1 Yay! Welcome!
2 A journal club is when a group of scientists get together to discuss a paper. Usually one person leads the discussion and presents all of the data. The group discusses their own interpretations and the authors’ interpretation.
In written communication, the reader and the writer are equally important. Both influence the final outcome: in this case, your scientific understanding! After identifying your goal, think about the author’s goal for sharing this project. This will help you interpret the data and understand the author’s interpretation of the data. However, this requires some understanding of who the author(s) are (e.g., what are their scientific interests?), the scientific field in which they work (e.g., what techniques are available in this field?), and how this paper fits into the author’s research (e.g., is this work building on an author’s longstanding project or controversial idea?). This information may be hard to glean without experience and a history of reading. But don’t let this be a discouragement to starting the process; it is by the act of reading that this experience is gained!
A good step toward understanding the goal of the author(s) is to ask yourself: What kind of article is this? Journals publish different types of articles, including methods, review, commentary, resources, and research articles as well as other types that are specific to a particular journal or groups of journals. These article types have different formatting requirements and expectations for content. Knowing the article type will help guide your evaluation of the information presented. Is the article a methods paper, presenting a new technique? Is the article a review article, intended to summarize a field or problem? Is it a commentary, intended to take a stand on a controversy or give a big picture perspective on a problem? Is it a resource article, presenting a new tool or data set for others to use? Is it a research article, written to present new data and the authors’ interpretation of those data? The type of paper, and its intended purpose, will get you on your way to understanding the author’s goal.
When reading, ask yourself: (1) What do the author(s) want to know (motivation)? (2) What did they do (approach/methods)? (3) Why was it done that way (context within the field)? (4) What do the results show (figures and data tables)? (5) How did the author(s) interpret the results (interpretation/discussion)? (6) What should be done next? (Regarding this last question, the author(s) may provide some suggestions in the discussion, but the key is to ask yourself what you think should come next.)
Each of these questions can and should be asked about the complete work as well as each table, figure, or experiment within the paper. Early on, it can take a long time to read one article front to back, and this can be intimidating. Break down your understanding of each section of the work with these questions to make the effort more manageable.
Scientists write original research papers primarily to present new data that may change or reinforce the collective knowledge of a field. Therefore, the most important parts of this type of scientific paper are the data. Some people like to scrutinize the figures and tables (including legends) before reading any of the “main text”: because all of the important information should be obtained through the data. Others prefer to read through the results section while sequentially examining the figures and tables as they are addressed in the text. There is no correct or incorrect approach: Try both to see what works best for you. The key is making sure that one understands the presented data and how it was obtained.
For each figure, work to understand each x- and y-axes, color scheme, statistical approach (if one was used), and why the particular plotting approach was used. For each table, identify what experimental groups and variables are presented. Identify what is shown and how the data were collected. This is typically summarized in the legend or caption but often requires digging deeper into the methods: Do not be afraid to refer back to the methods section frequently to ensure a full understanding of how the presented data were obtained. Again, ask the questions in Rule 3 for each figure or panel and conclude with articulating the “take home” message.
Just like the overall intent of the article (discussed in Rule 2), the intent of each section within a research article can guide your interpretation. Some sections are intended to be written as objective descriptions of the data (i.e., the Results section), whereas other sections are intended to present the author’s interpretation of the data. Remember though that even “objective” sections are written by and, therefore, influenced by the authors interpretations. Check out Table 2 to understand the intent of each section of a research article. When reading a specific paper, you can also refer to the journal’s website to understand the formatting intentions. The “For Authors” section of a website will have some nitty gritty information that is less relevant for the reader (like word counts) but will also summarize what the journal editors expect in each section. This will help to familiarize you with the goal of each article section.
Section | Content |
---|---|
Title | The “take home” message of the entire project, according to the authors. |
Author list | These people made significant scientific contributions to the project. Fields differ in the standard practice for ordering authors. For example, as a general rule for biomedical sciences, the first author led the project’s implementation, and the last author was the primary supervisor to the project. |
Abstract | A brief overview of the research question, approach, results, and interpretation. This is the road map or elevator pitch for an article. |
Introduction | Several paragraphs (or less) to present the research question and why it is important. A newcomer to the field should get a crash course in the field from this section. |
Methods | What was done? How was it done? Ideally, one should be able to recreate a project by reading the methods. In reality, the methods are often overly condensed. Sometimes greater detail is provided within a “Supplemental” section available online (see below). |
Results | What was found? Paragraphs often begin with a statement like this: “To do X, we used approach Y to measure Z.” The results should be objective observations. |
Figures, tables, legends, and captions | The data are presented in figures and tables. Legends and captions provide necessary information like abbreviations, summaries of methods, and clarifications. |
Discussion | What do the results mean and how do they relate to previous findings in the literature? This is the perspective of the author(s) on the results and their ideas on what might be appropriate next steps. Often it may describe some (often not all!) strengths and limitations of the study: Pay attention to this self-reflection of the author(s) and consider whether you agree or would add to their ideas. |
Conclusion | A brief summary of the implications of the results. |
References | A list of previously published papers, datasets, or databases that were essential for the implementation of this project or interpretation of data. This section may be a valuable resource listing important papers within the field that are worth reading as well. |
Supplemental material | Any additional methods, results, or information necessary to support the results or interpretations presented in the discussion. |
Supplemental data | Essential datasets that are too large or cumbersome to include in the paper. Especially for papers that include “big data” (like sequencing or modeling results), this is often where the real, raw data is presented. |
Research articles typically contain each of these sections, although sometimes the “results” and “discussion” sections (or “discussion” and “conclusion” sections) are merged into one section. Additional sections may be included, based on request of the journal or the author(s). Keep in mind: If it was included, someone thought it was important for you to read.
Published papers are not truths etched in stone. Published papers in high impact journals are not truths etched in stone. Published papers by bigwigs in the field are not truths etched in stone. Published papers that seem to agree with your own hypothesis or data are not etched in stone. Published papers that seem to refute your hypothesis or data are not etched in stone.
Science is a never-ending work in progress, and it is essential that the reader pushes back against the author’s interpretation to test the strength of their conclusions. Everyone has their own perspective and may interpret the same data in different ways. Mistakes are sometimes published, but more often these apparent errors are due to other factors such as limitations of a methodology and other limits to generalizability (selection bias, unaddressed, or unappreciated confounders). When reading a paper, it is important to consider if these factors are pertinent.
Critical thinking is a tough skill to learn but ultimately boils down to evaluating data while minimizing biases. Ask yourself: Are there other, equally likely, explanations for what is observed? In addition to paying close attention to potential biases of the study or author(s), a reader should also be alert to one’s own preceding perspective (and biases). Take time to ask oneself: Do I find this paper compelling because it affirms something I already think (or wish) is true? Or am I discounting their findings because it differs from what I expect or from my own work?
The phenomenon of a self-fulfilling prophecy, or expectancy, is well studied in the psychology literature [ 2 ] and is why many studies are conducted in a “blinded” manner [ 3 ]. It refers to the idea that a person may assume something to be true and their resultant behavior aligns to make it true. In other words, as humans and scientists, we often find exactly what we are looking for. A scientist may only test their hypotheses and fail to evaluate alternative hypotheses; perhaps, a scientist may not be aware of alternative, less biased ways to test her or his hypothesis that are typically used in different fields. Individuals with different life, academic, and work experiences may think of several alternative hypotheses, all equally supported by the data.
The author(s) are human too. So, whenever possible, give them the benefit of the doubt. An author may write a phrase differently than you would, forcing you to reread the sentence to understand it. Someone in your field may neglect to cite your paper because of a reference count limit. A figure panel may be misreferenced as Supplemental Fig 3E when it is obviously Supplemental Fig 4E. While these things may be frustrating, none are an indication that the quality of work is poor. Try to avoid letting these minor things influence your evaluation and interpretation of the work.
Similarly, if you intend to share your critique with others, be extra kind. An author (especially the lead author) may invest years of their time into a single paper. Hearing a kindly phrased critique can be difficult but constructive. Hearing a rude, brusque, or mean-spirited critique can be heartbreaking, especially for young scientists or those seeking to establish their place within a field and who may worry that they do not belong.
To truly understand a scientific work, you often will need to look up a term, dig into the supplemental materials, or read one or more of the cited references. This process takes time. Some advisors recommend reading an article three times: The first time, simply read without the pressure of understanding or critiquing the work. For the second time, aim to understand the paper. For the third read through, take notes.
Some people engage with a paper by printing it out and writing all over it. The reader might write question marks in the margins to mark parts (s)he wants to return to, circle unfamiliar terms (and then actually look them up!), highlight or underline important statements, and draw arrows linking figures and the corresponding interpretation in the discussion. Not everyone needs a paper copy to engage in the reading process but, whatever your version of “printing it out” is, do it.
