Once students have identified the two questions most interesting to them and written in response to the prompts discussed in Section 5.1, create an opportunity for them to get feedback from the rest of the class to help them continue the inquiry process. If you are in a face-to-face classroom, have students leave their writing on top of their desks or workspaces, along with a blank piece of paper. Then chal-lenge students to move one seat to the left, read their classmate’s writing, and write one authentic question in response to what they’ve read. After a minute or so at first, you will need to call time and ask students to move to the next desk. You may want to increase the time spent at each desk as the activity continues because you want to make sure that students have time to read the original writing and added questions so they don’t repeat another student’s question. In fact, you may want to ask students to put a * next to the best question listed so far by their peers.

Additionally, in this “read-around response” activity, consider creating an instructor’s “desk” with a question that’s pertinent to the current focus of the class. Rather than posing a potential research question, ask students to comment on questions such as “What are you most concerned about regarding this research project and why?” or “What would you like me to know about how the course is working (or not) for you?” Being involved as the instructor at this level has a couple of benefits. First, you get to read and respond to every research question draft your students have produced. Second, your response questions serve as a model to other students.