a thesis and topic that's excited refined person

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

Writing Studio

Refining thesis statements, what makes for an effective thesis.

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Refining Thesis Statements Return to Writing Studio Handouts

An effective thesis should be argumentative and controversial (i.e., if you could make a plausible case against your thesis, it is probably an argument), something not immediately obvious which you can persuade a reader to believe through the evidence in the body of your paper.

A strong thesis statement answers a specific question and takes a distinct position on the topic, is focused, and allows the reader to anticipate the organization of the argument to follow.

A weak thesis statement is vague (identifies a topic but does not specify an argument), offers plot summary or is a statement of fact, is un-provable, or does not give the reader a sense of why the argument is important.

Look over the two example thesis statements below. Consider and name how each of the progressively refined versions matches the criteria offered above.

Example Thesis A

Version 1: Marge Simpson is important to the plot of The Simpsons.

Version 2:  Marge Simpson is important to The Simpsons because she fulfills a significant family role as a mother and housewife.

Version 3:  Marge Simpson is important to The Simpsons because she fulfills a significant family role as a teacher and caregiver to her husband and children.

Version 4:  While Marge Simpson may be a model caregiver for her family, she is a different sort of model for her audience.

Version 5:  Despite her role as a seemingly submissive housewife and mother, Marge Simpson comes to function for the audience of The Simpsons as a subversive force against “middle class” values.

Example Thesis B

Version 1:  Eating disorders are a significant problem among college-aged students.

Version 2:  Eating disorders are a significant problem among college-aged men because they negatively affect academic performance, socializing, and overall psychological well-being.

Version 3:  Eating disorders among college-aged men are overshadowed by a focus on eating disorders among college-aged women.

Version 4:  Eating disorders among college-aged men are overshadowed by a focus on eating disorders among college-aged women; people don’t notice this because an eating disorder is typically considered a women’s disease and is stigmatized as such.

Version 5: Lack of attention to eating disorders among college-aged men not only leaves this group of students untreated, but also exacerbates feelings of isolation associated with this disease.

This handout was originally produced by Jane Wanninger, Graduate Student, Department of English, Vanderbilt University

Last revised: 07/2009 | Adapted for web delivery: 04/2021

In order to access certain content on this page, you may need to download Adobe Acrobat Reader or an equivalent PDF viewer software.

How to Craft Your Ideal Thesis Research Topic

Table of contents

Catherine Miller

Writing your undergraduate thesis is probably one of the most interesting parts of studying, especially because you get to choose your area of study. But as both a student and a teacher who’s helped countless students develop their research topics, I know this freedom can be just as intimidating as it is liberating.

Fortunately, there’a a step-by-step process you can follow that will help make the whole process a lot easier. In this article, I’ll show you how to choose a unique, specific thesis topic that’s true to your passions and interests, while making a contribution to your field.

Choose a topic that you’re interested in

First things first: double-check with your teachers or supervisor if there are any constraints on your research topic. Once your parameters are clear, it’s time to identify what lights you up — after all, you’re going to be spending a lot of time thinking about it.

Within your field of study, you probably already have some topics that have grabbed your attention more than others. This can be a great place to start. Additionally, consider using the rest of your academic and extra-curricular interests as a source of ideas. At this stage, you only need a broad topic before you narrow it down to a specific question. 

If you’re feeling stuck, here are some things to try:

• Look back through old course notes to remind yourself of topics you previously covered. Do any of these inspire you?
• Talk to potential supervisors about your ideas, as they can point you toward areas you might not have considered.
• Think about the things you enjoy in everyday life — whether that’s cycling, cinema, cooking, or fashion — then consider if there are any overlaps with your field of study.
• Imagine you have been asked to give a presentation or record a podcast in the next three days. What topics would you feel confident discussing?
• Watch a selection of existing lectures or explainer videos, or listen to podcasts by experts in your field. Note which topics you feel curious to explore further.
• Discuss your field of study with teachers friends and family, some with existing knowledge and some without. Which aspects do you enjoy talking about? 

By doing all this, you might uncover some unusual and exciting avenues for research. For example, when writing my Master’s dissertation, I decided to combine my field of study (English teaching methodology) with one of my passions outside work (creative writing). In my undergraduate course, a friend drew on her lived experience of disability to look into the literary portrayal of disability in the ancient world. 

Do your research

Once you’ve chosen your topic of interest, it’s time to dive into research. This is a really important part of this early process because it allows you to:

• See what other people have written about the topic — you don’t want to cover the same old ground as everyone else.
• Gain perspective on the big questions surrounding the topic. 
• Go deeper into the parts that interest you to help you decide where to focus.
• Start building your bibliography and a bank of interesting quotations. 

A great way to start is to visit your library for an introductory book. For example, the “A Very Short Introduction” series from the Oxford University Press provides overviews of a range of themes. Similar types of overviews may have the title “ A Companion to [Subject]” or “[Subject] A Student Companion”. Ask your librarian or teacher if you’re not sure where to begin. 

Your introductory volume can spark ideas for further research, and the bibliography can give you some pointers about where to go next. You can also use keywords to research online via academic sites like JStor or Google Scholar. Check which subscriptions are available via your institution.

At this stage, you may not wish to read every single paper you come across in full — this could take a very long time and not everything will be relevant. Summarizing software like Wordtune could be very useful here.

Just upload a PDF or link to an online article using Wordtune, and it will produce a summary of the whole paper with a list of key points. This helps you to quickly sift through papers to grasp their central ideas and identify which ones to read in full. 

Get Wordtune for free > Get Wordtune for free >

You can also use Wordtune for semantic search. In this case, the tool focuses its summary around your chosen search term, making it even easier to get what you need from the paper.

As you go, make sure you keep organized notes of what you’ve read, including the author and publication information and the page number of any citations you want to use. 

Some people are happy to do this process with pen and paper, but if you prefer a digital method, there are several software options, including Zotero , EndNote , and Mendeley . Your institution may have an existing subscription so check before you sign up.

Narrowing down your thesis research topic

Now you’ve read around the topic, it’s time to narrow down your ideas so you can craft your final question. For example, when it came to my undergraduate thesis, I knew I wanted to write about Ancient Greek religion and I was interested in the topic of goddesses. So, I:

• Did some wide reading around the topic of goddesses
• Learned that the goddess Hera was not as well researched as others and that there were some fascinating aspects I wanted to explore
• Decided (with my supervisor’s support) to focus on her temples in the Argive region of Greece

As part of this process, it can be helpful to consider the “5 Ws”: why, what, who, when, and where, as you move from the bigger picture to something more precise. 

Why did you choose this research topic?

Come back to the reasons you originally chose your theme. What grabbed you? Why is this topic important to you — or to the wider world? In my example, I knew I wanted to write about goddesses because, as a woman, I was interested in how a society in which female lives were often highly controlled dealt with having powerful female deities. My research highlighted Hera as one of the most powerful goddesses, tying into my key interest.

What are some of the big questions about your topic?

During your research, you’ll probably run into the same themes time and time again. Some of the questions that arise may not have been answered yet or might benefit from a fresh look. 

Equally, there may be questions that haven’t yet been asked, especially if you are approaching the topic from a modern perspective or combining research that hasn’t been considered before. This might include taking a post-colonial, feminist, or queer approach to older texts or bringing in research using new scientific methods.

In my example, I knew there were still controversies about why so many temples to the goddess Hera were built in a certain region, and was keen to explore these further.

Who is the research topic relevant to?

Considering the “who” might help you open up new avenues. Is there a particular audience you want to reach? What might they be interested in? Is this a new audience for this field? Are there people out there who might be affected by the outcome of this research — for example, people with a particular medical condition — who might be able to use your conclusions?

Which period will you focus on?

Depending on the nature of your field, you might be able to choose a timeframe, which can help narrow the topic down. For example, you might focus on historical events that took place over a handful of years, look at the impact of a work of literature at a certain point after its publication, or review scientific progress over the last five years. 

With my thesis, I decided to focus on the time when the temples were built rather than considering the hundreds of years for which they have existed, which would have taken me far too long.

Where does your topic relate to?

Place can be another means of narrowing down the topic. For example, consider the impact of your topic on a particular neighborhood, city, or country, rather than trying to process a global question. 

In my example, I chose to focus my research on one area of Greece, where there were lots of temples to Hera. This meant skipping other important locations, but including these would have made the thesis too wide-ranging.

Create an outline and get feedback

Once you have an idea of what you are going to write about, create an outline or summary and get feedback from your teacher(s). It’s okay if you don’t know exactly how you’re going to answer your thesis question yet, but based on your research you should have a rough plan of the key points you want to cover. So, for me, the outline was as follows:

• Context: who was the goddess Hera?
• Overview of her sanctuaries in the Argive region
• Their initial development 
• Political and cultural influences
• The importance of the mythical past

In the final thesis, I took a strong view on why the goddess was so important in this region, but it took more research, writing, and discussion with my supervisor to pin down my argument.

To choose a thesis research topic, find something you’re passionate about, research widely to get the big picture, and then move to a more focused view. Bringing a fresh perspective to a popular theme, finding an underserved audience who could benefit from your research, or answering a controversial question can make your thesis stand out from the crowd.

For tips on how to start writing your thesis, don’t miss our advice on writing a great research abstract and a stellar literature review . And don’t forget that Wordtune can also support you with proofreading, making it even easier to submit a polished thesis.

How do you come up with a research topic for a thesis?

To help you find a thesis topic, speak to your professor, look through your old course notes, think about what you already enjoy in everyday life, talk about your field of study with friends and family, and research podcasts and videos to find a topic that is interesting for you. It’s a good idea to refine your topic so that it’s not too general or broad.  

Do you choose your own thesis topic?

Yes, you usually choose your own thesis topic. You can get help from your professor(s), friends, and family to figure out which research topic is interesting to you. 

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Research Topics: How to Select & Develop: Refining a Research Topic

• Understanding the Assignment
• Choosing a Research Topic
• Refining a Research Topic
• Developing a Research Question
• Deciding What Types of Sources You Will Need
• Research Help

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Research is a dynamic process. Be prepared to modify or refine your topic. This is usually the sign of thoughtful and well-done research. Usually researchers start out with a broad topic before narrowing it down. These strategies can help with that process.

Brainstorm Concepts

Think of words or concepts that relate to that topic. For example, if your topic is "polar bears," associated words might include: ice, cubs, pollution, hunting, diet, and environmental icon.

Make a Concept Map

Create a visual map your topic that shows different aspects of the topic. Think about questions related to your topic. Consider the who, what, where, when, and why (the 5 W's).

For example, when researching the local food culture, you might consider:

• Why do people buy local?
• What specific food items are people more likely to buy local and why?
• What are the economic aspects of buying local? Is it cheaper?
• Do people in all socio-economic strata have access to local food?

This short video explains how to make a concept map:

Source: Douglas College Library

You can make a concept map by hand or digitally. Below is a link to a free online concept mapping tool:

• Bubbl.us Free tool for building concept maps.

Consider Your Approach or Angle

Your research could, for example, use a historical angle (focusing on a particular time period); a geographical angle (focusing on a particular part of the world); or a sociological angle (focusing on a particular group of people). The angle you choose will depend largely on the nature of your research question and often on the class or the academic discipline in which you are working.

Conduct Background Research

Finding background information on your topic can also help you to refine your topic. Background research serves many purposes.

• If you are unfamiliar with the topic, it provides a good overview of the subject matter.
• It helps you to identify important facts related to your topic: terminology, dates, events, history, and names or organizations.
• It can help you to refine your topic.
• It might lead you to bibliographies that you can use to find additional sources of information on your topic.

Reference sources  like the ones listed below can help you find an angle on your topic and identify an interesting research question. If you are focusing on a particular academic discipline, you might do background reading in subject-specific encyclopedias  and reference sources.  Background information can also be found in:

• dictionaries
• general encyclopedias
• subject-specific encyclopedias  
• article databases

These sources are often listed in our Library Research Guides . 

Here are some resources you may find helpful in finding a strong topic:

• I-Share Use I-Share to search for library materials at more than 80 libraries in Illinois and place requests.
• Wikipedia Get a quick overview of your topic. (Of course, evaluate these articles carefully, since anyone can change them). An entry's table of contents can help you identify possible research angles; the external links and references can help you locate other relevant sources. Usually you won't use Wikipedia in your final paper, because it's not an authoritative source.
• Gale Virtual Reference Library Reference eBooks on a variety of topics, including business, history, literature, medicine, social science, technology, and many more.
• Oxford Reference Reference eBooks on a handful of topics, including management, history, and religion.

Conduct Exploratory In-Depth Research

Start doing some exploratory, in-depth research. As you look for relevant sources, such as scholarly articles and books, refine your topic based on what you find. While examining sources, consider how others discuss the topic. How might the sources inform or challenge your approach to your research question?

• Choosing and Refining Topics Tutorial A detailed tutorial from Colorado State University
• << Previous: Choosing a Research Topic
• Next: Developing a Research Question >>
• Last Updated: Jan 4, 2024 9:55 AM
• URL: https://researchguides.ben.edu/topics

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

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• Write a College Essay
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• College Essay Format & Structure
• Comparing and Contrasting in an Essay

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality
• Research Process
• Selecting Your Topic
• Identifying Keywords
• Gathering Background Info
• Evaluating Sources

This tutorial explains how to use Wikipedia as an exploratory tool and where it can appropriately fit in the research process. Created by Michael Baird, Cooperative Library Instruction Project (CLIP)

Created by Western University

https://youtu.be/2xsHHGhM_fk

Be flexible with your research topic/question in the early phases. As you discover new information, you may need to change your focus to address more interesting or more pressing issues.

Is Your Topic Too Narrow?

If you are not finding enough information, your topic may be too narrow. Consider broadening it by:

• Exploring related issues
• Comparing or contrasting the topic with another topic
• Choosing an alternative topic that is not so recent if it is not adequately covered in books and journal articles yet
• Expanding the time period covered
• Broadening the population considered
• Expanding the geographic area discussed

Is Your Topic too Broad?

Narrowing a topic requires you to be more specific about your research interest and can help you to develop a thesis.

Questions to Narrow Your Topic

• Who? Who is the specific person/group to which you would like to limit your research?
• What? What specific aspect of the broad topic idea is interesting to you?
• Where? To which specific geographic area or region would you like to limit your research?
• When? On what time period would you like your research focused?
• Why? Why do you think this is an important/interesting topic?

What is a Thesis Statement?

A thesis is typically a one sentence statement in the first paragraph, or beginning, of your project that states your purpose. Thesis statements should be arguable, specific, detailed, and meaningful.

Additional resources for help in developing a thesis statement:

Developing a strong thesis statement - Purdue OWL

Developing a thesis - Harvard College Writing Center

Broad Topic: What is the impact of climate change on the United States?

Narrower Topic:  How will climate change impact sea levels and the coastal United States?

---------------------------------------------------

Narrow Topic: Does cartoon viewing cause violent behaviors in children under the age of five?

Broader Topic:   What are the negative effects of television viewing on children and adolescents?

Helpful Handout :: Narrowing Your Topic

• Narrowing Your Topic

This handout illustrates how a research question develops from a broad topic to a focused question.

• << Previous: Develop Research Questions
• Next: Step 2: Locate Information >>
• Last Updated: Jun 13, 2024 4:27 PM
• URL: https://libguides.uta.edu/researchprocess

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How To Find A High-Quality Research Topic

6 steps to find & evaluate high-quality dissertation/thesis topics.

By: Caroline Osella (PhD, BA)  and Derek Jansen (MBA) | July 2019

So, you’re finally nearing the end of your degree and it’s now time to find a suitable topic for your dissertation or thesis. Or perhaps you’re just starting out on your PhD research proposal and need to find a suitable area of research for your application proposal.

In this post, we’ll provide a straightforward 6-step process that you can follow to ensure you arrive at a high-quality research topic . Follow these steps and you will formulate a well-suited, well-defined core research question .

There’s a helpful clue already: your research ‘topic’ is best understood as a research question or a problem . Your aim is not to create an encyclopedia entry into your field, but rather to shed light on an acknowledged issue that’s being debated (or needs to be). Think research  questions , not research  topics  (we’ll come back to this later).

Overview: How To Find A Research Topic

• Get an understanding of the research process
• Review previous dissertations from your university
• Review the academic literature to start the ideation process
• Identify your potential research questions (topics) and shortlist
• Narrow down, then evaluate your research topic shortlist
• Make the decision (and stick with it!)

Step 1: Understand the research process

It may sound horribly obvious, but it’s an extremely common mistake – students skip past the fundamentals straight to the ideation phase (and then pay dearly for it).

Start by looking at whatever handouts and instructions you’ve been given regarding what your university/department expects of a dissertation. For example, the course handbook, online information and verbal in-class instructions. I know it’s tempting to just dive into the ideation process, but it’s essential to start with the prescribed material first.

There are two important reasons for this:

First , you need to have a basic understanding of the research process , research methodologies , fieldwork options and analysis methods before you start the ideation process, or you will simply not be equipped to think about your own research adequately. If you don’t understand the basics of  quantitative , qualitative and mixed methods BEFORE you start ideating, you’re wasting your time.

Second , your university/department will have specific requirements for your research – for example, requirements in terms of topic originality, word count, data requirements, ethical adherence , methodology, etc. If you are not aware of these from the outset, you will again end up wasting a lot of time on irrelevant ideas/topics.

So, the most important first step is to get your head around both the basics of research (especially methodologies), as well as your institution’s specific requirements . Don’t give in to the temptation to jump ahead before you do this. As a starting point, be sure to check out our free dissertation course.

Step 2: Review past dissertations/theses

Unless you’re undertaking a completely new course, there will be many, many students who have gone through the research process before and have produced successful dissertations, which you can use to orient yourself. This is hugely beneficial – imagine being able to see previous students’ assignments and essays when you were doing your coursework!

Take a look at some well-graded (65% and above) past dissertations from your course (ideally more recent ones, as university requirements may change over time). These are usually available in the university’s online library. Past dissertations will act as a helpful model for all kinds of things, from how long a bibliography needs to be, to what a good literature review looks like, through to what kinds of methods you can use – and how to leverage them to support your argument.

As you peruse past dissertations, ask yourself the following questions:

• What kinds of topics did these dissertations cover and how did they turn the topic into questions?
• How broad or narrow were the topics?
• How original were the topics? Were they truly groundbreaking or just a localised twist on well-established theory?
• How well justified were the topics? Did they seem important or just nice to know?
• How much literature did they draw on as a theoretical base? Was the literature more academic or applied in nature?
• What kinds of research methods did they use and what data did they draw on?
• How did they analyse that data and bring it into the discussion of the academic literature?
• Which of the dissertations are most readable to you – why? How were they presented?
• Can you see why these dissertations were successful? Can you relate what they’ve done back to the university’s instructions/brief?

Seeing a variety of dissertations (at least 5, ideally in your area of interest) will also help you understand whether your university has very rigid expectations in terms of structure and format , or whether they expect and allow variety in the number of chapters, chapter headings, order of content, style of presentation and so on.

Some departments accept graphic novels; some are willing to grade free-flow continental-philosophy style arguments; some want a highly rigid, standardised structure.  Many offer a dissertation template , with information on how marks are split between sections. Check right away whether you have been given one of those templates – and if you do, then use it and don’t try to deviate or reinvent the wheel.

