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Inglés: Factual - Soliciting Reasonably Simple, Straight Forward

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2 views4 pages

Inglés: Factual - Soliciting Reasonably Simple, Straight Forward

Uploaded by

arsenebylex
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Inglés

Lenner Yandel Martínez #14

5 essentials types of questions

How to make 5 essentials of questions in Englsh grammar ?


Write 5 examples with each one.

These 5 key principles of English grammar are:


 Word order. As an analytic language, English uses word order to
determine the relationship between different words. ...

 Punctuation. In written English, punctuation is used to signify pauses,


intonation, and stress words. ...

 Tense and aspect. ...

 Determiners. ...

 Connectors.

 Factual - Soliciting reasonably simple, straight forward


answers based on obvious facts or awareness. These are
usually at the lowest level of cognitive or affective
processes and answers are frequently either right or
wrong.

2. Convergent - Answers to these types of


questions are usually within a very finite range
of acceptable accuracy. These may be at
several different levels of cognition --
comprehension, application, analysis, or ones
where the answerer makes inferences or
conjectures based on personal awareness, or
on material read, presented or known.

3. Divergent - These questions allow students to explore


different avenues and create many different variations and
alternative answers or scenarios. Correctness may be based
on logical projections, may be contextual, or arrived at
through basic knowledge, conjecture, inference, projection,
creation, intuition, or imagination. These types of questions
often require students to analyze, synthesize, or evaluate a
knowledge base and then project or predict different
outcomes.

Answering divergent questions may be aided by higher levels


of affective functions. Answers to these types of questions
generally fall into a wide range of acceptability. Often
correctness is determined subjectively based on the
possibility or probability. Frequently the intention of these
types of divergent questions is to stimulate imaginative and
creative thought, or investigate cause and effect
relationships, or provoke deeper thought or extensive
investigations. And, one needs to be prepared for the fact that
there may not be right or definitely correct answers to these
questions.

Divergent questions may also serve as larger contexts for


directing inquiries, and as such may become what are know
as "essential" questions that frame the content of an entire
course.

4. Evaluative - These types of questions usually


require sophisticated levels of cognitive and/or
emotional judgment. In attempting to answer
evaluative questions, students may be
combining multiple logical and/or affective
thinking process, or comparative frameworks.
Often an answer is analyzed at multiple levels
and from different perspectives before the
answerer arrives at newly synthesized
information or conclusions.

5. Combinations - These are questions that blend any


combination of the above.

More details and suggestions on this topic see - This rough magic by
Daniel Lindley

There are other authors who talk about the art of asking
questions. One is H. Lynn Erickson and she talks about 3
types of questions as being factual, conceptual, and
provocative.

If you look at the listing above, it should become apparent


that these are the same types of categories.
Erickson's factual are still the ones that are easily answered
with definitive, and comparatively simple answers. These are
the questions you find on the show Jeopardy. Unfortunately
they are also too common in schools and on tests.

Her conceptual questions might be ones that are convergent,


divergent, or evaluative in construction -- ones that delve
deeper and require more sophisticated levels of cognitive
processing and thinking.

Her provocative ones are ones that entice and ones cannot be
answered with easy answers. They are questions can be used
to motivate and frame content or are essential questions. In
the initial categorization above they would be either complex
divergent questions or more sophisticated combination
questions like divergent/evaluative ones.
EXAMPLES:

Example: What is the name the Shakespeare play about the Prince of
Denmark?

Example: On reflecting over the entirety of the play Hamlet,


what were the main reasons why Ophelia went mad? (This is
not specifically stated in one direct statement in the text of
Hamlet. Here the reader must make simple inferences as to
why she committed suicide.)

Example: In the love relationship of Hamlet and Ophelia, what


might have happened to their relationship and their lives if
Hamlet had not been so obsessed with the revenge of his
father's death?

Example of a divergent question that is also essential


and divergent: Like many authors throughout time,
Shakespeare dwells partly on the pain of love in Hamlet. Why
is painful love so often intertwined with good literature. What
is its never ending appeal to readers?

Examples:

a. What are the similarities and differences between the


deaths of Ophelia when compared to that of Juliet?

b. What are the similarities and differences between Roman


gladiatorial games and modern football?

c. Why and how might the concept of Piagetian schema be


related to the concepts presented in Jungian personality
theory, and why might this be important to consider in
teaching and learning

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