Give the group specified time to think about each question. Ask for raised hands occasionally on minor points to involve students physically. Pay close attention to NONVERBAL responses, then ask students to speak, even if briefly. Encourage often.

I. INFORMING: What, Where (brief section)

1. Ask general, taste questions. If students jump to evaluative questions, put them on the board for later attention.

Did anyone like this reading? Not like it? (Raise hands for both.)


**2. Ask for easy judgments; then ask for specifics.

Was this easy/difficult to understand? Where? What was the worst problem?

What seemed to be the major point(s)?

3. Ask for confirmation from others at each point to keep class focussed.

Did anyone else have trouble following the action here? What interfered?


II. PROBING: Why/Alternatives

**4. Ask for reasons for opinions in previous section

Why do you think the character did this? What are some alternatives?

Why does this theme/opinion/experience touch (or not touch) us? What would be more vivid?

5. Stay on track. With anecdotal discussion, pull attention back to the text.

What might this fictional character have done in our own situations? Why?

**6. Look for expansions to opinions.

Let's talk about that for a minute; what motivation possibilities does it open for us?

What's another possible way to see this? Does it work better (worse)? Why?

**7. Ask for clarification so students will pay attention to their language.

Does it really imply/say that "everyone" thought that?

Tell us what you're thinking of when you say . . . .

8. Summarize/paraphrase occasionally (humorously where appropriate).

We seem to be saying that Hamlet . . . .

This is an interesting disagreement; the two positions seem to be . . . .



**9. Point out paradoxes (seemingly contradictory statements/elements.

Do we need to choose one of these?

Can these be resolved? What will be gained/lost if we try?

**10. Ask to evaluate the reading.

Is this moral/immoral? for whom?



**11. How important is this for us as students/citizens?

**12. How does this help answer the Inquiry questions?