AP Language and Composition
Socratic Discussion
What is it? How does it work?
What is it?
It isn’t difficult to find references to Socratic Seminars. One such source, the National Paideia Center, which has
developed extensive materials on using seminars in classrooms, defines a Socratic seminar as a ‘collaborative,
intellectual dialogue facilitated with open-ended questions about a text.’
Purpose
The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In the
Seminar, participants systematically question and examine issues and principles related to a particular content,
and articulate different points-of-view. The group conversation assists participants in constructing meaning
through disciplined analysis, interpretation, listening, and participation.
Background
In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the discussion. Good
discussions occur when participants study the text closely in advance, listen actively, share their ideas and
questions in response to the ideas and questions of others, and search for evidence in the text to support their
ideas. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and
to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner.
Guidelines for Discussion
There are a variety of ways to structure a Socratic discussion. We will use an inner-outer circle format. While
you are in the inner circle, your job is to participate in the discussion. While you are in the outer circle, your job
is to listen and take notes. At a point during the hour, we will switch, so everyone has an opportunity to discuss.
You can pose questions, answer them, follow up, ask for clarification and move things along.
Norms for Discussion
 Don’t raise hands to contribute.
 Look at speaker and listen carefully
 Address one another respectfully
 Base any opinions on the text
 Address comments to the group (no side conversations)
 Ask follow-up questions for clarification
 Stay focused on the current conversation—make notes if something unrelated comes up so it can be discussed
later.
 Speak so all can hear.
 Talk to each other, not to the leader.
 Recognize that the quality of this discussion depends each of you individually—your participation makes the
discussion a success.
 Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your
mind in the face of new and compelling evidence
Preparation
In order to prepare for the discussion, review your notes and annotations. Look at the attached questions. Review
them and jot down notes to prepare your thoughts regarding these questions. In addition, prepare questions of
your own. Following are some question stems to help push your questions to higher level thinking.
Agree / Disagree
• Has anyone else had a similar . . .?
• Who has a different . . .?
Clarification
• I'm not sure I understand . . .?
• Tell me more about . . .?
• Do you see gaps in my reasoning?
• Are you taking into account something different from what I have considered?
Support Questions
• Can you give us an example of . . .?
• Where in the story . . .?
• What would be a good reason for . . .?
• What is some evidence for . . .?
Cause and Effect
• Why do you think that happened?
• How could that have been prevented?
• Do you think that would happen that way again? Why?
• What are some reasons people . . .?
Compare / Contrast
• How are __________ and _______ alike? Different?
• What is that similar to?
• Can you think of why this feels different than . . .?
• How does this (poem, book, incident, etc.) remind you of . . .?
Benefits / Burdens
• What are some of the reasons this wouldn't (would) be a good idea?
• Would anyone like to speak to the opposite side?
• Those are some reasons this would work; what reasons might it not work?
Point of View / Perspective
• How might she/he have felt . . .?
• What do you think he/she was thinking when . . .?
• He might not like that, but can you think of someone who would?
• _____________ has expressed a different opinion. Are there others?
• Do you have a different interpretation?
• Do you have different conclusions?
• How did you arrive at your view?
Structure / Function
• If that was the goal, what do you think about . . (the action, reaction)?
• What were her/his choices of how to . . .?
• Why was she/he doing that? (Reply gives reason) What do you think of that approach?
• What better choices could he/she have made?
• What rules would we need to make sure . . .?
Counterexample
• Would that still happen if . . . ?
• What might have made the difference?
Different Situation
• Can you describe a situation that would . . .?
• Suppose ________________. Would that still be true? Why or why not?
Solicit Questions
• What are some things that you wonder about?
• What would you like to know about?
• Are there questions we should remember now?
Personal Experience
• What would you do in that situation?
• Has anything like that ever happened to you?
• In what way are you alike or different from . . .?