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• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

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Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific, complex and arguable, relevant and original.

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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How to Write a Research Question: Types and Examples 

The first step in any research project is framing the research question. It can be considered the core of any systematic investigation as the research outcomes are tied to asking the right questions. Thus, this primary interrogation point sets the pace for your research as it helps collect relevant and insightful information that ultimately influences your work.   

Typically, the research question guides the stages of inquiry, analysis, and reporting. Depending on the use of quantifiable or quantitative data, research questions are broadly categorized into quantitative or qualitative research questions. Both types of research questions can be used independently or together, considering the overall focus and objectives of your research.  

What is a research question?

A research question is a clear, focused, concise, and arguable question on which your research and writing are centered. 1 It states various aspects of the study, including the population and variables to be studied and the problem the study addresses. These questions also set the boundaries of the study, ensuring cohesion. 

Designing the research question is a dynamic process where the researcher can change or refine the research question as they review related literature and develop a framework for the study. Depending on the scale of your research, the study can include single or multiple research questions. 

A good research question has the following features: 

• It is relevant to the chosen field of study. 
• The question posed is arguable and open for debate, requiring synthesizing and analysis of ideas. 
• It is focused and concisely framed. 
• A feasible solution is possible within the given practical constraint and timeframe. 

A poorly formulated research question poses several risks. 1   

• Researchers can adopt an erroneous design. 
• It can create confusion and hinder the thought process, including developing a clear protocol.  
• It can jeopardize publication efforts.  
• It causes difficulty in determining the relevance of the study findings.  
• It causes difficulty in whether the study fulfils the inclusion criteria for systematic review and meta-analysis. This creates challenges in determining whether additional studies or data collection is needed to answer the question.  
• Readers may fail to understand the objective of the study. This reduces the likelihood of the study being cited by others. 

Now that you know “What is a research question?”, let’s look at the different types of research questions. 

Types of research questions

Depending on the type of research to be done, research questions can be classified broadly into quantitative, qualitative, or mixed-methods studies. Knowing the type of research helps determine the best type of research question that reflects the direction and epistemological underpinnings of your research. 

The structure and wording of quantitative 2 and qualitative research 3 questions differ significantly. The quantitative study looks at causal relationships, whereas the qualitative study aims at exploring a phenomenon. 

• Quantitative research questions:  
• Seeks to investigate social, familial, or educational experiences or processes in a particular context and/or location.  
• Answers ‘how,’ ‘what,’ or ‘why’ questions. 
• Investigates connections, relations, or comparisons between independent and dependent variables. 

Quantitative research questions can be further categorized into descriptive, comparative, and relationship, as explained in the Table below. 

• Qualitative research questions  

Qualitative research questions are adaptable, non-directional, and more flexible. It concerns broad areas of research or more specific areas of study to discover, explain, or explore a phenomenon. These are further classified as follows: 

• Mixed-methods studies  

Mixed-methods studies use both quantitative and qualitative research questions to answer your research question. Mixed methods provide a complete picture than standalone quantitative or qualitative research, as it integrates the benefits of both methods. Mixed methods research is often used in multidisciplinary settings and complex situational or societal research, especially in the behavioral, health, and social science fields. 

What makes a good research question

A good research question should be clear and focused to guide your research. It should synthesize multiple sources to present your unique argument, and should ideally be something that you are interested in. But avoid questions that can be answered in a few factual statements. The following are the main attributes of a good research question. 

• Specific: The research question should not be a fishing expedition performed in the hopes that some new information will be found that will benefit the researcher. The central research question should work with your research problem to keep your work focused. If using multiple questions, they should all tie back to the central aim. 
• Measurable: The research question must be answerable using quantitative and/or qualitative data or from scholarly sources to develop your research question. If such data is impossible to access, it is better to rethink your question. 
• Attainable: Ensure you have enough time and resources to do all research required to answer your question. If it seems you will not be able to gain access to the data you need, consider narrowing down your question to be more specific. 
• You have the expertise 
• You have the equipment and resources 
• Realistic: Developing your research question should be based on initial reading about your topic. It should focus on addressing a problem or gap in the existing knowledge in your field or discipline. 
• Based on some sort of rational physics 
• Can be done in a reasonable time frame 
• Timely: The research question should contribute to an existing and current debate in your field or in society at large. It should produce knowledge that future researchers or practitioners can later build on. 
• Novel 
• Based on current technologies. 
• Important to answer current problems or concerns. 
• Lead to new directions. 
• Important: Your question should have some aspect of originality. Incremental research is as important as exploring disruptive technologies. For example, you can focus on a specific location or explore a new angle. 
• Meaningful whether the answer is “Yes” or “No.” Closed-ended, yes/no questions are too simple to work as good research questions. Such questions do not provide enough scope for robust investigation and discussion. A good research question requires original data, synthesis of multiple sources, and original interpretation and argumentation before providing an answer. 

Steps for developing a good research question

The importance of research questions cannot be understated. When drafting a research question, use the following frameworks to guide the components of your question to ease the process. 4  

• Determine the requirements: Before constructing a good research question, set your research requirements. What is the purpose? Is it descriptive, comparative, or explorative research? Determining the research aim will help you choose the most appropriate topic and word your question appropriately. 
• Select a broad research topic: Identify a broader subject area of interest that requires investigation. Techniques such as brainstorming or concept mapping can help identify relevant connections and themes within a broad research topic. For example, how to learn and help students learn. 
• Perform preliminary investigation: Preliminary research is needed to obtain up-to-date and relevant knowledge on your topic. It also helps identify issues currently being discussed from which information gaps can be identified. 
• Narrow your focus: Narrow the scope and focus of your research to a specific niche. This involves focusing on gaps in existing knowledge or recent literature or extending or complementing the findings of existing literature. Another approach involves constructing strong research questions that challenge your views or knowledge of the area of study (Example: Is learning consistent with the existing learning theory and research). 
• Identify the research problem: Once the research question has been framed, one should evaluate it. This is to realize the importance of the research questions and if there is a need for more revising (Example: How do your beliefs on learning theory and research impact your instructional practices). 

How to write a research question

Those struggling to understand how to write a research question, these simple steps can help you simplify the process of writing a research question. 

Sample Research Questions

The following are some bad and good research question examples 

• Example 1 
• Example 2 

References:  

• Thabane, L., Thomas, T., Ye, C., & Paul, J. (2009). Posing the research question: not so simple.  Canadian Journal of Anesthesia/Journal canadien d’anesthésie ,  56 (1), 71-79. 
• Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research.  Nephrology Nursing Journal ,  45 (2), 209-213. 
• Kyngäs, H. (2020). Qualitative research and content analysis.  The application of content analysis in nursing science research , 3-11. 
• Mattick, K., Johnston, J., & de la Croix, A. (2018). How to… write a good research question.  The clinical teacher ,  15 (2), 104-108. 
• Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls.  Indian Journal of Anaesthesia ,  63 (8), 611. 
• Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions.  ACP journal club ,  123 (3), A12-A13 

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How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning  how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal . 

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

• Be clear and provide specific information so readers can easily understand the purpose.
• Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
• Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
• Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable. 
• Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused 

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature 

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section . 

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions. 

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study. 