Talking about an article in a journal club or more informal environment forces active reading and participation with the material. Studies show that teaching is one of the best ways to learn and that teachers learn the material even better as the teaching task becomes more complex [ 4 – 5 ]; anecdotally, such observations inspired the phrase “to teach is to learn twice.”
Beyond formal settings such as journal clubs, lab meetings, and academic classes, discuss papers with your peers, mentors, and colleagues in person or electronically. Twitter and other social media platforms have become excellent resources for discussing papers with other scientists, the public or your nonscientist friends, or even the paper’s author(s). Describing a paper can be done at multiple levels and your description can contain all of the scientific details, only the big picture summary, or perhaps the implications for the average person in your community. All of these descriptions will solidify your understanding, while highlighting gaps in your knowledge and informing those around you.
One approach we like to use for communicating how we build on the scientific literature is by starting research presentations with an image depicting a wall of Lego bricks. Each brick is labeled with the reference for a paper, and the wall highlights the body of literature on which the work is built. We describe the work and conclusions of each paper represented by a labeled brick and discuss each brick and the wall as a whole. The top brick on the wall is left blank: We aspire to build on this work and label this brick with our own work. We then delve into our own research, discoveries, and the conclusions it inspires. We finish our presentations with the image of the Legos and summarize our presentation on that empty brick.
Whether you are reading an article to understand a new topic area or to move a research project forward, effective learning requires that you integrate knowledge from multiple sources (“click” those Lego bricks together) and build upwards. Leveraging published work will enable you to build a stronger and taller structure. The first row of bricks is more stable once a second row is assembled on top of it and so on and so forth. Moreover, the Lego construction will become taller and larger if you build upon the work of others, rather than using only your own bricks.
Build on the article you read by thinking about how it connects to ideas described in other papers and within own work, implementing a technique in your own research, or attempting to challenge or support the hypothesis of the author(s) with a more extensive literature review. Integrate the techniques and scientific conclusions learned from an article into your own research or perspective in the classroom or research lab. You may find that this process strengthens your understanding, leads you toward new and unexpected interests or research questions, or returns you back to the original article with new questions and critiques of the work. All of these experiences are part of the “active reading”: process and are signs of a successful reading experience.
In summary, practice these rules to learn how to read a scientific article, keeping in mind that this process will get easier (and faster) with experience. We are firm believers that an hour in the library will save a week at the bench; this diligent practice will ultimately make you both a more knowledgeable and productive scientist. As you develop the skills to read an article, try to also foster good reading and learning habits for yourself (recommendations here: [ 6 ] and [ 7 ], respectively) and in others. Good luck and happy reading!
Thank you to the mentors, teachers, and students who have shaped our thoughts on reading, learning, and what science is all about.
MAC was supported by the PhRMA Foundation's Postdoctoral Fellowship in Translational Medicine and Therapeutics and the University of Virginia's Engineering-in-Medicine seed grant, and KLS was supported by the NIH T32 Global Biothreats Training Program at the University of Virginia (AI055432). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
25+ Practical Examples & Ideas To Help You Get Started
By: Derek Jansen (MBA) | October 2023
A well-crafted research question (or set of questions) sets the stage for a robust study and meaningful insights. But, if you’re new to research, it’s not always clear what exactly constitutes a good research question. In this post, we’ll provide you with clear examples of quality research questions across various disciplines, so that you can approach your research project with confidence!
Let’s start by looking at some examples of research questions that you might encounter within the discipline of psychology.
How does sleep quality affect academic performance in university students?
This question is specific to a population (university students) and looks at a direct relationship between sleep and academic performance, both of which are quantifiable and measurable variables.
What factors contribute to the onset of anxiety disorders in adolescents?
The question narrows down the age group and focuses on identifying multiple contributing factors. There are various ways in which it could be approached from a methodological standpoint, including both qualitatively and quantitatively.
Do mindfulness techniques improve emotional well-being?
This is a focused research question aiming to evaluate the effectiveness of a specific intervention.
How does early childhood trauma impact adult relationships?
This research question targets a clear cause-and-effect relationship over a long timescale, making it focused but comprehensive.
Is there a correlation between screen time and depression in teenagers?
This research question focuses on an in-demand current issue and a specific demographic, allowing for a focused investigation. The key variables are clearly stated within the question and can be measured and analysed (i.e., high feasibility).
Next, let’s look at some examples of well-articulated research questions within the business and management realm.
How do leadership styles impact employee retention?
This is an example of a strong research question because it directly looks at the effect of one variable (leadership styles) on another (employee retention), allowing from a strongly aligned methodological approach.
What role does corporate social responsibility play in consumer choice?
Current and precise, this research question can reveal how social concerns are influencing buying behaviour by way of a qualitative exploration.
Does remote work increase or decrease productivity in tech companies?
Focused on a particular industry and a hot topic, this research question could yield timely, actionable insights that would have high practical value in the real world.
How do economic downturns affect small businesses in the homebuilding industry?
Vital for policy-making, this highly specific research question aims to uncover the challenges faced by small businesses within a certain industry.
Which employee benefits have the greatest impact on job satisfaction?
By being straightforward and specific, answering this research question could provide tangible insights to employers.
Next, let’s look at some potential research questions within the education, training and development domain.
How does class size affect students’ academic performance in primary schools?
This example research question targets two clearly defined variables, which can be measured and analysed relatively easily.
Do online courses result in better retention of material than traditional courses?
Timely, specific and focused, answering this research question can help inform educational policy and personal choices about learning formats.
What impact do US public school lunches have on student health?
Targeting a specific, well-defined context, the research could lead to direct changes in public health policies.
To what degree does parental involvement improve academic outcomes in secondary education in the Midwest?
This research question focuses on a specific context (secondary education in the Midwest) and has clearly defined constructs.
What are the negative effects of standardised tests on student learning within Oklahoma primary schools?
This research question has a clear focus (negative outcomes) and is narrowed into a very specific context.
Shifting to a different field, let’s look at some examples of research questions within the healthcare space.
What are the most effective treatments for chronic back pain amongst UK senior males?
Specific and solution-oriented, this research question focuses on clear variables and a well-defined context (senior males within the UK).
How do different healthcare policies affect patient satisfaction in public hospitals in South Africa?
This question is has clearly defined variables and is narrowly focused in terms of context.
Which factors contribute to obesity rates in urban areas within California?
This question is focused yet broad, aiming to reveal several contributing factors for targeted interventions.
Does telemedicine provide the same perceived quality of care as in-person visits for diabetes patients?
Ideal for a qualitative study, this research question explores a single construct (perceived quality of care) within a well-defined sample (diabetes patients).
Which lifestyle factors have the greatest affect on the risk of heart disease?
This research question aims to uncover modifiable factors, offering preventive health recommendations.
Last but certainly not least, let’s look at a few examples of research questions within the computer science world.
What are the perceived risks of cloud-based storage systems?
Highly relevant in our digital age, this research question would align well with a qualitative interview approach to better understand what users feel the key risks of cloud storage are.
Which factors affect the energy efficiency of data centres in Ohio?
With a clear focus, this research question lays a firm foundation for a quantitative study.
How do TikTok algorithms impact user behaviour amongst new graduates?
While this research question is more open-ended, it could form the basis for a qualitative investigation.
What are the perceived risk and benefits of open-source software software within the web design industry?
Practical and straightforward, the results could guide both developers and end-users in their choices.
In this post, we’ve tried to provide a wide range of research question examples to help you get a feel for what research questions look like in practice. That said, it’s important to remember that these are just examples and don’t necessarily equate to good research topics . If you’re still trying to find a topic, check out our topic megalist for inspiration.
This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...
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Planning and Writing a Research Paper
When we perform research, we enter the community of scholars who, before us, sought to answer questions for themselves and others. We set out on a journey of discovery that draws us into the ongoing conversation about that subject matter. This is also your opportunity to add your voice to the scholarly work that has already been written about your topic.
As you dive into the scholarly conversation about your topic, you need to begin with a question that you are going to answer in your paper. To begin this process, you need to brainstorm some ideas that interest you. You can brainstorm with a classmate or coworker or even ask your professor for suggestions, but the question you generate is the one you will be invested in answering.
As you explore the research question you want to answer, keep in mind that your question and research should be sized to fit the assignment you have been given. Keep the scope of your research manageable. Ask a question that will lead you into your research—a specific, concrete question that will help you devise a working thesis and give you direction for your information search. Generally, the answer to your question should take a stance.
When you have tentatively decided on your research question and have a working thesis, answer these questions to test your research inquiry:
Is the scope of the question appropriate for the assignment?
Is my question specific enough so that I know what I'm looking for? Or is my question too broad or too narrow?
