Instructions:​​ For each of the questions below, Identify the critical

question type: factual (information), inductive or analytical:

1. How is recognizing writing conventions helpful to the reader? (I)

2. What is a writing convention? (F)
3. How are academic articles different from other text types? (A)
4. What is the difference between “primary,” “secondary,” “traditional,” or
“non-traditional” evidence? (F) Why would an author or you as a writer use these types
of evidence in an academic paper? (I/A)
5. What are the questions that should guide you while reading an academic article? (F)
6. How does using rapid eye movements help in reading “How to Mark a Book”? (A)
7. How does not including limitations in your study report affect the quality of the
academic article? (F-I)
8. What are the levels of various sentences and paragraphs in an academic article? (F) Why
is it important to consider the “level” of these various sentences and paragraphs ? (I)
9. What connections can you make from this guide to SQ3R and “How to Mark a Book”?
(A)
10. What is the difference between a personal reaction to and a critical evaluation of an
academic article ? (F-I)
11. To what audience, is the author writing for? (A)
12. What should you be able to do after reading this guide? (A)
13. How do you judge the quality of the article you are reading? (I/A)
14. What does it mean to consider the implications of an academic article? Why is this an
important step? (F-I)
15. Why should the reader be wary when the author writes, “it is probable or likely that,”
“clearly this is so,” “it should be obvious by now,” “this undoubtedly means”? (F-I)
16. Why do different fields follow different conventions in terms of form and style? In other
words, why do scientists emphasize the experiment and results over the actions of
those conducting the experiment while social scientists include the researcher in parts
of their reports but not others (“data were collected” but “we note that”)? (I-A)

Factual Inductive Analytical