose ideas we don't
24:12 teach them so let me tell you a little
24:14 bit about my views on that I remember
24:20 once I was some in Terminal A at Logan
24:28 Airport I just come back from a really
24:31 miserable conference and the flight was
24:33 really horrible it was one of those that
24:36 feels like an unbalanced washing machine
24:37 and for the only time in my life I
24:40 decided to stop on my way to my car
24:43 and have a cup of coffee and relax a
24:47 little bit and as I was there for a few
24:49 minutes someone came up to me and said
24:51 are you professor Winston I think so I
24:55 said I don't know I guess I was trying
24:58 to be funny in any event he said I'm on
25:01 my way to Europe to give a job talk
25:03 would you mind
25:04 critiquing my slides not at all I said
25:08 you have too many and they have too many
25:09 words how did you know he said thinking
25:14 perhaps I'd seen a talk of his before I
25:17 hadn't my reply was because it's always
25:21 true they're always too many slides
25:23 always too many words so let me show you
25:26 some extreme examples of how not to use
25:29 smarts
25:33 well for this demonstration I need to be
25:37 way over here and that when I get over
25:43 here then I can start to say things like
25:47 one of the things you shouldn't do is
25:49 read your transparencies people in your
25:51 audience know how to read and reading
25:53 will just annoy them
25:54 also you should be sure that you have
25:56 only a few words on each transparency
25:58 and that their words are easy to read
26:01 and I hope it driving you crazy because
26:04 I'm committing all kinds of crimes the
26:07 first of which is that there are too
26:09 many words on the slide second of which
26:13 is I'm way over there and the slides way
26:15 over there so you get into this tennis
26:18 match feeling of shifting back and forth
26:22 between the slide and the speaker you
26:24 want the slides to be condiments to what
26:26 you're saying not the main event or the
26:29 opposite way around so how can we fix
26:32 this step number one is to get rid of
26:36 the background chunk that's always
26:38 distraction step number two is to get
26:41 rid of the words when I reduced the
26:44 words to these then everything I read a
26:48 previous time I'm not licensed to say
26:51 because it's not on the slide I'm not
26:53 reading my slides anymore but I'm saying
26:55 what it was written on the slice in a
26:58 previous example so what else can we do
27:02 to simplify this well we can get rid of
27:06 the logos we don't need them
27:10 simplification what else can we do get
27:15 rid of the title now I want to talk to
27:18 you about some rules for slide
27:20 preparation I'm telling you the title
27:22 doesn't have to be up there by reducing
27:25 the number of words on the slide
27:26 I mean allow you to pay more attention
27:28 to me unless so what's written on the
27:30 slide I mentioned it before we have only
27:33 one language processor and we can either
27:36 use it to read stuff or to listen to the
27:38 speaker and so if we have too many words
27:42 on the slide forces people in the
27:44 audience to redo stuff and not
27:48 student of mine did an experiment a few
27:50 years ago he taught some students some
27:55 web-based programming ideas half the
28:00 information was on slides he said the
28:02 other half and then for a control group
28:05 he reversed it and the question was what
28:09 did the subjects that is a freshman in
28:12 his fraternity what did the subjects
28:13 remember best what he said or what they
28:18 read on the slide and the answer is what
28:23 they read on the slide when their slides
28:27 have a lot of material on it they'll pay
28:28 attention to the speaker in fact in the
28:30 after-action report one of the subjects
28:33 said I wish you hadn't talked so much it
28:36 was distracting well the last item is
28:41 eliminate clutter I hear some clutter
28:44 and we know no reason even for those
28:47 bullets so the too many words problem is
28:51 a consequence of a crime Microsoft has
28:53 committed by allowing you to use some
28:56 fonts that are too small so you should
29:00 all have a sample slide like this that
29:03 you can use to determine what the
29:05 minimum font size is this this is easily
29:08 legible Shira what do you think of those
29:15 what's that
29:17 you know minimum maybe you know he says
29:23 forty or fifty I think it's about right
29:26 thirty-five is if you get too small not
29:29 necessarily because you can't read it
29:30 but because it because you're probably
29:32 using it to get too many words on the
29:34 slide
29:36 what other crimes do we have well we
29:40 have the laser pointer crime meant for
29:44 that everyone you know in the old days
29:45 when we didn't have laser pointer skis
29:48 wooden ones and people would go waving
29:51 these things around and pretty soon it
29:56 became almost like a baton twirling
