This document discusses developing a research question for an academic project. It provides guidance on what makes a good research question, including that it should address a problem or issue, be specific enough to research but broad enough to explore, and should aim to test a tentative thesis. The document outlines different types of bad research questions to avoid, such as ones that are too broad or multipart. It emphasizes having a single, focused research question and provides examples for improving question wording. Finally, it discusses selecting a topic that is narrow enough to research within an academic paper's scope using scholarly sources.

1. CPRG 105: Lesson 3
Developing Your Topic

3. Research Question
Key
Concept
Key
Concept
Key
Concept
Think about
Key Concepts

4.  A solid research question addresses a
problem or issue.
 It is neither too broad, nor too narrow.
 It identifies a controversy or problem related
to your approach.

5. RESEARCH QUESTION THESIS
 Addresses a problem to be
solved.
 Provides a tentative answer
to the research question.
 Your research project TESTS
your thesis.
THESIS: Young people in America tend not to vote.
RESEARCH QUESTION: How can we encourage young people in America to vote?

6. Badke, William B. Research Strategies: Finding Your Way Through the Information
Fog. 4th ed. New York: iUniverse, 2011 Print.
Badke photo from http://acts.twu.ca/Library/badke.htm
“The best research
questions are simple
ones that still require
a good deal of
analysis to answer”
(36).

7.  The question that isn’t there
 The fuzzy question
 The multipart question
 The open-ended question
 The question that will not fly
The following examples are taken from:
Badke, William B. Research Strategies: Finding Your Way Through the Information
Fog. 4th ed. New York: iUniverse, 2011 Print.

8.  Projects that merely compile information;
there is no problem to solve
 Often far too broad
 Serve no real purpose
“What were the events of 1914 that led to the
start of WWI?”
BETTER:
“Was the assassination of Archduke Ferdinand really as significant a cause
of WWI as many scholars assume?”
(Badke 226)

9.  Not focused clearly.
 Can’t tell what your goal is or what you are
trying to find out.
“Is Globalization a good thing?”
BETTER:
“What evidence is there that the development of global free
trade actually improves the economic life of the poorest
producers of goods?”
(Badke 227-228)

10.  Two or more parts to the question and it is
hard to tell which is the primary goal
 Two or more parts and they address totally
different aspects of the topic
“What are the causes of WWI and how could
WWI be avoided and why is war evil?”
BETTER:
In examining the causes of WWI, how could this war have
been avoided?
One question per research project!
(Badke 229)

11.  Question is fairly narrow, but there are many
ways to answer it
 Question is broad and is capable of being
answered in many ways
“If we were to legalize all currently illegal
drugs, what would that mean for our country?”
BETTER:
How valid is the argument that legalizing all currently
illegal drugs would stabilize or diminish drug use?
(Badke 230-231)

12.  Questions that cannot be answered given our
current state of knowledge
“Is today’s generation smarter than the last one
because it knows how to text message?”
No fix for this.
Pick a question you can actually research!
(Badke 35; 232)

13. Broad Topic
◦ VOTING
 More narrow
◦ YOUTH VOTE
 Still more narrow
◦ YOUTH VOTE IN AMERICA

14. GENERAL TOPIC:
Youth vote in America
Research question:
What encourages young people
in America to vote?

15.  A real world information need for someone
you know (or for you)
◦ Needs to be somewhat academic in nature
◦ You need to be able to find scholarly sources
(scholarly journal articles and books)
 Narrow it enough for research for a
hypothetical 5-7 page paper
 Develop an appropriately focused and well-
worded Research Question