Discussion Leadership 

We read articles/chapters to acquire new knowledge and learn from the author's process of knowledge construction.  Discussing the readings in class ensures that we do not miss a major point, reveals strengths and weaknesses in an author's argument, and provides examples of effective to ineffective scientific argumentation that we can consider when constructing our own arguments.
In-class discussions also stimulate new thinking as each person brings to the discussion a unique perspective, knowledge base, and evaluation of a reading.  By hearing the reactions of others we enhance the value of the reading.  

For the discussion you will lead, please plan to present your argument map and lead a discussion of the reading.  You should prepare for this discussion by developing (in-writing and prior to class) thoughtful and probing questions and critique for the class to consider and discuss.  Plan for the discussion to last approximately 15 minutes.  Please finish the discussion with a very brief summary of what you suggest is/are the primary "take-aways" from the reading.  

Criteria for effective discussion leadership includes:

Acceptable

• effective argument map for reading developed, presented, and copies made available for everyone
• thoughtful questions for the class developed for the reading
• effective discussion leadership (e.g., not spending the majority of the time on one issue or allowing one person to monopolize the discussion)

Marginal

• argument map misses major points in the author's argument, not presented to class, or copies not made available
• questions for the class demonstrate superficial understanding of the reading
• ineffective discussion leadership (e.g., most time spent on issues of little interest or relevance to the topic addressed by the reading)

Unacceptable

• argument map not completed, presented, or made available
• questions for discussion not developed or poorly developed 
• ineffective discussion leadership (e.g., no effort to lead discussion evident)