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative research questions.

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and qualitative research question examples.

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications. 

2. Do preliminary research  

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option. 

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study. 

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.  

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

Writing Studio

Formulating your research question (rq).

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Formulating Your Research Question Return to Writing Studio Handouts

In a research paper, the emphasis is on generating a unique question and then synthesizing diverse sources into a coherent essay that supports your argument about the topic. In other words, you integrate information from publications with your own thoughts in order to formulate an argument. Your topic is your starting place: from here, you will develop an engaging research question. Merely presenting a topic in the form of a question does not transform it into a good research question.

Research Topic Versus Research Question Examples

1. broad topic versus narrow question, 1a. broad topic.

“What forces affect race relations in America?”

1b. NARROWER QUESTION

“How do corporate hiring practices affect race relations in Nashville?”

The question “What is the percentage of racial minorities holding management positions in corporate offices in Nashville?” is much too specific and would yield, at best, a statistic that could become part of a larger argument.

2. Neutral Topic Versus Argumentative Question

2a. neutral topic.

“How does KFC market its low-fat food offerings?”

2b. Argumentative question

“Does KFC put more money into marketing its high-fat food offerings than its lower-fat ones?”

The latter question is somewhat better, since it may lead you to take a stance or formulate an argument about consumer awareness or benefit.

3. Objective Topic Versus Subjective Question

Objective subjects are factual and do not have sides to be argued. Subjective subjects are those about which you can take a side.

3a. Objective topic

“How much time do youth between the ages of 10 and 15 spend playing video games?”

3b. Subjective Question

“What are the effects of video-gaming on the attention spans of youth between the ages of 10 and 15?”

The first question is likely to lead to some data, though not necessarily to an argument or issue. The second question is somewhat better, since it might lead you to formulate an argument for or against time spent playing video games.

4. Open-Ended Topic Versus Direct Question

4a. open-ended topic.

“Does the author of this text use allusion?”

4b. Direct question (gives direction to research)

“Does the ironic use of allusion in this text reveal anything about the author’s unwillingness to divulge his political commitments?”

The second question gives focus by putting the use of allusion into the specific context of a question about the author’s political commitments and perhaps also about the circumstances under which the text was produced.

Research Question (RQ) Checklist

• Is my RQ something that I am curious about and that others might care about? Does it present an issue on which I can take a stand?
• Does my RQ put a new spin on an old issue, or does it try to solve a problem?
• Is my RQ too broad, too narrow, or OK?
• within the time frame of the assignment?
• given the resources available at my location?
• Is my RQ measurable? What type of information do I need? Can I find actual data to support or contradict a position?
• What sources will have the type of information that I need to answer my RQ (journals, books, internet resources, government documents, interviews with people)?

Final Thoughts

The answer to a good research question will often be the THESIS of your research paper! And the results of your research may not always be what you expected them to be. Not only is this ok, it can be an indication that you are doing careful work!

Adapted from an online tutorial at Empire State College: http://www.esc.edu/htmlpages/writerold/menus.htm#develop (broken link)

Last revised: November 2022 | Adapted for web delivery: November 2022

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VII. Researched Writing

7.1 Developing a Research Question

Emilie Zickel and Terri Pantuso

I write out of ignorance. I write about the things I don’t have any resolutions for, and when I’m finished, I think I know a little bit more about it. I don’t write out of what I know. It’s what I don’t know that stimulates me . I merely know enough to get started. —Toni Morrison [1]

Think of a research paper as an opportunity to deepen (or create) knowledge about a topic that matters to you. Just as Toni Morrison states that she is stimulated by what she doesn’t yet know, a research paper assignment can be interesting and meaningful if it allows you to explore what you don’t know.

Research, at its best, is an act of knowledge creation, not just an extended book report. This knowledge creation is the essence of any great educational experience. Instead of just listening to lectures, you get to design the learning project that will ultimately result in you experiencing, and then expressing, your own intellectual growth. You get to read what you choose, thereby becoming an expert on your topic.

That sounds, perhaps, like a lofty goal. But by spending some quality time brainstorming, reading, thinking or otherwise tuning into what matters to you, you can end up with a workable research topic that will lead you on an enjoyable research journey.

The best research topics are meaningful to you; therefore, you should:

• Choose a topic that you want to understand better;
• Choose a topic that you want to read about and devote time to;
• Choose a topic that is perhaps a bit out of your comfort zone;
• Choose a topic that allows you to understand others’ opinions and how those opinions are shaped;
• Choose something that is relevant to you, personally or professionally;
• Do not choose a topic because you think it will be “easy” – those can end up being quite challenging.

Brainstorming Ideas for a Research Topic

There are many ways to come up with a good topic. The best thing to do is to give yourself time to think about what you really want to commit days and weeks to reading, thinking, researching, more reading, writing, more researching, reading and writing on.

It can be difficult to come up with a topic from scratch, so consider looking at some information sources that can give you some ideas. Check out your favorite news sources or take a look at a library databases like CQ Researcher or Point of Review Reference Center.

As you browse through databases or news sources , ask yourself some of the following questions: Which question(s) below interest you? Which question(s) below spark a desire to respond? A good topic is one that moves you to think, to do, to want to know more, to want to say more. Here are some questions you might use in your search for topics:

• What news stories do you often see, but want to know more about?
• What (socio-political) argument do you often have with others that you would love to work on strengthening?
• What are the key controversies or current debates in the field of work that you want to go into?
• What is a problem that you see at work that needs to be better publicized or understood?
• What is the biggest issue facing [specific group of people: by age, by race, by gender, by ethnicity, by nationality, by geography, by economic standing? choose a group]
• What area/landmark/piece of history in your home community are you interested in?
• What local problem do you want to better understand?
• Is there some element of the career that you would like to have one day that you want to better understand?
• What would you love to become an expert on?
• What are you passionate about?

From Topic to Research Question

Once you have decided on a research topic, an area for academic exploration that matters to you, it is time to start thinking about what you want to learn about that topic.

The goal of college-level research assignments is never going to be to simply “go find sources” on your topic. Instead, think of sources as helping you to answer a research question or a series of research questions about your topic. These should not be simple questions with simple answers, but rather complex questions about which there is no easy or obvious answer.

A compelling research question is one that may involve controversy, or may have a variety of answers, or may not have any single, clear answer. All of that is okay and even desirable. If the answer is an easy and obvious one, then there is little need for argument or research.

Make sure that your research question is clear, specific, researchable and limited (but not too limited). Most of all, make sure that you are curious about your own research question. If it does not matter to you, researching it will feel incredibly boring and tedious.

This section contains material from:

Zickel, Emilie. “Developing a Research Question.” In A Guide to Rhetoric, Genre, and Success in First-Year Writing , by Melanie Gagich and Emilie Zickel. Cleveland: MSL Academic Endeavors. Accessed July 2019. https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/developing-a-research-question/ . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

• Toni Morrison, “Toni Morrison,” in Black Women Writers at Work , ed. Claudia Tate (Continuum Publish Company, 1983), 130. ↵

A database is an organized collection of data in a digital format. Library research databases are often composed of academic publications like journal articles and book chapters, although there are also specialty databases that have data like engineering specifications or world news articles.

