SEMINARS

1. SEMINAR BEHAVIOUR

1.1. THINK ABOUT IT

What is for you a good seminar participant? Write down your ideas here.

Watch one of the first-version seminars presented in Week 4, focus your

attention on just one participant and say whether s/he is or is not a good
participant; justify your answer.

Next, try to answer the following questions about your participant:

1. How does s/he enter into the discussion? In relation to what you said…
establish contact with others. I think
2. How does s/he ask questions? (didn’t it? enllo de no?) però això seria retòric
3. How does s/he disagree with or support the topic? If you don’t disagree: I can
think of another example / let me provide another example /
4. How does s/he make critical comments?
5. What special phrases does s/he use to show politeness even when s/he is
voicing disagreement? you should use discourse markers
6. How does s/he signal to ask a question or make a point? Metacoments: My
doubt is, I am wondering…
1 turn is 1 paragraph, 1 turn is 1 opinion

1.2. REFLECTING UPON MICRO-SKILLS

Decide whether the statements below are characteristics of good or poor seminar
participants:
(Source: McCormack, J & S. Watkins (2009) Speaking. Reading, England: Garnet Education, p. 15)

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Key strategies for seminars:

THIS IS WHAT A BRITISH UNIVERSITY TELLS ITS INTERNATIONAL STUDENTS:

o As with any other skill, you need to practise in order to build up

confidence. Spend time discussing ideas on a regular basis with a trusted group of
friends and classmates. Don't be afraid to challenge ideas and opinions.
o In a situation where someone is dominating and you haven't had a
chance to say anything, then interrupt the person firmly but politely. Don't sit and
stew!

o When someone disagrees with you, try not to take the comment
personally. Pay attention to what the speaker is saying, ask for any necessary
clarifications and be prepared to either reject or accept their opinion by offering
further details/supporting arguments.

o Be aware of the other classmates around you. If you notice someone

hasn't contributed anything to the discussion, then try to bring them in by asking
them a question, 'Do you agree?', 'What do you think about this, Jane?'

o Even if you feel passionately about a subject, always try to make your
point politely.

2. STRATEGIES FOR IMPROVING DISCUSSION SKILLS

2.0. WHAT’S ON YOUTUBE?

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Watch the following video clip from Youtube and make a list with the kinds
of things you need to know how to do in order to be a good topic
discussant.
https://www.youtube.com/watch?v=YY2yjEEoB3U
2.1. VOICING AN OPINION IN A SEMINAR

The three essential parts to a point of view are:

1. A valid opinion (a believable point of view)

2. A reason why
3. Evidence (relevant and up-to-date examples, statistics, explanations and/ or
expert opinions)

Classify the expressions according to their function:

Function Expression
1. A valid opinion (a believable (Author’s name) states that ...
point of view) (Author’s name) suggests...
2. A reason why An example can be seen ...
As I understand it ...
3. Evidence Because ...
(relevant and up-to-date examples, For example ...
statistics, explanations and/ or For instance ...
expert opinions) From what I understand ...
I believe that ...
I think that ...
Statistics from (give a source) indicate ...
This can be seen by ...
This is due to ...
What I mean by this is ...

2.2. ARGUING A POINT: HOW TO DISAGREE EFFECTIVELY

Task: Classify the expressions according to their function:

Function Expression
1. Acknowledge the other’s From what I’ve read ...
point I can see your point--however ...
I see what you’re getting at, but ...
2. Explain why you disagree I think what Smith may actually be suggesting is ...
I thought the author meant that ...

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3. Offer your opinion complete
with reason and support
Other studies by Smith show that ...
That’s a good point, but ...
That’s not always the case because ...
That’s not necessarily true because ...
The statistics seem to indicate that ...
This idea isn’t supported by statistics/ evidence ...

2.3. DISCUSSION ETIQUETTE

In order to successfully negotiate a point of view, courtesy is important. The following

are a few ground rules for good conduct.

Go over the following statements and apply them to yourself or to your partners when
recalling the first version of your seminar:

 Agree with and acknowledge what you find interesting.

