Week 2 Discussion: Evaluating Sources
In academic writing, it is essential to use sources that are not only relevant but also credible. To determine a source’s credibility, you should consider such inter-related factors as: the medium, the author, the publisher, the purpose, the date, citations, language, and presentation. More information can be found at the Northeastern Library (Links to an external site.) or hereLinks to an external site..
(Links to an external site.)
For this discussion board, evaluate this source here (Links to an external site.) and, using these factors, determine if it would be an appropriate source to cite in an assignment about plagiarism among international students. Note: You may find that the source is NOT acceptable, and that’s fine.
In your first paragraph, write a one-paragraph (approximately 200-word) summary of the text you evaluated using APA citations as necessary.
In a second paragraph, explain why this is or isn’t an appropriate source. What are its strengths? What are its weaknesses? Provide a brief evaluation of the source using each of the CRAAP test questionsLinks to an external site. – why did it pass? Please list all components and address the questions.
In a third paragraph, share your personal reaction to the article. Do you agree or disagree with its claims? What have you learned about academic integrity in the United States that has surprised or challenged you?
Finally, post a question to your classmates about the process you just engaged in.
From this point on, you must integrate at least one credible outside source in every Discussion Board post to support your argument unless otherwise noted. Include in-text citations and a full reference list.
Week 3 Discussion:
Please review the presentation about reading strategically Strategic reading.pptx Download Strategic reading.pptxand Annotating.pptx Download Annotating.pptx.
Write 250 words
Read the article “Good Leadership Is About Asking Good Questions” (Hagel III, 2021) and annotate it. Your annotations will be graded based on whether you added the following:
2-3 Reflective comment (RC) – this type of comment shows your understanding of the ideas in the text in relation to real-life experiences or to other readings in the course.
2-3 Critical comment (CC) – a critical comment may point out a weakness in the authors’ argument, lack of support or information, or even mention an idea that the authors have not considered in their article.
2-3 Critical question (CQ) – simply asking “What does this mean?” is not enough. You should think critically about the content you are reading and ask questions related to logic, credibility, reliability, implications, etc. For example, “Why did the authors interview both males and females but didn’t discuss gender differences in the conclusion section?”
When annotating, please use acronyms (RC, CC, CQ) to indicate what kind of comment you are making.
Post 2 discussion questions should in the reply box thatt:
Demonstrate some understanding of the reading
Advance the discussion about the reading in an interesting way
Post a copy of the annotated article and 2 discussion questions.
Strategic reading
Foundations of Professional Communication
Questions about reading experience
How much reading in English do you do in a week?
What is the most difficult thing in reading in English?
Think about the different types of reading you do. How does your process differ depending on what you read?
What do you think it means to be a good reader?
What do you think “active reading” means?
Do you use any strategies to understand the text better?
General Observations about Students’ Experiences (research-based)
Students struggle to notice the difference between their understandings of reading and the understandings of reading as expected by their new academic/professional communities.
Reading requires more investment in the follow-up academic activities:
evaluation
synthesis
developing a stance/ perspective taking.
Foundations of Reading
Reading is an active, complex process of making meaning in which a reader draws information from several sources and concurrently constructs a representation of a text’s message (McLaughlin, 1995).
Reading = A process
Before
During
After
Foundations of Reading
Students also need to integrate their prior knowledge to construct new meaning and knowledge from text. This is particularly problematic for international students, whose prior knowledge must be interpreted through a different cultural lens/schemata/cultural script (Astika, 2000):
“I was in pain reading the article, so critical of our country and our culture…Who allowed the author to publish this article?” (international student discussing “Private Internet Companies in China”)
Foundations of Reading (Cont.)
Differences in texts
differences in reading approaches and strategies (reading a novel, newspapers vs. academic texts)
Reading in graduate school:
any sources important for your intellectual, professional development
time constraints; establish priorities
the task: to discuss and/or to write?
read strategically, not linearly
Chicken paper
Question for Discussion
What is your approach/your strategies for reading academic articles or other professional texts?
What steps do you take when you first sit down with a text?
What questions do you ask yourself?
Passive Reading
Jumping into reading
Not interacting with the text
Always reading the same way
Always reading the same speed
Not reflecting on the text
Prepares your brain to learn
Improves comprehension
Increases concentration
Helps you get the most out of what you read
Active Reading
Critical reading: active reading, analytical reading
Dialoguing/conversing with a text; finding questions rather than just the answers; putting key passages from readings into conversation with one another
Gaining control of complex ideas; uncovering assumptions
Suspending judgement; evaluating arguments (information) at a more sophisticated level (not just agree or disagree)
Learn to speak the language of the text
Critical reading: active reading, analytical reading (cont.)
