SEEQ Assignments
One of the challenges of monitoring students’ work in an online class is assessing reading assignments. Reading assessment is somewhat easier in traditional classes through class discussions, Socratic questioning, etc., which can usually give the instructor a good idea of who has read the material. However, even with intense and careful class discussion it is still difficult to know how deeply and thoroughly students understand the material.
Critical thinking initiatives have been all the rage among educators at all levels. One components of critical thinking instruction involves critical reading – trying to give students the skills needed to read carefully, thoroughly, and with better understanding of the material. At SCC instructors participated in several in-depth seminars with Dr. Linda Elder from the Foundation for Critical Thinking. As an outgrowth of these seminars, Michael Ayers, the science department chair at SCC, created a unique method, the SEEQ Assignments. The goal of SEEQ assignments is to improve students’ critical reading skills and, at the same time, allow instructors to assess their reading. Students are required to think and write critically about any reading assignment, which hopefully results in a deeper understanding of the material.
The SEEQ assignment is a very useful tool for online classes and can be used for almost any type of reading assignment. I have used them in my online Biology 111 (General Biology I) classes to assess reading of textbook sections and of web pages. They are graded as “writing assignments” that count as part of the course grade.
SEEQ stands for State, Elaborate, Exemplify and Question. Here are the instructions given to students for completing a SEEQ assignment:
• Critically read the assignment (textbook section, web page, …) all the way through. At this first reading, do not highlight parts or take notes. However, do take the time to look up any words you do not know. On this initial reading do get bogged down in details, read for an overall picture of the subject.
• Complete a SEEQ for the assignment by following the 4 steps outlined below. Use the words State, Elaborate, Exemplify, and Question as sections headings for your paper. Keep the intellectual standards in mind as you write.
1. State the main idea of this section, in your own words
Some sections will only have one main idea, other sections may have two or three.
You must use your own words! This is key to the whole assignment. If all you do is rearrange the author’s words, you have 2 problems: (1) you are plagiarizing, and (2) you have not understood the material. If you really read and think about the material, you will be able to state the main idea in your own way.
2. Elaborate on each main idea in 1-2 sentences.
When you elaborate, you restate the main ideas in another way. Suggestions: Use phrases like "in other words" or "this is important because" or “another way to see this is.”
3. Exemplify. Five an example of how the main idea may be applied.
Think about the practical applications of the idea. If you can, use an example from your own experience. Do not be afraid to be creative. Metaphors and analogies are excellent ways to exemplify ideas. If you cannot think of an example on your own, do some research or use a different version of an example given in the assignment.
4. Write down at least one Question you have about the main idea.
Think about the anything that is still unclear and address a specific question that will help you understand better. Your question can be address the author's reasoning, clarity, accuracy, etc. It may be about implications of this idea to others. Do not ask a question you know the answer to!
Students prepare and submit the document which becomes part of the course grade. The questions are posted on the discussion forum for each unit. (Ayers, 2005)
I have used these assignments in lecture and in online courses and found them very effective for improving understanding of reading. I always have an “open forum” discussion at the end of each online class where I encourage students to tell me what works and what does not work in the course. These assignments always get a lot of comments. My students have a real “love/hate” relationship with SEEQs. Students do find the assignments quite difficult. They have never been required to read in quite this fashion. Many think they are too time consuming, but they do admit that the assignments get easier as the semester progresses. I take this as a sign that their ability to read carefully and critically has improved. Many students realize that although the assignments are a lot of work, they result in a much deeper understanding of the material. One aspect that the instructor must be aware of from the very first is the tendency for plagiarism. Some students will simply rearrange the sentences from the source. Some do this from laziness but some simply do not understand how to rewrite and restate. I will not accept papers that plagiarize. Students who violate plagiarism rules are given one chance to rewrite. Generally, students who plagiarize quickly figure out that they cannot get by with it, and they learn to use the resources provided to help them learn how to paraphrase.
SEEQ assignments are a lot of work – for students and for the instructors who grade them. However, the increase in depth of learning is worth the effort. Students come away with not only a better understanding of the material assigned, but also with a tool they can use in other endeavors.
Work cited
Ayers, Michael. "SEEQ Assignments: A Way to Foster Critical Reading and Thinking in Academic Disciplines ." Surry Community College: Critical Thinking Strategies. 2005. Surry Community College. 8 Jul 2008 <http://www.surry.edu/about/ct/faculty/strategies/seeq.html>.
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