Socratic Seminar Guidelines and Expectations
Socrates, a classical Greek philosopher, was convinced that the surest way to attain reliable knowledge was
through the practice of disciplined conversation. He called this method dialectic, meaning the art or practice of
examining opinions or ideas logically, often by the method of question and answer, so as to determine validity.
Socratic seminar is a method to try to understand information by creating a dialect in class in regards to a specific
text. Participants seek deeper understanding of complex ideas in the text through careful listening and rigorously
thoughtful dialogue. After examining a text, students pose several kinds of questions, primarily open-ended, world
connection, universal theme, and literary analysis questions. Such questions allow students to think critically,
analyze multiple meanings in texts, and express ideas with clarity and confidence. In Socratic seminars, students
conduct a dialogue, rather than a debate, as they explore theme, meaning, and style. Participants in a Socratic
seminar respond to one another with respect by carefully listening instead of interrupting. Students are
encouraged to paraphrase and summarize essential elements of another’s ideas before responding, either in
support or disagreement. They feel comfortable to theorize, explore, refute, and propose. They respectfully
exchange ideas to stimulate thoughtful interchanges of ideas instead of looking to win or find the “right answer.”
In Socratic seminar, dialogue is the goal. Dialogue is characterized by suspending judgment, examining our ideas
without defensiveness, exposing our reasoning and looking for limits to it, communicating our underlying
assumptions, exploring viewpoints more broadly and deeply, being open to disconfirming data, approaching
someone who sees a problem differently not as an adversary, but as a colleague in common pursuit of deeper
understanding.
Type of Questions:
Close-ended Question: This question usually has a “correct” answer and clarifies events or characters in the text.
According to Crevecoeur, what is one difference between America and Europe?
Open-ended Question: This question will require proof, insights, inference, and group discussion to discover or
explore the answer to the question. What is Crevecoeur’s attitude toward Americans?
World Connection Question: This question connects the text to the real world. Are Crevecoeur’s ideas about
America still relevant in the 21st century?
Universal Theme/Essential Question: This question deals with a theme(s) of the text that will encourage group
discussion about the universality of the text. How has the concept of the American Dream changed over time?
Literary Analysis/Style Question: This question deals with rhetorical devices and the author’s style. What
rhetorical devices does Crevecoeur use to support his thesis?
SCORING CRITERIA: You will be scored on the following discussion techniques
1.
2.
3.
4.
5.
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7.
8.
9.
10.
Taking a position on a question (2 pts)
Making a relevant comment (1 pt)
Using textual or historical evidence to support a position or presenting factual information (2 pts)
Drawing another person into the discussion (1 pt)
Recognizing contradictions in another’s statements or the text (2 pts)
Recognizing when another person makes an irrelevant comment (2 pts)
Making an analogy (2 pts)
Asking a clarifying question or moving the discussion along (1 pt)
Acknowledging and refuting an opposing point (2 pts)
Not paying attention, distracting, interrupting, personally attacking or monopolizing discussion (-3 pts)
Guidelines for Participants in a Socratic Seminar
1. Refer to the text when needed during the discussion. A seminar is not a test of memory; your goal is to
understand the ideas, issues, and values reflected in the text.
2. It’s OK to “pass” when asked to contribute.
3. Do not participate if you are not prepared. A seminar is not a bull session.
4. Do not stay confused; ask for clarification if you do not understand.
5. Stick to the point currently under discussion; make notes about ideas you want to come back to. Discuss ideas
rather than each other’s opinions.
6. Don’t raise hands; take turns speaking.
7. Listen carefully.
8. Speak up so all can hear you.
9. Talk to each other, not just to the leader or the teacher. Refer to each other by name.
10. You are responsible for the seminar.
Expectations of Participants in a Socratic Seminar
When I evaluate Socratic seminars, I ask the following questions about participants. Do they…
speak loudly and clearly?
cite reasons and evidence for their statements? (This is HUGE!)
use the text to find support?
generate original or creative ideas beyond the text (take ideas to a higher level)?
listen to others respectfully?
stick to the subject?
talk to each other, not just to the leader?
paraphrase accurately?
ask for help[ to clear up confusion?
support each other?
avoid hostile exchanges?
question others in a civil manner?
come prepared?
monopolize the discussion?
SOCRATIC SEMINAR SCORING RUBRIC
A Level Participant
Participant offers enough solid analysis, without prompting, to move the conversation forward.
Participant, through his/her comments, demonstrates a deep knowledge of the text and the question
and generates original ideas based on the text.
Participant comes to the seminar prepared, with notes, questions, and a marked/annotated text.
Participant, through his/her comments, shows that s/he is actively listening to other participants.
Participant offers clarification and/or follow-up that extends the conversation.
Participant’s remarks often refer back to specific parts of the text.
B Level Participant
Participant offers solid analysis without prompting.
Through comments, participant demonstrates good knowledge of the text and the question.
Participant generates some original ideas based on the text.
Participant has come to the seminar prepared, with notes, questions, and a marked/annotated text.
Participant shows that s/he is actively listening to others and offers clarification and/or follow-up.
C Level Participant
Participant offers some analysis, but needs prompting from the leader.
Through comments, participant demonstrates a general knowledge of the text and question with a
few insightful or original ideas based on the text.
Participant is less prepared, with few notes and/or no marked or annotated text.
Participant is actively listening to others, but does not offer clarification and/or follow-up to others’
comments.
Participant relies more upon his/her opinion, and less on the text to drive her comments.
D or F Level
Participant
Participant offers little commentary.
Participant comes to the seminar ill-prepared with little understanding of the text and question.
Participant does not listen to others, offers no commentary to further the discussion.
Participant distracts the group by interrupting other speakers, or by offering off topic questions and
comments.
Participant ignores the discussion and its participants.