research based inquiry essay examples

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Research Inquiry

Through the research inquiry assignment, students will:.

• Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts
• Use strategies – such as interpretation, synthesis, response, critique, and design/redesign – to compose texts that integrate their ideas with those from appropriate sources
• Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources

Things to keep in mind about research inquiry:

How Much Longer will African Americans be Disenfranchised? (2023-2024)

Pierce Burm

In this research inquiry, Burm synthesizes many legal and legislative sources to demonstrate the disenfranchisement and systemic racism against African Americans attempting to exercise their right to vote. In particular, Burm presents specific examples from Mississippi, Alabama, and Tennessee. However, Burm concludes the essay with the reminder that unless we are vigilant and strict bills are passed to counteract voter suppression, this is an issue that will continue and become even more prevalent. The outcome is that African American voters will have the impact of their votes even further diminished.

Camp in the Rocky Horror Picture Show (2023-2024)

Anthony Cawley

In this research inquiry, Cawley examines the film, Rocky Horror Picture Show , as an example of a “perfect camp film.” He arrives at this conclusion based on his interpretation of the film itself as the main source and by synthesizing other sources on film theory, film analysis, and theories of camp, such as Susan Sontag’s Notes on Camp .

Rocky IV as a Groundbreaking Film (2023-2024)

Matthew Croote

In this research inquiry example, Croote analyzes a later film in the Rocky franchise in order to argue for its understanding as a groundbreaking film. His argument takes up three major points—that Rocky IV is an effective reflection of Cold War events of the time, that Rocky IV deftly uses sport as a vehicle for its narrative, and that Rocky IV maintains its main message and cohesion within the franchise by entertaining audiences. Within the research and sources cited in this piece, Croote unpacks visual representations of characters, stereotypes and possible propaganda, and the metaphors of training to explore Cold War tensions. Ultimately, Croote also acknowledges but argues against the idea of the film as purely propaganda, but instead a popular film exerting its influence in delivering a slightly different message ahead of Cold War de-escalation.

Examining Conspiracy Theories: Reevaluating the Assumption that Their Supporters are Paranoid (2023-2024)

Soren C. Jung

In this research inquiry, Jung examines the definition and history of conspiracy theories in order to explore new reasons why they may remain so popular, while so commonly being denounced. In his essay, Jung reviews past histories of corporations acting only in favor of maximizing profits, such as the notorious Big Tobacco companies’ “Operation Berkshire.” Jung then juxtaposes knowledge of that history with various contemporary conspiracy theories related to the dangers, risk, or surveillance-related intent of Covid-19 vaccines. Jung concludes his piece with a reminder about the very real consequences of immediate infection and long-term health consequences of Covid-19, and that these are not speculative. However, he cautions that it does a disservice to dismiss believers in vaccine conspiracy theories as “simply paranoid” or uneducated when this belief most likely stems from anxiety of the unknown and fear of past corporate corruption.

Sanctioned Violence (2021-2022)

Jordanne Greenidge

In this research inquiry Greenidge uses Claudia Rankine’s work and a reading of the Rodney King video to question and argue against the sharing of viral videos (such as that of George Floyd or Eric Garner) that depict suffering, brutality, and the murder of Black people. Greenidge’s claim is that while some may share these images in the hopes of supporting movements, such as Black Lives Matter, or creating justice through awareness, the actual sharing of these videos creates desensitization and normalizes acts of violence toward Black victims. Instead of focusing on Black suffering, Greenidge calls for media and the public to focus more on countering white supremacy and the perpetrators of these violent acts.

Tragic Hero (2021-2022)

Nicholas Lardaro

In this research inquiry essay Lardaro uses the literary trope of the tragic hero to make a case for why Revenge of the Sith is an especially compelling film. Lardaro presents sources that help him to analyze how the downfall of Anakin Skywalker becomes an example of a tragic hero. His argument maintains that the treatment of Anakin Skywalker as a tragic hero is what allows the Star Wars prequels to offer emotional complexity and the potential for misinterpretation to the audience. This is in turn what makes these films compelling.

The Effects of Misrepresentation (2020-2021)

Miranda R. Cobo

This example of a research inquiry investigates issues of representation in the comic, Black Panther. Cobo writes: “In the 1960s, Stan Lee and Jack Kirby introduced T’Challa, famously known as the Black Panther. He was the first black superhero to be introduced in the Marvel Universe and into popular American comics. The world that Black Panther lived in is very advanced and breaks the stereotype of the view that many Americans have on Africa. However, that is only one stereotype that it has worked against. There have been many other stereotypes that writers use in T’Challa’s storyline that can be detrimental to making progress against racism. When creating black characters, many times they were not able to amount to the status that white characters have because of the lack of representation. Many authors have written about this topic trying to analyze why misrepresentation keeps happening and how it can be fixed. Through analysis and research, it is clear that there is still a long way to go in order for minorities to be properly portrayed in the media.”

Illegitimate Control: An Acknowledgement of False White Supremacy (2020-2021)

Whitman Ives

This research inquiry introduces a timely conversation on racism, cultural appropriation, and white supremacy. Ives’ argument is that the root cause of cultural appropriation and racism can be traced to a negative and false history of white supremacy. In other words, white culture has been founded and perpetuated based on power-seeking behavior, of which racism is more a symptom. Ives asserts that it is important to acknowledge that white culture is based on false assumptions of supremacy and to address that more systematically rather than addressing only individual events or instances of racism.

Child Protection Services: The Developmental Consequences of Arbitrary Removal (2020-2021)

John Jackson

This research inquiry example details the developmental consequences for children removed from their biological homes by Children’s Services. Jackson uses sources to discuss physical, mental, and emotional implications for removing children from their homes or parents in their future development as both children and adults. Not only does Jackson present an alternative perspective thinking about negative consequences and how the process of removal puts parents at odds with regaining custody, but he also proposes an alternative solution in the conclusion.

The Doppelganger Effect (2020-2021)

Jessica Jean-Baptiste

In this example of a research inquiry, Jean-Baptiste focuses on the use of cameras and mirrors to create doubles, or “doppelgangers” for the character of Nina in the film, Black Swan. In thinking about the “doppelganger effect,” Jean-Baptiste moves through an argument for how doubling fulfills not only one purpose or message within the film, but three. Her claim in synthesizing multiple sources of film analysis is that the doppelganger allows Aronofsky to comment on mental disorders, sexism within the community of ballet, and the overall mood for the film as a thriller as opposed to only a drama.

The Medical Ethics of HeLa Cells (2020-2021)

Elizabeth Pratt

Pratt’s research inquiry essay focuses on the medical ethics issues involved in the case of Henrietta Lacks and her cancer cells (known as HeLa,) which have been used and reused in medical research without hers or her family’s consent. Throughout this essay, Pratt moves between several areas for concern including medical agency and patients’ rights to their own bodies, financial implications, legal definitions, and issues for privacy. Pratt concludes with a call for future regulations and focus on medical ethics.

Guilty Until Proven Innocent (2019-2020)

Jacob Anderson

In this student example, Robinson addresses wrongful convictions, falsified evidence, and other major problems in the American justice system. Relying heavily on source material, Robinson confronts systemic problems by detailing the work of a particular nonprofit organization and highlighting the evidence for the necessity of that organization.

No One to Blame but Ourselves (2019-2020)

Shelby Soule

This example of a research inquiry involves moving through various historical developments and statistics related to climate change (such as rising global temperatures, sea levels, ice sheets, and carbon dioxide emissions) in order to then contextualize global efforts to reduce climate change damage, such as the Paris Agreement. Throughout the research inquiry Soule uses an objective stance in presenting findings and developments ranging from the 1700s to present times, and supporting a conclusion that global devastation may be as close as 2100.

Are Vaccines the Key to Alzheimer’s Treatment? (2019-2020)

In this research inquiry, Tyler uses a metacognitive style of reflection walking the reader through her personal connections to topic selection and research process before presenting what she discovered in medical journal articles on the topic of using vaccines for Alzheimer’s treatment and prevention. In closely reviewing journal articles and their findings, Tyler is able to make comments about the challenges of developing a vaccine appropriate to humans (as opposed to the mice trials she reads about,) and the complexity of high failure rates in the past. Finally, Tyler comments on the financial issues involved in this treatment plan and her own growth as a researcher.

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101 Student Inquiry Essay Examples

Community destruction in north dakota oil boomtowns.

Katharine Berry

Jonnie Cassens is a truck driver who hoped that her move to a North Dakota oil boomtown would help her recover from her previous life in California. In the documentary “Running on Fumes in North Dakota,” she explains how the lifestyle emerging from North Dakota’s rapid oil boom isn’t as glamorous as it is often portrayed; in fact, it is a dirty and unpleasant life. Jonnie’s move from California has left her isolated and lonely with no one to turn to for support or companionship. She expresses her longing for a female friend to “gossip with” or someone she can “get a pedicure with,” but the oil boom has created a society dominated by men and a fractured community (Christenson). Jonnie may be physically alone, but she is not alone in her feeling that the oil boom has resulted in isolation and loneliness. Life-long residents and brand new residents of boomtowns fear the crime, prostitution, and influx of drugs that oil has drawn to North Dakota, and workers often face brutal conditions (Stewart). The unreliable and temporary nature of the North Dakota oil boom has disrupted the existing communities in this region and created deep divisions, preventing new communities from forming. Ultimately, the oil boom undermines community in all forms.

The cohesive rural communities that existed near oil reserves in North Dakota have disintegrated and been destroyed by the nature of the oil boom in the region (Brown). The rapid population flood has created problems of supply and demand in many aspects, especially in relation to housing. There is a great need for housing in the oil boomtowns but little availability, which drives up rent to prices approaching those in urban San Francisco (Warren). These extreme rent increases have made it difficult for many long-time residents to continue to afford their homes and many families are forced to find new housing outside of the region (Stewart). In New Town, North Dakota, a large trailer park, Prairie Winds, which has been home to several Native American tribes for decades, epitomizes this problem. The trailer parks’ new owner raised rents and evicted the long-term residents in order to provide housing for oil workers (Mufson). The original residents were left without roofs over their heads, and unfortunately this type of community destruction is not uncommon. As the oil boom drives housing prices up, families and loved ones are split up. Due to the limited availability of housing in the region, many people leave the area completely. These drastic rent increases have not only taken residents’ housing but their sense of home as well. To make matters worse, the history of oil booms in the region—which features promises of great success followed by sudden failures that leave the state in debt—has left many people skeptical, including construction developers. Since the construction industry anticipates that the region’s oil supply will eventually run out, no new housing is being built to ameliorate the housing crisis. Therefore, the high demand for housing will continue and long-term residents will be driven further from their communities.

Additionally, among residents who try to take advantage of the conditions the boom has created, there is a general consensus that the profit is not worth the trouble (Mufson). Some residents have leased out their land and minerals in exchange for a profit from the oil companies; however, the oil companies have caused physical destruction to residents’ property, leaving them disappointed and angry (Stone). In an interview with a North Dakota native published by  The Washington Post , Donnie Nelson reflects on the two oil rigs on his property: “‘I don’t like what it’s done for our communities and lifestyle,’ he said. ‘We had a good life, and now it’s gone forever, or at least for my lifetime’” (Mufsan). He also reports that he would “‘give it all back for the trouble it’s been’” (Mufsan). Bert Hauge, another long-time resident, has large trenches on his property and cows with serious health problems as a result of the boom (Stone). These residents are left disapproving and discontented with the oil boom. North Dakotans remain skeptical that the promises of twenty years of success from this boom will become a reality, and instead believe that this boom will follow the limited course of previous booms (Lindholm). This bitterness has turned existing communities into a group of isolated individuals. No matter what their situation,  all long-time North Dakotans share one commonality: they miss the time, before the oil boom, when communities “didn’t lock their doors and knew all their neighbors” (Mufson). While long-term residents in North Dakota have felt their communities disintegrate, employers in the oil industry have simultaneously prevented new communities from forming. This has resulted in deep divisions between employers and employees and further divisions among employees themselves. The “suits” (as the oil industry employers are called) have dehumanized workers and created an animal kingdom of men. They have mistreated men by implementing long hours and challenging and dirty work (Gale). Employees of the oil industry are on a schedule of approximately twelve-hour workdays for two weeks straight followed by two weeks of no work, but there is some degree of scheduling uncertainty, and sudden decisions often change schedules at the last minute (Chaudhry). These conditions create the sense of a temporary and easily replaceable environment, implying that the employees are inferior to the “suits.” With uncaring employers, there is a certain degree of animosity that allows workers to be deindividualized and take on the role of “rough and tumble oil worker” (Gale). Most workers are away from their homes and families and remain free of ties to any community in the region; occasionally workers act without being held accountable. This misbehavior has resulted in rising crime and drug use, problems that continue to grow (Healy).

There might be potential for workers to bond over their dehumanization, loneliness and desire for success, but because of the limited resources in the region, workers must compete, making the formation of community impossible. The housing scarcity has created massive competition between workers over housing (Chaudhry). Temporary man-camps of workers are now abundant, along with RV neighborhoods and thousands of vehicles that have been transformed into homes (Sulzberger). This competition is a free-for-all, and men who cannot find anything substantial have resorted to anything that will be sufficient for a temporary residence. With the harsh winters, some workers are finding it difficult to even stay alive. The inflation in the region also makes eating at restaurants practically impossible (Chaudhry). In a society with so many workers in the same situation, new communities could practically fall into place, but these workers face such a range of harsh conditions and obtaining basic requirements like housing and food take precedence over forming new communities.

The undermining of community caused by the oil industry in North Dakota isn’t the state or nation’s primary concern, and it is obvious that the economic benefits resulting from the boom are overwhelming. This oil boom could bring energy independence to the United States, which some might argue is sufficient reason to overlook community destruction. However, the oil boom has also brought health risks and environmental disturbances. Do the economic benefits outweigh the environmental, health and community drawbacks of oil boomtowns? Workers begin to wonder if leaving their families and homes for an uncertain amount of time, facing hard and lonely conditions, and performing dangerous work is really worth the extra income they will make. Others may wonder if the extreme yet temporary success of the oil industry in the region should be unthinkingly prioritized, especially given the destruction to the family land of native North Dakotans.

Is the temporary success of these modern boomtowns worth the potential long-term consequences they bring? As long as the boom benefits the nation as a whole, it is unlikely that there will be any changes to the industry, which leaves the residents of these North Dakota boomtowns more lonely and isolated than ever with no definite end in sight. This leaves residents like Jonnie Cassens in her trailer, which has no running water or toilet—and instead of confiding and bonding with a friend, the only relationship she has is with her dog.

Works Cited

Brown, Chip. “North Dakota Went Boom.” The New York Times. 31 Jan. 2013. Web. 29 Mar. 2014.

Chaudhry, Mat.  Northern Utopia: Rebirth of American Dream: North Dakota Oil Employment.  CreateSpace Independent Publishing Platform, 2013. Kindle.

Christenson, James, Eliot Popko, Jonah Sargent, and Lewis Wilcox. “Running on Fumes in North Dakota.” The New York Times. 13 Jan 2014. Web. 13 Apr 2014. Video.

Cohen, Sharon. “Trying to Combat Growing Drug Trade in Oil Patch.” The Washington Post. 14 Apr 2014. Web. 24 Apr 2014.

Sweet Crude Man Camp. Dir. Gale, Isaac. Prod. Alec Soth. From: Life Inside an Oil Boom. The New York Times. 8 Feb 2013. Web. 13 Apr 2014. Documentary.

Greenwald, Judy. “Rail Risks Expand As  Oil Shipments Boom.” Business Insurance 48.5 (2014): 0013.  Business Source Complete . Web. 31 Mar. 2014.

Healy, Jack. “As Oil Floods Plains Towns, Crime Pours In.” The New York Times. 30 Nov 2013. Web. 13 Apr 2014.

Lindholm, Meg. “Flock to North Dakota Oil Town Leads to Housing Crisis.”  All Things Considered.  National Public Radio. 28 May 2010. Web. 6 Apr 2014. Transcript.

Mufson, Steven. “In North Dakota, The Gritty Side of an Oil Boom.”

The Washington Post. 18 July 2012. Web. 24 Apr 2014.

Oldham, Jennifer. “North Dakota Oil Boom Brings Blight With Growth as Cost Soar.” Bloomberg. 24 Jan. 2012. Web. 29 Mar. 2014.

Schultz, E J. “Williston: The Town the Recession Forgot.” Advertising Age, 82.39, 31 Oct. 2011: 1. Web. 5 April 2014.

Stewart, Dan. “North Dakota: Trouble in Boomtown.” The Week. 19 Sept. 2013. Web. 29 Mar 2014.

Stone, Andrea. “Oil Boom Creates Millionaires and Animosity in North Dakota.” USA Today. N.d. Web. 24 Apr 2014.

Sulzberger, A.G. “Oil Rigs Bring Camps of Men to the Prairie”. The New York Times. 25 Nov 2011. Web. 28 Mar 2014.

Warren, Michael. “Highest Rents Found in Oil Boom Towns of North Dakota.” The Weekly Standard. 14 Feb 2014. Web. 28 Mar 2014.

Instructor’s Memo

Kate’s essay is a testament to how individual stories can make large-scale geopolitical debates feel real and emotionally relevant. Over the past year, the news cycle has featured stories of the Keystone XL pipeline bill, global warming, and peak oil, but Kate leaves us with the image of a woman living alone in a trailer near the North Dakota oil fields. As Kate notes, this woman is surviving without running water or a toilet, her only significant relationship with her dog. Reading Kate’s paper, I am reminded that arguments—even critical and scholarly ones—are sometimes more effective when conveyed through images as opposed to direct statements.

Kate did a tremendous amount of research for this project. Her sources range from newspaper articles to videos to radio transcripts to full-length books. This research allowed her to situate her argument within the larger historical context of boomtowns while also quoting contemporary residents of North Dakota oil communities. Kate’s research also allowed her to consider her argument from multiple perspectives: if existing communities in North Dakota are undermined by the sudden economic influx of an oil boom, then the people who arrive to work in the oil fields also report feeling dislocated and lonely. In this sense, Kate’s writing helps us understand how there are always multiple perspectives on disaster.