Explaining what is at stake or what is opposed to what (explicitly or implicitly) and why it matters to the writer
Determining what the reading seems to wish to accomplish
Making inferences (What does it mean? What does it imply?) What might the reading be saying that goes beyond what is argued?
Locating the reading in the context of similar readings
Considering how well the evidence is presented
Focusing on individual sentences or passages (especially interesting, revealing, surprising); quotations; explain! Talk about specific words/terms (not just general impressions)
Metacognitive Reading Strategies
Making connections
Making predictions
Asking questions
Visualizing
Monitoring and clarifying
Summarizing and synthesizing
Determining what’s important
Analyzing author’s craft
Does this remind me of something?
What background knowledge do I have that will help me with this text?
What is the author saying?
Can I picture this new information?
Is the text making sense?
How does the text’s organization help me?
What is the message or big idea of this text?
What was effective about the author’s style of writing?
Metacognitive strategies (thinking about one’s own reading)
Planning
Monitoring while Reading
Evaluating
Strategic Reading
Begin reading outside material:
book cover, summary, table of contents, the beginning of a chapter and/or the end of a chapter
what kind of project is the book dedicated to?
is it worth your time?
Articles:
title; journal (peer-reviewed); abstract; introductory paragraphs
citations; who are the important authorities/dialogue?
elements of the arguments
take a critical perspective—may mean different things in different fields
Approaching the text
Understanding a text
Rhetorical situation/
context
Analyzing content; extracting ideas; making connections
Linguistics features
One of the elements of doing a rhetorical analysis is looking at a text’s rhetorical situation:
The text – any form of communication, primarily written or oral
The author – the creator of the text (a person who is communicating)
The audience – a person or a group who receives the text
The setting – a particular occasion or event that prompted the text’s creation
The purpose – the author’s various reasons to create the text.
(Nordquist, 2019)
Rhetorical Situation
Rhetorical Planning Wheel
(Caplan & Johns, 2022)
Minimize distractions
Don’t rush
Use context to determine unknown vocabulary
Annotate the text
Underlining words or passage
Circling words or passages
Highlighting words or passages
Writing summaries
Writing symbols (e.g., numbers)
Writing questions
Writing comments
During reading
Sample annotated text
Review notes
Consider your initial questions
Talk about the text
Re-read text
Write about the text
After reading
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Annotating a text
“Annotating is any action that deliberately interacts with a text to enhance the reader’s understanding of, recall of, and reaction to the text” ( www.research.ewu.edu).
Highlighting
Underlining
Making notes
What is annotating?
Annotating helps you:
understand the text
summarize a text
remember what you read
see connections between ideas in the text
highlight important information
prepare for discussion and writing prompts
Why annotate?
Paper: Pens, pencils, highlighters, stickers
Use CamScanner to create a PDF
Electronic:
Web app:
https://www.annotate.com/
www.diigo.com
Software:
Acrobat Reader – https://get.adobe.com/reader/
HOW
Survey
Look through the article/chapter/book
Check if the article is credible (Who wrote it? Who published it?)
Check the abstract, subheadings, bold/italicized terms.
Skim
Read the first few sentences of each paragraph
Underline the thesis (the main argument or viewpoint)
Read
Highlight supporting evidence
Write any questions you have
Circle any unfamiliar words and write their meanings
Steps to annotating a source
Main point / Thesis – Yellow
Parts you find confusing or interesting – Red ? !
Parts you don’t agree with – Pink X
Unfamiliar words – Green
How is this related to your field – Blue
START A KEY
Source: https://www.teacherspayteachers.com/Product/Text-Symbols-Annotation-Chart-3437646
EXAMPLE OF THE ANNOTATED TEXT
Reading and Study Strategies: Annotating a Text. (n.d.). Retrieved January 13, 2019, from https://research.ewu.edu/c.php?g=82207
References
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HBR Motivating People
Good Leadership Is About Asking Good Questions by John Hagel III January 08, 2021
HBR Staff/uncoveredlens/Pexels
Summary. Especially when they find themselves in the midst of crisis and uncertainty, leaders should ask powerful and inspiring questions. Asking questions well can put you on the path to solving intractable problems and will also help you connect with others.
Leaders today need to revisit an overlooked skill: asking questions. In my 40 years as an executive and advisor in Silicon Valley, I’ve often seen leaders assume that people look to them for answers — bold assertions that build people’s confidence in their competence. But in reality, that kind of approach erodes trust, especially at a time when so much is manifestly uncertain. You think you have the answers to all important questions? That suggests that you are either clueless — you have no idea how rapidly the world is changing — or that you are lying. In either case, you won’t find that trust that you’ve been looking for.