Can I find enough information on the subject?
When the answers to these questions are yes, you are ready to research in more depth and manage your research resources.
Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.
Chapter 1: College Writing
How Does College Writing Differ from Workplace Writing?
What Is College Writing?
Why So Much Emphasis on Writing?
Chapter 2: The Writing Process
Doing Exploratory Research
Getting from Notes to Your Draft
Introduction
Prewriting - Techniques to Get Started - Mining Your Intuition
Prewriting: Targeting Your Audience
Prewriting: Techniques to Get Started
Prewriting: Understanding Your Assignment
Rewriting: Being Your Own Critic
Rewriting: Creating a Revision Strategy
Rewriting: Getting Feedback
Rewriting: The Final Draft
Techniques to Get Started - Outlining
Techniques to Get Started - Using Systematic Techniques
Thesis Statement and Controlling Idea
Writing: Getting from Notes to Your Draft - Freewriting
Writing: Getting from Notes to Your Draft - Summarizing Your Ideas
Writing: Outlining What You Will Write
Chapter 3: Thinking Strategies
A Word About Style, Voice, and Tone
A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction
Critical Strategies and Writing
Critical Strategies and Writing: Analysis
Critical Strategies and Writing: Evaluation
Critical Strategies and Writing: Persuasion
Critical Strategies and Writing: Synthesis
Developing a Paper Using Strategies
Kinds of Assignments You Will Write
Patterns for Presenting Information
Patterns for Presenting Information: Critiques
Patterns for Presenting Information: Discussing Raw Data
Patterns for Presenting Information: General-to-Specific Pattern
Patterns for Presenting Information: Problem-Cause-Solution Pattern
Patterns for Presenting Information: Specific-to-General Pattern
Patterns for Presenting Information: Summaries and Abstracts
Supporting with Research and Examples
Writing Essay Examinations
Writing Essay Examinations: Make Your Answer Relevant and Complete
Writing Essay Examinations: Organize Thinking Before Writing
Writing Essay Examinations: Read and Understand the Question
Chapter 4: The Research Process
Planning and Writing a Research Paper: Ask a Research Question
Planning and Writing a Research Paper: Cite Sources
Planning and Writing a Research Paper: Collect Evidence
Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research
Planning and Writing a Research Paper: Draw Conclusions
Planning and Writing a Research Paper: Find a Topic and Get an Overview
Planning and Writing a Research Paper: Manage Your Resources
Planning and Writing a Research Paper: Outline
Planning and Writing a Research Paper: Survey the Literature
Planning and Writing a Research Paper: Work Your Sources into Your Research Writing
Research Resources: Where Are Research Resources Found? - Human Resources
Research Resources: What Are Research Resources?
Research Resources: Where Are Research Resources Found?
Research Resources: Where Are Research Resources Found? - Electronic Resources
Research Resources: Where Are Research Resources Found? - Print Resources
Structuring the Research Paper: Formal Research Structure
Structuring the Research Paper: Informal Research Structure
The Nature of Research
The Research Assignment: How Should Research Sources Be Evaluated?
The Research Assignment: When Is Research Needed?
The Research Assignment: Why Perform Research?
Chapter 5: Academic Integrity
Academic Integrity
Giving Credit to Sources
Giving Credit to Sources: Copyright Laws
Giving Credit to Sources: Documentation
Giving Credit to Sources: Style Guides
Integrating Sources
Practicing Academic Integrity
Practicing Academic Integrity: Keeping Accurate Records
Practicing Academic Integrity: Managing Source Material
Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source
Practicing Academic Integrity: Managing Source Material - Quoting Your Source
Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources
Types of Documentation
Types of Documentation: Bibliographies and Source Lists
Types of Documentation: Citing World Wide Web Sources
Types of Documentation: In-Text or Parenthetical Citations
Types of Documentation: In-Text or Parenthetical Citations - APA Style
Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style
Types of Documentation: In-Text or Parenthetical Citations - Chicago Style
Types of Documentation: In-Text or Parenthetical Citations - MLA Style
Types of Documentation: Note Citations
Chapter 6: Using Library Resources
Finding Library Resources
Chapter 7: Assessing Your Writing
How Is Writing Graded?
How Is Writing Graded?: A General Assessment Tool
The Draft Stage
The Draft Stage: The First Draft
The Draft Stage: The Revision Process and the Final Draft
The Draft Stage: Using Feedback
The Research Stage
Using Assessment to Improve Your Writing
Chapter 8: Other Frequently Assigned Papers
Reviews and Reaction Papers: Article and Book Reviews
Reviews and Reaction Papers: Reaction Papers
Writing Arguments
Writing Arguments: Adapting the Argument Structure
Writing Arguments: Purposes of Argument
Writing Arguments: References to Consult for Writing Arguments
Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition
Writing Arguments: Steps to Writing an Argument - Determine Your Organization
Writing Arguments: Steps to Writing an Argument - Develop Your Argument
Writing Arguments: Steps to Writing an Argument - Introduce Your Argument
Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition
Writing Arguments: Steps to Writing an Argument - Write Your Conclusion
Writing Arguments: Types of Argument
Dictionaries
General Style Manuals
Researching on the Internet
Special Style Manuals
Writing Handbooks
Collaborative Writing: Assignments to Accompany the Group Project
Collaborative Writing: Informal Progress Report
Collaborative Writing: Issues to Resolve
Collaborative Writing: Methodology
Collaborative Writing: Peer Evaluation
Collaborative Writing: Tasks of Collaborative Writing Group Members
Collaborative Writing: Writing Plan
General Introduction
Peer Reviewing
Working with Your Instructor’s Comments and Grades
Devising a Writing Project Plan and Schedule
Reviewing Your Plan with Others
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Home » Research Questions – Types, Examples and Writing Guide
Table of Contents
Definition:
Research questions are the specific questions that guide a research study or inquiry. These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective.
Types of Research Questions are as follows:
These aim to describe a particular phenomenon, group, or situation. For example:
These aim to explore a new area of research or generate new ideas or hypotheses. For example:
These aim to understand the relationship between two or more variables or to explain why a particular phenomenon occurs. For example:
These aim to predict a future outcome or trend based on existing data or trends. For example :
These aim to evaluate the effectiveness of a particular intervention or program. For example:
Choosing research questions is an essential part of the research process and involves careful consideration of the research problem, objectives, and design. Here are some steps to consider when choosing research questions:
Guide for Writing Research Questions:
Some Examples of Research Questions with Research Titles:
Research Title: The Impact of Social Media on Mental Health
Research Title: Factors Influencing Academic Success in High School
Research Title: The Effects of Exercise on Physical and Mental Health
Research Title: Understanding the Factors that Influence Consumer Purchasing Decisions
Research Title: The Impact of Technology on Communication
Research Title: Investigating the Relationship between Parenting Styles and Child Development
Research Title: The Effectiveness of Cognitive-Behavioral Therapy in Treating Anxiety Disorders
Research Title: The Impact of Climate Change on Biodiversity
Research Title: Exploring the Relationship between Cultural Diversity and Workplace Productivity
Research Title: The Role of Artificial Intelligence in Healthcare
Here are some of the key applications of research questions:
Characteristics of Research Questions are as follows:
Research questions are the foundation of any research study as they guide the research process and provide a clear direction to the researcher. The purpose of research questions is to identify the scope and boundaries of the study, and to establish the goals and objectives of the research.
The main purpose of research questions is to help the researcher to focus on the specific area or problem that needs to be investigated. They enable the researcher to develop a research design, select the appropriate methods and tools for data collection and analysis, and to organize the results in a meaningful way.
Research questions also help to establish the relevance and significance of the study. They define the research problem, and determine the research methodology that will be used to address the problem. Research questions also help to determine the type of data that will be collected, and how it will be analyzed and interpreted.
Finally, research questions provide a framework for evaluating the results of the research. They help to establish the validity and reliability of the data, and provide a basis for drawing conclusions and making recommendations based on the findings of the study.
There are several advantages of research questions in the research process, including:
Limitations of Research Questions are as follows:
Researcher, Academic Writer, Web developer
How do i write questions to ask for research.
All research questions should be:
A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
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:
Research questions anchor your whole project, so it’s important to spend some time refining them.
In general, they should be:
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
Your research objectives indicate how you’ll try to address your research problem and should be specific:
Research objectives describe what you intend your research project to accomplish.
They summarize the approach and purpose of the project and help to focus your research.
Your objectives should appear in the introduction of your research paper , at the end of your problem statement .
The main guidelines for formatting a paper in Chicago style are to:
To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .
The main guidelines for formatting a paper in MLA style are as follows:
To format a paper in APA Style , follow these guidelines:
No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.
All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.
The conclusion of a research paper has several key elements you should make sure to include:
Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.