—  Sarah   Dimick

Writer’s Memo

The skills I learned in English 100 have helped me to become a much better writer because I learned the basics of how to compose a good paper, not just how to write to meet the requirements for a specific paper. When told that we would write the last paper of the semester about a contested place, I had no idea what I would write about. In class, we read several pieces from various sources that gave us an idea of what a contested place could look like. I asked my parents for some examples and one of them mentioned hydrolytic fracking in North Dakota. I didn’t know much about the topic but I liked that it was a contested place in the U.S. Determining a topic to write about was one of the hardest parts of the paper for me, but I took the idea and looked at a specific aspect within the place — the communities.

I knew very little about what was happening in the oil boomtowns in North Dakota, and even less about the communities within them. In class, we learned how to: gather information and utilize library resources, integrate quotations, write a thesis, and structure an essay and the paragraphs in it; all of which made writing the paper less intimidating. I met with my teacher periodically throughout the writing process, which in turn helped me stay on top of the paper and do the necessary work to write a great paper.

I have never enjoyed writing and have instead dreaded it, generally finding it to be intimidating and overwhelming. However, after learning skills to write a good paper, meeting consistently with my teacher, and working at a steady pace, I began to enjoy writing and I eventually produced a paper I am truly proud of. Different from many of the papers I had written before, I also enjoyed researching about the community destruction in North Dakota oil boomtowns. I found the topic fascinating, so much so that I wanted to share what I had learned with others, and get involved in some way to help address the problems in the oil boomtowns.

The most challenging part of the paper was identifying what I wanted the paper to be about, and narrowing a broad idea into a specific focus that I could form into a thesis statement. I identified the main points I wanted to use, compared them and looked at what they had in common; then, my teacher helped me narrow down and look at the big picture and I determined the specific focus of the paper. After developing a thesis, the rest of the paper was easy. I realized that sometimes the thesis statement comes later on in the process, and it may change several times before it is right. The process of writing this paper has turned me into a  much better writer, and I continue to use the skills I learned in English 100 for all my papers.

— Katharine Berry

Student Writing Award: Critical/Analytical Essay This essay was previously published in the 9th edition of CCC.

Community Destruction in North Dakota Oil Boomtowns  by Katharine Berry is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

UNDERSTANDING MASS INCARCERATION OF AFRICAN AMERICAN WOMEN

Ruthie Sherman

You open your eyes to concrete walls, three roommates, a couple square feet of space, and a toilet about a foot from your bed. You sit up, only to slam your head on the body of your bunkmate, resulting in a large red mark. You slowly stand up because you really have to go to the bathroom and 3:45 a.m. is the only time the guards are too tired to stare at you while you go. This hypothetical situation might seem terrifying, but it is like the common experience of millions of prisoners every day in the U.S. While most Americans are unaware of and desensitized from the consequences of being in prison, incarcerated Americans have to deal with overcrowding, lack of privacy, and isolation on a daily basis. How did this become the norm? How have so many Americans become so unjustifiably desensitized? How is this situation affecting different groups of people in the United States? To begin with, how did we decide that the punishment for crime should be incarceration?

Today, the concept of incarceration is normal. Most people would not think twice when a person is sentenced to time in jail or prison. However, this was not always the case. In The Historical Origin of the Prison System in America, Harry Elmer Barnes chronicles the evolution of criminal justice in the United States. Starting with the Colonial period, Barnes attributes the origin of the modern penal system to two institutions: jails and prisons, which he considers one institution, and workhouses. During the Colonial period, jails and prisons were locations meant only to hold prisoners until a punishment was decided after their trial, creating the practice of placing criminals in separate spaces from the majority of society. Workhouses were designed to repress people of lower class, especially poor people, and were not meant to punish criminals. However, the practice of forcing labor on lower class citizens originated with workhouses. For a long time, these two institutions existed in isolation from each other, containing the group they were constructed to manage.

American Quakers are credited with combining the practices of each institution. According to Barnes, “they originated both the idea of imprisonment as the typical mode of punishing crime, and the doctrine that this imprisonment should not be in idleness but at hard labor” (36). Without knowing it, Quakers transformed the perception and implementation of prison systems in the United States. They took the premise of prisons, isolation of criminals as punishment, and the premise of workhouses, making active use of unproductive members of society, to produce the modern practices of imprisonment and incarceration (Barnes, 36). However, the Quakers had no means of predicting how these principles and practices would become the platform for a dehumanized perspective on criminals.

When prisons were established on the belief that criminals should be isolated based on deviance, the perception of criminality and punishment shifted. Instead of a societal responsibility, there was an invisible solution. Criminals were put out of sight, barricading issues of criminal justice and punishment from the daily concerns of the majority of Americans. This enabled a dependency on criminal justice policies that absolved the larger society of responsibility or of being conscious of actively pursuing social reform for people who had committed crimes. As this dependency grew and became more institutionalized, criminals became viewed as mere shells strictly defined by crime instead of complex human beings with backgrounds and identities that could contextualize their criminal activity (Meares, 8).

According to Christina Meares, some of the invisible dynamics that could contextualize the experiences of incarcerated individuals include, “homelessness, unemployment, drug addiction, illiteracy and dependency on welfare.” She continues, “These are only a few of the problems that disappear from public view when the human beings contending with them are relegated to cages” (8). When people perceive criminals, not only are such dynamics generally unacknowledged, but the multifaceted ways they impact each person depending on their identities are ignored as well. As a consequence, society’s dependence on prisons to reform members of society has ignored the dynamics that were enabling and reinforcing crime among certain groups of people (Meares, 8). An unfair practice of criminal justice was established. Prisons were expected to change and reform criminals, even while society remained silent about the contexts maintaining and reinforcing criminal behavior. The silence surrounding these dynamics, which allowed individuals to be strictly defined by their crime, along with the concentration of criminals into prisons became the foundation for a dehumanized perception of the incarcerated population. And this perception of criminals fed the rise of mass incarceration, the extreme rates of imprisonment, and the manifestation of a dehumanized and racialized perception of criminals that ignores the contexts of institutional issues of poverty and race (Stevenson, 15).

While the perception of criminals has evolved since the Colonial period, mass incarceration emerged relatively recently. During the 1980s, the dynamics that society surrounded with silence, most noticeably drug use, became the defining factors that would directly lead to the rise in incarceration. Although crime was decreasing at the beginning of that decade, President Reagan started his “War on Drugs” against the use of crack cocaine (Alexander, 3). In the introduction to her book The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander describes how this war was not necessarily founded on an actual widespread drug problem. She writes, “[T]here is no truth to the notion that the War on Drugs was launched in response to crack cocaine. President Ronald Reagan officially announced the current drug war in 1982, before crack became an issue in the media or a crisis in poor black neighborhoods” (3).

Subsequently, the Reagan administration even hired staff to produce a media campaign demonizing crack cocaine, which succeeded almost immediately in gaining support from both the public and the government. Unsurprisingly, many of the images used in this campaign displayed men of color wearing stereotypical inner city clothing, implying they were the villains of the crack cocaine story. Since the public had been conditioned for nearly the entire history of the United States to depend on prisons to act as social reformers, Reagan’s so-called War on Drugs could then easily and swiftly mass incarcerate the poor people of color in the United States (Alexander, 3).

The current debate surrounding mass incarceration is dominated by discussions of how this issue impacts men of color or poor white men. But it is important to see that American patriarchal society has empowered another destructive force within the emergence of mass incarceration, namely, ignoring how this phenomenon has affected women. In Bryan Stevenson’s book  Just Mercy: A Story of Justice and Redemption , the twelfth chapter, entitled “Mother, Mother,” grapples with the mass incarceration of women in the United States. Stevenson writes, “In the United States, the number of women sent to prison increased 646 percent between 1980 and 2010, a rate 1.5 times higher than the rate of men” (235-36). Stevenson credits two key components in the high rate for the mass incarceration of women: the criminalization of infant mortality and the enactment of the “Three Strikes” law, which increased sentences to life in prison for a crime when an offender had committed two or more serious crimes in the past (236). While the attitude towards criminals generally is defined purely by their crime, the attitude toward gender for female prisoners also shows that these prisoners are being subjected to strict and decontextualized definitions using the crime of the prisoner. Rather than just being criminals, drug users, thieves, or murderers, the attitude is that women prisoners are also sluts, horrible mothers, abusive mothers, and undeserving of help from society.

Stevenson notes, “[W]e’ve created a new class of ‘untouchables’ in American society, made up of our most vulnerable mothers and their children” (237). Rather than consider the circumstances that may have put these women in the position of committing crimes, society defined these women as despicable and abominable (Codd, 8). Once again, society is depending on prisons to deal with the larger social issues that remain out of sight, reinforcing a dehumanized and decontextualized perception of female prisoners. While defining these women as “untouchable” because of one set of actions is entirely unjustified, this perception has been particularly destructive for women of color, especially African American women.

The intersectionality of African American women’s identities and experiences reveal how they are subjected to the worst consequences of mass incarceration. Intersectionality, the inseparable nature of one’s multiple identities and how those identities simultaneously filter one’s experience, acknowledges historical influences on stereotypes and discrimination that construct these women’s experiences. In Disappearing Acts: The Mass Incarceration of African American Women, Christina Meares described her research on white and black women’s experiences in the Georgia prisons, which aimed to quantitatively assess intersectionality as it pertains to African American women. According to Meares “The sentence inequality of black women is the result of the cumulative effects of being members of a disadvantaged race, class and gender” (2). The mass incarceration of African American women cannot be credited or understood through just one of the identities they can claim, but must be understood through a careful examination of how their identities intersect to craft their experiences. These intersecting “disadvantaged” identities reveal the unique devastating consequences of mass incarceration for African American women.

African American women experience potentially the worst consequences of mass incarceration, directly and indirectly. While the culture of incarceration in the United States has conditioned society to define prisoners strictly by their crimes, mass incarceration has embedded stereotypes and perceptions of African American women that reinforce institutions of oppression and domination. In “Black Women’s Prison Narratives and the Intersection of Race, Gender, and Sexuality in US Prisons,” Breea Willingham describes how black women use writing to try to escape experiences of sexual abuse, silenced self-identity, and ostracism. Willingham quotes the writing of black female prisoners that describe sexual abuse from prison guards, a lack of support from family and friends, and a sense of isolation that extends beyond the physical prison. All three of these kinds of experiences reinforce the stereotypes that contextualized how these women arrived in prison. They support the misperception of black women as sexual objects and as less significant than other women (Willingham, 63). While examining why these black women use writing to escape their experiences, Willingham highlights the larger issue that is a relatively unique consequence for African American women: silence. She writes, “…what is different about the incarcerated black woman’s story is that it allows some of these women to express themselves and define their existence—to tell us that they still matter despite their absence” (64).

African American women’s relative absence from mainstream society in combination with their almost non-existent social power eliminates any potential for this group to be defined by its members. Rather, the conditioned perception of incarceration, the stereotypes of African American women, and the combination of these two socially embedded perceptions allows the dominant members of society the power to define African American women. This reinforces systemic oppression and domination of African American women, resulting in a group that exists in society without the capacity to present their own definition of their identity. The inability to construct a definition of oneself because of the intersecting membership between two disadvantaged groups is an unprecedented and unjustified consequence that uniquely impacts African American women due to mass incarceration. This complex understanding of the issue lacks the magnification received largely by African American men in mass media, further silencing African American women and distancing them from control over how they are perceived. While these issues cannot be solved merely by media attention, extending the conversation of this issue to its impact on African American women could create more opportunities for collaboration between groups to fight against discrimination and oppression. However, the mass incarceration of African American women requires a critical examination of the history of this group in the United States in order to attempt to dismantle oppressive institutional structures.

Alexander, Michelle.  The New Jim Crow: Mass Incarceration in the Age of Colorblindness.  The New Press, 2010. Print.

Barnes, Harry E. “The Historical Origin of the Prison System in America.” J ournal of Criminal Law and Criminology  12.1. (1921): 35-60. Print.

Codd, Val. “Women and the Prison Industrial Complex”.  Off Our Backs  31.2 (2001): 8–8. Web.

Meares, Christina Faye, Disappearing Acts: The Mass Incarceration of African American Women. Thesis, Georgia State University, 2011. Print.

Mustakeem, Sowande. “Suffering at the Margins: (Re)Centering Black Women in Discourses on Violence and Crime.”  Women’s Studies Quarterly  42.3 (2014): 323-7. ProQuest. Web. 23 Nov. 2015.

Stevenson, Bryan. “Mother, Mother.”  Just Mercy: A Story of Justice and Redemption.  New York: Spiegel & Grau, 2014. 227-41. Print.

Willingham, Breea C. “Black Women’s Prison Narratives and the Intersection of Race, Gender, And Sexuality In US Prisons.”  Critical Survey  23.3 (2011): 55-66. Academic Search Premier. Web. 23 Nov. 2015.

As the final major writing assignment for our English 100 class, part of a First-Year Interest Group whose theme was the Immigrant Experience in Education, students were asked to write an argumentative paper addressing an issue of social or cultural importance to a marginalized group. As an extra wrinkle, students were required to choose a group to which they did not belong, so that the task of advocating for the issue necessitated cultural empathy, or imagining the lived experience of people with whom one might have very little in common. The class, a diverse cohort of students who had spent the semester discussing issues of discrimination and appropriation in all of their FIG classes, including English 100, worked together to develop the theme and requirements of the final paper, which included a companion presentation/multimedia project.

Ruthie’s essay, “Understanding Mass Incarceration of African American Women,” is an excellent example of a writer framing, analyzing and making a forceful argument about an issue concerning a very specific social group. One of the most powerful moments in the piece comes in its very first paragraph. “You open your eyes to concrete walls,” she writes, immediately placing the reader within the lived experience of an incarcerated person through vivid, concrete imagery and the deft use of second-person point of view. Throughout the process of drafting and revising, Ruthie took note of the fact that she had learned to be unafraid to use such techniques, normally associated with more “creative” or narrative forms of writing, in an argumentative, academic piece of writing. Doing so here allows the author to ease the reader into the more analytical, idea-driven parts of the paper by touching on an often- overlooked truth: abstract issues have a significant impact on real human lives.

Ruthie structures this paper in a simple and powerful way. She begins by tracing the history of the more problematic trends in the American prison system, then advances her argument by narrowing her focus, first to the ways in which mass incarceration disproportionately harms African-Americans, then to the fact that black women in particular, because of the intersectionality of their race, class and gender, “experience the worst consequences of mass incarceration, directly and indirectly.”

Perhaps the most impressive thing about Ruthie’s essay is that she was able to use sources and data that did not directly pertain to her topic to make a highly persuasive argument. Early in the process, she expressed frustration with the fact that though many of the sources she was reading dealt with issues of mass incarceration, racism and dehumanization, hardly any spoke to the world of the marginalized group she had chosen to write about, incarcerated African American women. She discovered that she wasn’t researching poorly or in the wrong places. The sad fact was that hardly any scholar before her had addressed the incarceration of black women in a substantive way. Instead of taking the easy way out and broadening her topic, Ruthie decided that she would fill the missing research space—with her own paper. In the essay’s second half, she quite effectively uses the concept of intersectionality to tie the broader issues to those of her group. The result, I believe, is a powerful example of what can happen when a writer-researcher trusts her own voice in telling the story she intends to tell.

— Walter B. Thompson

From the outset of my final assignment of my English 100 course, I was pretty excited about the endeavor because the professor gave the class some freedom in terms of the subject. There were only two real requirements when it came to the topic: it had to be about a marginalized group in American society and you could not be a member of that group. I chose to focus on the impact of mass incarceration of African American women because the discourse surrounding mass incarceration almost solely focuses on African American men. I already knew I was very passionate about criminal justice and wanted to use that passion as my momentum for working through this assignment.

Since I chose a subject that I knew was so interesting to me, the actual project of researching and writing was incredibly fluid. The larger challenge occurred in outlining how I wanted to present my research. As the details and context for my subject was so vast, I found it very difficult to eliminate information and narrow my focus. However, a meeting with two of my peers during an English 100 class proved very useful in this dilemma. During our discussion of my paper, we talked through distinguishing between information that is important because it isn’t well known and information that is important to the argument I was making in the paper. Although my excitement about my subject definitely made the writing process easier, my excitement at times overwhelmed my ability to outline the paper and differentiate the key points that supported my argument from the points that I felt were important.

This final assignment for English 100 was one of my first major research papers as an undergraduate. As such, the experience taught a few important lessons about researching and writing. First, if you have the option, pick a topic that fascinates you. I have found that if I am hungry to learn about something, the excitement and passion about a topic can fuel the process of a project. Second, research projects need and take time. DO NOT try to do this stuff overnight. Not only does that hurt your assignment, but it hurts your ability to absorb the information and grow from what you learn. Third, use your peers to help you. Peer reviews can seem tedious at first, but hearing another point of view about your work can help you see it in a different light to change the work for the better; also, the ability to give and receive construct criticism is a priceless skill. Doing this assignment also reaffirmed something I have learned a lot throughout my life: the more you put into something, the more you get out of it. Throwing yourself into your work can really change your work ethic as well as your perspective, so try to take advantage of these opportunities for growth.

— Ruthie Sherman

Student Writing Award: Informative Essay

English 100 Course Readings  by Ruthie Sherman is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

RECOGNIZING PTSD’S EFFECTS ON HEALTH CARE PROFESSIONALS

Post Traumatic Stress Disorder (PTSD) is an “anxiety disorder that occurs as a result of experiencing, witnessing, or being confronted with an emotionally traumatic event. A traumatic event is defined as a situation so extreme, so severe and so powerful that it threatens to overwhelm a person’s ability to cope” (Adriaenssens, 2016, p. 1411).

When PTSD is discussed, it is almost always accompanied by a veteran’s horrific story from war or the mental struggles one is facing after being involved in a personal and traumatic event. Seldom do people associate the risk of developing PTSD with normal, everyday jobs such as being a doctor or a nurse, yet individuals in these professions experience PTSD as well. A study conducted in 2007 by the American Journal of Respiratory and Critical Care Medicine found that “24 percent of ICU nurses and 14 percent of general nurses tested positive for symptoms of post-traumatic stress disorder” (Yu, 2016). Even so, PTSD within the healthcare profession is rarely talked about. PTSD is a serious consequence of having a high stress job that encounters trauma and suffering daily, and it can take on many forms. Yet the reasons why many health care professionals suffer from this condition and the toll this is having on their mental health and job satisfaction is rarely acknowledged.

