The Great Gatsby Panel Discussions

You will be working individually to analyze a character from The Great Gatsby through the lens
of a selected literary criticism. Only one person per group can use each school of literary
criticism (i.e. member A may select psychoanalytic criticism, member B may select moral
criticism, member C may select structuralism, etc.). The purpose is for each member of your
group to shed light from a different angle on your assigned character.
As a group, you will hold a panel discussion analyzing your assigned character for the class.
Each panel will consist of three to five members with one member also acting as the moderator.
Below is further pertinent information on panel discussions:
A panel discussion is designed to provide an opportunity for a group to hear several people
knowledgeable about a specific issue or topic present information and discuss personal views. A panel
discussion may help the audience further clarify and evaluate their positions regarding specific issues or
topics being discussed and increase their understanding of the positions of others.

Steps to prepare:
1. Select the literary criticism that captures your interest most. Ensure no two panelists have
selected the same literary criticism.
2. Individually research an academic or scholarly publication that presents your character in its
literary criticism.
3. As a group, elect a moderator.
4. Review the structure/best practices of a panel discussion.
Structure of a panel discussion:
A. The panelists discuss the issue or topic with each other by asking questions or reacting
to the views and opinions of other panel members. The moderator will need to ensure
that all panelists including him/herself have been provided equal opportunities to
contribute.
B. The moderator closes the discussion and either the moderator or one of the panelists
provides a summary of panel presentations and discussion.
C. The moderator calls for a forum period during which the members of the class may
participate by addressing questions to various panel members or by voicing their views
and opinions. The forum period should be conducted by the panel leader or moderator.

Resources: http://www2.maxwell.syr.edu/plegal/crit3/a7.html
Characters: Jay Gatsby, Daisy Buchanan, Myrtle Wilson, Nick Carraway, Jordan Baker, Tom Buchanan

Requirements:
1. You must have an annotated copy of your selected literary criticism(s) that you will use during your panel
discussion and that will be submitted.
2. You must have your copy of The Great Gatsby for your panel discussion and incorporate textual evidence
in your discussions.
Rubric
Descriptors/
Mark Range

Communication of meaning
and vocal and physical quality
(tone, pitch, clarity of voice,
facial expressions,
appropriate gestures,
naturalness and confidence of
delivery)

Personal Involvement
and Role-Playing
(engagement with topic
and ability to offer
opinions and
reflections)

Personal Involvement and

Response
(active participation, turntaking, clarifying questions,
drawing others into
discussion, accepting
alternative points of view)

Evidence of critical thinking when

fielding questions and/or discussion
(ability to process existing
information and synthesize new
information or different views
effectively)

0-3

unprepared and poorly

coordinated; lacks zest and
effort; heavy reliance on script;
has no eye-contact; muffled/
rushed/ hesitant speech; speech
lacks clarity and meaning;
frequent stops and pauses

Little engagement with

and/or interest in topic;
limited personal
commentary on topic.
Not convincing in
representing views of
group

Displays unwillingness to
participate, lacking in
initiative or dominates
discussion without making
significant valid points.
Includes personal attacks
when challenged; lapses into
colloquial English

Responds mostly at basic

comprehension level. Repeats facts
without critical input. May introduce
irrelevant topic or makes an illogical
point

4-6

Well-prepared and coordinated;

demonstrates tonal variation at
times; attempts to maintain eye
contact; shows awareness of
diction and rhythm; some
mispronunciations; occasional
slips and pauses; generally clear
articulation

Some attempt to engage

with topic; provides
personal insights and
reflections; quite
effective in representing
views of the group

Generally cooperative and

participates by speaking at the
appropriate moment; may
need prompting in taking his
turn, shows less willingness
to accept alternative view or
does not know how to
respond appropriately when
challenged; may not use
appropriate register and
structures consistently

Some evidence of analysis breaking

down of topic into component parts,
making relevant comments; using
analogies in explanation; use of
sound reasoning or evidence from
literary criticism to justify views

7-10

Very well-prepared and

coordination is almost flawless;
demonstrate tonal range,
confidence and communicates
essence of text convincingly;
able to speak fluently off the
cuff; speech is clear, fluent and
forthcoming; good voice
projection; generally error-free

Shows a strong
engagement with and
interest in the topic;
forthcoming with
opinions, views and
personal reflections; very
persuasive and effective
in representing views of
the group

Shows great enthusiasm;

participates actively; able to
move discussion along
effectively without
dominating the discussion;
shows willingness to accept
different views; maintains
formality of occasion by
observing linguistic register
and structures

Presents clear and logical answers to

questions and/or contributions to
discussion, drawing sound
conclusions and evaluation;
synthesizes information effectively;
gives highly relevant examples or
explanations from literary criticism;
introduces new ideas for clarification

Self and Own Group Evaluation

Character for Discussion: _______________________________________________
PREPARED SPEECH
Communication of
meaning and vocal and
physical quality

Personal
Involvement and
Role-Playing

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

(speak to group participation,

sharing of responsibilities,
research process, etc.)

Panel Discussion

QUESTION AND ANSWER

Personal
Involvement and
Response

Evidence of
critical thinking
when fielding
questions and/or
discussion

Character for Discussion: _______________________________________________

PREPARED SPEECH
Communication of
meaning and vocal
and physical
quality

QUESTION AND ANSWER

Personal
Personal
Involvement and Involvement
Role-Playing
and Response

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

Panel Discussion

Evidence of
critical
thinking
when fielding
questions
and/or
discussion

Character for Discussion: _______________________________________________

PREPARED SPEECH
Communication of
meaning and vocal
and physical
quality

QUESTION AND ANSWER

Personal
Personal
Involvement and Involvement
Role-Playing
and Response

Evidence of
critical
thinking
when fielding
questions
and/or
discussion

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

Panel Discussion
Character for Discussion: _______________________________________________

PREPARED SPEECH
Communication of
meaning and vocal
and physical
quality

QUESTION AND ANSWER

Personal
Personal
Involvement and Involvement
Role-Playing
and Response

Evidence of
critical
thinking
when fielding
questions
and/or
discussion

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

Panel Discussion
Character for Discussion: _______________________________________________

PREPARED SPEECH
Communication of
meaning and vocal
and physical
quality

QUESTION AND ANSWER

Personal
Personal
Involvement and Involvement
Role-Playing
and Response

Evidence of
critical
thinking
when fielding
questions
and/or
discussion

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

Panel Discussion
Character for Discussion: _______________________________________________

PREPARED SPEECH
Communication of
meaning and vocal
and physical
quality

Panelist 1:

Panelist 2:

Panelist 3:

Panelist 4:

Panelist 5:

Panelist 6:

Remarks

QUESTION AND ANSWER

Personal
Personal
Involvement and Involvement
Role-Playing
and Response

Evidence of
critical
thinking
when fielding
questions
and/or
discussion