29:58 contest so here's what his way
30:01 recommended in the old days for dealing
30:02 with this kind of pointer this example
30:09 of use of a prop
30:13 Jim glass up there so let's talk about
30:15 twenty years ago and so yeah I
30:18 remembered that talk that's one way you
30:19 broke the pointer
30:22 it's amazing how props tend to be the
30:25 things that are remembered well now we
30:28 don't have we don't have a little
30:31 pointers anymore we've got we've got
30:34 laser pointers that's a wonder more
30:36 people aren't driven into epileptic fits
30:39 over this first well here's what tends
30:41 to happen
30:42 oh yeah that's a lovely recursive
30:46 picture and I could become part of it by
30:49 putting that laser beam right on the
30:51 back of my head up there then what do
30:56 you see you see the back of my head and
31:00 I have no eye contact no engagement
31:03 nothing I was sitting I was a student
31:05 watching a talk one day and she said you
31:08 know what we could all leave and he
31:12 wouldn't know
31:15 so what happens when you use the laser
31:17 pointer you can't use the laser pointer
31:19 without turning your head and pointing
31:21 at something and when you do that you
31:25 lose you lose contact with the audience
31:26 you don't want to do it so what do you
31:29 do if you need to identify something in
31:32 your image and you don't want to point
31:34 out it with a laser this is what you do
31:36 put a little arrow on there and say now
31:38 look at that guy number one at the end
31:40 of arrow number one you don't need to
31:42 have a laser pointer to do that
31:48 the too heavy crime when people ask me
31:52 to review a presentation I asked someone
31:55 to print it out and lay it out on a
31:57 table when they do that it's easy to see
32:02 whether the talk is too heavy
32:05 too much text not enough air than the
32:08 white space not enough imagery this is a
32:13 good example of such a talk way too
32:16 heavy now this is the presenter has
32:20 taken advantage of small font sizes to
32:23 get as much on the slide as he wanted
32:26 lots of other crimes here but the two
32:29 heaviness the fact that it's too heavy
32:31 is what I wanted to illustrate so here
32:34 by contrasts another talk when I gave a
32:37 few years ago it's not it wasn't a
32:38 deeply technical talk but I'll show it
32:42 to you because there's air in it it's
32:46 mostly pictures of things there are
32:49 three or four slides that have text on
32:51 them but when I come to those I give the
32:54 audience time to read them and they're
32:56 there because they might have some
32:58 historical significance the first slide
33:01 will have text on it as a extraction
33:03 from the nineteen fifty-seven from the
33:06 for the from the proposal for the 1957
33:08 AI conference at Dartmouth
33:10 extraordinarily interesting event and
33:12 that historical extraction from the
33:17 proposal helps drive that point home
33:20 what else oh we got here
33:22 oh yeah your vocabulary word for the day
33:24 this is an app packs legoman on what
33:28 that means is this is the kind of slide
33:31 you can get away with exactly once in
33:33 your presentation this is a slide at
33:37 their got some currency some years ago
33:38 because it shows the complexity of
33:42 governing in Afghanistan by showing how
33:46 impossibly complex it is it's something
33:50 we you and in the audience can't
33:51 understand and that's the point but you
33:54 can't have many of these you can have
33:56 one per work one for presentation one
33:58 for paper one per book that's what I
34:01 that's what epic slow going on is and
34:03 this is an example of it well I'll show
34:07 you some crimes and so you might be
34:08 asking do these crimes actually occur so
34:15 they do theirs the hands in the pockets
34:23 crime there's a crime in time and place
34:29 selection here this is how you get to
34:33 the Bartos theater first thing you do is
34:36 you get on these steps over at the Media
34:38 Lab then you cross this large open space
34:43 then you turn right down this corridor
34:46 at this point whenever I go in there I
34:48 wonder if they're torture implements
34:51 around the corner and then when you get
34:53 in there you get into this dark gloomy
34:56 place so it's well-named what when they
34:59 call it the Bartos theater because it's
35:01 a place where you can watch a movie but
35:02 it's not a place where you can give a
35:03 talk now on a subjective doesn't happen
35:09 here's a talk I attended a while back in
35:12 Stata notice that the speaker is far
35:17 away from the slides speakers using a
35:20 laser pointer and you say to me well
35:24 what's happening here is by the way the
35:27 80th 80th slide in the presentation
35:30 notice that it's dense with words
35:33 the first of ten conclusion slides so
35:38 what's the audience reaction that's the
