Ashford University - ENG 122 ENG 122 Wee...
Ashford_University_-_ENG_122_ENG_122_Week_4_Final_Exam.docx-Question : Using “natural language” in
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Ashford University - ENG 122 ENG 122 Week 4 Final ...
Ashford_University_-_ENG_122_ENG_122_Week_4_Final_Exam.docx-Question : Using “natural language” in
Ashford University - ENG 122 ENG 12...
Ashford_University_-_ENG_122_ENG_122_Week_4_Final_Exam.docx-Question : Using “natural language” in
Page 5
Question 19.Question :
Which of the following makes researchers passive rather than active in the
research process?
Student Answer:
repeating what other researchers have published
building on the work of others
showing relationship to previous work
challenging well-established conclusions
Instructor Explanation:
The answer can be found in Section 1.3 Section Title “Research as Conversation.”
Points Received:
1 of 1
Comments:
Question 20.Question :
The majority of your research should be conducted
Student Answer:
via the World Wide Web.
via Ashford Library databases.
via the Google search engine.
via the Bing search engine.
Instructor Explanation:
Review Ashford Writing Center, in Writing Resources, Research Papers: Intro to the
Online Library
Points Received:
1 of 1
Comments:
Question 21.Question :
The use of precise synonyms is MOST helpful for which of the following
reasons?
Student Answer:
It helps find sources that more directly address the topic question.
It uses everyday language.
It teaches the researcher new vocabulary terms.
It helps researchers get hundreds or thousands of exact results.
Instructor Explanation:
The answer can be found in Section 3. 3 Section Title “Constructing Effective Search
Queries.”
Points Received:
1 of 1
Comments:
Question 22.Question :
One of the consequences for academic dishonesty at Ashford is
Student Answer:
dismissal from the university.
a failing course grade.
a failing assignment grade.
All of the above
Instructor Explanation: Review the Academic Dishonesty Policy, located in Student Responsibilities, under
Course Home.
Points Received:
1 of 1
Comments:
Question 23.Question :
How are background sources MOST relevant to researchers?
Student Answer:
They explain an interesting theory related to the topic.
They provide a convincing argument on one side of the debate.
They explain the best ways to conduct research projects.


Page 6
They feature established facts that help ground the researcher’s work.
Instructor Explanation:
The answer can be found Section 3.2 Section Title “The “B” in BEAM: Background
Sources.”
Points Received:
1 of 1
Comments:
Question 24.Question :
Which of the following is the BEST way to begin the research process?
Student Answer:
Look for information that only supports your views.
Look for information that is easiest to access.
Look for a compelling conversation among scholars.
Look for a complex problem to seek a solution to.
Instructor Explanation:
The answer can be found in Section 1.3 Section Title “Research as an Evidence-Based
Conversation among People.”
Points Received:
1 of 1
Comments:
Question 25.Question :
Ideas and information that constitute common knowledge don’t need to be cited.
Student
Answer:
True
False
Instructor
Explanation:
Review Ashford Writing Center, Avoiding Plagiarism.
Points Received:
1 of 1
Comments:
Question 26.Question :
Lesser-known ideas and interpretations of common knowledge need to be
documented.
Student
Answer:
True
False
Instructor
Explanation:
Review Academic Dishonesty Policy Section Two: Student Rights and
Responsibilities of the Ashford University Catalog
Points Received:
1 of 1
Comments:
Question 27.Question :
Which of the following is not a feature of a paper’s title page?
Student Answer:
Instructor’s name
Date of submission
Running head
Paper abstract
Instructor
Explanation:
Review Ashford Writing Center, Writing Resources, Citation & Documentation: APA
Checklist.
Points Received:
1 of 1
Comments:
Question 28.Question :
An interpretive framework for an essay should include all of the following
EXCEPT
Student Answer:
emotionally driven beliefs.
opinions of experts.
historical precedent.


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