The activities below are designed to help you understand the requirements of the GEN145 Final Assignment.
In this example, a GEN145 student has chosen electric vehicles as her research topic.
During her research, she has found the source below.
Task 1 – Summary
Click on the link and read this text. Then answer the questions below.
What is the best way to start a summary of this text?
- The text “Alternative Fuels Data Center: Electric Vehicle Benefits and Considerations” (n.d.) aims to give a clear picture of the pros and cons of electric vehicles (EVs) or hybrid vehicles (HEVs).
- The text “Alternative Fuels Data Center: Electric Vehicle Benefits and Considerations” (n.d.) aims to convince American readers in particular of the advantages of electric vehicles (EVs) or hybrid vehicles (HEVs).
- The text “Alternative Fuels Data Center: Electric Vehicle Benefits and Considerations” (n.d.) describes in detail how electric vehicles (EVs) and hybrid vehicles (HEVs) work.
Which of the following are NOT appropriate for inclusion in a summary of this text? You may choose more than one.
- The text first examines energy security and argues that EVs and HEVs could make the US less dependent on imported oil.
- The text explains that hybrid electric vehicles (HEVs) typically use less fuel than similar conventional vehicles, because they employ electric-drive technologies to boost efficiency.
- The factors which affect costs of EVs and HEVs in the US are then explored.
- The text explains that US consumers can receive tax credits of $2,500 to $7,500 when they buy an EV and that the size of this government financial support depends on the battery size of the vehicle they are buying.
Task 2 – Evaluating the Source
Look at this source again and answer the questions below.
- Is this a scholarly, peer-reviewed source?
- Can you see an author’s name?
- Is there anything about this source that makes you consider it reliable? What?
- Could this source be biased? Why / Why not?
- Does the source have a references list? How does it let you know where its information came from?
- Can you see a date of publication?
- How current is this source? How do you know?
- Do you think this source is relevant to the student’s research? Why?
Task 3 – How did this source affect the student’s research project?
- Do you think it could have influenced the student’s position on EVs? How?
- Do you think this source could have given the student ideas for new searches or new directions in their research? Explain
- Do you think that this text helped her to collect some useful key words for future searches? What might they be?