35:42 sponsor of the meeting he's reading his
35:45 email this is the co-sponsor of the
35:49 meeting he's examining the lunch menu
35:52[Music]
35:53 what about this person this person looks
35:59 like he's paying attention but that's
36:02 because it's a still picture if you were
36:05 to see a video what you would see is
36:06 something like this
36:13 so yeah it does happen
36:17 well now that's a a quick review of
36:21 tools now I want to talk about some
36:26 special cases I could talk a little bit
36:31 about informing or to say another way
36:34 doing what I'm doing now but I'll just
36:38 say a few words about that and that kind
36:40 of in that kind of presentation you want
36:42 to start with a promise like I did for
36:44 this for this for this hour that we're
36:47 going now but then there comes the
36:49 question of how do you inspire people
36:52 I've given this talk for a long time and
36:54 a few years ago our department chairman
36:58 said would you please say I give this
36:59 talk to a new faculty and be sure to
37:03 emphasize what it takes to inspire
37:05 students and strangely I hadn't thought
37:07 about that question before so I started
37:09 a survey I talked to some of my incoming
37:12 freshmen advisees and I talked to those
37:15 senior faculty and everything in between
37:17 about how they've been inspired what I
37:21 found from the incoming freshmen is that
37:24 they were inspired by some high school
37:25 teacher who told them they could do it
37:28 when I found in the senior faculty they
37:32 were inspired by someone who helped them
37:35 to see a problem in a new way and what I
37:38 saw from everyone is that they were
37:41 inspired when someone exhibited passion
37:46 about what they were doing exhibited
37:50 passionate about what they are doing
37:51 yeah so that's not that's one way to be
37:56 inspiring it's easy for me because you
37:59 know I do artificial intelligence and
38:03 how can you not be interested in
38:06 artificial intelligence right I mean if
38:08 you're not interested in artificial
38:09 intelligence you're probably not
38:11 interested in interesting things
38:14 so when I'm lecturing in my AI class its
38:19 natural for me to talk about what I
38:21 think is cool
38:22 and how exciting some new idea is so
38:27 that's the kind of that's the kind of
38:29 expression of passion that makes a
38:31 difference while informing with respect
38:34 to this question of inspiring oh yeah
38:40 and of course during this promise phase
38:43 you can also express how cool stuff is
38:46 let me give you an example of a lecture
38:48 that starts this way I'm talking about
38:51 resource allocation it's the same sort
38:53 of stuff you would think of when your
38:54 source it's the same sort of ideas you
38:56 would need if you're allocating aircraft
38:59 to a flight schedule or trying to
39:01 schedule a factory or something like
39:03 that
39:03 but the example is putting colors on the
39:06 states in the United States without any
39:09 bordering states having the same color
39:10 so here goes this is what I show in the
39:16 beginning of the class this is a way of
39:19 doing that coloring and you might say
39:22 well why don't we wait till it finishes
39:24 would you like to do that no well we're
39:30 not going to wait till it finishes
39:31 because the Sun will have exploded and
39:33 consumed the earth before this program
39:34 finishes but with a slight adjustment to
39:39 how the program works which I tell my
39:41 students you will understand in the next
39:43 50 minutes this is what you get isn't
39:50 that cool you know you got you got to be
39:52 you got to be amazed by stuff that takes
39:55 a computation from longer than the
39:57 lifetime of the solar system into a few
39:59 seconds so that's why I mean by
40:03 providing a promise upfront and
40:05 expressing some passion about what
40:07 you're talking about well the last item
40:11 in this little block here is it has to
40:14 do with what people think that they do
40:15 at MIT you ask faculty what the most
40:18 important purpose is and they'll say
40:20 well the most important thing I do is
40:23 teach people how to think and then
40:26 you say oh that's great how do you teach
40:29 people how to think blank stare no one
40:35 can quite respond to that part that
40:38 natural next question so how do you
40:41 teach people how to think well I believe
40:45 that we are storytelling animals and
40:48 that we start developing our story
40:52 understanding of manipulating skills
40:53 with fairy tales in childhood and
40:56 continue on through professional schools
40:58 like law business medicine engineering
41:02 everything and we continue doing that
41:04 throughout life so if that is what
41:07 thinking is all about then when you want
41:10 to teach people how to think you
41:11 provided them with the stories they need
41:13 to know the questions they need to ask