Health care professionals, specifically nurses, are routinely confronted with stressful conditions and traumatic events. According to a review of research by the National Institute for Occupational Safety and Health, “nursing has long been considered one of the most stressful professions” (Yu, 2016). Additionally, according to Jef Adriaenssens, a researcher on stress and healthcare at Leiden University, “almost one out of three nurses met sub-clinical levels of anxiety, depression and somatic complaints and 8.5% met clinical levels of PTSD” (1411). This is due to obvious reasons such as long work hours, high patient demand, and, potentially, understaffing in some hospitals. Another aspect of the profession that causes high amounts of stress is the types of traumatic events nurses are routinely faced with.

All nurses, at some point, have to deal with potentially traumatizing situations. Specifically, emergency room nurses — who, according to Adriaenssens, have the highest incidence of PTSD symptoms compared to other nursing specialties — are especially vulnerable to post-traumatic stress reactions. This can be attributed to repeated exposure to work-related traumatic events, such as witnessing the survivors of horrific accidents or “death or serious injury of a child/adolescent” which was “perceived as the most traumatizing event.” Emergency room nurses are “routinely confronted with severe injuries, death, suicide and suffering” due mainly to the fact that they are often the first to respond to situations and are often confronted with the worst injuries and the most hectic work environments (Adriaenssens, 2012, p. 1411). By working in such conditions and witnessing horrific injuries at such a rapid pace, emergency room nurses are prone to experiencing symptoms associated with PTSD brought on merely by witnessing the results of tragic events.

High rates of PTSD among military veterans occur for more obvious reasons. They are under extreme amounts of stress and are especially prone to experiencing trauma firsthand. However, PTSD in health care professionals is usually a little different. More often than not, doctors and nurses are witnessing the results of horrific and tragic events instead of having the event happen directly to them. “The natural consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other – the stress resulting from helping or wanting to help a traumatized or suffering person” is known as secondary traumatic stress. In simpler terms, secondary traumatic stress occurs when PTSD symptoms, such as anxiety, depression, flashbacks, or nightmares, occur in caregivers as a response to seeing individuals who have been involved in traumatic events (Collins and Long, 2003, p. 418). Individuals, such as doctors and nurses, can become so empathetic to the suffering of others that they begin to experience classic PTSD symptoms, almost as if the traumatic event happened directly to them.

While secondary traumatic stress is the most common form of PTSD in health care providers, vicarious trauma can also occur. Vicarious traumatization is “the cumulative effect of working with survivors of traumatic life events. Anyone who engages empathetically with victims or survivors is vulnerable” (Collins and Long, 2003, p. 417). Vicarious traumatization is extremely similar to secondary traumatic stress because empathizing with the victim can cause the care provider to experience symptoms of PTSD, as if the event happened to them directly. Vicarious traumatization is different from secondary traumatic stress because of the way individuals cope after. After a potentially disruptive event occurs, the beliefs and assumptions of an individual are challenged and they begin to perceive their world differently, a phenomenon known as posttraumatic growth. The metaphor of an earthquake has been utilized to illustrate posttraumatic growth: “The traumatic experience needs to be seismic, such as an earthquake, to severely shake an individual’s comprehension of the world. These shaken assumptions may be the person’s understanding of the meaning of life; belief that things that happen are fair…” (Beck, 2016). After caring for an individual who has been through a particularly traumatic event, the health care provider begins to make new assumptions about the world and reassess their beliefs as a way of coping with the extreme amounts of trauma and stress. “Posttraumatic growth is viewed as a positive illusion that is an adaptive function to help a person cope with trauma. A positive illusion is a positively distorted belief a person creates when faced with a traumatic experience” (Beck, 2016).

As an example, vicarious posttraumatic growth can be observed in labor and delivery nurses. The Association of Women’s Health, Obstetric, and Neonatal Nurses sent out a survey to members who were labor and delivery nurses and asked them to describe any positive changes in their ways of thinking about the world or their beliefs as a result of caring for women who had undergone very traumatic births. The study concluded that labor and delivery nurses who took care of women during traumatic births “reported a moderate amount of vicarious posttraumatic growth…Appreciation of Life was the dimension of the Posttraumatic Growth Inventory that reflected the highest growth, followed by Relating to Others, Personal Strength, Spiritual Change, and New Possibilities” (Beck, 2016). After experiencing a traumatic birth, these labor and delivery nurses were beginning to alter their ideas about life as a way of coping with the stress they endured.

Even though these nurses were altering their ideas about life in seemingly positive ways, there is little evidence that vicarious posttraumatic growth is actually a healthy and long-term, effective way to cope. One explanation is that posttraumatic growth really isn’t growth at all. Anthony Mancini, an associate professor of psychology at Pace University, explains posttraumatic growth as a “motivated positive illusion, whose purpose is to protect us from the possibility that we may have been damaged.” He further goes on to explain an experimental study that found “when an event threatens our sense of self, we are more likely to believe that the event made us better in some way” (Mancini, 2016). Posttraumatic growth can be viewed as a positive way to temporarily cope with an especially disturbing event, however, it often proves to only act temporarily and rarely actually alters the individuals’ thoughts and perceptions for the long-term.

While posttraumatic growth is a way that nurses cope with the extreme stress they endure, there is very little attention on PTSD within healthcare professionals. Yet, job dissatisfaction and burn-out are becoming prevalent, especially within the nursing profession. According to mental health researchers Collins and Long, burnout can be described as “a state of physical, emotional and mental exhaustion caused by long-term involvement in emotionally demanding situations” (Collins and Long, 2003, p. 420). This makes sense when discussing post-traumatic stress disorder. As nurses are exposed to potentially upsetting and very traumatic events over a long period of time, it is going to start taking a toll on them both physically and emotionally. As Laurie Barkin, a registered nurse, described, “nursing school does not prepare nurses for the experience of witnessing pain and suffering.” She goes on to discuss her story of beginning to experience symptoms such as nightmares, anxiety, and palpitations. She later learned that “my symptoms had a name: vicarious trauma… Unfortunately, appeals that I had made to the director of our consult service to allow staff process time were dismissed” (Barkin, 2014). Laurie Barkin’s symptoms began to control her life, and she eventually resigned from her job after the director of her consult service failed to give staff adequate time to process their emotions in a healthy way. This is a perfect example of how hospitals often dismiss symptoms of post-traumatic stress and vicarious trauma, and this dismissal could be leading to high levels of burnout and nurses being unsatisfied with their jobs.

PTSD is a serious, and often life altering condition, that health care professionals are faced with. The fact that PTSD is rarely acknowledged and discussed during nursing school and beyond is having adverse effects on nurses who find themselves faced with this disorder. With the prevalence of PTSD, secondary traumatic stress, and vicarious trauma soaring, new policies and practices must be put in place both in nursing schools and hospitals in order to aid the nurses affected. By acknowledging that PTSD is real in nurses and their feelings are valid, burnout and job dissatisfaction could be addressed, and nurses could find themselves more satisfied in their profession and living happier lives.

Adriaenssens, J. (2012). The impact of traumatic events on emergency room nurses: Findings from a questionnaire survey.  International Journal of Nursing Studies,  49(11), 1411-1422.

Barkin, L. (2014, July 16).  Nurses and compassion fatigue. Gift From Within.

Beck, C., & Eaton, C., & Gable, R. (2016). Vicarious posttraumatic growth in labor and delivery nurses.  Journal of Obstetric, Gynecologic & Neonatal Nursing,  45(6), 801-812.

Collins, S., & Long, A. (2003). Working with the psychological effects of trauma: Consequences for mental health-care workers.  Journal of Psychiatric and Mental Health Nursing,  10, 417-424.

Mancini, A. (2016, June 1). The trouble with post-traumatic growth.  Psychology Today.

Yu, A. (2016, April 15). Nurses say stress interferes with caring for their patients. National Public Radio.

Sarah’s research paper was submitted for a section of English 100 linked to a First-Year Interest Group for students interested in a possible nursing career. For earlier assignments, students had researched and read what could be termed “professional testimonial” writing about the working life of nurses––narratives from social media sites and from an excellent anthology of personal essays titled, I Wasn’t Strong Like This When I Started Out: True Stories of Becoming a Nurse (L. Gutkind, ed., 2013). These narratives provide vivid and sometimes disconcerting testimony about the singular stresses that nurses may face, especially witnessing the aftermath of traumas suffered by their patients, either before they seek medical care or during treatment. One author (Schwarz) recounts a harrowing anecdote from the early days of his training, his memory of wheeling a patient with an apparently minor complaint down the hall, and looking on helplessly as the man suddenly coughs violently, vomits “a wave of blood,” and dies within moments, sitting in his wheelchair.

From the beginning of the semester, then, we were having conversations about the possibility that some nurses might very well suffer post-traumatic stress disorder as a simple condition of their daily work lives. These early readings also allowed students to critically examine some of the lasting clichés attached to the nursing profession, including expectations that nurses will be exceptionally compassionate and selfless, quietly shouldering the daily psychological burden of caring for those experiencing severe pain and suffering. Later in the semester we read articles about the national nursing shortage and the challenges that many medical facilities face because of the regular burnout of their nursing staff. Sarah’s choice of research topic for her final research paper was thus an ingenious way of drawing together several important threads of learning generated from our semester of research and writing.

For the final paper assignment, students who are interested in a similar topic work collaboratively in small research groups to gather a range of sources about that topic––including peer-reviewed studies, articles from trade publications (targeted to those in the nursing profession), and news sources for the general public, such as national magazines or public radio. Students are able to pool their resources and learn research techniques from one another through this process. They also discuss the articles they have found in order to identify ways of narrowing down that broad topic to find a research focus appropriate for a short paper. Sarah selected the challenge of synthesizing several peer-reviewed studies, specifically those that explain the intricate breakdown of post-traumatic symptoms for those ministering to patients in the context of trauma. In this essay she is able to integrate those more advanced scholarly studies with insights provided by mainstream journalists and the author of a professional website. It’s not an easy matter to make all these different voices “speak” to one another in an analytical paper. But Sarah draws evidence from all of these sources to offer a compelling critique about the lack of attention to PTSD within the nursing profession. Hopefully by the time she begins her own training in the field, there will be greater awareness about the mental health needs of nurses themselves.

–Julia Garrett

As a pre-nursing student, I found myself fascinated with researching different aspects of the nursing profession, from the different fields of nursing to the daily duties and responsibilities to the attributes of a good nurse. As I began my critical analysis on the more cliché and positive side to nursing, I began to receive feedback and suggestions from my peers and instructor on delving into the more unspoken side of nursing, the hardships that accompany the demanding job. I decided to follow this suggestion and focus my research on a dimension of nursing that is seldom discussed: PTSD. Nursing is usually not associated with this disorder, and for that reason I at first found it hard to find credible research that covered the topic. In the end I was very glad I stuck with the very specific topic of PTSD, because through my research I gained valuable insight into the profession.

As far as revisions go, I found it most helpful to have as many people as possible read the entire paper, or even just certain sections I was stuck on, and then leave their feedback and revisions. I then would go back and read their revision suggestions multiple times and on different days, which allowed me to formulate additional thoughts and interpret their comments in new ways, ultimately adding to my paper in ways I had not originally thought of. Additionally, with a complex and very specific topic like this, I found it very easy to want to incorporate every small detail I learned about PTSD in healthcare, regardless of whether it was relevant, and lose sight of where the main focus of the paper was going. So I made sure I created a very strict and specific outline and only gathered information relevant to the topics outlined. This helped the paper maintain a nice flow between topics and remain coherent.

Before going through this process and writing this paper, I was not a huge fan of writing critical analysis research papers. After gaining the tools, knowledge, and appreciation for gathering dependable research, utilizing the research in a way that best benefits the argument of the paper, and choosing best how to articulate and present the research in a coherent way, I learned how enjoyable it can be to pick a topic you’re passionate about and want to share with others.

–Sarah Lutz

Student Writing Award: Critical/Analytical Essay

English 100 Course Readings  by Sarah Lutz is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

GENETIC TESTING: A QUESTION OF MORALITY

Madeline Longo

What would you do if you could find out what your medical future has in store for you? Would you want to find out or would you rather wait until the time comes? What if finding out could possibly save your life or could at least enhance the quality of your life? What if you found out something that you did not want to know? What if you learned something detrimental and there was nothing you could do about it? These are questions people think about before undergoing genetic testing. There are no correct answers, but different responses could result in many different outcomes.

Since the early 1900s, scientists have recognized the connection between inherited diseases and chromosomes. But it wasn’t until the 1950s that scientists started to develop tests for genetic conditions like Down syndrome (Trisomy 21), cystic fibrosis, and Duchenne’s muscular dystrophy (Dept. of Health & Human Services 1). Today, more than five hundred laboratories offer genetic testing for over two thousand rare and common conditions (1). By looking at the different perspectives of geneticists, patients, consumers, doctors, and ethicists, the many benefits of genetic testing can be shown as well as the lack of prevalence of negative outcomes associated with genetic testing.

There are two different categories of genetic testing: clinical genetic tests and research genetic tests. Diagnostic tests, pre- symptomatic tests, carrier tests, prenatal tests, newborn screening and pharmacogenomics tests all fall under the category of clinical genetic tests. These tests are ordered by a healthcare professional and are done in certified labs. Research genetic tests are volunteer based for exploratory studies. Both clinical genetic tests and research genetic tests look at DNA strands to find abnormalities that can put a person at greater risk to develop a disease. In the past, only one gene could be tested at a time, but today geneticists can screen thousands of genes simultaneously (Univ. of Iowa 2). Most people choose to have a genetic test performed to find the cause of a disease, to find out if they are a carrier of a disease, or to see if their children will develop the disease. Healthcare providers can use this information to find the best treatment and the most appropriate counseling to prepare a person for their future.

The genetic testing process can be broken down into six steps. As detailed by the University of Iowa, the first step is talking to a genetic counselor or a doctor to learn about insurance coverage and the possibility of insurance discrimination. In the office, the doctor will typically take a blood sample and send it to the lab. The next step is getting the DNA from the sample, which is followed by sequencing the DNA to look for abnormalities. The lab will then take the DNA and put it into a DNA sequencer which will collect data on the patients’ genetic makeup. The fourth and fifth steps include analyzing the DNA and then interpreting what it means. Finally, the lab will give back the results to the genetic counselor or doctor and they will share the information with the patient (3). The information provided from genetic testing can be very useful in planning for the future, but it can also be a burden to those who are not ready to accept what the future holds.

In order to evaluate the benefit of genetic testing relative to the possible burdens it could pose for a patient, it is important to look at the causes and the need for genetic testing. Genetic testing can be most useful for diagnosing prenatal abnormalities, cancer, and Alzheimer’s. Prenatal genetic testing is a way for the parent to find out if the fetus has a genetic condition. Typically, most people who are participating in prenatal genetic testing are looking to see if the fetus has a chance of developing autism, Down syndrome, cystic fibrosis, Tay-Sachs disease, or sickle cell anemia (Chen 125). This information can help the parents of the fetus to make an informed decision about whether or not to continue the pregnancy and allow for early interventions with affected newborns. Predispositions to cancer can also be predicted using genetic testing, and with the prevalence of cancer in today’s society, early testing and treatment of cancer can save countless lives.

Genetic testing for cancer can have many outcomes. In the article “The Breast Cancer Gene and Me” published in the New York Times on September 25, 2015, Elizabeth Wurtzel shares her experience with genetic testing for breast cancer. Elizabeth Wurtzel is a descendent of the Ashkenazi Jews. Biologically, that means she has a one in forty chance of being breast cancer or BRCA-positive, which is ten times the rate of the rest of the population. Unfortunately, she was diagnosed with breast cancer before these tests were available and had to go through eight rounds of chemotherapy and a double mastectomy. All of these treatments might have been avoided if she had been tested for a genetic abnormality earlier because she could have chosen to have a mastectomy with reconstruction to keep the cancer from spreading. Wurtzel’s experience suggests how useful genetic testing can be because it would have clearly benefited her health as well as the quality of her life. She serves as an excellent example for why many who have a history of diseases in family or cultural lines from genetic abnormalities should get preemptive genetic testing.

Another predictive genetic test can be conducted for Alzheimer’s. By looking at the experience Jane Neilson had with predictive testing for Alzheimer’s disease, the benefits of genetic testing become even clearer. In the article, “A Patient’s Perspective on Genetic Counseling and Predictive Testing for Alzheimer’s Disease,” Neilson offers her opinions on genetic testing and shares her story. Neilson comes from a family with a history of Alzheimer’s disease and was concerned with her own susceptibility. This led her to request information about predictive genetic testing. She describes how she thought long and hard about the possible outcomes with her husband, and ultimately agreed to continue with the process because it would be better to know ahead of time if she will be affected by the disease so she could plan accordingly. Unfortunately, Neilson learned at her first appointment that she was not qualified for the specific DNA test because of her family history. In the article, she writes “after all my introspection on the subject, there were no clear answers, only fog. I went through agony and soul searching only to be cheated. No tests were available for me. I was also relieved. I didn’t have to go through with it.” Neilson continued to describe how she came to terms with temporarily not knowing her medical future, but she’s optimistic that a test will be available for her someday. Neilson’s case acts as an example of the negative side of genetic testing and its potential burden on a patient for future health problems. Neilson’s case also acts as an example of how genetic testing is not always an option for patients, despite a person’s interest in finding out their genetic predispositions and medical future.

Besides the patients who directly benefit from genetic testing, the families of people with genetic diseases can benefit as well. If a person has been established as at-risk to a disease, family members can also undergo the process of genetic testing. They can have the same benefit of knowing what their future holds and having a chance to prepare for what is to come. They will then also have the possibility of stopping or slowing the progression of the disease. Stephen Post and Peter Whitehouse write about the possibility of someone experiencing “relief from not carrying the familial variant” in “The Clinical Introduction of Genetic Testing for Alzheimer’s Disease.” A family member finding out they do not carry the variant could provide an even greater benefit to the patient and other family members. That is because it would determine the disease is not genetic and most likely stems from an environmental or lifestyle issue. In turn, this could give researchers and care providers more information on the progression of the specific disease.

