The Novel Study: 1984
The Socratic Seminar
ENG3U0
What is it?
A method of discussing a certain text, based on Socrates' theory that it is more important to enable
students to think for themselves than to merely fill their heads with "right" answers. It consists of
an active, relevant, respectful, and analytical discussion.
Why do we participate in Socratic Seminars?
Socratic Seminars encourage us to think critically about a text and to consider not only our own
feelings toward a text, but the responses and feelings of others.
What is my role in a Socratic Seminar?
Things to Do and Think About:
 Ask thoughtful questions
 Invite others to speak
 Prepare examples
 Make direct textual references
 Ask clarifying questions
 Expand on others‘ ideas
 Make comparisons to the text, articles, and current social situations
 Contribute to the discussion at least three times
Do Not:
 Interrupt or dominate the discussion
 Repeat another person‘s question or comment with no additional thought or commentary
 Get distracted and off topic
How do I prepare?
 Groups will be given a question to answer.
 Begin to answer your question on your own by referring to all of your materials: your
notebook, including all questions and answers discussed in class; your novel; any articles
and research you have done and brought in.
 Meet with your group to cross-reference ideas and make sure you have different ideas and
references to use.
Evaluations
A. Discussion circle
Students will engage in a 15 minute monitored discussion about their question. Students need
to come prepared as an expert in (at least) one “scene”. Students should also prepare at least
three questions to prompt discussion. The goal is to have a lively debate and to reach consensus
about a possible answer(s) by the end of your discussion.
B. Seminar
Groups will prepare a 30 minute presentation for the class, structured as a three-part lesson.
Part 1 (5 to 10 minutes) – Lesson/Answer your question
Groups will discuss their question with references to the text. They will lead the class through
how they went about answering their question and pose questions to the class to check for
understanding. They will end with the most probable/agreeable conclusion (thesis). Use visual
to support your lesson.
Part 2 (10-15 minutes) -- Activity/experience
Groups will run an activity designed to illustrate the truth of their thesis/answer and provoke
discussion/thought.
Part 3 (5-10 minutes) – Debrief
Groups will debrief the experience/activity to talk out the connections and new realizations the
class found. As this is the end of the seminar, find a way to “wrap up” your discussion and reemphasize what the students have learned and now understand.
Discussion Circle Rubric
Categories
Knowledge &
Understanding:
Preparation
Thinking:
Discussion
Communication:
Leadership and
Communication
Level 3(70-80%)
Has complete knowledge
of the text knowledge of
the text and is prepared
with original questions
Level 2(60-70%)
Has some understanding
of the text and has open
questions but they are
fairly simple
Level 1(50-60%)
Has limited knowledge of
the text and has question(s)
but they are fairly closed.
Contributes appropriately
to the discussion.
Contributes occasionally
to the discussion.
Rarely contributes – and
only when prompted.
Helps ensure the
conversation is on topic
and generally keeps the
discussion going.
Converses on topic and
helps maintain discussion.
Conversation is off topic
once or twice. But for the
most part is focussed.
Listens attentively.
Listens to others.
Asks thought
provoking follow-up
questions.
Asks many follow-up
questions.
Responds to group
members in a
thoughtful way.
Application:
Reading
Strategies
Name:
Level 4 (80-90%)
Has sophisticated
knowledge of the text
and is thoroughly
prepared with insightful
questions
Contributes
significantly to
discussion.
Effectively keeps the
discussion going.
Builds on others
comments.
Mark
/5
/5
Responds to group
members appropriately.
Occasionally listens to
others.
Occasionally asks followup questions.
Rarely listens to others.
Rarely asks any questions
beyond the initial one.
Responds to group
members occasionally.
Rarely responds to group
members.
Limited connections are
made.
/5
Makes thoughtful and
complex connections.
Makes thoughtful
connections.
Makes some connections.
Discussion reveals an
in-depth understanding
of the text being
studied.
Discussion reveals a good
understanding of the text
being studied.
Discussion reveals some
understanding of the text
being studied.
Discussion reveals limited
understanding of the text
being studied.
/5
Socratic Seminar Rubric
Knowledge &
Understanding:
Presentation of
Content
Purpose
Thinking:
Experience/activity
Discussion
Level 4 (80-90%)
Communicates a
thorough, clear analysis
and explanation that
displays a deep
understanding of topic
and audience
Level 3 (70-80%)
Communicates a clear
explanation and of
topic that shows a
good understanding of
topic and audience
Level 2 (60-70%)
Some understanding and
explanation of topic and
audience is displayed, but
lacks focus and needs
more clear analysis
Level 1 (50-60%)
Does not understand and
explain topic clearly, and
lacks analysis
Effectively engages the
audience with
provoking questions
Has some engaging
questions and audience
interaction
Adequately presents
discussion questions
Has few diverse questions,
and lacks awareness of
audience needs
Skilfully draws
complex connections
between audience
questions & the topic
Draws connections
between audience
questions & topic
Makes some connections
between audience
questions and topic
Makes few connections
between audience questions
and topic
Communicates original
ideas, inferences,
connections (text to
world) and conclusions
Communicates good
ideas, inferences,
connections (text to
world) and
conclusions
Communicates some ideas
and inferences, but needs
more original thought
Communicates inconsistent
ideas and inferences
Communicates in clear,
coherent manner, using
tone, volume, and body
language effectively
Communicates in a
clear manner, using
vocal strategies and
body language well.
Communication lacks clarity
and few vocal strategies are
employed, to minimal effect
Uses a variety of
informative and
relevant audio-visual
aids effectively to
support and enhance
seminar and to engage
audience
Uses effective audiovisual aids that nicely
enhance seminar and
somewhat engage
audience
Communication is
somewhat clear, but lacks
coherence, but needs more
practice and use of
appropriate vocal
strategies. Needs to make
more eye contact/be
present.
Mark
/10
/10
Communication:
Presentation
Strategies
Audio Visual Aids
Uses minimal audio-visual
aids with limited
effectiveness
Does not use audio-visual
aids effectively to support
seminar and engage audience
/10
Application:
Audience
Engagement
Speaking
Strategies
Activity
Uses very appropriate
and well-rehearsed cues
to lead productive
discussion
Uses some good cues
that lead to a smooth
discussion
Uses some discussion
questions, but needs more
understanding of audience
needs and lacks interaction
Does not engage the
audience with questions
Activity reveals
sophisticated
understanding of text
and provokes
thoughtful discussion
Activity reveals good
understanding of text
and provokes
discussion
Activity reveals limited
connection to text and
provokes limited
discussion
Activity is not connected to
text and provokes confusion
/10