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Chapter Two explains why selecting a research question can be frustrating, and emphasizes finding a question that is both answerable and interesting. It outlines where research ideas come from, arguing they often arise from real-life experiences, problems, and observations. 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In 2011, Mark Edwards re-wrote and published it with Sage Press. The publisher has granted permission to OSU Sociology to make these segments available to OSU Sociology students for no charge. Royalties from the purchased copies of the book go to the OSU Sociology scholarship fund. Please contact Edwards for details.  \nChapter Two Turning Ideas into  Researchable Questions  \nFor many students, selecting a research question is harder than answering  \nit. Perhaps it’s the overwhelming sense that there are so many things to choose from. Or maybe it’s the paralysis that comes with the fear of picking a lousy, boring, unanswerable question. We don’t want people to eventually laugh at us, saying,“What were you thinking?!” Dr. Edward Witten, thought by some people to be one of the world’s greatest physicists, once said this about picking a research question: “You want to find the question that is sufficiently easy that you might be able to answer it, and sufficiently hard that the answer is interesting. You spend a lot of time thinking and you spend a lot of time floundering around”([http://edition.cnn.com/2005/](http://edition.cnn.com/2005/)[ ](http://edition.cnn.com/2005/)[TECH/science/06/27/witten.physics/](TECH/science/06/27/witten.physics/)) . It’s that floundering around that is so frustrating. Thankfully, some professors mercifully narrow the range of possible topics. And bosses usually tell us which research question they are paying us to answer. But often we are given some freedom to formulate our own questions, and that can be disorienting.  \nThe following material can’t make you more decisive, but it can help you figure out how to take vague intuitions and turn them into researchable ideas. Whether you are picking a topic for a class paper or a senior or graduate thesis, these ideas can help you make progress toward articulating a question that can be answered using social science methods. As a graduate student in sociology, I recall spending too many worrisome nights lying there thinking, “The weeks are passing by, and I still don’t know what I’m writing about!” The following material is my effort to spare you some similarly anxious nights.  \n7  \n8 Thinking Broadly about Writing Sociology  \nStorks Don’t Deliver Them  \nWhere do research ideas come from? Many academics would have you believe that most ideas come from carefully reading the literature. Not true. Almost no one I’ve ever studied with in grad school, worked with as a professor, or supervised for a thesis or term paper has come up with his or her idea merely by looking for holes in the literature. Sure, sometimes students or other researchers read an article and think,“That can’t be right,” and decide to verify it, or we see two writers come to conflicting conclusions, thus suggesting a new researchable question. But this is much less common than you might think.  \nInstead, ideas pop into our heads, fall into our laps, or are thrust upon us. Of course, they may seem like they spring out of the blue, but usually there are circumstances, experiences, and people around us who somehow create the situation that produces inspiration. We can get an idea while driving around, getting ready for school or work, hearing about a current event, talking to a friend or classmate, listening to a lecture. It may not beas shocking as a then-it-hit-me! lightning bolt, but an idea emerges, a bit vague, yet with that immediate promise of being something worth pursuing. How exhilarating is that moment when you say to yourself,“That’s worth studying” or “I’ll bet that could be studied!”  \nInspiration often comes from encountering a problem, perhaps at work, at school, in your family, or when dealing with an organization. You are told to trim your budget, and you have to ask,“Which program is the least effective?” or “How can we cause the least amount of damage?” Or someone you supervise says,“Why aren’t p","cbCaig5mGv9U7UGF","https://ap.wps.com/l/cbCaig5mGv9U7UGF","pdf",375115,103,"English","# Chapter Two - Turning Ideas into Researchable Questions\n## Turning Ideas into Researchable Questions\n## Thinking Broadly about Writing Sociology\n## From Notions to Research Questions\n## People or Organizations?","[{\"question\":\"Why is choosing a research question often more difficult than answering it?\",\"answer\":\"The guide notes that students may feel overwhelmed by too many choices or become paralyzed by fear of selecting a bad, boring, or unanswerable question.\"},{\"question\":\"Where do research ideas typically come from according to the guide?\",\"answer\":\"Ideas usually emerge through real-life circumstances, experiences, and people around you, such as current events, conversations, lectures, work or family problems—not only by scanning the literature.\"},{\"question\":\"How does the guide help turn vague ideas into researchable questions?\",\"answer\":\"It focuses on structured thinking that takes unclear intuitions and reshapes them into questions that can be answered using social science methods, especially when working on class papers or theses.\"}]","Sociology Department Writing Guide - Chapter Two - Turning Ideas into Researchable Questions | PDF",1787872296,260]