Examples Of Level Two Questions

Examples Of Level Two Questions

Imagine that you’re sitting in a classroom, listening to your professor. The class is packed with students who are eager to learn something new, but the professor is droning on about some stuffy topic. She drones on and on about how change is inevitable, but one student isn’t so sure. He’s not paying attention because he’s thinking about how much more interesting it would be if he could learn by asking questions instead of listening passively.

In this post I’ll show you five examples of level two questions from an article titled “Why do we need libraries?” Each example will help you understand how these types of questions work and why they’re so important for learning new things.

Why is this article relevant?

The context of this article is the author’s intention to inform his readers about what he believes are important issues. What does he hope to accomplish through his writing? It’s clear from the title and subtitle that he wants people to acknowledge that there are differences between men and women, but he also wants them to understand these differences in a positive way. He’s trying to correct a false perception about what makes someone masculine or feminine by pointing out some facts about both genders.

How does this article fit into its own publication? Why did they decide it would be worth publishing? You can find out by reading the author bio at the end of every piece of writing on Medium: who wrote it, why they care so much about this topic (or topic), how long they’ve been working on it (if applicable), etc.

How has the author structured the evidence to support their argument?

In the “How has the author structured the evidence to support their argument?” question, you must consider how the evidence has been structured.

The way that an author structures their evidence can help them make a persuasive point or argument. For example, they may use different types of facts or arguments in order to convince you that they are right. They may also use several examples which show a pattern or trend in order to prove their point more effectively. In other words: if there is any kind of pattern or sequence in your answer (even if only one thing connects) then it will be considered as such by most examiners and this could get you some credit!

What key words do you need to understand in order to fully grasp their argument?

The key words are the words that are used in the argument and other parts of the piece. These are often nouns, verbs, or adjectives. You can find these words by looking at how they’re used in contrast to other words within a sentence or paragraph. For example, look at this sentence: “The writer talks about how he went on vacation and enjoyed it very much.”

“Vacation” and “enjoyed” are both key words because they tell us something about the topic being discussed—they give us a clear idea of what happened when the author went away for a few days. Key nouns usually appear in titles or summaries; key verbs usually appear early on (in an introduction) or later on (in an example); key adjectives usually describe main ideas throughout an essay.

When are they writing?

When are they writing?

When are they writing? When were they writing? When was the text written? These questions refer to the time of composition, or when a piece was created. That can be helpful for understanding an author’s audience, but it is rarely the most important factor for understanding a piece of literature or art. The more significant question is “when does this work belong?” This question refers to how old something is and when it was written relative to other works from its era. The answer depends on whether you’re looking at genre or subject matter; if it’s about genre, then you’ll want to know what kinds of things were popular then. If your focus is subject matter (which tends to be less specific), then you should look at historical events that might relate back to your subject matter; this will help narrow down dates even further so that they can be used later on in research projects such as timelines or biographies.

Who and what do they reference?

Reference is a way for writers to cite and credit people and things that they have used in their writing.

In the example below, the writer cites a book called The Building Blocks of English Language Arts by Dr. Stephen Krashen. This reference tells us who wrote this particular piece of literature. It also tells us what kind of literature it is (i.e., a textbook) and where we can find it if we want to read more about this style of education:

Where are they speaking from?

  • The author is speaking from their own perspective.
  • The author is speaking from their own personal experience.
  • The author is speaking from their own cultural perspective.
  • The author is speaking from their own historical perspective.
  • The author is speaking from their own political perspective

To question, to learn, is as natural as breathing.

Questioning is one of the most important tools for learning. It’s a way to learn, to think critically about what you read and hear, and to develop your own ideas about the world around you.

You might think that this is obvious, but how many people do you know who don’t question? How many people are content with things as they are? How many people would rather just follow orders than take an active role in their learning process?

The more questions you ask yourself and others—and the more answers you seek out—the easier it will be for you to find information that works for your life.

If you are writing a dissertation or thesis, having level two questions is paramount to the process. You can’t expect to write something that makes sense without answering these types of questions first. They will help you identify what kind of argument you want to make and how to support it with evidence.

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