Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Acadeng > Exam Flashcards Q1 > Flashcards

Exam Flashcards Q1

1
Q

may be considered that writing which is personal, emotional, impressionistic, or subjective in nature

A

NON-ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

it can be more informal in tone, and may even rely more heavily on emotional appeal or the opinions of the author

A

NON-ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Examples of Academic Text

A

book review
reaction paper
books
book report
translations
conference paper
academic journal
abstract
explication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

is defined as critical, objective, specialized texts written by experts or professionals in a given field using formal language

A

ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

are based on facts with solid basis

A

ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

is generally quite formal, objective (impersonal) and technical

A

ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

it is formal by avoiding casual or conversational language, such as informal vocabulary or contractions (“don’t” = “do not”)

A

ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

it is impersonal objective by avoiding direct reference to people or feelings and it is based on facts and not on opinions

A

ACADEMIX TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

it is technical by using vocabulary specific to the discipline

A

ACADEMIC TEXT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is Academic Discipline

A

To be a good academic writer, you need to learn the specific styles and structures for your discipline

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Academic Discipline examples

A

Business
Social Studies
Humanities
Natural Applied Sciences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

There are specific words or vocabulary which are only suited for a specific discipline

A

Academic Discipline

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

it examines, evaluates, and makes an argument about a literary work

A

LITERARY ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

it goes beyond mere summarization

A

LITERARY ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

it requires careful close reading of one or multiple texts and often focuses on a specific characteristic, theme, or motif

A

LITERARY ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

it uses outside information to support a thesis or make an argument

A

RESEARCH PAPER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

are written in all disciplines

A

RESEARCH PAPER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

may be evaluative, analytical, or critical in nature

A

RESEARCH PAPER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

common research sources include data, primary sources (e.g., historical records), and secondary sources (e.g., peer-reviewed scholarly articles).

A

RESEARCH PAPER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

it involves synthesizing this external information with your own ideas

A

RESEARCH PAPER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

it is a document submitted at the conclusion of a Ph.D. program

A

DISSERTATION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

a book-length summarization of the doctoral candidate’s research

A

DISSERTATION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

may be done as a part of a class, in a program of study, or for publication in an academic journal or scholarly book of articles around a theme by different authors

A

ACADEMIC PAPERS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

a well-structured text enables the reader to follow the argument and navigate the text

A

TEXT STRUCTURES

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

two common structures of ACADEMIC TEXT:

A
  1. 3 Part essay structure
  2. IMRaD structure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

The three-part essay structure consists of:

A
  1. INTRODUCTION
  2. BODY
  3. CONCLUSION
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

its purpose is to clearly tell the reader the topic, purpose and structure of the paper

A

INTRODUCTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

it might be between 10% and 20% of the length of the whole paper

A

INTRODUCTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Three main parts of INTRODUCTION:

A
  1. The most general information
  2. The core of the introduction
  3. The most specific information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

“what is the topic about?”

A

BODY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

it may elaborate directly on the topic sentence by giving definitions, classifications, explanations, contrasts, examples and evidence

A

BODY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

it expounds the specific ideas for the readers to have a better understanding of the topic

A

BODY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

if the introduction begins with general information and ends with specific information, the conclusion moves in the opposite direction

A

CONCLUSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

begins by briefly summarizing the main scope or structure of the paper

A

CONCLUSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

confirms the topic that was given in the introduction

A

CONCLUSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

ends with a more general statement about how this topic relates to its context

A

CONCLUSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

“Mirror image” of the introduction

A

CONCLUSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

sections of the IMRaD structure

A

INTRODUCTION
METHODS
RESULTS and DISCUSSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

usually depicts the background of the topic and the central focus of the study

A

INTRODUCTION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

lets your readers know your data collection methods, research instrument employed, sample size and so on

A

METHODOLOGY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

states the brief summary of the key findings or the results of your study

A

RESULTS AND DISCUSSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

it is an argument about the work that expresses a writer’s personal perspective, interpretation, judgement, or critical evaluation of the work

A

LITERARY ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

its purpose is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message

A

LITERARY ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

How to create a LITERARY ANALYSIS

A
  1. Read the text closely several times
  2. Brainstorm a list of potential topics
  3. Think about what the author is trying to say
  4. Select a topic that has sufficient evidence
  5. Write a working thesis
  6. Make an extended list of evidence
  7. Refine the thesis
  8. Organize the evidence
  9. Interpret the evidence
  10. Create a rough draft
  11. Revise the analysis
  12. Proofread
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

This type of analysis typically focuses on mapping onto the piece one or more theories related to it and fleshing out the relationships between them

A

Theoretical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

this is based on a thorough look into the literary work to discover nuances and details that appear minor but offer significance

A

Close Reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

This analysis can offer you a deeper insight into the author’s choices regarding the language

A

Close Reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

is a highly subjective essay that explores how various elements of the work under consideration relate to your personal experiences

A

Applied Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

puts the literary work in a broader context by directly comparing it to similar writings or other works by the same author.