This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .
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.
The introduction of a research paper includes several key elements:
and your problem statement
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Academic writing and research require a distinct focus and direction. A well-designed research question gives purpose and clarity to your research. In addition, it helps your readers understand the issue you are trying to address and explore.
Every time you want to know more about a subject, you will pose a question. The same idea is used in research as well. You must pose a question in order to effectively address a research problem. That's why the research question is an integral part of the research process. Additionally, it offers the author writing and reading guidelines, be it qualitative research or quantitative research.
In your research paper , you must single out just one issue or problem. The specific issue or claim you wish to address should be included in your thesis statement in order to clarify your main argument.
A good research question must have the following characteristics.
While a larger project, like a thesis, might have several research questions to address, each one should be directed at your main area of study. Of course, you can use different research designs and research methods (qualitative research or quantitative research) to address various research questions. However, they must all be pertinent to the study's objectives.
A research question is an inquiry that the research attempts to answer. It is the heart of the systematic investigation. Research questions are the most important step in any research project. In essence, it initiates the research project and establishes the pace for the specific research A research question is:
A good research question usually focuses on the research and determines the research design, methodology, and hypothesis. It guides all phases of inquiry, data collection, analysis, and reporting. You should gather valuable information by asking the right questions.
Regardless of whether it is a qualitative research or quantitative research project, research questions provide writers and their audience with a way to navigate the writing and research process. Writers can avoid "all-about" papers by asking straightforward and specific research questions that help them focus on their research and support a specific thesis.
There are two types of research: Qualitative research and Quantitative research . There must be research questions for every type of research. Your research question will be based on the type of research you want to conduct and the type of data collection.
The first step in designing research involves identifying a gap and creating a focused research question.
Below is a list of common research questions that can be used in a dissertation. Keep in mind that these are merely illustrations of typical research questions used in dissertation projects. The real research questions themselves might be more difficult.
Research Question Type | Question |
Descriptive | What are the properties of A? |
Comparative | What are the similarities and distinctions between A and B? |
Correlational | What can you do to correlate variables A and B? |
Exploratory | What factors affect the rate of C's growth? Are A and B also influencing C? |
Explanatory | What are the causes for C? What does A do to B? What's causing D? |
Evaluation | What is the impact of C? What role does B have? What are the benefits and drawbacks of A? |
Action-Based | What can you do to improve X? |
The following are a few examples of research questions and research problems to help you understand how research questions can be created for a particular research problem.
Problem | Question |
Due to poor revenue collection, a small-sized company ('A') in the UK cannot allocate a marketing budget next year. | What practical steps can the company take to increase its revenue? |
Many graduates are now working as freelancers even though they have degrees from well-respected academic institutions. But what's the reason these young people choose to work in this field? | Why do fresh graduates choose to work for themselves rather than full-time? What are the benefits and drawbacks of the gig economy? What do age, gender, and academic qualifications do with people's perceptions of freelancing? |
You can focus on the issue or research gaps you're attempting to solve by using the research questions as a direction.
If you're unsure how to go about writing a good research question, these are the steps to follow in the process:
Also: ChatPDF vs. SciSpace Copilot: Unveiling the best tool for your research
Additionally, use this list of questions as a guide when formulating your research question.
Are you able to answer a specific research question? After identifying a gap in research, it would be helpful to formulate the research question. And this will allow the research to solve a part of the problem. Is your research question clear and centered on the main topic? It is important that your research question should be specific and related to your central goal. Are you tackling a difficult research question? It is not possible to answer the research question with a simple yes or no. The problem requires in-depth analysis. It is often started with "How" and "Why."
Start your research Once you have completed your dissertation research questions, it is time to review the literature on similar topics to discover different perspectives.
Uncertain: How should social networking sites work on the hatred that flows through their platform?
Certain: What should social media sites like Twitter or Facebook do to address the harm they are causing?
This unclear question does not specify the social networking sites that are being used or what harm they might be causing. In addition, this question assumes that the "harm" has been proven and/or accepted. This version is more specific and identifies the sites (Twitter, Facebook), the type and extent of harm (privacy concerns), and who might be suffering from that harm (users). Effective research questions should not be ambiguous or interpreted.
Unfocused: What are the effects of global warming on the environment?
Focused: What are the most important effects of glacial melting in Antarctica on penguins' lives?
This broad research question cannot be addressed in a book, let alone a college-level paper. Focused research targets a specific effect of global heating (glacial melting), an area (Antarctica), or a specific animal (penguins). The writer must also decide which effect will have the greatest impact on the animals affected. If in doubt, narrow down your research question to the most specific possible.
Too Simple: What are the U.S. doctors doing to treat diabetes?
Appropriately complex: Which factors, if any, are most likely to predict a person's risk of developing diabetes?
This simple version can be found online. It is easy to answer with a few facts. The second, more complicated version of this question is divided into two parts. It is thought-provoking and requires extensive investigation as well as evaluation by the author. So, ensure that a quick Google search should not answer your research question.
The foundation of all research is the research question. You should therefore spend as much time as necessary to refine your research question based on various data.
You can conduct your research more efficiently and analyze your results better if you have great research questions for your dissertation, research paper , or essay .
The following criteria can help you evaluate the strength and importance of your research question and can be used to determine the strength of your research question:
Research questions provide a clear guideline for research. One research question may be part of a larger project, such as a dissertation. However, each question should only focus on one topic.
Research questions must be answerable, practical, specific, and applicable to your field. The research type that you use to base your research questions on will determine the research topic. You can start by selecting an interesting topic and doing preliminary research. Then, you can begin asking questions, evaluating your questions, and start your research.
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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.
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:
A poorly formulated research question poses several risks. 1
Now that you know “What is a research question?”, let’s look at the different 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 can be further categorized into descriptive, comparative, and relationship, as explained in the Table below.
Descriptive research questions | These measure the responses of a study’s population toward a particular question or variable. Common descriptive research questions will begin with “How much?”, “How regularly?”, “What percentage?”, “What time?”, “What is?” Research question example: How often do you buy mobile apps for learning purposes? |
Comparative research questions | These investigate differences between two or more groups for an outcome variable. For instance, the researcher may compare groups with and without a certain variable. Research question example: What are the differences in attitudes towards online learning between visual and Kinaesthetic learners? |
Relationship research questions | These explore and define trends and interactions between two or more variables. These investigate relationships between dependent and independent variables and use words such as “association” or “trends. Research question example: What is the relationship between disposable income and job satisfaction amongst US residents? |
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:
Exploratory Questions | These question looks to understand something without influencing the results. The aim is to learn more about a topic without attributing bias or preconceived notions. Research question example: What are people’s thoughts on the new government? |
Experiential questions | These questions focus on understanding individuals’ experiences, perspectives, and subjective meanings related to a particular phenomenon. They aim to capture personal experiences and emotions. Research question example: What are the challenges students face during their transition from school to college? |
Interpretive Questions | These questions investigate people in their natural settings to help understand how a group makes sense of shared experiences of a phenomenon. Research question example: How do you feel about ChatGPT assisting student learning? |
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.
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.
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
Those struggling to understand how to write a research question, these simple steps can help you simplify the process of writing a research question.
Topic selection | Choose a broad topic, such as “learner support” or “social media influence” for your study. Select topics of interest to make research more enjoyable and stay motivated. |
Preliminary research | The goal is to refine and focus your research question. The following strategies can help: Skim various scholarly articles. List subtopics under the main topic. List possible research questions for each subtopic. Consider the scope of research for each of the research questions. Select research questions that are answerable within a specific time and with available resources. If the scope is too large, repeat looking for sub-subtopics. |
Audience | When choosing what to base your research on, consider your readers. For college papers, the audience is academic. Ask yourself if your audience may be interested in the topic you are thinking about pursuing. Determining your audience can also help refine the importance of your research question and focus on items related to your defined group. |
Generate potential questions | Ask open-ended “how?” and “why?” questions to find a more specific research question. Gap-spotting to identify research limitations, problematization to challenge assumptions made by others, or using personal experiences to draw on issues in your industry can be used to generate questions. |
Review brainstormed questions | Evaluate each question to check their effectiveness. Use the FINER model to see if the question meets all the research question criteria. |
Construct the research question | Multiple frameworks, such as PICOT and PEA, are available to help structure your research question. The frameworks listed below can help you with the necessary information for generating your research question. |
Framework | Attributes of each framework |
FINER | Feasible Interesting Novel Ethical Relevant |
PICOT | Population or problem Intervention or indicator being studied Comparison group Outcome of interest Time frame of the study |
PEO | Population being studied Exposure to preexisting conditions Outcome of interest |
The following are some bad and good research question examples
Unclear: How does social media affect student growth? |
Clear: What effect does the daily use of Twitter and Facebook have on the career development goals of students? |
Explanation: The first research question is unclear because of the vagueness of “social media” as a concept and the lack of specificity. The second question is specific and focused, and its answer can be discovered through data collection and analysis. |
Simple: Has there been an increase in the number of gifted children identified? |
Complex: What practical techniques can teachers use to identify and guide gifted children better? |
Explanation: A simple “yes” or “no” statement easily answers the first research question. The second research question is more complicated and requires the researcher to collect data, perform in-depth data analysis, and form an argument that leads to further discussion. |
References:
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Expert Commentary
Scholarly research is a great source for rigorous, unbiased information, but making judgments about its quality can be difficult. Here are some important questions to ask when reading studies.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .
by Justin Feldman and John Wihbey, The Journalist's Resource March 26, 2015
This <a target="_blank" href="https://journalistsresource.org/home/interpreting-academic-studies-primer-media/">article</a> first appeared on <a target="_blank" href="https://journalistsresource.org">The Journalist's Resource</a> and is republished here under a Creative Commons license.<img src="https://journalistsresource.org/wp-content/uploads/2020/11/cropped-jr-favicon-150x150.png" style="width:1em;height:1em;margin-left:10px;">
Reading scholarly studies can help journalists integrate rigorous, unbiased sources of information into their reporting. These studies are typically carried out by professors and professional researchers — at universities, think tanks and government institutions — and are published through a peer-review process in which those familiar with the study area ensure that there are no major flaws.
Even for people who carry out research, however, interpreting scientific (and social science) studies and making judgments about their quality can be difficult tasks. In a now-famous article, Stanford professor John Ioannidis argues that “ most published research findings are false ” due to inherent limitations in how researchers design studies. (Health and medical studies can be particularly attractive to media, but be aware that there is a long history of faulty findings .) Occasionally, too, studies can be the product of outright fraud: A 1998 study falsely linking vaccines and autism is now perhaps the canonical example, as it spurred widespread and long-lasting societal damage . Journalists should also always examine the funding sources behind the study, which are frequently declared at the study’s conclusion.
Before journalists write about research and speak with authors, they should be able to both interpret a study’s results generally and understand the appropriate degree of skepticism that a given study’s findings warrant. This requires data literacy , some familiarity with statistical terms and a basic knowledge of hypothesis testing and construction of theories .
Journalists should also be well aware that most academic research contains careful qualifications about findings. The common complaint from scientists and social scientists is that news media tend to pump up findings and hype studies through catchy headlines, distorting public understanding. But landmark studies sometimes do no more than tighten the margin of error around a given measurement — not inherently flashy, but intriguing to an audience if explained with rich context and clear presentation.
Here are some important questions to ask when reading a scientific study:
1. What are the researchers’ hypotheses?
A hypothesis is a research question that a study seeks to answer. Sometimes researchers state their hypotheses explicitly, but more often their research questions are implicit. Hypotheses are testable assertions usually involving the relationship between two variables. In a study of smoking and lung cancer, the hypothesis might be that smokers develop lung cancer at a higher rate than non-smokers over a five-year period.
It is also important to note that there are formal definitions of null and alternative hypotheses for use with statistical analysis.
2. What are the independent and dependent variables?
Independent variables are factors that influence particular outcomes. Dependent variables are measures of the outcomes themselves. In the study assessing the relationship between smoking and lung cancer, smoking is the independent variable because the researcher assumes it predicts lung cancer, the dependent variable. (Some fields use related terms such as “exposure” and “outcome.”)
Pay particular attention to how the researchers define all of the variables — there can be quite a bit of nuance in the definitions. Also look at the methods by which the researchers measure the variables. Generally speaking, a variable measured using a subject’s response to a survey question is less trustworthy than one measured through more objective means — reviewing laboratory findings in their medical records, for example.
3. What is the unit of analysis?
For most studies involving human subjects, the individual person is the unit of analysis. However, studies are sometimes interested in a different level of analysis that makes comparisons between classrooms, hospitals, schools or states, for example, rather than between individuals.
4. How well does the study design address causation?
Most studies identify correlations or associations between variables, but typically the ultimate goal is to determine causation . Certain study designs are more useful than others for the purpose of determining causation.
At the most basic level, studies can be placed into one of two categories: experimental and observational . In experimental studies, the researchers decide who is exposed to the independent variable and who is not. In observational studies, the researchers do not have any control over who is exposed to the independent variable — instead they make comparisons between groups that are already different from one another. In nearly all cases, experimental studies provide stronger evidence than observational studies.
Here are descriptions of some of the most common study designs, presented along with their respective values for inferring causation:
5. What are the study’s results?
There are several aspects involved in understanding a study’s results:
6. How generalizable are the results?
Study results are useful because they help us make inferences about the relationship between independent and dependent variables among a larger population. The subjects enrolled in the study must be similar to those in the larger population, however, in order to generalize the findings. Even a perfectly designed study may be of limited value when its results cannot be generalized. It is important to pay attention to the composition of the study sample. If the unit of analysis is the individual, important factors to consider regarding the group’s composition include age, race/ethnicity, gender, socioeconomic status, and geographic location. While some samples are deliberately constructed to be representative of a country or region, most are not.
7. What limitations do the authors note?
Within a research article, authors often state some of the study’s limitations explicitly. This information can be very helpful in determining the strength of the evidence presented in the study.
8. What conclusions do similar studies draw?
With some notable exceptions, a single study is unlikely to fundamentally change what is already known about the research question it addresses. It is important to compare a new study’s findings to existing studies that address similar research questions, particularly systematic reviews or meta-analyses if available.
Further: One hidden form of bias that is easily missed is what’s called “selecting on the dependent variable,” which is the research practice of focusing on only those areas where there are effects and ignoring ones where there are not. This can lead to exaggerated conclusions (and thereby false media narratives). For example, it is tempting to say that “science has become polarized,” as survey data suggest significant differences in public opinion on issues such as climate change, vaccinations and nuclear power. However, on most scientific issues, there is almost no public debate or controversy . Additionally, the reality of “publication bias” — academic journals have traditionally been more interested in publishing studies that show effects, rather than no effects — can create a biased incentive structure that distorts larger truths.
For an updated overview, see a 2014 paper by Stanford’s John Ioannidis, “How to Make More Published Research True.”
Keywords: training
Course Learning Outcome: Develop ability to synthesize and express complex ideas; demonstrate information literacy and be able to work with evidence
Goal: Develop students’ ability to recognize and create successful research questions
Specifically, students will be able to
These handouts are intended to be used as a discussion generator that will help students develop a solid research topic or question. Many students start with topics that are poorly articulated, too broad, unarguable, or are socially insignificant. Each of these problems may result in a topic that is virtually un-researchable. Starting with a researchable topic is critical to writing an effective paper.
Research shows that students are much more invested in writing when they are able to choose their own topics. However, there is also research to support the notion that students are completely overwhelmed and frustrated when they are given complete freedom to write about whatever they choose. Providing some structure or topic themes that allow students to make bounded choices may be a way mitigate these competing realities.
These handouts can be modified or edited for your purposes. One can be used as a handout for students while the other can serve as a sample answer key. The document is best used as part of a process. For instance, perhaps starting with discussing the issues and potential research questions, moving on to problems and social significance but returning to proposals/solutions at a later date.
These documents have similarities to those above. They represent original documents and conversations about research questions from previous TRAIL trainings.
Howard, Rebecca Moore, Tricia Serviss, and Tanya K. Rodrigues. " Writing from sources, writing from sentences ." Writing & Pedagogy 2.2 (2010): 177-192.
Assign after students have participated in the Developing Successful Research Topics/Questions Lesson OR have drafted a Research Proposal.
Think about your potential research question.
Keys for Writers (Raimes and Miller-Cochran) includes a section to guide students in the formation of an arguable claim (thesis). The authors advise students to avoid the following since they are not debatable.
The book also provides examples and key points (pg. 53) for a good working thesis.
Reference management. Clean and simple.
Is the topic researchable, is the topic original enough, will the topic be interesting to your audience.
Frequently asked questions about having a good thesis topic, related articles.
Before starting the actual research for your thesis, you need to make sure that your topic is well formed. Take a look at this list of questions to find out if your topic is ready to work on.
First things first, is your topic clear enough? The ideal path of deciding a topic starts by making it as comprehensive as possible. This is easier said than done, as people often have one idea in mind but another one in the paper.
Tip: To ensure that your topic is clear and comprehensible, try explaining it to a friend or colleague.
As James Hamilton, coach for Ph.D. students, concludes in his guide on finding a thesis topic “clarity is the key.” Therefore, we recommend explaining your topic to someone foreign to your field.