Step 3: Review the academic literature

Now that you (1) understand the research process, (2) understand your university’s specific requirements for your dissertation or thesis, and (3) have a feel for what a good dissertation looks like, you can start the ideation process. This is done by reviewing the current literature and looking for opportunities to add something original to the academic conversation.

Kick start the ideation process

So, where should you start your literature hunt? The best starting point is to get back to your modules. Look at your coursework and the assignments you did. Using your coursework is the best theoretical base, as you are assured that (1) the literature is of a high enough calibre for your university and (2) the topics are relevant to your specific course.

Start by identifying the modules that interested you the most and that you understood well (i.e. earned good marks for). What were your strongest assignments, essays or reports? Which areas within these were particularly interesting to you? For example, within a marketing module, you may have found consumer decision making or organisation trust to be interesting. Create a shortlist of those areas that you were both interested in and academically strong at. It’s no use picking an area that does not genuinely interest you – you’ll run out of motivation if you’re not excited by a topic.

Understand the current state of knowledge

Once you’ve done that, you need to get an understanding of the current state of the literature for your chosen interest areas. What you’re aiming to understand is this: what is the academic conversation here and what critical questions are yet unanswered? These unanswered questions are prime opportunities for a unique, meaningful research topic . A quick review of the literature on your favourite topics will help you understand this.

Grab your reading list from the relevant section of the modules, or simply enter the topics into Google Scholar . Skim-read 3-5 journal articles from the past 5 years which have at least 5 citations each (Google Scholar or a citations index will show you how many citations any given article has – i.e., how many other people have referred to it in their own bibliography). Also, check to see if your discipline has an ‘annual review’ type of journal, which gathers together surveys of the state of knowledge on a chosen topic. This can be a great tool for fast-tracking your understanding of the current state of the knowledge in any given area.

Start from your course’s reading list and work outwards. At the end of every journal article, you’ll find a reference list. Scan this reference list for more relevant articles and read those. Then repeat the process (known as snowballing) until you’ve built up a base of 20-30 quality articles per area of interest.

Absorb, don’t hunt

At this stage, your objective is to read and understand the current state of the theory for your area(s) of interest – you don’t need to be in topic-hunting mode yet. Don’t jump the gun and try to identify research topics before you are well familiarised with the literature.

As you read, try to understand what kinds of questions people are asking and how they are trying to answer them. What matters do the researchers agree on, and more importantly, what are they in disagreement about? Disagreements are prime research territory. Can you identify different ‘schools of thought’ or different ‘approaches’? Do you know what your own approach or slant is? What kinds of articles appeal to you and which ones bore you or leave you feeling like you’ve not really grasped them? Which ones interest you and point towards directions you’d like to research and know more about?

Once you understand the fundamental fact that academic knowledge is a conversation, things get easier.

Think of it like a party. There are groups of people in the room, enjoying conversations about various things. Which group do you want to join?  You don’t want to be that person in the corner, talking to themself. And you don’t want to be the hanger-on, laughing at the big-shot’s jokes and repeating everything they say.

Do you want to join a large group and try to make a small contribution to what’s going on, or are you drawn to a smaller group that’s having a more niche conversation, but where you feel you might more easily find something original to contribute? How many conversations can you identify? Which ones feel closer to you and more attractive? Which ones repel you or leave you cold? Are there some that, frankly, you just don’t understand?

Now, choose a couple of groups who are discussing something you feel interested in and where you feel like you might want to contribute. You want to make your entry into this group by asking a question – a question that will make the other people in the group turn around and look at you, listen to you, and think, “That’s interesting”.

Your dissertation will be the process of setting that question and then trying to find at least a partial answer to that question – but don’t worry about that now.  Right now, you need to work out what conversations are going on, whether any of them are related or overlapping, and which ones you might be able to walk into. I’ll explain how you find that question in the next step.

Need a helping hand?

Step 4: Identify potential research questions

Now that you have a decent understanding of the state of the literature in your area(s) of interest, it’s time to start developing your list of possible research topics. There are (at least) three approaches you can follow here, and they are not mutually exclusive:

Approach 1: Leverage the FRIN

Towards the end of most quality journal articles, you will find a section labelled “ further research ” or something similar. Generally, researchers will clearly outline where they feel further research is needed (FRIN), following on from their own research. So, essentially, every journal article presents you with a list of potential research opportunities.

Of course, only a handful of these will be both practical and of interest to you, so it’s not a quick-fix solution to finding a research topic. However, the benefit of going this route is that you will be able to find a genuinely original and meaningful research topic (which is particularly important for PhD-level research).

The upside to this approach is originality, but the downside is that you might not find something that really interests you , or that you have the means to execute. If you do go this route, make sure that you pay attention to the journal article dates, as the FRIN may already have been “solved” by other researchers if the article is old.

Approach 2: Put a context-based spin on an existing topic

The second option is to consider whether a theory which is already well established is relevant within a local or industry-specific context. For example, a theory about the antecedents (drivers) of trust is very well established, but there may be unique or uniquely important drivers within a specific national context or industry (for example, within the financial services industry in an emerging market).

If that industry or national context has not yet been covered by researchers and there is a good reason to believe there may be meaningful differences within that context, then you have an opportunity to take a unique angle on well-established theory, which can make for a great piece of research. It is however imperative that you have a good reason to believe that the existing theory may not be wholly relevant within your chosen context, or your research will not be justified.

The upside to this approach is that you can potentially find a topic that is “closer to home” and more relevant and interesting to you , while still being able to draw on a well-established body of theory. However, the downside is that this approach will likely not produce the level of originality as approach #1.

Approach 3: Uncensored brainstorming

The third option is to skip the FRIN, as well as the local/industry-specific angle and simply engage in a freeform brainstorming or mind-mapping session, using your newfound knowledge of the theory to formulate potential research ideas. What’s important here is that you do not censor yourself . However crazy, unfeasible, or plain stupid your topic appears – write it down. All that matters right now is that you are interested in this thing.

Next, try to turn the topic(s) into a question or problem. For example:

• What is the relationship between X, Y & Z?
• What are the drivers/antecedents of X?
• What are the outcomes of Y?
• What are the key success factors for Z?

Re-word your list of topics or issues into a list of questions .  You might find at this stage that one research topic throws up three questions (which then become sub-topics and even new separate topics in their own right) and in so doing, the list grows. Let it. Don’t hold back or try to start evaluating your ideas yet – just let them flow onto paper.

Once you’ve got a few topics and questions on paper, check the literature again to see whether any of these have been covered by the existing research. Since you came up with these from scratch, there is a possibility that your original literature search did not cover them, so it’s important to revisit that phase to ensure that you’re familiar with the relevant literature for each idea. You may also then find that approach #1 and #2 can be used to build on these ideas.

Try use all three approaches

As mentioned earlier, the three approaches discussed here are not mutually exclusive. In fact, the more, the merrier. Hopefully, you manage to utilise all three, as this will give you the best odds of producing a rich list of ideas, which you can then narrow down and evaluate, which is the next step.

Step 5: Narrow down, then evaluate

By this stage, you should have a healthy list of research topics. Step away from the ideation and thinking for a few days, clear your mind. The key is to get some distance from your ideas, so that you can sit down with your list and review it with a more objective view. The unbridled ideation phase is over and now it’s time to take a reality check .

Look at your list and see if any options can be crossed off right away .  Maybe you don’t want to do that topic anymore. Maybe the topic turned out to be too broad and threw up 20 hard to answer questions. Maybe all the literature you found about it was 30 years old and you suspect it might not be a very engaging contemporary issue . Maybe this topic is so over-researched that you’ll struggle to find anything fresh to say. Also, after stepping back, it’s quite common to notice that 2 or 3 of your topics are really the same one, the same question, which you’ve written down in slightly different ways. You can try to amalgamate these into one succinct topic.

Narrow down to the top 5, then evaluate

Now, take your streamlined list and narrow it down to the ‘top 5’ that interest you the most. Personal interest is your key evaluation criterion at this stage. Got your ‘top 5’?  Great!  Now, with a cool head and your best analytical mind engaged, go systematically through each option and evaluate them against the following criteria:

Research questions – what is the main research question, and what are the supporting sub-questions? It’s critically important that you can define these questions clearly and concisely. If you cannot do this, it means you haven’t thought the topic through sufficiently.

Originality – is the topic sufficiently original, as per your university’s originality requirements? Are you able to add something unique to the existing conversation? As mentioned earlier, originality can come in many forms, and it doesn’t mean that you need to find a completely new, cutting-edge topic. However, your university’s requirements should guide your decision-making here.

Importance – is the topic of real significance, or is it just a “nice to know”? If it’s significant, why? Who will benefit from finding the answer to your desired questions and how will they benefit? Justifying your research will be a key requirement for your research proposal , so it’s really important to develop a convincing argument here.

Literature – is there a contemporary (current) body of academic literature around this issue? Is there enough literature for you to base your investigation on, but not too much that the topic is “overdone”? Will you be able to navigate this literature or is it overwhelming?

Data requirements – What kind of data would you need access to in order to answer your key questions?  Would you need to adopt a qualitative, quantitative or mixed-methods approach to answer your questions? At this stage, you don’t need to be able to map out your exact research design, but you should be able to articulate how you would approach it in high-level terms. Will you use qual, quant or mixed methods? Why?

Feasibility – How feasible would it be to gather the data that would be needed in the time-frame that you have – and do you have the will power and the skills to do it? If you’re not confident with the theory, you don’t want something that’s going to draw you into a debate about the relative importance of epistemology and ontology. If you are shy, you won’t want to be doing ethnographic interviews. If you feel this question calls for a 100-person survey, do you have the time to plan, organise and conduct it and then analyse it? What will you do if you don’t get the response rate you expect? Be very realistic here and also ask advice from your supervisor and other experts – poor response rates are extremely common and can derail even the best research projects.

Personal attraction – On a scale of 1-10, how excited are you about this topic? Will addressing it add value to your life and/or career? Will undertaking the project help you build a skill you’ve previously wanted to work on (for example, interview skills, statistical analysis skills, software skills, etc.)?

The last point is particularly important. You will have to engage with your dissertation in a very sustained and deep way, face challenges and difficulties, and get it to completion. If you don’t start out enthusiastic about it, you’re setting yourself up for problems like ‘writer’s block’ or ‘burnout’ down the line. This is the reason personal interest was the sole evaluation criterion when we chose the top 5. So, don’t underestimate the importance of personal attraction to a topic – at the same time, don’t let personal attraction lead you to choose a topic that is not relevant to your course or feasible given your resources. 

Narrow down to 3, then get human feedback

We’re almost at the finishing line. The next step is to narrow down to 2 or 3 shortlisted topics. No more!  Write a short paragraph about each topic, addressing the following:

Firstly,  WHAT will this study be about? Frame the topic as a question or a problem. Write it as a dissertation title. No more than two clauses and no more than 15 words. Less than 15 is better (go back to good journal articles for inspiration on appropriate title styles).

Secondly, WHY this is interesting (original) and important – as proven by existing academic literature? Are people talking about this and is there an acknowledged problem, debate or gap in the literature?

Lastly,  HOW do you plan to answer the question? What sub-questions will you use? What methods does this call for and how competent and confident are you in those methods? Do you have the time to gather the data this calls for?

Show the shortlist and accompanying paragraphs to a couple of your peers from your course and also to an expert or two if at all possible (you’re welcome to reach out to us ), explaining what you will investigate, why this is original and important and how you will go about investigating it. 

Once you’ve pitched your ideas, ask for the following thoughts :

• Which is most interesting and appealing to them?
• Why do they feel this way?
• What problems do they foresee with the execution of the research?

Take advice and feedback and sit on it for another day. Let it simmer in your mind overnight before you make the final decision.  

Step 6: Make the decision (and stick with it!)

Then, make the commitment. Choose the one that you feel most confident about, having now considered both your opinion and the feedback from others.

Once you’ve made a decision, don’t doubt your judgement, don’t shift.  Don’t be tempted by the ones you left behind. You’ve planned and thought things through, checked feasibility and now you can start.  You have your research topic. Trust your own decision-making process and stick with it now. It’s time to get started on your research proposal!

Let’s recap…

In this post, I’ve proposed a straightforward 6-step plan to finding relevant research topic ideas and then narrowing them down to finally choose one winner. To recap:

• Understand the basics of academic research, as well as your university’s specific requirements for a dissertation, thesis or research project.
• Review previous dissertations for your course to get an idea of both topics and structure.
• Start the ideation process by familiarising yourself with the literature.
• Identify your potential research questions (topics).
• Narrow down your options, then evaluate systematically.
• Make your decision (and don’t look back!)

If you follow these steps, you’ll find that they also set you up for what’s coming next – both the proposal and the first three chapters of your dissertation. But that’s for future posts!

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

23 Comments

I would love to get a topic under teachers performance. I am a student of MSC Monitoring and Evaluations and I need a topic in the line of monitoring and evaluations

I just we put for some full notes that are payable

Thank you very much Dr Caroline

I need a project topics on transfer of learning

m a PhD Student I would like to be assisted inn formulating a title around: Internet of Things for online education in higher education – STEM (Science, technology, engineering and Mathematics, digital divide ) Thank you, would appreciate your guidance

Well structured guide on the topic… Good materials for beginners in research writing…

Hello Iam kindly seeking for help in formulating a researchable topic for masters degree program in line with teaching GRAPHIC ART

I read a thesis about a problem in a particular. Can I use the same topic just referring to my own country? Is that being original? The interview questions will mostly be the same as the other thesis.

Hi, thanks I managed to listen to the video so helpful indeed. I am currently an MBA student looking for a specific topic and I have different ideas that not sure they can be turned to be a study.

I am doing a Master of Theology in Pastoral Care and Counselling and I felt like doing research on Spiritual problem cause by substance abuse among Youth. Can I get help to formulate the Thesis Title in line with it…please

Hello, I am kindly seeking help in formulating a researchable topic for a National diploma program

As a beginner in research, I am very grateful for this well-structured material on research writing.

Hello, I watched the video and its very helpful. I’m a student in Nursing (degree). May you please help me with any research problems (in Namibian society or Nursing) that need to be evaluate or solved?

I have been greatly impacted. Thank you.

more than useful… there will be no justification if someone fails to get a topic for his thesis

I watched the video and its really helpful.

How can i started discovery

Analysing the significance of Integrated reporting in Zimbabwe. A case of institutional investors. this is my topic for PHD Accounting sciences need help with research questions

Excellent session that cleared lots of doubts.

Excellent session that cleared lots of doubts

It was a nice one thank you

Wow, This helped a lot not only with how to find a research topic but inspired me to kick it off from now, I am a final year student of environmental science. And have to complete my project in the coming six months.

I was really stressed and thinking about different topics that I don’t know nothing about and having more than a hundred topics in the baggage, couldn’t make the tradeoff among them, however, reading this scrubbed the fuzzy layer off my head and now it seems like really easy.

Thanks GRADCOACH, you saved me from getting into the rabbit hole.

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• Arriving at a Working Thesis

Once you have chosen and refined a topic, you will need to form a set of research questions about that topic, and next form a working thesis to answer the research questions. But what exactly is a working thesis? It is a proposed answer to a focused research question, and it is the main point of your argument that you develop throughout your paper. A working thesis is "working" because it guides your research at the same time that your research tweaks it. A working thesis is far enough along to serve as a viable research question-and-answer-pair, but it is still pliable and open to being altered or refined further as your research progresses and as you discover other, related research questions and answers.

Read through the following sections on topic development, and follow the advice given to watch your topic grow and develop into a working thesis (like a research Chia Pet):

The Research Question The Working Thesis The "So What?" Test Lather, Rinse, Repeat

The research question

Your central research question is the driving force of your paper. You are not simply reporting on a topic, such as "treehouses." While such a report might be informative for you or a handful of treehouse novices, it would not produce anything new in the repertoire of treehouse literature, and therefore would simply be repeating information that has already been established.

Instead, you are trying to find out something new relating to that topic (e.g., how does a treehouse contribute to the emotional development of a child?) that will also make a contribution to the scholarly community. In other words, the answer (i.e., your paper) to your central research question needs to matter in your field and to contribute new knowledge to the existing pool. This last part is most important, and you should constantly keep it in the forefront of your mind.

Evaluating the Quality of Your Central Research Question

Your central research question not only needs to be interesting and relevant, but also practical in terms of time and resources available. Ask the following eight questions to evaluate the quality of your research question and the feasibility that you can answer it in the time that you have:

• Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions?
• Is the question easily and fully researchable in the time I have to complete the paper?
• What type of information do I need to answer the research question? For example, the research question "What impact has deregulation had on commercial airline safety?" will obviously require certain types of information: + statistics on airline crashes before and after + statistics on other safety problems before and after + information about maintenance practices before and after + information about government safety requirements before and after
• Is the scope of this information reasonable? (e.g., can I really research 30 on-line writing programs developed over a span of 10 years?)
• Given the type and scope of the information that I need, is my question too broad, too narrow, or just right? If you have appropriately narrowed your topic before coming up with a research question, you shouldn't have too much trouble with this one.
• What sources will have the type of information that I need to answer the research question (journals, books, internet resources, government documents, people)?
• Can I access these sources? (e.g., if the bulk of your sources reside in an archive in Newfoundland, you may wish to rethink your question)
• Given my answers to the above questions, do I have a good quality research question that I actually will be able to answer by doing research?

Back to Top

The working thesis - your stand on the research question.

After you come up with a viable research question on your topic, it's time to formulate the working thesis. What does a working thesis say and do?

Defining Features of a Working Thesis

* for most student work, it's a one- or two- sentence statement that explicitly outlines the purpose or point of your paper. A thesis is to a paper what a topic sentence is to a paragraph * it should point toward the development or course of argument the reader can expect your argument to take, but does not have to specifically include 'three supporting points' as you may have once learned * because the rest of the paper will support or back up your thesis, a thesis is normally placed at or near the end of the introductory paragraph. * it is an assertion that a reasonable person could disagree with if you only gave the thesis and no other evidence. It is not a fact or casual observation; it must beg to be proved. And someone should be able to theoretically argue against it (how successfully will depend, of course, on how persuasive you are) * it takes a side on a topic rather than simply announcing that the paper is about a topic (the title should have already told your reader your topic). Don't tell a reader about something; tell them what about something. Answer the questions "how?" or "why?" * it is sufficiently narrow and specific that your supporting points are necessary and sufficient, not arbitrary; paper length and number of supporting points are good guides here * it argues one main point and doesn't squeeze three different theses for three different papers into one sentence

Most importantly, it passes the "So What?" Test...

the "so what?" test

No one wants to write a paper that doesn't matter, much less read one. Choose a topic worth arguing about or exploring. This means to construct a thesis statement about a problem that is still debated, controversial, up in the air. So arguing that treehouses can be dangerous-- while you could find a ton of evidence to support your view --would be pretty worthless nowadays. Who would want to read something they already knew? You wouldn't be persuading them of anything and all your work would be pretty meaningless.

We like to refer to this as the "So what?" factor. Good research questions (and their corresponding working theses) pass the "so what?" test. This means that during the topic-formulating stage and again now, always keep asking "SO WHAT?", "WHO CARES?" or, to paraphrase the famous Canadian journalist Barbara Frum, "Tell me something new about something I care about." That will automatically make your paper significant and interesting both for you to write and the reader to study.

