Nonfiction Essay Assignment - Speeches

Nonfiction Essay Assignment Outline / Layout 

Presenting Essays: The Seminar

One way of presenting an essay is the class seminar.  Your job in a seminar is to convince your audience of the validity of your viewpoint - based on convincing evidence, creative arguing, and effective speaking skills. Remember, you are the expert on the topic.  You must appear (and be) knowledgeable about it.

During your seminar always remember who your audience is:  the students in your class.  Although the teacher may be assessing your presentation, it is the students to whom it is addressed.  Engage them right from the outset.  Involve them actively.  At the very least, provide opportunities for them to ask questions.

Planning a Seminar

1. Begin by setting a context for your topic (e.g., make connections to something read in the course or bring in a related newspaper or magazine article).  If you are presenting a novel, for example, and a plot summary is necessary, it should be limited to two or three sentences - only what the students must know in order to understand your presentation.  The best approach is to introduce information briefly, as needed, throughout the seminar.

2. Examine your arguments carefully.  Consider whether handouts, blackboard notes, or charts might make it easier for the class to understand particular sections of the paper.  Think about how to point out the ways in which your arguments and related evidence support your thesis (e.g., refer frequently to a large-type printout of the thesis on chart paper or an overhead).

3. Clearly separate the sections of the essay.  Do you want to have a key question or two at the end of each section to ensure the class has understood your main points?  What other kinds of markers might you want to use (e.g., transitions, chart or overhead summary) to signal that you're moving from one section or argument to the next?

4. Ensure that you have a strong conclusion.  You may want to reinforce your conclusion with additional material, such as an excerpt from an appropriate text that reinforced your view, or a summary chart that diagrams how the key points have led you to your inevitable conclusion.  Consider how you might use an effective analogy pull together your thesis, arguments, and conclusion in an unusual and memorable way.

Characteristics of a Good Seminar

• based on thorough research and careful planning

• presented using good oral skills (e.g., make sure you can be heard clearly, used varied tones for emphasis, make eye contact with the students - not just the teacher)

• is not read, but is not necessarily memorized either.  You should be so familiar with your material that brief outlined phrases (perhaps on small cards) are enough to remind you of the next point or section.

• includes visuals (e.g., graphs, charts, overheads) and/or technology (such as PowerPoint)

• uses overheads, board notes, or student handouts.  These might include a summary of key points or headings so that students can make point-form notes while listening to your presentation.

• creates opportunities to engage the audience (e.g., relate an effective anecdote, ask a thought-provoking question, show a clip from a relevant video)

• seeks the involvement of the student audience (e.g., indicate when you will accept questions - at certain breakpoints, when you ask the class a question, at the end, or at any time)

• uses clear methods of organization 

Checklist Seminar Presentation

• Do the opening statements include the thesis and a description of content that supports it?  Is the opening brief to ensure that more time is allocated for the arguments?

• Is information organized step by step?

• Is all information clearly related and supportive of the thesis?

• Are all difficult words or concepts clearly explained?

• Have you focused on the students audience?

• Is delivery clear and audible with varied tones for emphasis?

• Are knowledge and confidence displayed in both presentation and class interactions?

• Are visuals carefully prepared and supportive?

The Socratic Questioning Technique

The Socratic Questioning Technique 

The Socratic approach to questioning is based on the practice of disciplined, thoughtful dialogue. Socrates, the early Greek philosopher/teacher, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students. With this “acting dumb,” the student develops the fullest possible knowledge about the topic. 

The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at all levels and is a helpful tool for all teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach.

Tips for Using Socratic Questioning:

• Plan significant questions that provide meaning and direction to the dialogue

• Use wait time: Allow at least thirty seconds for students to respond

• Follow up on students’ responses

• Ask probing questions

• Periodically summarize in writing key points that have been discussed

• Draw as many students as possible into the discussion

• Let students discover knowledge on their own through the probing questions the teacher poses

Types of Socratic Questions and Examples

Clarification questions

• What do you mean by...?

• Could you put that another way?

• What do you think is the main issue?

• Could you give us an example?

• Could you expand upon that point further?

Questions about an initial question or issue

• Why is this question important?

• Is this question easy or difficult to answer?

• Why do you think that?

• What assumptions can we make based on this question?

• Does this question lead to other important issues and

• questions?

Assumption questions

• Why would someone make this assumption?

• What is _______ assuming here?

• What could we assume instead?

• You seem to be assuming______.

• Do I understand you correctly?

Reason and evidence questions

• What would be an example?

• Why do you think this is true?

• What other information do we need?

• Could you explain your reason to us?

• By what reasoning did you come to that conclusion?

• Is there reason to doubt that evidence?

• What led you to that belief?

Origin or source questions

• Is this your idea or did you hear if from some place else?

• Have you always felt this way?

• Has your opinion been influenced by something or someone?

• Where did you get that idea?

• What caused you to feel that way?

Implication and consequence questions

• What effect would that have?

• Could that really happen or probably happen?

• What is an alternative?

• What are you implying by that?

• If that happened, what else would happen as a result? Why?

Viewpoint questions

• How would other groups of people respond this question? Why?

• How could you answer the objection that ______would make?

• What might someone who believed _____ think?

• What is an alternative?

• How are ____ and ____’s ideas alike? Different?