"RRL" typically stands for "Related Literature" or "Review of Related Literature." It's a section commonly found in academic papers, research proposals, or theses. In the RRL section, the author provides a review and synthesis of existing literature relevant to the topic of their study.

3. Conduct preliminary research
 In the beginning stages of formulating a thesis, when many issues
are unclear and thoughts need to be solidified. This will help you
formulate a research question or thesis statement that will lead to
a more specific and relevant research.

4. Read the information and develop a research question
 This will guide your thesis. You will need to take notes and
keep accurate track of the sources that you used up to this
point.

5. Write a thesis statement or research question
 Think about what you’ve read and look for issues, problems,
solutions that others have found and determine you own
opinion or stance on the issue.

6. Complete your research using your thesis
statement/research question as guide.
 You will find relevant sources that will provide insight into your
specific thesis issue or problem. Must include history and past
research related to your question.

7. Create relevant sections as you write the background of
the study.
 Create 5 separate sections that cover the key issues, major findings, and
controversies surrounding your thesis, as well as sections that provide
an evaluation and conclusion.

8. Conclude by identifying any further study that needs to be
done on a certain area, or provide possible solutions to the
issues that haven’t been considered before.
Revise your background of the study
 Each time you read over your work, revise and fill in information as you
go. Try to leave it better than it was before. Better to have someone else
look it over as well.

10. They 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.

11. 1. Choose an interesting general topic
 Focus on topics they are genuinely interested in studying.
 “Slavery in the American South.”
2. Do some preliminary research on your general topic.
 Do a few quick research in current periodicals and journals
on your topic to see what’s already been done to help you
narrow your focus.
 What issues are scholars and researches discussing, when it
comes to your topic?
 What questions occur to you as your read these articles?

12. 3. Consider your audience.
 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?
4. Start asking questions.
 Start asking yourself open-ended “how” and “why” questions about
your general topic.
 “Why were the slave narratives effective tools in working toward the
abolishment of slavery?”

13. 5. Evaluate your question.
 After you’ve put a question or even a couple of questions down,
evaluate these questions to determine whether they would be
effective research questions or whether they need more revising
and refining.

15. The purpose of a research problem or statement is to help
readers understand the significance of the topic being
studied.
It also establishes the problem into a detailed context that
defines the parameters of what is to be investigated.
It is the backbone for reporting the results and indicates
what is probably necessary to conduct the study and
explain how the findings will present this information(SH
University, 2020)

16. A. Clarity and precision. The research problem must be clearly
stated and must be on point to help readers directly know its
purpose.
B. Identification of what would be studied, while avoiding the use of
value-laden words and terms.
C. Identification of key factors or variables, and of an overarching
question.
D. Identification of key concepts and terms.
E. Articulation of the studies’ delimitation and parameters.
F. Some generalizability in regards to applicability and bringing
results into general use.
G. Conveyance of the significance of the study, benefits and
justification.
H. Does not use unnecessary jargons.
I. Conveyance of more than the mere gathering of descriptive data
providing only a snapshot of the issue or phenomenon under
investigation.