The following suggestions are intended to guide the leaders for each discussion session in preparing the class for considering the assigned material. We are using "assigned readings" in this example, but the ideas may be easily extended to assignments such as videotape reviews, public lectures, guest speaker engagements, or interviews with people who may have special expertise or insights into the subject matter. Our intent is to engender an attitude of healthy or prudent inquiry rather than skepticism or cynicism, either of which can taint the perspective of the reader, reporter, or discussant. In outline form, we recommend some, or all of the major steps identified below:
I. Identify the physical and intellectual origins of the document(s)--Are these research articles in peer-reviewed journals? If a book, is the book or volume self-published, a textbook, trade book, or conference proceedings? Is the document an original source, or, is it a copy, translation, abridgement, "authorized" version, or first or later edition? If it is a "memoir," is it biographical or autobiographical? Is the document part of a serial publication that is likely to be found in major research libraries? If the source is secondary, or, a compilation, who is the interpreter, reviewer, editor or translator? How do you distinguish between authentic accounts and hearsay?
II. Identify the author(s)--Discover her/his/their affiliations, employer, expertise, disciplinary training/interests, and relationship to each other and to their subject matter. Ask yourself why this author is likely (or unlikely) to have written this work.
III. Examine the context of the article--Is it an early or later chapter in a multi-chapter work? If so, examine the preface, forward, introduction and table of contents for the volume as a whole to gain a sense of where this chapter fits the overall theme of the larger work. Place the work in time. Is it recent enough that the author(s) might be engaged to comment further, or, is it a document that will not be revised? Extreme opposites might be something like the Dead Sea Scrolls in contrast to an Internet Blog.
IV. Read the article--Merely skimming through the work for a general idea of its content, purpose and conclusion, will not prepare you to discuss it meaningfully with anyone who is curious about it (another "skimmer"), or wants to examine the author's ideas in depth. Discussion leaders have to know the terrain before they can "lead" others productively forward. It is fair to assume that you will be discussing the article with others who have read it.
V. Abstract the article--It is helpful if this has already been done by the author, but, write out your own abstract in point form to be sure you understand the purpose of the article and its conclusions, and the methods employed by the author(s) to document his/her/their conclusions. Remember that others in the class will have also prepared abstracts of the assignment. Your abstract is for your use. Be sure to include the following:
- Bibliographic details that enable others to find the work
- Principal purpose, problem, hypothesis, or question posed by the author
- Line of argument or reasoning used by the author in answering the question
- Formulate your opinion of the work. Were you persuaded, is the reasoning sound, can you corroborate or contradict it with other work?
- Develop some questions for the class to open discussion and to stimulate analysis of the work. After the statement of purpose, methodological questions are useful to begin discussion. What are the author's assumptions, what evidence is provided, are explicit cultural concerns at issue, is the analysis reasonable, persuasive, credible?
VI . Transmit your discussion questions to the Instructor/TA by Monday of the week in which your discussion is scheduled. These will be posted on the course website prior to the discussion. Nota Bene: It is critical that you meet this deadline. Your classmates are depending upon a thoughtful discussion of this material in order to consolidate their understanding. Failure to meet this obligation will cost you a full letter grade, and you will have to make-up the assignment for half credit at a later date. Also bring a printed copy of your discussion questions to class for your own use.
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Date created: June, 2002
Last modified: January 22, 2004
Copyright ©2003, 2004, 2005, 2006 George R. Spangler