\n| Is the question connected to a clear subject-specific approach?<\/td>\n | Yes \/ No<\/td>\n | Ensure your question allows the methods and analysis typical of the subject.<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nHow to interpret the checklist<\/h3>\nIf you answered \u201cNo\u201d to two or more items, don’t worry \u2014 you have a precise problem to fix. The trick is to transform vague language into delimiters: numbers, locations, time ranges, particular texts or organisms, and a stated method. Below I unpack each diagnostic item and show how to fix it quickly.<\/p>\n 1 \u2014 Is the research question specific and clear?<\/h2>\nA common broad question looks like \u201cHow does climate change affect plants?\u201d or \u201cWhat are the causes of World War I?\u201d They\u2019re interesting, but impossible to answer well in 4,000 words. A specific question targets a measurable relationship and frames it so you can answer analytically.<\/p>\n \n- Turn general nouns into variables: instead of \u201cclimate change,\u201d pick one measurable factor (e.g., soil salinity, average temperature rise, CO2 concentration).<\/li>\n
- Limit scope to a population, location, or period: name a species, city, archive, or novel.<\/li>\n
- Phrase the question so it implies comparison or measurement: \u201cTo what extent,\u201d \u201cHow does X affect Y,\u201d or \u201cWhat is the relationship between\u2026\u201d<\/li>\n<\/ul>\n
Example fix: \u201cHow does increased soil salinity affect germination rate?\u201d becomes \u201cTo what extent does increased soil salinity reduce the germination rate of Species X in coastal sand dunes of Region Y?\u201d \u2014 specific, measurable, testable.<\/p>\n 2 \u2014 Can you describe the method in one sentence?<\/h2>\nImmediate clarity about method separates feasible EEs from wishful thinking. If you can\u2019t say whether your answer will come from experiment, survey, archival analysis, close reading, or modelling, your question is probably too broad.<\/p>\n \n- If you plan an experiment: say what you\u2019ll measure and under what conditions.<\/li>\n
- If you plan archival work: name the archive or types of primary sources.<\/li>\n
- For literature or language EEs: specify which texts and which aspects you will analyze.<\/li>\n<\/ul>\n
Quick test: write one sentence after the question: \u201cMethod: I will compare X samples using Y test\u201d or \u201cMethod: I will analyze Z primary sources using discourse analysis.\u201d If you can\u2019t, tighten the question.<\/p>\n 3 \u2014 Is the evidence you need realistically obtainable?<\/h2>\nBroad topics often ask for global or longitudinal data that you can\u2019t access. Narrowing means choosing a case study, a realistic sample size, or sources you can actually get within your time and ethical constraints.<\/p>\n \n- Prefer a single well-documented case over multiple superficial ones.<\/li>\n
- Estimate the time and resources needed: lab time, travel, archive access.<\/li>\n
- Ethics check: if your plan involves human participants, can you get consent and approval?<\/li>\n<\/ul>\n
If you can\u2019t access the data, shift to a similar but attainable focus (e.g., public datasets, digitized archives, or secondary analysis).<\/p>\n 4 \u2014 Can the question be answered meaningfully within the word limit?<\/h2>\nMany students only realize scope problems during drafting. A quick way to test this: list the three core points your answer must make. If you can\u2019t express them in a short sentence each, your question probably demands too much.<\/p>\n \n- For complex comparative studies, reduce the number of comparators to one or two.<\/li>\n
- For multi-factor questions, prioritize the single most important variable.<\/li>\n<\/ul>\n
5 \u2014 Is the question aligned with subject-specific approaches?<\/h2>\nEE criteria differ by subject. A physics EE needs clear variables and equations; a history EE needs archival evidence and a line of argument about causation or interpretation. Make sure your question invites the kind of analysis teachers will expect in that subject.<\/p>\n When in doubt, check a subject guide or ask your supervisor to confirm whether your question fits the methodology and assessment focus.<\/p>\n Examples: broad topic \u2192 focused research question<\/h2>\nSeeing before-and-after examples is one of the fastest ways to internalize narrowing techniques. The table below shows common broad topics and sharper EE-ready questions.<\/p>\n \n\n\n| Subject<\/th>\n | Broad topic<\/th>\n | Sharpened research question<\/th>\n | Why it’s better<\/th>\n<\/tr>\n<\/thead>\n | \n\n| Biology<\/td>\n | Effects of pollution on fish<\/td>\n | How does microplastic concentration affect the feeding rate of Species A in estuary B?<\/td>\n | Specifies organism, pollutant, behavior, and location \u2014 testable in a lab or field study.<\/td>\n<\/tr>\n | \n| History<\/td>\n | Causes of decolonization<\/td>\n | To what extent did economic pressures in Colony X influence colonial policy decisions between Event Y and Event Z?<\/td>\n | Limits to one colony and a time frame; allows focused archival evidence and argument.<\/td>\n<\/tr>\n | \n| Economics<\/td>\n | Income inequality and growth<\/td>\n | What is the relationship between minimum wage increases and small-business employment in Region X over five policy cycles?<\/td>\n | Defines variable measurement, region, and a finite comparison window.<\/td>\n<\/tr>\n | \n| English\/Literature<\/td>\n | Modernism in novels<\/td>\n | How does Narrator X’s unreliability in Novel A reflect modernist themes of epistemic uncertainty?<\/td>\n | Limits texts and analytical lens, enabling close reading and quoted evidence.<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n | |
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