Part 1. Definition
This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.
Part 2. Example
Passage: The French and Indian War (17541763) was the North American theater of the worldwide Seven Years' War. The war was fought between the colonies of British America and New France, with both sides supported by military units from their parent countries of Great Britain and France, as well as Native American allies. At the start of the war, the French North American colonies had a population of roughly 60,000 European settlers, compared with 2 million in the British North American colonies. The outnumbered French particularly depended on the Indians. Long in conflict, the metropole nations declared war on each other in 1756, escalating the war from a regional affair into an intercontinental conflict.
Answer: When was the French and Indian War?
Explanation: This question is based on the following sentence in the passage- The French and Indian War (17541763) was the North American theater of the worldwide Seven Years' War. It is a common convention to write (start year-end year) beside a historical event to understand when the event happened. You can ask questions like this one about dates, years, other numerals, persons, locations, noun phrases, verb phrases, adjectives, clauses etc. which exist in the paragraph.
Part 3. Exercise
A public genome sequencing effort of cotton was initiated in 2007 by a consortium of public researchers. They agreed on a strategy to sequence the genome of cultivated, tetraploid cotton. "Tetraploid" means that cultivated cotton actually has two separate genomes within its nucleus, referred to as the A and D genomes. The sequencing consortium first agreed to sequence the D-genome relative of cultivated cotton (G. raimondii, a wild Central American cotton species) because of its small size and limited number of repetitive elements. It is nearly one-third the number of bases of tetraploid cotton (AD), and each chromosome is only present once.[clarification needed] The A genome of G. arboreum would be sequenced next. Its genome is roughly twice the size of G. raimondii's. Part of the difference in size between the two genomes is the amplification of retrotransposons (GORGE). Once both diploid genomes are assembled, then research could begin sequencing the actual genomes of cultivated cotton varieties. This strategy is out of necessity; if one were to sequence the tetraploid genome without model diploid genomes, the euchromatic DNA sequences of the AD genomes would co-assemble and the repetitive elements of AD genomes would assembly independently into A and D sequences respectively. Then there would be no way to untangle the mess of AD sequences without comparing them to their diploid counterparts.
Answer:
What is the final sequencing goal of sequencing diploid cotton genomes first ?