Discussion Lead Assignment1

Discussion Lead: 5%
Discussion Lead: Summary Response: 4%

Students will take turns leading class discussion on the reading assignments throughout the term. The
primary purpose of this assignment, for the discussion leader as well as for class participants, is the
development of analytical skills, critical judgment and collaborative engagement.

During the first week of class, students will sign up for a date to lead discussion (See “Pages” 
“Discussion Lead Sign-Up” on Canvas). There are just enough slots for each student to have one.
Discussion leads will take place at the start of class. The only exception is if there is a quiz, then the
discussion lead will take place directly following the quiz. If you are scheduled to be a discussion leader
and are not in class at the beginning of class, you forfeit the assignment.

On the days there are three leads available, only two slots can be filled. In other words, we will not have
more than two leads in one class period. If you go to sign up for a discussion lead on a day on which
there are three slots and two are already taken, you must sign up for a different day.

The discussion leader has three distinct jobs to do:

1. Reading questions. Discussion leaders will formulate five to six questions pertaining to the reading
assignment on which they will lead discussion. The questions should challenge the class to deepen their
understanding of the issue the author is discussing, to clarify and complete their understanding of the
author’s central argument, to critically assess the adequacy of that argument, or to compare the
author’s position with that of another author we will have read. The questions should be clearly and
concisely formulated. And even if it isn’t made clear in the formulation of the question, the discussion
leader should have a very good reason for asking it; that is, it should be clear to the discussion leader
why the question is an important one. Where relevant – and this will be most of the time – the question
should include page references to the reading assignment. Do not ask yes/no questions—these do not
generate much discussion.

2. Class discussion. Discussion leaders may conduct class discussion however they like – with more or
less structure. Discussion should focus first on answering questions about interpretation, clarification or
analysis. Plan for your discussion to last 10 minutes. Be aware that silence is likely—be prepared for it!
Let students think about the questions you pose. You must also facilitate discussion amongst the class
by calling on students (you don’t have to know everyone’s name, but you should be ready to call on
people, especially if class becomes silent).

Here are some ideas about how to lead discussion:

 Distribute questions to groups: Divide class into small groups and have them answer one or
more questions. After a few minutes, bring the class back for a large group discussion.
 Distribute questions to individuals: Hand out questions to individuals and have everyone write
down responses for a minute or so. Then, ask the entire class these questions. Those who
answered each question will feel like they can participate confidently.

1
Discussion Lead Assignment adapted from Professor Jared Bates
  “Popcorn” technique: Start by asking one question to the entire class. The person who answers
that question gets to choose who answers it next. That next person answers and then selects
another person to answer. About three to four students per question. Continue until you get
through all your questions.
 Think creatively: Have students describe a scene backwards, have students draw a scene, play
Jeopardy!, or even have everyone/small groups use their phones to describe scenes or answers
in all emojis, memes, or GIFs.

3. Summary response. Discussion leaders will write up a set of answers to their reading questions,
answers that summarize the class discussion. Discussion leaders are responsible for summarizing
answers even if the questions were not addressed during their assigned date but were addressed later
in the week. The summary report should be about 350-500 words in length. In your summary, you
should discuss how you thought the class would respond to the questions you asked and whether the
class’ responses matched up with or differed from your expectation.

Due Date: Summary reports must be submitted by 11:59 pm one full week after the discussion leader’s
assigned class period.

Reading Discussion Leader

Date
Assignment
The Keeper of Lost Causes
Tu, 1/22 Chs. 7-15
(Summary response due 1/29) Chs. 16-22
**Note: Only two people can sign
up for the three available slots! Chs. 23-27
Th, 1/24
Chs. 28-31
(Summary response due 1/31)
Tu, 1/29 Chs. 32-36
(Summary response due 2/6) Chs. 37-epilogue
Jar City
Th, 1/31
Chs. 1-10
(Summary response due 2/7)
Tu, 2/5 Chs. 11-19
(Summary response due 2/12) Chs. 20-29
Th, 2/7
Chs. 30-39
(Summary response due 2/14)
Tu, 2/12
Chs. 40-45
(Summary response due 2/19)
Faceless Killers
Th, 2/14
Chs. 1-3
(Summary response due 2/21)
Tu, 2/19 Chs. 4-6
(Summary response due 2/26)
**Note: Only two people can sign Chs. 7-9
up for the three available slots! Chs. 10-11
Th, 2/21 Chs. 12-13
(Summary response due 2/28) Chs. 14-15
The Defenceless
Tu, 3/12 Chs. 1-4
(Summary response due 3/19) Chs. 5-9
Th, 3/14
Chs. 10-15
(Summary response due 3/21)
Tu, 3/19 Chs. 16-22
(Summary response due 3/26) Chs. 23-30
The Water’s Edge
Th, 3/21
Chs. 1-12
(Summary response due 3/28)
Tu, 3/26 Chs. 13-23
(Summary response due 4/2) Chs. 24-37
Th, 3/28
Chs. 38-51
(Summary response due 4/4)
Nemesis
Tu, 4/9 Chs. 1-5
(Summary response due 4/16) Chs. 6-11
**Note: Only two people can sign
Chs. 12-15
up for the three available slots!
Th, 4/11
Chs. 16-19
(Summary response due 4/18)
Tu, 4/16 Chs. 20-24
(Summary response due 4/23) Chs. 25-31
Th, 4/18
Chs. 32-37
(Summary response due 4/25)
Tu, 4/23 Chs. 38-43
(Summary response due 4/30) Chs. 44-51