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

 

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.

Strategicreading.pptx

Annotating.pptx

GoodLeadershipIsAboutAskingGoodQuestions.pdf

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

https://hbr.org/topic/subject/motivating-people
https://hbr.org/search?term=john%20hagel%20iii

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

https://www.amazon.com/Daring-Greatly-Courage-Vulnerable-Transforms/dp/1592408419/ref=sr_1_1?dchild=1&keywords=brene+brown+daring+greatly&qid=1607451940&sr=8-1
https://hbr.org/2018/05/the-surprising-power-of-questions.html
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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

https://hbr.org/2020/05/leading-through-anxiety
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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.

https://hbr.org/search?term=john%20hagel%20iii&search_type=search-all
https://www2.deloitte.com/us/en/pages/center-for-the-edge/topics/center-for-the-edge.html
https://www.johnhagel.com/book-the-journey-beyond-fear-by-john-hagel-iii/
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The post 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 first appeared on Nursingdemy.

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