SPEAKING FOCUS 1: Seminar

In most of your courses at university, you are required to discuss certain issues/topics and
share your ideas, mostly based on the reading and listening materials studied throughout
the course.

TASK 1: Discuss/share your experiences about speaking in class and expressing your
opinions:
 Are you expected to orally participate in your departmental courses? If yes,
why/how?
 Do you enjoy taking part in class discussions? Why/Why not?
 Which one is easier for you to participate in? Small group discussions with 3-4 people
or whole class discussions?
 How would you compare your motivation in each?

TASK 2: Brainstorm the points you like and dislike about class discussions. Write down
your ideas in the table below.

CLASS DISCUSSIONS
TASK 3: Below are some problems that might arise during a group discussion. Brainstorm
and write strategies that can be used to solve these problems.

PROBLEMS STRATEGIES FOR TACKLING THE PROBLEM

Unequal participation: Everyone may not participate

equally in the discussion due to different reasons.

Going off topic: The discussion may divert to a

different, irrelevant direction.

Ad hominem attacks: The participants may criticize

the individuals rather than the ideas.

Interruptions: The speaker may be intentionally or

unintentionally interrupted while speaking

Unclear communication: Some participants may not

express themselves clearly or may not understand
others.

Hostile attitude towards ideas: Some participants

may not be willing to hear/listen to other’s ideas and
may not be open to different perspectives.

Having to listen & think at the same time: It is

difficult to do both in a discussion.

SEMINARS
The class discussions held in this course will be in the form of seminars, which are scholarly
discussions during which opinions are shared, refuted, and refined.
 A seminar, as it is sometimes confused with, is not a lecture where an instructor talks
and students passively listen. In fact, the instructor has little role during the seminar
as s/he does not participate. Thus, as students are expected to take initiative, they
have an active role and more responsibility in seminars.
 A seminar is far from reciting a pre-planned speech on the topic. Rather, it requires
you to be able to contribute to the pursuit of meaning in the discussion with your
research, insight, and opinions at the right time. Therefore, prior research and
contemplation on the topic is of vital importance.
 A seminar is not a question-and-answer activity. Therefore, there should be
meaningful and real interaction among the participants, with a natural flow of ideas
built on each other.
 The purpose is to gain a deeper understanding of the ideas presented in a course
material. Therefore, in a seminar, students work together to reach a better and
shared understanding of the course materials.

Seminar Method

1. Seminar Format
The seating plan is one of the important components of an effective seminar. Participants of
a seminar typically sit in a circle, so that everyone can see each other. There may be two
circles: an outer circle and an inner circle.

A typical seating plan for a seminar is given below. However, your instructor might prefer
different formats depending on the experience and size of the class.
What inner circle people (speakers) are expected to do:
They discuss a selection of questions (often given by the instructor) about the materials
read/watched in the relevant module.

What outer circle people (supporters and observers) are expected to do:
Supporters:
 They do not talk but support their inner circle partner by writing them notes about what
to say (if need be).
 They should keep this question in mind: “What would I say/ask if I were in the inner
circle now?”

The notes should:

 be simple and clear for ease of understanding during the discussion,
 not be too many (not to distract the speaker).

Your inner circle partner may or may not use the notes you give them but will definitely
want to use them if you give them the right ideas to talk about at the right time.

Observers:
 They do not talk but observe and take notes on the performance of their inner circle
partner according to a given checklist given by the instructor. Then, they give feedback to
their partner.

The inner and outer circle people periodically change roles during the seminar so that
everybody will have taken every role by the end of the seminar.

Your instructor might prefer a different format. The number of supporters or observers
might be more than one, or there might not be supporters and observers in the seminar.

Once the seminar is set, you instructor will not moderate or lead the
seminar. It is your responsibility to start, continue and end the discussion.
While making such decisions, you should always keep in mind the total time
you have and the number of questions you are given.

2. Codes of Conduct
Below are the important codes of conduct you will be expected to follow during the
seminars:
 Speak loudly enough so that everyone can hear you.
 Talk to each other, not to your teacher.
 Use each other’s first names.
 Listen carefully and make eye-contact with the speakers. Do not engage in any side
conversations.
 Do not interrupt. No one else should speak while someone has the floor.
 Always join in the discussion without raising a hand but in a civilized manner. Use turn-
taking expressions. (See the “useful language” table on page 41.)
 Do not dominate the discussion. Share the round equally with others (Do not talk more
than others). Allow others to speak and invite them if necessary.
 Use proper language (no slang).

