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McNeil 1

Comment by Christin: Hi, Yolanda! Welcome to the Online Writing Center (OWC). I appreciate the opportunity to review your newest paper! 😊 While I will be providing comments throughout your paper, please note that I will not be editing or marking every error. Our goal is to help you further improve your writing, and I will do my best to aid you in that journey. When applicable, I will also share links to helpful resources. If you see the term “Apply throughout” in a comment, it means that the same issue occurs in other areas of your paper. Those highlighted words indicate that you'll need to scan through the rest of your draft to locate and resolve similar errors. Be sure to review the MLA formatting requirements before submitting your paper for final grading. There is a great online resource for the basics of MLA formatting at https://www.liberty.edu/casas/academic-success-center/mla-guide/ I hope these comments help! If you have any specific questions that I did not address here, feel free to email the OWC at [email protected]. Also, please be sure to complete the Student Satisfaction Survey located at the bottom of your completed request. Disclaimer: Remember that the OWC is not an editing service. Our comments and suggestions are not exhaustive. Our service is designed to help you recognize and correct your writing so that you can become a better writer. Except where otherwise noted, formatting suggestions follow the latest (8th) edition of the MLA Handbook.  If in doubt about whether to use this edition, please consult your professor. 

Yolanda McNeil

Ernest Enchelmayer

ENGL 633

LANGUAGES – Facet of Grammar

22-JUNE-2020

Abstract Comment by Christin: Unless otherwise specified, an abstract is not typically required MLA papers. See the OWC’s MLA Formatting Quick Guide and MLA Sample Paper for additional guidance.

The research that was conducted focused on problems & issues with Yes/No questions. The research that was conducted consulted ten different peers reviewed materials where each of the materials plays an imperative role in understanding the issues that surround the use of yes/no questions. The research revealed that yes/no questions are complex more than they may look. Research also demonstrated that there are instances and cases where yes/no questions are applicable. The method of teaching the research topic that was selected was learner-centered. Learner-centered methods have proven to be some of the most effective methods of teaching and applying them would be a strategic move. Research has demonstrated that the questions are limiting thus cannot be employed in some cases that need qualitative data. Comment by Christin: Avoid using the ampersand (&) in the text of a sentence as it tends to give the paper an informal tone. Apply throughout. For example, instead of “The researchers found that the treatment was both well-tolerated & effective,” the better alternative would be “The researchers found that the treatment was both well-tolerated and effective.” Resource: When to Use the Ampersand Comment by Christin: Did you mean to say “peer reviewed”?

Introduction

Questioning is part and parcel of the life of a human being. Interactions play a fundamental role in ensuring that members of society reason together. However, there are methods of interactions that might promote complexity in communication. Considering the fundamental role that questions play in society, it is important to note that they might have a negative impact on the process of passing information from one person to another. The focus of this research will be on problems & issues with Yes/No questions. First, there is a dire need to understand the nature of Yes/No questions. A Yes/No question is also known as a closed-end question. The reason behind it is that the question only gives one a single choice. Explanations and details are not paramount when it comes to Yes/No questions. Comment by Christin: Spelling Comment by Christin: You’re off to a good start here. Consider also including a thesis statement that clearly conveys the central idea of your entire paper and presents an argument that is reflective of your post-research critical thinking. It’s always best to place the thesis statement at the end of the introduction. This serves as a transition into the rest of the paper, which supports the thesis statement. A thesis statement is a strong statement (consisting of a single sentence) that you can prove with evidence. It is not a simple statement of fact; it makes a claim others might dispute or challenge. A thesis statement can also be thought of as the angle or point of view from which you present your material. A strong thesis statement: (1) tells the reader how you will interpret the significance of the subject matter under discussion, (2) is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper, (3) directly answers the question asked of you or by you, (4) makes a claim that others might dispute, and (5) is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. Please refer to this link on the OWC for further assistance: https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2019/04/Thesis_Statements_for_Research_Papers.pdf

