1. EPQ: Writing a research question
Dr Rushton
Head of Evidence and Evaluation

2. Outline Why complete an EPQ? The four routes to EPQ
How do I get started?
1) Selecting a topic
2) Researching a question
3) Writing a question
4) Refining a question
A worked example
Some further examples of questions
Research questions – dos and don’ts

3. Why complete an EPQ?
Deepening Understanding – opportunity to become an ‘expert’
Broadening Skills – research, writing, thinking
Widening Perspectives – look beyond conventional subject boundaries and bring ideas and skills from a range of areas e.g. examine a scientific topic from a historical perspective, or consider how political ideas might be explored through art/music

4. EPQ: Route 1 - Dissertation
‘University-style’ dissertation on any topic which can be researched and argued about. This uses secondary research sources to provide a reasoned defence of a point of view with consideration of counter-arguments. (Edexcel website)
You should have a specific research question
Flexible and provides a wide range of choice; provides significant opportunity to complete a university style (and level) piece of work during Yr 12/13

5. EPQ: Route 2 – Investigation/Field Study
This type of Project is an investigative project involving the collection of data from primary research. The Investigation/Field Study uses primary sources of data, such as questionnaire, observation or scientific experimentation, with a process of hypothesis creation and testing. (Edexcel website)
You should have a testable hypothesis
This option is particularly appropriate for students actively involved in research projects

6. EPQ: Route 3 – Artefact
This Project involves a process of research, design and the application of creative skills in developing and realising a piece of work.
Types of artefact project include creating a painting or sculpture, designing a piece of furniture or a garment, creating a website, solving an engineering/construction problem or producing a piece of graphic design (Edexcel website)
You should have a design brief; this will involve establishing a purpose for the artefact which relates to the needs of a client (either a real or a hypothetical client).
This option can be a ‘stand-alone’ project, or might be linked to work completed as part of a research project

7. EPQ – Route 4 – Performance
This type of Project involves the development of performance skills and techniques in a creative process leading up to a performance before a designated audience (Edexcel website)
This route is suitable for students who are applying to drama school and are performing in a school play

8. Researching a topic
The importance of this first stage should not be underestimated
Don’t accept a topic too hastily – you may lose interest or find that there are few useful sources of evidence
Do consider alternatives – weigh up their relative merits
There are four possible routes to help you find a suitable topic for research:
Topic linked to A-level study
Topic linked to University course
Topic linked to Research projects
Topic linked to current events/ ethical issues that do not fall within options 1-3

9. A good project involves – ‘extension’
Clue is in the title – you are supposed to stretch yourself beyond your other areas of study, you need to demonstrate that you have done something different:
A new skill
Cross-curricular/ interdisciplinary study
Extension through depth

10. Writing a research question – what makes a good question?
A good research question will have all of the following characteristics:
It should have a clear focus
There is a range of readily available material that may be used to research the answer to the question
Make sure that you have the appropriate skills to answer the question e.g. languages, coding/programming, statistics – OR you have the capacity to acquire them as part of the EPQ course
The question is open to a range of answers and perspectives
The topic is of significant interest to you!

11. Writing a research question – what makes a good question?
Good questions to ask yourself for all projects include:
Is the title likely to lead to a process of planning, research, development and review?
Is the Project sustainable over a significant period of time?
Does the Project span several subject areas in a creative way, or involve development of new skills or deeper understanding?
Is the Project at all interesting, to the student or anyone else?

12. Writing a research question – what makes a good question?
For Dissertations:
Is there a central (controversial) issue or question the learner can respond to?
Does the Project give an opportunity for the development of a personal perspective?
Is there research material which can be accessed by the learner?
Is there scope for the development of argument and counter- argument?
For Investigations/Field Studies:
Is there a testable hypothesis?
Is it clear what primary research and data collection will be needed to answer the question?
Are there secondary research studies which can be used to provide relevant data for analysis?
For Performance/Artefact projects:
Is there a clear brief or commission to which the student can respond?
Has the student taken into account the needs and interests of the audience or end user?
Will the choice of objective lead into research addressing media, materials, techniques and processes?

13. A Worked Example
EPQ on a philosophical topic – ‘How does Eastern Philosophy differ from Western Philosophy?’ – far too broad.
Need a specific problem e.g. the revival of the writings of the Chinese Philosopher Confucius in modern China, having being suppressed during the Cultural Revolution.
Preliminary Research Topic – ‘Confucianism and Modern China’
Preliminary Research Questions (NOT the EPQ title)
What is Confucianism?
What do we mean by Modern China?
What was the ‘Cultural Revolution’?
Why was Confucianism suppressed?
To what extent is Confucianism making a comeback?
To what extent is Confucianism relevant to business?
Only by reading around these preliminary questions can a research question emerge – one possibility
‘Study the past if you would define the future: exploring the influence of Confucian philosophy on the economic strategies of China since 1980’

14. Turning a topic into a question: READ!
Scan Reading vs Analytical Reading
Scan Reading
First flick through a textbook/article – scanning;
Look at the index;
Look at the headlines;
Look at the pictures;
Look at any summaries at the beginning or end of chapters;
Stop and glance at anything that interests you;
Jot down anything you already know – key words;
Produce a mind map to develop ideas further;
Always make notes and ask yourself questions.
Analytical Reading
Interrogate the author – ask questions as you are reading:
How do I know this is true? If it is true, what else follows?
What assumptions are being made?
Is this fact or opinion?
What’s the evidence? If it’s fact, is it always true? If it’s opinion, can I trust the source?
Can I think of any (better) examples to illustrate the argument?
Is this logical?
What conclusions can I draw from this? Are they justified?
What are the unique and new points?
What is essential to know and what is just padding?

15. Refining a question – an overview
Broad initial idea
(Linked to the student’s own interests and/or aspirations for future work/ study)
Focused research question/ Design specification/ Response to commission
Development and realisation of the student’s response to their objectives
(All work should flow from and be linked to the research question, brief or commission)

16. News items/ current events/reading/ interests/ethical issue
A-level subjects
Future courses at university
Identify one or more areas of interest
Explore in more detail:
Where are the useful sources?
What are the different views?
Identify sub-topics
Identify strands of opinion
Discuss (in a group or with a tutor)
Criticise and improve
Construct several possible research questions
Select a focused research question

17. EPQ titles – the good, the bad and the ugly
1) Can the history of science help us to understand the witch hunts?
2) Is ‘Femininity’ biologically or culturally constructed?
3) What do the approaches of Louis XIV and Woodrow Wilson reveal about the problem of ethics in international relations?
4) Is The Catcher in the Rye an Existential Novel?

18. Research Questions: Dos and Don’ts
Review, Read, Reject, Refine
Identify (source) materials – research projects/HOI lectures/literature
Identify specific temporal/spatial scales/case studies
Identify the skills you have and the skills you will need to answer the question
Take every opportunity for feedback on your question – subject teacher, EPQ tutor, form tutor, peers, parents
X Repeat ideas and frameworks from A-level coursework
X Procrastinate – this is the most challenging and most important phase
X Avoid where possible ‘To what extent……..’ and ‘How significant….’