Sentence examples for constructing questions from inspiring English sources

[ 20] The goal of this component of the curriculum was to have participants practice constructing questions that incorporate features of effective clinical questioning: (1) the specific patient or problem being addressed, (2) the intervention or exposure being considered, (3) a comparison to another intervention or exposure, and (4) the clinical outcome of interest.

The findings were thereafter used in constructing questions added to the source-demographic questionnaire that was used for the study.

In addition, the tests' average difficulty index values were very close to 0.5, which is the value that test authors are advised to achieve when constructing questions and where the test have the maximum discrimination (Doran 1980; Mitkov et al. 2017; Mitkov et al. 2006).

The problems with the two least relevant questions can be explained by the noun phrases "ECB president" and "central bank" that are not as relevant as other noun phrases "debt crisis" and "cheap money" in topic 3. Again, the problem here is to determine the most important noun phrases in a discussion topic before applying question templates for constructing questions.

In this case, and in many others cases, teaching across subject areas, using vivid examples in teaching, and even using imagery in constructing questions, simply masks larger issues in the school that are not being addressed.

It has been reported that constructing questions enhances the recall for a studied text [ 2].

It isn't too difficult to construct questions to test logical reasoning.

One of the best segments on the show was always the 435-part series Better Know a District, where Colbert would interview actual members of Congress about their districts, usually using a set of intricately constructed questions designed to make them say something stupid.

We associate the required model answers in the generated model with their corresponding constructed questions.

Following their LPs, I will ask carefully constructed questions in order to hone the pre-service teachers' ability to ask high-quality questions that will help their students to engage in scientific tasks, just like scientists investigating the natural world.

This assignment was successful in that it clearly relates Tough's children's language functions to the planned activities, and uses this analysis to construct questions that the pre-service teacher would ask when at the school.