Second, it is imperative to know the limitations of close-ended questions. In some cases, a person is presented with an issue that yes or no is not the most appropriate answer. It is at this point where it becomes important for a person to explain the answer. When there is a need for explanation, yes/no questions do not pass the test of the day. Students go through the education system not only to gain knowledge about certain concepts but also to know the limitations of using some tools and concepts. Teaching students about the issues that surround yes/no question is paramount because this is a skill that has no limited application. The skill and knowledge that are passed to the student pertaining to the issue of yes/no questions are applicable in different areas of the student’s life. The essentiality of the skill is that it is not limited to language and linguistic students alone. The use of yes/no question is applied in almost area of life and this can be seen in daily conversations that people engage in. Comment by Christin: There appears to be unnecessary extra line spacing in between your paragraphs. Note that MLA requires the entire paper to be double spaced with no extra line spacing in between paragraphs. Using MS Word’s “Home” “Paragraph” makes formatting easier. Change the spacing before and after to “0” (MLA 76-80). Apply throughout. Resource: MLA Sample Paper Comment by Christin: When referring to more than one, be sure to use the plural form. For instance, instead of “Jacklyn bought two new sweater at the department store,” the correct alternative would be “Jacklyn bought two new sweaters at the department store.” Resource: Plurals Comment by Christin: In almost what area? Comment by Christin: A comma is used before the coordinating conjunction—“and,” “but,” “so,” “yet,” “or,” “nor,” or “for”—joining two independent clauses. For example, instead of “Cara went shopping and I stayed home,” use “Cara went shopping, and I stayed home.” Apply throughout. Resource: Commas Before Coordinating Conjunctions

Research on using/teaching

Researchers have paid attention to the issue of yes/no questions and many have conducted research about it. Most of the researchers seem to agree that the use of yes/no questions is complex and not as simple as it may seem. On the other hand, there are researchers who seem to agree that the utilization of yes/no question is paramount in some fields as well as cases. Ahern, Stolzenberg, McWilliams, and Lyon are some of the researchers who have focused on the topic of research (Ahern et al. 799). The researchers agree that at times, there are limitations and boundaries that yes/no question establish. However, the case can change when the audience changes.

Ahern et al. assert that teaching adults are different than teaching children (Ahern et al. 784) Adults are in a stage where they must create meaning to everything they do. Also, anything they embrace must have meaning. Therefore, they are likely to be interested in more explanations. When such explanations lack, it becomes a challenge for one to trust the lesson being passed to him or her (Ahern et al. 802). When it gets to the case of children, their main motivation is to grasp the skill and have the basic knowledge. Given the case of the child and adult, it becomes evident that the two are in different stages of learning and at the same time, the two are moved and fascinated by different things. The application of yes/no questions among children might, therefore, be a good choice to make (Ahern et al. 801). However, the case changes when it comes to adults and this is because adults would prefer an approach that promotes a conversation or discussion (Ahern et al. 800). Ahern et al. are not the only researchers who have explored or researched the topic of research. Clark et al are also some of the researchers who have thrown weight behind the topic of research and the share their findings in the next paragraph. Comment by Christin: Subject-verb agreement. The verb must agree with the subject in person and number. A singular subject requires a singular verb. For example, instead of “Betty are going to the mall.” Use “Betty is going to the mall.” Apply throughout. In this particular case, the singular subject “teaching” does not agree with the plural verb “are”. Consider changing the highlighted verb to the singular form for subject-verb agreement. Resource: Subject-Verb Agreement Comment by Christin: Be sure to include the sentence’s terminal punctuation (i.e a period) after the in-text reference (MLA 1.3.7). Apply throughout.

Clark et al. are researchers who looked at the topic of research from the complexity point of view. The researchers state that yes/no questions are not as easy as they may look (Clark et al. 20). A yes/no question gives you no choice but to only rely on one side of the answer. In this case, there are questions to ask (Clark et al. 29). The main question is; what if the answer is not a definite yes or no? What if the answer is partly a yes or no? Such questions help one to understand and appreciate the complexity of yes/no questions. Clark et al. do not end their research after exploring the issue of complexity. Instead, the researchers go extra mile to explore more about effectiveness. Comment by Christin: A semicolon is unnecessary here. Semicolons are used to indicate a major division in a sentence, such as when separating two independent clauses that otherwise could stand alone as complete sentences. For example, instead of “John and Rebecca went to the park, Joe and Alexia went to the restaurant,” the correct alternative would be “John and Rebecca went to the park; Joe and Alexia went to the restaurant.” In this case, the phrases before and after the semicolon are not both independent clauses, and the semicolon is not needed. See this helpful article for more guidance on how to style a question within a sentence: https://style.mla.org/direct-question-in-a-sentence/ Comment by Christin: Missing article. Articles are adjectives that modify nouns. English has two articles: a/an and the. The is used to refer to specific or particular nouns; a/an is used to modify non-specific or non-particular nouns. We call the the definite article and a/an the indefinite article. For example, instead of “I made cup of soup for lunch,” the correct alternative would be “I made a cup of soup for lunch.” There is an excellent presentation on articles on the OWC website at https://www.liberty.edu/media/1171/Articles.pdf.

