Title: Asking Questions
Course: Question Banks

Q: The main point of research is:
- To unearth new knowledge about academic subjects (Incorrect. Research isn't necessarily just about academic subjects.)
- To advance science. (Incorrect. Research takes place outside of scientific contexts as well.)
- To share information with other scholars. (Incorrect. Research isn't just done by and for scholars.)
- To investigate a topic. (Correct. The purpose of research is to investigate systematically.)
A: To investigate a topic.

Q: Although we sometimes think of research as a specialized activity performed by scientists and academics, it's really something we all do every day. Which of the following is NOT an example of research, broadly defined?
- Finding a place to host a birthday party (Incorrect. Remember, we're looking for the scenario that is NOT an example of research. Deciding upon a venue for any event takes thought, consideration, and several things to consider such as cost, location, capacity, etc; therefore, it does require research.)
- Planning a family vacation (Incorrect. Remember, we're looking for the scenario that is NOT an example of research. Planning any vacation requires questions and investigation.)
- Deciding which school would be the best fit for a child (Incorrect. Remember, we're looking for the scenario that is NOT an example of research. Any time there is more than one choice or options, research must take place. For schooling, location, costs, state exam scores, and many other factors could be investigated.)
- Paying an electric bill online (Correct. While a person may need to find the URL and sign up, there is no research involved in paying a bill online.)
A: Paying an electric bill online

Q: What is the best way to conduct research?
- Ask a friend for their help with the decision (Incorrect. Using others’ experience may help answer questions, but should not be the primary method for conducting research.)
- Do research in a scientific laboratory (Incorrect. Research can be done in a laboratory, but most research does not need to use a laboratory.)
- Create a poll on social media (Incorrect. This may garner experience or suggestions from friends, but it is not necessarily the most effective method of research.)
- Investigate through asking and answering questions (Correct. Asking questions is the best way to find answers and investigate systematically.)
A: Investigate through asking and answering questions

Q: What is NOT a characteristic of a discourse community?
- A group that shares goals (Incorrect. Discourse communities have specific, shared goals.)
- A group that uses words for a specific purpose (Incorrect. A discourse community uses certain words for a specific purpose.)
- A group that is focused on sharing information (Incorrect. A discourse community exists to share information among members.)
- A group that is all-inclusive, such as "humankind" (Correct. Discourse communities have some members, but do not include everyone.)
A: A group that is all-inclusive, such as "humankind"

Q: Which of the following is an example of a discourse community?
- Friends meeting for breakfast (Incorrect. Some friend groups may have specific discourse they use, but most do not meet the characteristics of a discourse community.)
- Cousins at a family reunion (Incorrect. This is a group of people, but they do not fit the 6 characteristics listed in the readings.)
- A family of four (Incorrect. While a family should share a language, they are not a discourse community.)
- Star Trek fan group (Correct. Because there is an entire language within Star Trek fans, this is definitely a discourse community.)
A: Star Trek fan group

Q: What would be the strongest argument for calling a chess club a discourse community?
- The fact that they meet on Sundays. (Incorrect. This wouldn't be a characteristic of a discourse community.)
- The fact that they only allow ranked players to join. (Incorrect. Discourse communities do have to limit membership somehow, but that's not the strongest argument.)
- The fact that they disagree sometimes about the rules. (Incorrect. This wouldn't be a characteristic of a discourse community.)
- The fact that they use specific vocabulary and share information a certain way. (Correct. Specific words or phrases are one of the most obvious signals of a discourse community.)
A: The fact that they use specific vocabulary and share information a certain way.

Q: What would be the strongest argument for calling an electricians' union a discourse community?
- The fact that they meet in a union hall on certain days.
- The fact that they only allow dues-paying members to participate in their meetings.
- The fact that they vote on major decisions.
- The fact that they use specific vocabulary and have regular channels of communication.
A: The fact that they use specific vocabulary and have regular channels of communication.