The patients and families mentioned here so far all see the value in genetic testing, because of the benefit it promises in terms of planning for their futures and the possibility of controlling the full effects of a known disease before it can get worse. In addition, people without a specific disease concern have shown an interest in knowing about themselves and their genetic DNA makeup, and genetic testing can allow for this. Today, many people feel like they have a right to their DNA information and believe they have ownership of their genetic makeup. Now that the means for testing is available, it is more common for people to “seek such testing ‘out of curiosity,’ for the ‘fun factor,’ because they self-identify as early adopters of new technologies or because they want to contribute to genomics research” (Bunnik, Janssens, Schermer). This shift in attitudes towards the adoption of genetic testing shows that testing isn’t only for a patient’s use, but for an interested consumer to use as well. The consumer notion is that genetic testing has psychological, social, and emotional benefits.

Since there has been a tremendous consumer interest in genetic testing as a social and psychological trend, labs have started to offer direct-to-consumer (DTC) genetic testing. This at-home genetic test is a way for someone to find out their genetic information without a genetic counselor or a doctor involved. Typically, one who purchases the kit will either take a cotton swab sample from the inside of their cheek or collect their saliva in a test tube and send it to the lab. The consumer will be notified when their results are ready. The problem with this method is that the average consumer will not know how to read their results accurately. A person might, for example, assume they have a life threatening disease when they don’t. Also, at-home genetic testing does not look at environmental factors, lifestyle choices, or family medical history, all of which can play a large role in the probability of developing a disease. One study on DTC genetic testing has this to say: “the present findings suggest that general practitioners should have the ability to clarify for interested individuals the way in which different genetic mutations are characterized by different risk probabilities, and the meaning attributed to these risk probabilities” by showing the “inconsistencies in the extent and quality of information provided by DTC testing” (Sherman 712). What this means is that the DTC at- home genetic tests cannot provide information as accurate as lab performed tests, and thus it is important to contact a professional to go over the results if they are not clear.

In general, professionals who can evaluate genetic results value the life of the patient and want to provide them with the best healthcare possible. Doctors see value in genetic testing because it provides them with a greater understanding of an individual patient, and it can help them direct the patient down the appropriate path given the specific set of circumstances. In a study of 363 doctors, ninety-eight percent said they would refer their patients to a genetic counselor, and ninety-five percent believed that the doctor has the responsibility to counsel patients about genetic testing (Menasha, Schechter, Willned 144). This significant number shows the value healthcare providers see in genetic testing and how they want to support their patients throughout the genetic testing process. More specifically, Stephen Post and Peter Whitehouse argue that more government funding should be given to genetic testing research because it can be so beneficial for the patients (835). With more funding, geneticists would be able to do more research on other diseases which, in turn, could help more people detect such diseases, slow their progression, and possibly stop the disease completely.

Both patients and healthcare providers see value in genetic testing, but one of the main issues with genetic testing is the ethics surrounding it. In “Ethical Language and Themes in News Coverage of Genetic Testing,” David Craig breaks down the issues of genetic testing into four different categories: (1) whether you want to know your likely medical future, (2) what you would do with the information, (3) the complexity of the choices people face because of developments in genetic testing, and (4) the possibility of discrimination based on genetic information (165-166). It could be argued that whether or not you want to know your likely medical future is not related to ethics as closely as the other three categories. Whether or not a person wants to know what their medical future holds is a personal choice, and genetic testing is very black and white. It is what people choose to do with the information from genetic testing that brings ethics into question and causes genetic testing to enter a grey area.

As an example of the grey area of genetic testing, let’s look at a situation involving a pregnant woman. A pregnant woman can decide whether or not to find out if the fetus she is carrying has Down syndrome before a child is born. Ethics comes into play when a woman finds out that her fetus does have Down syndrome, and is deciding whether or not to terminate the pregnancy based on this new information. Another example of a genetic testing controversy would be undergoing genetic testing for a specific disease that does not have a cure. Knowing that you are a carrier of a disease and not being able to do anything about it except wait for it to worsen seems awful and could put the patient into a state of depression. A third ethical controversy surrounds genetic testing and stem cell research. Because of developments in genetic testing, scientists are able to alter embryonic stem cells, which can lead to the possibility that parents will someday be able to modify their children’s physical appearance and create what is called a “designer baby.” This example alone brings in a whole new level of ethics to the idea of genetic testing.

As for the ethics of non-patient choices regarding genetic screening, tests are added to one’s medical profile, and this can lead to the risk that genetic discrimination could increase dramatically. The National Human Genome Research Institute says that “Genetic discrimination occurs if people are treated unfairly because of differences in their DNA that increase their chances of getting a certain disease.” This includes a health insurer refusing to give coverage to a woman who has a DNA difference that raises her odds of getting breast cancer. Another example provided by The National Human Genome Research Institute is that employers could use DNA information to decide whether to hire or fire employees. In fact, the Genetic Information Nondiscrimination Act of 2008 (GINA) was passed to protect Americans from being treated unfairly. This law aims to prevent discrimination from both health insurers and employers. It was put in place to ease concerns about discrimination that might keep some people from getting genetic testing. It also enables people to take part in genetic research studies without fear that the information could later be used against them.

By looking at the many perspectives from geneticists, patients, consumers, doctors, and ethicists, I believe the major benefits of genetic testing outweigh the possible negatives. I’m especially persuaded by the fact that genetic testing is very important for those who have a family history of disease because the detection of predisposed diseases can help slow or prevent disease progression. In a beautiful conclusion to her article, Jane Neilson writes “genetic testing is more than genes. It tests personal beliefs about life, disease and healing. Use your gifts of knowledge, professionalism, and caring with patience.”

Essentially Neilson is saying that there is so much to be considered with genetic testing, and that genetic testing can lead a person to question their own personal beliefs. It also leads people to think about their finances and about how they want to spend the rest of their life. Knowing this information, do you think you would undergo genetic testing? In reality, there is no correct answer to the question, but I know that I would want to know what my medical future has in store for me. It wouldn’t matter whether or not it’s something detrimental. I believe the possibility of knowing ahead of time would only enhance the quality of my life.

Bunnik, Eline M, A Cecile J W Janssens, and Maartje H N Schermer. “Personal Utility In Genomic Testing: Is There Such A Thing?.”  Journal of Medical Ethics  41.4 (2015): 322-326. Health Source: Nursing/Academic Edition. Web. 19 Oct. 2015.

Chen, L.S., et al. “Autism Spectrum Disorders: A Qualitative Study of Attitudes toward Prenatal Genetic Testing and Termination Decisions Of Affected Pregnancies.”  Clinical Genetics  88.2 (2015): 122-128. Health Source: Nursing/Academic Edition. Web. 12 Oct. 2015.

Craig, David A. “Ethical Language and Themes in News Coverage of Genetic Testing.”  Journalism & Mass Communication Quarterly  77.1 (2000): 160-174. Humanities Full Text (H.W. Wilson). Web. 19 Oct. 2015.

Department of Health & Human Services 2010, Fact Sheet 1— Genetic Testing: How it is used for Health Care, viewed 2 Nov. 2015, http://report.nih.gov/nihfactsheets/Pdfs/GeneticTesting-How ItIsUsedForHealthcare(NHGRI).pdf

“Genetic Discrimination Fact Sheet.”  Genetic Discrimination Fact Sheet.  National Human Genome Research Institute. Web. 3 Nov. 2015.

“How Does Genetic Testing Work?” Iowa City: U of Iowa, 2013. Print.

Menasha, Joshua, Clyde Schechter, and Judith Willned. “Genetic Testing: A Physician’s Perspective.”  Mount Sinai Journal of Medicine  67.2 (2000): 144-51. Bioethics Research Library. Georgetown University. Web. 2 Nov. 2015.

Neilson, Jane. “A Patient’s Perspective on Genetic Counseling and Predictive Testing for Alzheimer’s Disease.”  Journal of Genetic Counseling  8.1 (1999): 37-46. Springer Link. Web. 13 Oct. 2015. http://link.springer.com/article/10.1023/A:1022882503673.

This paper is Maddy’s response to a “contextual analysis” assignment—a longer paper requiring students to unpack a culturally relevant topic from different perspectives. Students contextualized the topic of their choice through the lenses provided by various stakeholders. Maddy wanted to tackle a controversial issue in order to understand more fully why it sparks such fiery debate. While she eventually changed her topic from reproductive health to genetic testing, she maintained her attention on a controversial topic that she wanted to understand better.

I like the way that Maddy uses this paper to weave together an opening background on genetic testing in general with a more substantial consideration of multiple different perspectives on this issue. She writes about genetic testing’s influence on patients and patients’ families, the manner in which it’s approached by the consumer genetic testing market, some doctors’ opinion on this issue, and what ethicists have said about it as well. There is a lot of ground to cover across all these perspectives, and Maddy’s careful organization makes it all clear. One of my favorite parts is when she dives into the ethical considerations of genetic testing and uses the David Craig piece to divide these arguments into different categories that she then connects with specific examples. In so doing, she provides an excellent example of merging outside sources with original content in order to make sense of a very complex issue.

— Matthew Fledderjohann

This paper is a response to a contextual analysis assignment. We were asked to pick a culturally relevant theme and evaluate the topic through at least three different perspectives. Originally, I planned to write about Planned Parenthood and reproductive health. I wanted to work with a topic that was controversial and would challenge me to learn about multiple sides of the debate. After completing some preliminary research, my interests evolved from reproductive rights to learning more about genetic testing.

I had very little knowledge on the subject prior to this project, but I liked that it was a relatively new field of medicine. Before looking into scholarly sources, I spent time reading relevant opinion editorial articles published on the New York Times website. I was able to learn about what genetic testing specifically entails from the perspective of patients and patients’ families, doctors, ethicists, and the consumer genetic testing market. My next step was finding scholarly articles to support the opinions through the specified UW- Madison databases. Although genetic testing is a relatively new science there was a lot of helpful information from a variety of perspectives. After completing my research and crafting a thesis statement that would allow me to incorporate multiple perspectives, I created an outline for the paper and started writing and then rewriting based on the feedback I received from my peers and instructor to create my final piece. I’ve had time to revisit my work on this project and have not identified any significant changes, although I will continue to monitor new research on this very interesting topic.

—  Madeline Long o

Student Writing Award: Critical/Analytical Essay 

Genetic Testing: A Question of Morality  by Madeline Longo is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

Write What Matters Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Writing for Inquiry and Research

(3 reviews)

Jeffrey Kessler, University of Illinois Chicago

Mark Bennett, University of Illinois Chicago

Sarah Primeau, University of Illinois Chicago

Charitianne Williams, University of Illinois Chicago

Virginia Costello, University of Illinois Chicago

Annie R. Armstrong, University of Illinois Chicago

Copyright Year: 2023

ISBN 13: 9781946011213

Publisher: University of Illinois Library - Urbana

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Jason Parks, Professor of English, Anderson University on 9/1/24

While the introduction cited four specific writing projects covered in this book: an annotated bibliography, a research proposal, a literature review, and a research essay, the appendices and extra material at the end of each chapter provides even... read more

Comprehensiveness rating: 5 see less

While the introduction cited four specific writing projects covered in this book: an annotated bibliography, a research proposal, a literature review, and a research essay, the appendices and extra material at the end of each chapter provides even more than you might expect. I was immediately copying links and bookmarking pages once I read through each chapter. I would definitely use this in a first-year writing course.

Content Accuracy rating: 5

Everything is clear, up to date, and unbiased. This was clearly put together by experts who understand the practical needs of college students.

Relevance/Longevity rating: 5

Everything in this book is recent and applicable to students currently (Fall 2024) writing research papers. There's even some discussion of AI, though updates will be needed as we continue to figure out how to integrate new technologies into approaches to writing instruction.

Clarity rating: 5

Everything is succinct and direct. Any jargon that is used (such as metadiscourse), includes videos and explanations. The videos are especially helpful in clarifying terms.

Consistency rating: 5

Everything is cohesive and consistent in terms of framework. While each chapter has a different focus, they all work together and point toward the same objectives of helping students make sense of the research and writing process.

Modularity rating: 4

Everything is well-organized and headings are clear. The videos were easy to access and all the links were well marked. I especially liked the additional sections at the end of the chapters that linked to more textbooks and writing center resources.

Organization/Structure/Flow rating: 5

Each chapter guides students through the process of compositing/creating a specific project. There were plenty of breaks between sections with charts, diagrams, and videos.

Interface rating: 5

The text was all consistent in terms of font, headings, and visuals. There were no complicated interfaces, mostly just simple scrolling through the information.

Grammatical Errors rating: 5

Everything was professionally edited and clearly written.

Cultural Relevance rating: 5

The text was very neutral. The examples were not limited to and didn't favor any specific background, race, or ethnicity. The video links and other topics raised in the examples had plenty of variety.

I was especially impressed with the efficiency and level of expertise. Each chapter was paired down to key points and useful tips that are relevant to current research on first-year writing programs. I thought the videos were all helpful and easy to access. I also appreciated the extra links at the end of each chapter. I will definitely be using this in my first-year research courses this semester. There was only one link to the following OER resource that didn't work: Writing a Research Paper, A Potential Method for Jerry Rhodes, "The Main Steps of Research Paper Writing". Otherwise, you could share this with students right now. If I was going to write my own textbook for an introductory research course, this is definitely the kind of book I'd want to write. After 17 years of teaching first-year composition and research, I've seen the full range of first-year research and rhetoric textbooks, and I feel like this is the kind of resource that we need, although you'd definitely want to pair this with your own examples and materials, especially if you have specific themes and/or objectives for your classes. It's not prescriptive and is useful as guide/handbook for any of the individual projects, so the chapters can definitely be used separately.

Reviewed by Terry Lovern, Adjunct Instructor, Radford University on 5/27/24

The book is quite comprehensive, showcasing the experience from all the authors. The authors' interdisciplinary approach works well, adding to the text's depth and breadth. Incorporating explanatory videos in the sections is an excellent choice,... read more

The book is quite comprehensive, showcasing the experience from all the authors. The authors' interdisciplinary approach works well, adding to the text's depth and breadth. Incorporating explanatory videos in the sections is an excellent choice, which eliminates the need to add more tutorials via YouTube. It covers all the necessary steps for conducting and composing a research paper.

Although the authors leave out important topics like emergent digital technologies and plagiarism, they at least acknowledge those shortcomings as they advocate that writing is always a human-centric action. An instructor could easily supplement other materials to cover these missing topics though.

The authors focus on what they view as the most important, evergreen steps of research writing. This approach will help the text endure over time as opposed to needed constant updates for things like digital media. Technology could be supplemented with other OER texts or by the instructor.

The book is clear and concise. First-year students and instructors alike should have no problem following the text due to its well organized content.

The book has no consistency problems. The authors use a simple, easy to follow organization of topics; their accumulated experience with first-year writing keeps the content consistent.

Modularity rating: 5

The authors do an excellent job of breaking the research writing process into easy to use sections. Assigning them out of order in class would be confusing; however, an instructor could spend a week or longer on a chapter, adding anything else they feel is necessary.

Excellent organization. Each section is distinct and separate, but shows how the entire research process is connected and scaffolded. The appendices are also laid out well and organized.

No interface issues or problems with the text itself.

No discernible surface errors are in the text.

The book is fairly neutral, so any first-year student or instructor should be able to use it. The text contains nothing culturally insensitive or offensive and focuses on how to do research writing.

This would make a great text for anyone teaching the research writing component of first-year composition. The step-by-step structure makes it easy to scaffold and incorporate into a syllabus schedule. The book would also be excellent for mentoring TA's who are learning to teach the material and for new instructors who might want more structure to their course plans.

Reviewed by Angelica Rivera, Director, Northeastern Illinois University on 4/16/24

This book consists of a Preface, Introduction, Chapters I thru Chapter IV. and it also has an Appendix I to Appendix III. Chapter I covers the Annotated Bibliography, Chapter II covers the Proposal, Chapter III covers the Literature Review and... read more

This book consists of a Preface, Introduction, Chapters I thru Chapter IV. and it also has an Appendix I to Appendix III. Chapter I covers the Annotated Bibliography, Chapter II covers the Proposal, Chapter III covers the Literature Review and Chapter IV covers the Research Essay. Each section is broken down into smaller sections to break down each topic. The book is written by 3 different authors who are experts in their field and who write about different writing genres. The authors are interdisciplinary in their approach which means students in various disciplines can use the manual to begin their inquiry process and continue with their research process. This book also has short videos that provide explanations, and references after every chapter to provide additional learning resources. Appendix I covers Reading Strategies, Appendix II covers Writing Strategies and Appendix III covers Research Strategies. Appendix I and Appendix II also have additional resources for reading and writing strategies. This book will help most first year students who are transitioning from high school to college.

This book is accessible for first year students who are in English, Composition or First year experience courses. However, the authors note that there are some limits to the topics addressed as the text does not cover research methods, databases, plagiarism and emerging writing technologies. The authors believe that writing is a human based process regardless of the tools and technologies that one uses when writing.

This book is well researched and will survive the test of time as it is accessible and will serve as a reference tool for a student who is looking to develop their writing question and develop their research approach.

This book is well researched, well organized and well written.

There was consistency throughout the text as all of the authors had experience with working with first year students and/or with the writing process.

The first 3 chapters can be assigned in any order but the fourth chapter should be the 4th step as that part consists of writing the actual research essay. This book is not meant to be used by itself and thus provides additional bibliographic sources and topics to further develop one’s knowledge of the writing process.

This book is written in the logical process of developing a research question and then conducting the research. An instructor can easily assign these chapters in chronological order and it will help the student to brainstorm to create their question and then follow the steps to conduct their research.

There were no issues with the books interface.

I found this manuscript to be well written and it contained no visible grammatical errors.

I found this book to be neutral and accessible to all students irrespective of their various backgrounds.

I give this book 5 stars because it helps students and instructors break down the research process into smaller steps which can be completed in a semester-long course in research writing.

Table of Contents

• Introduction
• Chapter 1: Annotated Bibliography
• Chapter 2: Proposal
• Chapter 3: Literature Review
• Chapter 4: Research Essay
• Appendix I: Writing Strategies
• Appendix II: Reading Strategies
• Appendix III: Research Strategies

Ancillary Material

About the book.