One of the factors that have played a role in limiting the effectiveness of yes/no questions is that they are limitative (Clark et al. 19). When a person is asked to answer with a yes or a no, it means that if the answer is not within the yes or no bracket, his or her answer is not credible. Yes/no questions limit the freedom of the person who is answering the questions (Clark et al. 12). Questions are employed when answers are needed. It is imperative to note that the quality of the answers that a person provides is dictated by the environment. Therefore, the promotion of freedom when asking questions becomes pivotal. When participants are limited to answer questions, they might answer without genuineness for the sake of getting over with it. Yes/no questions are not only used in daily engagements and English lessons but they are also used in business. The research also looked at the issue from a business perspective where Dzendzik, Vogel, and Foster shared their research findings.

Dzendzik, Vogel, and Foster are researchers who have explored the topic of research from a business perspective. According to the authors, yes/no might be a good way to answer questions but it is not the best. A good example that has been given has touched on an incidence where a customer asks about the specifications of a certain product. In this case, a yes or a no would be good (Dzendzik et al. 65). However, there is a need to focus on more than only answering a question. It is important to answer and explain the answer.

According to the authors, one of the problems with yes/no questions is that they do not give a person a chance to explain further. In the field of business, yes or no might not answer the question. It, therefore, means that yes/no questions limit the information that is shared between the buyer and seller (Dzendzik et al. 26). Open-ended questions are the most suitable forms of questions in the field of business. Sellers need the chance to explain their products to give buyers a chance to know and understand the different varieties of products that are in place. The employment of yes/no questions in the field of business has therefore proven to be ineffective when it comes to answering some of the business questions.

Hayes, Stewart, and McElwee focus on the challenges that face children when they are answering yes or no questions. In this research, the authors have paid attention to different instances when children are expected to answer using a yes or a no (Hayes et al. 173). the research has revealed that the circumstance under which a child is asked a question dictates the type of an answer a child will provide. Also, research has helped to note that there are circumstances that promote the use of yes/no questions and at the same time, there are circumstances that frustrate yes/no questions (Hayes et al. 173). The use of yes/no questions in circumstances that are not suitable is likely to affect the comfort of the children in answering the questions that have been asked. Comment by Christin: Be sure to begin every sentence with a capital letter. Apply throughout. For example: Incorrect: the computer lab will be open until 10:00 p.m. Correct: The computer lab will be open until 10:00 p.m. Resource: Capitalization

Hayes et al. agree that when a child is already familiar with the subject or content, a yes or no question is applicable (Hayes et al. 173). For example, when a child is told that an elephant is green and then asked to state whether it is true or false, it helps to jog the memory of the child (Hayes et al. 173). In this case, the question needs no further explanation. In the case of the child, it is evident that the child had an idea of what an elephant looks like. The case would have been different if this would have been the first time that the child is hearing about an elephant (Hayes et al. 173). A yes or no question would not be appropriate in this case because if the child does not know what an elephant is, the child cannot know what color it is. In this case, yes or no questions present an issue.

Hayes et al. also focus on the need for a child to provide an explanation (Hayes et al. 173). In some cases, children want to provide more than an answer. They might be interested in interaction and engagement. Also, they might be interested in explaining how they arrived at the answer. It is during such instances that it becomes important for open-ended questions to be employed instead of closed-end questions (Hayes et al. 173). A yes or no question is likely to frustrate and annoy the child when he or she needs to know or explain more about a certain issue. The research by Hayes et al. has highlighted some of the areas that yes or no questions are applicable but it has made a parting shot of the limitations and issues that revolve around the use of yes/no questions (Hayes et al. 173). Comment by Christin: Nice sentence variety!

According to Hedberg, Sosa, and Görgülü, the intonation of yes/no questions differs from other intonations (Hedberg et al. 321). The reason why there is a difference is that yes/no questions look for different information and answers when compared to other types of questions. When it comes to yes/no questions, there is a sense of finality. The answer that the person answering provides becomes the final answer. The reason behind it is that this is a style of questioning that only needs one word for an answer. Therefore, intonation must demonstrate so.