Dissect every part of the topic and describe them in the most simple way. This will help you see your topic from a different perspective. Once you have a simplified version, you can start adding layers of complexity.
Once you are sure the topic is crystal clear, it is time to find out the most important factor: does the topic offer enough information? If you came up with the topic from material you read before, or you heard about it in a lecture, it means the topic is probably highly researchable.
Use keywords related to your topic and search for them in:
Consider meeting with an academic librarian, who can help you generate keywords.
Every thesis requires a level of originality but, let's be honest, research is never completely original. Still, why not make it as original as you can within your limits? You will dive in a sea of papers with a similar approach to yours. This is your chance of finding an angle that has never been taken before.
Therefore, we recommend finding a gap in the research, or a certain angle that has been done before but could be further developed. How? By simply paying particular attention to your sources.
Tip: To determine if your thesis topic is original, consider speaking with your advisor, or others in your field, who may know the research landscape really well.
Academic writing shouldn’t be boring. Depending on the level of your thesis, its appeal will vary. Identify the audience of your thesis and adapt its style and structure accordingly.
A bachelor’s thesis has to be interesting for the professor who grades it it. An MA thesis should attract your supervisor, and potential future employers. A Ph.D. thesis should strive to make a clear intervention in the field that will catch the attention of other scholars. It should engage peers, supervisor, and general researchers.
Once you know who you are writing for, it becomes easier to adapt your style to your target audience. We also recommend these 13 ways to make your writing more interesting to read.
Picking a suitable research methodology is one of the most important components that can make a project fail or succeed.
Being aware of what type of outcome you want and how much time you have to conduct research will help you choose the right methodologies. For example, if you want qualitative data and you have enough time, then you can carry out a focus group.
If you want quantitative data in a short period of time then an online survey suffices. Time and goal will be the decisive factors in almost every project.
Check out our guide on How to gather data for your thesis for further instructions on collecting empirical data and choosing a methodology.
You might also ask yourself these questions when you are assessing if your thesis topic is good:
Every thesis requires a level of originality but let's be honest, research is never completely original. To have an original topic, we recommend finding a gap in the research. How? By simply finding a certain angle that has been done before but could be further developed.
Academic writing shouldn’t be boring. In order to make it interesting, you should identify the audience of your project and adapt it accordingly. A bachelor’s thesis has to be interesting for the professor who grades it it. An MA thesis should attract your supervisor, and potential future employers. A Ph.D. thesis should strive to make a clear intervention in the field that will catch the attention of other scholars.
We recommend explaining your topic to someone foreign to your field. Dissect every part of the topic and describe it in the most simple way. This will help you see your topic from a different perspective.
If you came up with the topic from material you read before, or you heard about it in a lecture, it means the topic is probably highly researchable. Use keywords related to your topic and search for them in catalogs, databases, search engines, and libraries.
Some other questions you can ask yourself (or others) to know if your thesis topic is good:
While you can practice your conference presentation a hundred times, audience questions are more difficult to prepare for. Nonetheless, several typical audience questions are frequently asked at academic conferences. Be aware of these questions and know how to react!
What is your main argument.
Carving out your presentation’s core argument is not an easy task, so it is good to prepare this in advance.
You can also criticise previous studies in your answer. However, do this respectfully. Don’t say “ previous studies are useless because they don’t look at…”. Instead, say “ one aspect that previous studies have not considered is …” or “ one element that has been under-researched so far is … “.
To prepare a good answer, think about several dimensions. Does your research confirm or contradict a specific aspect of a theoretical relationship? Does your research highlight the importance of a specific aspect that should be considered in theories related to your topic? Does your research uniquely combine different theories?
What is the scientific relevance of your research, what is the societal relevance of your research.
How to react: Academic research increasingly focuses on societal impact: the impact that research can have beyond the confines of universities and beyond abstract, theoretical knowledge.
How do you define … .
Furthermore, be prepared to embed your understanding or definitions of keywords and concepts within the existing literature. Did you follow a definition of a certain scholar? Or does your understanding of a term differ from the way it is commonly understood in scientific work on the topic?
Thus, be able to explain your theoretical framework. Which theories built the foundation of your research? What were your hypotheses based on? Which established ideas allowed you to predict your findings?
How to react: Your conceptual framework is embedded in your theoretical framework, but concretely describes the variables (and their relationships) that you address in your study. In a way, a conceptual framework provides a roadmap for your research.
How did you collect your data.
The question on data collection can be answered skillfully if you can provide information on your data sources and data gathering. You can also share some of the challenges you experienced when collecting data, and how you overcame them.
Common audience questions about research avenues not taken, have you considered the work of … .
How to react: When doing research, you simply cannot incorporate everything and everyone. At some point, you need to make a decision. However, many presenters at academic conferences are asked whether they considered incorporating the work of specific scholars working on similar topics.
When you react to this question, you can be completely honest. Maybe you did not use a specific method because of time or budgetary constraints. Maybe you are not familiar with the named method. Or maybe you simply don’t believe that the suggested method would have generated any valuable findings.
Common audience questions about research limitations, what are the limitations of your research.
How to react: Every research has limitations. And being able to be explicit about your research limitations is a sign of strength, not weakness!
For quantitative research, you can more easily refer to numeric criteria that indicate whether you can generalise findings or not. For qualitative research, generalisation may not have been the objective, to begin with. Nonetheless, we can learn from the insights. Be prepared to explain your stance on generalising your findings.
How will you continue your research.
For instance, which elements would you like to explore that were not covered in your research yet? Which relationship do you plan to investigate further? What is your next research step, building upon your current findings?
How to react: Individual researchers cannot cover everything about an interesting topic on their own. Therefore, a common audience question focuses on research suggestions for other scholars.
How to react: This is a fun question! It asks you to share your wisdom. Yes, yours! Having conducted your research means you have valuable lessons to share with others embarking on a similar journey.
It can be difficult to come up with good advice on the spot, so make sure to have a few answers up your sleeve. You can, for instance, advise people to start the data collection earlier, to work closely with external partners, or to be open about changes in the research process.
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Greater Good Science Center • Magazine • In Action • In Education
Here at Greater Good , we cover research into social and emotional well-being, and we try to help people apply findings to their personal and professional lives. We are well aware that our business is a tricky one.
Summarizing scientific studies and applying them to people’s lives isn’t just difficult for the obvious reasons, like understanding and then explaining scientific jargon or methods to non-specialists. It’s also the case that context gets lost when we translate findings into stories, tips, and tools for a more meaningful life, especially when we push it all through the nuance-squashing machine of the Internet. Many people never read past the headlines, which intrinsically aim to overgeneralize and provoke interest. Because our articles can never be as comprehensive as the original studies, they almost always omit some crucial caveats, such as limitations acknowledged by the researchers. To get those, you need access to the studies themselves.
And it’s very common for findings to seem to contradict each other. For example, we recently covered an experiment that suggests stress reduces empathy—after having previously discussed other research suggesting that stress-prone people can be more empathic. Some readers asked: Which one is correct? (You’ll find my answer here .)
But probably the most important missing piece is the future. That may sound like a funny thing to say, but, in fact, a new study is not worth the PDF it’s printed on until its findings are replicated and validated by other studies—studies that haven’t yet happened. An experiment is merely interesting until time and testing turns its finding into a fact.
Scientists know this, and they are trained to react very skeptically to every new paper. They also expect to be greeted with skepticism when they present findings. Trust is good, but science isn’t about trust. It’s about verification.
However, journalists like me, and members of the general public, are often prone to treat every new study as though it represents the last word on the question addressed. This particular issue was highlighted last week by—wait for it—a new study that tried to reproduce 100 prior psychological studies to see if their findings held up. The result of the three-year initiative is chilling: The team, led by University of Virginia psychologist Brian Nosek, got the same results in only 36 percent of the experiments they replicated. This has led to some predictably provocative, overgeneralizing headlines implying that we shouldn’t take psychology seriously.
I don’t agree.
Despite all the mistakes and overblown claims and criticism and contradictions and arguments—or perhaps because of them—our knowledge of human brains and minds has expanded dramatically during the past century. Psychology and neuroscience have documented phenomena like cognitive dissonance, identified many of the brain structures that support our emotions, and proved the placebo effect and other dimensions of the mind-body connection, among other findings that have been tested over and over again.
These discoveries have helped us understand and treat the true causes of many illnesses. I’ve heard it argued that rising rates of diagnoses of mental illness constitute evidence that psychology is failing, but in fact, the opposite is true: We’re seeing more and better diagnoses of problems that would have compelled previous generations to dismiss people as “stupid” or “crazy” or “hyper” or “blue.” The important thing to bear in mind is that it took a very, very long time for science to come to these insights and treatments, following much trial and error.
Science isn’t a faith, but rather a method that takes time to unfold. That’s why it’s equally wrong to uncritically embrace everything you read, including what you are reading on this page.