A

Comparative or synergistic; Comparative Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

aims to focus on external elements related to the piece, such as the historical framework or the social peculiarities of the time and place in which the story occurs.

A

Contextual or historical; Contextual Literary Analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

is a mode of paragraph development that answers questions

A

DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

is important because it clarifies the meaning of a word or concept and it also limits the scope of that particular word or concept

A

DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

an ode of paragraph development

A

DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

is needed to define abstract concept

A

EXTENDED DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

allows your to broaden your definition

A

EXTENDED DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

DEFINITIONS EXAMPLE:

A

Amazing: astounding,
surprising, stunning

Brave: courageous, valiant,
heroic

Cohesive: united,
connected, close-knit

Cunning: keen, sharp, slick

Fertile, fruitful, abundant,
productive

Injured: damaged,
wounded, harmed

Intelligent: brilliant, clever,
smart

Kindle: ignite, inflame, burn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

It is a formal statement of the meaning or significance of a word, phrase, idiom, etc, as found in dictionary

A

DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

TYPES OF DEFINITION

A

FORMAL DEFINITION
INFORMAL DEFINITION
EXTENDED DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

FORMAL DEFINITION consists of:

A

The 3 Parts:
- Term
- Class or Concept
- Traits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

based upon a concise, logical pattern that includes as much information as it can within a minimum space.

A

FORMAL DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

The writer uses known words or examples to explain an unknown terms.

A

INFORMAL DEFINITION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

is a one or more paragraphs that attempt to explain a complex term

A

EXTENDED DEFINITION

63
Q

It is needed to define an abstract concept

A

EXTENDED DEFINITION

64
Q

It allows you to broaden your definition using analogy, metaphors, comparison and contrast, descriptions, analysis, function, etymology, and semantic origin

A

EXTENDED DEFINITION

65
Q

They are ideas and principles that are associated with something abstract

66
Q

an article about gender differences in 1985. It talks about how some men dislikes being a man because of socially constructive ideas of manhood. It talks about the concept of a man of the author and the society

A

BEING A MAN

67
Q

are defined as abstract ideas or general notions that occur in the mind, in speech, or in thought

68
Q

they are understood to be the fundamental building blocks of thoughts and beliefs

69
Q

they play an important role in all aspects of cognition

70
Q

help organize thinking

71
Q

assist ability to think and communicate with the speed and efficiency

72
Q

CONCEPT EXAMPLES

A

POVERTY CYCLE
AMERICAN DREAM
METACOGNITION
WRITING PROCESS
PARANOIA

73
Q

3 Basic elements concept

A

CATEGORY
CONCEPT
TRAITS

74
Q

is a collection of instances which are treated as if they were the same

75
Q

refers to all the knowledge that one has about a category

76
Q

particular characteristic, quality, or tendency is inherent in someone or something

77
Q

KINDS OF CONCEPT

A

FORMAL CONCEPT
NATURAL CONCEPT

78
Q

clearly defined by a set of rules, a formal definition, or a classification system

A

FORMAL CONCEPT

79
Q

acquired through everyday perception and experiences

A

NATURAL CONCEPT

80
Q

MEANING OF CONCEPTS

A

DENOTATIVE
CONNOTATIVE

81
Q

exact dictionary definition of a word or concept

A

DENOTATIVE

82
Q

emotional or personal meaning of a concept

A

CONNOTATIVE

83
Q

can begin with a synonym, a brief phrase, or a formal
sentence that explains the term/field in its most basic form

A

DEFINITION

84
Q

derives from the Greek word ἐτυμολογία (etumología),
itself from ἔτυμον (étumon)

85
Q

Finish this sentence:

meaning “true ____ or sense of _____”

A

“true sense or sense of a truth”

86
Q

refers to a word or morpheme

87
Q

explaining by comparing two dissimilar topics, where the second is familiar to the audience

A

DEFINITION BY USING ANALOGY

88
Q

is a figure of speech that describes an object or action in a way that isn’t literally true, but helps explain an idea or make a comparison

A

DEFINITION BY METAPHORS

89
Q

are a form of figurative language, which refers to words or expressions that mean something different from their literal definition

A

DEFINITION BY METAPHORS

90
Q

comparing is showing the similarities, and contrasting is showing differences between two things that are related in some way.