41:15 about those stories mechanisms for
41:17 analyzing those stories ways of putting
41:19 stories together ways of evaluating how
41:23 reliable the story is and that's what I
41:25 think you need to do when you teach
41:27 people how to think but that's all about
41:30 education and many of you here not
41:35 necessarily for that but rather for for
41:38 this part for persuading which breaks
41:41 down into several categories oral exams
41:43 not shown chopped talks getting famous I
41:47 won't say much about oral exams other
41:50 than the fact that they used to be a lot
41:52 scarier than they are today in the old
41:55 days reading the literature in a foreign
41:59 language was part of that and there was
42:01 a high failure rate and when you look at
42:05 when you look back on those failures the
42:08 most usual reason for people failing an
42:11 oral exam is failure to situate and a
42:15 failure to practice if I situate I mean
42:18 it's important to talk about your
42:20 research in context this is the problems
42:23 being pursued all over the world
42:24 there hasn't been any progress before me
42:27 in past 30 years everyone is looking for
42:31 a solution because it will have impact
42:33 on so many other things
42:34 such situating in time and place and
42:37 feel and then as far as practice is
42:40 concerned but yes practice is important
42:42 but that doesn't mean showing your
42:45 slides to the people who share an office
42:48 with the problem with that is that if
42:53 people know what you're doing they will
42:54 host Nate that there's material in their
42:56 presentation it isn't it isn't there a
42:59 very each month seen by the way is your
43:02 faculty supervisor is not a very good
43:05 person to help you debug a talk because
43:07 they in fact know what you're doing and
43:10 they will in fact Colusa Nate there's
43:12 material in your presentation isn't
43:13 there so you need to get together some
43:16 friends who don't know what you're doing
43:17 and have them well you start the
43:21 practice session by saying if you can't
43:24 make me cry I won't value as a friend
43:27 anymore
43:28 and then when you get to the faculty on
43:31 a oral exam it will be easy
43:34 it's a difficulty or the amount of flack
43:38 you'll get from somebody is proportional
43:40 to age the older somebody is they're
43:43 more the more they understand whether
43:45 they are in the world but but the young
43:47 people are trying to show the old people
43:49 how smart they are so it's a lovely
43:51 vicious so whenever you have an
43:53 opportunity to have an examining
43:54 committee that's full of people with
43:56 great hair that's what you want well
43:59 that's just a word or two about
44:00 something I haven't listened here let's
44:02 get into the subject of job talks so I
44:05 was sitting at a bar many years ago in
44:12 San Diego I was remember the Navy
44:15 Science Board and I was saying with a
44:18 couple of my colleagues on the board
44:20 dolorous editor from the University of
44:23 Colorado she made me some jealous I
44:25 could spit because she had bitten 21
44:27 books and I've only written 17 and then
44:30 the other one was Oh bill Weldon from
44:35 the University of Texas he was a
44:39 electromagnetism guy and you know he
44:41 knew how to use railguns to to drive
44:43 steel rods through tank armor these are
44:45 interesting people so I said what do you
44:48 for a faculty candidate and within the
44:55 one microsecond Delores said that to
44:59 show us they've got some kind of vision
45:02 quickly followed by Bill who said they
45:06 have to show us that they've done
45:07 something know what sounds good I said
45:17 and then I said to them how long does
45:20 the candidate have to establish these
45:22 two things what do you think well
45:27 compare your answer to the airs five
45:34 minutes so if you haven't expressed your
45:38 vision if you haven't told people you've
45:40 done something in five minutes you're
45:43 are you're are you've already lost so
45:46 you have to be able to do that and let
45:47 me just mention a couple of things in
45:49 that connection here which is you know
45:52 the vision is in part a problem that
45:54 somebody cares about and something new
45:59 in your approach so the problem is
46:07 understanding the nature of human
46:08 intelligence and the approach is asking
46:12 questions about what makes us different
46:13 from chimpanzees and Neanderthals is it
46:18 merely a matter of quantity or we're
46:20 just a little bit smarter in some
46:21 continuous way or do we have something
46:24 that's fundamentally different that
46:26 chimpanzees don't have and Neanderthals
46:29 either and the answer is yes we do have
46:33 something different we are symbolic
46:35 creatures and because we're symbolic
46:37 creatures we can we can build symbolic
46:43 descriptions of relations and events we
46:46 can string them together and make