Given the complexities and ambiguities of the scientific endeavor, is it possible for a non-scientist to strike a balance between wholesale dismissal and uncritical belief? Are there red flags to look for when you read about a study on a site like Greater Good or in a popular self-help book? If you do read one of the actual studies, how should you, as a non-scientist, gauge its credibility?
I drew on my own experience as a science journalist, and surveyed my colleagues here at the UC Berkeley Greater Good Science Center. We came up 10 questions you might ask when you read about the latest scientific findings. These are also questions we ask ourselves, before we cover a study.
Peer review—submitting papers to other experts for independent review before acceptance—remains one of the best ways we have for ascertaining the basic seriousness of the study, and many scientists describe peer review as a truly humbling crucible. If a study didn’t go through this process, for whatever reason, it should be taken with a much bigger grain of salt.
Animal experiments tell scientists a lot, but their applicability to our daily human lives will be limited. Similarly, if researchers only studied men, the conclusions might not be relevant to women, and vice versa.
This was actually a huge problem with Nosek’s effort to replicate other people’s experiments. In trying to replicate one German study, for example, they had to use different maps (ones that would be familiar to University of Virginia students) and change a scale measuring aggression to reflect American norms. This kind of variance could explain the different results. It may also suggest the limits of generalizing the results from one study to other populations not included within that study.
As a matter of approach, readers must remember that many psychological studies rely on WEIRD (Western, educated, industrialized, rich and democratic) samples, mainly college students, which creates an in-built bias in the discipline’s conclusions. Does that mean you should dismiss Western psychology? Of course not. It’s just the equivalent of a “Caution” or “Yield” sign on the road to understanding.
In general, the more participants in a study, the more valid its results. That said, a large sample is sometimes impossible or even undesirable for certain kinds of studies. This is especially true in expensive neuroscience experiments involving functional magnetic resonance imaging, or fMRI, scans.
And many mindfulness studies have scanned the brains of people with many thousands of hours of meditation experience—a relatively small group. Even in those cases, however, a study that looks at 30 experienced meditators is probably more solid than a similar one that scanned the brains of only 15.
Diversity or gender balance aren’t necessarily virtues in a research study; it’s actually a good thing when a study population is as homogenous as possible, because it allows the researchers to limit the number of differences that might affect the result. A good researcher tries to compare apples to apples, and control for as many differences as possible in her analysis.
One of the first things to look for in methodology is whether the sample is randomized and involved a control group; this is especially important if a study is to suggest that a certain variable might actually cause a specific outcome, rather than just be correlated with it (see next point).
For example, were some in the sample randomly assigned a specific meditation practice while others weren’t? If the sample is large enough, randomized trials can produce solid conclusions. But, sometimes, a study will not have a control group because it’s ethically impossible. (Would people still divert a trolley to kill one person in order to save five lives, if their decision killed a real person, instead of just being a thought experiment? We’ll never know for sure!)
The conclusions may still provide some insight, but they need to be kept in perspective.
I often hear “Correlation is not causation” shouted as a kind of battle cry, to try to discredit a study. But correlation—the degree to which two or more measurements seem to change at the same time—is important, and is one step in eventually finding causation—that is, establishing a change in one variable directly triggers a change in another.
The important thing is to correctly identify the relationship.
Language that suggests a fact is “proven” by one study or which promotes one solution for all people is most likely overstating the case. Sweeping generalizations of any kind often indicate a lack of humility that should be a red flag to readers. A study may very well “suggest” a certain conclusion but it rarely, if ever, “proves” it.
This is why we use a lot of cautious, hedging language in Greater Good , like “might” or “implies.”
A recent study found that you could drink lots of sugary beverages without fear of getting fat, as long as you exercised. The funder? Coca Cola, which eagerly promoted the results. This doesn’t mean the results are wrong. But it does suggest you should seek a second opinion .
Readers could understandably be skeptical of mindfulness meditation studies promoted by practicing Buddhists or experiments on the value of prayer conducted by Christians. Again, it doesn’t automatically mean that the conclusions are wrong. It does, however, raise the bar for peer review and replication. For example, it took hundreds of experiments before we could begin saying with confidence that mindfulness can indeed reduce stress.
Is the study focused on only one side of the story or one interpretation of the data? Has it failed to consider or refute alternative explanations? Do they demonstrate awareness of which questions are answered and which aren’t by their methods?
I summarize my personal stance as a non-scientist toward scientific findings as this: Curious, but skeptical. I take it all seriously and I take it all with a grain of salt. I judge it against my experience, knowing that my experience creates bias. I try to cultivate humility, doubt, and patience. I don’t always succeed; when I fail, I try to admit fault and forgive myself. My own understanding is imperfect, and I remind myself that one study is only one step in understanding. Above all, I try to bear in mind that science is a process, and that conclusions always raise more questions for us to answer.
Uc berkeley.
Jeremy Adam Smith edits the GGSC's online magazine, Greater Good . He is also the author or coeditor of five books, including The Daddy Shift , Are We Born Racist? , and (most recently) The Gratitude Project: How the Science of Thankfulness Can Rewire Our Brains for Resilience, Optimism, and the Greater Good . Before joining the GGSC, Jeremy was a John S. Knight Journalism Fellow at Stanford University.
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Developing the right research questions is a critical first step in the research process. A research question is a question that a study or research project aims to answer. This question often addresses an issue or a problem, which, through analysis and interpretation of data, is answered in the study’s conclusion.
Steps to developing a good research question, 1. start with a broad topic: , 2. narrow down your topic and determine potential research questions: , 3. another way of identifying and constructing research questions:.
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Today, we're excited to introduce the capability for scite users to ask research questions in plain language and get answers directly from the full text of research articles..
Today, we’re excited to introduce the capability for scite users to ask research questions in plain language and get answers directly from the full text of research articles ( Try it out now ).
Think of all the questions you’ve had and how difficult it was to find a reliable answer. Maybe you wondered whether Tanning beds increase the risk of cancer, or Does drinking hard water have any negative health effects?
On google, you get ads. Elsewhere, you’re not sure if you can trust the source. Or you have to construct your question in a way that a scientific expert can.
Our new “Ask a Question” search lets you ask frequent questions like this in simple, human terms. And we show you results straight from the full-text of over 32 million research articles that have the answer you’re looking for, or at least a clue to point you in the right direction.
Asking, “Do tanning beds increase the risk of cancer?” surfaces answers like this, which indicate that there is an associated cancer risk, with the confidence that these results are backed by peer-reviewed research.
And asking “Does drinking hard water have any negative health effects?” yields a number of results indicating some of the adverse effects of drinking hard water.
By the way, these results are not summarized or AI-generated, but snippets from full-text articles that real researchers wrote and published.
How is this possible?
At scite, we’ve built the world’s largest database of Citation Statements – the sentences from full-text articles where references are used in-text.
When we started years ago, we leveraged these to disambiguate traditional citation counts through our badge, and helped users read exactly how a particular paper and its findings were cited in newer research through our article report pages.
Then, we built a unique search experience across those Citation Statements, allowing users across domains to find facts straight from the full-text of articles. But even this required some advanced knowledge of querying.
Now, with “Ask a Question”, that wealth of information is even more accessible to anyone who engages with research.
Try it out now , and let us know what you think . For a deep dive into how it works on a technical level, check out our blog post
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
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We, librarians, are fortunate that we get to meet a lot of incoming Hopkins students. We often request that they give us their “burning questions” — about Baltimore, Hopkins, the library, life and love, etc. We’ve curated some of their questions and their answers into a series of blog posts that we hope will address some “burning questions” of your own.
Q: “What’s the best way to approach a research paper when you don’t know where to start?”
A: You find yourself staring at the blank page. The cursor is blinking with expectation, adding to the pressure of getting started on your research paper but your mind is as blank as the page. Where do you begin?
We’ve all been there! Starting your research can be daunting! Luckily, you’ve got the library (and the librarians) waiting in the wings, ready to help! There are a few basic steps that can get you started.
1 – A Topic: Even if you’ve got a topic in mind, it’s worth interrogating it and making sure that you’re able to write something interesting about it.
2 – Preliminary Research: Do a quick survey of what resources are out there that address your subject. Reviewing the literature on your topic will give you an idea of where you can look for more information and what angle you can take in your paper. Ask yourself who, what, where, and when you need to know to address your subject. You can use the information you find in this stage to construct a research strategy to make life easier for yourself. Pull keywords, key figures, dates, places, events, etc., from your preliminary research and let it inform your search going forward. This is the perfect stage to check out the library’s Research Guides . These guides act as signposts that can direct you toward where you can look for books , articles , datasets , and other resources about your topic.
