What evidence has the author used?
This question is often answered in step one, but you should also use what the author tells you in the introduction to expand on your grasp of the evidence.
Academic papers are often “argued” that is, constructed like an argument with a statement of what the author has figured out or thought about a particular situation or event (or whatever). Then, to persuade the reader, the author presents facts or evidence that support that position. In some ways it’s much like the presentation of a case in a courtroom trial.
A particular collection of source (or withnesses) present information to the author (or lawyers) and the author comes to some understanding. Then the author explains how she or he came to that conclusion and points to or presents the bits of evidence that made it possible. Consider what information is not included. Was the trial fair even though a key witness was not called to testify? Has your author only let those facts that support the thesis testify in the article? How might you find out?
Is the evidence “PRMARY,” “SECONDARY” “TRADITIONAL,” or “NON-TRADITIONAL”?
What limits did the author place on the study?
Writers of article rarely tackle big topics. There isn’t enough room in article to write a history of the world or discuss big issues. Articles are generally written to advance understanding only a little bit. It may be because the subject has never been looked at before or because no one would be able to read a larger work easily (like a student’s thesis). An article usually focuses on a particular period, event, change, person, or idea and even then may be limited even more.
This may be significant if the author is trying to make generalizations about what he or She has discovered. Knowing something about education in the 1940s in Yellowknife may not tell you anything about education anywhere else or at any other time. A more general discussion of subsistence strategies over a longer period may have more general relevance.
A CRITIQUE of the literature in a specific field may replace having to read a number of books. With assigned reading, an article will most often be assigned as an example of a type of research, as a source of quality information on a specific topic or because it summarizes a lot of other writing on a given subject.
What is the author’s point of view?
This can sometimes be easily seen, especially in “polemical” essays, where the author bashes a number of points, truints or arguments and then presents her or his own. Or it could be more difficult to tell. Sometimes you have to “feel” it out, by assessing the tone or by watching for negative or positive adjective: “as so-and-so said in their excellent essay, ‘Nuke’ em Now!’” or “who shows a wrongheaded insistence.” Cues like those words can help you figure our where the author is coming from.
What evidence has the author used?This question is often answered in step one, but you should also use what the author tells you in the introduction to expand on your grasp of the evidence.Academic papers are often “argued” that is, constructed like an argument with a statement of what the author has figured out or thought about a particular situation or event (or whatever). Then, to persuade the reader, the author presents facts or evidence that support that position. In some ways it’s much like the presentation of a case in a courtroom trial.A particular collection of source (or withnesses) present information to the author (or lawyers) and the author comes to some understanding. Then the author explains how she or he came to that conclusion and points to or presents the bits of evidence that made it possible. Consider what information is not included. Was the trial fair even though a key witness was not called to testify? Has your author only let those facts that support the thesis testify in the article? How might you find out?Is the evidence “PRMARY,” “SECONDARY” “TRADITIONAL,” or “NON-TRADITIONAL”?What limits did the author place on the study?Writers of article rarely tackle big topics. There isn’t enough room in article to write a history of the world or discuss big issues. Articles are generally written to advance understanding only a little bit. It may be because the subject has never been looked at before or because no one would be able to read a larger work easily (like a student’s thesis). An article usually focuses on a particular period, event, change, person, or idea and even then may be limited even more. This may be significant if the author is trying to make generalizations about what he or She has discovered. Knowing something about education in the 1940s in Yellowknife may not tell you anything about education anywhere else or at any other time. A more general discussion of subsistence strategies over a longer period may have more general relevance.A CRITIQUE of the literature in a specific field may replace having to read a number of books. With assigned reading, an article will most often be assigned as an example of a type of research, as a source of quality information on a specific topic or because it summarizes a lot of other writing on a given subject.What is the author’s point of view?This can sometimes be easily seen, especially in “polemical” essays, where the author bashes a number of points, truints or arguments and then presents her or his own. Or it could be more difficult to tell. Sometimes you have to “feel” it out, by assessing the tone or by watching for negative or positive adjective: “as so-and-so said in their excellent essay, ‘Nuke’ em Now!’” or “who shows a wrongheaded insistence.” Cues like those words can help you figure our where the author is coming from.
การแปล กรุณารอสักครู่..