46:47 stories and because we can make stories
46:50 that's what makes us different so that's
46:52 that's that's my stump speech that's how
46:54 I start most of my talks on my own
46:57 personal research
46:58 how do you express the notion that
47:02 you've done something by listening the
47:06 steps that need to be taken in order to
47:09 achieve the solution of that problem you
47:12 don't have to have done all those steps
47:14 but you can say here's here's what needs
47:16 to be done an example here's what needs
47:19 to be done we need to specify some
47:21 behavior we need to enumerate the
47:25 constraints that make it possible to
47:26 deal with that behavior we have to
47:29 implement a system because we're
47:30 engineers and we don't think that we've
47:31 understood something unless we can build
47:33 it and we built such a system and we're
47:36 about to demonstrate it to you today
47:38 that would be an example of a numerating
47:40 series of steps needed to realize the
47:43 vision so then bla bla bla bla bla bla
47:47 bla bla and then you conclude by you
47:51 conclude by enumerating your
47:53 contributions it's kind of mirror of of
48:02 these steps and helps to establish that
48:05 you've done something so that's a kind
48:07 of general purpose framework for doing a
48:09 technical talk no only a few more things
48:14 left to do today getting famous is the
48:17 next item on our agenda because once
48:19 you've got the job
48:20 you need to think a little bit about how
48:22 you're going to be recognized for what
48:23 you do so
48:28[Music]
48:33 Oh first of all why should you care
48:35 about getting famous I thought about
48:38 this connection with a fundraising event
48:43 I attended once fundraising event for
48:49 raising money to save Venice from going
48:51 underwater and having all of its art
48:52 destroyed anyway I was sitting here and
48:56 JC was sitting here
48:59 that was a Julia CH like Julia Child and
49:07 as the evening wore on more and more
49:10 people would come up and ask Julia to
49:13 autograph something or express a feeling
49:17 that she had changed their life and just
49:20 happened over and over again so
49:23 eventually I turned to Julia and I said
49:26 miss child is it fun to be famous and
49:29 she thought about it for a second and
49:31 she said you get used to it but you know
49:36 what occurred to me you never get used
49:38 to being ignored so it's you know it's
49:42 it's here's a way to think about it your
49:45 ideas are like your children you don't
49:47 want them to go into the world and rags
49:49 so what I wanted to do is to be sure
49:51 that you have these techniques these
49:54 mechanisms these thoughts about how to
49:56 present the ideas that you have so that
49:58 they recognize the value that is in them
50:01 so that's why it's a legitimate thing to
50:04 concern yourself with with packaging now
50:08 how do you get remembered well there's
50:11 something I like to call Winston Starr
50:13 and every one of the items I'm about to
50:16 articulate has a starts with an S so if
50:22 you want your presentation ideas to be
50:24 remembered one of the things you need to
50:26 do is to make sure that you have some
50:29 kind of symbol associated with your work
50:33 so this Arjun example is actually from
50:36 my PhD thesis many many years ago and
50:41 in the course of my work at that time
50:44 this worked on arts learning became
50:46 mildly famous and I didn't know why it
50:48 was only many years later that I
50:51 realized that that work accidentally had
50:53 all of the elements on this star so the
50:56 first element is that there was a kind
50:58 of symbol it's the arts itself next
51:05 thing you need is some kind of slogan
51:07 a kind of phrase that provides a handle
51:12 on the work and in this case the phrase
51:14 was one-shot learning and it was
51:20 one-shot because the program I wrote
51:22 learned something definite from every
51:25 example that was presented to us so in
51:29 going from a model based on this
51:31 configuration to something that isn't an
51:33 arts based on that configuration the
51:36 program learned that it has to be on top
51:37 one-shot learning so that's a simple
51:43 slogan and now we need a surprise yeah
51:51 the surprise is you don't need a million
51:53 examples of something to learn you can
51:56 do it with one example if you're smart
51:58 enough to make use of that example
52:00 appropriately so that was the surprise
52:02 you can learn something definite from
52:04 each example next item was a salient
52:08 idea now when I say salient idea I don't
52:15 mean important what I mean is an idea
52:17 that sticks out some some theses funnily
52:22 enough have too many good ideas and you
52:24 don't know what it's all about because
52:25 which one is it so you need an idea that
52:27 sticks out and the idea that stuck out
52:30 here was noticed I'm a near-miss
