Assignment Week 2: Research Question and Hypothesis Exercise
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The goal of this assignment is to set you up for success in designing research inquiries moving forward. Part of a solid research idea and proposal is having a workable research question that is narrow enough that it can be addressed in the space provided (for example a 15-20 page research paper versus a 50-page thesis), and written in a way that is open-ended and free from bias.
1. Start your assignment with an introductory paragraph about your research topic and why it is of interest and a research “puzzle.” You want to guide your reader from your research area to your research topic, then on to your general research question and specific research question.
While there are many ways to frame a research question, at the graduate level, your research questions should be 1) open-ended and start with “How,” “Why,” “What,” or “To what extent;” 2) should incorporate the variables you seek to assess and their relationship; and 3) should indicate how you intend to test the nature of that relationship. You want to make sure that your question has an appropriate amount of complexity so that it requires a significant amount of research and analysis. A simple Google search should not be able to answer your research question.
Too broad: How can personal ambition in politics be harmful?
Too narrow: What is Vladimir Putin’s position on ballistic missile defense?
Too vague: What is Vladimir Putin’s “operational code?”
Appropriately Complex and Focused: To what extent has Vladimir Putin been motivated by a drive for power compared to his predecessor Boris Yeltsin?
A key question to help address the above central research question may be: How have Putin’s personal ambitions shaped Russia’s relations with the United States?
2. Next, provide a purpose statement that conveys your intentions about what you hope to produce. See the references in your Lessons for additional insight. Often within the literature, this discussion is usually called out by a phrase like the following: “This paper examines . . .,” “The aim of this paper is to . . .,” or “The purpose of this essay is to . . .”. Remember that a purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn. Your purpose statement should demonstrate what you are hoping to find out, and also explain what you want your readers to understand (motivation or argument of the research). Later on, when you go to write a paper, a trick to help keep your paper focused on your purpose or argument is to paste it into the header or footer while you write.
This formula and example set from the Baruch College Writing Center may be helpful:
This student is studying…
(Narrowed Topic)
…because this author wants to find out…
(Research Question)
….so that readers understand…
(Motivation or Argument)
Differences in Boston-based and Philadelphia-based abolitionist rhetoric…
…why Boston-based abolitionists emphasized broad themes of social justice…
…how previous scholars may have overlooked the role of free black Bostonians in shaping anti-slavery ideals.
The Origins of the Glass-Steagall Act
…why lawmakers supported its passage…
…that their motives resulted not from careful economic analysis but rather from ideological preconceptions about the role of commercial banks in society.
(From Baruch College Writing Center “Focusing Research Topics Workshop” www.writingcenter.baruch.cuny.edu)
3. Pull out the dependent (DV) and independent variable(s) (IV) that you are interested in looking at. This needs to be specific and you need to discuss ideas for how you might go about measuring the impact that the IV has on the DV. You need to focus on one or two specific variables (and discuss how they are defined), otherwise, your research will quickly spin out of control as you will not have the capacity to effectively address the relationship between all the variables. The PRS Group offers a good list of variables they use in their research. This list is just an example of variables to show you what a variable might look like and how it might be defined.
Hypothesis: A statement for how a change or condition in one or more independent variables causes (s) a change or condition in a dependent variable.
Not all studies or research papers require the use of a hypothesis. In most cases, hypotheses are used when a study is conducting an experiment or when a study is quantitative in nature. However, this is an important skill to develop in case you do go on to complete quantitative research or conduct a formal experiment.
In this next step, you will develop a hypothesis that reflects your educated guess as to the relationship between your selected variables. You may use an “if” or “then” statement or you may formulate it as a narrative statement. Finally, explain why these are the important variables to look at within this research project. Why focus on these variables and not other variables?
By the time you are done, you should have at least 3-4 pages of content (double-spaced in Times-New Roman font 12), not including the title page, and a “references list or bibliography” page. Your writing should be consistent with the professional/academic writing style. For a refresher on the conventions of academic writing please refer to the latest Turabian writing guide or APA writing manual. Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.
Please contact me if you have any questions.
You can also consult:
The College Student’s Guide to Writing A Great Research Paper: 101 Easy Tips & Tricks to Make Your Work Stand Out
https://ebookcentral.proquest.com/lib/apus/detail.action?docID=4740473
Use the filename (no spaces) yourlastnameWeek3.doc for uploading this file to the Assignment.
Note: This assignment will be something that you draw upon to help you complete your final assignment, which is a research proposal. For that assignment, you may use the same research question you developed here or create another one.
