Sample assignment · Writing-for-speaking

In classroom use, this is typically a graded assignment. Weighting, scheduling, and pass/fail or letter-grade treatment are at the adopting instructor's discretion.

About This Open Educational Resource

This activity was developed for SOC 250: Racial and Ethnic Communities in the United States at Lehman College, CUNY. It is a verbal extension of the weekly forum-post genre: students write notes, slides, and discussion questions, then translate that written preparation into oral facilitation. The activity treats writing-for-speaking as a distinct genre and gives students supervised, low-stakes practice in academic facilitation.

Adoption notes for instructors:

• Group size and timing are adjustable. In the original course, two to three co-leaders signed up per week, each presenting one reading for about five to ten minutes, followed by facilitated conversation.
• The structure works with any reading list. Co-leaders divide the week's readings among themselves; no one is responsible for covering everything.
• The activity is low-stakes by design: the evaluation principles below reward engaged preparation and facilitation, not polished delivery.
• An optional pre-meeting helps. In the original course, students could meet with the instructor at least one week before their facilitation to talk through their plan.

For self-directed learners: the preparation framework below works as a close-reading protocol. Work through the six components for any anchor reading in a unit, then write the two discussion questions you would pose to a class.

Course Context

Once per term, each student co-leads class discussion of one selected reading from a chosen week, alongside two or three peers. Sign-ups happen early in the term so that each week's readings have student co-leaders. Within The Making of Race, any unit's Open Educational Resources or Key Scholarship can serve as the readings students choose from.

Purpose

Co-leading class discussion is an opportunity to showcase critical reading skills and facilitate conversation through active participation. It takes the weekly forum post one step further: instead of writing your analysis, you present your thoughts verbally and guide discussion with the class, working collaboratively with the other discussion leaders for your week.

Instructions

How it works:

• You will work in a group with other students for your selected week (typically two to three co-leaders).
• Each person presents one reading of their choice from that week. You do not need to cover all the readings — only your selected reading.
• Together, your group creates a comprehensive discussion of the week. Aim for five to ten minutes of presentation per reading, followed by the conversation you facilitate.

Preparing Your Presentation

Your presentation should include the following six components.

1. Main argument. What is the author's central thesis or claim? What problem or question are they addressing? State this clearly and concisely.
2. Key evidence. What data, examples, or cases does the author use, and how does this evidence support the argument? Highlight two to three key pieces of evidence.
3. Critical questions. What questions do you have about the reading? Are there gaps, biases, or limitations? What would you challenge or explore further?
4. Connection to the weekly theme. How does this reading relate to the week's topic and keywords? What does it contribute to the broader conversation? Make the connections explicit.
5. Supplementary materials. Recommend additional readings, articles, videos, or relevant news stories and contemporary examples, and explain why they are useful.
6. Discussion questions. Prepare at least two open-ended discussion questions for the class. Avoid yes/no questions; encourage critical thinking and personal reflection, and connect to course themes or current events.

Facilitating Discussion

Before class: coordinate with your co-leaders about timing and order; prepare notes or slides (optional but helpful); practice your presentation to stay within time limits.

During your presentation: speak clearly and at a moderate pace; be concise; engage naturally rather than reading from a script.

Facilitating conversation: pose your discussion questions to the class; give classmates time to think before expecting responses; follow up on interesting points your peers raise; be prepared to rephrase questions if needed; stay flexible — discussion may go in unexpected directions.

Preparation Checklist

Before your presentation, make sure you have:

• Identified the main argument
• Selected two to three key pieces of evidence
• Noted critical questions or limitations
• Connected the reading to the weekly theme
• Found supplementary materials
• Prepared at least two discussion questions
• Coordinated with your co-leaders
• Practiced your presentation

Guiding Principles for Evaluation

Rather than scoring each criterion separately, your instructor considers the facilitation as a whole. This is a low-stakes activity: engaged preparation and genuine effort to open conversation matter more than polished delivery. If anything is unclear, reach out to your instructor before your scheduled week.