Shaping the discussion

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Linking the discussion back to the pre-reading

Another useful participation strategy is to link the discussion back to the reading. This may be to point out a consistency or inconsistency between the discussion and the readings, or to re-focus the discussion. Rather than expressing your own view, you may be able to contribute to the discussion by expressing the view or perspective of the writers you have read on the topic.

Limiting the scope of the discussion or of your contribution

Sometimes international students comment that they do not understand the context of a discussion or lack the necessary local knowledge. It can be useful to start by conceding what you do not know. In that way you can qualify your contribution and limit it to what you do know about.

Comments based on your experience and knowledge can make the discussion richer and more interesting. In this way you can also control the direction of the discussion, to ensure that your perspective can be heard.

Generalising

Sometimes it is useful to broaden the scope of a discussion by generalising. You may not be aware of the specific context being discussed, but may have a more general understanding or awareness of the topic. Acknowledging your lack of familiarity with the specific context may provide a link from the previous discussion to what you wish to say.

Speculating: remember, there is not always a 'right' answer

In an academic discussion there is often not a 'right' or 'wrong' answer. Rather, there is an expectation that a range of ideas will be discussed and that they will be supported with reasons and evidence. However, even if there is a 'right' answer, and you get it wrong, the lecturer or tutor will still appreciate your effort in contributing to the discussion.

There are phrases you can use to show that you are speculating or guessing – that is, that you are not certain, but are suggesting a possible explanation.