1. TODAY’S GOALS Understand the importance of research questions Differentiate between quantitative, qualitative, broad, and determinate research questions Formulate several possible thesis questions for your exploratory narrative

2. “The important thing is to not stop questioning. Curiosity has its own reason for existing.” —Albert Einstein “Judge a man by his questions rather than by his answers.” ―Voltaire “The scientist is not a person who gives the right answers, he's one who asks the right questions.” ―Claude Levi-Strauss “More dangerous are the common men, the functionaries ready to believe and to act without asking questions.” ―Primo Levi “I have no special talents. I am only passionately curious.” —Albert Einstein

3. CRITICAL CONSUMPTION OF INFORMATION Wallowing in complexity Believing and doubting game Reading with and against the grain Source Evaluation Criteria Reliability Credibility Angle of vision Degree of Advocacy Currency Rhetorical analysis: ethos, pathos, logos, genre, audience, purpose New skill: Formulating research questions

4. THESIS-SEEKING PROSE See pg 9 of A&B if necessary Writing organized around a Thesis Question rather than a thesis statement or theme In the middle of the prose continuum but slightly more to the right (open form prose) Should always look at an issue from multiple perspectives Finding an answer or thesis statement is not necessary

5. RESEARCH QUESTIONS Four factors to consider: Quantitative: Vs. Qualitative: Broad: Vs. Determinate: All of these can lead to valid research questions but change the manner of inquiry and the answers that will be found

6. RESEARCH QUESTIONS Quantitative: these questions look at objective properties or look for answers with quantifiable data Qualitative: these questions look at subjective qualities, often descriptive in nature, or look for complex answers

7. RESEARCH QUESTIONS Broad : examine issues from multiple perspectives. They often look for complex answers that must take many things in to account Determinate : can be answered in a single word, number or piece of data. Many questions phrased using “should” or “do” fall into this category.

8. DETERMINATE RESEARCH QUESTIONS Existence Questions: (Does X exist in domain Y?) Measurement Questions (How large/small/fast/much/many/bright is X?) Comparison Questions (Is X Greater/less than Y or different from Y?) Correlation Questions (If X varies, does Y vary?) Experimental Questions (Does a variation in X cause a variation in Y?) Avoid questions like this for the exploratory narrative (although they will be well suited to other types of research) See A&B p. 279

9. BROAD RESEARCH QUESTIONS What/who are the factors/people that have contributed to (X)? What is the best solution to the problem (X)? How did (X) happen/come about? What are the effects of situation/problem (X)? Who is most affected by (X)? How can we prevent /improve/decrease (X)? Broad, qualitative questions are the type we will focus on for the exploratory narrative

10. GROUP ACTIVITY 1: IDENTIFYING RESEARCH QUESTIONS In your unit 1 groups Read through the provided list of research questions For each sample research question: a) identify it as quantitative or qualitative and broad or determinate, b)state whether it would be an acceptable question for an exploratory narrative (and could be answered in such an essay) c)If necessary, identify any problems in the wording or statement of the question that could be revised 1.How does the violence in videogames affect the youth? 2.Is the Miami Dade school system standard too low? 3.What impact could technological advancements, such as cell phones and text messaging, have on the English language? 4.Does the media censor too much? 5.What happens when parents who are living illegally in this country have children whom were born in this country and therefore are U.S citizens? 6.Are U.S. airport security standards too invasive? 7.Which method of recruiting is the best for both the employer and employment seeker? 8.Why do students fear mathematics?

11. JOURNAL ENTRY 4 Focus: Exploratory Narrative Question Brainstorm At this point in your research process, you should have selected an arguable issue that you would like to work with for the exploratory narrative (you may still modify it later but select one to work with for now) What are the unresolved problems related to this topic? Why is it difficult to find a solution to these problems? What elements of this topic are still unknown? How could you (or researchers) learn more about these elements? What research questions could you work with in your own exploratory narrative? It may be helpful to list out several here and then work towards revising them later

12. GROUP ACTIVITY 2: RESEARCH QUESTION BRAINSTORM In unit 1 groups Share your research topics with the group Discuss what forms of research questions may be appropriate for each person’s topic Generate 2 possible broad research questions that fit into each person’s topic and classify each as quantitative or qualitative

13. HOMEWORK Read A&B p. 251-258 Think of a memorable movie, tv show, or book introduction, or a memorable first impression someone made on you (we will discuss this in class on Wednesday) Journal Entry 5: Source Evaluation 2 Find the second source you will use for your exploratory narrative Read and analyze the second source you will be using for your Exploratory Narrative. Sum up the argument it makes in the journal entry as well as your reaction to reading the source. Then play the Believing and Doubting Game to find the strongest and weakest elements of the source. Finally, reflect on how the source has changed your understanding of the research topic. Think of this as a short version of Minor Essay 1 or as a body paragraph for your exploratory narrative. 150+ words (so slightly longer than a normal journal entry) Make sure your journals are up to date by Monday as journal checks will begin