Survey Rhetoric 1030

https://www.surveymonkey.com/r/D22WGB5

Two Research Questions Business Rhetoric 1030

Two Research Questions

Business Rhetoric 1030

1^st Idea

1.         Question:

a.          What are the best methods of time management when studying or doing work, that you have picked up while in college? Where are the major distractions that take you away from your work?

2.         Participants:

a.          I will reach out to the students around me that are attending the university of Iowa as well as other colleges that my friends from back home go to.

b.         By using students that are in college I will be able to find a diverse response to the question I will be asking.

3.         Conducting research:

a.          WHERE: I will conduct my research through an online resource here in Iowa City, IA.

b.         HOW: I will use an online resource called survey monkey in which I will be able to ask a series of questions to students who will be able to respond in anonymous way. There will be no bias from me.

4.         Analyzing:

a.          I will look at the data and group it according to major, location of studying, class load, GPA and many other questions. With this data I will be able to make conclusions on how people learn in certain environments. Ideally enough people will respond so I can see a trend in the data that comes up.

5.         Presentation of Data:

a.          I plan on presenting the data in clear graphs, charts and data tables. The graphs should show trends in the results that I collected.

2^nd Idea

1.         Question:

a.          Where do students spend their money during the week and on the weekends? Is the money spent more on school or social reasons? What purchases do students regret?

2.         Participants:

a.          Students at the University of Iowa as well as students from a variety of schools that I know from high school.

b.         Through this diverse pool of people, I will be able to get a good amount of responses from different environments. This will broaden the results and make the data more interesting  

3.         Conducting research:

a.          WHERE: I will conduct my research in Iowa City, IA.

b.         HOW: I will use an online resource called Survey Monkey to attain responses from students across campus. I will utilize social media by posting links for my survey on my profile for everyone to see. This will allow anyone around campus to respond to my questions.

4.         Analyzing:

a.          I will use the results from the survey and group the data into groups such as social spending, academic spending food and many more. I will also take into consideration the time of day and week as that may have an effect on what people are buying and how much they are spending.

5.         Presentation of Data:

a.          I will use clearly presented graphs, tables and charts to show off my findings in an understandable way. I will also use these visuals in my analysis as it will help make my points clearer to the reader.

Analysis of “Freakonomics” and “Economists Sell Bagels”

Analysis of “Freakonomics” and “Economists Sell Bagels”

Similarities:

Both speak upon the same topic: Bagel delivery by an MIT graduate. They both analyze how people react to the deliveries that this one man makes. They look at the data that the supplier collected and analyze the trends that come and go. In the end, both have very similar conclusions despite having come to them in different ways.

Differences:

In Freakonomics the author uses a much more relaxed way of speaking on the data. Rather than giving all the numbers and what they all mean, he simply gives the reader a basic summary of what came out of the experiment. It was very general and not specific on the actual results. In the other paper, the formatting and the style of writing was very proper. It seemed very professional and the results were shown in tables as well as graphs. All of the graphs show all of the data rather than just talking about the general idea of what the data stands for.

In class analysis of IMRaD paper

o   Abstract

§  Identify

·             Introduction: The factor provoking instant and powerful abreaction from a reader, however, is often a perceived error in grammar or usage.
·             Methods: This study tests the extent to which business executives and business communication academics were bothered by selected examples of these questionable usage elements.
·             Results: show usage elements that troubled readers most were basic sentence-structure errors such as run-ons, fragments, nonparallel structure, and danglers
·             Discussion: Several usage errors, such as the use of "disinterested" for "uninterested" and the use of qualifiers with absolutes such as "unique," may be in transition to acceptability. The error of completing a linking verb with an adverbial clause troubled few. Executive readers were bothered less by the questionable usage elements, overall, than academic readers, and younger readers less than older readers. Acknowledging to students that usage changes, clarifying differences between written and spoken dialects, and exemplifying and explaining the most bothersome errors (using a minimum of traditional grammar terminology) can help students overcome some writing weaknesses. 

o   Paper:

§  Identify:

·             They say (writer’s opinion): In their efforts to write Standard English in business messages, business students rather persistently make certain written-English usage errors.

·             However: gap, problem research question?: In the opinions of business communication teachers and executive respondents in large organizations, what rules are important enough to warrant strong emphasis in our classes?

·             Data indicates (What the facts mean): Table 1 presents the 10 items that respondents found most distracting, the general mean for aU respondents, and the means for executives and academics.

·             There many tables that indicate the most bothersome and least bothersome mistakes made in writing, divided by age groups.

·             Others might say (opinion of others): People do not always agree that these problems are as bothersome or as not bothersome as previously stated. People have varying opinions on the research topic.

·             Why should we care? (what does it mean to us, for everyone): If students are taught how to write in a productive and meaningful way then their learning experience would be better and they would get more out of their education. They will also become better writers since they are starting off with different, more correct way of writing.