DISCUSSION QUESTION INFORMATION

INDIVIDUAL DISCUSSION QUESTIONS – Supplemental information to the syllabus

From course syllabus:

"Usually each week there is an assigned reading.  For each assigned reading, each student is required to submit one (1) discussion question (DQ), a question that is drawn from the reading which would help to further yours and the class’ examination and comprehension of the ideas of the reading.  The DQ must be handed in at the beginning of the class in hardcopy, no electronic submissions will be accepted.  If you do not provide a DQ, you are not permitted to remain in that day’s class since you will not have done the required reading in order to comprehend the work that will be conducted in the class.  You can instead use the class time to do the reading and submit the DQ by the end of that class, again only in hardcopy, in order to receive a maximum of 50% of the possible points for the assignment.  The DQ is to be drawn from the Naiman text unless specified otherwise. You are not to submit questions which are asked or answered in the readings.  Your questions should not simply be closed-ended questions, e.g. the answer is simply yes/no, but instead they should allow for probing discussion which arrives at a comprehensive answer (there could be more than one correct answer to a question; but answers are not simply an opinion), a good, substantive question involves critical thinking, and focuses on the substance or content of the material.  DQs should demonstrate your increasing knowledge of the subject matter and application of your learning as the course progresses.  Each question should include a rationale for the question which includes:  i) explaining why are you asking the question, why it is relevant, useful, important to ask the question, considering not just yourself but looking at society, and ii) a context - from where in the reading is your question drawn providing a corresponding citation.  Make sure to bring an extra copy of your question to class as you will need it to be able to share the question with fellow students and to discuss it during class. "

Formulating discussion questions provides you with the opportunity to reflect on the issues being discussed in the readings and to ask questions to further expound upon the ideas presented.  As you will see from the examples below, each question involves writing a paragraph, not one or two sentences. 

With each question, you must provide a rationale for asking the question: 

-  from where in the reading are you drawing upon the ideas and issues to formulate a question that delves deeper into the subject matter, refer to the specific part in the reading from where you derive the question, e.g. a specific statement or section, and cite accordingly and correctly;

-  explain why is your question relevant, important;

-  what is the reasoning behind your question;

-  what is the purpose of your question. 

This does NOT mean you are to answer the question.  You may wish to provide some possible options for answers as you provide the questions, i.e. identifying some issues or factors for consideration when the question would actually be addressed by someone.  But DO NOT ANSWER THE QUESTION. 

You are NOT to submit questions which are answered in the readings, although some ideas of answers may be alluded to in the readings.

You are NOT to submit questions where you essentially have your own answer formulated - then why bother asking the question?  The questions are not simply finding out what other students think about something on which you already have a defined opinion.  For example, if your question is “…author says …..  I want to know what do my fellow classmates think about what author said”, this is NOT acceptable.  For example, if your question is “…author says….  I disagree because…”,  this is NOT acceptable. 

Your questions should NOT simply be closed questions, e.g. where the answer is a simple yes/no, disagree/agree or a fact, but instead they should require substantive replies, so that if question is asked of the class, a comprehensive explanation would need to be given/discussion would be undertaken, not simply a one word syllable answer.  If there is a fact discussed in the text, e.g. a specific event or a person, and you want to know more, then you need to look up this information for yourself.  This would NOT comprise an acceptable question. 

Consider positive and negative ramifications of subject matter.  

Consider relevance and applicability to similar and related issues, policy matters, current events.

Consider assumptions and foundations of some of the ideas presented in the readings. Consider your own assumptions & values & beliefs that you bring to the reading. 

Consider different interpretations of issues presented depending on the function and role of individual/organization/societal institution. 

NOTE:  There are some questions at the end of some of the chapters.  You cannot use these as your discussion questions.  You must come up with your own questions. 

SAMPLE DQs

A reading pertaining to Aboriginal Peoples:

It seems by reading this chapter that the Aboriginal Peoples of Canada are the only ones who are really worried about developing our land from its natural state (author, year: page #). One example from the textbook was in 1990 when the Mohawks were trying to defend a cemetery of their ancestors and not have it turned into a golf course.  It seems in the present that most Canadians are only after money and that usually involves property.  Without these Aboriginal Peoples much of the land they have been defending even with their lives could have been lost already.  My question is when are Canadians going to wake up and smell the coffee and understand the importance of preserving land, how with they ever learn from the Aboriginal Peoples who have been trying to teach this utmost important lesson since the first European settlers set foot on their land?  This is an important question since maybe non-Aboriginal peoples could learn something from those who have lived on this continent for thousands of years prior to colonization

A reading pertaining to gender:

The reading discussed issues of gender (in)equality (author, year: page #). Our society has come a long way with women's rights.  But why is it not until recently that a sexual harassment law has been recognized for the protection of women? Why were men able to physically punish their wives, why was it acceptable to beat your wife until recently? If our society preaches equality for all then why did it take so long for women to be recognized as persons? What can we as Canadians do to allow for the equality for all citizens, without then having to fight forever to achieve it?  These are important questions if we Canadians truly believe in equality and not just paying lip service to this notion.

A reading on globalization:

The text talks about slave labour and poverty (author, year: page #). What do you think the effect and repercussions would be on North American economy if children were exposed to the working world and exploited as early on in their lives as children in Third World countries? Do you think there would be more poverty and less prosperity? Why? I think it is important to consider the economic and social circumstances of other countries in order to fully understand our own.  North American economies are fairly prosperous, but would the circumstances change if the standards of employment and treatment of employees were changed to resemble those of poorer nations?

A reading on work:

Why is it that "Active and capable people who have no paid work can feel - or be made to feel - that they are not pulling their weight?" (source of quote - author, page # - YOU MUST PROVIDE PROPER SOURCE CITATION)  Not everything has to be categorized by pay, although this seems to be how people categorize each other in our society today.  Are stay at home moms and dads not important? Do they not work just as hard, or even harder than many people in the workforce? Why is it that we categorize people by how much they make, or the job they have?

Note:  When you see in the above sample questions: (year, author, page #) or similar, YOU MUST PROVIDE PROPER SOURCE CITATION.  If you are unfamiliar with how to do this, visit the SMU Writing Centre for their assistance in this.   

6 points total

3 points for rationale (context for question and reason(s) for asking question)

1 point – only alluding to a rationale, it is only implicit

1 point – comprehensive rationale

1 point – including the following: why is the question important/relevant/useful, what assumptions are you making, what assumptions do you think the author is making

3 points for question

1 point – asking a question

1 point – elaborating on the question, unpacking it further into sub-questions or providing additional comments so the main question is clear

1 point – including a specific reference to material in the chapter, with correct citation when a quote is used or simply an idea is referred to

In addition to the above, you will lose points if:

-          -   incorrect spelling, punctuation & grammar is used (-.5);

-          -  the rationale does not connect directly to the question(s) (-.5);

-          -  the reader has to decipher the rationale or question, the ideas presented do not make sense (-.5); and,

-          -  the author’s last name is spelled incorrectly -.25

Revised: January 02, 2014