Discussion Skills
Why it matters
- The discussion section of the IO is designed to check if you can listen, respond, and expand ideas naturally.
- Unlike the presentation, you don’t control the questions.
- This makes it the most “unpredictable” part of the exam, but also the best chance to prove you’re a flexible and confident communicator.
1. Listen carefully to examiner’s follow-ups
- The examiner’s job is to test the depth of your understanding.
- If you rush or half-listen, you risk missing the point and giving an irrelevant or shallow answer.
- Careful listening shows respect and helps you tailor your response directly to the question.
- Take one or two seconds before responding; silence is fine.
- It shows you’re processing.
- Examiner: “Why do you think the character felt powerless in this situation?”
- Candidate: “I think she felt powerless because the society she lived in valued men’s opinions over women’s. That connects directly to the theme of social organization.”
2. Answer with PEE (Point → Evidence → Explanation)
- Strong answers have layers.
- A single-sentence response sounds vague.
- Using PEE ensures you give a clear argument (Point), support it (Evidence), and explain why it matters (Explanation).
- This structure pushes you into higher mark bands.
- Point: “Iago manipulates Othello by suggesting Desdemona is unfaithful.”
- Evidence: “For example, he warns him, ‘O, beware, my lord, of jealousy…’”
- Explanation: “This shows how language creates power over others, linking to the theme of power and justice.”
3. Use signposting phrases
- In spontaneous speech, ideas can become messy.
- Signposting keeps your argument clear and logical, making it easier for the examiner to follow and easier for you to organize your thoughts under pressure.
- Memorize a small bank of connectors for starting, contrasting, and concluding.
- Candidate: “Firstly, the extract highlights jealousy. However, it also reveals how quickly trust can break down. In conclusion, Shakespeare is showing us the fragility of human relationships.”
4. Stay flexible
- The examiner may change direction unexpectedly.
- This isn’t to trick you, it’s to see if you can handle a natural conversation.
- Staying flexible means you can pivot, link back to the themes, and keep the discussion flowing rather than freezing up.
- Use the five prescribed themes (identities, experiences, human ingenuity, social organization, sharing the planet) as anchors to steer your answer back on track.
- Examiner: “Do you think this theme is still relevant today?”
- Candidate: “Yes, definitely. For example, misinformation on social media creates similar manipulation, which links to human ingenuity and its risks.”
Practice Task
Example question
SL Practice Task (Visual Stimulus)
Stimulus: A poster showing people protesting with signs about climate change.
Theme: Sharing the Planet
- You said the image shows activism. Can you give a detail from the stimulus and explain how it links to the theme?
- How does this connect to the target culture(s) you’ve studied?
- On the other hand, do you think individual protests really make a difference compared to government action?
Solution
Q1 (Using PEE):
- Point: The raised signs show people demanding urgent change.
- Evidence: For example, the slogan “No More Pollution” emphasizes frustration with environmental damage.
- Explanation: This links to the theme of “Sharing the Planet” because it shows conflict between human activity and environmental sustainability.
Q2 (Cultural link):
- Answer: In Germany, the Fridays for Future movement led by Greta Thunberg inspired schoolchildren to protest every week. This shows how the issue of climate change activism is global, not just local.
Q3 (Flexibility + Signposting):
- Answer: Firstly, individual protests raise awareness and inspire people to take action.
- Secondly, however, it is true that governments and companies have the power to enforce large-scale changes.
- This shows that both individual and systemic actions are necessary to address environmental challenges.
Example question
HL Practice Task (Literary Extract)
Extract: From Shakespeare’s Othello, where Othello begins to doubt Desdemona because of Iago’s insinuations.
Theme: Identities
- You said the extract shows Othello’s insecurity. Can you give a quotation and explain how it links to identity?
- How does this theme connect to cultural or social issues today?
- On the other hand, is Othello’s jealousy more about personal weakness than identity?
Solution
Q1 (Using PEE):
- Point: Othello’s insecurity comes from being an outsider.
- Evidence: He says, “Haply, for I am black, and have not those soft parts of conversation that chamberers have.”
- Explanation: This links to the theme of identities because he defines himself by race and status, which makes him doubt Desdemona’s loyalty.
Q2 (Cultural/global issue):
- Answer: This connects to modern issues of racial prejudice and self-worth. For example, people today may still feel judged or excluded because of race, gender, or background, showing that Othello’s struggle with identity remains relevant.
Q3 (Flexibility + Signposting):
- Answer: Firstly, Othello’s jealousy is partly a personal weakness because he chooses to believe Iago rather than trust Desdemona.
- Secondly, however, Shakespeare emphasizes how his outsider identity makes him more vulnerable to manipulation.
- This shows that both personal flaws and social identity pressures contribute to his downfall.
- Checklist
- Did I pause and listen before answering?
- Did I structure my response using PEE?
- Did I use at least one signposting phrase?
- Did I connect my response to a prescribed theme?
- Did I adapt calmly when the examiner shifted the topic?
- Signposting Phrase Bank
- Starting a point
- “Firstly, I would say…”
- “One important aspect is…”
- “Another perspective is…”
- Adding or contrasting
- “On the other hand…”
- “However, we can also see that…”
- “In contrast to this…”
- Explaining or giving evidence
- “For example…”
- “This is shown when…”
- “This illustrates that…”
- Concluding
- “In conclusion…”
- “Overall, this suggests…”
- “This highlights that…”
- Starting a point
