Creating Discussion Questions

How do I make a discussion question about these readings? As the discussion leader, you will prepare interesting questions about the reading that you believe will promote discussion amongst your classmates and instructor. These questions should ask us to consider the text in new ways. The questions could do this by: forcing us to read a specific passage very closely; exploring confusing or strange parts of the reading; considering the authors choices in terms of content, form, organization, etc.; investigating characters actions, motives, decisions, and personalities; pointing to new ways of understanding the text in various contexts; exploring connections between the reading and other readings weve completed in class, etc. How else do I need to prepare to lead the discussion? The discussion leader should not only have written 3-5 questions, but should also have notes on hand to suggest ways of answering those questions, so that he/she is not only starting the conversation, but can also join in the conversation. A good way to begin these notes is by pointing to a specific part of the reading that might help answer the question, using chapter or page numbers. Do not think of this as a presentation, or as public speaking. You are simply responsible for guiding the discussion. You have an opportunity to select elements about the text that you find interesting. What should the discussion questions look like? There are several approaches to discussion questions that work. One helpful way to write questions is to begin by pointing to a passage, an event, or a theme in the text; then create a question or a series of questions that relate to that part of the text. Here are some examples of discussion questions relating to a few different readings. Example 1, question for Mary Shelleys Frankenstein. In Walton's fourth letter to his sister, he relates the details of a conversation he had with Frankenstein, in which the stranger said, "nothing can alter my destiny; listen to my history" (31). How do history and destiny proceed to play out in the novel? How does Frankenstein characterize (his) history? What shapes his history, and how does history shape Frankenstein's destiny? Or, how is his destiny impervious to the influence of the past? What IS Frankenstein's destiny, anyway? And how does he talk about it? Example 2, question for Jane Austens Emma. Education and educators are a recurring motif in the novel: it begins with the marriage of Emmas governess, Jane Fairfax seems destined to pursue the same trade before Frank intervenes, and Harriet Smith lives at Mrs. Goddards boarding school. How would you characterize Austens views on the relationship between education and personal development? Example 3, question for William Wordsworths The Prelude In 4:146-52, why does Wordsworth refer to his soul in feminine pronouns?

Discussion 2

Being On Call
As one of the two people on call, you are responsible for preparing possible responses to the questions the discussion leader has sent out the day before class. You will be called upon to provide these responses when they flow with the conversation, or if the discussion seems to be lagging. What if I dont know the answer? Thats not the idea. Remember, a discussion about literature is not an attempt to find the right answer, the correct interpretation, or especially what the teacher is looking for. Your responses should demonstrate that youve engaged with the reading, thought about it, and are willing to consider various ways the text can be read. NO, the study of literature is not entirely subjective. Yes, some responses are more logical and thoughtful than others. Make sure you have reasons, and importantly, evidence from the text, for your responses. How should I prepare for being on call? Read the discussion questions carefully. Consider them: this could include jotting down your gut reaction, looking through your annotations, or turning immediately to the passage/section in the book to which the question points you. Write down notes so you have something to turn to in class. In these notes, record one or more responses to each question. Always include references from the reading itself. I will regularly ask in discussions that you take us into the text. This is good practice for backing up your arguments in papers. Also, it will help carry the discussion along when you point us to a passage that we can all consider together. Like being the discussion leader, being the on-call person is not a high-stress event like giving an oral presentation standing in front of the class. Present your ideas conversationally, engage your classmates, and be willing to respond to your classmates if they have more questions or perhaps disagree with your response.