Now let's apply this test to a sample thesis about the relationship between treehouses and child development:

Sample Thesis: "Having a treehouse is beneficial to a child's self-confidence because it allows a child to have a place of her own. "

Now we ask, who cares? So what if treehouses are beneficial to a child's self-confidence - so are lots of things? Why treehouses? Oh! Because they allow a child to have a place of her own! Well, what do you mean by "a place of her own"? That's pretty vague. A place to do what? Hmmmm...

Maybe we need to clarify our thesis a bit. First, let's think about what we mean by "a place of one's own." Do we mean a place owned by an individual? Not exactly. I think that we mean a place in which a person is not under the direct supervision and authority of another person, or a place in which a person can be in charge of herself and act as she wishes, like a domain. So, how might you reword this phrase to clarify this meaning to yourself and the reader? Let's try this revision:

"Having a treehouse is beneficial to a child's self-confidence because a treehouse provides a place of one's own - a place to be independent and feel 'in charge.' "

Okay. That's a little better. Our readers will now know that we are arguing that a place of one's own provides independence and a sense of power (and maybe even responsibility), and that such places benefit a child's self-confidence.

But wait......What's so special about a treehouse? Plenty of places offer a "place of one's own."

Good question. Your paper should explain what is unique about treehouses if you wish to make a strong argument. Otherwise, you might as well just argue that any old "place of your own" benefits self-confidence. How can our thesis statement communicate to our readers that treehouses are significant places?

Once again, let's reword our thesis statement for enhanced clarity and strength:

"A treehouse is beneficial to a child's self-confidence because it provides a child with a place to be independent and 'in charge,' and a treehouse fosters imagination and appreciation for nature that other play spaces cannot duplicate."

Congratulations! You've asked and answered So What? and Who Cares? It's a thesis that looks at what treehouses could be doing, and people would certainly be interested in following your development on this issue. After all, you're not writing a paper trying to convince others that children like treehouses. Few would be interested in reading that. Now you can keep developing your working thesis until you have pinned down any question that might remain: e.g., What is the connection between "independence" and "imagination" and "appreciation for nature"? And so on...

In summary, if you can provide a good case, with evidence, that treehouses give a child a place of her own that improves self-confidence in a unique way, you could be making a good contribution to those interested in child-development (or treehouse manufacturers - they'd love to advertise this!). Moreover, you will need to satisfactorily argue the specific benefits of treehouses. Good enough for now (this is a working thesis, after all).

The process we just went through to arrive at our working thesis might seem tedious, but it is actually very typical for writers to continually revise their working theses. In fact, our treehouse thesis is probably an exceptionally easy example. In reality, you will be revising, clarifying, revising, and clarifying throughout the writing process as your ideas develop and you add more evidence from research that shapes and reshapes your project.

We like to call this whole process of developing the working thesis the "lather, rinse, repeat" process - you are constantly refining your working thesis to make it "cleaner" and more effective. The link below takes you to a rather handy, printable synopsis of what is on this page.

Lather, Rinse, Repeat Handout

A final note - FEAR NOT! The best thing you can remember when at this stage of the writing process is to remain fearless of your topic and your research. You might stumble at points when your research forces you to question your own argument. This is good! It does NOT mean that your argument is not good - it simply means that you have an opportunity to clarify your ideas and increase your knowledge.

Next Topic: Managing Your Research

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Research Process: An Overview: Refining Your Topic

• Choosing a Topic
• Refining Your Topic
• Finding Information
• Evaluating Your Sources
• Database Searching
• APA Citation This link opens in a new window

TIP: Be Flexible

It is common to modify your topic during the research process. You can never be sure of what you may find. You may find too much and need to narrow your focus, or too little and need to broaden your focus. This is a normal part of the research process. When researching, you may not wish to change your topic, but you may decide that some other aspect of the topic is more interesting or manageable.

Steps to Refining Your Topic

Once you have chosen a general topic idea the next step is to refine your topic and ulitmately to formulate a research question.

Consider the points below to keep your research focused and on track.  If you continue to have difficulties defining a topic talk to your instructor or a librarian.

The Research Question

Once you have the topic you would like to research, the next step is forming your research question. Your research question should be focused and specifc.  The result should also be a question for which there are two or more possible answers.  See some examples below:

Assignment Guidelines

Before selecting your topic, make sure you know what your final project should look like. Each instructor will probably have different assignment requirements so be sure to read your assignment thoroughly and check for specific guidelines concerning:

• The number of sources you are required to use
• The kinds of sources are you able to use - books vs. web sites vs. journal articles or a variety?
• The type of research you are you being asked to conduct. - original research or review what research has been done?
• The length of your final project - two-pages, ten pages, etc. or an informal, five minute presentation?
• The depth of your project - Is your project an overview of the subject or in-depth and focused coverage of a specific aspect?
• The scope you are required to cover - Is this an historical summary or a report of current developments?

You instructor will probably provide specific requirements for your assignment, if not the table below may provide a rough guide:

Assigning Limits to Your Topic

A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic is to assign limits to what you will cover. Some common ways to limit a topic are listed below using the broad topic, "the environment" as an example.

Remember that a topic may be too difficult to research if it is too:

• locally confined - Topics this specific may only be covered in these (local) newspapers, if at all.

Example: What sources of pollution affect the Genesee County water supply?

• recent - If a topic is quite recent, books or journal articles may not be available, but newspaper or magazine articles may. Also, Web sites related to the topic may or may not be available.
• broadly interdisciplinary - You could be overwhelmed with superficial information.

Example: How can the environment contribute to the culture, politics and society of the Western states?

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Choosing and Refining Topics

When we are given a choice of topics to write on, or are asked to come up with our own topic ideas, we must always make choices that appeal to our own interests, curiosity, and current knowledge. If you decided to write an essay on the Affordable Care Act, for instance, you should make that decision because you are either interested in the issue, know something about it already, and/or would like to know more about it. However, because we rarely write solely for our own satisfaction, we must consider matters other than our own interests as we choose topics. You don’t always have to say something completely new and novel, but you do need a topic you can be confident about supporting, arguing, and researching on. Both interest and expandability are key factors in such a topic.

A Definition of a Topic

Arriving at topics for writing assignments.

In academic writing, topics are sometimes dictated by the task at hand. Consider, for example, that you must conduct a lab experiment before you can sit down to write a report. Or perhaps you have to run a statistical program to get your data. In these situations, your topic is determined for you: You will write about the results of the work you have completed. Likewise, your instructor may simply hand you a topic to explore or to research. In these situations, you are delivered from both the responsibility and the rewards of choosing your own topic, and your task is to try to develop an interest in what you have been given to write about.

More often, however, you will have a bit more leeway in choosing topics of your own. Sometimes you will be asked to find a topic of interest to you that is grounded in ideas developed in shared class readings and discussions. Other times, your assignment will be anchored even less, and you will be responsible for finding a topic all on your own. Many students find that the more freedom they are given to pursue their own interests, the more intimidated they are by this freedom, and the less certain they are of what really is interesting to them. But writing assignments with open topic options can be excellent opportunities either to explore and research issues that are already concerns for you (and which may even have been topics of earlier writing) or to examine new interests. A well chosen writing topic can lead to the types of research questions that fuel your academic interests for years to come. At the very least, though, topics can be seen as occasions for making your writing relevant and meaningful to your own personal and academic concerns.

How Purpose and Audience Affect the Choice of Topics

Before choosing and narrowing a topic to write about, consider why you are writing and who will read what you write. Your writing purpose and audience often dictate the types of topics that are available to you. (See our guide on ‘ Adapting to your Audience ’ for more detailed information about writing for specific audiences.)

In the workplace, purpose and audience are often defined for you. For instance, you might have to write a memo to a co-worker explaining why a decision was made or compose a letter to a client arguing why the company cannot replace a product. In either case, your purpose and audience are obvious, and your topic is equally evident. As a student, you may have to work a little harder to determine which topics are appropriate for particular purposes and audiences.

Oftentimes, the wording of your assignment sheet will offer clues as to the reasons why you are writing and the audience you are expected to address. Sometimes, when assignment sheets are unclear or when you misunderstand what is expected of you, you will need either to ask your instructor about purpose and audience or to make your own educated guess. However you arrive at the purpose and the audience of your writing, it is important to take these elements into consideration, since they help you to choose and narrow your topic appropriately.

Interpreting the Assignment

Steve Reid, English Professor It's important to circle an assignment's key words and then ask the instructor to clarify what these words mean. Every teacher has a different vocabulary. My students always ask me what I'm looking for when I give an assignment. As a writer, you need to know what the words mean in your field and what they mean to your instructor. Specific information about what’s expected for any given assignment can be ascertained through class discussion and directed research.

Many times, an assignment sheet or verbal assignment given by an instructor will reveal exactly what you are being asked to do. The first step in reviewing an assignment sheet is to circle key words or verbs, such as "explain," "describe," or "evaluate." Then, once you've identified these words, make sure you understand what your instructor means by them. For example, suppose your instructor asks you to describe the events leading up to World War II. This could mean explaining how the events prior to World War II helped bring about the beginning of the war, or list every possible cause you think led to the war, or describe and analyze the events. Inquiring before you start writing can help you determine your writing purpose and the expectations of your intended audience (usually your instructor).

How Purpose Affects Topics

Your purpose helps you to narrow a topic, since it demands particular approaches to a general subject. For example, if you're writing about how state policy affects foreign language study in grades K-12 in Oregon, you could have several different purposes. You may need to explain how the Oregon law came about; that is, what influenced it and who was responsible. Or perhaps you would need to explain the law's effects, how curriculum will be altered, etc. Another purpose might be to evaluate the law and to propose changes. Whatever purpose you decide to adopt will determine the questions which give direction to your topic, and (in the case of a research paper) will suggest the type of information you will need to gather in order to address those questions.

How Audience Affects Topics

Steve Reid, English Professor You have to be careful so your topic is not too narrow for your audience. You don't want readers to say, " Well, so what? I couldn't care less." One of the most important roles a topic plays is impacting an audience. If your topic gets too narrow and too focused, it can become too academic or too pedantic. For example, every year at graduation, I watch people laugh when they hear the title of a thesis or dissertation. The students who wrote these documents were very narrowed and focused, but their audiences were very restricted.

Having a clear idea of the audience to whom you are writing will help you to determine an appropriate topic and how to present it. For example, if you're writing about how state policy affects foreign language study in grades K-12 in Oregon, you could have many different audiences. You could be writing for teachers, administrators at a specific school, students whose educational program will be affected by the law, or even the PTA. All of these audiences care about the topic since they are all affected by it. However, for each of them you may need to provide different information and address slightly different questions about this topic. Teachers would want to know why the policy was created and how it will affect what goes on in their classrooms. Parents will want to know what languages their children will be taught and why. Administrators will want to know how this will change the curriculum and what work will be required of them as a result. Knowing your audience requires you to adapt and limit your topic so that you are presenting information appropriate to a specific group of interested readers.

Choosing Workable Topics

Most writers in the workplace don't have to think about what's workable and what's not when they write. Writing topics make themselves obvious in such situations, being the necessary outcome of particular processes. For example, meetings inspire memos and minutes; research produces reports; interactions with customers result in letters. As a student writer, your task is often more difficult than this, since topics do not always "find you" this easily.

Finding and selecting topics are oftentimes arduous tasks for the writer. Sometimes you will find yourself facing the "blank page" or "empty screen" dilemma, lacking topic ideas entirely. Other times you will have difficulties making your ideas fit a particular assignment you have been given. This section on "Choosing a Workable Topic" addresses both of these problems, offering both general strategies for generating topic ideas and strategies for finding topics appropriate to particular types of writing assignments that students frequently encounter.

How to Find a Topic

Don Zimmerman, Journalism and Technical Communication Professor I look at topics from a problem solving perspective and scientific method. Topics emerge from writers working on the job when they're in the profession, following major trends, developments, issues, etc. From the scientific perspective, topics emerge based on solid literature reviews and developing an understanding of the paradigm. From these then come the specific problems/topics/subjects that professionals or scientists address. Writers generate topics from their professional expertise, their understanding of the issues in their respective disciplines, and their understanding of the science that has gone before them.

While your first impulse may be to dash off to the library to dig through books and journals once you've received an assignment, you might also consider other information sources available to you.

Related Information: Making Use of Computer Sources

One hugely valuable source of topic ideas is obviously the Internet. Many sites can provide you with current perspectives on a subject and can lead you to other relevant sites. You can also find and join forums and groups where your general subject or topic is discussed daily (such as Reddit). This will allow you to ask questions of experts, as well as to read what issues are currently important. Massive scholarly databases, such as Google Scholar and JSTOR, can also help provide more reputable sources for research.

Related Information: Making Use of Library Sources

It is always helpful, particularly in the case of writing assignments which demand research, to visit the library and talk to a reference librarian when generating topic ideas. This way, you not only get to discuss your topic ideas with another expert, but you will also have more resources pointed out to you. There is usually a wealth of journals, reference books, and online resources related to your topic area(s) that you may not even know exist. An expert at the library may have better knowledge of specialized sources which you may not be able to access through Google Scholar or JSTOR.

Related Information: Talking to Others Around You

The people around you are often some of the best sources of information available to you. It is always valuable to talk informally about your assignment and any topic ideas you have with classmates, friends, family, tutors, professionals in the field, or any other interested and/or knowledgeable people. Remember, too, that a topic is not a surprise gift that must be kept from your instructor until you hand in your paper. Instructors are almost always happy to discuss potential topics with a student once he or she has an idea or two, and getting response to your work early in the writing process whenever possible is a good plan. Discussing your topic ideas in these ways may lead you to other ideas, and eventually to a well-defined topic.

Subjects and Topics

Most topic searches start with a subject. For example, you're interested in writing about languages, and even more specifically, foreign languages. This is a general subject. Within a general subject, you'll find millions of topics. Not only about every foreign language ever spoken, but also about hundreds of issues affecting foreign languages. But keep in mind that a subject search is always a good place to start.

Every time you use Google or another search engine, or even SAGE at the CSU library, you conduct a subject search. These search devices allow you to review many topics within a broad subject area. While it's beneficial to conduct subject searches, because you never know what valuable information you'll uncover, a subject always needs to be narrowed to a specific topic. This way, you can avoid writing a lengthy book and focus instead on the short research paper you've been assigned.

Starting With What You Know

Kate Kiefer, English Professor Most often the occasion dictates the topic for the writing done outside academe. But as a writer in school, you do sometimes have to generate topics. If you need help determining a topic, create an authority list of things you have some expertise in or a general list of areas you know something about and are interested in. Then, you can make this list more specific by considering how much you know and care about these ideas and what the target audience is probably interested in reading about.

In looking for writing topics, the logical first step is to consider issues or subjects which have concerned you in the past, either on the basis of life experience or prior writing/research. If you are a journal writer, look to your journal for ideas. If not, think about writing you have done for other writing assignments or for other classes. Though it is obviously not acceptable to recycle old essays you have written before, it is more than acceptable (even advisable) to return to and to extend topics you have written about in the past. Returning to the issues that concern you perennially is ultimately what good scholarship is all about.

Related Information: Choosing Topics You Want to Know More About

Even though your personal experience and prior knowledge are good places to start when looking for writing topics, it is important not to rule out those topics about which you know very little, and would like to know more. A writing assignment can be an excellent opportunity to explore a topic you have been wanting to know more about, even if you don't have a strong base knowledge to begin with. This type of topic would, of course, require more research and investigation initially, but it would also have the benefit of being compelling to you by virtue of its "newness."

Related Information: How to Pull Topics from Your Personal Experience

It is a good idea to think about how elements of your own life experience and environment could serve as topics for writing, even if you have never thought of them in that way. Think about the topics of recent conversations you have had, events in your life that are significant to you, problems in your workplace, family issues, matters having to do with college or campus life, or current events that evoke response from you. Taking a close look at the issues in your immediate environment is a good place to start in writing, even if those issues seem to you at first to be unworthy of your writing focus. Not all writing assignments have a personal dimension, but our interests and concerns are always, at their roots, personal.

General Strategies for Coming Up With Topics

Before attempting to choose or narrow a topic, you need to have some ideas to choose from. This can be a problem if you are suffering from the "blank page or screen" syndrome, and have not even any initial, general ideas for writing topics.

Brainstorming

As writers, some of our best ideas occur to us when we are thinking in a very informal, uninhibited way. Though we often think of brainstorming as a way for groups to come up with ideas, it is a strategy that individual writers can make use of as well. Simply put, brainstorming is the process of listing rough thoughts (in any form they occur to you: words, phrases, or complete sentences) that are connected (even remotely) to the writing assignment you have before you or the subject area you already have in mind. Brainstorming works best when you give yourself a set amount of time (perhaps five or ten minutes), writing down anything that comes to mind within that period of time, and resisting the temptation to criticize or polish your own ideas as they hit the page. There is time for examination and polishing when the five or ten minutes are over.

Freewriting

Freewriting is a technique much like brainstorming, only the ideas generated are written down in paragraph rather than list form. When you freewrite, you allow yourself a set amount of time (perhaps five or ten minutes), and you write down any and every idea that comes to mind as if you are writing a timed essay. However, your freewrite is unlikely to read like an organized essay. In fact, it shouldn't read that way. What is most important about freewriting is that you write continuously, not stopping to check your spelling, to find the right word, or even to think about how your ideas are fitting together. If you are unable to think of something to write, simply jot out, "I can't think of anything to write now," and go on. At the end of your five or ten minutes, reread what you have written, ignore everything that seems unimportant or ridiculous, and give attention to whatever ideas you think are worth pursuing. If you are able to avoid checking yourself while you are writing for that short time, you will probably be surprised at the number of ideas that you already have.

Clustering is a way of visually "mapping" your ideas on paper. It is a technique which works well for people who are able to best understand relationships between ideas by seeing the way they play themselves out spatially. (If you prefer reading maps to reading written directions, clustering may be the strategy for you.) Unlike formal outlining, which tends to be very linear, clustering allows you to explore the way ideas sprawl in different directions. When one thought leads to another, you can place that idea on the "map" in its appropriate place. And if you want to change its position later, and connect it with another idea, you can do so. (It is always a good idea to use a pencil rather than a pen for clustering, for this very reason.)

This is a good strategy not only for generating ideas, but also for determining how much you have to say about a topic (or topics), and how related or scattered your ideas are.

Related Information: Example of Brainstorming

Ideas on a Current Issue:

• multiculturalism
• training of teachers
• teaching strategies
• cultural difference in the classroom
• teaching multicultural texts
• language issues
• English only
• assimilation, checking cultural identity at the door
• home language/dialect as intentionally different from school language
• How many languages can we teach? (How multi-lingual must teachers be?)
• Is standard English really "standard"?
• success in school
• statistics on students who speak "non-English" languages or established dialects
• the difference between a dialect and a language
• Ebonics v. bi-lingual education

Related Information: Example of Freewriting

Problem: Development of Small Towns in the Rocky Mountain Region

When I grew up in Anyoldtown, New Mexico, it was a small town in the smallest sense: no movie theaters, no supermarkets, nothing. We had to go into town for the things we needed. Land sold for $2000 an acre. Now it sells for about $50,000 an acre. Anyoldtown was also primarily hispanic, and the families who lived there had very little. Now the people who live there are mostly white and almost exclusively professionals: doctors, lawyers, stockbrokers, and an endless number of people who have money that seems to have come from nowhere. There are good things to be had there now: good restaurants, good coffee, and all the other things that come along with Yuppie invasion. But those things were had at quite a cost. People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. I can't think of anything else to write now. Oh, yes...these people made a killing off the sale of their land and properties, but they had to give up the places they had lived all their lives. However, by the time they sold, Anyoldtown was no longer the place where they had lived all their lives anyway.