A news source is a story or article that runs in a journalism publication or outlet. News sources tend to be about current events, but there are also opinion pieces and investigative journalism pieces that may cover broader topics over a longer period of time.

7.1 Developing a Research Question Copyright © 2022 by Emilie Zickel and Terri Pantuso is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Unit 6: Argumentative Essay Writing

40 Developing RQs and Thesis Statements for Argumentative Essays

Research questions (rq) for argumentative essays.

A research question guides your research. RQs help you identify sources and locate appropriate information in your sources (and ignore information that may be irrelevant) during the research process. As you read, you will become familiar with the topic and the answers to your research question. Once you have found the answers (the evidence), you can formulate your thesis statement and identify supporting ideas.

Effective RQs are:

• Clear: Provide enough information to convey the writer’s purpose.
• Narrowed: Limited to the amount and type of information that can be included in the writing.
• Arguable: The answers to the question are debatable and not simply accepted facts.

What are the criteria of an Argumentative Thesis Statement?

An effective thesis statement for an argumentative essay should:

• The number of English language classes taught in Japanese elementary schools has increased dramatically in the past twenty years.
• Developing English education at the elementary school level in Japan is an inefficient use of time and resources due to the emphasis on grammar instead of speaking, and the limited number of contact hours with a native or near native English speaker.
• Voluntourism programs in the Philippines are not sustainable in the long run because they harm the animals, the environment, and local people.
• Voluntourism in SE Asia is controversial because it impacts the people, environment, and animals.
• The practice of selling organs goes against the natural order of society because organs are not commodities.
• The selling of organs should be prohibited because donors face health issues and recipients often reject the organs.
• Thailand’s 2020 ban on single use plastics does not seem to be an effective way to reduce plastic pollution since the country continues to import plastic waste from foreign countries and participation in the ban is voluntary for local businesses.
• Plastic should be banned to save the animals, the people, and the environment.

Answers: 1 – #1, 2 – #1, 3 – #2, and 4 – #1.

Thesis statements: Arguments or reports?

An argumentative essay expresses a position, or opinion, on the topic; it does not merely summarize or report on information. See the chart and notice the language used to express a position:

• International students benefit from …
• Universities should require …
• Undergraduate university students retain content more effectively …
• It is advisable for instructors to …
• The use of social networking sites by young children harms their development …
• Parents should restrict …
• The recommended guidelines limiting screen use for children under ten have been ineffective …

In the examples below, note the difference between an “argument” and a “report.”    

Argument versus Report

• RQ: What are the negative consequences of alcohol addiction?
• Thesis statement: Alcohol addiction leads to family problems, job loss, and health issues. (Here, the writer simply lists the impacts.)
• RQ: Should the legal age for drinking be lowered from 21 to 18?
• Thesis statement: The legal age for drinking should not be lowered to 18 because of three risks: drunk driving, alcohol poisoning, and violent behavior. (Here, the writer states their opinion by recommending a call for action.)
• Thesis statement: The most important impacts of alcohol addiction on family problems are job loss, and health issues. (Here, the writer has included their evaluation of the many problems by selecting the three most important.)

Adapted from Carlock et al (2010), The ESL Writer’s Handbook

Writing a Good Research Question

Watch the video below to learn how to write a research question for an argumentative essay.

from ARC Library

Using your RQ to Brainstorm Key Words for Research

Once you have your research question, you can begin conducting Internet and database research. Watch the video below to learn strategies for brainstorming “key words” from your RQ.

From Oslis Elementary Videos

Academic Writing I Copyright © by UW-Madison ESL Program is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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Chapter 9: The Research Process

9.1 Developing a Research Question

Emilie Zickel

“I write out of ignorance. I write about the things I don’t have any resolutions for, and when I’m finished, I think I know a little bit more about it. I don’t write out of what I know. It’s what I don’t know that stimulates me .” – Toni Morrison , author and Northeast Ohio native

Think of a research paper as an opportunity to deepen (or create!) knowledge about a topic that matters to you. Just as Toni Morrison states that she is stimulated by what she doesn’t yet know, a research paper assignment can be interesting and meaningful if it allows you to explore what you don’t know.

Research, at its best, is an act of knowledge creation, not just an extended book report. This knowledge creation is the essence of any great educational experience. Instead of being lectured at, you get to design the learning project that will ultimately result in you experiencing and then expressing your own intellectual growth. You get to read what you choose, and you get to become an expert on your topic.

That sounds, perhaps, like a lofty goal. But by spending some quality time brainstorming, reading, thinking or otherwise tuning into what matters to you, you can end up with a workable research topic that will lead you on an enjoyable research journey.

The best research topics are meaningful to you

• Choose a topic that you want to understand better.
• Choose a topic that you want to read about and devote time to
• Choose a topic that is perhaps a bit out of your comfort zone
• Choose a topic that allows you to understand others’ opinions and how those opinions are shaped.
• Choose something that is relevant to you, personally or professionally.
• Do not choose a topic because you think it will be “easy” – those can end up being even quite challenging

The video below offers ideas on choosing not only a topic that you are drawn to, but a topic that is realistic and manageable for a college writing class.

“Choosing a Manageable Research Topic” by PfaulLibrary is licensed under CC BY

Brainstorming Ideas for a Research Topic

Which question(s) below interest you? Which question(s) below spark a desire to respond? A good topic is one that moves you to think, to do, to want to know more, to want to say more. 

There are many ways to come up with a good topic. The best thing to do is to give yourself time to think about what you really want to commit days and weeks to reading, thinking, researching, more reading, writing, more researching, reading and writing on.

• What news stories do you often see, but want to know more about?
• What (socio-political) argument do you often have with others that you would love to work on strengthening?
• What would you love to become an expert on?
• What are you passionate about?
• What are you scared of?
• What problem in the world needs to be solved?
• What are the key controversies or current debates in the field of work that you want to go into?
• What is a problem that you see at work that needs to be better publicized or understood?
• What is the biggest issue facing [specific group of people: by age, by race, by gender, by ethnicity, by nationality, by geography, by economic standing? choose a group]
• If you could interview anyone in the world, who would it be? Can identifying that person lead you to a research topic that would be meaningful to you?
• What area/landmark/piece of history in your home community are you interested in?
• What in the world makes you angry?
• What global problem do you want to better understand?
• What local problem do you want to better understand?
• Is there some element of the career that you would like to have one day that you want to better understand?
• Consider researching the significance of a song, or an artist, or a musician, or a novel/film/short story/comic, or an art form on some aspect of the broader culture.
• Think about something that has happened to (or is happening to) a friend or family member. Do you want to know more about this?
• Go to a news source ( New York Times, Wall Street Journal, Christian Science Monitor, etc)  and skim the titles of news stories. Does any story interest you?

From Topic to Research Question

Once you have decided on a research topic, an area for academic exploration that matters to you, it is time to start thinking about what you want to learn about that topic.

The goal of college-level research assignments is never going to be to simply “go find sources” on your topic. Instead, think of sources as helping you to answer a research question or a series of research questions about your topic. These should not be simple questions with simple answers, but rather complex questions about which there is no easy or obvious answer.