TASK 4: Watch the first part of a seminar on “The role of technology in our life” from the
link below. Specifically observe the behavior of the participants and answer the following
questions.
https://youtu.be/p5g-YHCTvYE

1. Do they speak loudly enough? Can each of them be heard easily?

2. Do they talk to the center?
3. Do they use each other’s first names?
4. Do they make eye-contact with the person speaking?
5. Do they interrupt each other or talk over each other?
6. How do they join in the discussion? Note down the phrases they use.
7. Is there anyone monopolizing the discussion?
8. Do they use slang? Do they sound formal, informal, or semi-formal?
9. Are there any inappropriate behaviors that you have observed?
10. How is the atmosphere? Comfortable and friendly or tense?

3. Ground Rules
Below are the ground rules about how to contribute to seminars:
 Give reference to the course material and/or your research for your arguments. When
referring to the course material, directly refer to the relevant part of the material rather
than making general remarks.
 Do not repeat/simply agree with what someone else has already said. But you may
summarize or paraphrase these ideas to link them to another idea/argument, i.e. to
support it with a new example/idea/explanation/quotation.
 Build on others’ comments by linking them to a new idea. The aim is to try to develop
and utilize what others have said, rather than debate your views.
 Give examples whenever possible.
 Follow the point under discussion. Take notes about the ideas you want to bring up later.
 Ask questions to move the discussion to a deeper level (See the questions list on page
44).
 Ask follow-up or new questions whenever possible.
 Ask for clarification when confused (See the questions list on page 44). Do not let any
comment go unclear.
 Respond to questions; no question should go unanswered.
 Challenge opinions in a civilized manner.
 Accept correction and criticism from others positively.
 Keep an eye on others to help them whenever necessary.
TASK 5: Watch the second part of the seminar on “The role of technology in our life” from
the link below. Observe how participants contribute to the seminar and answer the
following questions.

https://www.youtube.com/watch?v=DTAzb4-8-MQ

1. What is the question that student F asks? Why does he ask this question?
2. Who cites research for his/her arguments?
3. Who helps student C when he has difficulty continuing? How does s/he help him?
4. Who gives examples? What is the example?

TASK 6: Read the excerpts below taken from the video, specifically paying attention to the
phrases in bold. Match the excerpts with their functions in the flow of discussion in the
table given after the excerpts. Some excerpts can be used more than once.

Student E: I agree that technology can really help with research and figuring out things that
you don't quite understand like concepts. But at the same time, a lot of our classroom
homework is being shifted to online homework in math and writing and things like that are
usually put on Google Docs or Math Excel technology. And the problems I see with that are
if you don't have internet access a lot of the time you can't complete your homework so if
you're on a trip, if you're in the car, you can't do your homework and sometimes you have to
turn it in late and then you have to explain to your teacher why that's a problem….

Student F: We kind of talked about the school portion, so what do you all think about what
happens at home? How does it impact you at your house and your everyday life?

Student D: Going off what Elad said, I think it is a challenge to really have to discipline
yourself to put down your phone or whatever it is and actually do your homework, but on
the flipside of that, that's almost useful because it teaches students that they have to
prioritize school and you have to make an active choice instead of sitting on my phone or not
paying attention in class or whatever it is, you're going to sit and do your homework and
you're going to discipline yourself and that almost leads to a higher maturity level…

Student B: I agree with Nicole because think about it, I think technology is a powerful tool
and apparently when it comes to the person using it, if they use it in a good way, it can be
something that's beneficial to them but if they choose to abuse it or misuse it in the wrong
way then of course it would be a distraction or not even useful all of the time.

Student E: Going back to what she said, you said that we can learn from technology to
better manage our time and things like that. In my own life, I’m really bad at
procrastination, so I always wait until the last minute to do everything and technology just
makes my procrastination worse … so I feel like I haven't learned time management, I'm
actually getting worse because I keep on getting distracted by technology at my house.

Student B: Going back to what you said about copying answers from the internet, I think
that even without technology, you can always copy off a friend. If you're not willing to put
forth the effort to do the work, in general, if someone's not ready to put forth the effort to
do their work, there's always ways they can go around that, … it doesn't have to be
technology. I think that technology doesn't necessarily have to be this evil thing that allows
you to cheat or go around it if you're willing to do the work you're going to do the work
regardless of what technology you have in front of you.

