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Seminar Input 2

Seminar
Course

English (Eng 102)

19 Documents
Students shared 19 documents in this course
Academic year: 2022/2023
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Orta Doğu Teknik Üniversitesi

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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.

Below are some problems that might arise during a group discussion.

PROBLEMS

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.

SPEAKING FOCUS 1: Seminar

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.

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 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.

Taking the Turn Speaking First Getting Back on Track
Asking for More
Details/Clarification
Building on Others’ Ideas
Can I/ Could I come in (here/
there)?
I have something to say (on this
point).
I’d like to make a point here (if I
can/ could)
May I...?
In fact, ...
Perhaps I could...
This might be a good point to...
This may be the right time to say/
ask...
Can I go ahead?
I’d like to start the discussion by...
May I?
Shall I get us started?
Shall I start the discussion?
Getting back on track, ...
Getting back to the point at hand, ...
To get back on topic/ to the point at
hand.
We seem to be getting off the point.
And then? / So?
How did you get out of that?
What happened (then)?
What are you going to do about
it?
I’d like to hear more about that.
I have a question about...
When you said... did you mean...?
Can someone explain...?
Building on your point...
Your comment leads me to think...
I understand your point
that../however/and...
I agree with what ... said because...
I hadn’t thought of that before...
you made me wonder if ...
Inviting Others to the Dialogue Turning Down the Chance to
Speak
Signaling the End of Your Turn Giving Examples/Personal
Experience
Citing Evidence from Course
Materials/Research
Do you agree?
What different conclusions do you
have?
Do you think...?
Do you want to add anything?
Don't you think (so)?
How about you?
How do you feel about...?
I can’t add anything to that.
I think you’ve covered everything.
I’m still just digesting what you
said.
I’m still thinking about what I want
to say.
I think I’ve made my point
..., which just about covers it.
(I think) you get the idea.
That’s all I want to say at this stage
These are my opinions about...
In my experience, I have found...
I can relate to... because ...
For me, a better solution/etc.
would be to ...
An example of ... in my life is
when...
.. that...
An example of this is given by...
From the reading/video, I know
that...
.. implies that...
When the author says...,
I think s/he supports that...
Questions about the Question
  • Is this the same issue as...?
  • Can we break this question down?
  • Is the question clear? Do we understand it?
  • How can we put the question differently?
  • Does this question ask us to evaluate something?
  • Do we need facts to answer this?
  • Do we all agree that this is the question?
  • To answer this question, what other questions would we have to answer first?
  • I’m not sure I understand the question. Could you explain your interpretation?
Questions that Examine Information, Reasons, Evidence, and
Causes
  • What would be an example?
  • What are your reasons for saying that?
  • What other information do we need to know before we can
address this question?
  • Is this good evidence for believing that?
  • How do you know? Do you have any evidence to support
your assertion?
  • Are those reasons adequate?
  • How can we find out whether that is true?
Questions that Examine Assumptions
  • What are you assuming?
  • What could we assume instead?
  • You seem to be assuming ... Do I understand you correctly?
  • Is it always the case? Why do you think the assumption holds here?
Questions that Examine Purpose
  • What is the purpose of...?
  • What was your purpose in saying...?
  • How do the purposes of the two... vary?
  • What is the purpose of the writer in this...?
Questions that Examine Implications and Consequences
  • What are you implying by that? When you say..., are you implying...?
  • But if that happened, what else would also happen as a result? Why?
  • What effect would that have?
  • Would that necessarily happen or only probably happen?
  • What is an alternative?
  • If this and this are the case, then what else must be true?
Questions about Viewpoints or Perspectives
  • Why have you chosen this perspective rather than that
perspective?
  • How would someone who disagrees respond? Why?
  • How could you answer the objection?
  • Can/did anyone see this another way?
  • How are ...’s and ...’s ideas alike? Different?
Questions of Clarification
  • What do you mean by...? Could you explain that further?
  • Could you give me an example?
  • Why do you say that?
  • Do you mean... or...?
  • How does this relate to our discussion/issue?
Questions that Examine Concepts
  • What is the main idea we are dealing with?
  • Why/how is this idea important?
  • Do these two ideas conflict? If so, how?
  • Are you using the term “...” meaning...?
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Seminar Input 2

Course: English (Eng 102)

19 Documents
Students shared 19 documents in this course

University: Orta Doğu Teknik Üniversitesi

Was this document helpful?
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.
Below are some problems that might arise during a group discussion.
PROBLEMS
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.
SPEAKING FOCUS 1: Seminar

Students also viewed

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