52:38 you see this is not an arch but it
52:41 doesn't miss by much so it's a near miss
52:45 finally you need to tell the story of
52:50 how you did it how it works why it's
52:53 important so that's some a bit on how do
53:00 not so much get famous but how to ensure
53:02 that your work is recognized well doctor
53:06 we're almost finished because now we're
53:08 down in this last item which is so how
53:11 to stop and when we come back there's a
53:15 question of alright well what is the
53:16 final slide and what are the final words
53:29 so for the sign of final slide let me
53:32 give you some examples of possibilities
53:36 how about this one well you might see
53:42 that slide and think to yourself there
53:50 are a thousand faculty at MIT nice piece
53:54 of work but not so much but it's only a
53:56 tiny piece of work if you invited by a
53:58 thousand so when you show a whole
54:01 gigantic list of collaborators at the
54:03 end of a talk it's so kind of it's a
54:05 it's it's it's kind of led out because
54:07 it suggests that nobody knows whoa did
54:09 you do anything significant there you
54:12 got it you got to recognize your
54:13 collaborators right so where do you do
54:15 that
54:16 none of the last line on the first slide
54:19 all this was on the first slide these
54:21 are the collaborators so you don't want
54:23 to put them at the end you know what a
54:24 slide like this how about this one
54:30 this is the worst possible way to end a
54:32 talk because this slide can be up there
54:38 for 20 minutes I've seen it happen
54:40 it's squanders real estate it squanders
54:44 an opportunity to tell people who you
54:45 are it's just what about this one I
54:56 often see it I never seen anybody write
54:58 it down
55:00 also it wastes opportunity oh my god
55:07[Music]
55:10 even worse
55:13 all of these slides do nothing for you
55:17 they waste an opportunity for you to
55:20 tell people to leave people with what
55:22 you with who you are well what about
55:26 this this is a good one it might seem so
55:32 at first but here's the problem if you
55:38 say these are my conclusions these are
55:41 perfectly legitimate conclusions that
55:43 nobody cares about what they care about
55:45 is what you have done and that's why
55:48 your final slide should have this label
55:51 contributions it's a mirror of what I
55:54 said over there about how job talks on
55:55 to that ought to be like a sandwich and
55:57 the final slide the one that's up there
55:59 while people are asking questions and
56:01 filing out it ought to be the one that
56:02 has your contributions on here's an
56:05 example from my own stump speech yeah
56:09 this is what I talk about a lot yes here
56:13 are the things that I typically
56:15 demonstrate and I wait for people to
56:21 read it and then the final element there
56:24 is this is what we get out of it so
56:28 that's a sample of a contribution slide
56:31 all right now what about the other part
56:36 you know you get your final slide up
56:38 slide up there is a contribution slide
56:40 somehow you have to tell pee
56:42 or you're finished so let's say check
56:45 out a few possibilities one thing you
56:50 could do in the final words is you could
56:55 tell a joke it's okay by the time you're
57:03 done people have adjusted themselves
57:04 your voice parameters they're ready for
57:06 a joke I was sitting in another bar this
57:11 time in Austin Texas with a colleague of
57:13 mine named Doug Lynott and Doug's a
57:16 fantastic speaker and so I said to Doug
57:20 Doug you're a fantastic speaker what's
57:23 your secret
57:24 and he said oh I always finished with a
57:28 joke and that way people think they've
57:30 had fun the whole time so yeah a joke
57:36 will work down there how about this one
57:49 thank you I don't recommend it so we
57:56 move you will not go to hell if you
57:59 conclude your talk by saying thank you
58:01 but it's a weak move and here's why when
58:04 you say thank you
58:05 even worse thank you for listening it
58:08 suggests that everybody has stayed that
58:10 long out of politeness and that they had
58:13 a profound desire to be somewhere else
58:14 but they're so polite they stuck it out
58:16 and that's what you're thinking of
58:18 before so what's wild applause that
58:21 started you can mal thank you and it's
58:23 not there's nothing wrong with that the
58:25 last thing you do should not be saying
58:27 thank you
58:29 how do you say to me well doesn't
58:31 everybody say thank you
58:32 well what everybody does is not
58:34 necessarily the right thing and I like
58:38 to illustrate how some talks can end
58:40 without saying thank you I like to draw
58:42 from political speeches but the ones
58:45 that I've heard recently aren't so good
58:46 so I'm gonna have to go go back a little
58:53 bit so here's a Governor Christie he
58:57 gave the Republican keynote address one
59:02 year this is the end of his talk let's
