Confederates in the Attic: General Pointers
for Leading Book Discussions

(Based on material written by Ted Baucom, Villa Park Library, Villa Park, Illinois)

Adequate preparation is the key to success. Familiarizing yourself with the book will build your confidence and help you to keep the discussion going smoothly. As you read (and re-read) the book, look for points to bring up in the discussion. What questions does the work raise? The questions you have may be the same ones other readers will have and will want to talk about.

Examples of questions that work for many books:

• What was the author trying to accomplish with the writing of this book?



• Which character did you identify with the most? Why?



• What aspects of the author's style (or approach) did you especially like? Dislike?



• What is the great strength--or most noticeable weakness--of the book?

Don't feel that you have to defend the author or the book. Your job is to facilitate the discussion--to give everyone in the group a chance to be heard. You want to give people an opportunity to express their opinions, even though you may not agree with those opinions.

• When someone makes an outrageous statement, don't feel you have to agree or disagree. Turn it back to the group by asking, "Does everyone agree with John's comment?"



• If you ask a question and no one responds, wait a moment, and then call on someone.



• If a group member seems to be talking too long and you sense that people are getting restless, consider interjecting with "Let's focus on the point you just made. Did anyone else get that same impression - or perhaps a different one?"



• Fill in the gaps by clarifying and summarizing the points that people make during the discussion. To do this well, you must listen carefully to what people are saying and think about how to restate their comments if there is an appropriate opening. Watch the faces in the group--they often provide clues as to when people want to say something or when they agree or disagree.

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Last revised: August 3, 2000