Writing for Inquiry and Research guides students through the composition process of writing a research paper. The book divides this process into four chapters that each focus on a genre connected to research writing: the annotated bibliography, proposal, literature review, and research essay. Each chapter provides significant guidance with reading, writing, and research strategies, along with significant examples and links to external resources. This book serves to help students and instructors with a writing-project-based approach, transforming the research process into an accessible series of smaller, more attainable steps for a semester-long course in research writing. Additional resources throughout the book, as well as in three appendices, allow for students and instructors to explore the many facets of the writing process together.

About the Contributors

Jeffrey C. Kessler is a Senior Lecturer at the University of Illinois Chicago. His research and teaching interrogate the intersections of writing, fiction, and critical university studies. He has published about the works of Oscar Wilde, Henry James, Vernon Lee, and Walter Pater. He earned his PhD from Indiana University.

Mark Bennett has served as director of the University of Illinois Chicago’s (UIC) First-Year Writing Program since 2012. He earned his PhD in English from UIC in 2013. His primary research interests are in composition studies and rhetoric, with a focus on writing program administration, course placement, outcomes assessment, international student education, and AI writing.

Sarah Primeau serves as the associate director of the First-Year Writing Program and teaches first-year writing classes at University of Illinois Chicago. Sarah has presented her work at the Conference on College Composition and Communication, the Council of Writing Program Administrators Conference, and the Cultural Rhetorics Conference. She holds a PhD in Rhetoric and Composition from Wayne State University, where she focused on composition pedagogy, cultural rhetorics, writing assessment, and writing program administration.

Charitianne Williams is a Senior Lecturer at the University of Illinois Chicago focused on teaching first-year composition and writing center studies. When she’s not teaching or thinking about teaching, she’s thinking about writing.

For more than twenty years, Virginia Costello has been teaching a variety of English composition, literature, and gender studies courses. She received her Ph.D. from Stony Brook University in 2010 and is presently Senior Lecturer in the Department of English at University of Illinois Chicago. Early in her career, she studied anarcho-catholicism through the work of Dorothy Day and The Catholic Worker Movement. She completed research at the International Institute of Social History in Amsterdam and has published articles on T.S. Eliot, Emma Goldman, and Bernard Shaw. More recently, she presented her work at the Modern Studies Association conference (Portland, OR, 2022), Conference on College Composition and Communication (Chicago, Il, 2023) and Comparative and Continental Philosophy Circle (Tallinn, Estonia, 2022 and Bogotá, Columbia, 2023). Her research interests include prison reform/abolition, archē in anarchism, and Zen Buddhism.

Annie Armstrong has been a reference and instruction librarian at the Richard J. Daley Library at the University of Illinois Chicago since 2000 and has served as the Coordinator of Teaching & Learning Services since 2007. She serves as the library’s liaison to the College of Education and the Department of Psychology. Her research focuses on enhancing and streamlining the research experience of academic library users through in-person and online information literacy instruction.

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• Knowledge Base
• Starting the research process
• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Cite this Scribbr article

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McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved September 6, 2024, from https://www.scribbr.com/research-process/research-question-examples/

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Inquiry Essay

The inquiry essay starts--but only starts--with the idea of a summary/response. It goes beyond a simple summary/response, though, by asking you to analyze the article as well as simply summarize and respond, basing your response on your analysis. Here are some of the main purposes for doing such an essay:

--To practice techniques that will allow you to analyze any written argument more deeply than you have before.

--To learn to listen to and understand individual arguments--not only in terms of what the argument basically says (that CO150 material), but also in terms of exactly how the argument is made and how that construction helps or hinders the argument's purpose.

--To respond to an argument based on more than just your basic agreement or disagreement with the point. This time, you'll learn to respond based on the logic, structure, and use of appeals in an argument.

We'll work through the essay step-by-step, starting with analysis and moving to summary and then analytical inquiry. When we get to the Inquiry chapter in Aims , we'll use the information in that chapter to generate the requirements and criteria for the essay as a class.

Here are the important dates for the whole first portfolio :

--Workshop One (analysis part of inquiry): Mon, Feb. 5

--Workshop Two (response part of inquiry): Friday, Feb. 9

--Inquiry Intervention Draft Due: Mon, Feb. 12

--Exploratory Workshop One: Mon, Feb 19

--Exploratory Workshop Two: Wed, Feb. 21

--Exploratory Intervention Due: Friday, Feb. 23

--We'll spend the week of Feb. 26 moving on to the preliminaries for the second portfolio while you revise both essays behind-the-scenes, conferencing with me as necessary. The homework load during this week will be fairly light.

--Portfolio One Due: Monday, March 4

Assignment Specifics for the Inquiry Essay

Here are the guidelines we discussed in class last time:

The ultimate purpose of this essay, we decided, is to try to determine as best we can the truth of a particular essay (in this case, the Postrel argument). In other words, the purpose is to determine the value of Postrel's argument--where does it hold up, where does it break down, and how?

The audience, we said, is a group of people who are looking for the same thing--in this case, other members of the class. We touched on several assumptions you can make about this audience:

--They've been working with and understand the same subject matter as you.

--They've read the Postrel article.

--They'll understand the basic concepts and terminology (from Toulmin analysis, for example) that we've discussed in class.

We determined that the focus of the essay should be your ultimate evaluation of the value of the argument, i.e. "Postrel's argument does raise some issues well, but her logic breaks down in several areas." Having made such a statement of your focus, your job for the essay will be to substantiate that statement. What issues does Postrel raise well and how and why do they hold up? Exactly where does the argument break down and how does that happen?

Development:

We talked about development in two ways: structure and supporting evidence. For support, we discussed several types of evidence that would be valid (though there are probably more that will work, too--so don't limit yourself to this list):

--Evidence from the text itself (i.e., analyzing a passage to show us where the logic holds up or breaks down)

--other outside cases

--personal experience

--analysis of the author's analogies/comparisons

--analysis of the author's answers to potential refutations

--information about the author or the rhetorical context of the article

--other print sources

For structure, we suggested an outline that looks like this (though, again, there may be other valid options here):

--Start with an overall statement of your purpose for the essay.

--Your objective summary/analysis of the article

--A restatement of your claim (about the value of the article), followed by each of your main supporting reasons for that statement (with sufficient explanation of how each reason supports your main claim)

--Following each reason, your evidence to support that reason--with sufficient explanation so the reader can see exactly how that evidence supports your reasons

--A conclusion which brings it all together

Remember: If you're feeling frustrated or confused, don't worry. There's nothing wrong with that (if you weren't feeling at least a little stretched, you wouldn't be learning anything which, since you're paying over $900 for this class, would be something of a rip-off). However, don't let yourself stay frustrated--come talk to me during office hours, visit the Writing Center, show your draft to a trusted friend, or whatever.

Intervention Draft due Monday, Feb. 5!

Introduction

This textbook will help guide you through the process of writing a college-level research paper. While there are many approaches and strategies for doing so, this textbook will divide the process into four different writing projects:

• an annotated bibliography
• a research proposal
• a literature review
• a research essay

Each of these projects is a distinct genre that you will likely encounter in different academic disciplines and professions outside of a composition classroom.

Our goal is to give you a broad sense of these genres as separate but closely connected steps in the research process. Taken together, these projects will give you a strong foundation in research writing, with an eye towards how research writing skills fit within other disciplines and professions.

We hope that this textbook and the resources it gathers will help you feel more confident about your writing as you learn the steps of the research process.

I. Guiding Principles

You will notice some specific choices and themes throughout the chapters of the book. They have informed the authors, editors, librarians, and instructors who helped assemble it. In this section, we lay out those key guiding principles.

Research is a Conversation

When we engage in research, we contribute to an existing topic or discussion. According to Joseph Moxley and Grace Veach, for centuries, scholars have imagined research and argumentative writing much like a conversation (2021). A conversation is a cooperative activity between two or more people, and each conversation is unique to the people who take part in it. Conversations can go on for hours, days, or even decades among different participants who may come and go, and those conversations develop a unique tone, history, and shared knowledge and assumptions.

An essential part of the research process involves familiarizing yourself with the conversation surrounding your topic: the key voices, facts, ideas, and conventions. As you learn more about whatever topic you research, you will enter into this conversation, refining your own voice as you determine what you will contribute to that conversation.

This is one of the guiding metaphors in composition studies and a guiding principle in this book. When we write, we engage with the ideas of others by listening to what they have said before us. After getting a clear sense of what has been said, we can add something new to the ongoing conversation by placing our ideas in relation to those who have come before us. Our contribution is not the end of the conversation, but rather part of its ongoing engagement with complex ideas and issues.

Here is a short video from the Oklahoma State University Libraries that highlights the importance of thinking about research as a conversation:

Open Access is Collaborative

This book is an Open Electronic Resource, or OER. OERs are free, open access educational materials. Whether this is a text assigned for your class or an additional resource you have sought out on your own, we are committed to keeping this material free and accessible to all. Here is a link to Creative Commons , where you can learn more about open access materials.

Not only do OERs make educational material easier to access, they also encourage collaboration among students and educators. This textbook is the product of several authors, editors, librarians, and research assistants, along with feedback from countless students and instructors.

Throughout, we have included additional OER materials linked throughout the chapters and appendices, including images, infographics, and videos. Just as the research process is joining a conversation, we see the composition classroom as a collaborative space for sharing ideas, educational materials, and writing strategies. We hope you benefit from learning alongside these resources as much as we did from incorporating them into the book.

Genres are Determined by Rhetorical Expectations

This text focuses on the genres you will be writing in your courses and key components in the process of composing them. From a sociolinguistic perspective, a “genre” is defined as a communication activity with a shared goal established prior to the event. This means that the author and audience already understand the rhetorical purpose of the text before they write or read it, even if they do not know the content. In this book, we will discuss genres that inform and document, plan and persuade, review and synthesize, debate and convince.

Each genre has a set of commonly accepted forms and structures that enact its objectives, although these will vary between communities of practice such as workplaces, academic disciplines, and cultural centers. Literature reviews in an engineering journal will look very different than literature reviews in a psychology journal, although they will share a similar purpose for their audiences and the same underlying form.

It is important to note that genres are only relatively set—as different needs arise, genres evolve to fit the new goals. Scholars have described the recognizable characteristics of genres as the “visible effects of human action” (Hart-Davidson, 2016, p. 39). This text focuses on the role and purposes of a genre, and discussions of form only point out the fundamental structures needed to enact these goals—always observe your context, ask your instructor, and look at examples of the genre within your chosen discipline for needed specifics.

Language Practices are Shaped by Discourse Communities

Like genre, language and language practices also change over time. Language preferences evolve within all communities, including academic and professional ones. We all know that we change the way we speak and write depending on our audience, and academic disciplines are no exception. Different fields of studies and professions have very different expectations about language practices.

For example, a common piece of advice offered to developing writers is to avoid using the passive voice (“a question was asked ” or “a mistake was made ”). Many teachers explain that the passive voice hides who is performing the action (who asked the question or who made the mistake). In the sciences, the passive voice might be needed for that very reason. In a lab experiment, it doesn’t matter who prepared the samples or tests, because it shouldn’t matter as long as it is done properly. You’ll likely see a lot of passive voice, like “the subjects were given …” and “the results were analyzed …,” in order to make the experiment appear as objective as possible.

For these reasons, understanding and sharing in the rhetorical practices and objectives of a community of practice can lead to mutual understanding more effectively than grammar lessons. Studies of error perception show that the kinds of errors readers notice vary widely and are highly subjective in the degree to which they affect the reader’s opinion of a writer (Boetteger & Emory-Moore, 2018; Lunsford & Lunsford, 2008). You will not find prescriptive language or grammar instruction in this text. The authors of this guide uphold all students’ rights to their own choice of language practice and growth.

Writing is Knowledge-Construction and Inquiry

Writing is the tangible demonstration of thought. We don’t just write down things we know—we write to think through problems, to organize our ideas, and to make new connections and discoveries. In other words, writing is a way to create new knowledge for ourselves and others, not just a way to show others what we already understand. This is a result of the recursive nature of the research, reading, and writing process. There is a magic to discovering that a research topic even exists, that other people are interested in the same topics as you—reading the research of others helps to give our own understanding of the world balance and depth. But many people—students, teachers, folks making grocery lists, or people leaving instructions for the dog-sitter—often find that they never understand a topic as much as they do after they have written it down.

Do not always think of your writing as a quest to write perfect sentences and paragraphs; striving to make yourself understood is well and good, but don’t forget that writing is something you also do for yourself as a learner. Writing something down can inspire new ideas that lead to new research, new reading and information accumulation—and then more writing and rewriting. A part of writing is the desire to know more, to work through the logic of a problem—to inquire . When we say “Writing is Inquiry,” we invoke a conception of writing as exploration and discovery, and the writer as explorer and detective.

Library Referral: Research Is an Ongoing Conversation

(by Annie R. Armstrong)

You’ve already heard that research is a conversation. To be clear, it’s not a single, “one and done” type of conversation; it’s more ongoing. Maybe you start the conversation with a kernel of previous knowledge on the topic. You’ve looked at Wikipedia, done a quick Google search, read an article or listened to a podcast. You know just enough to start listening to the conversation. Then you talk to someone who knows a little more than you, and you realize that there are gaps that you need to fill.

So you take your research to the next level. You write down more specific questions. You turn these questions into keywords and search for articles on more specific aspects of your topic (see the link Choosing keywords for guidance). The new batch of articles leads to new ideas. You’re starting to develop your expertise. Now you need to circle back to the conversation and share what you’ve learned, or maybe even clear up some false assumptions you made earlier on. This might seem like backtracking, but you’re doing it right! The research is reforming your knowledge base and fine-tuning your questions. It’s all priming you to have a more informed conversation.

II. The Research Process

If you ask anyone what the research process is like, you’ll get different answers from each person you ask. This is because after a lot of trial and error, everyone finds a process that works especially well for them. Maybe right now you feel that you write your best work the night before it’s due, and after interacting with this book, you’ll learn that your first draft probably shouldn’t be your last. There’s really no perfect way to write other than to practice doing so. As you read through this book, look out for the various strategies and writing tips offered, and try them out to get a sense of what does and doesn’t work for you.

One thing most people will agree on is that research takes time ! For this reason, you’ll want to set goals for your writing and keep in mind that you may have to repeat steps multiple times. For example, you may decide to revisit sources throughout your research process. When you reread these sources, keep in mind that your thesis may have altered since you last read it, and your new task is to reread it with an open mind and new goals. Give yourself time to reread sources and to decide whether they’re still relevant to your work. And keep in mind that you will always have something to read—whether that be a source or your own paper when you’re making revisions.

Also, keep in mind that you’re always rereading and revising your own writing. The four writing projects described throughout the book are meant to build off one another, so you may find yourself repeating a lot of information or rephrasing in a new way. Although this can be a bit frustrating at times, think about each project like a conversation with a person who’s just not seeing your point. It’s crucial and even helpful to repeat yourself so that you can help them see your stance clearly.

Citing throughout your project is also helpful to your reader, so that they can know where your thoughts are coming from and who you’re in conversation with. Citing can take some time, so try your best to figure out whether you prefer citing as you work or leaving it as a final step. However, as you’ll see throughout this book, citing is a must across all the disciplines. Not only does it show that you know what you’re talking about, based on your own research, but it also shows that you know how to join a conversation and acknowledge other people at the table. Keep in mind that citing also helps you avoid plagiarizing someone else’s or your own work. At whichever stage of the writing process you decide to cite, leave little reminders for yourself so that you don’t forget!

As you’ll soon see, research is very messy, redundant, and technical. But it can also be very rewarding and fun to follow your thoughts into research, discover what you have to say, and consider who needs to hear it. Remember not to get lost in the recursiveness of the process, but instead to immerse yourself in it. You’ll soon learn that the strategies and moves you make in academic writing can benefit you across all the disciplines.

How to Use Sources

Evaluating the reliability of sources can be a sticky process. In this book, we address and then move beyond the simple “reliable versus unreliable” binary. We encourage you to start by asking yourself how you will use the source and for what purpose.

Are you looking for a source you can use to build a logical argument about the need for the COVID-19 vaccination or boosters, for example? The Centers for Disease Control and Prevention (CDC) website, which contains information written by scientists and physicians, would be an appropriate source for scientific expertise. Or are you looking for examples of how celebrities influence their followers when it comes to understanding the vaccine? Then you might want to look at Nicki Minaj’s tweet of Sept. 13th, 2021, and analyze that—not as if Minaj were a scientist who had studied infectious diseases and vaccines, but as a celebrity who has the power to quickly share her ideas with a large audience and who, it turns out, circulated inaccurate information.

This might lead you to ask a larger question about how cults of personality limit critical thinking. In that case, although the tweet itself contains inaccurate information and could be considered unreliable, you might still use it in your paper as a source. You could analyze the tweet (and the flurry of responses by fans, reporters, and government officials) as part of the larger discourse around the circulation of vaccine (dis)information. Throughout the book, we’ll ask you to think about your sources like this: not just is it reliable, but in what ways can a source be put to use?

In this text, we envision research as a conversation because it encourages you to find sources that speak to you and allow you to develop ideas that will eventually become the basis for your thesis. In other words, your job as a researcher is much more interesting and rigorous than merely gathering and presenting information. Research should not be limited to asserting your opinion and then finding evidence to support it; that’s a monologue rather than a conversation. Engaging in research as a conversation means that the sources you find inform your views. That is, you allow sources–those you consider reliably written by authorities on the subject—to modify your position.

The recursive nature of drafting and revising your writing works much the same way. Thus, you draft an assignment, participate in peer review in class, and/or take your draft to your local writing center to get feedback. Then you revise your draft because your partner’s comments and observations inform your essay. Then, perhaps, your instructor comments on your draft, which once again informs your position, and you revise.

You may repeat any number of these processes from getting peer or instructor feedback, rewriting, and researching. Repeating these steps is more common in advanced academic research and professional writing. Researchers may get feedback from colleagues or at conferences and revise their work before trying to publish it. Writers in all types of professions may need their work reviewed by team members, supervisors, technical editors, or lawyers in order to make sure they are achieving their goal.

