Socratic Seminar
Rubric
Socratic Seminar: Participant Rubric
A Level Participant
Participant offers enough solid analysis, without prompting, to move the conversation forward.
Participant, through his or her comments, demonstrates a deep knowledge of the text and the question.
Participant has come to the seminar prepared, with notes and a marked/annotated text.
Participant, through his or her comments, shows that s/he is actively listening to other participants.
S/he offers clarification and/or follow-up that extends the conversation.
Participant’s remarks often refer back to specific parts of the text.
B Level Participant
Participant offers solid analysis without prompting.
Through his or her comments, participant demonstrates a good knowledge of the text and the question.
Participant has come to the seminar prepared, with notes and a marked/annotated text.
Participant shows that s/he is actively listening to others. S/he offers clarification and/or follow-up.
C Level Participant
Participant offers some analysis, but may need prompting.
Through his or her comments, participant demonstrates a general knowledge of the text and question.
Participant is less prepared, with few notes and no marked/annotated text.
Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments.
Participant relies more upon his or her opinion, and less on the text to drive his or her comments.
D Level Participant
Participant offers little commentary.
Participant comes to the seminar ill-prepared with little understanding of the text and question.
Participant does not listen to others, offers no commentary to further the discussion.
A Level Participant
Participant offers enough solid analysis, without prompting, to move the conversation forward.
Participant, through his or her comments, demonstrates a deep knowledge of the text and the question.
Participant has come to the seminar prepared, with notes and a marked/annotated text.
Participant, through his or her comments, shows that s/he is actively listening to other participants.
S/he offers clarification and/or follow-up that extends the conversation.
Participant’s remarks often refer back to specific parts of the text.
B Level Participant
Participant offers solid analysis without prompting.
Through his or her comments, participant demonstrates a good knowledge of the text and the question.
Participant has come to the seminar prepared, with notes and a marked/annotated text.
Participant shows that s/he is actively listening to others. S/he offers clarification and/or follow-up.
C Level Participant
Participant offers some analysis, but may need prompting.
Through his or her comments, participant demonstrates a general knowledge of the text and question.
Participant is less prepared, with few notes and no marked/annotated text.
Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments.
Participant relies more upon his or her opinion, and less on the text to drive his or her comments.
D Level Participant
Participant offers little commentary.
Participant comes to the seminar ill-prepared with little understanding of the text and question.
Participant does not listen to others, offers no commentary to further the discussion.
Guidelines
During the Seminar
Use all of your close reading to participate in a discussion that helps you understand the text
at a deeper level. Be ready to discuss the text like the scholar you are!
1. Be prepared to participate and ask good questions. The quality of the seminar is diminished
when participants speak without preparation.
2. Show respect for differing ideas, thoughts, and values--no put-downs or sarcasm.
3. Allow each speaker enough time to begin and finish his or her thoughts—don’t interrupt.
5. Build on what others say: ask questions to probe deeper, clarify, paraphrase and add,
synthesize a variety of different views in your own summary. Examples:
Ask questions to probe deeper: “Juan makes me think of another point: why would the
author include….?” or “Sonya, what makes you think that the author meant…?”
Clarify: “I think what Stephanie is trying to say is….” or “I’m not sure I understand
what you are saying, Jeff. What is….”
Paraphrase and add: “Lupe said that…. I agree with her and also think….”
Synthesize: “Based on the ideas from Tim, Shanequia, and Maya, it seems like we all
think that the author is….”
6. Use your best active listening skills: nod, make eye contact, lean forward, provide feedback,
and listen carefully to others.
7. Participate openly and keep your mind open to new ideas and possibilities.
8. Refer to the text often, and give evidence and examples to support your response. Example:
“The author has clearly stated in line 22 that…”
9. Discuss the ideas of the text, not each other’s opinions or personal experiences.
10. Take notes about important points you want to remember or new questions you want to ask.
Use all of your close reading to participate in a discussion that helps you understand the text
at a deeper level. Be ready to discuss the text like the scholar you are!
1. Be prepared to participate and ask good questions. The quality of the seminar is diminished
when participants speak without preparation.
2. Show respect for differing ideas, thoughts, and values--no put-downs or sarcasm.
3. Allow each speaker enough time to begin and finish his or her thoughts—don’t interrupt.
5. Build on what others say: ask questions to probe deeper, clarify, paraphrase and add,
synthesize a variety of different views in your own summary. Examples:
Ask questions to probe deeper: “Juan makes me think of another point: why would the
author include….?” or “Sonya, what makes you think that the author meant…?”
Clarify: “I think what Stephanie is trying to say is….” or “I’m not sure I understand
what you are saying, Jeff. What is….”
Paraphrase and add: “Lupe said that…. I agree with her and also think….”
Synthesize: “Based on the ideas from Tim, Shanequia, and Maya, it seems like we all
think that the author is….”
6. Use your best active listening skills: nod, make eye contact, lean forward, provide feedback,
and listen carefully to others.
7. Participate openly and keep your mind open to new ideas and possibilities.
8. Refer to the text often, and give evidence and examples to support your response. Example:
“The author has clearly stated in line 22 that…”
9. Discuss the ideas of the text, not each other’s opinions or personal experiences.
10. Take notes about important points you want to remember or new questions you want to ask.