Intonation changes in other forms of questions because the person asking the questions is interested in more than only a yes or a no (Hayes et al. 2017). The tone of a person is dictated by the message the person is passing across or the answer that one is expecting. When one is expecting more than only a yes or a no, it is likely for the person to demonstrate patience when asking questions (Hayes et al. 2017). The main reason for demonstrating patience is to ensure that the mood to gather more answers is created (Hayes et al. 2017). This is contrary to yes or no questions where the person questioning uses a finality tone.

Research by Mehrani and Peterson has helped to point out and highlight some of the limitations that are present when using yes or no questions (Mehrani and Peterson, 91). The researchers have focused on preschoolers. Before a child is allowed to start schooling formally, there are different processes that are involved. Each of the processes is paramount because it helps to assess if the child is ready to begin the journey of education. At the same time, it helps to know the skills of a child (Zhao et al. 10). However, there are biases when it comes to the implementation of yes/no questions. Comment by Christin: Continue scrolling for additional comments.

One of the major limitations that come along with yes/no questions is the choice that one is given to make (Mehrani & Peterson, 94). It is essential to know why yes/no questions are not used in higher education or secondary education. An answer can either be yes or no. when presented with only two choices, the chances of getting the answer right are equal to the chances of getting the answer wrong (Mehrani & Peterson, 91). The form of question fails to look into the merits of a person who is answering the questions. The issue of merit comes in place because the person who does not know the right answer has an equal chance to get the answer right when compared to a person who already knows the right answer (Mehrani & Peterson, 92). For example, a student might be told that a hippopotamus lives in water.

The student might be asked to answer with a yes or a no. in this case, it is either a yes or a no. it, therefore, means that even when the student does not know the right answer, there are chances that he or she can get it right (Mehrani & Peterson, 95). With this in mind, it becomes evident that there are high chances of getting the right answer even if one does not know it (Mehrani & Peterson, 97). It, therefore, means that people who are not the same when it comes to their academic capabilities might find themselves on the same side of the yes/no questions was the methods used to recruit or assess the students. Comment by Christin: Spelling/wrong-word error. Comment by Christin: Subject-verb agreement. The verb must agree with the subject in person and number. A plural subject requires a plural verb. For example, instead of “Betty and I is going to the mall.” Use “Betty and I are going to the mall.” Apply throughout. In this particular case, the plural subject “yes/no questions” does not agree with the singular verb “was.” Consider changing the highlighted verb to the plural form for subject-verb agreement. The OWC has an excellent resource on subject-verb agreement here: https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2019/04/Subject-Verb_Agreement.pdf.

According to Okanda, Zhou, Kanda, Ishiguro, & Itakura (2018), yes/no questions are as important as their results but that does not mean that they are the only means, methods, or ways that should be utilized when answering questions in different areas and fields. The researchers have paid much attention to children. According to the researchers, there is a reason why most researchers in the field of education have focused on children when it comes to the use of yes/no questions. The main reason is associated with the fact that such questions are widely used for children. Comment by Christin: According to which researchers? Consider clarifying.

Okanda et al. have helped to understand the limitation of yes/no questions (Okanda et al. 2079). Even though yes/no questions are widely used especially when it comes to children, it is essential to note that there are factors of consideration (Okanda et al. 2079). The prior knowledge of a student is the basis for presenting yes/no questions. A child or student can only answer yes or no to what he or she knows (Okanda et al. 2079). Therefore, there is a need to introduce the subject or concept before employing the yes/no questions. It, therefore, means that there are factors that might affect the applicability or effectiveness of yes/no questions. A method that is only used in a certain scenario is limitative and that means that it cannot be widely embraced by any party that desires to (Okanda et al. 2079). The reason behind it is that the method might prove to be ineffective or irrelevant.

Methods of teaching/using

The methods of teaching the topic are learner-centered methods. In the modern world of education, learner-centered methods are widely practiced and embraced. The changes that are taking place in the world are affecting all institutions and education is one of the areas that have been affected (Zhang Waring et al. 311). The brain of a human being continues to evolve and that has affected many areas of the life of a human being. As opposed to traditional methods of teaching where the teacher was the master, in learned centered methods, the teacher is a learner as well (Zhang Waring et al. 309).