By the time you are done, you should have at least 3-4 pages of content (double-spaced in Times-New Roman font 12), not including the title page, and a “references list or bibliography” page. Your writing should be consistent with the professional/academic writing style. For a refresher on the conventions of academic writing please refer to the latest Turabian writing guide or APA writing manual. Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.
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The goal of this assignment is to set you up for success in designing research inquiries moving forward. Part of a solid research idea and proposal is having a workable research question that is narrow enough that it can be addressed in the space provided (for example a 15-20 page research paper versus a 50-page thesis), and written in a way that is open-ended and free from bias.
1. Start your assignment with an introductory paragraph about your research topic and why it is of interest and a research “puzzle.” You want to guide your reader from your research area to your research topic, then on to your general research question and specific research question.
While there are many ways to frame a research question, at the graduate level, your research questions should be 1) open-ended and start with “How,” “Why,” “What,” or “To what extent;” 2) should incorporate the variables you seek to assess and their relationship; and 3) should indicate how you intend to test the nature of that relationship. You want to make sure that your question has an appropriate amount of complexity so that it requires a significant amount of research and analysis. A simple Google search should not be able to answer your research question.
Too broad: How can personal ambition in politics be harmful?
Too narrow: What is Vladimir Putin’s position on ballistic missile defense?
Too vague: What is Vladimir Putin’s “operational code?”
Appropriately Complex and Focused: To what extent has Vladimir Putin been motivated by a drive for power compared to his predecessor Boris Yeltsin?
A key question to help address the above central research question may be: How have Putin’s personal ambitions shaped Russia’s relations with the United States?
2. Next, provide a purpose statement that conveys your intentions about what you hope to produce. See the references in your Lessons for additional insight. Often within the literature, this discussion is usually called out by a phrase like the following: “This paper examines . . .,” “The aim of this paper is to . . .,” or “The purpose of this essay is to . . .”. Remember that a purpose statement makes a promise to the reader about the development of the argument but does not preview the particular conclusions that the writer has drawn. Your purpose statement should demonstrate what you are hoping to find out, and also explain what you want your readers to understand (motivation or argument of the research). Later on, when you go to write a paper, a trick to help keep your paper focused on your purpose or argument is to paste it into the header or footer while you write.
This formula and example set from the Baruch College Writing Center may be helpful:
(From Baruch College Writing Center “Focusing Research Topics Workshop” www.writingcenter.baruch.cuny.edu) 3. Pull out the dependent (DV) and independent variable(s) (IV) that you are interested in looking at. This needs to be specific and you need to discuss ideas for how you might go about measuring the impact that the IV has on the DV. You need to focus on one or two specific variables (and discuss how they are defined), otherwise, your research will quickly spin out of control as you will not have the capacity to effectively address the relationship between all the variables. The PRS Group offers a good list of variables they use in their research. This list is just an example of variables to show you what a variable might look like and how it might be defined.
Hypothesis: A statement for how a change or condition in one or more independent variables causes (s) a change or condition in a dependent variable.
Not all studies or research papers require the use of a hypothesis. In most cases, hypotheses are used when a study is conducting an experiment or when a study is quantitative in nature. However, this is an important skill to develop in case you do go on to complete quantitative research or conduct a formal experiment.
In this next step, you will develop a hypothesis that reflects your educated guess as to the relationship between your selected variables. You may use an “if” or “then” statement or you may formulate it as a narrative statement. Finally, explain why these are the important variables to look at within this research project. Why focus on these variables and not other variables?
By the time you are done, you should have at least 3-4 pages of content (double-spaced in Times-New Roman font 12), not including the title page, and a “references list or bibliography” page. Your writing should be consistent with the professional/academic writing style. For a refresher on the conventions of academic writing please refer to the latest Turabian writing guide or APA writing manual. Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.
Please contact me if you have any questions.
You can also consult:
The College Student’s Guide to Writing A Great Research Paper: 101 Easy Tips & Tricks to Make Your Work Stand Out https://ebookcentral.proquest.com/lib/apus/detail.action?docID=4740473 Use the filename (no spaces) yourlastnameWeek3.doc for uploading this file to the Assignment.
Note: This assignment will be something that you draw upon to help you complete your final assignment, which is a research proposal. For that assignment, you may use the same research question you developed here or create another one.
By the time you are done, you should have at least 3-4 pages of content (double-spaced in Times-New Roman font 12), not including the title page, and a “references list or bibliography” page. Your writing should be consistent with the professional/academic writing style. For a refresher on the conventions of academic writing please refer to the latest Turabian writing guide or APA writing manual. Since multiple writing styles are in use within this course, on your title page, please note which style you are using within your assignment. This will help me cater my comments to the style you are using. The style you use needs to be the one that is used within your program of study.
