discussion

Examples of discussion in the following topics:

• Using Metacommentary to Clarify and Elaborate

  • Meta-discussion is a discussion of the nature of a conversation, such as the style and participants of a discussion.
  • They describe rather than discuss questions.
  • Meta-discussion is a discussion about discussion itself—in other words, a discussion that deals with the nature of the discussion, rather than the topic that is being discussed.
  • Meta-discussion addresses issues such as the style, context, participants, and rules of the discussion, as well as its relationship to other discussions.
  • Meta-discussion can help us understand why a particular text is important.

• Responding to Others in Class Discussions

  • Classroom discussions can be used for more than the expression of raw knowledge.
  • Dialogue among students can make classroom discussions more lively and robust.
  • At the same time, student centered discussions can allow for the sharing and expressing of multiple points of view.
  • A class discussion, such as this, can allow the instructor to assess student learning.  
  • Discuss topics in classroom conversations by responding to comments made by other students

• Discussing Writing in Class

  • Class discussions encourage learning through active participation, comprehension, and listening.
  • Discussions also encourage the practice of informal oral communication, which is a much-needed skill later in life.
  • When participating in a class discussion, the following strategies are effective:
  • A workshop is a special kind of classroom discussion in which students discuss each other's work.
  • Here are some questions that might be helpful for class discussions about student writing:

• Discussion and Conclusion

  • The discussion section of a scientific paper analyzes and interprets the results of a study, while the conclusion explains implications for further research.
  • The discussion section of a scientific paper should interpret the results of your research.
  • Discuss how they fit (or do not fit) your hypothesis, and whether they are consistent with the results of similar research projects.
  • If your interpretation has broader implications, you can either suggest them in the discussion section or introduce them in a separate conclusion.
  • The conclusion should not repeat your discussion section.

• Overview of the IMRAD Model

  • Generally, the body of the paper contains an introduction, a methods section, results, and discussion.
  • You can cite relevant sources in the methods, discussion, and conclusion sections, but again, save the lengthy discussion of those sources for the introduction or literature review.
  • The results section should describe your results without discussing their significance, while the discussion section should analyze your results without reporting any new findings.
  • Address potential problems with your methodology, and discuss how you dealt with these problems.
  • Report incongruous results, and then address them in the discussion section.

• Making Your Own Arguments

  • This takes place in what the IMRAD model calls the discussion section of your paper.
  • The discussion section is your final opportunity to convince your readers that your argument is a valuable contribution to your field.
  • The discussion section is your opportunity to prove that you answered the questions that you posed in the introduction.
  • Although this section is called "discussion," in truth, it's where you make your argument.
  • Construct an argument based on your findings and make that argument in the discussion section of your paper

• APA: Reporting Statistics

  • Because papers using APA style often report experimental data, you must be able to discuss statistics in your paper.

• Presenting the Prevailing Theories

  • In your writing, you should include a "literature review," which discusses some prevailing theories that dominate your specific topic.
  • Think of it as the equivalent of the "status quo" in other disciplines – the purpose is to situate your work within the existing scholarly discussion.

• Using Satire to Summarize

  • After engaging in a critical analysis or reading of your intended artifact, text, or given source, the next step in the process of completing an effective rhetorical analysis is to discuss the discoveries.
  • While the rhetorical strategies for effective communication are discussed in terms of writing about your findings, pertaining to your rhetorical analysis, it should be noted that these rhetorical strategies can be employed during the critical analysis or reading portion of your rhetorical analysis project.

• Maintaining an Annotated Bibliography

  • Notes: This essay discusses the conversation about spontaneous generation that was taking place around the time that Frankenstein was written.
  • The author argues that the accounts of spontaneous generation from this time period were often based on incorrect assumptions: that the discussion was focused primarily on micro-organisms, and that spontaneous-generation theories were disproved by experiments.