Even though democracy might look more like a political term, it is an aspect that is not only implemented in politics but it is also implemented in education (Stolzenberg et al. 167). Psychologists have outlined the advantages that come along with using interactive methods of teaching. The reason why learned centered methods of teaching have been the most preferred for this project is associated with the fact that the main aim is to enlighten the student and make sure that the student has grasped as much knowledge as possible (Stolzenberg et al. 173). It is also important to know and understand the impacts that the learning environment has on the students as well as the process of the educator.

Different strategies are associated with learner-centered methods and they are some of the factors that have promoted the wide adoption of the methods. The first advantage is associated with the learning environment (Stolzenberg et al. 169). Educators understand that the learning environment is as important as the skills that are passed to students. When the learning environment fails to promote peace, there might be a problem. The education process is one of the processes that are dictated by both the body and the mind of a human being (Zhang Waring et al. 318). When the body is not in its best state, the process of grasping new knowledge and information is hindered. The same case applies to the mind of a human being. The brain of a human being must be alert if a student is to grasp the knowledge and skills that have been passed to him or her (Zhang Waring et al. 318). When the environment of learning is not favorable, the student is exposed to stress. Stress affects the concentration of the student and therefore, there is a need to promote an environment that fosters the learning process of the student (Zhang Waring et al. 312). Comment by Christin: Continue scrolling for additional comments.

Learned centered methods have proven to be effective when it comes to relieving stress and creating a learning environment that makes it easier for students to grasp as much knowledge as they can. The student becomes the center of attention in learner-centered methods. When the focus is on the student, it becomes easier for the educator to note the problem that the student might be going through (Zhang Waring et al. 318). A teacher has an obligation to ensure that his or her students are faring well. Therefore, it is easy for the educator to identify an issue that is affecting the peace of the student and address it.

Learned centered methods promote equality. In education, a teacher is taught how to connect with the students. One of the strategies that are taught is lowering oneself to the level of the student. A student in most cases feels like an inferior person in the classroom (Zhang Waring et al. 308). The reason behind it is that the past methods of teaching have created an impression that the teacher is the dominant person in the classroom. Learner-centered methods come to change the notion by making the teacher an equal partner in the classroom (Zhang Waring et al. 310). Considering that the teacher focuses on the needs of each of the students, the method becomes important because of its ability to promote a learning environment that every person feels like part and parcel of (Zhang Waring et al. 307). Comment by Christin: Spelling. I noticed that you spelled this as both “learner centered” and “learner-centered.” Consider revising to ensure consistent spelling of this term throughout.

Openness in a classroom is an essentiality in the modern world of education. Traditionally, openness was frustrated because teachers felt that they were in a level or class that did not need the questioning of the students (Zhang Waring et al. 320). Such has since changed and students and teachers can engage in open dialogues that help them to forge the way forward and come up with interventions that can improve the learning process. Learner-centered teaching methods are the most appropriate in teaching more about the research questions (Stolzenberg et al. 173). The method will help to enhance the understanding of the students by a significant percentage.

Discussion

Research has helped to know and understand that there is an issue with yes/no questions. The use of yes/no questions faces challenges almost in every area or field. The characteristics of the questions as well as the goals that can be attained using the questions are limited (Stolzenberg et al. 170). The first and major issue that has been highlighted pertains to limits that are established by the type of questions. A yes or no question gives one to make one choice. In some cases, the answer that is needed must be detailed. In such a case, it means that giving one an option of yes or no is limiting that specific person. Comment by Christin: Gives one what to make one choice?

Yes or no questions impact the freedom of the person who is answering the questions. Freedom is promoted when there is a wide variety of choices to choose from. When the freedom of answering questions is promoted, the answers are likely to be detailed (Stolzenberg et al. 307). The person answering the questions is given the freedom to provide as many detailed answers as possible. Yes or no questions, therefore, come in place to affect the quality of the answers that are provided.

Another issue that was evident is associated with the implementation of questions with yes or no answers. The utilization of the questions is limited because the questions cannot be used to answer qualitative questions. One can only use the questions when he or she is in need of quantitative data. In the case of qualitative data, it is important to note that details are essential. The lack of details in an answer affects the quality of the answer.