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Rubric Name: SSGS500 Research Question and Hypothesis Rubric
Print
Criteria
Exemplary
Accomplished
Developing
Beginning
Did Not Attempt
Criterion Score
Introduction: Identifies and summarizes the problem/topic to be investigated
10 points
Uses prior knowledge from the scholarly literature to identify a question to be studied. Breaks down the problem into smaller components which leads to the question that will be addressed in the study. Complexities and nuances within the issue are identified.
8.5 points
Accomplished Uses prior knowledge from the scholarly literature to identify a question to be studied. Breaks down the problem into smaller components, but has not identified all the complexities and nuances within the issue.
7.5 points
Has identified an appropriate topic to be studied, but does not place the problem within the current literature.
6.5 points
Problem not linked to a research puzzle. Problem has been previously addressed by the literature.
0 points
Problem does not fit within the interdisciplinary scope of intelligence studies.
Score of Introduction: Identifies and summarizes the problem/topic to be investigated,
/ 10
Purpose Statement
15 points
Student names more than two of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations.
12.75 points
Student names two of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations.
11.25 points
Student names one of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations.
9.75 points
Articulated purpose of the study is unclear.
0 points
Student does not identify specific, concrete purpose for research
Score of Purpose Statement,
/ 15
Question Clarity
15 points
The research question is clear and easily understood. The research question is the obvious focus of the thesis.
12.75 points
The research question is present and is easily understood. The student works to make the research question the focus of the thesis.
11.25 points
The research question is present but more work needs to be done to make it the focus of the thesis.
9.75 points
The research question is present, but is confusing or hard to identify.
0 points
The research question is absent or unidentifiable.
Score of Question Clarity,
/ 15
Question Topic Linkage
15 points
The question is extremely focused, but not so narrow that the research is limited. The question can be researched with the available resources and time. The question will push the student to expand their current thinking and background knowledge.
12.75 points
The specific research question can be clearly distinguished from the general research question. It is clear from the question what data will be required to answer the question effectively. The question will require the student to think and research beyond their existing background knowledge.
11.25 points
The question is fairly focused. The question can be realistically researched with available resources or time. The reader gains a slight idea of the data required to answer the research question, but more clarity is required.
9.75 points
The question is linked to the problem/topic but is too broad or too narrow. The question cannot be realistically researched with available resources. The data required to answer the research question cannot be determined.
0 points
The research question is not related to the topic area.
Score of Question Topic Linkage,
/ 15
Research Sketch Effectiveness
15 points
Four or more of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance.
12.75 points
Three of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance.
11.25 points
Two of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance.
9.75 points
One of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance.
0 points
None of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?,
Why? or To what degree? questions.
•Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance.
Score of Research Sketch Effectiveness,
/ 15
Use of Resources
10 points
The sources listed are all valid and credible (i.e. come from the scholarly literature) and will extend the student’s thinking beyond their background knowledge and research question.
8.5 points
Most of the sources listed are valid and credible (i.e. come from the scholarly literature) and will help the student in their research and will help answer the research question.
7.5 points
The sources listed may provide information about the topic, but are not credible and valid or will not provide the study within information beyond background knowledge.
6.5 points
The sources used in the assignment will not help answer the research question.
0 points
No references integrated into assignment.
Score of Use of Resources,
/ 10
Professional Writing and Style
20 points
Contains no spelling or grammatical errors, scholarly/academic tone is used throughout, full citations for all sources mentioned, all listed references used in the literature review, follows Chicago style perfectly, incorporates smooth transitions.
17 points
Contains few spelling or grammatical errors, scholarly tone/academic tone is used throughout, missing few references within the text or on the reference list. A couple of the listed references are not used in the review, follows Chicago style consistently with few errors, uses quotations and citations appropriately, transitions are clear but may not be smooth.
15 points
Contains several spelling or grammatical errors, and does not always use Chicago style. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions.
13 points
Contains many spelling or grammatical errors, and does not closely follow Chicago style. Uses excessive direct quotes (more than 10- 15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions.