Strategies for Finding Topics Appropriate to Particular Types of Assignments

Sometimes your ways of generating topics will depend on the type of writing assignment you have been given. Here are some ideas of strategies you can use in finding topics for some of the more common types of writing assignments:

Essays Based on Personal Experience

Essays responding to or interpreting texts.

• Essays in Which You Take a Position on an Issue (Argument)

Essays Requiring Research

Essays in which you evaluate, essays in which you propose solutions to problems.

The great challenge of using personal experience in essays is trying to remember the kinds of significant events, places, people, or objects that would prove to be interesting and appropriate topics for writing. Brainstorming, freewriting, or clustering ideas in particular ways can give you a starting point.

Here are a few ways that you might trigger your memory:

Interview people you've known for a long time.Family members, friends, and other significant people in your life can remember important details and events that you haven't thought about for years.

Try to remember events from a particular time in your life. Old yearbooks, journals, and newspapers and magazines can help to trigger some of these memories.

Think about times of particular fulfillment or adversity. These "extremes" in your experience are often easily recalled and productively discussed. When have you had to make difficult choices, for instance? When have you undergone ethical struggles? When have you felt most successful?

Think about the groups you have encountered at various times in your life. When have you felt most like you belonged to or were excluded from groups of people: your family, cliques in school, clubs, "tracked" groups in elementary school, religious groups, or any other community/organization you have had contact with?

Think about the people or events that "changed your life." What are the forces that have most significantly influenced and shaped you? What are the circumstances surrounding academic, career, or relationship choices that you have made? What changes have you dealt with that have been most painful or most satisfying?

Try to remember any "firsts" in your experience.What was your first day of high school like? What was it like to travel far from home for the first time? What was your first hobby or interest as a child? What was the first book you checked out of the library? These "firsts," when you are able to remember them, can prove to have tremendous significance.

One word of caution on writing about personal experience: Keep in mind that any essay you write for a class will most likely be read by others, and will probably be evaluated on criteria other than your topic's importance to you. Never feel like you need to "confess," dredge up painful memories, or tell stories that are uncomfortable to you in academic writing. Save these topics for your own personal journal unless you are certain that you are able to distance yourself from them enough to handle the response that comes from instructors (and sometimes from peers).

Students are often asked to respond to or interpret essays, articles, books, stories, poems, and a variety of other texts. Sometimes your instructor will ask you to respond to one particular reading, other times you will have a choice of class readings, and still other times you will need to choose a reading on your own.

If you are given a choice of texts to respond to or to interpret, it is a good idea to choose one which is complex enough to hold your interest in the process of careful examination. It is not necessarily a problem if you do not completely understand a text on first reading it. What matters is that it challenges, intrigues, and/or evokes response from you in some way.

Related Information: Writing in the Margins of Texts

Many of us were told at some point in our schooling never to write in books. This makes sense in the case of books which don't belong to us (like library books or the dusty, tattered, thirty year-old copies of Hamlet distributed to us in high school). But in the case of books and photocopies which we have made on our own, writing in the margins can be one of the most productive ways to begin the writing process.

As you read, it is a good idea to make a habit of annotating , or writing notes in the margins. Your notes could indicate places in the text which remind you of experiences you have had or of other texts you have read. They could point out questions that you have, points of agreement or disagreement, or moments of complete confusion. Annotations begin a dialogue between you and the text you have before you, documenting your first (and later) responses, and they are valuable when you attempt at a later time to write about that text in a particular way.

Essays in Which You Take a Position on an Issue

One of the most common writing assignments given is some variation on the Arguing Essay, in which students are asked to take a position on a controversial issue. There are two challenges involved in finding topics for argument. One challenge is identifying a topic that you are truly interested in and concerned about, enough so that whatever research is required will be engrossing (or at the very least, tolerable), and not a tedious, painful ordeal. In other words, you want to try to avoid arriving at the "So what?" point with your own topic. The other challenge is in making sure that your audience doesn't respond, "So what?" in reading your approach to your topic. You can avoid this by making sure that the questions you are asking and addressing are current and interesting.

Related Information: Examining Social Phenomena and Trends

In The St. Martin's Guide to Writing , Third Edition, Rise B. Axelrod and Charles R. Cooper discuss the importance of looking toward social phenomena and trends for sources of argument topics. A phenomenon , they explain, is "something notable about the human condition or the social order" (314). A few of the examples of phenomena that they list are difficulties with parking on college campuses, negative campaigning in politics, popular artistic or musical styles, and company loyalty. A trend , on the other hand, is "a significant change extending over many months or years" (314). Some trends they list are the decline of Communism, diminishing concern over world hunger, increased practice of homeschooling, and increased legitimacy of pop art. Trying to think in terms of incidental, current social phenomena or long-term, gradual social trends is a good way of arriving at workable topics for essays requiring you to take a position.

Related Information: Making Sure Your Approach to Your Topic is Current and Interesting

In choosing a topic for an arguing essay, it is important to get a handle not only on what is currently being debated, but how it is being debated. In other words, it is necessary to learn what questions are currently being asked about certain topics and why. In order to avoid the "so what" dilemma, you want to approach your topic in a way that is not simplistic, tired, outdated, or redundant. For example, if you are looking at the relationship of children to television, you probably would want to avoid a topic like "the effects of t.v. violence on children" (which has been beaten to death over the years) in favor of a topic like "different toy marketing strategies for young male v.s. female viewers of Saturday morning cartoons" (a topic that seems at least a bit more original).

As a student writer, you are usually not asked to break absolutely new ground on a topic during your college career. However, you are expected to try to find ground that is less rather than more trampled when finding and approaching writing topics.

Trying to think in terms of incidental, current social phenomena or long-term, gradual social trends is a good way of arriving at workable topics for essays requiring you to take a position.

Related Information: Sources of Topics

Looking to Your Own Writing

When trying to rediscover the issues which have concerned you in the past, go back to journal entries (if you are a journal writer) or essays that you have written before. As you look through this formal and informal writing, consider whether or not these issues still concern you, and what (specifically) you now have to say about them. Are these matters which would concern readers other than yourself, or are they too specific to your own life to be interesting and controversial to a reading audience? Is there a way to give a "larger" significance to matters of personal concern? For example, if you wrote in your journal that you were unhappy with a particular professor's outdated teaching methods, could you turn that idea into a discussion of the downfalls of the tenure system? If you were frustrated with the way that your anthropology instructor dismissed your comment about the ways that "primitive" women are discussed, could you think of that problem in terms of larger gender issues? Sometimes your frustrations and mental conflicts are simply your own gripes, but more often than not they can be linked with current and widely debated issues.

Looking to Your Other Classes

When given an assignment which asks you to work with a controversial issue, always try to brainstorm points of controversy that you recall from current or past courses. What are people arguing about in the various disciplines? Sometimes these issues will seem irrelevant because they appear only to belong to those other disciplines, but there are oftentimes connections that can be made. For example, perhaps you have been asked in a communications class to write an essay on a language issue. You might remember that in a class on information systems, your class debated whether or not Internet news groups are truly diverse or not. You might begin to think about the reasons why news groups are (or aren't) diverse, thinking about the way that language is used. Consider sources that contain one narrative as well as those with a multitude of voices and perspectives, as they will each provide different types of information on your topic.

Reading Newspapers and Magazines

If you are not already an avid newspaper and magazine reader, become one for a week. Pore over the different sections: news, editorials, sports, and even cartoons. Look for items that connect with your own life experiences, and pay attention to those which evoke some strong response from you for one reason or another. Even if an issue that you discover in a newspaper or magazine doesn't prove to be a workable topic, it might lead you to other topic ideas.

Interviewing the People Around You

If you are at a loss to find an issue that lights a fire under you, determine what fires up your friends, family members, and classmates. Think back to heated conversations you have had at the dinner table, or conduct interviews in which you ask the people around you what issues impact their lives most directly. Because you share many experiences and contexts with these people, it is likely that at least some of the issues that concern them will also concern you.

Using the Internet

It is useful to browse the Internet for current, controversial issues. Spend some time surfing aimlessly, or wander through forums and subreddits to see what’s being discussed. Using the Internet can be one of the best ways to determine what is immediately and significantly controversial/relevant.

Although some essays that students are asked to write are to be based solely on their own thoughts and experience, oftentimes (particularly in upper level courses) writing assignments require research. When scoping out possible research topics, it is important to remember to choose a topic which will sustain your interest throughout the research and writing process. The best research topics are those which are complex enough that they offer opportunities for various research questions. You want to avoid choosing a topic that could bore you easily, or that is easily researched but not very interesting to you.

As always, it is good to start searching for a topic within your personal interests and previous writing. You might want to choose a research topic that you have pursued before and do additional research, or you might want to select a topic about which you would like to know more. More than anything, writers must remember that research will often carry them in different directions than they intend to go, and that they must be flexible enough to acknowledge that their research questions and topics must sometimes be adjusted or abandoned. To read more on narrowing and adjusting a research topic, see the section in this guide on Research Considerations.

Related Information: Flexibility in Research

As you conduct your research, it is important to keep in mind that the questions you are asking about your topic (and oftentimes, the topic itself) will probably change slightly. Sometimes you are forced to acknowledge that there is too much or too little information available on the topic you have chosen. Other times, you might decide that the approach you were originally taking is not as interesting to you as others you have found. For instance, you might start with a topic like "foreign language studies in grades K-12 in Oregon," and in the process of your reading you might find that you are really more interested in "bilingual education in rural Texas." Still other times, you might find that the claim you were attempting to make about your topic is not arguable, or is just wrong.

Our research can carry us in directions that we don't always foresee, and part of being a good researcher is maintaining the flexibility necessary to explore those directions when they present themselves.

Related Information: How Research Narrows Topics

By necessity, most topics narrow themselves as you read more and more about them. Oftentimes writers come up with topics that they think will be sufficiently narrow and engaging--a topic like "multiculturalism and education," for instance--and discover through their initial reading that there are many different avenues they could take in examining the various aspects of this broad issue. Although such discoveries are often humbling and sometimes intimidating, they are also a necessary part of any effective research process. You can take some comfort in knowing that you do not always need to have your topic narrowed to its final form before you begin researching. The sources you read will help you to do the necessary narrowing and definition of your focus.

Related Information: Research Topics and Writing Assignments

When you are choosing a research topic, it is important to be realistic about the time and space limitations that your assignment dictates. If you are writing a graduate thesis or dissertation, for instance, you might be able to research a topic as vast and as time-honored as "the portrayal of women in the poetry of William Blake." But if your assignment asks you to produce a five-page essay by next Tuesday, you might want to focus on something a bit more accessible, like "the portrayal of women in Blake's `The Visions of the Daughters of Albion.'"

Related Information: Testing Research Topics

Early in your research and writing process, after you have found a somewhat narrow avenue into your topic, put the topic to the test to see if you really want to pursue it further in research. Rise B. Axelrod and Charles R. Cooper, in The St. Martin's Guide to Writing , Third Edition, suggest some questions writers might ask themselves when deciding whether or not a research topic is workable:

• Does this topic really interest me?
• Do I know enough about it now to plan and write my essay, or can I learn what I need to know in the time I have remaining?
• Is the topic manageable within my time and space limits?
• Do I have a good sense of how others view this issue and what readers I might address in my essay?
• Have I begun to understand the issue and to formulate my own view?

Students are often asked to write essays in which they evaluate something: a product, a piece of writing, a restaurant, an advertising campaign, or some other entity related to their areas of study. Sometimes when you are given this type of writing assignment, you are also given a very specific topic on which to write. Other times, you are asked to find a topic for evaluation on your own.

Related Information: Comparing and Contrasting

After brainstorming a list of possible topics for evaluation, you may find it difficult to determine whether or not you will be able to effectively evaluate those topics. One way of stimulating your mind's evaluative tendencies is to try comparison and contrast. For example, if you are thinking about evaluating a local Thai restaurant, and you are having trouble coming up with points on which to evaluate it, try comparing and contrasting it with another local Thai restaurant. When we begin to compare two items, ideas, places, or people, we invariably wind up evaluating.

Related Information: Generating an Authority List

If the choice of topics to evaluate is open to you, try brainstorming a list of skills, activities, places, or subjects that you consider yourself to be an authority about. A list like this is a good starting point for just about any essay, but it is particularly useful in evaluation. If you are an avid rock climber, for instance, it makes perfect sense for you to evaluate climbing equipment, since your experience will provide you with a basis for evaluation. It may still be necessary to do research, but you will have a head start even before you begin researching.

Related Information: Questions to Ask Yourself as You Evaluate

In testing possible topics for evaluation, you might ask yourself some very general questions about your initial thoughts. Rise B. Axelrod and Charles R. Cooper, in their St. Martin's Guide to Writing , Third Edition, suggest a few such questions:

• How certain am I of my judgment? Do I have any doubts? Why do I feel the way I do?
• Do I like (or dislike) everything about my subject, or only certain parts?
• Are there any similar things I should consider (other products or movies, for example)?
• Is there anything I will need to do right away in order to research this subject authoritatively?
• If I need to do any research, can I get the information I need?

As a writer, you will sometimes be asked to speculate on possible solutions to known problems. Although the process of problem solving is itself quite difficult, one of the greatest challenges about that process is the matter of finding a topic that lends itself to your purpose.

Related Information: Evaluating and Problem Solving

Problem solving is an extension of the evaluating process. If in the past you have written evaluative essays which identify certain problems, these essays might offer you some topic ideas and starting points. You might also look to personal writing you have done (like journal entries) or recent conversations you have had as ways of recalling the types of problems that you have identified in your general environment.

Related Information: Focusing on Solvable Problems

Obviously, not all problems are appropriate topics for short problem solving essays. For example, if your instructor assigns a ten-page problem solving essay dealing with a current problem of your choice, you might want to avoid a topic as vast as "racism." However, if you were to focus on a more context-specific version of this hulking problem, you might find a workable topic (say, for instance, minority enrollment on your campus). For assignments like these, it is important to choose problems that appear solvable (or at least approachable) in the time and space you have available to you.

Related Information: Identifying Problems Within Communities

One excellent source of topics for problem solving essays is your immediate environment. Think about the groups or communities to which you belong: your neighborhood, college, family, ethnic and cultural groups, religious and political groups, workplace, and recreational groups. Try to brainstorm a list of problems that you can readily identify in any of these communities, then consider both how solvable these problems are and how appropriate they are to your writing assignment.

Generating More Than One Topic Idea

In order to choose a topic, you need to have several available to choose from. It is best to avoid being committed to one topic at this first stage of the writing process, since not every topic will pan out. Writers are usually more successful when they have a selection of topics which they can put to the test to determine whether or not they are workable (given the writing assignment).

Narrowing Topics

The scope of a topic depends on how much time and space you have to write and how much detail you are trying to use. For example, describing all the causes of World War II in three pages is impossible. You would have to either narrow your topic some more or write hundreds of pages to adequately discuss every cause. Defining your topic before you start writing will save you time and help you to research and/or to develop your thinking in a clear, methodical way. It is important to examine the topics we choose to determine whether they are too broad (or, in some instances, too narrow) for the writing assignments we are given. Once you have decided that a topic is too broad to be appropriate to your assignment (which is most often the case), you will need to have ways to narrow it. You will also want to consider, when writing essays that require research, how your research resources and limitations affect your choice of topics.

Deciding When a Topic is Too Broad

Kate Kiefer, English Professor If a writer doesn't present details quickly enough, then the topic is usually too broad. If the reader can expect the paper to go in one direction, but it goes in another, the topic is usually too broad or not stated precisely enough. If I can ask six million questions about whether the writer will include this or that point, the topic is too broad. If I do a library search and turn up 200 listings (or an Internet search and discover 1,000 hits), the topic is too broad.

A topic is too broad to be workable when you find that you have too many different (but oftentimes remotely related) ideas about that topic. While you want to start the writing process with as many ideas as possible, you will want to narrow your focus at some point so that you aren't attempting to do too much in one essay.

Where essays requiring research are concerned, your topic is too broad if you are able to find thousands of sources when conducting a simple library or Internet search. For example, conducting a search on "foreign languages in Oregon" will provide you with policies, foreign language departments, and cultural issues (just to name a few). When this happens, you can try various narrowing strategies to determine what most interests you about your topic area and what relates to your own life most readily. For instance, if you plan to study abroad, focusing on the language you'll be speaking might be a way to narrow the scope of your original topic, "foreign languages in Oregon."

Deciding When a Topic Is Too Narrow

Steve Reid, English Professor You have to be careful so your topic is not too narrow for your audience. You don't want readers to say, " Well, so what? I couldn't care less." One of the most important roles a topic plays is impacting an audience. If you get so narrowed and focused, a topic can become too academic or pedantic. For example, every year at graduation I watch people laugh when they hear the title of a thesis or dissertation. The students who wrote these documents were very narrowed and focused, but their audiences were very restricted.

Though student writers most often face the challenge of limiting a topic that is too broad, they occasionally have to recognize that they have chosen a topic that is too narrow or that they have narrowed a workable topic too much. A topic is too narrow if you can't find any information about it. For example, suppose your foreign language is subject to, "foreign language policy in South Dakota." Although you might have a strong interest in this topic, South Dakota may not have a specific policy about foreign languages. If you have chosen the topic, "teaching Chinese in elementary schools," and your research attempts have been fruitless, it may be that you are considering a topic that no one else has previously presented. In other words, no one has determined that Chinese should be a major language taught as commonly as Spanish or French. If this happens to be the case, keep your topic in mind, because it could very well be an excellent topic for a graduate thesis or dissertation. However, it is also likely to be a difficult topic to handle in a ten-page essay for an education class, due in two weeks.

If your topic is too narrow, try making it broader by asking yourself related questions.

• What foreign languages are taught in South Dakota schools?
• Or where is Chinese taught and why?

Once you've found a different direction in which to move with your topic, you can try narrowing it again.

General Strategies for Narrowing Topics

One of the first things writers do when they realize that they need to narrow the scope of their topic is to ask themselves the "w" questions so familiar to journalists: Who? What? Where? When? and Why? (and oftentimes, How?) These questions can help you locate your specific points of interest within your general topic area. For example, to narrow a topic like "foreign languages," you could begin with the "what" and "when" questions and decide you are interested in "foreign language studies in grades K-12." Asking the "where" question, you might arrive at "foreign language studies in grades K-12 in Oregon." And asking the "who" question might cause you to limit the topic again to "state policy regarding foreign language studies in grades K-12 in Oregon." Each time you add something specific to your topic, you place "restrictors" on it, thereby narrowing it. Then, when you conduct a library or Internet search, you can use these "restrictors" as key words.

Related Information: Looping

Looping is an extended version of freewriting in which you begin with an initial five-minute freewrite on a general topic, then select out of that bit of writing the sentence or idea that interests you the most. You then use that sentence or idea as the basis for your next five-minute round of freewriting. You continue this process of elaborating informally on specific ideas until you come to a point where your topic seems sufficiently narrow, researchable, and appropriate to your writing assignment.