Instead, leaders should ask powerful and inspiring questions, convey that they don’t have the answers, and solicit others’ help to find them. The leaders I talk to tend to be nervous about this approach: Won’t it look like they don’t know what they’re doing? On the contrary, however, research has shown that expressing vulnerability and asking for help is a strong signal to others that you are trusting, and you’re more likely to be trusted in return. In fact, if you can learn to ask questions well, it can help you connect with others. Thinking together can put you on the path to solving intractable problems and sparking innovative thinking.
Ask Big Questions
To be clear: I’m not saying you should ask pointed questions that put others on the spot, like “How can you deliver 10% higher productivity?” or “Are you missing anything here?” The kind of questions leaders need to ask are those that invite people to come together to explore major new opportunities that your organization hasn’t identified yet. Here are some examples:
What is a game-changing opportunity that could create much more value than we have delivered in the past?
What are emerging unmet needs of our customers that could provide the foundation for an entirely new business?
How could we leverage the resources of third parties to address a broader range of the needs of our customers?
How can we move from standardized, mass-market products and services to personalizing our products and services to the specific needs of each customer?
How can we develop supply networks that would be more flexible in responding to unanticipated disruptions in production or logistics?
How could we harness sensor technology to create more visibility into how our customers are using our products and use this information to deliver more value and deepen trust with our customers?
Focusing your questions on these kinds of new and big opportunities rather than on the existing activities of the organization can also help you to sidestep your fear that
questioning will be seen as a sign of weakness, since there’s no way you could be expected to know the answers.
These broader questions also communicate that you have a sense of ambition, that you want to take the organization way beyond where it is today. And you can bolster your credibility by providing evidence of those long-term trends that underlie your question – for example, emerging technologies that are likely to offer new opportunities, or demographic shifts that will create some significant unmet needs among your customers.
Involve Others
These questions also invite collaboration. To make the most of them, don’t ask them in closed leadership meetings. Instead, broadcast them throughout your organization and even beyond it. It’s not just you posing a question to your people, it’s your brand reaching out to learn from its consumers. Reaching out beyond the institution to connect with expertise and perspectives from a broader set of more diverse sources will help your company learn faster.
For example, take Domino’s Pizza. About 10 years ago, Domino’s was hearing from customers that they did not like the company’s pizza. Many organizations might have tried to hide this information or work behind the scenes to correct the problem. Domino’s Pizza did something different. They made public the feedback they were receiving and asked for suggestions on how they could improve the quality of their pies. This open question generated an avalanche of suggestions that proved very helpful in improving the pizzas.
But beyond an open innovation success, the impact was even more fundamental: by expressing vulnerability, I believe that the company built trust with customers. Here was a company that was willing to acknowledge they had a problem and to ask for help in addressing the problem. If more organizations were willing to ask for help from their customers and other stakeholders when experiencing a problem, they would likely have much greater success in re-building trust.
Change Your Culture
Anxiety can run high in volatile times, and by asking these kinds of questions you can help people overcome some of their fears. It’s well established in the psychology field that coming together with others can reduce anxiety — that’s the idea behind group therapy. And achieving real impact can also help overcome feelings of being overwhelmed. Thus by helping people to focus on short-term actions they can take together, your questions can provide a focusing and calming effect during a crisis. .
By asking questions as a leader, you also communicate that questioning is important. You’ll inspire people to identify new opportunities and to ask for help when they need it. These behaviors lead to a culture of learning, which is critical, since the institutions that
will thrive in the future are those that encourage everyone to learn faster and more rapidly expand the value that they deliver to their stakeholders.
This will be especially true if you encourage exploration that can generate new insights into potential answers to your questions, rather than simply expecting complete answers and nothing less. This will encourage people to make small moves initially that can quickly help to increase excitement about the question since participants can quickly begin to see progress. As early answers to your question begin to emerge (as a result of experiments or research, for example), share them, even if they are not groundbreaking. They’ll contribute to your culture of learning and show your stakeholders that your questioning is generating new insights, increasing their confidence in your methods.
Leaders who ask powerful questions have the greatest success in both seizing new opportunities and addressing unexpected challenges — and they build cultures that will carry these benefits into the future.
John Hagel III recently retired from Deloitte, where he founded and led the Center for the Edge, a research center based in Silicon Valley. A long-time resident of Silicon Valley, he is also a compulsive writer, having published eight books, including his most recent one, The Journey Beyond Fear. He will be establishing a new Center to offer programs based on the book.
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