A

DEFINITION BY COMPARISON AND CONTRAST

91
Q

the act, process, art, or technique of describing or picturing in words

A

DEFINITION BY USING DESCRIPTION

92
Q

is the process of breaking a complex topic or substance into smaller parts in order to gain a better understanding of it.

A

DEFINITION BY USING ANALYSIS

93
Q

is the normal action of something or how something
works

A

DEFINITION BY USING FUNCTION

94
Q

is the study of language and its meaning

A

DEFINITION BY USING SEMANTICS ORIGIN

95
Q

was first used by Michel Bréal, a French philologist in 1883,

96
Q

SEMANTICS was first used by

A

Michel Bréal, a French philologist in 1883,

97
Q

refers to an academic or research paper that is written with the primary purpose of identifying and explaining an idea or concept

A

CONCEPT PAPER

98
Q

may also be written to provide an overview of a project by summarizing what it’s about

A

CONCEPT PAPER

99
Q

useful for student and entrepreneurs alike

A

CONCEPT PAPER

100
Q

Purposes of a CONCEPT PAPER

A
  1. Serves as a foundation of the full proposal
  2. Helps determine whether a certain project is feasible or not
  3. Used to pique the interest of the potential funding
  4. Used to obtain informal feedback on the ideas prior to preparing the full proposal
101
Q

way of explaining a concept

A

DEFINITION
EXPLICATION
CLARIFICATION

102
Q

a method of identifying a term and making its meaning clearer

A

DEFINITION

103
Q

a method of explanation in which sentences, verses, quotes, or passages are taken away from a literary or academic work and then interpreted and explained in detailed way

A

EXPLICATION

104
Q

entails the analysis of the concept by looking at the examples

A

CLARIFICATION

105
Q

elements of a concept paper

A

i. Introduction
ii. Purpose, Need, or Rationale
iii. Project Description
iv. Support or Budget
v. Contact Information

106
Q

guidelines in WRITING

A
  1. Cost and methodology should be reasonable
  2. Budget, methodology, and timeline should be clearly mentioned
  3. Use statistics and figures when discussing the rational for the project
  4. Limit to only 5 pages or less (excluding the title page). Do no overwhelm the readers with unnecessary details
  5. Never request funding for planning the proposal
  6. Refrain from using jargon when your targeted readers are not professionals or experts
  7. Include the overview of the budget if it is required or you may simply include the type of support you require or need
  8. Be sure that the basic format details are incorporated, such as page numbers
  9. Cite your references
107
Q

is a document which summarizes what your project is about, why it is important, and how you intend to carry it out.

A

CONCEPT PAPER

108
Q

It consists of the topic under research, the hypothesis that you seek to approve or disprove, research questions, data required, and methods of obtaining

A

CONCEPT PAPER

109
Q

____ Identify how you will analyze, interpret, and present the data

____Develop a research hypothesis from each of the research questions that you
have listed

____ Identify the kind of data you need to answer these hypothetical questions and
how you will gather the data

____Write down the research questions you need to research on depending on the
idea you have chosen

____Come up with a research topic that genuinely interests you

A
  1. Come up with a research topic that genuinely interests you
  2. Write down the research questions you need to research on depending on the
    idea you have chosen
  3. Develop a research hypothesis from each of the research questions that you
    have listed
  4. Identify the kind of data you need to answer these hypothetical questions and
    how you will gather the data
  5. Identify how you will analyze, interpret, and present the data
110
Q

How you will gather the data?

A

Data can either be

primary

secondary,

qualitative or quantitative.

111
Q

difference b/w primary

A
  • real time data
  • sure about sources of data
  • help to give results/ finding
  • costly and time consuming process
  • avoid biasness of response
  • more flexible
112
Q

difference b/w secondary data

A
  • past data
  • not sure about of sources of data
  • refining the problem
  • cheap and no time consuming process
  • can not know in data biasness or not
  • less flexible
113
Q

“NUMERICAL” data

“CATEGORICAL” data

A

(QUANTITATIVE DATA)

(QUALITATIVE DATA)

114
Q

STRUCTURE OF CONCEPT PAPER

A
  1. The Title Page
  2. Introduction and statement of the problem
  3. Value of the study
  4. A preliminary literarture review
  5. State the research goals or obectives
  6. Write down all the research
  7. The Research Hypothesis
  8. State the Methodology you inted to use
  9. A timeline for completion of each element of the research project
  10. Outline citation
115
Q

You should begin with a title that fully summarizes what the project you are carrying out is about.

A

THE TITLE PAGE

116
Q

This serves as the most important part of the concept paper.