Example of Looping If I am freewriting on the general (and overly broad) topic of "development of small towns in the Rocky Mountain region," I might start with the following initial ideas: Problem: Development of Small Towns in the Rocky Mountain Region When I grew up in Anyoldtown, New Mexico, it was a small town in the smallest sense: no movie theaters, no supermarkets, nothing. We had to go into town for the things we needed. Land sold for $2000 an acre. Now it sells for about $50,000 an acre. Anyoldtown was also primarily hispanic, and the families who lived there had very little. Now the people who live there are mostly white and almost exclusively professionals: doctors, lawyers, stockbrokers, and an endless number of people who have money that seems to have come from nowhere. There are good things to be had there now: good restaurants, good coffee, and all the other things that come along with Yuppie invasion. But those things were had at quite a cost. People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. I can't think of anything else to write now. Oh, yes...these people made a killing off the sale of their land and properties, but they had to give up the places they had lived all their lives. However, by the time they sold, Anyoldtown was no longer the place where they had lived all their lives anyway. Rereading what I have written, I might decide that what interests me the most and seems most appropriate to the writing assignment I have been given is my idea about the property tax dilemma. With this in mind, I would write a second "loop" on this area of my thinking, perhaps even starting my freewriting with the exact sentence I used in the first "loop:" People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. This is unfair, because these people spent their entire lives in this town, and land was all they had. Theoretically, the Yuppie Invasion doesn't drive out the "townies" or "natives" of a small town, but in actuality, land values and property taxes (as well as cultural influences, of course) make it impossible (and oftentimes undesirable) for people to hold onto their own land. People have to sell, because if they don't, they can no longer afford to maintain the standard of living that their town has taken on (in more ways than one). This issue obviously has class implications, but I'm sure it also relates to cultural (ethnic) issues as well. This is where I would need to begin researching, if I wanted to see who was most negatively affected by rising property taxes and land values. In rereading this second loop, I might decide that my ideas toward the end of the paragraph interest me the most. I could write another loop expanding these specific ideas on race, class, and property taxes, or I might decide that I have (as my freewrite suggests) arrived at the point where I need to begin researching.

Related Information: Questioning

Alongside the basic "5 W's" ("who," "what," "when," "where," and "why") can be used more formal, directed questions provided by the classical rhetorical "topics." These questions function in four different ways, and can be categorized as follows:

Example of Questioning If my general topic is "Development of Small Towns in the Rocky Mountain Region," I might try to narrow my focus by applying questions with specific functions to this topic area, thereby discovering which approach interests me most. Here are some of the questions I might ask:

After writing the questions, I would write my responses, deciding which particular questions and responses interest me the most. Perhaps, for instance, I would find myself most interested in the effects of development on the "natives" of small towns, particularly the inevitability of increased property taxes. This process of questioning thus provides me with a specific, narrow, well-defined focus within the vast issue of development of small towns in the Rocky Mountain region.

Related Information: Topic Cross

The topic cross helps you to narrow your topic by using a visual strategy. Just as you would focus a camera or a microscope, you arrange key words and phrases about your topic in such a way that they eventually point to your specific area of interest.

Example of a Topic Cross The first step in the process of using the topic cross is brainstorming. Spend a few minutes listing words and phrases that come to mind when you think about your topic. Then decide which words and phrases are most interesting and arrange them in a hierarchy, moving from general (at the top of the list) to specific (at the bottom of the list). This hierarchy will become the vertical axis of your cross. Demonstration: If my topic is "development of small towns in the Rocky Mountain region," I might generate the following useful ideas in brainstorming (arranged from general to specific).

• The appeal of small towns
• Yuppie invasion
• Overcrowding in cities
• Cost of land
• Effects on town "natives."
• Economic effects on impoverished landowners.
• How John Doe in my home town was affected.
• The new espresso bar in town

I would write this list in an imagined middle column of a piece of blank paper or a computer screen, leaving plenty of space between each item. Then I would scan the list to determine where my real interest lies. Which topics in this list will be too broad to write about, given my writing assignment? Which will be too narrow? In this case, I might choose "economic effects on impoverished landowners" as a workable topic area. Once I had thus identified my area of interest, I would begin listing words and phrases about or relevant to that item, placing them on the horizontal axis of my topic cross. The list I would generate about "economic effects on impoverished landowners" might look like this:

• Increased cost of land
• Temptation to sell
• Rising property taxes
• Higher cost of living
• Zoning issues
• Pressure to maintain property value

Examining this list, I might decide that "rising property taxes" is a sufficiently narrow topic that is not too narrow to develop with my own ideas and research I might do. By using this strategy, I have arrived at a narrow, workable topic.

Research Considerations

If your writing assignment requires research, you will probably find that the research process itself will dictate how broad or narrow your topic should be. We have all had the experience of doing a library search on a word like "environment" and coming up with thousands of sources. Almost as common is the experience of searching for a term like "cultural animation" and coming up with only one source that seems useful. The topics we choose are often directly related to our research processes and their results.

Moving from Topic to Thesis

It is important to remember that a narrow topic is not the same thing as a thesis statement. Unlike a topic, a thesis makes a claim of fact, provides a claim of value, or makes a recommendation about a topic under consideration. For example, your narrowed topic might be "the underemphasis on foreign language in U.S. secondary schools." A focused thesis statement making a claim about this topic might read, "U.S. secondary schools should require elementary students to take at least one course in a foreign language sometime during the 4th through 6th grades."

Transforming a workable topic into a possible thesis is really just a continuation of the narrowing process, with an emphasis on what you want to say about your topic. In this way, it is much like the "hypothesis" stage of the scientific method. You arrive at a thesis by attempting to make a statement about the topic you have chosen.

Developing a Working Thesis

A working thesis is a tentative statement that you make about your topic early in the writing process, for the purpose of directing your thinking early. This thesis is likely to change somewhat or to be abandoned altogether as you move through the writing process, so it is best not to become too enamored of it.

There are two components of a working thesis. The first is, quite simply, your topic; and the second is your tentative statement about your topic. For example, if my narrowed topic is

"Rising property taxes in small towns in the Rocky Mountain region..."

I might add the following statement about that topic:

"...cause longtime residents and landowners in those towns not to be able to keep their property."

As I begin whatever research is necessary to support this thesis, I might find that I can't make this much of a claim. Or I might find that there are complexities that I hadn't considered. As I uncover new information about my topic, I will want to alter my working thesis accordingly, until it is workable and supportable.

Arriving at a Possible Thesis for an Essay Requiring Research

A In The St. Martin's Handbook , Third Edition [italics], Andrea Lunsford and Robert Connors suggest a process for moving from a topic to a research "hypothesis," by way of examining the "issue" at hand and framing this issue as a "research question." The following is an example of how I might move from topic to hypothesis if my narrowed topic is "rising property taxes in small towns in the Rocky Mountain region."

• Topic: Rising property taxes in small towns in the Rocky Mountain region
• Issue: The effects of these rising taxes on long-time residents and landowners in the small towns
• Research Question: What are the effects of rising property taxes on long-time residents and landowners in small towns in the Rocky Mountain region?
• Hypothesis: Because these taxes are increasingly difficult to pay, small town "natives" find themselves unable to hold onto their property.

This hypothesis, like a working thesis, is simply an early speculation on what I might find when I begin to research. As I read more and more about my topic, I will probably find that I need to make changes to the hypothesis in order to make it a supportable thesis. As I uncover new information about my topic, I will want to alter my working thesis accordingly, until it is workable and supportable.

Arriving at a Possible Thesis for an Essay Requiring You to Take a Position

One of the greatest challenges in written argument is determining what it is that you would like to (and are able to) say about your topic.

Narrowing from Topic to Thesis in Argument

Before you begin drafting an argument paper, you need to decide (tentatively, at least) what it is that you will be arguing about the topic you have chosen. The following prompts should help you focus your argument from a topic to a position on that topic. What is your topic? (e.g.--Rising property taxes in small towns in the Rocky Mountain region) What are three controversies associated with this topic? (e.g.--Rising property taxes make the town affordable only to the wealthy. This changes the flavor of the town. It forces long-time land owners to sell their land.) What are three questions people might ask about these controversies? (e.g.--Are these rising property taxes, which are the results of development in small towns in the Rocky Mountain region, forcing long-time land owners out of their home towns? Are rising taxes and land values changing the whole cultural and economic foundation of the towns? Given the effects of rising property taxes on impoverished land owners in small towns, is development in this area a good idea?) Decide which of these questions you are most interested in exploring. (e.g.--Given the effects of rising property taxes on impoverished land owners in small towns, is development in this area a good idea?) Now list several ways people might respond if you asked them your question. (e.g.--No, because impoverished land owners are unable to maintain the new standard of living. Yes, because development is always a good idea. Yes, because development is inevitable, and we can do nothing about it. Perhaps, but city planners and local governments must find ways to protect the interests of impoverished land owners when they determine property taxes.) Finally, decide where you stand in this range of responses. Think of a thesis that expresses your view. Write out your thesis and revise it throughout your research process until it is specific and takes a single arguable position. (e.g.--Because impoverished land owners in small towns in the Rocky Mountain region are often badly hurt by the rising property taxes resulting from development, city planners and local governments must find ways to protect the interests of these land owners when they determine property taxes.)

Working With Topics in Different Disciplines

Don Zimmerman, Journalism and Technical Communication Professor Writers' understanding of topics and their fields of study allow them to focus on a specific topic. Following a good problem solving process or scientific method can help you select a topic. Whereas on the job, topics emerge from day to day activities. When working, you don't need to look for topics to write about. Your respective field/job responsibilities allow you to find the problems.

The ways that topics are approached and the types of topics that are discussed vary from discipline to discipline. It is important to investigate the types of topics that are discussed (and the ways that they are discussed) in your own discipline. As a writer, it is necessary to determine what topics are talked about and why in your own discipline (or in the discipline for which you are writing). This can be done by way of talking to professionals in the discipline, looking at relevant journals, and conducting Internet and database searches (to name a few possibilities).

Related Information: Browsing Journals Important to Your Discipline

Almost every discipline has journals that are associated with it, and scholars in the discipline depend on these journals in order to remain informed about what topics are being discussed. For example, scholars in the field of psychology rely on psychological journals; doctors rely on medical journals; and English professors rely on literary journals. Because journals are at the center of each discipline's current discussions, it is a good idea to browse them when looking for current topics. If you are unsure of how to go about doing this, talk to a professor in your discipline, a reference librarian in your library, or a librarian in your library's Current Periodicals room. These people can usually provide you with a few titles of important journals relevant to your field. Once you have these titles, you can locate a few issues of each journal in the Current Periodicals room, sit down for an hour or two, and look through the articles to see what is being talked about and what interests you.

Related Information: Online Searches and Databases

One way of getting to the sources which will discuss topics current to your discipline is by searching the various computer databases and search engines related to that discipline. A database is simply an arrangement of information by way of similar subject matter. Some multidisciplinary scholarly databases include ResearchGate, Google Scholar, and OpenAlex. There are more specialized databases as well for almost every discipline. For example, if you were researching a topic for a Sociology essay on group behavior of Deadheads, you might go to the Social Sciences Index to find sources related to your topic. For information on how to find relevant and useful databases, talk to the reference librarian in your library, or ask an expert in your field which databases they use regularly.

Related Information: Talking to Professionals in Your Discipline

One of the most efficient ways to learn what topics are currently being discussed in your discipline is to talk to the experts: instructors and other professionals working within that discipline. We often forget that these people can be valuable resources to us, and can point us toward books, journals, databases, and other sources of information that scholars in our various fields use often.

Additional Resources

Harvard Extension School - ' Choosing a Topic '

Purdue OWL - ' Choosing a Topic '

USU Libraries - ' Choosing a Research Topic '

York College - ' Choosing a Topic and Identifying Keywords '

Nesbitt, Laurel, Dawn Kowalski, & Andrea Bennett. (2022). Choosing and Refining Topics. Writing@CSU . Colorado State University.  https://writing.colostate.edu/guides/guide.cfm?guideid=20

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NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Methods Guide for Effectiveness and Comparative Effectiveness Reviews [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008-.

Methods Guide for Effectiveness and Comparative Effectiveness Reviews [Internet].

The refinement of topics for systematic reviews.

Investigators: David I Buckley , MD, MPH, Mohammed Ansari , MBBS, MMedSc, MPhil, Mary Butler , PhD, Clara Williams , MPA, and Christine Chang , MD, MPH.

Affiliations

Published: January 24, 2013 .

• Structured Abstract

The Agency for Healthcare Research and Quality (AHRQ) Effective Health Care (EHC) Program conducts systematic reviews on a range of health care topics. Topics are nominated by a variety of stakeholders. Nominated topics undergo a refinement process to ensure that the Key Questions are relevant, of appropriate scope, and will ultimately yield a useful systematic review. Topic refinement investigators gather input from Key Informants, topical experts, and a literature scan to inform changes in the PICOTS (population, intervention, comparator, outcomes, timing, and setting), analytic framework and Key Questions. Evidence-based Practice Centers (EPCs) have approached the topic refinement process in similar and different ways. AHRQ convened a work group to assess current approaches and to develop recommendations for best practices; we report our findings here.

Design and setting:

We formed a workgroup of four investigators from four different EPCs in the United States and Canada and one AHRQ Project Officer. All participants held experience in topic refinement. We generated a prioritized list of methodological questions and possible guiding principles considered in the topic refinement process. We discussed each issue until we reached agreement.

A refined topic should address an important health care question or dilemma; consider the priorities and values of relevant stakeholders; reflect the state of the science; and be consistent with systematic review research methods. The guiding principles of topic refinement are: fidelity to the original nomination, public health and/or clinical relevance, research feasibility, responsiveness to stakeholder input, reducing investigator bias, transparency, and suitable scope. We describe the mechanics of the topic refinement process, and discuss approaches and variability in methods used by EPCs to engage Key Informants, integrate and synthesize input, and report findings. Practical suggestions and challenges in preparing and recruiting Key Informants, facilitating engagement, synthesis, and reporting are described and discussed. Decisions about integrating input from various sources require investigator judgment in the application and balance of the guiding principles. The relative importance and application of these principles will vary by topic and purpose of the systematic review. Variability in topics precludes a prescriptive approach to application of the guiding principles. Transparency and consistent documentation of decisions are important for public accountability and integrity of the topic refinement process.

Conclusion:

Systematic reviews that are accurate, methodologically rigorous, and as relevant and useful as possible for stakeholders require that topics be well refined. This report details guiding principles and methodological recommendations that may help investigators to better refine topics for systematic reviews, both within and outside of the EHC Program.

• Introduction

“A prudent question is one-half of wisdom.” — Francis Bacon

Systematic reviews aim to improve health outcomes by developing evidence-based information about which interventions are most effective for which patients under specific circumstances, and to disseminate that information to patients, clinicians, and decisionmakers. 1 Systematic reviews are used by a variety of organizations to inform clinical guidelines, 2 health care policies, 3 and insurance coverage decisions. 4 The Evidence-based Practice Center (EPC) Program, part of the Agency for Healthcare Research and Quality (AHRQ) Effective Health Care (EHC) Program, conducts systematic reviews on topics related to a range of health care issues nominated by a variety of stakeholders. Stakeholders may represent patients, consumers, advocacy organizations, clinicians, researchers, agencies that issue guidelines, policymakers, industry, or health care organizations. Involving stakeholders in the nomination process provides an opportunity for end users of research to participate in asking and answering questions about health care.

To provide useful answers, systematic reviews must ask the right questions. Challenges arise when stakeholder-nominated topics are not ideally formulated for the broadest public health and/or clinical relevance, or not formulated to be researched feasibly using accepted systematic review methods. Additionally, nominations might not ideally reflect the state of the science or technical aspects of the topic. Conducting systematic reviews may be difficult or impossible for topics that are inadequately precise or overly inclusive in their description of the populations, interventions, comparators, and/or outcomes of interest. Alternatively, topics that are overly narrow might be feasibly expanded to have broader relevance than that intended in the original nomination. To ensure that systematic reviews provide the most useful answers, topics nominated by stakeholders generally need to be refined so that the Key Questions are relevant and feasibly researchable.

In 2007, investigators with the EPC Program began developing methods for topic refinement that were iteratively modified and eventually formalized into a Topic Refinement Document ( Appendix A ). Since 2009, the program has used this document as a guide for systematically conducting topic refinements and as a template for drafting summary reports for individual topic refinements. To date, this document has provided the most complete methodological guidance for topic refinement. Although the Topic Refinement Document stipulates the required phases and common elements of topic refinement, different EPCs have approached specific aspects of topic refinement in both similar and different ways. This variation among EPCs provided an excellent opportunity to learn and consider the advantages and disadvantages of different approaches to topic refinement. Therefore, AHRQ convened a work group to synthesize and assess current approaches to topic refinement and to develop methods recommendations for best practices. This report details the work group's findings, including guiding principles and methodological recommendations that may help investigators to effectively refine topics for systematic reviews, both within and outside of the EPC Program.

Topic refinement is one of several major stages in the process of producing a systematic review through the EPC Program; it bridges the initial stage of topic nomination and development and the latter stage of conducting the systematic review (see Figure 1 ). During topic nomination and development, a team of investigators reviews stakeholder-nominated topics and determines which nominations meet program inclusion criteria and should be recommended for topic refinement and systematic review. These recommendations are based on EPC Program principles, priority conditions, and specific selection criteria. 5 Selected topics then undergo the topic refinement process addressed in this report.

Major stages in producing a systematic review.

The primary goal of topic refinement is to formulate research questions that can be addressed by a systematic review; the goal is not to answer the questions. A refined topic includes three principal elements: (1) clearly articulated population(s), intervention(s), comparator(s), outcome(s), timing, and setting(s) of interest—collectively referred to as the PICOTS; 5 , 6 (2) well-written Key Questions that are precise, detailed, and clearly focused; and (3) an analytic framework that represents the relationships between the elements of the PICOTS and the Key Questions. 7 - 10 The topic refinement process includes a number of steps that begin with preliminary materials from the initial topic nomination and development stage and end with the refined topic and summary report being sent to the systematic review team for use in developing the systematic review protocol. These steps are outlined in Figure 2 .

The process of topic refinement. AHRQ = Agency for Healthcare Research and Quality; EPC = Evidence-based Practice Center; PICOTS = population, intervention, comparator, outcomes, timing, and setting

The steps of topic refinement fall into two main phases—an initial phase in preparation for interviews with Key Informants, and a second phase that starts with Key Informant interviews and includes subsequent refinement and reporting of the topic. The Topic Refinement Document ( Appendix A ) provides a template for preparing a Topic Refinement Summary Report in the initial refinement phase. This is used for the Key Informant interviews and contains a narrative on the background and context of the topic, provisional PICOTS, provisional Key Questions, a provisional analytic framework, and a list of issues to discuss with the Key Informants. In preparing this report, the topic refinement team will conduct a targeted literature scan and may consult with topical experts. The Key Questions reflect important decisional dilemmas faced by stakeholders and clearly define the logic and scope of the topic. The Key Questions and analytic framework are formulated around specified PICOTS of interest. Typically, topic nominations present the elements of the PICOTS in a general form. Therefore, refining and focusing the PICOTS is a critical task of topic refinement.