A compelling research question is one that may involve controversy, or may have a variety of answers, or may not have any single, clear answer. All of that is okay and even desirable. If the answer is an easy and obvious one, then there is little need for argument or research.

Make sure that your research question is clear, specific, researchable, and limited (but not too limited). Most of all, make sure that you are curious about your own research question. If it does not matter to you, researching it will feel incredibly boring and tedious.

The video below includes a deeper explanation of what a good research question is as well as examples of strong research questions:

“Creating a Good Research Question” by CII GSU

A Guide to Rhetoric, Genre, and Success in First-Year Writing by Emilie Zickel is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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ENG W270: Argumentative Writing

• Welcome - Start Here

Pre-Searching

Topic too narrow or too broad, from topic to question.

• 2. Background Information
• Databases, Articles, IUCAT, etc.
• Open Web Sources
• 4. Read & Evaluate
• 5. Organize, Write & Cite
• Tutorials and More Help

Developing a Research Question

Detailed description of, "Developing a Research Question"

Before you dive into the first step of the research process, think for a moment about your research plan. Your instructor may have given you a worksheet to guide your pre-search process. If not, that's ok. Just take a few moments to think about the following: 

• What is the issue you are interested in?
• What about this issue do you find interesting? 
• Does your issue have sub-topics that you need to know more about? 
• Use these prompts to help you start thinking about your research question. Feel free to change the question to the future or past tense if that is more appropriate for your topic.

How does . . .

What procedures or actions . . .

What problems . . .

What happens when . . .

What is the role of . . . in . . .

What is the difference between . . .

What causes . . .

What are the effects or results of . . .

How or why did . . . decide to . . .

Who or what influenced . . . to . . .

What is the relationship between . . . and . . .

What are the competing sides . . .

How does. . . change . . .

Now, use the "Developing a Research  Question" infographic to ask some important questions about your issue.

Your topic needs to be scalable to your paper. Make sure it isn’t too broad or too narrow. If you notice any of the following while searching for articles and books, you may need to refine your topic. 

If your topic is too broad:

Apply journalistic question words to your topic to narrow your focus. (e.g., “Global Warming” > “Global Warming on reptiles in Australia” = what, where)

Who | What | Where | When | Why | How

If your topic is too narrow:

Remove one aspect of your topic and/or use the question words to back up a step.

Detailed description of, "From Topic to Question"

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Writing a Research Question

What is a research question?  A research question is a  clear, focused, concise, and arguable  question on which you center your research and writing.

Here are six tips on how to prepare a research questions:

1. Make sure it is a question that  you are genuinely interested in . You will be working on this question all semester; your work will be far more enjoyable and meaningful if you are interested in learning the answer.

2. Make sure that the question centers on a  debatable  point. It should not be simply factual. If the question can be answered with a simple search engine search, is it not a research question. Too Factual: “Who invented the light bulb?” Debatable: “How has the disparity in household energy use between the United States and sub-Saharan Africa over the past hundred years affected health in these two regions?”

3. Make sure that your question is  focused  enough that you will be able to be confident in your conclusions by the end of the semester. Too broad: “What caused the global prominence of the U.S. in the twentieth century?” More narrow: “Were military or economic factors of greater importance to U.S. global dominance starting after World War II?”

4. Make sure that your question is  significant , not just to yourself, but to others. Unimportant: “Why is Mohammed such a common Arabic name?” Significant: “How has the relationship between pan-Arabism and pan-Islamism changed since 1800?” If you are not sure whether your question has historical significance, keep reading, or ask your instructor.

5. Make sure your question is  researchable . That is, are you likely to be able to find evidence that can actually answer this question? Too vague: “Why is gender discrimination such a common phenomenon in the world?” Researchable: “How did women’s experiences of discrimination during the late nineteenth century affect when women learned the right to vote in the U.S. (1920), South Africa (1930), and Japan (1945)?”

6.  Imagine a possible answer . Later this semester, your thesis statement will be your well-informed and thought-out answer to a research question. Don’t worry if your research slowly encourages you to revise your research question. But do make sure that your question is capable of being answered using a clear statement on a debatable issue. If you cannot imagine answers to your question that fit the bill, you might need to review your research question.

Research Essentials

Background sources, selecting and narrowing a topic, from topic to research question, sample research questions.

• Identify Keywords
• Search Tips
• Too Few/Many Results?
• Use Sources
• Scholarly vs Popular
• Thesis Statements
• Cite Sources
• Find Articles
• Primary Sources

Developing a Research Question

For more information on developing a research question, check out this video from the Laurier Library. 

Reference sources like dictionaries and encyclopedias provide general information about various subjects. They offer background that can be a springboard for more in-depth research.

Choose an area of interest to explore. 

For you to successfully finish a research project, it is important to choose a research topic that is relevant to your field of study and piques your curiosity. The flip side is that curiosity can take you down long and winding paths, so you also need to consider scope in how to effectively cover the topic in the space that you have available. If there's an idea or concept you've recently learned that's stuck with you, that might be a good place to start !

Gather background information.

You may not know right away what your research question is - that's okay! Start out with a broad topic, and see what information is out there through cursory background research. This will help you explore possibilities and narrow your topic to something manageable.    Do a few quick searches in OneSearch@IU  or in other relevant sources. See what other researchers have already written to help narrow your focus.  

Narrow your topic.

  Once you have a sense of how other researchers are talking about the topics you’re interested, narrow down your topic by asking the 5 Ws

• Who – population or group (e.g., working class, college students, Native Americans)
• What – discipline or focus (e.g., anthropological or art history)
• Where – geographic location (e.g., United States; universities; small towns; Standing Rock)
• When – time period or era (17 th century; contemporary; 2017)
• Why – why is the topic important? (to the class, to the field, or to you)

Broad topic: Native American representations in museums

Narrowed topic: Museum efforts to adhere to NAGPRA

Adapted from: University of Michigan. (2023 Finding and Exploring your topic. Retrieved from  https://guides.lib.umich.edu/c.php?g=283095&p=1886086

So, you have done some background research and narrowed down your topic. Now what? Start to turn that topic into a series of questions that you will attempt to answer the course of your research.  Keep in mind that you will probably end up changing and adjusting the question(s) you have as you gather more information and synthesize it in your writing. However, having a clear line of inquiry can help you maintain a sense of your direction, which will then in turn help you evaluate sources and identify relevant information throughout your research process. 

Exploratory questions.

These are the questions that comes from a genuine curiosity about your topic. When narrowing down your topic, you got a good sense of the Who, What, When, and Where of things. Now it’s time to consider

• Asking open-ended “how” and “why” questions about your general topic, which can lead you to better explanations about a phenomenon or concept
• Consider the “so what?” of your topic. Why does this topic matter to you? Why should it matter to others? What are the implications of the information you’re discovering through the search process to the Who and the What of your topic?

Evaluate your research question.

Use the following to determine if any of the questions you generated would be appropriate and workable for your assignment. 

• Is your question clear ? Do you have a specific aspect of your general topic that you are going to explore further? Will the reader of your research be able to keep it in mind?
• Is your question focused? Will you be able to cover the topic adequately in the space available? Are you able to concisely ask the question?
• Is your question and arguable ? If it can be answered with a simple Yes or No, then dig deeper. Once you get to “it depends on X, Y, and Z” then you might be getting on the right track.

