Now that we are beginning Unit 2, you will need to narrow your topic. You have collected
a variety of sources on your topic in Unit 1, however, Unit 2 will focus specifically on answering
a research question. But how do you pick a good research question? This activity will help you
pick one, which will be approved by your instructor.
Step 1:
You should first read pages 368-373 of your textbook (starting from the section “Narrow Your
Topic”). Use this section of the textbook to understand the work you’ve already done to gather
background information and why it’s important to narrow your topic. Pay particular attention to
the examples of research questions provided by the book. You’re expected to offer a good
research question, so this section will help you.
Step 2:
Using this section of the textbook to guide your response, answer the following questions.
• What has your topic in the class been so far? What is the puzzle or problem at the
center of the topic (in other words, what is the most heavily-debated parts of that topic
and why do the answers to that debate matter)?
• What do you want your research question to be for Unit 2? Remember that research
questions are literally questions (with question marks) that you hope to answer by
looking at several sources on the topic. Please write your research question as a
question.You can suggest two research questions if you aren’t sure.
◦ Note: Research questions tend to focus on problems/solutions. For example, if I
hear that my county is looking into changing the bus routes, I may do some
preliminary research, then settle on the research question should voters support
the change in bus routes? A bad research question would be too narrow, such as
a question that can be answered with just one source (for example, what are the
current bus routes?) You want to ask a question that allows you enter a debate,
read several sources, and leave with a clear answer to your question. If I focus
on a question like should voters support the change in bus routes? I would need
several sources covering a variety of information before I could answer that
question. Bad research questions can be too big or too broad (for example, do
the bus systems in the U.S. work efficiently?)–if the question would take
hundreds of sources to answer, it’s probably not appropriate, since this class
won’t allow that much time.
• Think of one specific group of people or audience for your research. Who
specifically does this research matter to and why? Here, do not say everyone. Instead,
identify at least one specific group that would be particularly interested in your research
question and the answers/solutions to this question. For example, if I was researching
the effects of COVID-19 infection on an unborn fetus, then one of my specific audiences
would be pregnant women. Another specific audience could be obstetricians (medical
doctors who work with pregnant women, deliver babies, etc.)
Step 3:
Based on the research you’ve done so far, what do you know about possible answers to your
question (that you listed in Step 2)? What do you need to look into before you can answer your
research question? Here, I’d like you to list at least 5 questions you have about your topic that
a source could answer for you. Remember, these questions should be things you feel you need
to answer before you can answer the research question you offered in Step 2. (If you can’t come
up with questions–or if the questions seem too simple–you may need to reconsider your
research question.)
You have two goals with these questions:
• To enhance your knowledge These questions should be designed to help you gain some
mastery over the facts of the problem or puzzle that interests you. You will be required to
demonstrate that you are learning new things about your topic, so you do not want to
ask questions that you know the answers to.
• To enhance your understanding: These questions should be designed to help you gain a
better understanding of the complexity of the situation. You will want to be looking for
sources that will challenge your preconceptions and make you think about the issue in
new ways. You will be required to demonstrate that you have a more nuanced and
sophisticated understanding of the complexity of your issue, so you do not want to ask
questions that will lead you to supporting evidence
For more help in creating good questions and finding good sources for your exploration, see
“Guidelines for Creating Good Exploration Questions.”
