4.1.2: Scope
- Page ID
- 328977
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Scope out what information you have, need, and where to find it.
The next step is to find a focus for your paper.
Jot down what you already know about your topic. This helps you discover what you don't know and what you need to find out. It will also come in handy when documenting sources. You will know if you got specific information from a source or if you already knew it.
Do some preliminary research on your topic. To get broad information or context, use an encyclopedia such as Encyclopedia Britannica or a site such as Credo Reference. Books or textbooks are also a good way to find background information. Use the index to find specific topics so you don't have to read the entire book.
Narrow your topic. Often students think they need to keep their topics broad so they have plenty to talk about. If you do this, you may find that you get overwhelmed by the amount of information you will need for your paper. Keeping your topic narrow helps you control the amount of information you need and determine which information is relevant. Instead of a broad overview of your topic, you will delve it, which is much more interesting and insightful.
How to narrow your topic: Consider the conversations surrounding your topic.
Look at some news sources to find out what people saying about it. What are the different perspectives? Which points seem the most debated, important, or relatable? Ask some general questions such as who, what, when, where, why, and how.
Narrow your topic. If you plan to write about climate change, you should not plan to research everything on climate change. That is too much information to handle and to put into one paper. You will need to choose a specific subtopic like water pollution.
BUT, that is not narrow enough. There are so many kinds of water pollution you won't know where to start. So, you need to find a subtopic of that.
Let's say you choose groundwater pollution. You still need to narrow that. What kind of groundwater? Where is the pollution? What type of pollution is it. Choose one of these questions to narrow your topic again.
If you decide to choose chemical pollution in groundwater, you will almost be there. You should choose one more subtopic that specifies what kind of chemical pollution you are going to address. If you decide to write about herbicide pollution in Midwestern groundwater, you have a good start. Now you are ready to create a research question.
A good way to narrow your topic like we did above, you can use a brainstorming techniques such as listing or mind-mapping. You can find more information in the Invention section in the chapter on the Writing Process.
Write a research question.
Having a good research question will help you stay focused and control the amount of research you need. As you proceed, you may find that you find another branch of your topic that is more interesting. That is fine and part of the writing process. Write a new research question, and continue. Just be careful that you are not changing your question often. If you keep finding different directions that you want to go, your topic is probably too broad. See if you can narrow it a bit further.
A good research question has the following qualities:
1. It is narrow and explores one idea from your topic.
Look closely at the examples of different kinds of research questions below.
Too broad: Do standardized tests determine the education levels of a child? (There are too many unanswered questions that go along with this question. What tests? What age student? How is education level defined?) Better: Does the ACT exam adequately determine whether a student is academically ready for college?
Too descriptive: Discuss the ramifications of using standardized tests in an elementary classroom.
Better: How does using annual standardized tests affect teaching methods of middle school teachers?
2. It is arguable. You need to be able to choose a side and defend it.
Not arguable: How many states rely on standardized test scores to determine teacher wages? (There is nothing to debate; the answer is factual.)
Better: Are standardized test scores a fair way to determine high school teacher wages?
3. It can be supported with researched information.
Difficult to adequately support: Should college acceptance rely solely on standardized test scores? (The answer would probably be mostly opinion.)
Better: What are the most effective methods of determining a student’s acceptance into college?
Once you have a specific research question, you are ready to move on to the next step. You will have clear direction and what kind of information you will need.