Category Archives: CTW I

Areas of Study The areas I would like to investigate are pedagogy and psychology. Pedagogy is the concepts and theories behind teaching methods. It deals with education as a theoretical concept that can be analyzed through historical precedents and societal … Continue reading →

I managed to go through four years of high school without writing an annotated bibliography. Now, though, it is my time to shine. My research question is whether political identity My research question is whether political identity has an impact … Continue reading →

This post will be referring back to the importance of secondary, or argument, sources in academic writing. Another interesting claim made by my classmate is that primary sources lack the biases that exist in secondary sources. While I admit secondary … Continue reading →

  Would you rather stalk your prey from the bushes, following the trail to find the right moment to strike, or would you scavenge those same bushes collecting any and all objects that are even remotely useful? These two situations … Continue reading →

The impact of the Cold War has impacted and continues to impact the United States on multiple fronts. By typing in CNN or BBC News into the toolbar on the top of the screen, you will most likely find a reference to it. In order … Continue reading →

My archival piece, a brochure of an Executive Symposium with the Republic of China, initially argued that the Cold War directly affected institutions for higher education. Essentially, the fear and opposition of the American public to Communism led colleges and … Continue reading →

My class- and roommate Chris Sung wrote about his reliance of primary, aka exhibit, sources in his first post. While I agree that exhibit sources are important, I think they should be used in conjunction with argument sources in order … Continue reading →

By power, I mean information. However, if information is power then I guess it is power? Regardless, reading through these articles, Tirabassi and Greene especially, changes the lens for approaching new information in other classes. The ability to sort sources … Continue reading →

“The Great Research Disaster” reminds me of my own experience with research until this point in my academic career. As a high school student, my main priority was to achieve the highest grades I could to impress colleges. Secondary to … Continue reading →

  The first step in my process is to formulate a research question. Formulating a research question frames the topic into something that requires an answer. Next, I try to learn a little about a lot of the topic and … Continue reading →