Hypothesize. 

Once you have developed your research question, consider how you will attempt to answer or address it. 

• What connections can you make between the research you’ve read and your research question? Why do those connections matter?
• What other kinds of sources will you need in order to support your argument?
• If someone refutes the answer to your research question, what is your argument to back up your conclusion?
• How might others challenge your argument? Why do those challenges ultimately not hold water?

Adapted from: George Mason University Writing Center. (2018). How to write a research question. Retrieved from  https://writingcenter.gmu.edu/writing-resources/research-based-writing/how-to-write-a-research-question

A good research question is clear, focused, and has an appropriate level of complexity. Developing a strong question is a process, so you will likely refine your question as you continue to research and to develop your ideas.  

Unclear : Why are social networking sites harmful?

Clear:  How are online users experiencing or addressing privacy issues on such social networking sites as Facebook and TikTok?

Unfocused:  What is the effect on the environment from global warming?

Focused:  How is glacial melting affecting penguins in Antarctica?

Simple vs Complex

Too simple:  How are doctors addressing diabetes in the U.S.?

Appropriately Complex:   What are common traits of those suffering from diabetes in America, and how can these commonalities be used to aid the medical community in prevention of the disease?

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Structure of an academic argument.

Although every piece of academic writing is unique, each has the same goals: persuading the reader of one main idea, ensuring the integrity of your research process, and clearly stating your central finding. Researchers often refer to this central claim as the argument. In this resource we'll focus on the most common structure of academic arguments and on the steps in the story line, or the means by which a narrative thread is developed to carry the argument from the beginning to the end of a piece of writing.

The key elements of an argument include the following:

Statement of problem

• Literature review
• Precise focus of your research stated as a hypothesis, question, aim, or objective
• Method and methodology

Results/evidence

• Discussion and conclusion (including implications for future research)

The amount of writing used to accomplish each step will differ widely depending on the discipline and a journal’s specific guidelines. Because of the short length of journal articles, the first three elements are often, but not always, provided in the Introduction , leaving the bulk of the paper free to describe the methods and discuss the results or to present evidence to support the argument.

Academic writing is argumentative writing—instead of simply asserting your own position, however, you need to enter the ongoing conversation, using what others say as a launching pad. —Graff & Birkenstein (2010)

Like other academic writing, journal papers open with an unresolved problem or an explanation of something important we need to know. This is done to get the reader’s attention, establish the significance of the research, and address the literature the research will contribute to. In some papers, this is accomplished in a few paragraphs; in others it may take several pages, depending on the discipline and the nature of the problem identified. Here’s an example of a clearly-defined problem statement:

Volcanic ash adsorption poses a great environmental hazard because adsorbed volatiles can be rapidly deposited and subsequently leached into the ground. Adsorption can be influenced by magma type, particle size, and humidity conditions. For example, leachate content from volcanoes in close proximity to each other appears alike due to similar magma types. In fact, the greatest hazard to the environment is posed by magmas with a relatively high halogen content and by magmas with high F:SO 4 2- ratios in which many hazardous leachate fluoride concentrations are found. Aside from the magma type, particles <2 mm across seem to have a greater adsorption, and therefore a high leachate hazard exists even with low ash deposition. Additionally, under high humidity conditions, adsorption can be further increased as bigger sulfuric acid droplets make ash adsorption more likely. Unfortunately, currently no uniform leachate analysis methods exist and thus data are difficult to compare. Ideally, the measuring and reporting of leachate results should be standardized. (Witham, 2005)

In the preceding paragraph, the writer provides varying conditions that contribute to the central problem as to why “. . . no uniform leachate analysis methods exist . . . data are difficult to compare.” It’s a solid argument that readers—even those not in the field—find interesting because valid reasons are presented to clearly define the problem.

The gap in the literature

This section of an article, often referred to as the literature review, should

• critically engage with the research and ideas of others in the field(s) the new research intends to address and
• identify limitations of the previous research.

The limitation may be an unresolved question, a missing piece of information, a paradox, a theoretical inconsistency, or some other weakness within the existing understanding of the phenomenon under study.

Identifying a knowledge gap is important because it:

• introduces and explains findings that support the new research;
• synthesizes the main conclusions of literature relevant to the topic;
• highlights unresolved issues or questions within the literature; and
• establishes the originality or “significance” of the new research.

Hypothesis, question, aim, objective

The literature review is followed by a statement of the precise focus of the research, and this statement builds on the knowledge gap in the problem statement. This can take many forms, including a hypothesis, a question, or, more commonly, a statement of the aims or objectives of the research. To avoid repetition and to keep the focus precise, it’s important to use only one of these forms. Once the focus is clear, it frames the design, the variables and relationships in the subject of study, and the type of knowledge generated.

The statement of the research objectives should use the language of knowledge production. For example, research can provide insights, information, and knowledge; it can investigate, compare, examine and explore. It cannot, in itself, change policy, improve people’s lives, or produce any other physical outcome in the world. For this reason, research objectives are usually confined to claims about the kind or quality of knowledge that was produced.

Methods and Methodology

The first step in summarizing the research design, whether in the Introduction or within a research design section, is to say why you did what you did. Remind the reader of the research objective and  follow with a description of the methods. This description should include the following:

• The method (e.g., survey, experiment, textual analysis),
• where the research was conducted (geographical or institutional context,
• with whom (sample population) and how many participants were involved (number), and
• any other information the reader needs to understand the core elements of the design.

The next step is to interpret your findings by explaining what your data show or reveal. This is often referred to as the research methodology or the “theoretical framework,” which explains the assumptions that underpin the study design. You are effectively telling your reader how you wish them to read your findings. Within what methodological or theoretical frame or set of limits do you wish your findings to be read? Here are some methodology sentence stems: (a) “The data were analyzed to test the hypothesis that . . . .” ; (b) “The data were analyzed to determine whether a relationship exists between . . . .” ; or (c) “This approach looks at . . . and their involvement in . . . .” The example paragraph below includes all three aspects discussed above.

Example study design introduction, including objective, method and methodology

As you read through the example, you should have noted that the past tense is used to report methods because these were conducted in the past (e.g., “Interviews were conducted,” “Surveys were distributed”). The present tense is used to describe how data are presented in the chapter because this information is still true (e.g., “The results show that . . . “).

When trying to determine how much detail to include in this section, consider the following:

• If the methodology, technique, or model is simple, well known, or uncontroversial, don’t add extensive detail. Consider covering the method within the introduction of the paper and adding any further detail to the section in the Results and Discussion sections.
• When the methodology, technique, or model is less straightforward, requires more detail to explain, or is more open to question, consider dedicating a separate section to a discussion of method and methodology.
• When the methodology, technique, or model is unique, highly detailed, or your study design is likely to raise significant questions in the reader's mind that could affect how they view your findings and the validity of your evidence, provide enough descriptive information and explanation to justify and clarify your research design and its rationale.

Whatever the level of detail necessary, always provide references and be as concise as possible.

In summary, research methods are the tools, techniques or processes we use in our research. These might be, for example, surveys, interviews, or specific experiments,. Methods and how they are used are shaped by methodology. Research methodology is about the principles that guide our research practices. Methodology, therefore, explains why we’re using certain methods or tools in our research.

