What Is Discussion Text
Phuong Fulsom
Usually, a discussion text starts with an introduction to the topic, followed by the presentation of different perspectives. Each viewpoint is supported by reasons and evidence, and the writer often wraps things up with a conclusion that summarizes the discussion and may even offer a personal opinion.
These verbs describe mental processes or cognitive actions, such as thinking, believing, understanding, considering, or assuming. They can be employed in a discussion text to present the thoughts or opinions of the writer, experts, or others involved in the debate.
Modal verbs (such as can, could, may, might, will, would, shall, should, must) express possibility, probability, necessity, or obligation. They can be used in discussion texts to indicate the level of certainty or commitment to a particular viewpoint.
Adverbs of manners describe how an action is performed, giving more information about a verb. They can be helpful in a discussion text to provide emphasis or to clarify the way a point is being made. Some common adverbs of manners include clearly, quickly, slowly, carefully, and strongly.
Reported speech, otherwise known as indirect speech is a way to convey what someone else has said or written without quoting them directly. This can be useful in discussion texts when referring to the opinions or arguments of experts or other sources.
Over the past decade, the rise of social media platforms has transformed the way people communicate and interact with each other. Although social media offers numerous benefits, such as increased connectivity and access to information, concerns have emerged about its potential impact on mental health, especially among young people. This discussion will explore the advantages and drawbacks of social media usage, aiming to provide a balanced understanding of its effects on mental well-being.
After presenting the issue, the writer should provide a list of points that support one side of the debate. These points should be well-reasoned and backed by evidence, such as facts, examples, or expert opinions. Each supporting point should be presented in a separate paragraph, with a clear topic sentence and relevant details.
One of the best things about social media is that it connects people all over the world. This means that people can keep in touch with friends and family even when they live far away. This virtual connection can offer emotional support and foster a sense of belonging, which can be particularly important for those who may feel isolated or disconnected in their daily lives
Social media also serves as a powerful tool for sharing information and raising awareness about important issues, such as social justice, environmental concerns, and public health. By providing a platform for individuals and organizations to amplify their voices, social media can contribute to positive change and promote global awareness
Following the supporting points, the writer should present a list of contrast points that represent the opposing side of the debate. Like the supporting points, these points should be well-reasoned and backed by evidence. Presenting contrast points helps to provide a balanced view of the issue and encourages the reader to consider different perspectives.
Despite these benefits, excessive use of social media has been linked to increased feelings of loneliness, anxiety, and depression, particularly among adolescents and young adults. Studies suggest that constantly comparing oneself to others online may lead to feelings of inadequacy and lower self-esteem, which can negatively impact mental health.
Moreover, the prevalence of cyberbullying and online harassment on social media platforms can create toxic environments and exacerbate mental health issues. Victims of cyberbullying may experience increased stress, anxiety, and depression, and in some cases, these negative experiences can have long-lasting consequences.
After presenting both supporting and contrast points, the writer may choose to offer recommendations based on the discussion. In this section, the writer synthesizes the information from the discussion and offers practical suggestions that take into account both the positive and negative aspects of the issue. This helps the reader to consider possible actions or changes that could address the problem or improve the situation.
Considering the potential benefits and drawbacks of social media use, it is recommended that individuals set boundaries and practice moderation to maintain a healthy balance in their online lives. Moreover, educational institutions and parents can play a crucial role in promoting digital literacy and responsible social media usage among young people.
Find articles, expert Q&A, video, research and reports, and additional resources that provide research-based information for educators, families, and others who want to help young people become better readers and writers.
Teachers should provide opportunities for students to engage in high-quality discussions of the meaning and interpretation of texts in various content areas as one important way to improve their reading comprehension.
In effective discussions students have the opportunity to have sustained exchanges with the teacher or other students, present and defend individual interpretations and points of view, use text content, background knowledge, and reasoning to support interpretations and conclusions, and listen to the points of view and reasoned arguments of others participating in the discussion.
In classes where a choice of reading selections is possible, look for selections that are engaging for students and describe situations or content that can stimulate and have multiple interpretations. In content-area classes that depend on a textbook, teachers can identify in advance the issues or content that might be difficult or misunderstood or sections that might be ambiguous or subject to multiple interpretations. Alternatively, brief selections from the Internet or other sources that contain similar content but positions that allow for critical analysis or controversy can also be used as a stimulus for extended discussions.
Further, the types of discussion questions appropriate for history texts would probably be different from those for science texts, as would those for social studies texts or novels. Because part of the goal of discussion-based approaches is to model for students the ways that good readers construct meaning from texts, it seems reasonable to suggest that discussions of history texts might be framed differently from those of science texts.
If the reading comprehension standards that students are expected to meet involve making inferences or connections across different parts of a text or using background knowledge and experience to evaluate conclusions, students should routinely have the opportunity to discuss answers to these types of questions in all their reading and content-area classes.
For example, assign students to read selections together and practice using the comprehension strategies that have been taught and demonstrated. In these groups students can take turns playing various roles, such as leading the discussion, predicting what the section might be about, identifying words that are confusing, and summarizing.
As these roles are completed, other students can then respond with other predictions, other things that are confusing, or different ways of summarizing the main idea. While students are working together, the teacher should actively circulate among the groups to redirect discussions that have gone astray, model thinking strategies, or ask students additional questions to probe the meaning of the text at deeper levels.
In this study teachers were trained to follow five guidelines: ask questions that require students to explain their positions and the reasoning behind them, model reasoning processes by thinking out loud, propose counter arguments or positions, recognize good reasoning when it occurs, and summarize the flow and main ideas of a discussion as it draws to a close. To be effective these types of discussions do not need to reach consensus; they just need to give students the opportunity to think more deeply about the meaning of what they are reading.
Students might not actively participate in text-based discussions for a number of reasons, but these two are the most important. One strategy to deal with the first problem is to create opportunities for discussion by using text that has a very high interest level for students in the class but may only be tangentially related to the topic of the class.
For example, a newspaper article on the problem of teen pregnancy might be integrated in a biology class, one on racial profiling in a social studies class, or one on child labor practices in a history class. Students typically find discussion and interaction rewarding, and once a good pattern is established, it can be generalized to more standard textbook content.
It is also important to establish a non-threatening and supportive environment from the first class meeting. As part of this supportive environment, it is important to model and encourage acceptance of diverse viewpoints and discourage criticism and negative feedback on ideas. Teachers can help students participate by calling on students who may not otherwise contribute, while asking questions they know these students can answer.
Student-led discussions in small groups can be another solution for students who are hesitant to engage in whole-classroom discussions. As mentioned before, the quality of these discussions can be increased, and student participation broadened, if teachers provide an organizing task or activity that students can focus on as discuss the content of a text.
However, if literacy standards require students to think deeply (that is, to make connections, criticize conclusions, and draw inferences), many students will require the opportunity to acquire these skills by being able to observe models of this type of thinking during discussions.
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