Student A: Yash mentioned a few points ago about the long term effects of technology and
to kind of close us out here, I think that one of the most important things to realize with
technology, is we're growing up in a generation where there's constantly new technology
improving and new technology coming out is that many of the new job skills and the new
career paths that are being opened up… and I feel like every single job skill involves
technology now, so maybe technology isn't necessarily a bad thing for our future generation
anyways.

Function Example Excerpts

Agreeing with another speaker

Introducing a counter idea

Referring back to what another speaker suggested

Asking a question to keep the conversation going

Giving a personal example

Disagreeing with another speaker

Wrapping up and closing the discussion

Adding on to what another speaker has mentioned

4. Other Guidelines
Below are some more guidelines about other issues that might arise during a seminar:
 Express yourself simply and clearly. Try not to confuse others by making overly
complicated or long comments.
 No question or comment should go unnoticed. Questions asked and comments made
should always be responded to.
 Do not go off topic. Although you will further the issue with questions and examples,
always link them back to the question at hand.
 If the discussion is going totally off topic, it is the group’s responsibility to invite each
other to go back to the question again.
 It is acceptable to disagree with someone, but remember that the purpose is to think
together, not to defend a position.
 It is acceptable to pass when asked to contribute but do not make this a habit.
 Be open-minded as there are no right or wrong answers. There are different opinions
only, all of which are valuable.
 Stay open to change.
 State your opinion without judging others.
 Do not take part if you are not prepared. You are in charge of the quality of the seminar.

In a nutshell, the three important skills you will use/develop during these seminars are:
1. Discussion Skills
2. Analysis & Reasoning Skills
3. Civility

5. Useful Language
Some language phrases you will need during a seminar are summarized in the table on the
next page.
 Asking for More Building on Others’ Ideas
Taking the Turn Speaking First Getting Back on Track
Details/Clarification
Can I/ Could I come in (here/ Can I go ahead? Getting back on track, … And then? / So? Building on your point...
there)? I’d like to start the discussion by… Getting back to the point at hand, … How did you get out of that? Your comment leads me to think...
I have something to say (on this May I? To get back on topic/ to the point at What happened (then)? I understand your point
point). Shall I get us started? hand. What are you going to do about that...because/however/and...
I’d like to make a point here (if I Shall I start the discussion? We seem to be getting off the point. it? I agree with what … said because…
can/ could) I’d like to hear more about that. I hadn’t thought of that before...
May I…? I have a question about... you made me wonder if …
In fact, … When you said... did you mean...?
Perhaps I could… Can someone explain…?
This might be a good point to…
This may be the right time to say/
ask…
Inviting Others to the Dialogue Turning Down the Chance to Signaling the End of Your Turn Giving Examples/Personal Citing Evidence from Course
Speak Experience Materials/Research
Do you agree? I can’t add anything to that. I think I’ve made my point In my experience, I have found... …shows that…
What different conclusions do you I think you’ve covered everything. ..., which just about covers it. I can relate to… because ... An example of this is given by…
have? I’m still just digesting what you (I think) you get the idea. For me, a better solution/etc. From the reading/video, I know
Do you think…? said. That’s all I want to say at this stage would be to ... that…
Do you want to add anything? I’m still thinking about what I want These are my opinions about… An example of ... in my life is …strongly implies that…
Don't you think (so)? to say. when... When the author says…,
How about you? I think s/he supports that…
How do you feel about…?
 You should orally cite the sources you use during the seminar. Include the
author(s) (use last names only), title (often not vital but use it if it is catchy
or particularly relevant), publication (vital - where the information comes
from), date (crucial to data like statistics that change over time).
Examples:
 According to a 2020 article by Professor Lindon from the Department
of Communication at University of Washington, 70% of students
dislike public speaking.
 Newsweek magazine of December 4, 2005 lists impoverishment as
the…

TASK 7: Watch another seminar about the topic “Should 7th grade students be able to
choose their elective courses?” from the link below and write the phrases you hear that are
used for the following functions.