The next step in the argument is to provide the results—or discussion of the evidence—to answer the question or support the argument stated in the introduction of the paper. Here you’re telling the reader what you found. In the introduction of the results section, identify the themes or topics you’ll cover. Then organize your evidence around the elements of your methods, central themes, theories, ideas, case studies, historical periods, policies, fields of literature, context, or geographical area. However you organize it, this section should be clearly tied to the overarching question or the argument of your thesis.

Report findings

Report all results or evidence pertinent to the research question or argument (not just those that support the hypothesis). Additionally, report results or evidence in order of importance or persuasiveness (most important first), or chronologically (for staged experiments), or in order of questions asked (for survey research).

Explain significance

Instead of stating that a result is significant, explain the significance of the result. For example: instead of saying, “Results for the distance traveled were highly significant,” write, “While the average distance traveled is five kilometers, the sample population traveled on average 10 kilometers farther. This can be explained by. . . “

Write results followed by specific data

Provide a statement of the main result(s) or argument in the introduction to the results section, then follow with the data. In reporting the data, provide precise measurements.

One way to ensure you are summarizing, synthesizing and interpreting data rather than simply reporting it is to state the result first, then follow with a description of the data that supports it. This will avoid a results section with a litany of figures and tables, quotes from research subjects, or descriptions of statistical outcomes with little story line to explain the data or draw out the significance to the central research question.

Use figures, tables, and graphs appropriately

Present complex data within figures, tables, or graphs, but if the data can be explained just as well in the text, don’t use them.

Avoid using a figure or table title as a topic sentence. Instead, cite tables and figures in brackets after relevant results statements. For example, instead of writing, “A summary of grocery retail transaction data are presented in Fig. 2,” write, “Grocery retail transaction data show that . . . (refer to Figure 2).”

Figures, tables, and graphs

• are necessary only when they provide information that expands upon, or cannot be explained in, the text;
• should contain sufficient information to enable them to stand alone;
• are always briefly discussed and summarized in the text;
• must include titles to describe core content (name of variables, type of analysis);
• are clearly and consistently labeled and numbered;
• list one column of data per heading; and
• are uncluttered and easy to interpret.

Discussion and conclusion

The final step in the story line is to provide the answer to the question, or to summarize the argument and the main evidence used to support it. This is followed by an explanation of the significance of the research and the implications that arise from the research.

Some papers have separate discussion and conclusion sections. The difference between the discussion and conclusion is one of inference. The discussion section discusses actual results. Conclusions are more speculative in tone, exploring the possible implications of the results. In many qualitative papers, results or findings are difficult to disentangle from the discussion and are combined within the main body of the article.

The goal of the conclusion is to highlight the importance of the argument, to draw together the discussion into a final point, and to leave a lasting impression on the reader. In the same way that the paper opens with a statement of a problem that is of broad concern, it should close with commentary that highlights the take home message. The aim in the conclusion is to make this message as clear and accessible as possible.

Link the introduction and the conclusion

Read the introduction and the conclusion, one after another. They should complement one another. If you’ve used examples, metaphors, or other illustrations to highlight the problem or significance of the research, you might return to the same device in the conclusion.

Synthesize, don’t repeat

You can avoid repeating information that has already been provided by drawing the findings together into an overall point that has not been made yet. The sum may be a more powerful conveyor of meaning than the parts.

Go out with a bang

Use the last paragraph or sentence of the paper to provide closure to its overall questions. Pay attention to this paragraph and sentence; draft with care.

A note on “recommendations”

Conclusions offer solutions to issues and suggest courses of action flowing from the research. However, the aim of research is primarily to produce knowledge, not law, policy or a set of recommendations. We cannot ultimately control how our ideas are interpreted or implemented in the world. By maintaining a scholarly tone and exploring the possible implications of your ideas in broad terms, you can avoid dating your research unnecessarily, or limiting the reader's imagination to a specific set of outcomes.

Final thoughts

• Use the beginning and ending of the introduction, middle sections, and conclusion to provide critical information.
• Keep the focus on the research story at all times. Do not write about standardized procedures or tangential information.
• Never describe literature, methods or theory in a general way; always relate these discussions to your research.
• Do not report twists and turns in the research process, or what you have learned in the research process. The research paper addresses a question, or persuades the reader of a main idea—your central claim.

Example journal article (abbreviated)

To illustrate the structure of a well-written academic paper, a summary of the main steps in the story line of an education journal article has been reproduced below. Each excerpt has been drawn from the Introduction and the opening or closing paragraphs of the Results and Discussion sections.

Paton, M. (2009). Is critical analysis foreign to Chinese students? In E. Manalo & G. WongToi (Eds.), Communication skills in university education (pp. 1–10).

The content of this module is adapted with permission from resources developed by Dr. Wendy Bastalich, Teaching Innovation Unit, University of South Australia—as part of the University’s Research Education Support Program.

• EXPLORE Random Article

How to Write a Research Question

Last Updated: April 20, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Danielle Blinka, MA, MPA . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 75,817 times.

A research question helps you narrow your research and write a clear, arguable thesis. Your research question needs to be concise, arguable, and focused on your particular topic. Before writing your research question, narrow down your topic and brainstorm possible questions. Then, select the best question and craft it into a good research question. As another option, choose the type of research question that fits your purpose and format your question to fit that style.

Research Questions

Narrowing Your Topic

• When you decide on a research question for your work, it's best to run it by your instructor.

• For instance, great topics for a high school paper might include family dynamics during the civil war, body image among teens, or type 2 diabetes.
• If you're doing a college-level project, a good topic might be the environment's influence on human development, cultural influences on a poet's work, or the ethics of technological advancements.
• In some cases, your topic may be provided to you, such as when you're writing a paper for a class. You can still use the same process for narrowing your topic and selecting a research question.

• The purpose of this research is to learn more, not gather sources. That means it's okay to check sites like Wikipedia, which aren't typically considered reliable sources.

• What, why, and how questions make the best research questions.
• Write down the first questions that come to mind without worrying if they'll make a good research question. You can always revise your question later to make it better.
• For example, let's say you chose body image among teens as your topic. You might write questions like, “How does social media impact body image?” “How does the amount of time spent on Instagram relate to a teen's sense of self-worth?” “Are peers or family members a bigger influence on body image in teens?” and “What factors make teens more likely to have a poor body image?”
• Similarly, you might write a college paper about the ethics of technological advancements. Questions you might ask include, "How is social media altering the culture of society?" "How does screen time alter the brain's neural processing?" and "How might current advancements affect society over the next 25 years?"

Tip: If you find yourself drawn to a particular question, don't keep brainstorming potential questions. Instead, start evaluating the question that interests you to figure out if it might be right for your research project.

Crafting an Effective Research Question

• As an example, the question "What jobs will humans lose to robots over the next 50 years?" may be too difficult to answer. Instead, you might ask, "How has the field of robotics changed the manufacturing industry?"

Tip: When choosing your question, consider your skill level and purpose. If you're doing this project for a class, how will it be graded? What are your instructor's expectations? Additionally, make sure your question fits the scope of the assignment.

