• April 3rd, 2016


Paper, Order, or Assignment Requirements

• Develop at least three discussion questions about the article you assigned. These questions should adhere to the guidelines described in ‘Writing Good Discussion Questions’ (below).
• Find additional information about this topic to present to the class.

• Supplement your presentation with a specific example related to this topic. The example may be presented to the class with a short video, image, or handout.

• Develop at least one discussion question about the example. This question should adhere to the guidelines described in ‘Writing Good Discussion Questions’ (below).

Writing Good Discussion Questions
• The main question should NOT be opinion based.
• The question should require a several sentence answer.
• The question should require the reader to use textual examples.
• The question can have a second or third part that draws on opinion or personal experience.

Use open-ended questions targeted toward higher-order thinking skills. In successful discussions, all participants learn from and teach one another. In order to support a deep and meaningful conversation, your initial discussion questions need to be interesting – perhaps even controversial – and allow for multiple perspectives. Use clear, open-ended questions that tap into the higher-order thinking levels of application, analysis, synthesis, and evaluation.

Application Questions:2
These questions ask students to apply essential knowledge to new settings and contexts. For example: How could you apply these grammar and usage principles to your essay? How could you demonstrate the use of this concept? How would you illustrate this process in action? What can we generalize from these facts?
Analytical Questions:
These questions ask students to dissect key information and analyze essential concepts themes, and processes. For example: How are these characters alike and different? What is an analogy that might represent this situation? How would you classify these literary works? What are the major elements that comprise this sequence of events? What are the major causes of this situation?
Synthesis Questions:
These questions require students to formulate a holistic summary of key ideas, make inferences, or create new scenarios. For example: What would you hypothesize about these unusual events? What do you infer from her statements? Based upon these facts, what predictions would you make? How do you imagine the space ship would look? What do you estimate will be the costs for the project? How might you invent a solution to this ecological problem?
Interpretive Questions:
These are open-ended questions that require students to formulate opinions in response to ideas presented in a print or non-print (e.g., art work, audio-visual) medium. Students must support their opinions with direct textual evidence. For example: What does Frost mean when he says: “I have miles to go before I sleep?” Why does the photographer emphasize only his subject’s eyes?
Evaluative Questions:
These questions require students to formulate and justify judgments and criticisms based upon clearly-articulated evaluative criteria. For example: Why did you decide to choose that course of action? How would you rank these choices? How might you defend that character’s actions? How would you verify that conclusion? What is your critique of that work of art?

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