William Feeney

Students are tasked with selecting, sharing and leading a discussion about an article written in English. Discussion groups consist of four students and students must select article and distribute an article to their discussion partners a week before their session so that everyone can read the article and prepare. The leader must also create and submit a preparation document prior to class. During the class session, students must lead the others through a discussion of the article in three phases. The first phase focuses on the content of the article itself, checking comprehension and ensuring that all participants have a grasp on the meaning of the article. The second phase explores the significance of the text, considering the social, political or cultural relevance of the text. This section pushes students to think critically, placing text in social and political context. The final phase explores the reflections and opinions of group members.

This exercise tasks provides students an opportunity to develop their critical discussion skills by taking part in a formal debate. Students are presented with a contentious topic and given one week to research relevant pros and cons. When the debate day arrives, the class is broken into three groups and roles are assigned. One group is assigned to argue for a contentious proposal, a second group is assigned to argue against the proposal, the final group is assigned to serve as judges. The format of the debate is explained, and the process is clearly explained. Each group is given 15 minutes to prepare. The pro and con groups prepare arguments while the judges discuss how to choose a winner. Groups are then given 10 minutes to make opening arguments. This is followed by two rounds of rebuttal (5 min), affording each group a chance to respond to the claims and criticisms of the opposing team. Finally, the judges ask each group one question, before conferring and selecting a winner.