Q: All of the following are shared characteristics of academic discourse, EXCEPT…
- The use of specialized vocabulary. (Incorrect. Remember, we're looking for the statement that is NOT a shared characteristic of academic discourse. Academics routinely deploy rarefied nomenclature and occasionally even Delphic pronouncements. (See what we did there?))
- An emphasis on making arguments from evidence. (Incorrect. Remember, we're looking for the statement that is NOT a shared characteristic of academic discourse. Evidence is often foregrounded in academic writing.)
- An assumption that people will disagree with any particular claim or argument. (Incorrect. Remember, we're looking for the statement that is NOT a shared characteristic of academic discourse. Academic argument tends to assume that disagreement is not only possible, but likely.)
- The insistence that all knowledge builds on other knowledge, so there's no need to mention the author of an idea. (Correct. This is NOT part of academic discourse. The first clause is true, but academic discourse always cites authors where possible.)
A: The insistence that all knowledge builds on other knowledge, so there's no need to mention the author of an idea.

Q: It is usually possible to identify a set of agreed-upon common goals for any given discourse community. What is one of the main agreed-upon goals of the academic discourse community?
- To help its members advance in their careers. (Incorrect. Many colleges and universities try to help their students advance professionally, but this isn't a shared goal throughout the academic discourse community.)
- To influence people's political thinking. (Incorrect. Some programs try to do this, but this isn't a shared goal throughout the academic discourse community.)
- To increase the gap between rich and poor. (Incorrect. Some commentators have pointed out that this can be one effect of our higher education system, but it's not a stated, shared goal of the academic discourse community.)
- To exchange and advance knowledge. (Correct. The shared goal of much of academic discourse is the advancement of knowledge.)
A: To exchange and advance knowledge.

Q: If you found yourself questioning whether college is right for you or not, which of the following questions would be helpful to answer in determining your course of action?
- Are my friends interested in the same things I am? (Incorrect. College is a time to define yourself, not your friends. It is imperative that you base your decisions on your interests and goals, not theirs.)
- Am I lacking experience? (Incorrect. Almost everyone who is in college is lacking experience. Experience should not be the reason you quit your pursuit of education.)
- Am I smart enough for college? (Incorrect. With grit and determination, anyone can study and learn and gain a college degree. The idea of “being smart” should not be a question to determine your course of action.)
- Do I enjoy my course of study? (Correct. Sometimes people think they’re not right for college because they are not in the right field. Evaluate your interests and goals to see if the degree you’re studying may be the cause.)
A: Do I enjoy my course of study?

Q: Why is it a good idea to consider the questions behind a research project?
- To locate shortcomings and errors in the research (Incorrect. These questions aren't about poking holes in the research.)
- To understand why the project is controversial (Incorrect. Questions might help to understand the stakes of a project, but usually don't have much to do with controversy.)
- To find specific answers (Incorrect. Not all questions have to (or will) be answered by the research project)
- To understand why this particular topic is important (Correct. Questions are necessary to the research process and understanding the topic.)
A: To understand why this particular topic is important

Q: Sarah’s professor has spent a lot of time discussing climate change throughout the semester. When given a choice of choosing a research topic, she chooses this topic even though she has little interest in the subject. Is Sarah making the best choice?
- Yes, since Sarah has been given a lot of information on the topic the research will be easier. (Incorrect. Despite already having a lot of information on the topic, a lack of interest on it could make the assignment less than enjoyable or cause you to procrastinate.)
- No, climate change is too broad of a topic for a classroom research project. (Incorrect. While you may not be able to cover all of it, climate change can be researched for a classroom assignment.)
- Yes, there are a lot of scientific sources to make a convincing argument. (Incorrect. Sarah doesn't necessarily need scientific sources to make a convincing argument.)
- No, Sarah should brainstorm topics that actually interest her. (Correct. Researching topics that interest you makes the assignment more enjoyable.)
A: No, Sarah should brainstorm topics that actually interest her.

Q: After in-class brainstorming, Leah has a list of topics she likes. How can she narrow down the list even more?
- Show the list to her professor and see which one they pick out. (Incorrect. While it is OK to ask your professor for help, they cannot make the decision for you.)
- Share the list with a classmate and work on narrowing down to a topic they both want to research (Incorrect. Collaboration can be fun but you both need to find a topic you feel interested in on your own rather than going with what others choose.)
- She should eliminate all the topics she has strong opinions about so that her emotions don't get in the way of her objectivity. (Incorrect. It's ok to write about topics you're passionate about—it can even be a good thing. It is a good idea to make sure your strong opinions don't get in the way of good research though.)
- List out questions for each topic to look for promising subtopics or research questions. (Correct. This continues to narrow down topics that you are interested in and asking questions will be beneficial when starting the research process.)
A: List out questions for each topic to look for promising subtopics or research questions.

