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ELC501 - Forum Discussion Guide

This document provides guidelines for a student forum discussion assessment. [1] The discussion will involve a panel of 4 to 6 students discussing a topic they have chosen and approved by the instructor. [2] The forum moderator will introduce the panel members and topic, and moderate a discussion where students present their views and arguments on the topic, supported by evidence from their readings. [3] Other panel members can then react and question the views and evidence presented. The moderator will then open the discussion to questions from the audience before closing the forum.

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195 views

ELC501 - Forum Discussion Guide

This document provides guidelines for a student forum discussion assessment. [1] The discussion will involve a panel of 4 to 6 students discussing a topic they have chosen and approved by the instructor. [2] The forum moderator will introduce the panel members and topic, and moderate a discussion where students present their views and arguments on the topic, supported by evidence from their readings. [3] Other panel members can then react and question the views and evidence presented. The moderator will then open the discussion to questions from the audience before closing the forum.

Uploaded by

Faiz Fahmi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ELC 501

GUIDELINES FOR FORUM DISCUSSION (30%)

This is a 25 to 30-minute forum discussion comprising 4 to 6 panel members. Panel members


discuss a topic that has been chosen by them and approved by the instructor.

Format of forum discussion:

Introduction by forum mediator:


• Introduce panel members briefly.
• Introduce the topic to be discussed.
• Indicate to audience the duration of the forum and that a Q & A session will be opened
to them at the end of the forum.

Panel discussion:
Presentation of views by panel members:

• Students from both sides of the panel put forward their arguments on an issue on the
selected topic.

Examples of language expressions: “My argument is….”,”My view on this topic


is that…”

• Students support their points of view with evidence from articles they have read (i.e:
they provide evidence in the form of an author’s/authors’ claims or arguments that are
similar to theirs or research findings/statistics/expert opinion mentioned in the articles).

Examples of language expressions: “Based on the articles I’ve read/studied,


the author (name and/or position) indicates a similar point of view. He mentions
that….”/”According to the author of…”
(Followed by other panel members putting forward their own points of view on the same topic
with the necessary supporting evidence)

Reaction by panel members:

• After the first presenter has presented, student from the opposing side can react to the
other panel member’s point of view.

Examples of language expressions: “What evidence does the author in the article
provides to support his stand?”/“Can the evidence be proven?”/”Is it a strong
evidence?/”It appears to be a generalisation without any concrete support/”I don’t
agree with your view (and provide reason to refute)
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• Students can react by questioning the credibility of the author/expert and the
validity/objectivity of the support that the other panel member has referred to in order
to support their views/arguments presented earlier by the opposing side of the panel.

NOTE: All this is done in a course of the forum discussion and not in a form of debate

Examples of language expressions: “I think the evidence is weak


because…”,“The evidence you mentioned sounds valid because…”
NOTE: During the forum, if necessary, the mediator might interject to remind the student of
the time and ensure that there is fair turn taking.
Concluding the forum: The mediator will invite questions or response/feedback from the floor
and bring the forum to a close.
Q and A session with the audience:

The audience is allowed to ask each side of the panel at least 1 question or provide
some comments or feedback. This is to ensure participation from the audience.

Role of panel member:

• Prepare in advance for the forum by reading about the subject.


• Discuss with panel members beforehand and prepare their respective outlines.
• Avoid putting down other members of the opposing panel. Instead, discuss the subject
matter in an objective manner without being emotional.
• Always maintain eye contact when addressing the panel members or the audience.
• Ensure that the audience listens to what is being said by being enthusiastic and
effective in delivering one’s views during the discussion.
• While a student speaks, the members of the forum should listen.
• Go straight to the point. Do not dominate the discussion.

Role of moderator:

• Introduce the participants properly noting their expertise on the subject to be


discussed.
• Provide an overview of the discussion.
• Ensure that all participants are heard. The moderator can interfere whenever he or she
deems fit.
• Invite panel members to a Q & A session and bring the forum to a close.

The forum needs to be presented in relation to these critical reading elements :

These critical reading elements are to be discussed during the forum.

• Panel member’s point of view


• Evidence to support the argument(s)
• Evaluation and counterargument of evidence provided
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