• Is this question clear enough to guide my research?
• Is this question specific?
• Does this question allow for research and analysis?
• Can I answer this question based on current research? If so, could I easily find the answer by looking at basic reference works (which means the question is too easy to answer), or will it require more in-depth analysis using multiple sources?
• Has this question already been answered?
• Can I answer the question in an objective manner, based on evidence?
• Can I answer this question in the time I have allotted for this project?

• “What factors cause teens to have poor body image?” is better stated “What environmental and social factors contribute to poor body image in teens?”
• “How does T.S. Elliot use symbolism?” becomes “Why does T.S. Elliot use tea as a symbol in 'The Lovesong of J. Alfred Prufrock?'”
• “What happened to family dynamics during the civil war?” can be narrowed to “How did the fracturing of families during the civil war affect society?”
• "How does screen time alter the brain's neural processing?" might be narrowed to "How does spending 2 hours a day on social media impact neural processing in preteens?"

• For instance, questions like, "What season of the year do parrots typically breed?" or "What era did William Wordsworth write?" are not great research questions because they are too easy to answer.
• The research question “Are peers or family members a bigger influence on body image in teens?” is arguable because you could make a case for either peers or family members having a greater influence on teenagers. Similarly, “Why does T.S. Elliot use tea as a symbol in 'The Lovesong of J. Alfred Prufrock?'” is arguable because different critics may have varying interpretations of the poem.
• As another example, "How does spending 2 hours a day on social media impact neural processing in preteens?" is debatable because you can focus on different effects. It's possible to interpret these effects differently, depending on your stance on the issue.

Tip: Research your question and see what comes up. If you feel like the search results effectively cover what you want to say, then you might want to pick a different question.

Choosing a Type of Research Question

• "What environmental factors cause birds to move nests?"
• "What changes to the habitat can encourage parrots to mate?"
• "What political conditions contributed to the start of the War of 1812?"
• "What symbols does T.S. Elliot use in 'The Lovesong of J. Alfred Prufrock?'”

• "If two different plants are both provided the same amount of sunlight and fertilizer, will they grow at the same rate?"
• "If two identical solutions are exposed to different quantities of an element, will they show equal or different reactions?"
• "If two test subjects are asked to perform a task alone and then together, how will collaboration affect their outcome?"

• "Will the introduction of a new plant to a biodome affect the ecosystem?"
• "Does changing team assignments cause workers to lose morale?"
• "Do metered ramps on highways change driver behavior?"

Community Q&A

• Make sure your research question is narrow enough to write a specific paper. If it's too broad, your paper will be too general and vague to make a clear point. A narrow research question will help you write a focused paper. Thanks Helpful 2 Not Helpful 0
• A clear, specific research question will help you create a good thesis for your paper. Thanks Helpful 1 Not Helpful 0
• If you're doing your research as part of a class assignment, talk to your instructor if you're having trouble writing your research question. Tell them what you're considering and ask them for guidance. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ https://libraries.indiana.edu/sites/default/files/Develop_a_Research_Question.pdf
• ↑ https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/
• ↑ https://cirt.gcu.edu/research/develop/tutorials/question
• ↑ https://writingcenter.gmu.edu/guides/how-to-write-a-research-question

About this article

To write a research question, start by writing a list of open-ended questions that relate to the topic you're researching. For example, if your topic was social media, your questions might look something like "How does social media impact body image?" or "What impact does social media have on our culture?" Next, choose the question that interests you the most, and try to make it as specific as possible. Also, make sure it can't be easily answered since you want a topic that you can thoroughly examine. For more advice, like how to choose a topic to research, keep reading! Did this summary help you? Yes No

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BUS 1010 Business Freshman Experience

• BUS 1010 Assignment

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Tips on how to write a research question.

• Evaluating Information
• Primary, Secondary, and Tertiary Sources in Business Research

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• Research 101 Part 1: Finding a Topic In this first installment of the Research 101 series, we discuss what research is, and describe the 3 criteria for developing a research topic into a research question: Specificity, Complexity and Answerability.

What is a research question? A research question is the question around which you center your research. It should be:

• Clear : it provides enough specifics that one’s audience can easily understand its purpose without needing additional explanation.
• Focused : it is narrow enough that it can be answered thoroughly in the space the writing task allows.
• Concise : it is expressed in the fewest possible words.
• Complex : it is not answerable with a simple “yes” or “no,” but rather requires synthesis and analysis of ideas and sources prior to composition of an answer.
• Arguable : its potential answers are open to debate rather than accepted facts.

The question you ask should be developed for the discipline you are studying. A question appropriate for Business, for instance, is different from an appropriate one in Biology or Political Science. You may want to discuss your ideas for a research question with your professor.

Why is a research question essential to the research process? Research questions help writers focus their research by providing a path through the research and writing process. The specificity of a well-developed research question helps writers avoid the “all-about” paper and work toward supporting a specific, arguable thesis.

Steps to developing a research question:

• Choose an interesting general topic.  Most professional researchers focus on topics they are interested in studying. Choose a broad topic you would like to know more about. An example of a general topic might be “Team dynamics in the workplace” or "Sustainable development in the suburbs."
• Do some preliminary research on your general topic.  Do a few quick searches in current periodicals and journals on your topic to see what’s already been done and to help you narrow your focus. What issues are scholars and researchers discussing, when it comes to your topic? What questions occur to you as you read these articles?
• Consider your audience.  For most college papers, your audience will be academic, but always keep your audience in mind when narrowing your topic and developing your question. Would that particular audience be interested in the question you are developing?
• Start asking questions.  Taking into consideration all of the above, start asking yourself open-ended “how” and “why” questions about your general topic. For example, “How do first impressions affect team dynamics?” or “Why has suburban development been viewed as unsustainable?”
• Is your research question clear?  With so much research available on any given topic, research questions must be as clear as possible in order to be effective in helping the writer direct his or her research.
• Is your research question focused?  Research questions must be specific enough to be well covered in the space available.
• Is your research question complex?  Research questions should not be answerable with a simple “yes” or “no” or by easily-found facts.  They should, instead, require both research and analysis on the part of the writer. They often begin with “How” or “Why.”
• Begin your research .  After you’ve come up with a question, think about the possible paths your research could take. What sources should you consult as you seek answers to your question? What research process will ensure that you find a variety of perspectives and responses to your question?

Sample Research Questions

Less clear:  How should social networking sites address the harm they cause? More clear:  What action should social networking sites like Instagram and Facebook take to protect users’ personal information and privacy? The less clear version of this question doesn’t specify which social networking sites or suggest what kind of harm the sites might be causing. It also assumes that this “harm” is proven and/or accepted. The more clear version specifies sites (Instagram and Facebook), the type of potential harm (privacy issues), and who may be experiencing that harm (users). A strong research question should never leave room for ambiguity or interpretation. Less focused:   What is the effect on the environment from global warming? More focused:   What is the most significant effect of glacial melting on the lives of penguins in Antarctica?

The less focused research question is so broad that it couldn’t be adequately answered in a book-length piece, let alone a standard college-level paper. The more focused version narrows down to a specific effect of global warming (glacial melting), a specific place (Antarctica), and a specific animal that is affected (penguins). It also requires the writer to take a stance on which effect has the greatest impact on the affected animal. When in doubt, make a research question as narrow and focused as possible.

