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Autobiography
Modernism in English
Darwin and the Nineteenth-Century Novel
The Literature of World War I
Narrative Theory and Practice
Introduction to Narrative

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Discussion Sections

Discussion sections are as vital a part of the course as the lectures. Handled well, they provide an arena in which the material on the course is made real in ways it cannot in silent reading and listening to the lectures. By having vocally to analyze, interpret, and evaluate texts, students activate what they read, bringing them alive, making them their own. This is why, in my large courses, attendance in discussion sections is required and participation a factor in grading. In discussion, a section leader ought to have some idea of a few important issues and even points to be made some where during the hour. But if the discussion is to be real, conclusions cannot be coerced. Discussion is most valuable when students are actively engaged – agreeing, disagreeing, putting ideas in their own words, building on ideas, digging up evidence from the text. For this reason, I think the greatest single skill in leading a discussion is the art of returning the ball – that is, taking a student’s contribution, formulating it in one’s own words (very important, the student wants to know if she or he has been understood – check to make sure), then sending back a question that directly relates to what has been contributed. That said, there are definite forms of coercion that are often necessary. One is keeping the students on track. When discussion threatens to go too far a field, it is necessary to bring it back. This is done best if you can do it as you return the ball, but sometimes you just have to stop and then restart the discussion to get it back on track. Another kind of intervention is at times required to make sure that everyone participates. This means, at times, calling specifically on someone who has not contributed. If you announce this as policy and do it in your first discussion, it will make a big difference down the line. Students have to know that there is no escape (and I believe most will thank you for this, if only silently). Finally, it is a good thing from time to time to feature a passage or passages from the class texts for close analysis. This is often what students have most difficulty with.

Other Responsibilities

The section leader is a vital intermediary between the lecturer and the students, so it is important a) to attend every lecture and b) to provide some time in section to respond to questions about the lectures. It is also important to make as clear as possible what’s expected on essays and exams. This is especially critical before an assignment is due, but an additional opportunity is when you hand graded work back. Encourage students to visit you in your office hours. All students have individually specific problems that are best handled one-on-one. Be fair in your grading. However, if there is a grade dispute or other difficulty, where you and a student are at an impasse, and the conversation threatens to start going in a circle, don’t raise your voice. This is where you invite him or her to visit with the lecturer for the course. As lecturer, the first question I always ask, if a student comes to me with a complaint, is: Have you discussed this with your section leader? If they haven’t, I will send them back over to you.

Working Together

Teaching a big course is a team effort. In my large classes, we work as colleagues, meeting at the end of each week to go over any signal problems or successes in class. I also take this opportunity to give the discussion leaders a general idea of what I intend to cover in the next week’s lectures. We develop paper topics and exam questions together, and also engage in norming sessions on each of the assignments as soon as possible after they are written. This can be a humbling experience, since there will always be divergences in grades, owing in large part to divergences of grading emphasis. You never get unanimity, but the sessions are good opportunities to talk about grading, what is more important, what less. It is also a good time to share ideas about how to formulate (non-crushing) criticism and (non-unctuous) praise in written comments. As for grading on a curve, I don’t favor this, since the sections are too small to generate fairness for the class at large. Though we are a team, discussion leaders who have worked for me have employed all kinds of teaching aids, sometimes with great success. These have included handouts, breaking up into small discussion groups, short writing assignments (both inside and outside of class), e-mail discussions, and section websites. I neither require nor object to any of these practices. If they work for you, great. I also offer discussion leaders the opportunity to give one of the lectures. Again, no pressure either to do this or not. Finally, if you find yourself in disagreement with the lecturer on issues of interpretation, method, or any other subject, it is very important not to lay this on your students. Meet with your lecturer, tell him or her the problem, and see if you can find a way to preserve your intellectual integrity without subverting the lecturer.