(1) Pose a discussion question.
o In terms of format, your discussion question should be one to three sentences long and placed at the top of your response paper.
o Your discussion question will be used to help structure that day’s classroom discussion.
o The question you pose should NOT be one you have the answer for; rather, I am looking for what the readings leave you wondering about.
o Your discussion question should be open-ended (I should not be able to answer it with a simple response or “yes/no” answer).
(2) Provide the rationale for your question.
o Your rationale should NOT answer your question. Rather, your rationale should provide a logical written trail to help the rest of the class understand how you got to your question. Your rationale should draw explicitly from the homework assignment you are responding to.
Ideas for where might you find inspiration for engaging discussion questions and how might you provide the rationale for your question:
(1) Your question might emerge from a contradiction you see between that particular day’s readings and previous readings in class. Your rationale would then a) articulate this contradiction and b) articulate how this contradiction led you to your question.
(2) Your question might emerge from a contradiction you see within the reading(s) assigned for that particular day. Your rationale would then a) articulate this contradiction and b) articulate how this contradiction led you to your question.
(3) Your question might emerge from the reading(s) impact on your thinking about previous readings/discussions in class. Your rationale would a) articulate your re-thinking and b) articulate how this re-thinking led to your question.
(4) Your question might emerge from how the readings coincide with research projects you are conducting independently. Your rationale would a) articulate the links between the readings and your research and b) articulate how these links led to your question.
(5) Your question may also emerge from our ongoing “process of inquiry” about the readings, where we’ll be discussing our ideas for how we could take what we’ve read one step further. You might like to propose a research question that one could pursue, using the reading as a jumping off point. For example, suggestions for future inquiry or future research in the communication discipline. Your rationale would a) articulate the links between the readings and your proposed research question and b) articulate how these links led to your research question.
The grading criteria is as follows:
- Paper meets requirements for assignment (turns in hard copy beginning of class day paper is due, is in Times New Roman, 12 pt. font, paper does not exceed 1 page in length, discussion question is placed at the top of paper) (_____/5 points)
- Paper is spelling/grammatical error free (______/5 points)
- Paper includes a discussion question that synthesizes the reading (pulls on content discussed in the reading), is well-thought out, is open-ended (can not be answered with a simple, “yes” or “no” answer, rather question sparks meaningful discussion and dialogue; there is no right or wrong answer), and engaging (_________/20 points)
- Paper includes a reflection that explains how student came to the discussion question. Reflection should be inclusive, engaging, thought-provoking, and indicate student thoroughly engaged with the readings (what is your train of thought? What in the chapter did you read that caused you to come up with this question and why?) (________/20 points)
- Total: _______/50 Points