Q: Kiesha is having difficulty narrowing down her topic on skateboarding culture. What would be the next step?
- Looking in the library database for scientific studies so that she can get a good data set. (Incorrect. Not all research has to include scientific studies.)
- Ask the professor which subtopics would be the best to research. (Incorrect. The professor and student may have different interests and opinions on topics. The student should go with their own interests.)
- Choose a different topic, since this one is already a dead end. (Incorrect. She hasn't explored the topic enough to know if it's going to be productive or not.)
- Brainstorming questions about the topic. (Correct. These questions can help narrow the topic and steer her research)
A: Brainstorming questions about the topic.

Q: If Kymmo’s research topic is on healthy sleep habits, which question will be the most productive research question?
- What would life be like if we didn't need to sleep? (Incorrect. While an interesting question, this isn't really answerable.)
- How have social sleep habits changed over the years and how do sleep patterns change throughout one's life? (Incorrect. This question has two unrelated parts, so it wouldn't be an effective research question.)
- Are healthy sleep habits important? (Incorrect. It's fairly hard to argue about this question, since healthy sleep habits are clearly important.)
- What are the benefits to healthy sleep habits? (Correct. This question focuses on the topic.)
A: What are the benefits to healthy sleep habits?

Q: If Olayemi's topic is on soccer and sports medicine, which of the following choices would be the best research question?
- How long does an ACL injury take to heal? (Incorrect. This question could be answered directly with a time range.)
- Will we ever be able to prevent concussions entirely? (Incorrect. This would be a fine hypothetical question in an essay, but it's not a research question because it can't be answered.)
- How would the 1989 NBA season have been different if Larry Bird hadn't been injured? (Incorrect. This is a hypothetical question and can't really be answered.)
- What are the best predictors of recurrence of muscle strain symptoms in elite players? (Correct.This is a question that could be investigated in a research paper.)
A: What are the best predictors of recurrence of muscle strain symptoms in elite players?

Q: If Ezra's topic is the composer Florence Price, which of the following choices would be the best research question?
- When did Florence Price write her first symphony? (Incorrect. This isn't a strong research question, since it has a simple answer (1931–32).)
- As a Black female classical composer working in the 1930s and 40s, was it difficult for Florence Price to find acclaim? (Incorrect. As formulated here, this question has a simple answer ("yes it was"), but it could be adjusted into a research question. (For instance: "which social factors made it particularly difficult…"))
- Who discovered Price's "lost" works, and how did they make these works available to the public? (Incorrect. This isn't a strong research question, since it can be answered factually with some digging.)
- How do critics' appraisals of Price's work reflect broader questions about identity and authorship in classical music? (Correct. This research question could be very productive.)
A: How do critics' appraisals of Price's work reflect broader questions about identity and authorship in classical music?

Q: Juliet, who is currently studying English rhetoric and composition, has decided to change her major. As a result, she has decided to explore other disciplines. Which of the following is a discipline that she might consider as she discusses the question with her adviser?
- Reading Strategies (Incorrect. Reading strategies is an academic skill, perhaps one with which a tutoring center might offer assistance. Reading strategies, however, is not a discipline, but an interdisciplinary skill taught across multiple disciplines, such as English or political science.)
- Center for Writing and Communication (Incorrect. While many colleges offer a Center for Writing and Communication, this area is not a discipline; it is an academic service provided by the institution.)
- Picasso's Guernica (Incorrect. Guernica is an artwork by Pablo Picasso, but not a discipline.)
- Chemistry (Correct. Chemistry is a discipline that Juliet may come across in her exploration. Chemistry, unlike the other choices, is a discipline rather than a skill or service.)
A: Chemistry

Q: Which of the following examples shows the most direct interaction with academic disciplines?
- Antonio needs to purchase his textbooks from the school’s bookstore. He seeks out his adviser’s help to complete this process. (Incorrect. While Antonio may encounter texts across multiple disciplines in this experience, purchasing textbooks is not a direct interaction with academic disciplines.)
- Antonio wants to join an extracurricular activity that could help to secure a job in the future. (Incorrect. Extracurricular activities may overlap with academic disciplines, such as a Treasury Club geared towards accounting majors, but this option is not the most direct interaction with academic disciplines.)
- Antonio attended a job fair on campus. He hopes to get a job at the college’s library. (Incorrect. Attending a job fair on campus is not directly related to academic disciplines.)
- Antonio has decided to change his major from Mathematics (a formal science) to Accounting (an applied science). (Correct. When Antonio chose to change his major, he also encountered a change in academic disciplines.)
A: Antonio has decided to change his major from Mathematics (a formal science) to Accounting (an applied science).

