Now That We Are Beginning Unit 2 You Will Need To Narrow You

Now That We Are Beginning Unit 2 You Will Need To Narrow Your Topic

Now that we are beginning Unit 2, you will need to narrow your topic. You have collected a variety of sources on your topic in Unit 1, however, Unit 2 will focus specifically on answering a research question. This activity will help you pick one, which will be approved by your instructor. You should first read the section of your textbook starting from "Narrow Your Topic". Use this section to understand the work you've already done to gather background information and why it's important to narrow your topic. Pay particular attention to the examples of research questions provided.

Using this section of the textbook to guide your response, answer the following questions: What has your topic in the class been so far? What is the puzzle or problem at the center of the topic (the most debated parts and why their answers matter)? What do you want your research question to be for Unit 2? Remember, research questions are questions with question marks that you hope to answer by examining sources on the topic. You can suggest two questions if unsure. Focus on problems or solutions.

For example, if you are researching bus route changes, a good research question might be: "Should voters support the change in bus routes?" A bad question would be too narrow, like "What are the current bus routes?" or too broad, like "Do bus systems in the U.S. work efficiently?" The question should allow you to explore multiple sources and reach a clear answer within your available time.

Based on your preliminary research, what do you already know about possible answers to your question? What do you still need to explore before answering it? Think of one specific group or audience that your research will matter to, and explain why. Instead of everyone, identify at least one specific group—for example, if researching COVID-19 effects on unborn fetuses, your audiences could be pregnant women or obstetricians.

Paper For Above instruction

The process of narrowing a research topic is pivotal in developing a focused and manageable research question that can guide effective investigation. Initially, students should reflect on their preliminary background research gathered during Unit 1 and utilize the textbook section "Narrow Your Topic" to deepen their understanding of how to refine broad issues into specific queries. The textbook emphasizes the importance of crafting questions that are neither too narrow nor too broad, ensuring that they can be addressed through a limited number of credible sources within the constraints of the course.

Understanding the core problem or debate within a chosen topic helps in formulating a compelling research question. For instance, a broad inquiry such as "Are bus systems efficient?" is too expansive, whereas a question like "Should voters support the proposed change in bus routes?" is more specific and feasible to answer through research. Students must evaluate their existing knowledge of the topic and identify gaps that require further investigation, particularly by examining diverse perspectives and evidence in the sources they have collected.

Equally important is defining the target audience for the research. Narrowing the focus to a particular group—such as policymakers, educators, or affected community members—ensures that the research remains relevant and impactful. For example, research on COVID-19's impact on unborn fetuses is especially pertinent for pregnant women and obstetricians, making their perspectives and needs central to the inquiry. Overall, this process enables students to develop clear, answerable questions that contribute meaningfully to ongoing debates and problem-solving efforts in their chosen field.

References

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