Reading and preparing for discussions

 

Over the semester you will read articles that will be the basis of several class discussions, both in lecture and in recitations.  To prepare for these discussions, follow these steps:

 

1) Download the article(s) from the course webpage (user “biol211”, pwd is on your syllabus).  Be sure to choose the correct article by name and title.  Print or save a copy to read and bring to discussion.

 

2) Read the article(s) carefully and critically.  While reading any scientific article, be aware of its structure:

  • background information gives the context for an unsolved problem >

  • a question is raised, and a hypothesis is proposed >

  • a critical prediction to test the hypothesis is presented >

  • methods for the test are described >

  • results are summarized >

  • conclusions are drawn. 

 

     Given this predictable structure, you should always ask of any scientific article:

  • Is the question easy to identify?  What case has the author made for why the question is interesting?

  • Does the author make a clear prediction?

  • Does the test clearly decide for (or against) the prediction?  What would the results have looked like if the prediction had not (or had) been supported?

  • Are the conclusions drawn justified by the results? 

  • Are there alternative explanations for the results?

  • Finally, how does the article relate to the scientific topics covered in this course? 

 

     Jot down questions and thoughts as you read.  Use these jottings for the next step.

 

3) Formulate answers to the discussion questions.  Along with the article, I will provide on the website a set of discussion questions that will help to focus your reading of the article.  Although you are not required to write out answers in full sentences and paragraphs, you are required to write or type out notes that will allow you to contribute to a serious discussion.  In order to receive credit for your answers, either email these notes to me before class or hand me a photocopy at the start of class.  Bring another copy for your use.  Given the nature of discussions, I will not be able to give you credit for notes handed in after the start of class.

 

4) Write your own DQ.   In addition to answering the questions I provide, I ask you to write one of your own.  Writing a DQ helps to focus your reading and gives you a chance to speculate about something of interest the article made you think of.

· General tips for writing impressive DQs:

1.  Start your Q with enough information to show why it is worth asking (provide a context for wanting to discuss possible answers)

2.  Ask Qs that require thinking and do not ask for factual information (asking for facts will not prompt the discussion of ideas)

3.  Ask Qs that are highly relevant to the conclusions of the paper (focus most on the goals of the author)

4.  Focus your Qs on the science (examine the evidence for and against ideas, and raise possible alternative explanations)

5.  Add your insights to begin a possible answer

· Examples.  Imagine you read an article on habitat alteration and the cultural practice of statue-building after human colonization of Easter Island in the South Pacific.

Poor: “Why did the Easter Island inhabitants build statues?”

Fair: “Building the statues seems impractical.  What practical benefit might they have served on Easter Island?”

Good: “Constructing the statues required a large investment of time, wealth, and energy, which could have been put into more practical projects.  Could the statues have had any practical value?  If not, what was the benefit of building them?  It seems they might have been a demonstration of wealth among groups, or a religious tribute.  What kinds of other evidence would support either of these ideas?”

· Turn in your DQ along with your discussion notes by email before class or hand me a photocopy at the start of class.  Bring another copy for your own use in discussion.  Important: if you email, please use the subject “lastname DQs week x”.

 

5) During discussion, participate actively.  Your grade will be based on: attendance, the thoughtfulness of your responses and DQs, and thoughtful and courteous participation.

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