Guide to Effective Seminars
When you arrive for seminar day, have your paper ready, and be prepared to discuss the connections you made between the topic, the readings and your experience. Each seminar will have two group leaders. These leaders will lead the group into a discussion of the topic. If the conversation lulls, the leaders are expected to further develop the topic by either coming up with another question or by calling upon someone to do so. It's important that all members of the seminar has an opportunity to discuss their ideas.
To prepare, read material fully: highlight, underline, comment in margins, identify key words and passages in your text. Then take notes about important ideas as you listen, so that you can further the conversation. Look for connections with other readings, films, happenings.
Papers
You will be writing many seminar papers during the course of the quarter. Seminar papers should follow a conventional essay format with a strong thesis statement in your opening paragraph and at least three supporting paragraphs with topic sentences that thread back to the thesis. These supporting paragraphs develop the thesis by using details, examples, observations, and references to support the points you, as the writer, are making. Finally, you should have a strong concluding paragraph.
Participation
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Bring your written work at the designated time. It should be a well-thought out piece of writing that shows your understanding of the assigned readings. You will not be able to participate in the feedback/seminar discussions if you do not have your paper. | |
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Be prepared to discuss everyone's paper on Thursday or Friday. | |
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When you refer to a story or poem, cite the page and passage, and allow time for people to find the place. Listen carefully, so you can connect with what has been said previously; when appropriate disagree politely and specifically, play the sensitive devil's advocate, and ask questions. |
Interpersonal and Personal
Treat others as you would be treated: compliment, reinforce, encourage, be open, help, share responsibility, don't dominate, and encourage shy people to join in. Always listen and react to others as you would want people to listen and react to you.
Avoid:
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lengthy discussion of readings others are not familiar with | |
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coming to seminar not having carefully prepared | |
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put downs | |
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dominating, either by one person or several | |
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interrupting rudely | |
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side comments and conversations | |
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B.S. and generalizations which are obviously meant to substitute for careful preparation. |
Adapted from suggestions by Martin, Nerison, and Scarborough in Building Learning Communities: A Coordinated Studies Handbook, Washington Center for Improving the Quality of Undergraduate Education, Olympia: The Evergreen State College, 1989, 48-50.