https://www.youtube.com/watch?v=w4vLKkDASag

Agreeing

Disagreeing

Pointing out the disadvantages

Pointing out another aspect of the

issue/building on/going back to a
previous point

Inviting people to talk

Changing one’s opinion

Encouraging each other

 Giving suggestions

Giving the floor to the other speaker

when two speakers want to speak at
the same time

Summarizing what others have said

TASK 8: Think about the overall performance of the speakers and answer the following
questions.
1. Do they speak loudly enough? Could each of them be heard easily?
2. Do they talk to the center?
3. Do they use each other’s first names?
4. Do they make eye-contact with the person speaking?
5. Do they interrupt or talk over each other?
6. Is there anyone monopolizing the discussion?
7. Are there any inappropriate behaviors that you observe?
8. Do they all agree with each other?

6. Asking Questions
Questions that participants ask each other to understand the topic better constitute an
important part of a seminar. As always, one who does not ask the right questions cannot find
answers. Therefore, incorporate the following questions or others during the seminar when
appropriate.

TASK 9: Brainstorm answers for the following questions in groups.

 What is the role of questions in a seminar?
 How can one benefit from asking questions in a seminar?
 How do questions contribute to the quality of a seminar?
 Do you think all types of questions are appropriate for a seminar? What kind of
questions should one ask during a seminar?

There is a table on the next page summarizing some of the questions that can be asked
during a seminar.
Questions about the Question Questions that Examine Information, Reasons, Evidence, and
• Is this the same issue as…? Causes
• Can we break this question down? • What would be an example?
• Is the question clear? Do we understand it? • What are your reasons for saying that?
• How can we put the question differently? • What other information do we need to know before we can
• Does this question ask us to evaluate something? address this question?
• Do we need facts to answer this? • Is this good evidence for believing that?
• Do we all agree that this is the question? • How do you know? Do you have any evidence to support
• To answer this question, what other questions would we have to answer first? your assertion?
• I’m not sure I understand the question. Could you explain your interpretation? • Are those reasons adequate?
• How can we find out whether that is true?
Questions that Examine Assumptions Questions that Examine Purpose
• What are you assuming? • What is the purpose of…?
• What could we assume instead? • What was your purpose in saying…?
• You seem to be assuming ... Do I understand you correctly? • How do the purposes of the two… vary?
• Is it always the case? Why do you think the assumption holds here? • What is the purpose of the writer in this…?
Questions that Examine Implications and Consequences Questions about Viewpoints or Perspectives
• What are you implying by that? When you say…, are you implying…? • Why have you chosen this perspective rather than that
• But if that happened, what else would also happen as a result? Why? perspective?
• What effect would that have? • How would someone who disagrees respond? Why?
• Would that necessarily happen or only probably happen? • How could you answer the objection?
• What is an alternative? • Can/did anyone see this another way?
• If this and this are the case, then what else must be true? • How are …’s and …’s ideas alike? Different?
Questions of Clarification Questions that Examine Concepts
• What do you mean by…? Could you explain that further? • What is the main idea we are dealing with?
• Could you give me an example? • Why/how is this idea important?
• Why do you say that? • Do these two ideas conflict? If so, how?
• Do you mean… or…? • Are you using the term “…” meaning…?
• How does this relate to our discussion/issue?
 It is of utmost importance that a seminar does not turn into a debate where the aim is to
defend a point of view and refute claims that do not comply with it. The main purpose of
a seminar is having a “dialogue” to make sure participants collaborate with each other.

TASK 10: Write which form of discussion (seminar or debate) each pair of the qualities below describe.

__________ is collaborative; multiple sides work toward a shared understanding.

__________ is competitive and/or oppositional; two opposing sides try to prove each other wrong.

__________ One listens to find flaws, to spot differences, and to counter arguments.
__________ One listens to understand, to make meaning, and to find common ground.

__________ affirms a participant’s point of view.

__________ enlarges and possibly changes participants’ point of view.

__________ One submits one's best thinking, expecting that other people's reflections will help improve it rather than
threaten it.
__________ One submits one's best thinking and defends it against challenge to show that it is right.

__________ calls for temporary suspending of one's beliefs.

__________ calls for investing wholeheartedly in one's beliefs.

__________ assumes a single right answer that somebody already has.

__________ assumes that many people have pieces of answers, and that cooperation can lead to workable solutions.

__________ remains open-ended.

__________ demands a conclusion.

Adapted from Avid Socratic Seminar