Conclusion

Without fear of doubt, yes or no questions have limitations and issues. It is important to pass this knowledge to students with the major aim of instilling them with the knowledge that they need when selecting the types of questions to use. Yes or no questions negatively affect the freedom of the person who is answering the questions. However, there is a need to focus on more than only answering a question. It is important to answer and explain the answer (Stolzenberg et al. 171). Open-ended questions are the most suitable forms of questions in the field of business. Research has helped to note that there are circumstances that promote the use of yes/no questions and at the same time, there are circumstances that frustrate yes/no questions. A yes or no question is likely to frustrate and annoy the child when he or she needs to know or explain more about a certain issue. Comment by Christin: You did a nice job summarizing your key points in your conclusion here. I would only suggest that you end the paper on a more by stating what you believe is the better alternative to this problem (the fact that yes or no questions frustrate and annoy the child in these cases). Otherwise, it may feel as if there is a lack of finality to the paper. According to Purdue’s Online Writing Lab (OWL), “The Conclusion of a research report is usually a very short section that introduces no new ideas. You may ask, then, why include conclusions? The conclusion is important because it is your last chance to convey the significance and meaning of your research to your reader by concisely summarizing your findings and generalizing their importance. It is also a place to raise questions that remain unanswered and to discuss ambiguous data. The conclusions you draw are opinions, based on the evidence presented in the body of your report, but because they are opinions, you should not tell the reader what to do or what action they should take.” See the OWL at: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/conclusions.html

Works Cited

Ahern, Elizabeth C., et al. "The effects of secret instructions and yes/no questions on maltreated and non‐maltreated children's reports of a minor transgression." Behavioral sciences & the law 34.6 (2016): 784-802. Comment by Christin: The basic form for an article from a scholarly journal is: Author(s). "Title of Article." Title of Journal, vol. volume number, no. issue number, publication date, pp. pages. For example: Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no.1, 1996, pp. 41-50. Apply throughout. See pages 21-22 in your MLA handbook for additional examples. Resource: MLA Citation Guide for Journal Articles

Clark, Christopher, et al. "BoolQ: Exploring the surprising difficulty of natural yes/no questions." arXiv preprint arXiv:1905.10044 (2019).

Dzendzik, Daria, Carl Vogel, and Jennifer Foster. "Is It Dish Washer Safe? Automatically Answering “Yes/No” Questions Using Customer Reviews." Proceedings of the 2019 Conference of the North American Chapter of the Association for Computational Linguistics: Student Research Workshop. 2019.

Hayes, Jennifer, Ian Stewart, and John McElwee. "Children’s answering of yes-no questions: A review of research including particular consideration of the relational evaluation procedure." Behavioral Development Bulletin 22.1 (2017): 173.

Hedberg, Nancy, Juan M. Sosa, and Emrah Görgülü. "The meaning of intonation in yes no questions in American English: A corpus study." Corpus Linguistics and Linguistic Theory 13.2 (2017): 321-368.

Mehrani, Mehdi, and Carole Peterson. "Interviewing preschoolers: Response biases to yes–no questions." Applied Cognitive Psychology 31.1 (2017): 91-98.

Okanda, Mako, et al. "I hear your yes‐no questions: Children's response tendencies to a humanoid robot." Infant and Child Development 27.3 (2018): e2079.

Stolzenberg, Stacia N., Kelly McWilliams, and Thomas D. Lyon. "The effects of the hypothetical putative confession and negatively valenced yes/no questions on maltreated and nonmaltreated children’s disclosure of a minor transgression." Child Maltreatment 22.2 (2017): 167-173.

Zhao, Jingbo, and Robert S. Allison. "Comparing head gesture, hand gesture and gamepad interfaces for answering Yes/No questions in virtual environments." Virtual Reality (2019): 1-10.

Zhang Waring, Hansun, et al. "Going general: Responding to yes–no questions in informational webinars for prospective grant applicants." Discourse & Communication 12.3 (2018): 307-327. Comment by Christin: Yolanda, I enjoyed reading your essay! You presented many interesting insights about the issues surrounding yes/no questions. Additionally, your writing is very clear, and you did an excellent job maintaining a professional tone. You also consulted a variety of scholarly sources in your research. Overall, this is a very nice paper! When you revise your draft, I recommend that you focus on thesis statement development, subject-verb agreement, and MLA formatting as noted. For additional grammar and formatting resources, consider reviewing the many helpful writing aids on the OWC website at: http://www.liberty.edu/academics/graduate/writing/index.cfm?PID=12268 If you have any specific questions that I did not address here, you can email the OWC, request a Skype appointment, or use the Livechat option. I sincerely hope my suggestions are helpful to you! I wish you all the best as you move forward in your educational journey. God bless! Christin