1 5 Research Topic and Question Student Name University of Arizona Global Campus GEN103: Information Literacy Instructor Name Month Day, Year Research Topic and Question Refer to Module 1.3 of your textbook as you complete this assignment. In the box below, provide a 2-3 sentence description of your research topic and how it is related to your major. You may refer to the GEN103 Possible Topics for Research handout in the classroom for research topic ideas. Important: “Prayer in school” is not an acceptable topic for your annotated bibliography because it is used for the assignment examples throughout this class. Research Topic and its Relation to Your Major: To help you explore your topic, fill in the KWHL chart below. 1. Write at least three specific thing you know about your topic in the first column, K (K = know). 2. Write at least three specific questions about your topic that you would like to know the answers to in the second column, W (W = what do I want to know). 3. Write at least three specific tools you might use to find out more about your topic in the third column, H (H = how do I find out). 4. At this point, you need to do background research before you can fill out the fourth column. Use the tools you wrote down in H to find out more about your topic. Focus on the questions you wrote in W: a. When you do background research, it’s fine to do a Google search or to use Wikipedia or other encyclopedias or general reference works; you will not use these sources in your annotated bibliography. b. The 4 Easy Steps to Using the UAGC Library for Background Research provides directions for using the references sources in the UAGC Library 5. After doing your background research, write at least three specific things you have learned about your topic in the fourth column, L (L = what have I learned). You must have at least three distinct items listed in each column to get full credit for this portion of the assignment. K What do I know? W What do I want to know? H How do I find out? L What have I learned? Now that you have done some simple background research, it’s time to write a formal research question. Your research question will help you focus your research by defining the information you are looking for as you research your topic for your annotated bibliography. A quality formal research question must be: · Open-ended (Review the How to Ask Open-Ended Questions handout) · Clear · Concise · Detailed Remember that research questions should generate the kind of research that is suitable for an academic paper. Avoid questions that: · Are yes/no questions (Often begin with “are” or “do”.) · Ask for number or date (Often begin with “how many” or “when”.) · Ask for a list · Ask for an opinion (Often begin with “what do you think”.) · Can be answered with a brief explanation or by referring to a single source. Tip: Open-ended questions usually start with “what,” “why” and “how.” ...

1. 1
5
Research Topic and Question
Student Name
University of Arizona Global Campus
GEN103: Information Literacy
Instructor Name
Month Day, Year
Research Topic and Question
Refer to Module 1.3 of your textbook as you complete this

2. assignment.
In the box below, provide a 2-3 sentence description of your
research topic and how it is related to your major. You may
refer to the GEN103 Possible Topics for Research handout in
the classroom for research topic ideas.
Important: “Prayer in school” is not an acceptable topic for your
annotated bibliography because it is used for the assignment
examples throughout this class.
Research Topic and its Relation to Your Major:
To help you explore your topic, fill in the KWHL chart below.
1. Write at least three specific thing you know about your topic
in the first column, K (K = know).
2. Write at least three specific questions about your topic that
you would like to know the answers to in the second column, W
(W = what do I want to know).
3. Write at least three specific tools you might use to find out
more about your topic in the third column, H (H = how do I find
out).
4. At this point, you need to do background research before you
can fill out the fourth column. Use the tools you wrote down in
H to find out more about your topic. Focus on the questions
you wrote in W:
a. When you do background research, it’s fine to do a Google
search or to use Wikipedia or other encyclopedias or general
reference works; you will not use these sources in your
annotated bibliography.
b. The 4 Easy Steps to Using the UAGC Library for Background
Research provides directions for using the references sources in
the UAGC Library
5. After doing your background research, write at least three
specific things you have learned about your topic in the fourth
column, L (L = what have I learned).

3. You must have at least three distinct items listed in each column
to get full credit for this portion of the assignment.
K
What do I know?
W
What do I want to know?
H
How do I find out?
L
What have I learned?
Now that you have done some simple background research, it’s
time to write a formal research question. Your research question
will help you focus your research by defining the information
you are looking for as you research your topic for your
annotated bibliography.
A quality formal research question must be:
· Open-ended (Review the How to Ask Open-Ended Questions
handout)
· Clear
· Concise
· Detailed

4. Remember that research questions should generate the kind of
research that is suitable for an academic paper. Avoid questions
that:
· Are yes/no questions (Often begin with “are” or “do”.)
· Ask for number or date (Often begin with “how many” or
“when”.)
· Ask for a list
· Ask for an opinion (Often begin with “what do you think”.)
· Can be answered with a brief explanation or by referring to a
single source.
Tip: Open-ended questions usually start with “what,” “why”
and “how.”
Develop a research question that will allow you room to
investigate your topic. Some examples of successful research
questions are:
What can we do in the United States to prevent acid rain?
How do oil spills impact the fishing and tourism businesses in
affected areas?
What evidence shows that pesticides are significantly harming
the bee population?
Why is the Clean Water Act an important law for the welfare of
urban populations?
Type the first draft of your research question in the first row of
the table below and fill in all of the shaded areas. Write your
final, revised question in the last box.
Type the first draft of your research question in the box to the
right.
Does the first draft ask a yes/no question?
If the answer is yes, you need to revise your research question.
yes/no

5. Does the first draft ask for a number, date, or a list?
If the answer is yes, you need to revise your research question.
yes/no
Does the first draft ask for an opinion?
If the answer is yes, you need to revise your research question.
yes/no
Can the first draft be answered with a brief explanation or by
consulting a single source?
If the answer is yes, you need to revise your research question.
yes/no
Type the final version of your research question in the box to
the right.
When you have completed this worksheet, save the document
and submit to Waypoint.
AEH Division 1
ENGL 1113: Composition I
Assignment Value: 50 points
Essay 3: Learning Reflection Assignment
Due Dates
• Final Reflection:
Purpose
The purpose of the Essay 3: Learning Reflection Assignment is