3 – Create a Rough Outline: Ask yourself what you are trying to say with your research. Once you know that, create an outline of the arguments you intend to make that will bring the reader from Point A to Point Z. Start fleshing out your outline with your ideas, thoughts, and preliminary research. Make sure that your points flow together, following a logical order so that the reader can understand your thinking.
4 – Conduct further research: Now that you have your outline you can ask yourself “What am I trying to say in this portion of my research?” Then hit the library to find the resources you need to support the point you are making. Can’t find what you’re after? Getting frustrated? Reach out to your librarian. We can talk through your ideas, help you organize, and help you to find resources that may be eluding you.
5 – Write! Remember that writing and research is an iterative process. As you write, don’t be surprised to find yourself coming back to the library to find additional resources. Keep track of your research using a citation manager. Edit, rewrite, and get feedback!
Don’t let the blank page intimidate you. You’ve got things to say and ideas to contribute! We can’t wait to see what you do!
Related posts:
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Can I write:
Hi Prof. xxx, I am xxx, PhD student from xx University. Recently I am studying your paper titled “xxx” in xxx. Could you please help me understand why xxx? I assume that there may be two reasons: 1)xxx 2) xxx. Thank you so much for your time. Sincerely, xxx xx University
When I was a student I liked to also mention my advisor and my area of research, and maybe a few words about how the author's paper related to my research. Of course, this only makes sense if you already have an advisor and a project, but the more the author understands about who you are and how they are helping you, the better.
I also agree with the others that it's better to start with "Dear Prof. xxxx" (if the author is in fact a professor).
It sounds not very professional. I would suggest writing "Dear Prof. .." Here is an edited version of your letter:
Dear Prof. xxx, I am a PhD student from xx University. Recently, I came across your paper titled “xxx” in xxx. Could you please help me to understand why xxx? I assume that there may be two reasons: 1)xxx 2) xxx. I would greatly appreciate your response. Best regards, xxx, xx University
Yes, you could write that and you might get a reply. It is possible that you won't, but it seems polite enough that the chances are good.
It might take a while for a reply (weeks), however, since people are busy and it might take some time to reflect on the proper response. And the reply might just be a pointer to somewhere you can get additional background.
As user spin notes in a comment, a more formal salutation would be better, however. Some places can be quite formal.
Yes you can ask. But your current version has some issues.
Hi Prof. xxx,
Use a more formal way to address him in the first e-mail. There is a chance that he will answer less formal, but you don't know in advance, so be more formal for the first e-mail.
I am xxx, PhD student from xx University. Recently I am studying your paper titled “xxx” in xxx. Could you please help me understand why xxx?
This sounds like "I need a teacher that helps me understand my assignments". The professor will see it as not being his duty to help students to do their work.
First, really try to do your own research. What don't you understand, do some of the references in the paper explain it? Can you find other material or textbooks that help? Ask another student or staff from your faculty.
Then, of course, the paper can be hard to read and a question is still justified. Try to explain in a concise way what you don't understand and ask a question as concrete as possible.
I assume that there may be two reasons: 1)xxx 2) xxx.
That's a good way to approach the issue. Tell (without too much text) what you didn't understand and what you think what may be meant but doesn't quite sum up for you. Don't go into too much detail, as you obviously did not understand it and explaining your wrong version doesn't help the author. But write enough that he is able to see what you didn't understand.
Thank you so much for your time.
Personally I would not exaggerate here. A simple "Thank you for your time" is appropriate, but the "so much" may be a bit over the top. They may be a professor and you're "just" a student, but in the end you're both just persons and you can ask questions like any other person. So I'd be polite, but don't exaggerate.
As an author, I appreciate it when someone shows interest in my work. I have no issue with responding to specific questions or engaging in a discussion.
That said, when you reach out to an author you should show competence in the area and ask relevant questions. The template you posted looks fine.
Not the answer you're looking for browse other questions tagged publications etiquette communication ..
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The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
In conclusion, asking the right questions about a research paper is crucial for a comprehensive understanding and critical evaluation of the study. By focusing on key aspects such as the research question, methodology, data analysis, and implications, readers can gain deeper insights and assess the validity and reliability of the research.
105 Questions to Ask When Reviewing a Research Article. Poring over the pages of a research article can feel like navigating a labyrinth. You're in pursuit of the truth, but the path is winding, and each choice of direction is pivotal. As a critic, a peer reviewer, or simply an inquisitive reader, you understand the potential impact that a ...
Scientists write original research papers primarily to present new data that may change or reinforce the collective knowledge of a field. Therefore, the most important parts of this type of scientific paper are the data. ... Again, ask the questions in Rule 3 for each figure or panel and conclude with articulating the "take home" message ...
A well-crafted research question (or set of questions) sets the stage for a robust study and meaningful insights. But, if you're new to research, it's not always clear what exactly constitutes a good research question. In this post, we'll provide you with clear examples of quality research questions across various disciplines, so that you can approach your research project with confidence!
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.
The answer to your research question will eventually be your thesis statement, which will take a stance. Frame your research question so that it does not result in a "yes" or "no" answer, but an in-depth answer. Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783. This work is licensed under a Creative Commons Attribution ...
Definition: Research questions are the specific questions that guide a research study or inquiry. These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is ...
Regardless of whether it is a qualitative research or quantitative research project, research questions provide writers and their audience with a way to navigate the writing and research process. Writers can avoid "all-about" papers by asking straightforward and specific research questions that help them focus on their research and support a ...
Choose a broad topic, such as "learner support" or "social media influence" for your study. Select topics of interest to make research more enjoyable and stay motivated. Preliminary research. The goal is to refine and focus your research question. The following strategies can help: Skim various scholarly articles.
Know Your Research Tip sheets and explainers to help journalists understand academic research methods; find and recognize high-quality research; investigate scientific misconduct and research errors; and avoid missteps when reporting on new studies and public opinion polls; Email Newsletter. Subscribe. It's free! Sign up for our free newsletter! You'll receive a weekly update of important ...
Course Learning Outcome: Develop ability to synthesize and express complex ideas; demonstrate information literacy and be able to work with evidence Goal: Develop students' ability to recognize and create successful research questions Specifically, students will be able to. identify the components of a successful research question. create a viable research question.
I remember I read somewhere four (at least I think it was four) important questions to ask yourself when writing research paper, such as "What is the problem?", "Why is that important?", etc. These questions were named after some guy or something whose name I don't remember. Please help me remember the name. research-process. research-topic.
For example, if you want qualitative data and you have enough time, then you can carry out a focus group. Organize your papers in one place. Try Paperpile. If you want quantitative data in a short period of time then an online survey suffices. Time and goal will be the decisive factors in almost every project.
18 common audience questions at academic conferences (+ how to react) Master Academia. 7 minutes read. While you can practice your conference presentation a hundred times, audience questions are more difficult to prepare for. Nonetheless, several typical audience questions are frequently asked at academic conferences.
It's just the equivalent of a "Caution" or "Yield" sign on the road to understanding. 3. How big was the sample? In general, the more participants in a study, the more valid its results. That said, a large sample is sometimes impossible or even undesirable for certain kinds of studies.
Steps to Developing a Good Research Question. 1. Start with a broad topic: A broad topic provides writers with plenty of avenues to explore in their search for a viable research question. Techniques to help you develop a topic into subtopics and potential research questions include brainstorming and concept mapping.
The important thing is to ask some specific questions. If you just asked me for "details of methodology" I would hit the delete button, because I'm not going to write a comprehensive reply that is probably longer than the published paper telling you every little detail about what I did - especially if the paper was published years ago and I ...
Our new "Ask a Question" search lets you ask frequent questions like this in simple, human terms. And we show you results straight from the full-text of over 32 million research articles that have the answer you're looking for, or at least a clue to point you in the right direction. Asking, "Do tanning beds increase the risk of cancer ...
Questions to Ask for Peer Review Clarify thesis: This is what I think your thesis is [say what you think it is]—is this what you mean? Does your thesis tell me the reader what to expect in your paper? Is the thesis specific enough? Clarify content: Does everything in the paper connect to the thesis in a way that is easy to understand?
2 - Preliminary Research: Do a quick survey of what resources are out there that address your subject. Reviewing the literature on your topic will give you an idea of where you can look for more information and what angle you can take in your paper. Ask yourself who, what, where, and when you need to know to address your subject.
Since research questions are such a crucial part of a research paper, you'll want to devote a reasonable amount of time and effort to writing them well. The following six steps can guide you through the basic process. Then, in the next section, we'll talk more about how to write a research question that gives your research paper a laser ...
When I was a student I liked to also mention my advisor and my area of research, and maybe a few words about how the author's paper related to my research. Of course, this only makes sense if you already have an advisor and a project, but the more the author understands about who you are and how they are helping you, the better.