A

INTRODUCTION AND STATEMENT OF THE PROBLEM

117
Q

You need to back up your passion for the topic under research with solid literature that supports the topic,

A

A PRELIMINARY LITERATURE REVIEW

118
Q

This is a broad statement or statements of what the research seeks to achieve

A

STATE THE RESEARCH GOALS OR OBJECTIVES

119
Q

It should start with ‘to’ and answer the questions who, what, when, which, or how

A

STATE THE RESEARCH GOALS OR OBJECTIVES

120
Q

These are important as they will direct you on every research area

A

WRITE DOWN ALL THE RESEARCH

121
Q

stem from the research topic or the research
questions and are, therefore, easy to draft

A

THE RESEARCH HYPOTHESIS

122
Q

They are a statement of the situation you anticipate based on some prior knowledge you have, even before you carry out the research

A

THE RESEARCH HYPOTHESIS

123
Q

states the ‘how’ of carrying out the research.

A

STATE THE METHODOLOGY YOU INTEND TO USE

or just METHODOLOGY

124
Q

important to lay out just how much time you may need to complete each element of the research project

A

A TIMELINE FOR COMPLETION OF EACH ELEMENT OF THE RESEARCH PROJECT

125
Q

In this section, you need to set a time frame that is realistic.

A

A TIMELINE FOR COMPLETION OF EACH ELEMENT OF THE RESEARCH PROJECT

126
Q

defines an idea or a concept and explains its essence in order to clarify the “whatness” of that idea or concept.

A

CONCEPT PAPER

127
Q

starts with an expanded definition, either formal or informal, of the term or the concept and proceeds with an expanded definition and an analytic description of the aspects of the concept

A

CONCEPT PAPER

128
Q

is completed prior to the dissertation proposal and serves as a development tool and summary of the planned dissertation

A

RESEARCH CONCEPT PAPER

129
Q

is a brief document

A

CONCEPT PAPER

130
Q

may range from as few as 2-3 pages to as many as 10-20 pages

A

CONCEPT PAPER

131
Q

its essential point is to explain the importance of a particular research project.

A

CONCEPT PAPER

132
Q

initiates the dissertation phase of a doctoral degree which follows the completion of necessary coursework and training, and represents a culmination of the student’s learning

A

CONCEPT PAPER

133
Q

is a student’s final academic effort to synthesize course material by applying their learning to a research project

A

DISSERTATION

134
Q

acts as a summary of this project

A

CONCEPT PAPER

135
Q

although highly abridged, is comprised of many of the same items found in a dissertation

A

CONCEPT PAPER

136
Q

provides a tentative title for the dissertation

A

TITLE PAGE

137
Q

should be a stand-alone statement that can fully describe the project by summarizing the main idea of the manuscript

A

TITLE PAGE

138
Q

should concisely identify the variables being investigated and the relationship among those variables (American Psychological Association [APA], 2010)

A

TITLE PAGE

139
Q

provides the purpose for the research

A

STATEMENT OF THE PROBLEM

140
Q

introduces the problem under investigation, addresses why the researcher wants to investigate this problem

A

STATEMENT OF THE PROBLEM

141
Q

one of the most important sections of the Concept Paper; its serves to gain the reader’s attention and support

A

STATEMENT OF THE PROBLEM

142
Q

provides identification of major literature that supports and validates the topic

A

PRELIMINARY LITERATURE REVIEW

143
Q

offers the student an opportunity to analyze and synthesize past research in the context of their present problem

A

PRELIMINARY LITERATURE REVIEW

144
Q

provides a broad or abstract intention, including the research goals and objectives

A

GOAL STATEMENT

145
Q

This part of the Concept Paper tells the reader “who, what and when” regarding the research goal.

A

GOAL STATEMENT

146
Q

provides a preliminary view of the questions the student will investigate

A

RESEARCH QUESTIONS

147
Q

are based on theory, past research, experience, and need

A

RESEARCH QUESTIONS

148
Q

provides the student’s best idea on how to conduct the research and analyze the data

A

AN ABRIDGED METHODOLOGY

149
Q

the goals and objects identified in previous sections of the Concept Paper should relate to the research methods described in this section

A

AN ABRIDGED METHODOLOGY

150
Q

for the concept paper, this is simplified or summarized, serving as a general outline of the methods that will be employed

A

AN ABRIDGED METHODOLOGY

151
Q

provides a range of time for completion of the project, highlighting key elements for each stage of the project

152
Q

This element is unique to the Concept Paper and provides the student structure for managing sections of the project within a realistic time frame

153
Q

provides references to the material cited in the literature review and elsewhere in the Concept Paper

A

REFERENCES

154
Q

Paperman

A

REACTION PAPER; by WALKT DISNEY ANIMATION directed by John Kahrs

Acadeng (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions