RQ Pitfalls to Avoid (DP IB Extended Essay): Revision Note

What mistakes should students avoid when forming an RQ?

Avoiding overly broad and descriptive topics

• A research question (RQ)—the specific, focused question that directs your entire project—must be narrow enough to be explored in depth within the 4,000-word limit

• Too broad refers to a question that covers a topic that is too large or general to be answered effectively within the suggested 40 hours of independent work

• When a topic is too general, it almost inevitably leads to descriptive writing, which focuses on "who", "what", "where" and "when" rather than deep critical thinking

• To remain manageable, your RQ should focus on a specific context, such as a particular time period, location or specific case study

The trap of narrative accounts

• Students must avoid questions that lead to narrative accounts, which are simply retellings of events or stories without any academic investigation

• An academic paper requires analysis and critical evaluation, the process of breaking down a topic to explore "why", "how" and "so what", rather than just informing the reader about facts

• If your early investigation suggests a shortfall in the availability of resources to support an analytical inquiry, you should be prepared to amend or change your topic

Avoiding double-barrelled questions

• Students should avoid double-barrelled questions, which occur when two distinct research questions are combined into a single inquiry

• This mistake makes the scope—the boundaries and limitations of your research—too broad to handle effectively in a single essay

• A successful essay requires a single, focused thread of reasoning, whereas a double-barrelled question splits your attention and compromises your line of argument

  • A line of argument is a logical "thread" of reasoning that connects your question, your research findings and your final conclusion

Avoiding leading and obvious questions

• An effective RQ should not lead to a self-evident answer, where the conclusion is obvious before the research even begins

• Leading questions are those framed in a way that suggests a particular "right" answer, which prevents a balanced and objective investigation

• To meet the requirements for Criterion D, your question must be arguable, meaning it allows for a reasoned debate where different perspectives or interpretations are possible

  • Criterion D: Discussion and evaluation assesses your ability to provide a balanced review of findings and weigh up the strengths and limitations—the pros and cons—of your research

• Avoid “value judgement / unsupported generalisations” style questions (e.g., “Is X good/bad?”) unless the student defines clear evaluative criteria. This is a common reason RQs become opinion-led rather than research-led. 

Constructing arguable inquiries

• You should use higher-order questions to avoid obvious answers and trigger deeper thinking processes

• These questions typically begin with phrases such as "to what extent", "how significant" or "how successful"

• A strong question should not lead the reader to an immediate answer, but instead create an opportunity for you to research the topic thoroughly and construct an argument that is not immediately obvious