Leadership of Class Discussion: Assignment Guidelines
Adapted from Dr. Lisa Logan
(Consult syllabus for point value, time constraints, and more basic instructions)
Each student is required to lead one class discussion this semester.
Goals/Purpose: This assignment asks students to take an active leadership role in the learning process by synthesizing information, analyzing ideas, and sharing questions with peers. The goal is to give students more ownership of the course, to involve students more fully in the learning process, and to encourage multiple perspectives and viewpoints. Of course, it is also more interesting when all of us are participating.
Expectations: Each student will sign up for one text from the class readings (in the Portable Literature) listed on the schedule and lead class discussion. The aim of each presenter is to:
-Generate and facilitate a discussion. If discussion gets off track, it is the presenter’s responsibility to bring it back to the issues at hand.
-Know in detail and discuss the main issues/themes presented in the readings (perhaps what you find most interesting, what you question, etc.).
-Synthesize the information presented in the readings in a cogent way; notice how key ideas go together (from other readings or discussions held in class?).
-Focus on some literary tenets: author’s biography, forms of literary criticism, genre, title, setting, plot, characters, diction, appearance, historical period…
-The presenter may use whatever format she/he wishes (question and answer, group work, quizzes, games, technology, etc.). Focus on key ideas and work through (with others, if desired) the difficulties, questions, and concerns these ideas pose. If the presenter chooses to lecture, leave us with some questions to work on after your discussion ends. This is the most important part of this assignment. Note: if there are already posed questions at the end of the text, these are not allowed in your presentation.
-You may (but are not required to) bring outside reading/research/material that bears compellingly on and makes more interesting or accessible the texts for that day (You Tube, other connected texts, dvd clips, etc.).
-Bring 26 handouts if you choose not to frame your presentation in power point; however, I still need a copy of the handout/outline, etc.) that directs the class to main points/questions, etc. This handout/visual presentation should include some of the above information, be free from typos, have a proper header, etc.
-Make this presentation FUN and teach us something!
Suggestions for Preparation:
Know the readings well and be conversant in the issues of this class. Do not feel obligated to present us with a mass of information--assume that others have read and thought about the material. You are not required to know all the answers--sometimes questions can be more interesting than answers. Remember that sometimes a strange, difficult, or confusing aspect of a reading or issue can be a rich area for discussion and discovery. Finally, be clear about your own ideas but do not be surprised (or threatened) if discussion goes in unexpected directions (though still focused on the text).