Library Referral: Library Help

Libraries aren’t just buildings that give you access to books and articles. They house a range of employees—including librarians—who are paid to help you with any and every aspect of the research process. As a librarian myself, I spend many more hours meeting with students on Zoom, teaching research classes, and answering questions on chat and online than I do just handling books.

Talking to students about their research is what makes my job fun and interesting. Seek us out at any point of the research process: at the beginning, when you’re mulling over your topic; in the middle, when you’re starting to find sources; and towards the end, when you’re looking for more sources to fill in the gaps in your research or you need help with citations.

We don’t expect you to come to us at any particular stage of “readiness”; we’re trained to meet you where you are and figure out what might be most relevant for your research needs. We want to help make your research experience as painless and productive as we can. Most libraries offer research help both online and in person.

III. Overview of the Book

The rest of the book is divided into four chapters, one for each genre. In chapter one, you will learn about the annotated bibliography, where you will start your research and record some of your insights about the first sources you read. Chapters two and three are interchangeable: some instructors may have you switch the order of these writing projects. In chapter two, you will write a proposal, where you outline your plan to research your topic, identifying questions to ask and areas to explore. In chapter three, you will write a literature review, where you provide an overview of the main ideas, controversies, and conversations surrounding your topic.

After you have completed these three writing projects, you will have a good sense of your topic and should feel much more confident to add your own voice to the conversation by writing an argument-driven research essay. The final chapter provides strategies for structuring your argument and organizing your research for your essay. Three appendices are included at the end, with additional resources for writing, reading, and research strategies.

Each chapter has a similar structure. It provides sections that help familiarize you with the genre of each writing project:

• Rhetorical Consideratio ns spotlight aspects of the genre that may need specific attention.
• The Genre Across the Disciplines provides real examples of the genre as you might encounter it later in your academic or professional career.
• Research Strategies highlight parts of the research process essential to your writing project.
• Reading Strategies help you navigate the often-difficult texts you might encounter in your research, as well as help you think about how those texts might be put to use in your project.
• Writing Strategies offer different ways to help facilitate the writing process, giving advice about issues writers of all levels grapple with.
• Librarian Referrals give you practical advice from research librarians to help you find and evaluate sources (you’ve already seen a couple in this chapter).
• More Resources provide additional OER materials within the text to help you throughout the research and writing process. Additional OER materials can also be found in the appendices.

If you’ve never written a long research paper before, don’t worry. We’ll help guide you throughout the entire process. By the end of this book, you will be well-versed in your research topic. Whether you are still trying to find a topic to research or have a good idea of what you want to write about, this book will guide you through the research process and build confidence in your ability as a writer.

Boettger, R. & Emory-Moore, L. (2018). Analyzing error perception and recognition among professional communication practitioners and academics. Business and Professional Communication Quarterly, 81(4), 462–484. https://doi.org/10.1177/2329490618803740

Hart-Davidson, B. (2015). Genres are enacted by writers and readers. In Adler-Kassner, L., & Wardle, E. (Eds.), Naming what we know : Threshold concepts of writing studies . (Classroom edition, pp. 39-40). Boulder: University Press of Colorado.

Lunsford, A. & Lunsford, K. J. (2008). “Mistakes are a fact of life”: A national comparative study. College Composition and Communication , 59(4), 781–806.

Moxley, J. & Veach, G. (2021). “Scholarship as a Conversation.” Writing Commons. https://writingcommons.org/section/information-literacy/information-literacy-perspectives-practices/scholarship-as-a-conversation/

“Inform Your Thinking Episode 1: Research is a conversation.” (2016). Oklahoma State University. YouTube . https://www.youtube.com/watch?v=DmbO3JX5xvU

Writing for Inquiry and Research Copyright © 2023 by Jeffrey Kessler, Mark Bennett, and Sarah Primeau is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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5 Academic inquiry and developing a research question

Nic Learned

Academic inquiry and developing a research question

College is about learning to create knowledge for the benefit of oneself and others.

So how is that knowledge created? In one word, discourse. Discourse means “conversation,” though knowledge-creating conversations are slightly different than conversations that people might have about, say, which fast food restaurant has the best chicken sandwich. Academic discourse , in particular, is a conversation that takes place through research over time: a researcher learns what previous researchers have said argued about a particular topic and then responds through research of their own.

The goal of that research is to move beyond what is already known. Explorers seek uncharted lands. Astronomers point their telescopes to unstudied galaxies. Food critics taste chicken sandwiches that others have yet to review.

These are examples of inquiry—of researchers developing useful questions and looking for the gaps in our collective knowledge. What questions remain unanswered? What controversies have yet to be settled?

As a college student, you will be expected to research this way. Your audiences will know a lot about the existing scholarship on your topic, and they will want to know what YOU have to contribute.

Producing this insight will require that you first develop questions to guide your research. This is easier said than done, since not all research questions are effective. Some help you to contribute meaningfully to the conversations taking place around your topic, while others make it hard to do so.

Further, since research questions work best when connected to existing research, you will likely need to revise and refine your research question in response to the sources you find. In this way, academic inquiry, like the writing process, is recursive , or “characterized by recurrence or repetition” (Bing Dictionary). You might begin with one research question in mind, but after consulting your sources, you might think of other questions, other avenues of inquiry. The end result of your research might even be to produce a new research question or a recommendation for how the conversation taking place among researchers of your topic ought to proceed.

In this chapter, you will learn how to craft questions that will guide your research and that will, ultimately, position you to generate insight into your topic.

In this Chapter

• The benefits of learning inquiry
• How to develop a research question
• Checklist for evaluating/revising research questions
• You’ve finished your project; now what?

1. The benefits of learning inquiry

Learning academic inquiry takes effort; is it worth it?

Here are some of the benefits:

• Employers covet the kinds of skills associated with inquiry: critical thinking, research ability, information literacy, the ability to analyze complex issues, the ability to adapt to new contexts, and intellectual curiosity (Justice et al.)
• Inquiry-based research teaches you to behave as a practitioner—as a person in the field who doesn’t simply learn about things, but actually does them (Lazonder and Harmsen. Padeste et al.). Further, research shows that inquiry-based learning transfers to other courses and other non-academic situations (Lazonder and Harmsen, Hmelo-Silver).
• Inquiry-based research allows you to connect what you’re learning to your own interests and to have a say in what you’re learning and writing about (Justice et al., Blessinger et al., Hmelo-Silver).

2. How to develop a research question

A research question determines the quality and nature of the work that flows from it, so spending an extra few minutes at this stage can make a big difference later. That said, a research question should continue to evolve and grow throughout the research writing process, so it should be regarded as fluid rather than fixed.

Also, you are striving to develop new knowledge and insight—not to simply learn repeat what your instructor says—so your instructors will play a different role than what you might be used to. They will serve as “research animators” (Justice et al.), assisting your journey through the research process by providing skills and necessary support along the way, so don’t hesitate to seek them out if and when you get stuck.

Finally, remember that inquiry is recursive, which means that it is cyclical, though the steps don’t always proceed in a particular order, and you may find it necessary to repeat some steps multiple times:

A. Read the assignment carefully. This is key for succeeding at any college-level writing assignment, but it is especially important at early stages because your inquiry sets the trajectory of the project. Pay extra close attention to the following:

• How many sources the assignment requires: The best research questions are clear and focused, but your question will need to be broad enough to allow you to find the number of sources you need given the time and resources available. At times, you may need to experiment with your question in order to find enough sources, though resist the temptation to switch topics if you don’t find sources right away—research usually takes time, and rest assured that there is research on just about everything!
• What kinds of sources your project needs (academic sources, news articles, other non-scholarly sources, etc.): Think about what kind of research you’d have to do to answer a particular question, and make sure the question points you toward the kind of sources required in the assignment. For example, the question “What are people saying about Harry Potter?” calls for research into popular sources such as book reviews, while the question, “What literary devices are used in Harry Potter?” calls for research into academic sources.
• What kinds of actions you are asked to perform in the final assignment: Note words like “analyze,” “interpret,” “argue,” etc., and make sure that your research question positions you to perform those actions. For example, “What are the benefits of stem cell research?” calls for a report-style essay, while “Should stem cell research be legal?” calls for an argument , and “How is the issue of stem cell research being discussed?” calls for analysis. If you’re ever unsure about your question, it’s never a bad idea to bounce your question off of your instructor or a tutor at the Composition and Literature Center .

B) Consider your personal connection to the topic. Ultimately, your research project should be useful to others, but it should also be interesting to you!

If your course has a central theme or essential question, then reflect on your personal connections to the course topic by journaling or taking notes on relevant experiences—the more detailed the better. Often, these observations can also prove useful when it comes to critically-engaging your sources.

And if your research direction is up to you, avoid cliche topics in favor of those that are relevant to your academic or career goals or personal experiences. For example, “steroid use in sports” might sound like a safe research topic, but if you enjoy gaming with your friends, you’ll likely be much more successful researching the role of gaming in social relationships. Know also that there is academic research that explores almost every dimension of human experience, so it’s likely that you can find sources and contribute to knowledge about just about any topic, though you may need to consult your instructor or research librarian for guidance.

Finally, it helps to know whether it makes sense, according to the purpose of the assignment, to incorporate personal experience in the final draft of your research essay: some scholars do not write about their experiences in their academic work, though others do so in really engaging and effective ways!

D) Identify enigmatic aspects of your topic. The qualities of a good research question are very similar to those of good discussion questions; questions that require complex answers or that can be argued from multiple perspectives are the best conversation-starters and drive the most sophisticated and successful research writing. For example, the question, “Is a hot dog a sandwich?” might not be a perfect question for academic research, but it is thought-provoking and debatable.

E) Identify sites of controversy among your sources. What debates about your topic can you find within sources, and how might they shape your research question? You may even find that different sources present differing perspectives or arguments about your question. This step requires first consulting at least some of your sources but remember that your research question or inquiry should evolve and grow throughout the research process.

Remember also that in academic discourse, we’re looking for what is not yet known , so while it might feel safe to steer your project towards areas where your sources agree, it actually makes more sense to target the areas of contention. You can also look for lacunae —or gaps in research—to suggest and direct subsequent research.

F) Develop a question that is informed. Again, your research question will need to evolve as you work your way through the research process, but your inquiry should reflect at least a little understanding of your topic and, possibly, the prevailing arguments or research taking place around that topic. Whereas you might start out with a fairly simple question like, “What are the effects of humor,” you might revise it after doing some research to something more sophisticated like, “What are the effects of divisive humor in workplace situations?”

Note: occasionally, we researchers don’t find sources that respond to our initial research questions. Don’t give up too easily! If you find yourself in this predicament, seek help from your instructor or research librarian—often, they can provide a few tweaks to your search strategy to help you locate the relevant scholarship.

3. Checklist for evaluating/revising research questions

Here are criteria for evaluating your research question: Your research question/inquiry should…

• Target controversy or some point of contention among sources
• Be relevant or interesting to you, personally
• Not simply position you to argue something that you already think (as in, “What makes chicken wings the best food?”)
• Not be a yes/no, either/or question
• Not necessarily have a clear right or wrong answer—or at least, not a simple one that is easily-reached
• Be focused and specific
• Not be purely fact-based (as in, “What is the population of Australia?”) or easily answered through a Google search (though of course facts DO have a role to play in research!)
• Not pose a question to the reader (as in, “What do you think is the best way to address homelessness?”)

4. You’ve finished your research project; now what?

Often, learning about a topic leads to even more questions, so you might think about continuing the work you did in the following ways:

• Build on your inquiry in other classes/contexts. This might feel like cheating—and it is, if you don’t add significantly to the work you’ve already done, and if you don’t get your instructor’s permission beforehand. But it is actually common practice for students and scholars to continue pursuing a research interest in other classes, and it makes a lot of sense to do so. There may be additional aspects of your question that you did not get to write about or directions that you did not get to research that it will make sense to explore. Just be sure to clear it with your instructor first.
• Think about acting on your findings. If you feel that your project has produced insight that might be helpful or applicable in some way, act on it! For example, if your project has convinced you that gaming improves social cohesion, you might start a gaming club on campus.
• Reflect on your learning process. One of the benefits of inquiry identified in Section 1 is that it develops your self-awareness, a quality that can improve your learning in general and also make you a more effective professional and citizen in your post-college life. Once your project is complete, reflect on HOW you learned what you learned—which strategies proved useful, which areas you struggled with, and how you navigated the various processes of producing knowledge, insight, or perspective about your topic—and remember those lessons in future contexts.

5. Key Takeaways

1) The process of inquiry is recursive, and its aim is to generate new knowledge—for yourself and others.

2) Inquiry-based research positions you as an active participant in the learning process, giving you say in what you learn and helping you develop skills that will serve you in academic and professional contexts.

3) In research writing, developing a research question can be tricky at first, but because the question plays a large role in the trajectory and quality of the work that follows, it’s worth a spending a little extra time to make sure you get it right.

4) Make sure your question is suitable for what is required in the assignment. If you’re ever unsure, ask your instructor!

5) Some general qualities of good research questions:

• Clear and focused
• Target sites of controversy among sources
• Can be responded to through academic research
• Relevant to you—personally, professionally, etc.

6) In most academic contexts, it’s important to clearly-state your inquiry at some point in your essay.

7) Academic essays don’t typically “solve” their research questions; instead, research usually continues, perhaps in response to new questions that emerge. Similarly, finishing your project doesn’t have to mean the end of your inquiry; it’s okay and can even be productive to build upon your research in other classes and/or contexts (just be sure to clear it with your instructor so it doesn’t look like you’re turning in the same project for a different class!).

Works cited

Blessinger, Patrick, John M. Carfora, and Arshad Ahmad. Inquiry-Based Learning for the Arts, Humanities and Social Sciences: A Conceptual and Practical Resource for Educators. vol. 2, Emerald, Bingley, England, 2014.

Hmelo-Silver, Cindy E. “Problem-Based Learning: What and how do Students Learn?” Educational Psychology Review, vol. 16, no. 3, 2004, pp. 235-266.

Justice, Christopher, et al. “Inquiry-Based Learning in Higher Education: Administrators’ Perspectives on Integrating Inquiry Pedagogy into the Curriculum.” Higher Education, vol. 58, no. 6, 2009, pp. 841-855

Lazonder, Ard W., and Ruth Harmsen. “Meta-Analysis of Inquiry-Based Learning: Effects of Guidance.” Review of Educational Research, vol. 86, no. 3, 2016, pp. 681-718.

Levy, Brett L. M., et al. “Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation.” Journal of Teacher Education, vol. 64, no. 5, 2013, pp. 387-408.

Pedaste, Margus, et al. “Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle.” Educational Research Review, vol. 14, 2015, pp. 47-61.

“Recursive.” Bing Dictionary, Bing.com . https://www.bing.com/search?q=define+recursive. Accessed 3 November, 2021.

 Note: Student quotes and photographs used with written permission. 

Academic inquiry and developing a research question Copyright © 2021 by Nic Learned is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Our Mission

Inquiry and the Research Process

Tips for ensuring that your students’ research fosters genuine inquiry.

Over the summer, I had a fascinating conversation with a group of educators. After spending several days discussing ways to encourage student inquiry, a technology specialist raised a pointed question: “What if the librarians already have a district-approved research process? Does what we’re doing conflict?” As I pondered her question, I realized a fundamental problem: inquiry and research had somehow morphed into synonyms.

Instead of answering her question, I posed another one: “Can students do research without inquiry, or inquiry without a formal research process?”

The Research Process and Active Learning

Over 10 years ago, our school librarian introduced me to the Kentucky Virtual Library research process . Using a gameboard as an interface, the process presents students with concrete steps to support their planning, searching, note taking, and writing. The clearly articulated steps, logical progression, and embedded strategies supported our students as they located, identified, and evaluated information. Though intended for elementary students, it provided a concrete pathway for our middle schoolers as well. We even printed out the main page of the website and gave the students stickers to mark off each task they completed.

While this research process helps students locate and evaluate information about any topic, it does not ensure that they have an opportunity to ask questions, investigate problems, or make connections to their own personal experience. By definition, inquiry requires students to engage in active learning by generating their own driving questions, seeking out answers, and exploring complex problems. Research, though often a component of inquiry, addresses the process of finding answers.

A teacher and I recently discussed this dichotomy. She explained that in her upcoming animal adaptation unit, the students would research a specific animal. They would locate facts about the animal’s appearance, habitat, etc., to fill in a provided outline.

Though the teacher provided excellent scaffolding of the research process so that her students could look up information from multiple sources, articulate their findings, and document their learning, inquiry would imply that the students asked the questions. We brainstormed what might happen if we asked students a driving question such as: “Why do some animals from around the world look the same and others look very different?” The students would still work through the research process, but they would also have to define same and then apply their definition.

When we asked our fourth graders this question during their study of animals in Africa, they drove the question around the world. Though they began their investigation by examining the similarities in physical characteristics between different animals in the same habitats, they quickly started asking questions on a global level. Besides physical characteristics, what traits do animals in the same habitat share? Do animals in the the same biome, but on a different continent, have similar traits? Why are some animals found on multiple continents while others are unique to just one location?

Another great example of scaffolded inquiry that I’ve seen recently comes from educators Anthony Egbers and Kerryn White of South Africa. They used Book Creator to make a workbook to guide their students in exploring the concept of the Cradle of Humankind . Unlike the Kentucky Virtual Library research process, theirs focuses as much on the questions that students ask as on the information that they find and evaluate.

Three Strategies to Encourage Inquiry

In the workshop that sparked this debate, we considered three strategies for encouraging student inquiry. First, we examined the use of visible thinking routines. These question sets—such as See Think Wonder and Think Puzzle Explore —scaffold students’ questioning and reflection so that they deeply consider both content and context. Sometimes, students need structure to begin asking questions.

Next, instead of focusing a research project on a topic or concept, we considered the power of an essential question. According to Grant Wiggins and Jay McTighe, essential questions do not lead to a single answer but instead serve as a catalyst for discussion, require higher-order thinking skills such as inference and evaluation, and spark more questions (that lead to even more inquiry).

Finally, inquiry should tap into student curiosity and wonder. In his book The Falconer , Grant Lichtman discusses the importance of “what if?” questions. As an example, he poses this question: “What if the sun rose in the West and set in the East?” While the immediate reaction may be to just state that it doesn’t, what if it did? What would that imply? What else might have to happen? By asking such questions, teachers remove all limitations to how students may respond. Similarly, world-renowned innovator Min Basadur suggests framing questions with “How might we _____?” He argues that question stems such as this spark more imaginative thinking and remove judgment from perceived answers.