 Avoid drawing too much on personal experience or anecdote. Although some
tutors encourage students to reflect on their own experience, remember not to
generalise too much.
 Be aware of your body language when you are speaking. Keep it open and
friendly. Avoid gestures that appear aggressive. Gestures like finger-pointing can
appear aggressive.
 Don’t interrupt or talk over another speaker. Let them finish their point before
you start. Listening to others earns you the right to be heard.
 Don’t take offence if another speaker disagrees with you. Putting forward
differing points of view is an important part of any discussion. Others may
disagree with your ideas, and they are entitled to do so.
 If you are a confident speaker, try not to dominate the discussion. Pause to
allow quieter students a chance to contribute.
 Listen well to the ideas of other speakers; you will learn something.
 Never try to intimidate or insult another speaker or ridicule the contribution of
others. Don’t use comments like ‘that’s stupid’ or ‘you’re wrong’.
 Remember that a discussion is not a fight. Learn to disagree politely.
 Respect that others have differing views and are not necessarily wrong.
 Respect the contribution of other speakers. Speak pleasantly and with courtesy
to all members of the group.
 Take care to use a moderate tone of voice. If you sound angry or aggressive
others will not want to listen to you.
 Think about your contribution before you speak. How best can you answer the
question/ contribute to the topic?
 Try to speak clearly. Don’t whisper; even if you’re feeling uncertain about your
ideas or language.
 Try to stick to the discussion topic. Don’t introduce irrelevant information. If the
discussion does digress, bring it back on topic by saying something like ‘Just a

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final point about the last topic before we move on’ or ‘that’s an interesting
point, can we come back to that later?

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3. GUIDELINES FOR PARTICIPATING IN SEMINARS
http://www.public.asu.edu/~jmlynch/171/participation.html (Arizona State University)

3.1. General Remarks

 What is it: a group of less than 20 people who meet to discuss a particular subject.
 Purposes:
a. Share views > understanding is expanded, improved, and deepened.
b. Promote the social / conversational skills > collaboration
c. Foster an ongoing discussion > further development of knowledge

3.2. Ground rules

Match the cells on the right with those on the lef

1. The seminar is, above all, a  Important to stay on focus.

gathering of equals  Digressions need to be controlled

2. Seminars should be informal,  Everyone has an equal right to be heard and

but also polite
3. A seminar conversation involves
everyone at the table
responsibility for keeping the seminar working
properly
 The leader's duties: getting the seminar started,
occasional prompting and/or clarification, and
winding things up and the end.
 Exercise respect / courtesy (which does not mean
that not challenging other’s opinions).

4. No predetermined structure, but  Remarks are directed to all participants

usually a specific focus

3.3. How To Be a Good Seminar Participant

Guess what will be the specific recommendation in each case:

1. Preparation
2. Lead-in focus question
3. Good listening
4. Interrupting
5. Direct question
6. Quantity vs quality
7. Group dynamics

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8. Shy participants

a. One of the best ways to prepare well for a seminar is to meet with one or two
people beforehand to discuss the material (perhaps over lunch or the evening
before).
b. Think carefully about the lead-in focus question. Jot down a points you could raise
in connection with it.
c. Attend carefully and respond intelligently and helpfully. Not just a collection of
individual points of view one afer the other. Adjust participation to what is
happening moment by moment.
d. Avoid interrupting; however, when necessary, challenge the relevance and the
direction of certain remarks.
e. If you have nothing relevant to say on the point, there is no need to pretend.
f. Good seminar participation does not depend upon the frequency of one's remarks.
Constantly assess the nature and number of your contributions.
g. Remain alert to the group dynamics. Encourage ‘shy’ participants to pursue a point
they have just introduced, or encourage them in some way to join in.
h. Shy vs. talkative participants: If you are shy, prepare your response to the focus
question or raise some issues at the beginning; ask others to explain a point further.
If you are not shy, encourage others and use self-assessment and self-control. Point
out problem to the participant.

4. SAMPLE SEMINAR ANALYSIS

Students must correct the participants’ contribution taking into account points 2.1-2.3 and 3.1-3.3.