STAGES OF

RESEARCH WRITING
 1 . t o p ic
 2 . t i t le
 3 . p r o b l em
4. locale
 5 . RR L
 6 . RR S
 7 . c o n ve n t i o n a l
 8 . i n f or m a t i ve
 9 . t i t le
 1 0 . t o pi c
 1 1 - 1 5 . e le m e n t s
16. ad hoc
 1 7 . m et h od o l og y
 1 8 . RR L / RRS
 1 9 . f or e i gn
 2 0 . Ga p s
21-25.
. Selecting and focusing a Research
1

Problem/ TOPIC
A. Sources of a Research Problem. A research topic may be
derived from 3 sources: the researchers experience and
interest, other researches; researches on allied
disciplines.

1. Researchers experience and interest. A research

problem may come from the researcher’s personal
experience with the study of language which he/she finds
interesting.
2. Other Researches. Most studies recommend a list of
other research topics. From this list, a researcher may get
ideas on interesting topics to work on.
 CONSIDER:

A- bility
I- nterest –required motivation
M- anageability –not too broad/not too
narrow - SPECIFIC TOPIC
R- esources – avaibility of materials
- Primary
T ime
Contribution
 After selecting a general topic, the next task to consider is how
to narrow down the topic into something that can be done
within the limits of the researcher’s environment such as time,
resources, researcher’s expertise. And other conditions under
which the study would be conducted. At this point, the
researcher has to decide whether to work on a general or
specific topic.
2. Deciding the appropriate
methodology and procedure

A. Choosing the appropriate methodology

and procedure.

Decisions on the appropriate method of

research to use depend on the research
approach and objectives used in the study.
There are many methodologies used in
research, but the common ones are
descriptive, and experimental 
3. Reviewing related literature and
studies

A. Reason for review.

1. To broaden the researcher’s perspective of

the research problem and

2. To help him/her focus the problem into a

workable research question.
 4. Developing Research Instruments

 5. Data Collection

 6. Analysis and Interpretation

 7. Conclusion

 8. Reporting
 9. Publishing
B Sources of related literature and studies

1.Libraries. School and other institution libraries are the primary

provider of information for the review.
2.On-line. Today, much information is provided by the internet
which has boosted research. The researcher must however, very
judicious in selecting materials because not all information posted
online is reliable.
3.. Professional Organizations. Some valuable materials on their
specific disciplines are kept by professional organizations.
Attending their conferences will provide access to these materials.
4. Foreign embassies. Some researches, especially in social
sciences, will find valuable materials in embassies. A letter
requesting access to these materials endorsed by the student’s
adviser and dean can help facilitate research in these libraries.
How does a researcher decide
on his research topic?
What criteria should be
considered in focusing the
problem?
CONCEPTUALIZING A
TOPIC,
FORMULATING THE
TITLE AND
DESIGNING THE
RESEARCH PROBLEM
Doing research entails
traversing several stages:
conceptualization, proposal,
data gathering, data
analysis and writing the
results and discussion.
A GOOD RESEARCH IS SEEN IN THE WAY
ITS TOPIC IS FRAMED.

• is the main organizing principle guiding the

preparation of a research report
• represents the core subject matter of
scholarly communication
• is a specific part of study in a broader area
of study.
• is the broader perspective from which a
problem is conceptualized.
 HOW TO BEGIN?

Do not expect

choosing a topic for
research project to be
a quick or easy task!
PROCESS:

Step 1: Understand what the topic is

about.
Step 2: Review related literature to help
refine how you will approach the topic
and finding a way to analyze it.
Step 3: Write the proposal.
Step 4: Revise/Edit.
 CONSIDERATIONS
1. INTEREST

A research endeavour is usually time

consuming, and involves hard work and
possibly unforeseen problems.

One should select a topic of great

interest to sustain the required
motivation.
 CONSIDERATIONS
2. MAGNITUDE (SCOPE)

I t is extremely important to
select a topic that you can
manage within the time and
resources at your disposal.

Narrow the topic down to

something manageable, specific
and clear.
 CONSIDERATIONS
3. MEASUREMENT OF
CONCEPTS
Make sure that you are clear about
the indicators and measurement of
concepts (if used) in your study.
e.g.
How do you measure these words?
“congestion”, “efficiency”, “growth”,
“malfunction”, etc
 CONSIDERATIONS
4. LEVEL OF EXPERTISE

Make sure that you have

adequate knowledge or expertise
for the task you are proposing
since you need to do the work
yourself.
 CONSIDERATIONS
5.
RELEVANCE/SIGNIFICANCE
Ensure that your study
i. adds to the existing body of knowledge,
ii. bridges current gaps in knowledge, and
iii. is useful in policy formulation.