This brings us back to that original question: Can there be research without inquiry and inquiry without research? Consider the power of a science lab. Students generate questions, formulate a hypothesis, investigate their theory, and then use their observations to develop an understanding of their discovery. Apps such as Desmos and Geogebra allow students to engage in inquiry with math. They can ask questions about mathematical concepts, explore simulations and scenarios, and manipulate formulas, as they explore complex phenomena that previously could not be addressed through active, hands-on learning.

While research can certainly exist as a stand-alone process, inquiry should ultimately drive students to view research as a means through which they can seek out new ideas, answer new questions, and wrestle with complex problems.

Local:    310-421-8927 Have a Question? Call us 24 Hours! ★ ★ ★ ★ ★ --> --> --> Monday:   10 am - 9 pm Tuesday:   10 am - 9 pm Wednesday:   10 am - 9 pm Thursday:   10 am - 5 pm Friday:   10 am - 5 pm Saturday:   12 am - 7 pm Sunday:   12 am - 8 pm --> This guide on inquiry essays will help you learn how you can improve your writing. Writing an inquiry essay is not merely reporting ideas from articles and books or making descriptions of your observations. Your thoughts, voice, and process of discovery must be included in the essay. You must make a connection to the knowledge you have gained by discussing what informed the discovery, the process that led you there, and how the knowledge has impacted you. Follow this guide to learn the purpose and the step-by-step process of creating an exciting inquiry essay. The word inquiry comes from inquiring, which means investigating something you don't yet know or seeking information or answers to questions whose answers you do not know. Inquiry is the act of asking for or investigating information in search of answers. An inquiry essay is not a traditional research paper. Its purpose is to investigate a question and share findings with the reader. When writing an inquiry essay, the goal is not to find a definite answer. The journey of inquiry is the top priority The first person stance is used when writing an inquiry essay, which allows you to state your opinion about the inquiry and the findings. The first step in creating an inquiry essay is asking a question before proceeding to present evidence, facts, or examples that support your assertion. Following the sequence below should help you write a clear and concise paper. You need to come up with an inquiry essay topic if your professor has not assigned one. Brainstorm a list of essay topics to find one that interests you and is a perfect fit for the assignment. After you've picked a topic, the next step is to ask a question. The question does not have to be a hypothesis or scientific inquiry. It can be a specific question. Formulate your thesis statement from the question. The thesis statement should provide a roadmap for the reader. Give your position with regard to the thesis statement and give the reader a reason to care about it. Collect information to answer your question and support your thesis. Source your information from authoritative documents like academic journal articles, websites authored by experts, and textbooks. Your position on the thesis may change as you gather information during your research. Your inquiry essay's formatting style depends on your discipline, reasons for writing, and the requirements. Your teacher will likely stipulate. APA style is generally used for writing social sciences papers, MLA is used for arts or literature focus, and Chicago style is used for history, arts, and social sciences An inquiry essay typically has five sections. These are: The introduction section of your essay should provide the reader with your opinion about the topic. It should highlight what you know, assume, or imagine about the topic before conducting research. Explain what you predict or hope to find out about the topic after your research. The introduction should also contain a strong thesis statement. The thesis statement outlines your goals for the essay. You will have to provide personal examples, arguments, and research information in the body of your essay to support your thesis. In the conclusion, you should restate your essay and either provide a summary of how you have validated it or show why you have changed your position. Use this section to tell the story of your research. In an inquiry essay, you don't merely write down facts from your research. You hate to write a narrative of how you researched, what questions guided your research, and how it gave you a better understanding of the subject matter. You do not have to tell the reader everything. Only highlight the information that was crucial to your research and your understanding of the information. This section should document your research findings and how they relate to your research questions. Try answering the following questions: This section should provide the implications of your research. You should explain how the information obtained from the research can be used. If there are lingering questions, suggest additional research that needs to be conducted on the topic. In this section, you should reflect on the discoveries you've made from your research. Were your findings of the topic or yourself surprising? Did the research experience have an impact on you or your future? Reflect also on the questions that remain unsolved. In a conventional research paper, the writer takes an objective and detached stance. In an inquiry essay, the writer is allowed to take an active role in research by creating a record of his or her inquiry path. The essay ends up teaching both the writer and reader a valuable lesson about the research and discovery. Writing inquiry essays is enjoyable since one can write about everything they find and provide their opinion. Order Your Custom Inquiry Essays or Term Paper Today!         --> -->   -->   -->         -->          © ThePaperExperts.com All right reserved   |     |   18 Inquiry-Based Learning Examples (Benefits & criticisms) Chris Drew (PhD) Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris] Learn about our Editorial Process Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery. Examples of inquiry-based learning include observational field trips, science experiments, and hypothesis-based research projects. This learning strategy is believed to increase students’ level of engagement in the learning process. It is considered an active learning strategy that is in contrast to traditional approaches in education where teachers present information to passive learners. Inquiry-Based Learning Definition In inquiry-based classrooms, students engage in activities that provoke their curiosity as they go on a journey of discovery. Through the process, they construct knowledge rather than having it delivered by the teacher. The students learn by exploring a subject, experimenting with concepts or objects, and conducting searches for information on their own. Some scholarly definitions include: Pedaste et al: “It can be defined as a process of discovering new causal relations, with the learner formulating hypotheses and testing them by conducting experiments and/or making observations” (Pedaste et al, 2015, p. 47) Lee et al: “[Inquiry-based learning is] an array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (Lee et al, 2004, p. 9). Although John Dewey is often mentioned as a forerunner of inquiry-based learning, its roots can actually be traced as far back as Socrates (470-399 BC), the Greek philosophy that taught his students using the Socratic Method, which involved him asking his students questions repeatedly instead of imparting his wisdom onto them. Inquiry-Based Learning Examples Self-directed curriculum: Instead of giving students set questions to answer, the teacher gives the students a general topic to inquire about and find an area of interest to explore within the overarching topic. Field trips: Students go on a field trip to collect data by taking photographs. The students return to the class and use the photographs to compile information about the topic under study. Science experiments: Students conduct an experiment on what plants need by growing seeds in different conditions and tracking each plants progress. College Dissertations: Students at university often need to do a research study where they come up with a hypothesis and conduct a scientific study to confirm or falsify their hypothesis. Community-based projects: When students identify a problem in the community and work to solve it, they are often engaging in the phases of inquiry-based learning. Inquiring about a mystery by using clues: Students in a kindergarten class see before and after photos of destroyed habitats as the teacher asks questions about what they think happened and how do they feel.   Construction activities: A kindergarten teacher supplies his students with paper-towel tubes, tape, cardboard boxes and other materials so they can construct their own unique marble-runs. Investigating the local environment: Students in a science class investigate the water quality of a nearby creek and answer the key question: is the water safe to go tubing? Deconstructing facts: Students are given a list of “facts” about different planets. Some of those facts are actually wrong. The students work in small groups and try to identify the different planets and which facts are false. Gathering resources to solve a problem: A social studies class tell the class that they have been asked by NASA to make a time-capsule for aliens. The students work in small groups and gather items or create material to be put in the spaceship. Coming up with methodologies for solving problems: A math teacher uses 3-dimensional objects and asks student teams to choose their own methods to calculate its properties and then take turns presenting their strategy to the class. Divergent thinking : Divergent thinking involves coming up with multiple possible solutions to a single problem. For example, students in third-grade are told they can have any 3 powers they want to become a superhero. Then they decide on which powers they want, design their costume, and describe the kinds of situations they would help in. Concept mapping: Anotherdivergent thinking task would involve a concept map. A high school history teacher has the students make individual concept maps regarding the causes of the Boston Tea Party and checks their work as they go. Brainstorming solutions: Mr. Jennings writes a “Big Idea” question on a piece of paper and places it in the center of a bulletin board. Students then use post-it notes to surround the big idea with various thoughts and factors related to the question. Archaeological digs: A mock archaeological dig can be considered an inquiry-based learning situation. Students can dig for artifacts then figure out who lived there (and in what era) based on the artifacts. Frog dissections: Students who dissect frogs in labs are conducting inquiry-based projects. They may need to draw and diagram what they saw then use the results to report on the animal’s physiology. Project-based learning: Project-based learning is a unique and separate type of learning, but they have many overlaps. A teacher can set up a project so that it has all five phases of inquiry (see below). Escape rooms: The recent trend of escape rooms, where people have to go into a room and work in a team to solve clues and escape, are often based on an inquiry-based approach. Learners need to uncover answers through using observational skills and clues in their environment. Phases of Inquiry Pedaste et al. (2015) propose five phases of inquiry that can underpin the design of an inquiry-based project: Orientation: The teacher stimulates curiosity by presenting information about the topic, posing questions, and offering problem statements. Conceptualization: Students generate research questions and hypotheses about the project. Investigation: Students plan a study, collect data, and analyze it. Conclusion: Students construct their own knowledge based upon their inquiry, rather than having teachers give the answers to the students. Discussion: Students present their findings to peers, a teacher, or family members, and engage in reflective activity to reinforce knowledge. Benefits of Inquiry-Based Learning The benefits of inquiry-based learning are numerous: Enhanced critical-thinking skills: when students are asked to inquire rather than simply rote learn information, they have to engage higher-order thinking skills. Greater enthusiasm and interest in learning: Learning through active inquiry is believed to enhance intrinsic motivation in the classroom. Connecting learning to the real world: Through inquiry, students don’t just learn theories, but also how to solve real-life problems. Encouraging independent learning: When students inquire, they make up the research questions and learning outcomes themselves, allowing them to engage in self-directed learning . Helping students learn to work with others in a team: Very often, inquiry-based lessons take place in groups. Case Studies of Inquiry Learning 1. what’s in the box. The hallmark of any good inquiry-based lesson starts with an opening question. The teacher might not even announce the topic for that day’s lesson. This is a simple but highly effective way to get the attention of the students right off the bat. When someone is asked a question, they can’t help but to start trying to answer it. That’s just the way the human mind is built. Since getting the attention of a class full of 1 st graders can be a challenge in and of itself, teachers need to make use of every tool in the box. Hence, the game “what’s in the box?” If the lesson is about animal habitats, then the teacher can place different items that are in that habitat in a box. As the kids begin to guess what’s in the box, the teacher can pull out one item at a time. Once a few items are on the table, then the kids can start to guess the name of the habitat and the animals that live in it. It’s a lot of fun for the kids and is a great way to exercise their cognitive processes. 2. Let the Kids do the Work We often underestimate the ability of very young learners. They are actually a lot smarter than most people give them credit for. Of course, this is understandable; how smart can a child be when they have trouble putting on their own shoes? But don’t be fooled. Inside their small little heads is a small little brain that is a lot stronger than its size would indicate. We can see this demonstrated by giving them a chance to do things we didn’t think they could do. For example, when receiving a new set of obstacle course pieces for the playground, let the kids have a go at putting the equipment together. The set might include some balance-beam pieces, standing hoops, jumping bars, and large plastic screws. Just spread the pieces out on the playground and let the kids try to figure out how they all fit together. You might be surprised at how quickly they do…and all without ever looking at the instructions. 3. The Bakery and the Marketer At the heart of inquiry-based learning is the idea that students should do most of the thinking. Instead of the teacher distributing knowledge to the brains of students, the leg-work of a course from the minds of the students themselves. This premise can be seen in a marketing course where the instructor announces the problem, and then the student must create the solution. For example, students can be given the task of creating a unique marketing campaign for a failing bakery (or any other type of business). While the instructor could apply some guidelines, such as the campaign should be digital or involve on-site experiences, it is best to provide as little guidance as possible. Instructors often discover that students can be incredibly imaginative, and insightful. The less restrictive the instructions, the more creative the campaigns.  4. Cultural Artifacts Cultural artifacts are objects that remain from a given culture. They can include tools, pieces of garments or kitchenware, even items involved in various types of ceremonies. In an older, more traditional type of anthropology course, the professor would present a lecture about a particular tribe or ancient culture. To supplement the lecture, the prof might bring along various objects that have been unearthed by archeologists or anthropologists during excavations. However, in an inquiry-based lesson, the sequence of events in this lesson would be reversed. The professor would first present the artifacts to the students and say as little as possible. The students would then engage in an analysis (slightly speculative) regarding what the object is and what purpose it served in that particular culture. This somewhat “backwards” approach to teaching is exactly more engaging for the students. They become more immersed in the lesson. Their interest is piqued and if EEG sensors were attached to their scalps, a lot more cerebral activity would be detected than if they were just sitting in their seats listening. 5. Physics Experimentation Students in a physics course can spend a lot of time going through formulas. The one for calculating force looks simple enough (F=ma), but that it can get a lot more complicated if you start adding variables for inclines and wind resistance. To help students understand these concepts on a deeper, more holistic level, some physics teachers will designate a class completely devoted to experimentation. The students are provided with all the necessary materials, including toy trucks, plastic ramps, objects of various weights, paper and assorted items that could be used to form structures to reduce wind resistance. The students experiment with altering the various parameters and will form an understanding of the concepts in the formula in a way that could never be accomplished by calculations alone. Theoretical Basis The theoretical basis of inquiry-based learning is constructivism. This is a learning theory that emphasizes the importance of constructing knowledge rather than having information told to you by an authority figure. It is based on the idea that humans learn through developing coherent ideas – called schema – in their minds. We don’t learn well when we’re just told information. Instead, we need to learn through trial and error, which helps us to formulate these cognitive schema. In the process of actively learning, we don’t only come to know facts, but the underlying how and why of a fact. This context helps cognitive recall and ensures you have deep knowledge of the topic. Inquiry-based learning embraces this idea of constructing knowledge rather than being told facts . Through an inquiry situation, students aren’t just learning from a teacher – they’re learning from experience. They gather information, try our different sets of facts, and find the answers that make most sense. Criticisms of Inquiry-based Learning While an inquiry-based approach to learning is widely accepted as a strong pedagogical strategy, it does have some weaknesses. Primarily, it doesn’t achieve standardization of curriculum for all student. It necessarily requires differentiation and allows student-led study, leading to different learning experiences for different students. This undermines the goal of ensuring all students have the same strong educational foundations by the end of compulsory schooling. Similarly, it is difficult to achieve standardization of assessment during an inquiry-based approach. With build-in student-led learning, students aren’t all completing the exact same task in the exact same way. As a result, subjective assessment methods like performance-based assessment tend to be used, which don’t lead to normative and standardized grading standards. Inquiry-based learning is a step away from traditional educational practices that disseminated information to passive students. Traditional pedagogy created learners that were ill-equipped to function at a high level in an increasingly complex society. By creating learning environments that allow students to be more fully engaged and inquisitive, it creates learners that are skilled at critical-thinking and problem-solving. Teachers can implement a wide range of activities and techniques that foster creativity , communication, and teamwork . The wonderful thing about inquiry-based learning is that it can be applied to nearly any subject at all grade levels, from preschool to graduate school. Beyrow, M., Godau, M., Heidmann, F., Langer, C., Wettach, R., & Mieg, H. (2019). Inquiry-Based Learning in Design. Inquiry-Based Learning – Undergraduate Research (pp. 239-247). https://doi.org/10.1007/978-3-030-14223-0_22 Ernst, Dana & Hodge, Angie & Yoshinobu, Stan. (2017). What Is Inquiry-Based Learning? Notices of the American Mathematical Society, 64 . 570-574. https://doi.org/10.1090/noti1536 Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing. Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.  Educational research review ,  14 , 47-61. Doi: https://doi.org/10.1016/j.edurev.2015.02.003 Seltzer, E. (1977). A comparison between John Dewey’s theory of inquiry and Jean Piaget’s genetic analysis of intelligence. The Journal of Genetic Psychology , 130 (2d Half), 323–335. https://doi.org/10.1080/00221325.1977.10533264 Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration) Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples Leave a Comment Cancel Reply Your email address will not be published. Required fields are marked * Inquiry Skills / Starting with Inquiry Learning Understanding the Difference Between Inquiry and Research It is common to hear the question “what’s the difference between inquiry and research?” While it’s true that there are some similarities, inquiry and research are fundamentally different in many ways. Inquiry-based learning is an approach to learning that emphasizes the exploration of questions and focuses on the process of discovery. On the other hand, research is a process that focuses on the establishment of facts and making conclusions based on a systematic study. Below is a deeper dive into how inquiry and research differ, and how they are similar. Why does this distinction matter? Understanding the difference between inquiry and research is important for a few reasons: 1. Inquiry is a broad process that may involve different paths or procedures. Research is a more formal process with the goal of establishing facts. Inquiry focuses more on asking questions, whereas research focuses more on finding answers. The process of asking questions is one that requires a set of skills that needs to be practiced often. 2. The skills required for inquiry are far more broad and can be applied in a variety of contexts. For example, in an inquiry, students ask broad questions with multiple paths for learning. If students are simply conducting research, their questions will likely be more specific. We’ve put together a PDF of question prompts for inquiry learning to demonstrate the openness that inquiry questions should have. 3.  