#w6readingresponse

(I choose this picture in order to emphasize the kind of questions and the sequence one must go through in order to construct meaningful questions.)

(I used this picture in order to articulate what chapter 4 points out such that we have to be open to all kinds of sources in order to find an answer to the questions that were made.)

Both Chapters 3 and 4 covered a general idea about what is expected to be seen while constructing our Literature Review. These chapters emphasized the idea that in order to become a good academic writer one has to be aware that posing meaningful questions is one important component that will help the writer keep building their knowledge in a particular discipline. Even though every question made is significant, a good writer has to have the capacity to differentiate those questions that might cause problems while researching. One advice that we can take in order to take the most effective questions is choosing those who are most interesting to us. In order to construct a manageable research the writer has to pose questions from a general sense to a more specific one. The research questions that we come up with can affect the kind of source that is needed in order to find an answer to such questions. A writer should be always be aware that being open to all kinds of sources can help us see different perspectives within a general topic. In order to gather reliable material the writer should always keep in mind several factors such as currency, relevance, authority, accuracy, and purpose. While making research one can face situations where the articles that are found can contain extensive reading. In this situations we should learn how to identify what portion of the reading is relevant for the research and what sections required more focus.

(This is me last week in class when we where introduced to the idea of making meaningful questions.)

What I liked the most of the reading was definitely the pyramid which helped me visualize how the questions of this upcoming project should be constructed in order to keep a specific sequence. Also, I liked the different forms of questions (Big Six, Interpretive, Quantitative, and Patton’s Fundamental Disciplinary Questions) that were shown within chapter 3 as it helped me have an idea of the kind of questions I should be asking myself whenever I am constructing the questions for the Literature Review.

(Now I feel more relief as the book gave me some questions that I can use to construct my research questions.)

As I said before this chapter helped have a more robust understanding about the questions I should be forming for this upcoming project.

A question that I had while reading this chapter and when I was in class last week is… if we construct our own research question based on the idea that we should not find the answer right away in Google could there be the possibility that we might not find an answer to these questions or that there might not be sufficient evidence to arrive to a solid conclusion?

(I am ready to find the cure of those sick patients.)

The objectives of this week was to read into chapters 3 and 4 of Writing in Transit and to view the video titled “Holy CRAAP A Writer's Holy Grail to Analyzing the Validity and Reliability of a Source”. 

While speaking on the subject on creating solid questions in class, the insight on chapter 3 enforced the concepts that were covered even more greatly. It gave characteristics of questions that were developed so that those examples used can be implemented in our literature reviews. It first defines what a question is how it can be used to get the most information out of someone who is being asked the question. The questions could be developed from reading other academic work, or work that is significant to the topic of choice. The chapter also explains the needs for keeping a pointed scope; to not only address the question itself, but also the larger understanding of the information that the question surrounds itself with. Lastly, chapter 3 goes into detail about what type of questions can be asked such as who, what where, when, why, and how questions. 

(The gif used above is exactly how I feel about all this information on how to ask a question, did not know there was that much of a deeper understanding)

Chapter 4 covers where to locate materials for asking questions. Suggestions include internet search engines, articles, scholarly databases, and things of that nature. It emphasizes the idea on the importance of picking what to read and how to read it. It is said that skimming or reading fast through material should be a method used in some sources to gain knowledge quickly because there is a lot of information that needs to be read altogether. Other sources require in-depth reading because that specific source might be more useful for criteria regarding the paper. The chapter displays commentary on reading as an example for a guideline on taking notes while reading, and how it can useful for creating a literature review.

The video explains in detail what the acronym ‘CRAAP’ stands for and its significance to analyzing a source correctly. It stands for currency, relevance, authority, accurate, and purpose. As for the RAAP part of the acronym, by now that part should understood. The currency part prior to the video was not takin’ into consideration by myself. Currency asks whether the source that is being used is significant enough to utilized because of the date is what published. Does the date affect the relevance of your paper? Since it is an older publication, does the time difference affect the argument? It also takes into consideration the use of the authors sources.