This will help you to sustain interest in the

study.
 CONSIDERATIONS
6. AVAILABILITY OF DATA

Before finalizing on your topic, make

sure that data are available.

Getting information for your

research is very critical to any
research.
 CONSIDERATIONS
7. ETHICAL ISSUES

Ethical issues are research processes and

findings that affect the sensibilities and
rights of research participants.

The effect the study on the population and

how these ethical problems can be
overcome should be thoroughly examined
at the problem formulating stage.
NOMEN EST OMEN
The name predicts the
fate ! (destiny/future)
 THE RESEARCH TITLE

• a product of real-world observations, dilemmas,

wide reading, selective viewing, films
documentaries and deep reflection. The title of the
research is the research problem in capsule form.
It must clearly reflect the topic of investigation
and it must be original, clear, concise or specific.
• the part of a paper that is read the most, and it
is usually read first. It is, therefore, the most
important element that defines the research study.
• a name to the research and it is
also a means to identify the
contribution of the researcher.
• initial aim of a title is to capture
the reader’s attention and to draw
his or her attention to the research
problem being investigated.
 FORMULATING THE TITLE

Research Titles are reflective of the

topic that you deal with in your
research.
- gives your reader the gist of what
your paper is about.
-avoid redundant expressions and
abbreviations
Interesting and attention catching
 A title should:
• capture the main idea and content of the research;
• identify the variables or theoretical issues under investigation
and the relationship between them;
• catch the reader’s attention and interest;
• be concise, simple and with style;
• mark its contribution to and distinction from the field;
• match search queries and keywords so people will find the paper
(and cite it); and
• neither too long nor too short, as much as possible limit to 12
relevant words.
Remember the title is without doubt the part of a paper that is
most read and it is usually read first.
Hence, the title must not just convey the idea, but also attract the
readers. So REINVENT the WHEEL ! Innovate it !
 Sample Combinations and Sample of Titles :
 • Catch phrase : topic + subjects = title (if applicable) (What) (who)
e.g. Age Does Matter : A Phenomenological Study of Longevity
Among Geriatrics in Lucena City
 * Topic : Method + Subjects = Title (if applicable) (Procedure) (who)
e.g. Life is a Tube : Content Analysis of ABS-CBN’s Station IDs
 * Variable + Variable + Who = Title (independent) (dependent) e.g.
School Culture and Moral Development of College Students
 * Topic + Locale = Title (what) (where& when) e.g. Employment
Potential of Tourism in the Philippines, 1996-2006
 * Theory + Application/Test = Title (what) (how) e.g. Testing the
Limits of Structuration Theory in Accounting Research
 • Topic : Subtitle / Focus Title = Title (what) (specific) e.g. Clay
Therapy : An Alternative Approach to Emotional Reduction Therapy
TYPES:

1. Conventional – ( long title)

 An Investigation of the Senior High School Students’

Evaluation of their English teachers.

2. Informative – ( more appealing, concise, creative, interesting)

Senior High School Students’ Evaluation of their ESL Teachers

 Note: it should not exceed 15 words

 GUIDELINES IN WRITING THE TITLE

 1.Generally, the title is formulated before the start of

the research work. It may be revised or refined if there is
a need.
2. The title must contain the subject matter of the study,
the locale of the study, the population involved, and the
period when data gathered or will be gathered.
3. It must be broad enough to include all aspects of the
subject matter studied or to be studied, Hence, the title
indicates what is expected to be found in the research
report.
4. It must be brief and concise if possible.
5. If the title contains more than one line, it must be
written like an inverted pyramid, all words in capital
letters.
CAVEAT:

Titles are deemed tentative until

the paper or research output is
submitted. You may freely modify
the title of your paper as you
progress in the conduct of your
research.
LET’S INVESTIGATE!

 Directions: Situation Analysis: Analyze the situation below and do

what is asked.

 Your school principal is alarmed on the dwindling attendance of the

students in coming to school. As a research student, you are
requested to investigate the cause of this problem. On your initial
investigations, you found out that one possible cause of this
problem is the rampant use of computer applications such as social
networking sites and online games. Your task now is to
conceptualize a research topic and a research title based on the
given situation, then, justify your written topic/title.
 Research Topic;
_________________________________________________
 Research Title:
__________________________________________________
WHAT I CAN DO!
 Rubric for Research Topic Proposal

 9-10 Excellent 7-8 Very Good 5-6 Good 0-4 Needs

Improvement

 Nature of the topic: Is the topic being proposed researchable?

 Relevance of the topic: Is the research topic relevant today?