Q: Megha, a student from India, has chosen to study abroad for spring break. Her adviser recommended that she should choose a study abroad program that has a focused discipline-based curriculum. Which of the following items might her adviser agree as being discipline-based?
- A study abroad trip to Egypt and the Mediterranean. (Incorrect. These are places, but not disciplines.)
- A study abroad trip to Costa Rica where students would spend a week hiking in the rainforest. (Incorrect. Hiking isn't an academic discipline (though it does require discipline)!)
- A study abroad cruise that offers opportunities for students to study their current school’s curriculum online, but at sea. (Incorrect. This trip isn’t focused on an academic discipline. While Megha might have the opportunity to complete her schoolwork while traveling, this trip doesn’t have a discipline-based focus.)
- A study abroad trip to New York City, focusing on finance. (Correct. Finance is a discipline-based study abroad option. In New York City, Megha would potentially learn about finance in an interactive manner, through on-site visits to the Museum of American Finance or Wall Street.)
A: A study abroad trip to New York City, focusing on finance.

Q: Interdisciplinary studies is a growing major. Select the option below that does not explain why.
- As more careers overlap with disciplines, there is a need for students to have a variety of skills. (Incorrect. Remember, we're looking for the reason that does not belong, whereas this reason belongs. Students who take classes under the umbrella of interdisciplinary studies will likely pick up several skills from communication to critical thinking, making this area a desired study path.)
- Interdisciplinary studies provides new career paths; ones that may not have been studied as often before. (Incorrect. Remember, we're looking for the reason that does not belong, whereas this reason belongs. Many students may find interest in using coursework to create a path of individualized studies.)
- Students who have interest in more than one major are beginning to elect to customize their degree within interdisciplinary studies. (Incorrect. Remember, we're looking for the reason that does not belong, whereas this reason belongs. Since many job fields are interdisciplinary to begin with, this major makes for a strong candidate, making it a growing major. For example, a student studying anthropology and biology in interdisciplinary studies might make for a strong dental hygienist school candidate)
- The major allows for students to take any class they wish without direction. (Correct. This is the reason that doesn’t belong. Interdisciplinary studies actually allows students to complete work in multiple fields, in a structured manner.)
A: The major allows for students to take any class they wish without direction.

Q: Which item in this list is an example of quantitative research?
- Asking sophomores which course is the most effective for their major. (Incorrect. This result does not provide any numeric values for data.)
- Asking sophomores to indicate their Number 1 course and why. (Incorrect. While this answer does include the number “1” here, it is reflecting on how the course is the “best course.” Feelings are qualitative and cannot be translated into numerical data.)
- Asking sophomores which classes they would like to take in the next two years. (Incorrect. While two years does involve a numeric figure, the result of this question would uncover non-numeric data.)
- Asking sophomores how they feel about college on a scale from 1-5. (Correct. Researchers would use the rating as a numerical value in their survey results.)
A: Asking sophomores how they feel about college on a scale from 1-5.

Q: Which of the following best describes the difference between experimental and analytical research?
- Experimental research is qualitative yet analytical research is quantitative. (Incorrect. Experimental research can yield either quantitative or qualitative data, or both. However, analytical research will automatically be qualitative. As a result, this answer is not true.)
- Experimental research focuses on something generated previously, whereas analytical research has the goal to create an analysis on something newly generated. (Incorrect. These definitions are actually somewhat switched....)
- There is no determining difference between experimental and analytical research. (Incorrect. While these two areas are often grouped together in research methods courses, there is a discernible difference between the two areas.)
- Experimental research tests something new, whereas analytical research judges something that already exists. (Correct. Experimental research tests new hypotheses, but analytical research makes judgments or critiques on research that already exists in a knowledge base.)
A: Experimental research tests something new, whereas analytical research judges something that already exists.