QUESTION ANALYSIS
Example question one:
Should all activist organizations be online?
This question is fairly straightforward and less complex. It is a "yes" or "no" question that the reader could elaborate on based on their opinion and examples familiar to them. The structure of a paper could possibly begin with a premise stating why the reader feels such a way about online activism and then follow with evidence that support those opinions. The type of research the question required is not very in-depth because it is an opinion based question. This type of question would help a student "new to non-narrative forms of writing" identify a viewpoint. It would provide a writing exercise that asks them to find examples to support the viewpoint if, for example, it were to be a one or two page double-spaced paper. This type of question is also good because it asks the student to move in the direction of research because they are practicing fundamental research principles. A good understanding of fundamentals naturally leads to an intuitive understanding of complexity. So the question is self-guiding in that way. What the question does not do is ask how online activist organizations use various types of webpages to engage in activism, which would require analysis applied to separate forums with the goal of uniting them into an overall analysis. Such a question introduces levels of complexity that builds on fundamental principles.
Example question two:
What are the complex ways that schools and universities perpetuate the digital divide?
This question is asking for complexities. The research involved in this question is layered because it is asking firstly for analysis on the "digital divide." The writer is jumping into a conversation populated by other knowledgeable writers and this is apparent in the language. Responding to this discussion by delineating aspects of digital media used in schools and universities requires research gathered from different parts of these communities and then analyzed. The subsequent synthesis and evaluation of information necessary to answer the question are the final stages of answering such a question.
Should all activist organizations be online?
This question is fairly straightforward and less complex. It is a "yes" or "no" question that the reader could elaborate on based on their opinion and examples familiar to them. The structure of a paper could possibly begin with a premise stating why the reader feels such a way about online activism and then follow with evidence that support those opinions. The type of research the question required is not very in-depth because it is an opinion based question. This type of question would help a student "new to non-narrative forms of writing" identify a viewpoint. It would provide a writing exercise that asks them to find examples to support the viewpoint if, for example, it were to be a one or two page double-spaced paper. This type of question is also good because it asks the student to move in the direction of research because they are practicing fundamental research principles. A good understanding of fundamentals naturally leads to an intuitive understanding of complexity. So the question is self-guiding in that way. What the question does not do is ask how online activist organizations use various types of webpages to engage in activism, which would require analysis applied to separate forums with the goal of uniting them into an overall analysis. Such a question introduces levels of complexity that builds on fundamental principles.
Example question two:
What are the complex ways that schools and universities perpetuate the digital divide?
This question is asking for complexities. The research involved in this question is layered because it is asking firstly for analysis on the "digital divide." The writer is jumping into a conversation populated by other knowledgeable writers and this is apparent in the language. Responding to this discussion by delineating aspects of digital media used in schools and universities requires research gathered from different parts of these communities and then analyzed. The subsequent synthesis and evaluation of information necessary to answer the question are the final stages of answering such a question.
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