 Limited scope of the topic: Is the research topic too broad or
too narrow?
 Interesting topic: Is the topic being proposed interesting?
THE RESEARCH QUESTION/S
 WHAT IS A RESEARCH PROBLEM?

Any significant, perplexing and

challenging situation, real or artificial, the
solution of which requires reflective
thinking (Good,2004)
Any perplexing situation after it has been
translated into a question or series of
questions that help determine the
direction of subsequent inquiry. (Dewey,
2000)
A Research Question is a statement that
identifies the phenomenon to be studied

• It is one of the first methodological steps

the investigator has to take when
undertaking a research

• The research question must be accurately

and clearly defined
 CHARACTERISTICS OF RQS

  A research question is the most critical part of a research

proposal—it defines the proposal, it guides the researcher’s
arguments and inquiry, and it provokes the interests of the
reviewer
 • If the research question does not work well, no matter how
strong the rest of the proposal, the proposal is unlikely to be
successful

 • it is common to spend more time on researching,

conceptualizing and forming of each individual word of the
research question than on any other part of the proposal 
 The research question should be evocative
 • Evocative questions are ones that catch the interest of the
reviewer and draw her/him into the proposal
 • They easily adhere in the reviewers’ memory after reading
the proposal
 • Questions tend to be evocative because of the ways they
engage with challenging topics: they pose innovative
approaches to the exploration of problems, and because of
this the answers found are far from obvious
 • There is no single way to form a conceptually innovative
question
 Frame it as a paradox • Frame your question around a
provocative paradox. These types of paradoxes pull the reader
into the proposal and set up a situation whereby the research will
fill in a provocative piece of the puzzle and make clear a much-
needed broader understanding

  Take a distinctive approach

 • A question that approaches an old problem in a refreshingly
new way is likely to prove evocative for reviewers
 • This could involve a new methodology, a new conceptual
approach, or the linking of two previously disparate fields of
knowledge • These innovative approaches both develop
confidence in the intellect of the researcher and hold promise for
new understandings and insights to old and difficult questions
 • The research question should be relevant
 • Questions that clearly demonstrate their relevance to
society, a social group, or scholarly literature and debates are
likely to be given more weight by reviewers • The research
question should be clear
* Clear questions tend to be short, conceptually
straightforward, and jargon-free • In contrast, the most
complicated questions tended to appear in proposals where the
researcher seemed more interested in demonstrating his/her
theoretical knowledge than in engaging the research itself

 • Ground the questions • Keep questions close to the topic

 It avoids duplication of the work that has been done in the recent
past.
 It helps the researcher discover what others have learned and
reported on the problem.
 It enables the researcher to become familiar with the methodology
followed by others.
 It allows the researcher to understand what concepts and theories are
relevant to his area of investigation.
 It helps the researcher to understand if there are any significant
controversies, contradictions, and inconsistencies in the findings.
 It allows the researcher to understand if there are any unanswered
research questions.
 It might help the researcher to develop an analytical framework.
 It will help the researcher consider including variables in his research
that he might not have thought about.
 3. SETTING RESEARCH
QUESTIONS/OBJECTIVES/HYPOTHESIS
 An objective will precisely say what should be researched,
delineate the type of information that should be collected,
and provide a framework for the scope of the study. A well-
formulated, testable research hypothesis is the best
expression of a research objective.

 A hypothesis is an unproven statement or proposition that can

be refuted or supported by empirical data. Hypothetical
statements assert a possible answer to a research question.
4. CHOOSING RESEARCH STUDY DESIGN
 The research design is the blueprint or framework for
fulfilling objectives and answering research questions.
 It is a master plan specifying the methods and procedures for
collecting, processing, and analyzing the collected data. There
are four basic research designs that a researcher can use to
conduct their study;
 survey,
 experiment,
 secondary data study, and
 observational study.
5. DECIDING THE SAMPLING DESIGN
 Sampling is an important and separate step in the research process.
The 
basic idea of sampling is that it involves any procedure that uses a r
elatively small number of items or portions
 (called a sample) of a universe (called  population) to conclude the
whole population.
 It contrasts with the process of complete enumeration, in which
every member of the population is included.
 Such a complete enumeration is referred to as a  census.
 A population is the total collection of elements we wish to make
some inference or generalization.
 A sample is a part of the population, carefully selected to represent
that population. If certain statistical procedures are followed in
selecting the sample, it should have the same characteristics as the
population. These procedures are embedded in the sample design.
 Sample design refers to the methods followed in selecting a sample
from the population and the estimating technique vis-a-vis the
formula for computing the sample statistics.
6.DATA COLLECTION
7. DATA ANALYSIS
8. WRITING RESEARCH REPORT
ANY QUESTIONS?