# Presentation Outline
**I. Assertion**

* The State of the Art section is crucial in research as it defines the domain expertise, 
identifies the limits of current practice, and sets up the next section.

**II. Evidence 1: Definition of State of the Art**

* It's not just about listing existing work but also about understanding what others have 
done, what they didn't do well, and how your research can improve upon it.
* (Source: "The State of the Art is the frenetic and relentless pursuit of doing what its 
best at that time!" - Da Anunciação Marco)

**III. Evidence 2: Importance of Clear Limitations**

* Clearly defining the limits of current practice is essential to identify what has been done 
well and what areas need improvement.
* (Source: "Clearly you hope to improve on something with your research... It is best to 
clearly define the limits of current practice." - Unknown)

**IV. Evidence 3: Focus on Relevant Tools and Techniques**

* Focusing too much on individual researchers or their work can lead to confusion, while 
highlighting the technology or method itself as the main actor is more effective.
* (Source: "Avoid focusing too much on individual researchers or their work; instead, 
highlight the technology or method itself as the main actor." - Unknown)

**V. Evidence 4: Clarity and Coherence**

* The writing should be clear, understandable, and concise, avoiding unnecessary details or 
jargon.
* (Source: "The writing should be clear, understandable, and concise... avoid unnecessary 
details or jargon.")

**VI. Evidence 5: Importance of Storytelling**

* A coherent story or thread of ideas throughout the section is essential to effectively 
communicate the state of the art.
* (Source: "Does the writer tell a coherent story? Can you follow thread of the story?" - 
Unknown)

**VII. Conclusion**

* The State of the Art section requires careful consideration and attention to detail to 
effectively communicate the current state of practice in research.

Note: The sources listed are from the original text, but may not be directly cited as 
evidence in a formal academic or professional setting.