Through Key Informant interviews in the second phase of refinement, the team elicits input on issues that cannot be resolved with a limited literature search and/or that require the perspective, experience, or technical knowledge of experts or other stakeholders. The Key Informants' input is considered, synthesized, and, when appropriate, incorporated into modifications of the provisional Key Questions and analytic framework, all of which is then described in the topic refinement summary report. The refined PICOTS, Key Questions, and analytic framework are posted online for broader stakeholder input before finalizing refinement. This topic refinement process typically takes about 4 months.

A Note on Terminology

In this report, we use the term “preliminary” to refer to elements of a topic that are developed prior to the topic refinement process. This includes the proposed Key Questions formulated by the nominating stakeholder and/or the topic nomination and development team. We use the term “provisional” to refer to the elements of the initial topic refinement phase. These “provisional” elements are: (1) descriptions of the PICOTS of interest; (2) Key Questions for the systematic review; and (3) an analytic framework. These represent the first stage of refinement, based on the work of the topic refinement team, a scan of the literature, and input from topical experts. These elements are considered provisional because they still do not include the input of multiple Key Informant stakeholders, whose views, expertise and values may lead to further refinement. Finally, we use the term “refined” to refer to the elements of the topic in their modified form after the topic refinement team has considered and integrated input from stakeholders (Key Informants and/or public commentary).

Objectives of the Topic Refinement Work Group

AHRQ's EPCs have produced summary reports of the refinement of approximately 100 topics for systematic reviews, using the EPC Topic Refinement Document. However, while the Topic Refinement Document stipulates the required elements to be included in the Topic Refinement Summary Report, it provides only general guidance on how to actually conduct the various steps of the process. A previous methods paper presented some guidance for topic refinement in similarly general terms. 5 With this guidance, EPCs have approached the details of topic refinement in a variety ways. This variation offered an opportunity to learn from the experience of different EPCs, to synthesize that experience into a more detailed description of the topic refinement process, and to generate more detailed guidance for this important stage in the production of systematic reviews through the EPC Program. To that end, AHRQ convened a work group to assess the topic refinement process and develop recommendations for effective approaches to topic refinement.

• To elaborate on the minimal and general description of topic refinement provided in the Topic Refinement Document, based on an assessment of the experience of various EPCs in conducting topic refinements.
• To articulate a set of guiding principles for the topic refinement process.
• Based on an assessment of the experience of various EPCs, to identify best practices and incorporate those practices into the more detailed description of topic refinement.

By producing a more detailed description of topic refinement, including guiding principles and best practices, we hope to provide useful guidance that will make the topic refinement process more consistent, deliberate, and transparent. However, we expressly did not seek to develop prescriptive recommendations to be uniformly applied in all cases. Topics vary in their requirements for refinement, and different investigators may use different but equally valid rationales to make different but equally valid topic refinement decisions. Therefore, we sought to articulate viable approaches to the numerous aspects of topic refinement and to discuss the relative advantages and disadvantages of different approaches. Rather than prescribing exactly how investigators should conduct every topic refinement, we sought to offer guidance to help EPC investigators make better decisions about how to approach topic refinement.

We convened a work group consisting of four investigators from four different EPCs in the United States and Canada and one Project Officer from AHRQ. All investigators had direct experience conducting topic refinements for the EPC Program and the Project Officer had broad experience of the topic refinement process as it has been followed across numerous EPCs. In addition, a research associate with experience as a topic refinement team project manager provided input on the logistics and management aspects of the topic refinement process.

Our work group followed previously described basic principles for developing methods guidance in the EPC program. 9 In particular, we recognized that the subjectivity and variability inherent in the topic refinement process limits the use of empirical evidence in developing guidance. Therefore, our work group used a best-practice approach based upon (1) the direct topic refinement experience of the work group members, (2) our critical assessment of completed topic refinements from other EPCs, and (3) input on an initial draft of this report from EPC investigators representing all but one AHRQ EPC.

As a first step, work group members each described their own EPC's approach to topic refinement, including their routine procedures as well as perceived strengths, challenges, and problems with the approach. The AHRQ Project Officer then described successful and unsuccessful procedures used by other EPCs not directly represented by the work group members. In this way, group members gained familiarity with the procedures of other EPCs, identifying shared practices as well as unique aspects of each EPC's topic refinement process. Next, each work group member individually reviewed three topic refinement summary reports and other pertinent documents (such as call minutes, disposition tables, and protocols) previously produced by EPCs other than their own. We compared these to elucidate: (1) similarities and differences between the elements of the original PICOTS and the Key Questions that were refined, (2) rationales used in making refinements, (3) sources of input that influenced the decisions to refine (e.g., topic refinement team judgment, Key Informant input, literature scan), and (4) how the process was reported.

Based on these careful examinations of current practice in topic refinement, we compiled a list of questions for the work group to consider in detail. These questions addressed a range of issues and concepts that were (1) challenging for many EPCs, (2) incompletely articulated in topic refinement summary reports, and/or (3) especially variable between EPCs. We generated an initial list of 33 items, which we consolidated according to common themes into a list of 17 items for the work group to discuss. In the course of our deliberations, we further consolidated these items and categorized the relevant issues into three main categories, as presented in the Results section of this report: The overall purpose of topic refinement; guiding principles; and the mechanics of conducting a topic refinement.

We discussed each of the items during eighteen 90-minute teleconference meetings over 12 months. All meetings were audio recorded, and detailed minutes of the meetings were subsequently reviewed and discussed by all group members. When possible, the work group strove to elaborate on the basic description of topic refinement contained in the Topic Refinement Document, particularly regarding various elements of the mechanics of conducting a topic refinement such as the initial topic refinement, engaging stakeholders, synthesis, and reporting. We also strove to assess critically each item on the list and to synthesize a set of recommendations to guide the topic refinement process. We worked to achieve consensus in our recommendations regarding general guiding principles. Recognizing the legitimate variability in the requirements of different topics and in approaches to the mechanics of topic refinement, we sought to describe different viable approaches and discuss their relative merits. EPC investigators representing all but one EPC provided input on the draft report. Additional experts in systematic review were invited to provide external peer review of this draft report; AHRQ and an associated editor also provided comments. The draft report was posted on the AHRQ Web site for 4 weeks to elicit public comment. We addressed all reviewer comments and revised the final report as appropriate.

The results are organized in three sections: What is Topic Refinement , Guiding Principles , and The Mechanics of Conducting a Topic Refinement . This third section combines a description of an aspect of the topic refinement process (e.g., initial topic refinement phase) with a discussion of various best practices and issues for investigators.

What is Refinement?

Refinement implies making changes to attain a better fit with a certain standard. In this sense, the goal of topic refinement is to improve a nominated topic so that it is a good and accurate fit with a number of criteria (see Box 1 ). A well-refined topic accurately and precisely reflects the health care question or dilemma the systematic review is intended to address. It aligns with the priorities and values of a broad range of relevant stakeholders and users of the systematic review. It should accurately reflect the state of the science and technical aspects of the topic. It should be compatible with systematic review research methods.

Criteria that a refined topic should fit.

Nominated topics may be inadequately precise, overly inclusive, or overly narrow in their descriptions of the populations, interventions, comparators, and/or outcomes of interest. Hence, refinement of a topic for public health and/or clinical relevance and for research feasibility may involve narrowing the focus of some elements of the PICOTS, expanding some elements, or both. This process more closely resembles sculpting in clay than sculpting in marble.

Topic refinement investigators strive to optimize the fit of the topic with all of the categories in Box 1 . To do so may require a balanced compromise that considers the relative importance and/or practicality of the criteria. For example, certain stakeholders might nominate a topic highly relevant for their own constituency but also very narrowly focused. A topic refinement investigator might recognize the potential for viably expanding the focus of such a topic to be more broadly relevant to other stakeholder groups, with little or no reduction in relevance to the nominating group. At the same time, the results of a literature scan might suggest that certain aspects of the question have already been adequately answered and therefore should not be included in a new review. Decisions that produce relevant and researchable (and therefore useful) Key Questions lie at the heart of the topic refinement process.

Guiding Principles

In refining a topic, investigators make numerous decisions to include, exclude, or otherwise modify aspects of the populations, interventions, comparators, outcomes, and settings of interest. They also decide how these elements of the PICOTS should relate to one another as formulated in the Key Questions and analytic framework. Our reviews and discussion of previous topic refinements suggested that investigators variably consider and apply principles when making decisions and refinements; however, the basis upon which these decisions are made has not been previously formalized.

We identified seven guiding principles to be routinely and systematically considered in the course of refining a nominated topic for a systematic review (see Box 2 ). These are: (1) fidelity to the original nomination; (2) relevance; (3) research feasibility; (4) responsiveness to stakeholder input; (5) reducing investigator bias; (6) transparency, and (7) suitable scope. Four principles (fidelity, responsiveness, minimizing investigator bias, and transparency) relate primarily to the conduct of the topic refinement process, and three relate more to the topics themselves (relevance, research feasibility, and suitable scope). These inter-related principles for topic refinement are consistent with those previously described in the EPC guidance for conducting systematic reviews, including relevance, timeliness, objectivity, scientific rigor, public participation, transparency, and emphasis of a patient-centered perspective. 11

Guiding principles for topic refinement.

To satisfy a certain principle an investigator may have to compromise on satisfying another principle. For example, to increase the relevance of a nominated topic that specified a very limited population or setting an investigator might substantially broaden the scope of the PICOTS. In turn, this broader scope might reduce the feasibility of researching the topic. Given that topics vary widely, the relative importance of each principle may also vary according to the topic being refined. Hence, these recommendations are not meant to prescribe how these principles should be applied or balanced for individual topics, only that they be considered. Inevitably, skilled investigators will use their judgment and discretion in refining topics, often making trade-offs between various objectives. We envision investigators using the following seven guiding principles for more systematic and explicit decisionmaking.

Fidelity to the Original Nomination

The EHC Program is committed to addressing patient-centered health care questions that are tied to the concerns and decisional dilemmas of a broad range of stakeholders—from patients to advocacy groups to professional societies. And while the program does not necessarily strive to satisfy the specific purposes of given nominators, maintaining fidelity to the original nomination assures that topics and systematic reviews are based on real-world issues that are important to stakeholders. Fidelity to the nomination also assures that the systematic review will have relevance to a ready audience. Topic refinement might change the PICOTS and with them the aims of the review. Investigators should be mindful of the initial intent of the nominator as they narrow or broaden a topic so that the resulting review can be useful to a broad range of stakeholders.

Topics should be relevant to decisional issues that matter to the users of the systematic review, and should include outcomes that matter to patients even when the evidence may be scarce. 12 Some nominated topics of high relevance to the nominator may be too narrowly framed to be of great use to a broader audience. Thus, topic refinement investigators may broaden or change the scope of the topic to increase its relevance. For example, in the original nomination of a topic on the effectiveness of case management 13 the nominator specified case management performed by certified nurse case managers. The literature scan and input from Key Informants suggested that case management is frequently conducted by nurses without special certification and by professionals other than nurses. Therefore, the topic was expanded to be more broadly inclusive and relevant to a wider variety of case managers (while maintaining fidelity to the original nomination).

The investigator refines the topic to reflect the underlying clinical logic, which includes the relevant clinical concepts and beliefs about the mechanism by which interventions may improve health outcomes 9 . This requires an understanding of the relative strengths and weaknesses of the arguments for (1) including particular populations, interventions, comparators, outcomes and settings, and (2) the proposed relationships between these elements. This understanding should be reflected in the analytic framework and Key Questions. A topic might be generally relevant for a particular issue or audience, but its relevance is limited if the details of the formulated analytic framework and Key Questions do not reflect the intrinsic clinical logic of the topic. For example, the original nomination for a topic on the treatment of pressure ulcers 14 included as an outcome the progression of an ulcer to a more advanced stage. Key Informants emphasized that traditional staging systems imply a natural progression in wound severity that ignores variability in etiology. They also emphasized that progression of stage may not always be a relevant outcome. Therefore, the refined topic did not include progression of stage as an explicit outcome of interest.

Research Feasibility

Research feasibility pertains to the practicality of conducting a review using systematic review methods within a specified timeframe and budget. Factors that affect research feasibility are the complexity of the health care issue of interest; the clarity and precision of the Key Questions; the relative heterogeneity of the PICOTS elements; the scope of the topic; and the size and nature of the evidence base.

Key questions that explicitly address the clinical logic and complex aspects of a topic enhance the feasibility and improve the usefulness of the systematic review. For example, a topic was originally nominated in very general terms as “Can screening and surveillance for colorectal cancer using fecal DNA analysis improve health outcomes?” 15 As nominated, this topic did not reflect the underlying complexity of the issue. To make the clinical logic of the topic explicit, the team included Key Questions and an analytic framework that addressed test characteristics, test performance compared with established screening methods, acceptability and adherence to testing, optimal screening intervals, impact on patient-centered outcomes, and harms. Making these important aspects of the topic explicit enhanced its research feasibility.

The clarity and precision of the Key Questions and PICOTS directly influence systematic review inclusion and exclusion criteria. Questions that are unclear or vague may be cumbersome or too complex to answer. Precise Key Questions allow for clearer decisions about the evidence and its synthesis, producing more accurate and efficient reviews. Similarly, the heterogeneity of the PICOTS may also affect research feasibility. A topic that includes diverse populations, interventions, outcomes and/or settings may be more cumbersome to research. A heterogeneous mix of PICOTS and Key Questions may make evidence synthesis more complicated and presentation of the findings less clear.

The scope of a topic may also affect research feasibility. If a topic addresses numerous health care issues, or aspects of an issue, the synthesis of the evidence and communication of findings may be challenging. The topic refinement team may have to decide whether to conduct one systematic review should include them all or multiple more narrowly focused reviews. Such decisions should consider whether a high degree of inclusiveness would allow for clear and precise Key Questions, and whether a lower degree of inclusiveness would reduce relevance for decisionmaking.

Closely related is the influence of the evidence base. If the evidence base is large, it may be unwieldy and impractical to extract and synthesize the relevant literature within available resources. This might suggest the need to split the topic into multiple reviews, or to further focus and narrow the Key Questions. Investigators should consider whether such refinements would reduce the relevance of the review. Conversely, a small evidence base does not necessarily imply that the topic is not feasibly researchable. If certain questions are deemed highly relevant for important decisional dilemmas, then characterizing the evidence base—even if it is lacking—may be useful. Other aspects of the evidence base may also affect research feasibility, such as the design and quality of included studies.

As an example, an original nomination that included both screening for hepatitis C virus (a population health question) and treatment of hepatitis C virus (an individual health question) was refined and divided into two separate systematic reviews due to complexity of the Key Questions, volume of literature, and timeliness of review. 16 , 17 Key Informants emphasized the importance of understanding treatment effects, and inclusion of new treatment regimens and testing options. The Key Questions were revised to capture the complexities raised by Key Informants, and significantly expanded the scope of the review. To feasibly and adequately review the literature in a timely fashion at the level of detail emphasized by stakeholders, two separate reviews were developed in tandem.

Responsiveness to Stakeholder Input

To assure that topics are tied to real-world concerns and decisional dilemmas, the topic refinement team is responsive to the input of stakeholders, including those making public comments. Key Informants may differ in their perspectives, understanding, values, and priorities about the health care issues. It is not a goal of topic refinement to reach consensus among stakeholders. Consensus may arise spontaneously, suggesting that the PICOTS and Key Questions are on target. However, a lack of consensus may be equally useful in highlighting an area of disagreement that the team may further explore before making a refinement decision.

By considering the viewpoints and priorities of a broad range of stakeholders, the team may reduce the potential bias of singular views and avoid investigator tunnel vision. This does not imply, however, that the topic refinement team must comply with or incorporate all stakeholder input. Stakeholders can provide the investigators with a diversity of perspectives to consider, but the ultimate topic refinement decisions belong to the topic refinement team.

Reducing Investigator Bias

A topic refinement investigator serves as an arbiter who weighs and integrates information and viewpoints from various sources (literature, topical experts, and Key Informants). Each investigator also brings their experience, expertise, perspective, and values, which could bias the process. Numerous aspects of the topic refinement process can reduce the possible effect of investigator bias. First, as a deliberative process among members of a team, the assumptions and viewpoints of investigators can be made explicit and discussed. In this way, the team can become aware of their possible biases. This awareness allows them to more easily consider their views in relation to other input garnered during topic refinement. The deliberative nature of the process also facilitates the explicit consideration of possibly conflicting views of experts and/or stakeholders. Second, the EHC Program enforces a conflict of interest policy for investigators. 18 Third, a topic refinement team considers input from diverse stakeholders whose viewpoints and priorities may challenge the assumptions of investigators, identify gaps or inconsistencies in thinking, and provide insight into different values related to the questions of interest. Finally, topic refinement is a structured process that formalizes the steps of gathering and processing information, making refinement decisions, and transparently reporting those decisions. The consistency and structure of the process can help to assure that topic refinement investigators openly and judiciously consider various relevant viewpoints, including those that are new or different than their own.

Transparency

The evidence that influenced crucial topic refinement decisions and the rationale underlying critical refinements should be clearly and explicitly described and documented. This principle is important for public accountability, scientific rigor, and efficiency in the subsequent steps of conducting the systematic review.

Whitlock et al. 5 described public accountability as an ethical requirement for topic identification and selection in the EHC Program, because EHC decisions affect the allocation of limited public resources for comparative effectiveness research. The same principle and rationale apply to the topic refinement process. Stakeholders will have different perspectives and priorities regarding a given topic. Interested parties should be able to determine if and how their priorities were considered in the topic refinement process. Not all stakeholder input will necessarily have been included in the topic refinement process, but transparency allows for public accountability.

Transparency in reporting can also provide important insight into how the research process affected the outcome. The unavoidable subjectivity in the topic refinement process precludes its replication as in a controlled experiment. Yet, this same element of subjectivity makes transparent reporting all the more desirable for a rigorous process. The judgment and discretion of individual investigators will always come into play. This implies that two investigators or topic refinement teams presented with the same original topic nomination could make different decisions and refinements and thereby produce two topics with different PICOTS and Key Questions from a single original topic. Documenting the influence of specific assumptions, evidence, stakeholder input, and rationales allows a critical reviewer or a stakeholder to understand the basis upon which particular refinements to the topic were made.

Transparent documentation of the topic refinement process can also be of value in the subsequent stages of the systematic review. A clear record of the topic's evolution that describes the factors and thinking behind refinements can improve the efficiency and coherence of the systematic review process. This helps to prevent unnecessary duplication of effort on previously addressed questions while providing background context in light of which new questions can be considered.

Summary reports from different EPCs have displayed considerable variability in the detail and transparency of documentation. To make these reports more reliably transparent, we recommended changes to the Topic Refinement Document, including more explicit instructions and a structured guide for more complete reporting of the evolution of the topic. These changes have been incorporated into an updated document ( Appendix A ) and are described in the section on “Reporting,” below.

Suitable Scope

The scope of a topic refers to its relative degree of inclusiveness as reflected in the PICOTS, Key Questions, and analytic framework. The designated scope of a topic is related to a variety of factors, including the topic's intended relevance and research feasibility. A topic of narrow scope might be restricted to a single form of an intervention in a particular subpopulation with one outcome of interest and a single setting; it may lack the most relevance. In contrast, a topic of broad scope might include various forms of the intervention in the general population and include multiple outcomes and settings; it may present challenges for research feasibility. A suitable scope is sufficiently inclusive to have high relevance and usefulness for decisionmakers, and yet is not so broad as to reduce the coherence of the review and the precision of its findings.

The scope may also vary according to the complexity of the PICOTS elements and their interrelationships as expressed in the Key Questions. For example, a topic on the use of disease-modifying antirheumatic drugs (DMARDs) for treatment of juvenile idiopathic arthritis (JIA) 19 included multiple types of DMARD and multiple subtypes of JIA. In addition to the breadth of scope directly related to including numerous interventions (DMARDs) and numerous subpopulations (JIA subtypes), the scope of the topic was further broadened to include the question of variable effectiveness of different DMARDs with different JIA subtypes.

The scope of a topic may also be a function of the level of detail in the Key Questions. In general, higher specificity and detail in the PICOTS and Key Questions will constrain the focus of the topic and limit its scope. That is not to say that a topic with highly detailed Key Questions is always of narrow scope, as a topic of broad scope by virtue of addressing numerous issues with many Key Questions might have a high level of detail in those questions. Scope is distinct from the other principles, in that a description of the suitable scope is a goal of topic refinement and not a principle, per se. However, refinement decisions must usually consider scope in much the same way as the other principles.

Other Programmatic Considerations

The three major stages of a topic in the EPC program (topic nomination and development, topic refinement, and systematic review) are guided by separate but complementary criteria and principles. Infrequently, the topic refinement team may discover (perhaps through input from Key Informants or a more detailed literature scan) that that the topic as proposed no longer fulfills the program's selection criteria. Even though the considerations and purposes of topic development and topic refinement are separate and distinct, a topic in the refinement period must still fulfill the original selection criteria. If the topic cannot be reframed to fulfill the selection criteria it may not proceed to a systematic review.

Similarly the topic refinement team is mindful of the principles for the conduct of the systematic review. The application of topic refinement guiding principles can facilitate the principles for the conduct of the systematic review. Exercising the principles of responsiveness and relevance can promote a patient-centered approach to the evidence. The engagement of relevant stakeholders can elucidate the clinical logic. For example, during the topic refinement process for point-of-care testing for hemoglobin A1c (HbA1c), the topic refinement team learned that another systematic review on the same topic was underway. 20 The Key Informants felt that it answered their questions; it was the decision by the team and AHRQ that a new systematic review on this topic would be duplicative and would not add to the current body of knowledge.

In another example, the topic refinement team for enzyme replacement therapy for lysosomal storage disease 21 discovered that evidence was limited for the relevant outcomes for this rare condition. The team weighed several factors in addition to the small body of evidence on long-term effectiveness and harms, such as the inclusion of many study types (small trials, case series, and case reports) and the high potential for impact (affirmed by the absence of systematic reviews and by the Key Informants). Considering these factors, the team proceeded with a different type of EPC report, a technology brief, rather than a systematic review. The alternative report was more appropriate for the volume of the literature and the state of the science, while still providing information that would be relevant, timely, and useful for decisionmakers.

The Mechanics of Conducting a Topic Refinement

During topic refinement in the EHC Program, nominated topics are ushered through several phases ( Figure 2 ). Although the essential phases of the process follow a logical temporal sequence, the resulting changes in the topic may not always flow in a linear and predictable way. The outcome of one phase (e.g., Key Informant interviews) may lead to a revision in the outcome of a previous phase (e.g., Key Questions developed in the initial topic refinement). Certain aspects of the topic will fall into place before others, in no set order. Furthermore, the details of how a given phase of the process is conducted will differ depending on the nature and requirements of the particular topic; the skills, expertise, and experience of the topic refinement team; the particular Key Informants; and the resources of the individual EPC. Investigators must apply judgment and discretion when planning and conducting the various phases of the process.

The degree of refinement required will vary across topics. Some topics begin with clear and relevant Key Questions and well-defined PICOTS that accurately reflect the clinical logic; in these cases little may change during the topic refinement stage. Other topics may be less clear or complete and require more substantial refinement. In either case, all topics undergo the entire topic refinement process.

The Topic Refinement Team

Topic refinement requires a variety of skills. Members of the team should have (1) expertise in the methods of systematic review research, (2) knowledge of health care and/or health services, (3) the ability to search and understand health care research literature, (4) the ability to converse fluently with topical experts, (5) the ability to effectively engage stakeholders, (6) skill in the methods described in this report, and (7) project management skills. In addition, a topic refinement team needs to have knowledge of the particular health care topic of interest. It is not expected that each or any member of the team will have all of these skills, just that they have the skills collectively as a team.

EPCs have configured their topic refinement teams in different ways. Teams may include one or more investigators (M.D. or Ph.D.), one or more research associates/assistants, and a research librarian. Depending on the topic, this core team might be supplemented with a topical expert and/or a statistician. Some EPCs use a dedicated core team that leads all of the EPC's topic refinements. Other EPCs employ a single team to lead both topic refinement and the systematic review. Each approach has its own advantages and disadvantages, and EPCs should consider which approach best suits their organization and resources.

The use of a dedicated topic refinement team has the advantages of consistency, efficiency, and iteratively improved expertise. An experienced team that has conducted multiple topic refinements may acquire finer skills in the topic refinement process. In addition, having a dedicated topic refinement team may help to clearly distinguish the different objectives of the refinement stage and the systematic review stage. The goal of topic refinement is to formulate the questions, and the goal of the systematic review is to answer those questions. When formulating the questions it is important not to let considerations of the possible answers overly influence the formulation of the questions. This may be more difficult to achieve if the refinement and systematic review teams are the same.

An advantage to using a single team is improved continuity and efficiency throughout the topic refinement and systematic review process. When the systematic review commences, the team will already be familiar with the topic, facilitating the transition from the topic refinement phase to the systematic review phase. In addition, if further evolution of the Key Questions, analytic framework, and PICOTS is needed the team will be familiar with the issues considered during refinement, which may facilitate decisions about any additional changes to the topic. EPCs using a dedicated topic refinement team approach have addressed this need for continuity between the stages by including at least one of the topic's systematic review investigators as a member of the refinement team.

Initial Topic Refinement Phase

During the initial topic refinement phase, the topic refinement team will conduct an additional literature scan to supplement the guidance compiled during topic nomination and development. The purpose of this literature scan is two-fold: (1) to help the investigators better understand the topic, its clinical logic, and the decisional dilemmas; and (2) to familiarize the team with the extent of the relevant literature. The literature scan is a targeted search and review of the evidence, which is not fully synthesized. The intent of the literature scan is to provide insight about the research feasibility, relevance, and scope of the subsequent systematic review.

The members of the topic refinement team will not necessarily be experts in the topic, in which case they may conduct informational interviews with topical experts. These interviews provide insight into technical issues, controversies, and the current state of knowledge about the topic. Specific interview questions should be crafted to help clarify basic issues of the topic or uncertainties that arise in the course of reviewing the topic nomination materials and the literature scan.

Guided by a literature scan, input from topical experts, and discussions among themselves, the team develops the provisional PICOTS, analytic framework, and Key Questions. These provisional forms of the essential topic elements will then be used as the basis for interviews with the Key Informant panel (described below). The PICOTS, analytic framework, and Key Questions are interdependent and complementary, and usually evolve together—with changes in one usually carrying through to the others.

Appendix B provides an example from an actual review to illustrate the refinement of a few aspects of a topic. Figure B1 shows the changes to the preliminary nominated PICO (without Timing or Setting) and the nominated question of interest as they were refined into their provisional form. Table B1 charts the identified need for changes to particular elements of the nominated topic, the changes that were made, and the rationale for the refinements. This appendix does not provide a comprehensive description of the entire refinement of the topic. Rather, it illustrates a systematic approach to refining a select few aspects of a single topic. Such an approach can be comprehensively applied to the initial refinement of all aspects of a given topic.

The provisional PICOTS should be patient-centered and relevant for decisionmaking, regardless of what the topic refinement team anticipates will be found in the current literature. 5 For example, outcomes that matter most to patients, such as quality of life or morbidity, are generally more important than intermediate outcomes such as biomarker values. And, comparators that reflect real-world clinical practice or standard of care (and hence are relevant to decisionmaking) are generally preferable to placebo or no treatment.

Refining the PICOTS often involves a balance and tradeoffs between the different PICOTS elements; i.e., inclusion of one element might have restrictive implications for other elements. For example, an outcome of particular interest may not be applicable to certain subpopulations; or constraining the population of interest may limit the relevance to certain interventions. When making refinement decisions about the PICOTS, the topic refinement team considers the principles discussed above, including fidelity to the nomination, scope, relevance, and research feasibility.

The Analytic Framework

The analytic framework illustrates the relationships between the PICOTS and the Key Questions; these inform the systematic review scope and inclusion criteria. This can be useful for both the investigators and the end users of the systematic review—especially when the questions represent a complex logic chain—because the framework highlights the decisional context of Key Questions. The analytic framework depicts our understanding and assumptions of the clinical, biological, or health services underpinnings of the mechanisms through which an intervention is presumed to affect outcomes. Patient-centered outcomes occupy the final causal position in the framework. Causal intermediates or surrogates of the primary outcomes are shown more proximally in the framework. These “intermediate outcomes” are important if associated with patient-centered health outcomes or important for decisionmaking.

The choice of patient-centered and intermediate outcomes reflects the priorities and values of stakeholders and the clinical logic of the topic. An understanding of the clinical logic may come from the literature scan, input by topical experts, and/or the topic refinement investigator's expertise. This may be affirmed or revised later by input from Key Informants or public commentary. The analytic framework has been described in more detail previously. 7 - 10 An example of an analytic framework is in Appendix B .

Key Questions

The Key Questions guide the systematic review. As with the analytic framework, the Key Questions reflect the clinical logic and the important decisional dilemmas of the topic. A fundamental goal of topic refinement is to formulate precise, detailed, and clearly focused Key Questions that elucidate the health care issue of interest. At a minimum, the questions explicitly include the basic elements of population(s), intervention(s), comparator(s), and outcome(s) (PICO). They may also include timing and setting (TS). Each element of the PICOTS and their respective relationships should be specifically and unambiguously described.

Good Key Questions are formulated without judgments about the likelihood of the extant literature to answer them. The Key Questions address patient-centered health outcomes (e.g., quality of life, mortality, hospitalization rates), intermediate outcomes (e.g., diagnostic test characteristics, biomarker values), harms, and factors that may influence effect estimates and introduce heterogeneity in results. To investigate these factors, investigators may include additional Key Questions about subpopulations, different forms of the intervention, or specific settings. See Appendix B for an example of provisional Key Questions.

Engaging Stakeholders as Key Informants

The topic refinement team obtains input from stakeholder groups through the engagement of Key Informants. The Key Informant panel is a small number of individuals, who reflect the perspectives of those who would make decisions with the findings of the report, as well as those who would be affected by those decisions. Key Informant input can improve the systematic review, help ensure that the research reflects the needs of diverse groups, and facilitate the diffusion and implementation of findings.

Key Informants provide:

• Opinions about the preliminary Key Questions, PICOTS and analytic framework.
• Input about issues not adequately addressed in the initial topic refinement phase.
• A spectrum of relevant views about technical aspects of the topic, stakeholder priorities, standards of care and potential dilemmas or controversial decision points.
• Input about the most important outcomes for decisionmaking.

Key Informants also provide input from diverse viewpoints. For example these individuals may: describe their experiences with a particular technology; share their opinions about the advantages or disadvantages about specific treatments; describe usual care from the perspective of their organization or specialty; share their opinions about the contribution of the proposed systematic review in improving health care; and/or elucidate important factors and values that affect their decisionmaking (see Appendix A for additional detail). With this input the topic refinement team can better understand real-world context; decisional dilemmas from a variety of perspectives; and controversies and reasons for divergent views. This in turn helps to inform the scope of the review, and improves the relevance and applicability of the results of the evidence review for decisionmakers.

Identifying and Recruiting Key Informants

The topic refinement team first identifies relevant stakeholder categories for the Key Informant panel. The team should ensure that the Key Informants represent the diversity of viewpoints on the topic. Unless clearly not relevant for a particular topic, patients or their representatives should always be included. The importance of other stakeholder groups will vary according to the topic and the particular issues or dilemmas to be considered. For topics known to be controversial or associated with particularly challenging dilemmas, Key Informants representing the important opposing viewpoints should be enlisted. Although the number of Key Informants varies by topic and the nature of the questions of interest, the typical range has been 6 to 12 individuals.

The topic refinement team may have a preliminary list of stakeholders from the topic nomination development phase. Key Informants might be identified by contacting professional, industry, or advocacy organizations; by contacting experts whose publications are identified in the literature scan; by referral of the AHRQ Project Officer, who may know of relevant stakeholders who have participated in the EHC Program; by referral of topical experts; or by referral of potential Key Informants (both those who elect to participate and those who do not).

Recruitment and scheduling of Key Informant interviews can be time consuming. Generally it requires multiple communications and coordination of schedules. Some potential Key Informants will decline to participate or will be unavailable during the designated timeframe. Therefore, making a prioritized list of more than one potential candidate for each stakeholder category is helpful. The initial invitation to participate should include a brief introduction to the EHC Program and their role in the topic refinement process; a description of the topic and the interview process; and information about the time and preparation required to participate.

Composition of Key Informant Interview Groups

The topic refinement team considers various factors when grouping Key Informants for interviews. These factors include the number of individuals, the types and variety of stakeholder groups, and the specific issues to be addressed. Determining the desired composition of the groups for individual interviews requires the judgment of the topic refinement investigators. For example, if the interview were to focus primarily on an issue requiring particular expertise, the size and heterogeneity of the group could be limited. Similarly, if the topic refinement investigators sought to explore the tension between differing views of an issue, a larger and more heterogeneous group might be desirable (e.g., a patient advocate, a clinician, and an industry representative). Patients or consumers may be more comfortable expressing their views when in a single stakeholder group. The team should carefully consider the type of information needed to further refine the topic and then compose the individual Key Informant interview groups accordingly.

The size of the group in a single interview may affect the quality of engagement, the detail and depth of the discussion, and the ease of facilitating the interview. An overly large group may not allow for all Key Informants to fully express their views within the allotted time. Similarly, trying to hear from too many participants and to address all questions on the interview agenda may preclude exploration of a particular question to the desired level of detail. Compared with smaller groups, a large group is more likely to include participants with a wider diversity of opinions, personalities, and communication styles, all of which may challenge the interviewer's ability to guide and focus the discussion. Larger groups might be viable if the issues for discussion are limited and the Key Informant group is sufficiently homogeneous. Larger groups do offer the potential advantage of reducing the time demand on the topic refinement team; but this advantage may not outweigh the disadvantages.

Determining the best size and composition of interview groups involves balancing the factors mentioned above with practical considerations such as the interview timeframe, schedules of the Key Informants, and available time of the topic refinement team. In our experience, two to four Key Informants per interview is effective and efficient for most topics. For eliciting very specialized and/or voluminous information, one-on-one interviews with particular individuals may be beneficial.

Conducting Key Informant Interviews

Key Informant interviews provide a means for the topic refinement team to gather information and better understand stakeholder opinions, values, and priorities. Consensus among participants however is not the goal. Generally, the team conducts interviews over a period of about 3 to 4 weeks, followed by several additional weeks to synthesize and incorporate input. The interviews are not conducted with the same high level of methodological and analytical rigor that would be used in focus group research (e.g., coding of transcripts, reaching saturation). Rather, they are an efficient way of eliciting input from stakeholders in as complete and thorough a manner as possible within the practical timeframe of the overall systematic review process.

The interviews are usually conducted via teleconferencing, although face-to-face interviews are sometimes possible. The interviews are scheduled to allow adequate time (typically about 60 to 90 minutes). Oftentimes a core member of the topic refinement team facilitates the interviews. Adequate preparation is essential to successful Key Informant interviews. Key Informants are sent advance materials that review the general purpose of topic refinement and clarify their role in the process; the provisional PICOTS, Key Questions, and analytic framework; and a list of the salient issues and questions to structure and guide the discussion. The list should also include open-ended, jargon-free questions that invite input on any aspect of the topic.

In preparation, the topic refinement team generates a well-considered list of clear and specific discussion questions to guide and structure the interviews. These should be questions about which the team is uncertain and/or which require the input of particular stakeholders. These may be questions that the team has not been able to adequately address with the literature search or in discussion with topical experts, or they may be questions that require additional stakeholders' perspectives, experience, or viewpoints. Questions that explicitly invite comments on the provisional PICOTS, analytic framework and Key Questions can provide useful input that might not emerge spontaneously. In particular, a question about which outcomes are important for stakeholders in making decisions can improve the relevance of the systematic review. And, asking for general input not specific to prepared questions may elicit important unanticipated perspectives.

The facilitator may open the interview by briefly reviewing the essential information contained in the preparatory materials. Such an introductory review will help clarify the goals of the interview, the meaning of PICOTS, the analytic framework, etc. Effective facilitation is essential for effective Key Informant interviews, and the general principles of effective facilitation have been described elsewhere. 12 Critical elements of good facilitation include assuring that all participants are included and allowed to fully express their views; posing effective followup questions that clarify and/or probe the subject more deeply; synthesizing various contributions and advancing the discussion by reformulating questions or just moving to the next agenda item; and reserving one's own opinion beyond that required to elicit and explore the views of the participants. Ultimately, effective facilitation requires good familiarity with the topic and the issues faced in the initial refinement.

The facilitator's job can be more challenging if the group is heterogeneous, either by design or circumstance. Generally, for a more diverse mix of Key Informants, the facilitator should emphasize questions at the intersection of the participants' varied backgrounds. For example, in an interview that includes a patient advocate and a clinician, the facilitator should avoid medical jargon and technical issues and emphasize questions for which all group members can be expected to have an opinion on an equal basis.

A detailed record of the interviews can be useful for reliably considering all relevant input. Such a record also aids the team in producing a summary report that accurately depicts the interviews and the decisions reached by the team. Various methods are used across EPCs to document the content of Key Informant discussions. Typically minutes are taken of interviews and circulated to participants. Recording and transcribing the interviews provides an even more complete record. Team members from at least one EPC use a standard form for this purpose. The form includes sections for (1) recording participants' input related to specific PICOTS elements, (2) observations and thoughts of the team member, and (3) questions as to whether any issues raised should be incorporated into future interviews and/or warrant specific refinements to the topic. It provides a structure for debriefing after the interview and helps ensure that important issues are not missed in the synthesis once all the interviews have been completed.

Integration and Synthesis

An essential aspect of the topic refinement process is the integration and synthesis of the information that the team gathers from various sources (literature scan, topical experts, and Key Informants). They consider whether to integrate this input, and how it will affect the analytic framework, Key Questions and PICOTS. These decisions about integration and synthesis are informed by the guiding principles. The importance of each principle may vary by topic, and the team will consider the extent to which a principle is applied, and the balance of one principle with another. Although this report describes effective practices and approaches to topic refinement, the variability between topics makes it impractical to apply the principles in a prescriptive manner. Some issues of synthesis were mentioned in the guiding principles section; this section discusses in greater detail how topic refinement investigators may balance specific principles.

Some refinement decisions are straightforward, and the team may incorporate information that addresses those issues in the course of gathering the information. For example, a nomination might not specify all subclasses of an intervention drug of interest, and the team might easily clarify with the literature scan or topical expert that an additional subclass is also clearly relevant. For other issues the team may intentionally delay a decision to gather additional input because the issue is complex, controversial, or best addressed by another source of information. For example, a Key Informant might indicate that a proposed outcome measure is not appropriate even though the literature scan showed that the measure is commonly used. In such a case, the team might wait to discuss the issue with subsequent Key Informants and/or topical experts before making a decision. Occasionally an issue previously settled is reconsidered in light of additional information or a subsequent decision about another issue.

