Instructions for Discussion Leaders

The day you lead discussion, you will need to send the following writing to me via email to me by no later than 2:00 pm on the day of class. I will be happy to meet with you as you prepare your presentation. Be prepared: we may not get to discuss your questions, but I still value your contributions.

A) After a careful reading of the assigned text, familiarize yourself with all specific references and  in the text. Read the chapter on your particular tale in Helen Cooper's Oxford Guides to Chaucer: The Canterbury Tales (on reserve) and consult the "Explanatory Notes" in RC with special care.  

I encourage you as well to consult other secondary sources in developing your understanding of the tale.  Be sure to document those works in a bibliography.

B) In a short but substantial essay (1-2 pages), explain what you thought was most interesting, significant, or surprising about the reading for the day and why. STRATEGY: Your aim here is to demonstrate the development of your understanding of Chaucer and/or the literary and historical contexts in which he wrote.

C) Pick out at least two passages that relate to the theme of the class and that you will discuss with the class, and explain in writing why you picked them, what you thought was interesting, annoying, important, etc.  You may need only a few paragraphs to complete this section. STRATEGY: Select these passages carefully, because they will demonstrate your ability to engage with medieval texts. Avoid picking paragraphs that only relate to plot details. Look for moments that introduce or develop important themes as well.

D) Come up with two questions that you’d like the class to write about or discuss. You can address anything, though you might want at least one question to relate to themes emerging in the course.  Other possible topics: medieval topoi, narrative strategies, genre, connections between works, etc. STRATEGY: Avoid asking questions with definite right or wrong answers. Ask questions that will promote discussion from two or more perspectives AND that can be substantiated with citations from the text. And do make your fellow students provide textual evidence for their answers to your questions.

PROCEDURES IN CLASS: It’s important to select questions that will generate a lot of class interest and discussion.  To aid discussion, I recommend that you project your passages and discussion questions onto the screen at the beginning of class, so that the class members have a chance to consider them.

In your presentation, begin by noting the genre, anything else interesting you learned from Cooper or the RC notes.  Then begin discussion about the passages you picked (inviting the commentary of others) and ask your discussion questions.

Your work will be graded on: your thoughtfulness in picking passages and commenting on them; the quality of the questions you ask; your effectiveness in generating discussion; your work in front of the class, especially your ability to respond to other students with useful comments and further questions; the quality of the written work you turn in.