Simple:   How are doctors addressing diabetes in the U.S.? Complex:    What main environmental, behavioral, and genetic factors predict whether Americans will develop diabetes, and how can these commonalities be used to aid the medical community in prevention of the disease?

The simple version of this question can be looked up online and answered in a few factual sentences; it leaves no room for analysis. The complex version is written in two parts; it is thought provoking and requires both significant investigation and evaluation from the writer. As a general rule of thumb, if a quick Google search can answer a research question, it’s likely not very effective.

Adapted from https://writingcenter.gmu.edu/guides/how-to-write-a-research-question  

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The Art of Asking Smarter Questions

• Arnaud Chevallier,
• Frédéric Dalsace,
• Jean-Louis Barsoux

With organizations of all sorts facing increased urgency and unpredictability, being able to ask smart questions has become key. But unlike lawyers, doctors, and psychologists, business professionals are not formally trained on what kinds of questions to ask when approaching a problem. They must learn as they go. In their research and consulting, the authors have seen that certain kinds of questions have gained resonance across the business world. In a three-year project they asked executives to brainstorm about the decisions they’ve faced and the kinds of inquiry they’ve pursued. In this article they share what they’ve learned and offer a practical framework for the five types of questions to ask during strategic decision-making: investigative, speculative, productive, interpretive, and subjective. By attending to each, leaders and teams can become more likely to cover all the areas that need to be explored, and they’ll surface information and options they might otherwise have missed.

These five techniques can drive great strategic decision-making.

Idea in Brief

The situation.

With organizations of all sorts facing increased urgency and uncertainty, the ability to ask smart questions has become key. But business professionals aren’t formally trained in that skill.

Why It’s So Challenging

Managers’ expertise often blinds them to new ideas. And the flow of questions can be hard to process in real time, so certain concerns and insights may never be raised.

Strategic questions can be grouped into five domains: investigative, speculative, productive, interpretive, and subjective. By attending to each, leaders and teams are more likely to cover all the areas that need to be explored—and they’ll surface information and options they might otherwise have missed.

As a cofounder and the CEO of the U.S. chipmaker Nvidia, Jensen Huang operates in a high-velocity industry requiring agile, innovative thinking. Reflecting on how his leadership style has evolved, he told the New York Times, “I probably give fewer answers and I ask a lot more questions….It’s almost possible now for me to go through a day and do nothing but ask questions.” He continued, “Through probing, I help [my management team]…explore ideas that they didn’t realize needed to be explored.”

• Arnaud Chevallier is a professor of strategy at IMD Business School.
• Frédéric Dalsace is a professor of marketing and strategy at IMD.
• Jean-Louis Barsoux is a term research professor at IMD and a coauthor of ALIEN Thinking: The Unconventional Path to Breakthrough Ideas (PublicAffairs, 2021).

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Biden's latest student-loan forgiveness plan brings questions for borrowers: What to know

Some student loan borrowers may not take advantage of President Joe Biden's final plan to eliminate debt for millions because they don't know if they're eligible, don't understand the process or think it is a scam.

On Monday, Biden promised student loan relief by the fall with his final proposal. This plan comes less than a year after the Supreme Court blocked his initial attempt.

Under the proposed plan, more than 4 million borrowers who have been paying down their student loans for 20 years or more could have their debt completely canceled, according to the White House. The plan would also help more than 10 million borrowers by giving them $5,000 or more in relief, Biden's administration said.

Biden also aims to help 23 million borrowers by eliminating interest past the original loan amounts.

How to apply for student loan forgiveness?

If eligible for debt relief, borrowers should periodically check their emails for updates from their student loan servicers and Federal Student Aid .

Learn more: Best personal loans

While Biden works on his final proposal, eligible borrowers can apply on the Federal Student Aid website for other kinds of relief, including if they have a disability , work for a nonprofit , or are a teacher , government employee or medical professional .

Borrowers repaying their loans for 20 to 25 years can apply for income-driven repayment (IDR) loan forgiveness.

Several other loan forgiveness options are available on the Federal Student Aid website, but borrowers should check if they're eligible by looking closely at each selection. Victims of forgery, borrowers who declared bankruptcy and Perkins loan borrowers are examples of individuals eligible for forgiveness.

What document explains your rights and responsibilities as a federal student loan borrower?

A Master Promissory Note (MPN) is a binding legal document borrowers must sign before they receive a federal student loan promising they'll repay the loans and any accrued interest and fees to the U.S. Department of Education, according to Federal Student Aid.

Student loan debt: Averages and other statistics in 2024

There is one MPN for direct subsidized/unsubsidized loans and a different MPN for direct PLUS loans. All MPNs can be signed electronically.

"You may receive more than one loan under an MPN over a period of up to 10 years to pay for your or your child’s educational costs, as long as the school is authorized to use the MPN in this way and chooses to do so," the Federal Student Aid website says.

Am I eligible for student loan relief?

By checking their emails, borrowers typically receive messages explaining whether they're eligible for relief and what type they can apply for.

If not signed up for emails, borrowers can visit the Federal Student Aid website and check their eligibility by hovering over the "loan forgiveness" tab and clicking "types of loan forgiveness."

Once the borrower clicks "types of loan forgiveness," they will be taken to a page showing the available relief options. Borrowers then can check their eligibility.

Be aware of student loan scams

Federal Student Aid warns borrowers to be aware of scams because they "might be contacted by a company saying they will help you get loan discharge, forgiveness, cancellation, or debt relief for a fee."

"You never have to pay for help with your federal student aid," the office's website says. "Make sure you work only with the U.S. Department of Education, the office of Federal Student Aid, and our loan servicers, and never reveal your personal information or account password to anyone."

The emails to borrowers come from [email protected], [email protected] and [email protected].

Borrowers can report scam attempts to the Federal Trade Commission by calling 1-877-382-4357 or by visiting reportfraud.ftc.gov.

Student loan scam involving 'Mission Hills Federal'

The Federal Trade Commission announced March 13 that it is sending more than $4.1 million in refunds to 27,584 borrowers who "lost money to student loan debt relief scammers who lured consumers with fake loan forgiveness claims and pocketed their money," according to a news release.

The scheme, which "tricked students into paying hundreds to thousands of dollars" since 2014, went by many names including Mission Hills Federal, Federal Direct Group, National Secure Processing and The Student Loan Group.

The group made the borrowers pay "illegal upfront fees and pretended to lower consumers’ monthly student loan payments," according to the FTC. The operators also deceived borrowers into sending their monthly student loan payments directly to them by "falsely claiming to take over the servicing of the consumers’ loans," the agency said.

"In reality, few payments were actually applied to consumers’ student loans and in many cases, none at all," the FTC said. "Instead, the defendants kept consumers’ money for themselves."

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Where do you fit in the political typology?

Are you a faith and flag conservative progressive left or somewhere in between.

Take our quiz to find out which one of our nine political typology groups is your best match, compared with a nationally representative survey of more than 10,000 U.S. adults by Pew Research Center. You may find some of these questions are difficult to answer. That’s OK. In those cases, pick the answer that comes closest to your view, even if it isn’t exactly right.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .