English · Year 10 · Research and Academic Writing · Term 4

Formulating Research Questions

Students learn to develop focused, arguable research questions that guide their inquiry and academic writing.

• ACARA Content Descriptions
• AC9E10LY06
• AC9E10LA07

About This Topic

Formulating research questions teaches Year 10 students to craft focused, arguable inquiries that drive academic writing and deeper analysis. Students start with broad topics, then narrow them into questions that invite evidence-based arguments rather than simple facts. This skill aligns with AC9E10LY06 by refining language for sophisticated expression and AC9E10LA07 by analysing how texts position readers through purposeful structure.

In the Research and Academic Writing unit, students differentiate descriptive questions, like 'What happened?', from analytical ones, such as 'How does X influence Y?'. They evaluate feasibility by considering scope, resources, and potential for complexity. Practising this builds critical thinking essential for essays, debates, and future studies.

Active learning suits this topic because students refine questions through peer feedback and iteration. Collaborative critiques reveal flaws in real time, while drafting multiple versions makes abstract criteria concrete and fosters ownership of the inquiry process.

Key Questions

1. Design a research question that is both specific and open to complex argumentation.
2. Differentiate between a descriptive question and an analytical research question.
3. Evaluate the feasibility of a research question based on available resources and scope.

Learning Objectives

• Design a research question that is specific, arguable, and feasible within given constraints.
• Differentiate between descriptive and analytical research questions, explaining the purpose of each.
• Evaluate the scope and potential for argumentation in a given research question.
• Analyze how a well-formulated research question guides the selection of evidence and the structure of an academic argument.

Before You Start

Identifying Main Ideas and Supporting Details

Why: Students need to be able to identify the core subject of a text or topic before they can narrow it down into a focused research question.

Understanding Argumentation

Why: Students must have a foundational understanding of what constitutes an argument to develop questions that invite analysis and debate.

Key Vocabulary

Research Question	A focused, specific, and arguable question that guides an academic inquiry and the subsequent research process.
Descriptive Question	A question that seeks to describe a phenomenon or provide factual information, often starting with 'What' or 'Who'.
Analytical Research Question	A question that seeks to explore relationships, causes, effects, or interpretations, often starting with 'How' or 'Why'.
Scope	The breadth or range of a research question, indicating the limits of the inquiry in terms of time, place, or subject matter.
Feasibility	The practicality of answering a research question given the available time, resources, and access to information.

Watch Out for These Misconceptions

Common Misconception

Any question that can be answered is a good research question.

What to Teach Instead

Research questions must be arguable to support analysis, not just factual recall. Peer review activities help students spot this by debating evidence needs, shifting focus from answers to interpretations.

Common Misconception

Descriptive questions like 'What is X?' work for all essays.

What to Teach Instead

Analytical questions drive argumentation by exploring 'how' or 'why'. Collaborative ladders let students rewrite descriptives iteratively, experiencing the value of complexity through group consensus.

Common Misconception

Narrower questions are always better.

What to Teach Instead

Feasibility balances specificity with scope; overly narrow limits evidence. Resource hunts reveal this practically, as students adjust questions based on real searches and peer input.

Active Learning Ideas

Think-Pair-Share: Question Refinement

Students individually brainstorm three questions on a unit theme. In pairs, they swap and rate each question for specificity, arguability, and feasibility using a checklist. Pairs share one revised question with the class for whole-group discussion.

30 min·Pairs

Gallery Walk: Question Critique

Post student-generated questions around the room with sticky notes. Small groups rotate, adding feedback on strengths and suggestions using the key criteria. Debrief as a class to vote on the strongest examples and common improvements.

45 min·Small Groups

Question Ladder: Building Complexity

Provide broad topics; students in small groups climb a 'ladder' by rewriting questions from descriptive to analytical, justifying each step. Groups present their ladder to the class, explaining feasibility checks.

35 min·Small Groups

Resource Hunt: Feasibility Check

Individuals draft a question, then search library databases or online sources for five minutes to assess available evidence. They revise based on findings and share in pairs for final peer approval.

25 min·Individual

Real-World Connections

• Journalists formulate precise questions to guide their investigative reporting, ensuring their articles uncover specific truths and provide context rather than just surface-level facts.
• Policy analysts in government departments develop research questions to understand complex societal issues, such as the impact of a new law or the causes of unemployment, to inform decision-making.
• Market researchers craft questions to understand consumer behavior, aiming to discover why certain products succeed or fail, which guides product development and marketing strategies for companies like Samsung or Coca-Cola.

Assessment Ideas

Quick Check

Present students with three sample questions. Ask them to label each as 'Descriptive' or 'Analytical' and briefly explain their reasoning for one of each type. For example: 'What are the main causes of the Australian bushfires?' vs. 'How do climate change patterns exacerbate the severity of Australian bushfires?'

Peer Assessment

Students bring a draft research question for an upcoming essay. In pairs, they ask each other: 'Is this question specific enough?' 'Can it be argued, or is there only one answer?' 'Could I realistically research this in two weeks?' Partners provide one written suggestion for improvement.

Exit Ticket

Provide students with a broad topic, such as 'Social Media Impact.' Ask them to write one analytical research question about this topic and one sentence explaining why it is arguable and feasible for a Year 10 project.

Frequently Asked Questions

How do I teach Year 10 students to differentiate descriptive and analytical research questions?

Use models side-by-side: show 'What caused the event?' versus 'How did social factors shape responses?'. Students sort sample questions into categories, then rewrite descriptives analytically in pairs. This builds pattern recognition and application for AC9E10LY06.

What makes a research question feasible for Year 10 scope?

Check access to 8-12 credible sources, room for 800-1200 word arguments, and avoidance of yes/no answers. Guide students with checklists during drafting; feasibility hunts confirm viability early, preventing mid-project overhauls.

How can active learning help students formulate better research questions?

Activities like gallery walks and pair critiques provide immediate feedback loops, helping students iterate questions collaboratively. This mirrors real research, builds confidence through peer validation, and makes criteria tangible, aligning with AC9E10LA07 for structured analysis.

Examples of strong Year 10 research questions for English?

Strong ones include: 'To what extent does Shakespeare's language reinforce gender stereotypes in Macbeth?' or 'How do Indigenous authors challenge colonial narratives in contemporary novels?'. They are specific, arguable, and resource-rich, guiding evidence-based essays effectively.