6. to allow you to learn more about yourself and
how you learn, but also to aid us in improving academic skills.
Reflection is an integral part of the learning
process. Consider that sports teams watch films from the
previous night’s game so they can identify mistakes
and then work to correct them in practice. It is an action plan.
Skills
This assignment helps you practice the following skills that are
essential to your success in school and your
professional life beyond school. In this assignment you will:
• Reflect upon self and learning
• Apply a variety of genre conventions to the development of
essay styles.
• Develop composing process for the variety of rhetorical
situations.
Tasks
To complete this assignment, you should:

7. • Reflect backward on your learning. Before writing the
reflection, begin by reflecting on the
following questions:
• How much did you know about academic writing and classical
argument before you started?
• What process did you go through to produce the classical
argument?
• Have you done a similar kind of argument in the past (earlier
in the year or in a previous
grade; in school or out of school)?
• In what ways have you gotten better at this kind of
writing/argument?
• In what ways do you think you need to improve?
• What problems did you encounter while you were working on
this piece? How did you solve
them? Look specifically at the unit objectives.
• What resources did you use while working on this essay?
Which ones were especially
helpful? Which ones would you use again?
Submit a polished,
academic level
reflection per the
assignment sheet
Reflect
backward on
your learning
(what did you know

8. before you started)
Reflect inwardly
(how do you feel
about your learning)
Reflect
outwardly
(how did you meet
the standards)
Reflect forward
on your learning
(how will you improve,
apply it as you go
forward)
Grades for this
Assignment
5% Of the overall grade for the
course
AEH Division 2
• Reflect inwardly on your learning. Before writing the
reflection, begin by reflecting on the
following questions:

9. • How do you feel about this essay? What parts of it do you
particularly like? Dislike? Why?
What did/do you enjoy about this essay?
• What was especially satisfying to you about either the process
or the finished essay?
• What did/do you find frustrating about it?
• What were your standards for this specific essay?
• Did you meet your standards?
• What were your goals for meeting the requirements for this
essay? Did your goals change as
you worked on it? Did you meet your goals?
• What does this essay reveal about you as a learner?
• What did you learn about yourself as you worked on this
essay?
• Have you changed any ideas you used to have on writing
arguments?
• What does that tell you about yourself and how you learn?
• Reflect outwardly on your learning. Before writing the
reflection, begin by reflecting on the
following questions:
• Did you do your work the way other classmates did theirs?
Think about the review process.
• In what ways did you do it differently?
• In what ways was your work or process similar?
• If you were the teacher, what comments would you make about
essay 3: Classical Argument?
• What grade would you give it? Why?
• What the one thing you particularly want people to notice
when they look at your essay 3?
• What do your classmates particularly notice about your essay
3 when they look at it?
• In what ways did your work meet the objectives/requirements

10. for essay 3?
• In what ways did it not meet those objectives/requirements?
• If someone else were looking at your essay 3, what might they
learn about who you are?
• Reflect forward on your learning. Before writing the
reflection, begin by reflecting on the
following questions:
• What is one thing you would like to improve upon in your
essay 3?
• What would you change if you had a chance to do essay 3 over
again?
• What will you change in the next revision of this essay if you
could?
• What's the one thing that you have seen in your classmates'
work or process that you would
like to try when writing your next essay?
• As you look at this graded essay, what's one thing that you
would like to try to improve
upon?
• What would you like to spend more time on in ENGL 1213,
Composition II?
• What might you want next writing professor to know about
you (what things you're good at)?
• What things you might want more help with?
• What work would you show her/him to help her/him
understand those things?
Requirements
The reflection should include the following:
• Essay, not a question and answer format
• Answers at least 5 of the questions in each category

11. • Flows from one point to another
• MLA Format
• 2 pages (double spaced)
AEH Division 3
Criteria for Success
Category Description Points
Mechanics Students will communicate using academic language
and conventions of
Standard American English.
5
Formatting and
Citations
Students will format an essay utilizing MLA style formatting.
10
Organization Students will present information in a unified and
coherent manner. 15
Content and
Analysis
Students will write an essay that responds to all parts of the
prompt. 20
Total 50 pts.

12. Reflection
Reflective Analysis
What is a Reflection?
an active, disciplined and deliberate strategy.
incorporated into the processes and activities of teaching and
learning to help improve understanding.
What is a Reflection?
an essential part of the process of making meaning that pushes
you from one experience to the next.
A Good Reflection is indicated by…
explain what you learned in your own words
provide further examples of what you learned (exemplify)
apply what you learned to new situations and phenomena not yet
studied
offer up evidence in defense of what you learned (justify)
note the form(s) of what you learned and draw from it any
What experience do you have with reflection?

13. The Reflective Analysis
Writing assignment. Essay.
Not a Question and Answer list.
Has four sections of questions for you to explore.
Explore some of the questions in the sections, not all.
No more than 2 pages, double-spaced.
The Reflective Analysis
Writing assignment. Not a Question and Answer list.
Asks you to reflect on your learning in a 360 manner:
Reflect Backward: Looking at what you knew before the course
started.
Reflect Inward: Looking at how you felt about Essay 3: The
Classical Argument
Reflect Outward: Looking at what you saw your classmates
learning and how they were learning.
Reflect Forward: Look at what you will do with what you
learned in class and how you will apply it in other classes and
in the workplace.