English for University Seminars: Discuss Evidence, Ask Questions and Disagree Clearly

Contribute a point that connects to the discussion

English for university seminars involves explaining a claim, referring to evidence, asking questions and responding to other interpretations. Speaking at length is less useful than contributing something relevant that others can examine.

Before a seminar, prepare one claim from the reading, the evidence supporting it and a question about its limits. Distinguish what the author argues from your interpretation: “The author suggests…” and “My reading is…” do different work. Do not cite a source you have not checked.

Discuss a short fictional source text

Practice source: “A university library extended its opening hours during one examination period. Visits increased, but the survey of student satisfaction included only students who used the library after 8 pm.” This is an invented passage for discussion, not a research report.

Student A: “The increase in visits suggests demand for later opening.” Student B: “That seems plausible. However, the satisfaction survey excludes students who did not attend. Could we separate evidence of demand from evidence of overall satisfaction?” Student C: “Would a survey of the wider student population help test that interpretation?”

The speakers acknowledge a reasonable inference, identify a sampling limitation and propose a way to investigate it. They challenge the interpretation without attacking the person. No one claims that the short passage establishes an effect on examination results.

Run a discussion and review your contribution

In a group of three, discuss whether the library should extend its hours throughout the year. One person supports the proposal, another questions the evidence and a third summarises the unresolved issue. Rotate roles. Each person must respond to a previous contribution before introducing a new point.

Review whether you represented the source accurately, separated evidence from inference and made space for others. For additional listening practice, use recorded seminar materials with transcripts. The written simulation here supports discussion preparation and should not be treated as a listening assessment.

Explore Queen Mary University of London seminar speaking resources