59:05 see what he does
59:08 and together everybody together we will
59:12 stand up once again for American
59:15 greatness for our children and
59:17 grandchildren god bless you and God
59:19 bless america
59:23 that's on a classic and addiction ending
59:26 god bless you bless america now I don't
59:31 want to be partisan about this so I
59:32 think I better switch to the keynote
59:35 address and the Democratic convention
59:37 I was delivered that year by by Bill
59:40 Clinton who knows something about how to
59:42 speak you believe you must vote and you
59:52 must really
59:53[Applause]
59:56 ooh
01:00:09 now watch this let's go back a little
01:00:12 bit and redo it what I want you to see
01:00:14 is that at one point is he would be
01:00:15 almost pressing his lips together
01:00:17 forcing himself not to say thank you and
01:00:20 then there's another place where he does
01:00:21 a little salute so much for those this
01:00:23 time around
01:00:23[Applause]
01:00:26[Music]
01:00:29[Applause]
01:00:39 Ezra's person his lips where's the sweet
01:00:46[Applause]
01:00:48 yeah I think that's pretty good now what
01:00:51 are we gonna take away from this well I
01:00:54 suppose I gave you clued this sock by
01:00:56 saying god bless you and God bless you
01:00:58 that it's the suit of technology but it
01:01:03 might not work so well but what you
01:01:05 can't get out is you don't have to say
01:01:06 thank you well there are other things
01:01:08 you can do and you know it's interesting
01:01:10 that over time people figure this out in
01:01:13 their some stock ways of ending things
01:01:14 so in the Catholic Church and they've
01:01:18 got a Latin Mass let it win it's a this
01:01:23 test which translates approximately to
01:01:29 okay
01:01:30 the mass is over you can go home now and
01:01:34 of course at the musical concerts you
01:01:37 know that it's time to clap not at the
01:01:40 end of the song but rather when the
01:01:43 conductor goes over and shakes hands
01:01:45 with a concert master those are
01:01:47 conventions that tell you that that the
01:01:49 event is over so those are all
01:01:56 possibilities for here but there's one
01:01:58 more possibility and that is that you
01:02:00 can salute the audience and by that I
01:02:07 mean you could say something about how
01:02:10 much you value your time at a place so I
01:02:13 could say well it's been a big fun being
01:02:18 here it's been fascinating to see what
01:02:21 you folks are doing here at MIT I've
01:02:24 been what stimulated and provoked by the
01:02:27 kinds of questions you would ask us been
01:02:29 really great and and I look forward to
01:02:32 coming back many occasions in the future
01:02:34 so that salutes the audience you could
01:02:37 do that
01:02:40 well there it is you know what I'm glad
01:02:45 you're here
01:02:46 and the reason is by being here I think
01:02:49 you have demonstrated an understanding
01:02:51 that how you present and how you package
01:02:54 your ideas as an important thing and I
01:02:56 salute you for that and I suggest that
01:03:01 you come back again and bring your
01:03:03 friends
01:03:24 you
01:03:34 you
💫 FAQs about This YouTube Video
1. What is the key to success in life, according to the speaker?
The key to success in life, according to the speaker, is the ability to communicate effectively through speaking and writing, and the quality of one's ideas.
2. What example does the speaker use to illustrate the importance of knowledge and practice in communication?
The speaker uses the example of a novice skier being better than an Olympic athlete in skiing because of knowledge and practice, not just inherent talent.
3. Why does the speaker emphasize the need for protection for students in the context of communication?
The speaker emphasizes the need for protection for students in the context of communication because students should not go out into life without the ability to communicate effectively, as it is crucial for their success.
4. What does the speaker promise to impart during the talk?
The speaker promises to provide examples of speaking techniques and communication strategies to enhance the ability to communicate effectively.
5. How does the speaker believe students can achieve success in life?
The speaker believes that students can achieve success in life by mastering the ability to communicate effectively through speaking and writing, and by developing the quality of their ideas.
6. Why is it important to focus on packaging your ideas?
It is important to focus on packaging your ideas because it helps ensure that your work is recognized and valued.
7. What are the key elements to making a presentation memorable?
The key elements to making a presentation memorable are having a symbol associated with your work, a slogan that provides a handle on the work, a surprise...
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