0 points
Not written at the graduate
| Criteria |
Exemplary
|
Accomplished
|
Developing
|
Beginning
|
Did Not Attempt
|
Criterion Score
|
|---|---|---|---|---|---|---|
|
Introduction: Identifies and summarizes the problem/topic to be investigated
|
10 points
Uses prior knowledge from the scholarly literature to identify a question to be studied. Breaks down the problem into smaller components which leads to the question that will be addressed in the study. Complexities and nuances within the issue are identified. |
8.5 points
Accomplished Uses prior knowledge from the scholarly literature to identify a question to be studied. Breaks down the problem into smaller components, but has not identified all the complexities and nuances within the issue. |
7.5 points
Has identified an appropriate topic to be studied, but does not place the problem within the current literature. |
6.5 points
Problem not linked to a research puzzle. Problem has been previously addressed by the literature. |
0 points
Problem does not fit within the interdisciplinary scope of intelligence studies. |
Score of Introduction: Identifies and summarizes the problem/topic to be investigated,
/ 10 |
|
Purpose Statement
|
15 points
Student names more than two of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations. |
12.75 points
Student names two of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations. |
11.25 points
Student names one of the following purpose for research: •Creating a new process •Developing a new application for an existing process •Clarifying or complicating previous understanding. •Illuminating a contemporary issue. •Replicating earlier, preliminary findings. •Challenging earlier, preliminary findings. •Introducing new areas of inquiry. •Making evidence-based recommendations. |
9.75 points
Articulated purpose of the study is unclear. |
0 points
Student does not identify specific, concrete purpose for research |
Score of Purpose Statement,
/ 15 |
|
Question Clarity
|
15 points
The research question is clear and easily understood. The research question is the obvious focus of the thesis. |
12.75 points
The research question is present and is easily understood. The student works to make the research question the focus of the thesis. |
11.25 points
The research question is present but more work needs to be done to make it the focus of the thesis. |
9.75 points
The research question is present, but is confusing or hard to identify. |
0 points
The research question is absent or unidentifiable. |
Score of Question Clarity,
/ 15 |
|
Question Topic Linkage
|
15 points
The question is extremely focused, but not so narrow that the research is limited. The question can be researched with the available resources and time. The question will push the student to expand their current thinking and background knowledge. |
12.75 points
The specific research question can be clearly distinguished from the general research question. It is clear from the question what data will be required to answer the question effectively. The question will require the student to think and research beyond their existing background knowledge. |
11.25 points
The question is fairly focused. The question can be realistically researched with available resources or time. The reader gains a slight idea of the data required to answer the research question, but more clarity is required. |
9.75 points
The question is linked to the problem/topic but is too broad or too narrow. The question cannot be realistically researched with available resources. The data required to answer the research question cannot be determined. |
0 points
The research question is not related to the topic area. |
Score of Question Topic Linkage,
/ 15 |
|
Research Sketch Effectiveness
|
15 points
Four or more of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance. |
12.75 points
Three of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance. |
11.25 points
Two of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance. |
9.75 points
One of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, Why? or To what degree? questions. •Suggest a structure for drafting or methodology for analysis. •Facilitate participation in an existing scholarly conversation. •Possesses a clear motivating purpose or significance. |
0 points
None of the following elements are captured in the assignment: •Address specific, narrowed topics. •Facilitate analysis with open-ended How?, What?, |
Score of Research Sketch Effectiveness,
/ 15 |
|
Use of Resources
|
10 points
The sources listed are all valid and credible (i.e. come from the scholarly literature) and will extend the student’s thinking beyond their background knowledge and research question. |
8.5 points
Most of the sources listed are valid and credible (i.e. come from the scholarly literature) and will help the student in their research and will help answer the research question. |
7.5 points
The sources listed may provide information about the topic, but are not credible and valid or will not provide the study within information beyond background knowledge. |
6.5 points
The sources used in the assignment will not help answer the research question. |
0 points
No references integrated into assignment. |
Score of Use of Resources,
/ 10 |
|
Professional Writing and Style
|
20 points
Contains no spelling or grammatical errors, scholarly/academic tone is used throughout, full citations for all sources mentioned, all listed references used in the literature review, follows Chicago style perfectly, incorporates smooth transitions. |
17 points
Contains few spelling or grammatical errors, scholarly tone/academic tone is used throughout, missing few references within the text or on the reference list. A couple of the listed references are not used in the review, follows Chicago style consistently with few errors, uses quotations and citations appropriately, transitions are clear but may not be smooth. |
15 points
Contains several spelling or grammatical errors, and does not always use Chicago style. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions. |
13 points
Contains many spelling or grammatical errors, and does not closely follow Chicago style. Uses excessive direct quotes (more than 10- 15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions. |
0 points
Not written at the graduate |