Clarification. Students frequently need help figuring out what they're trying to say. They make statements that are ambiguous, or they lump several different concepts together. Sometimes they blend information that's true with notions that are false, nullifying their statement. Here is an example of a confusing statement with sample questions that you can use to push students to be clear about what they think and say.

Example: Some Indians had these ceremonies where they would burn people after a war or something.

• What do you mean by _______?
• Could you give me an example?
• What is your main point?
• Could you explain that further?
• Could you put that another way?
• Would you say more about that?
• Why do you say that?
• What do you think is the main issue here?
• How does this relate to our discussion (problem, issue)?

Points of View. Students need help learning to distinguish opinions from fact. The following questions can be used to probe arguments or statements that reflect a student's point of view, but are stated as fact and fail to acknowledge other perspectives.

Example: Having clean air is a good idea but it costs too much money

• You seem to be approaching this issue from a monetary perspective. Why did you choose that point of view?
• How would other groups of people respond? Why? What would influence them?
• How would you answer the objections that environmentalists would make?
• What might someone who believed ________ think?
• Can/did anyone see this another way?
• What would someone who disagrees say?
• What is an alternative?

Assumptions. Helping your students uncover assumptions in their thinking is like peeling an onion. You just keep exposing layer after layer of ideas until you reach the single, sometimes erroneous thought underlying their statements. It's hard work. You have to be well-rested and tenacious. But this process really sharpens their ability to evaluate ideas presented by writers, politicians, and advertisers. Use the following questions to probe students' thinking when un-acknowledged assumptions are embedded in their statements or arguments.

Example: Vouchers are great because then parents can send their kids to any school they want.

• What are you assuming?
• What could we assume instead?
• You seem to be assuming ___________. Do I understand you correctly?
• All of your reasoning depends on the idea that ___________? Why have you based your thinking on that?
• You seem to be assuming ___________. How would you justify this?
• Is it always the case? Why do you think the assumption applies here?
• When wouldn't your statement be true?
• Why would someone make this assumption?

Reasons or Evidence. Teaching students to include reasons or evidence in their statements lifts their dialogue to a more refined and convincing level. It's an excellent way to strengthen the fundamental skills needed for persuasive writing, debate, or public speaking. Use the following questions to prompt students to provide evidence that what they said is credible, or to explain the reasons for a particular belief or statement.

Example: Most of the people who lived in the colonies in the 1770s didn't really care about the revolution.

• Who would be an example of that?
• How do you know?
• Why do you think that is true?
• What led you to that belief?
• What would change your mind?
• What other information do we need?
• Could you explain your reasons to us?
• Is there reason to doubt that evidence?
• Who is in a position to know if that is so?
• What would you say to someone who said ___________?
• Can someone else give evidence to support that response?
• How could we find out whether that is true?