Inquiry typically involves different procedures (depending on the discipline). On the other hand, research is more formal and systematic, meaning it is the same no matter what is being researched. Related resources : Creating Strong Driving Questions for Inquiry Learning   Hacking Questions (Connie Hamilton) – fantastic way to teach question formation Scope and Depth Both inquiry learning and the research process begin with questions. In an inquiry, students show curiosity towards a subject by asking high-quality inquiry questions . However, the point of asking questions isn’t to find an answer quickly. Since questions should come from a place of genuine curiosity, students should take their time exploring their questions in depth. On the other hand, research focuses on finding an effective way of expediting the answer-finding process, which is the opposite of inquiry. It is a more formal process. It does not ensure that students are taking opportunities to explore new pathways or make connections to their own lives. Research can be scaffolded into simple, manageable steps to help students research more effectively. Learning how to research is not a bad skill to learn; in fact, it is incredibly useful in many situations as learners. The difference is that, with inquiry learning, the scope of learning is broadened. Students are encouraged to think deeper about the content and ask questions they are genuinely curious about, as opposed to following a scaffolded process. Suggested resource: How Scaffolding Works: A Playbook for Supporting and Releasing Responsibility to Studen ts (25% off right now on Amazon) Different Focus Most classrooms frame the process of learning in a linear way: “topic → research → present → assess”. Students are probably used to being given a topic and told to research it, collect facts, and present their learning. However, inquiry is different. While both inquiry and research aim to seek and uncover information, they go about it in a different way. In addition, research and inquiry teach a different set of skills to students. With research, there is a more systematic approach used. Typically, teachers will spend a few lessons beforehand teaching students things such as: Typing in relevant search terms Judging whether a website is safe, reliable, and current Skimming and scanning skills Reading snippets Checking for bias The goal with research is to find answers, explain concepts, and generally increase knowledge. The focus is on confirming facts and expanding knowledge. On the other hand, inquiry is much broader. The focus is not on finding the “right” answer. The focus is on the process of exploration, solving a problem or query, and understanding something new. It is far more multifaceted and fluid than research, which is often more formal by nature. Inquiry can involve more than one search query, and might change as a result of new information. It is fluid, progressive, and flexible. Related : 5 Simple and Effective Strategies for Managing Conflict in Inquiry Learning Active learning. By definition, active learning refers to any kind of work students do other than listening, watching, and note-taking. Many educators agree that student learning is enhanced when they are actively involved in their learning. With active learning, students are required to think more deeply and critically. Not only does this kind of learning develop students’ thinking skills, but also helps them to better retain their learning. While the act of researching can be considered active learning, there isn’t as much creative thinking involved. This is partly due to the nature of research as being a systematic procedure for obtaining information. On the contrary, inquiry-based learning focuses more on the process of learning and involves things like group discussion, problem-solving, small activities, and teacher facilitation when needed. Furthermore, active learning can’t be reduced to formulaic methods like research can. Recommended resource: Active Learning: 40 Teaching Methods to Engage Students in Every Class and Every Subject, Grades 6-12 Skills Gained Because research is more formal and focused on finding answers, students can expect to improve specific skills. These include time management, search skills, analysis, organization, and general technology skills. Furthermore, their research methodology (the process by which you conduct research, including the tools you use and steps you take) will likely improve too. Students who research need to focus on specific keywords, analytical skills, and organizational skills in order to work with the facts they find. In addition, a heightened attention to detail means that students will likely improve their ability to cite or make references accurately. This is important since references and organizing your sources is a critical component of research. The specific skills gained while conducting an inquiry are endless. What I’ve noticed is that the skills gained during inquiry learning tend to be more soft skills. For example, students demonstrate more attentive listening, self-reflection, collaboration, and responsibility. In an inquiry, skills can be taught as mini activities. For example, students may need a short activity on how to analyze a map, or they may need some role-playing on how to communicate effectively. If you are teaching inquiry skills as mini activities, make sure to provide opportunities to use active learning and group work. Using scenario-based learning can be a great way to do this – not only does it challenge students to problem-solve, but it encourages them to work on their teamwork and communication skills. Related : Using Inquiry to Teach Social Justice in the Classroom Key takeaways:. (1) Inquiry-based learning focuses on the process of discovery, while research is a process that focuses on the establishment of facts and making conclusions based on a systematic study (2) Inquiry is more broad and unstructured, whereas research is more formulaic and narrow in scope, with the intent of finding specific answers (3) Research values the expeditious discovery of facts and information, but inquiry learning usually happens at a slower and more organic pace (4) Inquiry is far more multifaceted, flexible, and fluid than research, and often changes as a result of new information (5) The skills gained by research are very specific and cannot always be transferred to every subject or situation; soft skills gained through inquiry learning tend to be more transferrable Leave a comment below about the distinctions between inquiry and research, or join the conversation on Facebook ! 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Required fields are marked * Citizenship / Free Resources 50 Reflective Personal Development Inquiry Questions 27 Jul, 2020 Inquiry Skills / Planning & Teaching Simple Strategies for Supporting Students with Autism During Inquiry Learning 8 Sep, 2020 Activity Ideas / Art / Science 4 Outdoor Inquiry Learning Experiences for Students in the Autumn 24 Sep, 2020 Activity Ideas / Planning & Teaching / Starting with Inquiry Learning How to Create Learning Provocations That Get Students Excited 8 May, 2020 Activity Ideas 5 Fun and Immersive End of Year PBL Project Ideas 14 May, 2021 Activity Ideas / Inquiry Skills Using Inquiry Learning to Write Stories of the Future 3 Dec, 2020 Privacy Overview Choose Your Test Search Blogs By Category College Admissions AP and IB Exams GPA and Coursework 113 Great Research Paper Topics General Education One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you. In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper. What Makes a Good Research Paper Topic? Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics. #1: It's Something You're Interested In A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well. #2: There's Enough Information to Write a Paper Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper. Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper. #3: It Fits Your Teacher's Guidelines Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing. 113 Good Research Paper Topics Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for. Arts/Culture Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance . Analyze the impact a famous artist had on the world. How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years? How has the music of slaves brought over from Africa shaped modern American music? How has rap music evolved in the past decade? How has the portrayal of minorities in the media changed? Current Events What have been the impacts of China's one child policy? How have the goals of feminists changed over the decades? How has the Trump presidency changed international relations? Analyze the history of the relationship between the United States and North Korea. What factors contributed to the current decline in the rate of unemployment? What have been the impacts of states which have increased their minimum wage? How do US immigration laws compare to immigration laws of other countries? How have the US's immigration laws changed in the past few years/decades? How has the Black Lives Matter movement affected discussions and view about racism in the US? What impact has the Affordable Care Act had on healthcare in the US? What factors contributed to the UK deciding to leave the EU (Brexit)? What factors contributed to China becoming an economic power? Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) . Do students in schools that eliminate grades do better in college and their careers? Do students from wealthier backgrounds score higher on standardized tests? Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal? Do students who attend charter schools score higher on standardized tests than students in public schools? Do students learn better in same-sex classrooms? How does giving each student access to an iPad or laptop affect their studies? What are the benefits and drawbacks of the Montessori Method ? Do children who attend preschool do better in school later on? What was the impact of the No Child Left Behind act? How does the US education system compare to education systems in other countries? What impact does mandatory physical education classes have on students' health? Which methods are most effective at reducing bullying in schools? Do homeschoolers who attend college do as well as students who attended traditional schools? Does offering tenure increase or decrease quality of teaching? How does college debt affect future life choices of students? Should graduate students be able to form unions? What are different ways to lower gun-related deaths in the US? How and why have divorce rates changed over time? Is affirmative action still necessary in education and/or the workplace? Should physician-assisted suicide be legal? How has stem cell research impacted the medical field? How can human trafficking be reduced in the United States/world? Should people be able to donate organs in exchange for money? Which types of juvenile punishment have proven most effective at preventing future crimes? Has the increase in US airport security made passengers safer? Analyze the immigration policies of certain countries and how they are similar and different from one another. Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result? Do tariffs increase the number of domestic jobs? Which prison reforms have proven most effective? Should governments be able to censor certain information on the internet? Which methods/programs have been most effective at reducing teen pregnancy? What are the benefits and drawbacks of the Keto diet? How effective are different exercise regimes for losing weight and maintaining weight loss? How do the healthcare plans of various countries differ from each other? What are the most effective ways to treat depression ? What are the pros and cons of genetically modified foods? Which methods are most effective for improving memory? What can be done to lower healthcare costs in the US? What factors contributed to the current opioid crisis? Analyze the history and impact of the HIV/AIDS epidemic . Are low-carbohydrate or low-fat diets more effective for weight loss? How much exercise should the average adult be getting each week? Which methods are most effective to get parents to vaccinate their children? What are the pros and cons of clean needle programs? How does stress affect the body? Discuss the history of the conflict between Israel and the Palestinians. What were the causes and effects of the Salem Witch Trials? Who was responsible for the Iran-Contra situation? How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina? What events led to the fall of the Roman Empire? What were the impacts of British rule in India ? Was the atomic bombing of Hiroshima and Nagasaki necessary? What were the successes and failures of the women's suffrage movement in the United States? What were the causes of the Civil War? How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War? Which factors contributed to the colonies winning the American Revolution? What caused Hitler's rise to power? Discuss how a specific invention impacted history. What led to Cleopatra's fall as ruler of Egypt? How has Japan changed and evolved over the centuries? What were the causes of the Rwandan genocide ? Why did Martin Luther decide to split with the Catholic Church? Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.) How did the sexual abuse scandal impact how people view the Catholic Church? How has the Catholic church's power changed over the past decades/centuries? What are the causes behind the rise in atheism/ agnosticism in the United States? What were the influences in Siddhartha's life resulted in him becoming the Buddha? How has media portrayal of Islam/Muslims changed since September 11th? Science/Environment How has the earth's climate changed in the past few decades? How has the use and elimination of DDT affected bird populations in the US? Analyze how the number and severity of natural disasters have increased in the past few decades. Analyze deforestation rates in a certain area or globally over a period of time. How have past oil spills changed regulations and cleanup methods? How has the Flint water crisis changed water regulation safety? What are the pros and cons of fracking? What impact has the Paris Climate Agreement had so far? What have NASA's biggest successes and failures been? How can we improve access to clean water around the world? Does ecotourism actually have a positive impact on the environment? Should the US rely on nuclear energy more? What can be done to save amphibian species currently at risk of extinction? What impact has climate change had on coral reefs? How are black holes created? Are teens who spend more time on social media more likely to suffer anxiety and/or depression? How will the loss of net neutrality affect internet users? Analyze the history and progress of self-driving vehicles. How has the use of drones changed surveillance and warfare methods? Has social media made people more or less connected? What progress has currently been made with artificial intelligence ? Do smartphones increase or decrease workplace productivity? What are the most effective ways to use technology in the classroom? How is Google search affecting our intelligence? When is the best age for a child to begin owning a smartphone? Has frequent texting reduced teen literacy rates? How to Write a Great Research Paper Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers. #1: Figure Out Your Thesis Early Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it! As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom." If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion." #2: Back Every Statement Up With Research Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give. #3: Do Your Research Before You Begin Writing You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make! Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper. What's Next? Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium . Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school . Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission. Trending Now How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? ACT vs. SAT: Which Test Should You Take? When should you take the SAT or ACT? Get Your Free Find Your Target SAT Score Free Complete Official SAT Practice Tests How to Get a Perfect SAT Score, by an Expert Full Scorer Score 800 on SAT Math Score 800 on SAT Reading and Writing How to Improve Your Low SAT Score Score 600 on SAT Math Score 600 on SAT Reading and Writing Find Your Target ACT Score Complete Official Free ACT Practice Tests How to Get a Perfect ACT Score, by a 36 Full Scorer Get a 36 on ACT English Get a 36 on ACT Math Get a 36 on ACT Reading Get a 36 on ACT Science How to Improve Your Low ACT Score Get a 24 on ACT English Get a 24 on ACT Math Get a 24 on ACT Reading Get a 24 on ACT Science Stay Informed Get the latest articles and test prep tips! Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Ask a Question Below Have any questions about this article or other topics? Ask below and we'll reply! 143 IMAGES inquiry based learning essay Research Inquiry This resource will help you with exploratory/inquiry essay assignments 11 Research Proposal Examples to Make a Great Paper Sample 1 Inquiry Essay Academic Inquiry and The Explain A Concept Essay VIDEO INQUIRY VS. RESEARCH Inquiry-Based Learning (Explained in 4 Minutes) Inquiry And Enquiry Defining Undergraduate Research and Inquiry Concept-Based Inquiry in Mathematics How to Write a Query Letter: Read Real World Examples COMMENTS Research Inquiry Tragic Hero (2021-2022) Nicholas Lardaro. In this research inquiry essay Lardaro uses the literary trope of the tragic hero to make a case for why Revenge of the Sith is an especially compelling film. Lardaro presents sources that help him to analyze how the downfall of Anakin Skywalker becomes an example of a tragic hero. PDF Inquiry-based Research Essay Writing: A successful inquiry-based research essay will. •• Pay homage to essential questions about culture and identity. •• Tease out some characteristics of culture, using artifacts as examples. •• Embrace an audience and purpose relevant to your topic and beyond just your teacher. •• Be long enough to develop your argument ... Student Inquiry Essay Examples 101 Student Inquiry Essay Examples ... Research genetic tests are volunteer based for exploratory studies. Both clinical genetic tests and research genetic tests look at DNA strands to find abnormalities that can put a person at greater risk to develop a disease. In the past, only one gene could be tested at a time, but today geneticists can ... Essay #2: Inquiry-Based Research Essay Assignment Description. For this assignment, you will write a 6-8 page (1500 - 2000 words) research essay. The objective in developing this inquiry-based research essay is probably not like other research essays with which you may be familiar.In an inquiry-based essay, the development of a research question is the cornerstone of the essay, providing a guideline for you to follow your ... An Inquiry-Based Research Essay Essay #2: An Inquiry-Based Research Essay on the Subject of Your Choice. Sample 1 - Rifat. Sample 2 - Sadia. Sample 3 - Anon. Assignment Description. For this assignment, you will write a 8-10 page (2,000-2,500 words) research essay. The objective in developing this inquiry-based research essay is probably not like other research essays ... Research Essay The goal of this book has been to help demystify research and inquiry through a series of genres that are part of the research process. Each of these writing projects—the annotated bibliography, proposal, literature review, and research essay—builds on each other. Research is an ongoing and evolving process, and each of these projects help ... PDF STUDENT WORK SAMPLE: ALLIE'S INQUIRY-BASED RESEARCH ESSAY ALLIE'S INQUIRY-BASED RESEARCH ESSAY Truth in Society by Allie Can images and videos change aspects of truth? In reading Ender's Game, this ... These are all great examples of dif-ferent truths or manipulated truths from the book. Photoshop is everywhere, this is just part of our culture. Most people know that Inquiry-Based Research Essay In an inquiry-based essay, the development of a research question is the cornerstone of the essay, providing a guideline for you to follow your research wherever the information takes you. ... We'll work together on narrowing your focus into one final research question, and we'll evaluate examples of strong research questions. Writing Genre ... 13.2: The Inquiry Process in Academic Research Writing Process of Narrowing a Topic. 13.2.2 13.2. 2: Visualize narrowing a topic as starting with all possible topics and choosing narrower and narrower subsets until you have a specific enough topic to form a research question. All Possible Topics - You'll need to narrow your topic in order to do research effectively. Writing for Inquiry and Research Writing for Inquiry and Research guides students through the composition process of writing a research paper. The book divides this process into four chapters that each focus on a genre connected to research writing: the annotated bibliography, proposal, literature review, and research essay. Each chapter provides significant guidance with reading, writing, and research strategies, along with ... 10 Research Question Examples to Guide your Research Project 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. PDF STUDENT WORK SAMPLE: ALLISON'S INQUIRY-BASED RESEARCH ESSAY TUDENT WORK SAMPLE: AL. QUIRY-BASED RESEARCH ESSAYThat's Entertainment!by Allison"This is the Fox 47 evening news." "Can't fall asleep!" "Must be the c. ffee." "#sleeplessinSeattle" "Off with their he. d!" These phrases all appear in some form of entertainment. We may hear a television reporter introduce t. An Inquiry-Based Research Essay Essay #2: An Inquiry-Based Research Essay on the Subject of Your Choice. For this assignment, you will write a 8-10 page (2,000-2,500 words) research essay. The objective in developing this inquiry-based research essay is probably not like other research essays with which you may be familiar. In an inquiry-based essay, the development of a ... Inquiry Essay When we get to the Inquiry chapter in Aims, we'll use the information in that chapter to generate the requirements and criteria for the essay as a class. Here are the important dates for the whole first portfolio: --Workshop One (analysis part of inquiry): Mon, Feb. 5. --Workshop Two (response part of inquiry): Friday, Feb. 9. 13.10: Student Inquiry Essay Examples Ruthie's essay, "Understanding Mass Incarceration of African American Women," is an excellent example of a writer framing, analyzing and making a forceful argument about an issue concerning a very specific social group. One of the most powerful moments in the piece comes in its very first paragraph. Introduction Introduction. This textbook will help guide you through the process of writing a college-level research paper. While there are many approaches and strategies for doing so, this textbook will divide the process into four different writing projects: an annotated bibliography. a research proposal. a literature review. Academic inquiry and developing a research question Inquiry-based research teaches you to behave as a practitioner—as a person in the field who doesn't simply learn about things, but actually does them (Lazonder and Harmsen. Padeste et al.). Further, research shows that inquiry-based learning transfers to other courses and other non-academic situations (Lazonder and Harmsen, Hmelo-Silver). Inquiry and the Research Process Research, though often a component of inquiry, addresses the process of finding answers. A teacher and I recently discussed this dichotomy. She explained that in her upcoming animal adaptation unit, the students would research a specific animal. They would locate facts about the animal's appearance, habitat, etc., to fill in a provided outline. Inquiry Essay Topic Examples 2. Ask a question. After you've picked a topic, the next step is to ask a question. The question does not have to be a hypothesis or scientific inquiry. It can be a specific question. 3. Research and sources. Formulate your thesis statement from the question. 18 Inquiry-Based Learning Examples (Benefits & criticisms) Inquiry-based learning is a learning and teaching strategy where students construct knowledge through a process of observation, investigation, and discovery. Examples of inquiry-based learning include observational field trips, science experiments, and hypothesis-based research projects. This learning strategy is believed to increase students ... Understanding the Difference Between Inquiry and Research Inquiry focuses more on asking questions, whereas research focuses more on finding answers. The process of asking questions is one that requires a set of skills that needs to be practiced often. 2. The skills required for inquiry are far more broad and can be applied in a variety of contexts. For example, in an inquiry, students ask broad ... 113 Great Research Paper Topics One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you. An Inquiry-Based Research Essay Essay #2: An Inquiry-Based Research Essay on the Subject of Your Choice. For this assignment, you will write a 8-10 page (2,000-2,500 words) research essay. The objective in developing this inquiry-based research essay is probably not like other research essays with which you may be familiar. In an inquiry-based essay, the development of a ... Hold or Dive in? NuScale Power's (SMR) Investment Dilemma ... Yet, cautious investors may want to hold off until a potential SEC inquiry is resolved.NuScale Grapples With Short SellerNuScale Power is a company that develops and sells modular light water ... assignment essay homework paper phd report resume review speech thesis