Research and define the issue

Your writing should be in plain language. That is, jargon free and easy to read without big words and long, complicated sentences. Use active rather than passive voice.

Write a clear definition of the issue or problem to be discussed. It may change a bit as you go along but trying to stick to that definition will keep you focussed. If your definition of the issue is too narrow or technical (for example, "the possible effects of land use policy on the environment of our county"), it won't lend itself to discussion. If you definition is too broad (for example, "the environment"), participants won't know where to begin to discuss it.

If you plan to write original material on a public issue that is national in scope, begin early. Good information is available on most issues but it may be scattered among many sources. Read about it, talk about it, contact experts at colleges or universities. Ask them to suggest articles for you to read. Often they will have information they can send to you or files that you can look through.

If you plan to write original material on a community or organizational issue, look for information about what's happening in similar situations elsewhere. Talk to local people or people in the organization, both those who make decisions about the issue and those who are affected by it.

Provide basic information

Your early research may uncover a brief article that summarizes the issue and notes a number of perspectives. Or you may have to develop this core information yourself. Be brief. Deciding what information is absolutely essential is challenging and might include:

• a brief history of the issue and what has been done to deal with it;
• why it is of current concern; the alternative solutions that are being proposed;
• public concerns and views that have not been brought out.

If you are concerned about seeming to oversimplify the issue, you may want to provide a reading list or to reprint extra readings for those who are interested. Be careful about copyright laws and seek reprint permission where necessary. (More reason for getting an early start.)

Personalize the issue

Think about your participants and your goals. Talk to people and ask them for their idea of what the issue is. Including examples of a diversity of experiences helps draw out participants' stories and helps them become aware of how the issue touches other people's lives.

When you write discussion questions, include questions that give participants an opportunity to share their experiences. Even though you will move beyond the realm of personal experience, it is a good place to begin. One of the most useful start-up questions is "What experiences have you or people you know had with this issue?"

Divide the issue into manageable pieces.

A basic consideration in developing study circle material is the number of sessions you will have. Sometimes the nature of the program will dictate natural divisions. Sometimes you have to work out the progression. However you decide to do this, the sessions should have a natural evolution. Each session should build on the previous ones but avoid too much repetition. Also, define the focus of each session so that its scope is manageable. If the discussion is too broad it may overwhelm the group; if it is too narrow some participants will be bored.

Incorporate a range of views

It is critical for participants to consider a variety of views in a study circle. They all should feel that they have an opportunity to offer their views in a respectful setting. You can describe various views in your overview of the issue or you can present, more formally, a well developed range of views. This lends credibility to the study circle process by confirming the program's impartiality. If you make an honest attempt to be neutral and present the strengths of all major positions, your intent will be felt and accepted by the group.

Call attention to the values that underlie opinions

Making strong arguments for varied views introduces some creative tension and helps participants look beyond personal opinion to core values. It is in these core values that participants might also find common ground.

When participants come to see the conflicts between competing values, they often recognize that these conflicts exist within individuals as well as among different people. For example, a person who supports local control of schools might do so because he or she places a high value on freedom of choice; a person who supports regional or provincial control of schools might do so because he or she places a high value on equity. Each of these people might hold both values in some measure, and a discussion of core values will help them to see that.