Lisa Orta

Questioning Circles
My approach to developing questions related to the literature we are reading for class is
to teach students how to develop discussion, reflection, and exam questions based on
the Questioning Circle developed by L. Christenbury and P. Kelly.
The goal of developing clear, shaded, and dense questions is to show students how their
experiential knowledge factors in to their interaction with, and appreciation and
understanding of the literary work. Strong readers make connections between what they
know, or have experienced, and the material. Looking at the content, personal
experience, general knowledge of the world, and the experience of others becomes an
equation that leads to critical thinking. Practice making these connections comes from
considering three levels of questioning.
According to Christenbury and Kelly, there are three areas of knowledge that students
bring to their reading and writing.
1. Matter/text knowledge of the text of the subject of discussion or questioning
2. Personal reality your personal response to the text, including your experiences,
ideas and values
3. External reality your knowledge of the world, including history, and concepts of
other peoples and culture
Picture a Venn diagram. These three elements form three
overlapping areas. Each circle contains one element these
represent clear questions. Where a circle overlaps with
another circle, this overlapping area represents shaded
questions. Where all three circles intersect, dense
questions are formed.
There are seven different types of questions. There is no
questioning hierarchy, or correct sequence of questions. But
students must engage in a questioning process that moves in
and out of all three levels.
Clear Questions (about one element only)
1. Text
2. Personal Reality
3. World Reality
Shaded Questions (incorporate any two elements)
4. Text and personal reality
5. Personal reality and world reality
6. World reality and text
Dense Questions
7. These questions involve all three elements text, personal reality, and world
reality - and are the most important. They answer so what questions that help
us locate and evaluate the controlling idea or thesis.

Questioning Circles
Shortcomings by Adiran Tomine
Read these examples of the different types of questions based on Chapter One, and
then write your own for each category for the rest of the book.
Clear Questions (about one element only)
1. Text
What kinds of things do Ben and Alice talk about? What does this show about
their relationship?
2. Personal Reality
Do you think Ben showed Miko how much he cared for her? What do you do to
show someone you care about them?
3. World Reality
Miko accuses Ben of being interested in White girls. Does the evidence she cites
support her accusation?
Shaded Questions (incorporate any two elements)
4. Text and personal reality
What are the real reasons Ben lashes out at Miko on the way to the airport?
Have you ever lashed out at someone for reasons you didnt completely explain?
Why do you think you did that?
5. Personal reality and world reality
Miko discovers that Ben watches pornography that features White girls. Have
you ever discovered that someone you care about does something that you dont
approve of? How did your disapproval impact your relationship?
6. World reality and text
What evidence does Miko have that supports her suspicion that Ben is interested
in Autumn? Do you feel this is enough evidence?
Dense Questions
7. These questions involve all three elements text, personal reality, and world
reality - and are the most important. They answer so what questions that help
us locate and evaluate the controlling idea or thesis.
Miko feels that Ben isnt interested in her because she is Japanese. What does
she base this feeling on? How do couples show each other interest or
disinterest? If you were in Mikos situation, what would you want from Ben?

Christenbury, L. and P. Kelly. Questioning: A Path to Critical Thinking. ERIC

Clearinghouse on Reading and Communication Skills. Illinois.