The team may encounter various challenges in deciding how to synthesize different information, particularly when sources of input conflict. Differences may arise between the original nomination and Key Informant input. For example, the topic nominator may intend to use the systematic review as the foundation of a clinical guideline, and will specify particular interventions. Key Informants may identify additional interventions and comparators that reflect clinical practice and decisional dilemmas. The team will then balance fidelity to the original nomination with responsiveness to stakeholder input and suitable scope to ensure that the systematic review is relevant and useful to the nominator and for other stakeholders.

In other instances Key Informants may disagree on an issue. The team cannot be responsive to all input, and must judiciously decide which input to integrate. In making these decisions, the topic refinement investigator can consider the nature of the evidence, the opinions of experts, the team's own expertise with the topic and/or systematic review methods, and other EHC program principles such as patient-centeredness and public health relevance.

If a topic is limited in its scope by the needs of the nominator or input from Key Informants, the literature scan might reveal a small evidence base, in which case the team may have to balance the research feasibility of the topic with programmatic considerations about the broader relevance and usefulness of the proposed review. In other cases, the literature scan may reveal a large evidence base after further refinement of the clinical logic with Key Informant input; and the team may have to balance responsiveness to stakeholder input, research feasibility, and suitable scope to yield a useful and timely review.

The multiple opportunities for modifying a topic underscore the importance of consistently reporting decisions and the team's rationale for those decisions. This is important for the topic refinement team, for AHRQ, and for other EPC colleagues who may undertake the topic when it proceeds to the evidence review phase.

The topic refinement summary report documents the evolution of a topic through the refinement process, and may be used as a reference throughout the lifecycle of the topic in the EHC program. The topic refinement team may use this document for internal communication about reasons for changes through the topic refinement process. For the evidence review team, the topic refinement summary report may provide an historical document to understand previous decisions, inform discussion of similar issues, accurately respond to the Technical Expert Panel or peer reviewers about decisions made during topic refinement, assist with framing controversial issues in the evidence report, and contribute to discussion of future research needs in the evidence report. The AHRQ program officer may refer to this document to respond to stakeholder queries and to ensure consistency with EHC principles and criteria.

Generally the topic refinement summary report:

• Documents the evolution of a topic and explains refinement decisions, particularly when there is a clear alternative.
• Summarizes input from topical experts, Key Informants, the literature scan, and public reporting.
• Documents responses to input
• Points to areas of conflicting input.
• Highlights areas that remain unresolved.

Historically, the topic refinement summary reports have not included formal documentation of changes made after public posting of the draft Key Questions, PICOTS and analytic framework; or details of the initial literature scan. These changes are reported in other documents generated during the topic refinement process.

The workgroup observed variability in the content and level of detail in individual summary reports in the following areas:

• Documentation of topical expert discussions.
• Key Informant input, though much greater detail was found in the Key Informant call minutes.
• Documentation of changes to Key Questions and PICOTS.
• The rationale for changes to Key Questions and PICOTS, especially those made prior to Key Informant input.
• Description of decisional issues or controversies, and how different priorities or inputs were considered by the topic refinement team.
• Documentation of considerations given to the literature search.

The workgroup noted that other documents generated in the course of topic refinement (e.g., call minutes with the Project Officer and Key Informants) sometimes provided highly detailed documentation of discussions. However, the topic refinement summary reports frequently did not capture sufficient detail about the important issues and decisions that affected the topic scope.

While transparency does not require detailed documentation of every change and step in the process, disclosure is important for establishing confidence in the refined document—the confidence of patients, reviewers, nominators, decisionmakers, and policymakers. To improve the transparency and consistency of reporting, the workgroup recommended and integrated guidance into the updated topic refinement document ( Appendix A ):

• Detailed description of important and/or potentially controversial issues that arose during the topic refinement process.
• Summary of relevant points of the topic refinement team's discussion of controversial issues or issues that required balancing different viewpoints.
• Greater detail of rationales for revisions to the topic, including what changed, the timing, and information considered (i.e., literature scan, Key Informant input, topic refinement guiding principles).
• Inclusion of possible refinements that were considered, but did not result in a change.
• Inclusion of possible refinements that require additional future input (public commentary, Technical Expert Panel input, a more focused literature scan, etc.) or are otherwise more appropriate for the evidence review phase.
• Documentation of these changes in an easy-to-read tabular format.

Although the full topic refinement summary report is not posted publicly, the analytic framework, PICOTS, and Key Questions are posted for public comment (see next section ). In addition, a high-level summary of input and changes are reported in the protocol during the systematic review stage.

Public Posting

In addition to Key Informant interviews, public posting offers an important means of capturing input from a broader sample of stakeholders. This also promotes transparency and stakeholder input, important aspects of the EHC Program. A document outlining the proposed scope (draft Key Questions, PICOTS, and analytic framework) is posted for public comment on the EHC Web site for 4 weeks (see Appendix A ). The document also provides sufficient background to apprise the reader of the importance of the topic, uncertainties pertaining to clinical practice, potential impact on patient care, and the potential contribution of the proposed review. Any individual may comment; and commenters have included patients and other consumers, advocacy organizations, health care professionals, professional organizations, and industry representatives. Public comments may provide additional insights about the relative importance of outcomes and PICOTS elements to specific stakeholders, relevance of questions, additional relevant and interested stakeholders, clarity of wording, and potential approaches to frame the eventual evidence report.

Some individuals may attempt to answer the Key Questions rather than to comment on them. Nonetheless, such responses are still of value because they may point to relevant literature and guidelines, identify ongoing work by other organizations, highlight areas of low and high clinical uncertainty, provide insight into clinical or usual practice, and affirm the need for a new review. For example, for a recent review on inguinal hernia repair, 22 public input affirmed the importance and relevance of the topic and provided comments about certain procedures most commonly performed in the United States. This input affirmed that the review addressed the diversity of decisions and factors in inguinal repair, including surgical approach, fixation technique, mesh type, surgical experience, and setting. It also resulted in the elimination of two questions related to nonmesh procedures; expansion of questions related to three distinct populations; and reorganization of questions pertaining to mesh types and fixation methods.

At the end of the public comment period, the topic refinement and/or systematic review team reviews all comments. Additional revisions are documented in the topic refinement summary report. The revised Key Questions, PICOTS, analytic framework, and general highlights of comments and responses are included in the systematic review protocol. These elements are considered final after input from the Technical Expert Panel during the conduct of the systematic review.

To date, EPCs have conducted approximately 100 topic refinements. These topics represent a broad and diverse range of health care issues, each with its own clinical dilemmas, technical questions, coverage implications and/or policy challenges. Although the EHC Program stipulates the phases and common elements of topic refinement that EPCs must include, various EPCs have approached aspects of topic refinement in both similar and different ways. This variation among EPCs provided an excellent opportunity to learn and consider the advantages and disadvantages of different approaches to topic refinement. Our work group has reviewed the approaches used by various EPCs. We critically assessed the topic refinement process, and identified lessons learned. We have developed a set of guiding principles and identified practical approaches to conducting a topic refinement. The points of our report are presented in Box 3 . Through the review of topic refinement summary reports, we offer recommendations to improve the reporting and transparency of the topic refinement process. Given the variability between topics and topic refinement investigators, these recommendations are not meant to be prescriptive. Skilled investigators must inevitably apply judgment and discretion in refining topics. Therefore, we envision investigators using these principles for more systematic and explicit decisionmaking.

Key points.

While these recommendations can enhance and improve the process of topic refinement, our approach was limited in a number of ways. We were not able to assess the effect of topic refinement on the content of the systematic review, nor could we assess its effect on the uptake and presumed usefulness of the systematic review by stakeholders. While the opportunity existed to review public and peer review comments of the draft systematic reviews, the ability to make conclusions about the effect of topic refinement (or its elements) would be limited because of the input of other stakeholders during the systematic review process; other elements that affect perceived usefulness; and readability. While the topic refinement process is described as a linear process, oftentimes it is iterative and topic refinement summary reports may not reflect all considerations of investigators. The workgroup had a limited number of individuals from the EPC program, and thus a limited number of perspectives, but all workgroup members had experience in topic refinement across various EPCs, and the Project Officer had substantial additional experience working with other EPCs. Additional insights from direct contact with other EPC investigators might have informed our results. However, we did receive critical input from EPC investigators representing all but one AHRQ EPC, and we revised the final report accordingly.

The EPC Program's current methods for topic refinement were developed and have iteratively evolved since 2007. In that time, investigators learned lessons about the relative strengths and limitations of various approaches and aspects of topic refinement. The recommendations in this report were developed from our work group's synthesis and assessment of approaches used by various EPCs to date. Questions still remain about many facets of the topic refinement process. How to most effectively identify and engage stakeholders? How to better understand the effects of the inherent subjectivity of the process and to modulate those effects when possible? We expect that methods will continue to evolve and that more will be learned about the best approaches to these and other challenges.

• Abbreviations

Hemoglobin A1c or glycated hemoglobin level

Agency for Healthcare Research and Quality

Effective Health Care

Evidence-based Practice Center

Population, intervention, comparator, outcome, timing, and setting

Scientific Resource Center

sponsors systematic reviews and the translation and dissemination of research findings to inform decisionmaking and improve the quality of health care services.

EPCs are institutions in the United States and Canada contracted by AHRQ to develop systematic reviews and technology assessments on topics relevant to clinical and other health care organization and delivery issues. The EPCs also conduct research on methodology of systematic reviews.

This is a small number of stakeholders that provide input to the topic refinement team. They share their diverse perspectives and understanding of real-world context on specific topics during interviews facilitated by the topic refinement team. This in turn helps to inform the scope of the review, and improve the relevance and applicability of the results of the evidence review for decisionmakers.

These are individuals that suggest topics for systematic review. He/she lends the topic initial direction and form by providing information about the questions, the affected population, the health-related benefits and harms.

This group is composed of investigators and other individuals with expertise in topic content, systematic review methodology, health care, facilitation, and stakeholder engagement.

This is an individual who represents AHRQ and serves as a point of contact to the Evidence-based Practice Center and its investigators. The Project Officer provides oversight to ensure consistency with the program processes, scientific methods, and principles.

are individuals who have relevant content expertise and who are easily accessed by the topic refinement team. These may be clinicians or other health care providers, researchers, or other individuals who are well versed with the topic. These individuals provide input early in the topic refinement process before Key Informant interviews. These interviews provide insight into technical issues, controversies, and the current state of knowledge about the topic.

are individuals or groups with an interest in the clinical decision and the evidence that supports that decision. These end users of research may be patients or caregivers, practicing clinicians, representatives of professional or consumer organizations, payers, policymakers, industry representatives, or others involved in health care decisionmaking. The EHC programs strives to include stakeholders in the research enterprise from the beginning to improve the end product and facilitate the diffusion and implementation of the findings. Involving relevant stakeholders also helps to ensure that the research reflects the various needs of all diverse users.

Appendix A. EPC Topic Refinement Document

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Appendix B. Example of Selected Aspects of a Topic Refinement

Appendix Figure B1 Nomination: The effectiveness of disease-modifying anti-rheumatic drugs in children with juvenile idiopathic arthritis

Note: DMARD= disease-modifying anti-rheumatic drug, JIA=juvenile idiopathic arthritis, KQ=key question, NSAID=nonsteroidal anti-inflammatory drug, PICO=population, intervention, comparator, outcome.

Appendix Table B1 Changes to elements of the nominated topic with rationale for refinements

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Appendix Figure B2 Example analytic framework

* Measures used in the “ACR Pediartic 30” definition of improvement

Note: CRP=C-reactive protein, DMARD= disease-modifying anti-rheumatic drug, ESR = erythrocyte sedimentation rate, KQ = key question, ROM=.range of motion

Does treatment with any of a variety of disease-modifying anti-rheumatic drugs (DMARDs), alone or in combination, improve health outcomes (i.e. pain control; clinical remission; quality of life; parent/patient global assessment; mortality; function; or growth and development) compared with placebo, NSAIDs and/or corticosteroids, or other DMARDs?

Does treatment with any of a variety of DMARDs, alone or in combination, improve other outcomes (i.e. active joint count; number of joints with limited ROM; laboratory measures of inflammation; physician global assessment; or radiographic change) compared with placebo, nonsteroidal anti-inflammatory drugs (NSAIDs) and/or corticosteroids, or other DMARDs?

Is improvement with other outcomes associated with improvement in health outcomes?

Does treatment with any of a variety of DMARDs, alone or in combination, result in additional troublesome or serious harms compared with placebo, NSAIDs and/or corticosteroids, or other DMARDs?

How do the efficacy, effectiveness, safety or adverse effects of treatment with DMARDs differ between each of the various subtypes of juvenile idiopathic arthritis (JIA)?

Comparative Effectiveness Reviews are systematic reviews of existing research on the effectiveness, comparative effectiveness, and harms of different health care interventions. They provide syntheses of relevant evidence to inform real-world health care decisions for patients, providers, and policymakers. Strong methodologic approaches to systematic review improve the transparency, consistency, and scientific rigor of these reports. Through a collaborative effort of the Effective Health Care (EHC) Program, the Agency for Healthcare Research and Quality (AHRQ), the EHC Program Scientific Resource Center, and the AHRQ Evidence-based Practice Centers have developed a Methods Guide for Effectiveness and Comparative Effectiveness Reviews. This Guide presents issues key to the development of Comparative Effectiveness Reviews and describes recommended approaches for addressing difficult, frequently encountered methodological issues.

The Methods Guide for Comparative Effectiveness Reviews is a living document, and will be updated as further empiric evidence develops and our understanding of better methods improves. Comments and suggestions on the Methods Guide for Effectiveness and Comparative Effectiveness Reviews and the Effective Health Care Program can be made at www.effectivehealthcare.ahrq.gov.

This document was written with support from the Effective Health Care Program at AHRQ.

None of the authors has a financial interest in any of the products discussed in this document

Suggested citation: Buckley DI, Ansari M, Butler M, Williams C, Chang C. The Refinement of Topics for Systematic Reviews: Lessons and Recommendations from the Effective Health Care Program. Methods Research Report. (Prepared by Oregon Evidence-based Practice Center under Contract No. 290-2007-10057-I.) AHRQ Publication No. 13-EHC023-EF. Rockville, MD: Agency for Healthcare Research and Quality; January 2013. www ​.effectivehealthcare ​.ahrq.gov/reports/final.cfm

Disclaimer: The findings and conclusions in this document are those of the authors, who are responsible for its contents; the findings and conclusions do not necessarily represent the view of AHRQ or the Veterans Health Administration. Therefore, no statement in this report should be construed as an official position of these entities, the U.S. Department of Health and Human Services, or the U.S. Department of Veterans Affairs.

Acknowledgments

The authors gratefully acknowledge and thank the following individuals for their contributions to this project: Basmah Rahman, M.P.H., and Ngoc Wasson, M.P.H., for their administrative and project management support; Leah Williams, B.S., and Jeannine Ouellette for editing and formatting this paper; and associate editors Stephanie Chang, M.D., M.P.H., and Mark Helfand, M.D., M.P.H., M.S.

Peer Reviewers

Michelle Brasure, Ph.D.

Project Director, Minnesota

Evidence-Based Practice Center

Minneapolis, MN

Timothy S. Carey, M.D., M.P.H.

Co-Director, RTI-UNC

University of North Carolina at Chapel Hill

Chapel Hill, NC

Emma Irvin, B.A.

Director, Research Operations, Systematic Review Program

Institute on Work & Health

Toronto, ON, Canada

Joseph Lau, M.D.

Program Director, Tufts University

Tufts Medical Center

Melissa McPheeters, Ph.D., M.P.H.

Co-Director, Vanderbilt

Vanderbilt University Medical Center

Nashville, TN

Denise O'Connor, Ph.D.

Editor, Cochrane Effective Practice and Organization of Care Group

Australasian Cochrane Centre

Monash University

Victoria, Australia

Parminder Raina, Ph.D.

Director, McMaster University

McMaster University

Hamilton, ON, Canada

Thomas Ratko, Ph.D.

Associate Director, Blue Cross Blue Shield

Technology Evaluation Center

Washington D.C.

Gillian Sanders-Schmidler, Ph.D.

Director, Duke University

Duke University

Jodi Segal, M.D., M.P.H.

Associate Director, Johns Hopkins

Johns Hopkins University School of Medicine

Baltimore, MD

Paul Shekelle, M.D., Ph.D.

Director, Southern California

RAND Corporation

Santa Monica, CA

Jonathan R. Treadwell, Ph.D.

Associate Director, ECRI Institute

ECRI Institute

Plymouth Meeting, PA

C. Michael White, Pharm.D., FCP, FCCP

Director, University of Connecticut

University of Connecticut

Hartford, CT

• Cite this Page Buckley DI, Ansari M, Butler M, et al. The Refinement of Topics for Systematic Reviews: Lessons and Recommendations From the Effective Health Care Program. 2013 Jan 24. In: Methods Guide for Effectiveness and Comparative Effectiveness Reviews [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008-.
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Fleming, R.S., Kowalsky, M. (2021). Refining Your Research Topic. In: Survival Skills for Thesis and Dissertation Candidates. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80939-3_17

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Choosing and Refining Topics

When we are given a choice of topics to write on, or are asked to come up with our own topic ideas, we must always make choices that appeal to our own interests, curiosity, and current knowledge. If you decide to write an essay on same sex marriage, for instance, it is obvious that you should make that decision because you are interested in the issue, know something about it already, and/or would like to know more about it. However, because we rarely write solely for our own satisfaction, we must consider matters other than our own interests as we choose topics.

A Definition of a Topic

A topic is the main organizing principle of a discussion, either verbal or written. Topics offer us an occasion for speaking or writing and a focus which governs what we say. They are the subject matter of our conversations, and the avenues by which we arrive at other subjects of conversations. Consider, for instance, a recent class discussion. Although your instructor determined what topic you discussed initially, some students probably asked questions that led to other topics. As the subjects of our discussions lead to related subjects, so do the topics we write about lead to related topics in our academic studies. However, unlike the verbal conversations we have, each individual piece of writing we produce usually focuses on a single topic. Most effective writers learn that when they present a well-defined, focused, and developed topic, they do a better job of holding their readers' attention and presenting appropriate information than if they had not attempted to place boundaries on the subject of their writing.

Arriving at Topics for Writing Assignments

In academic writing, topics are sometimes dictated by the task at hand. Consider, for example, that you must conduct a lab experiment before you can sit down to write a report. Or perhaps you have to run a statistical program to get your data. In these situations, your topic is determined for you: You will write about the results of the work you have completed. Likewise, your instructor may simply hand you a topic to explore or to research. In these situations, you are delivered from both the responsibility and the rewards of choosing your own topic, and your task is to try to develop an interest in what you have been given to write about.

More often, however, you will have a bit more leeway in choosing topics of your own. Sometimes you will be asked to find a topic of interest to you that is grounded in ideas developed in shared class readings and discussions. Other times, your assignment will be anchored even less, and you will be responsible for finding a topic all on your own. Many students find that the more freedom they are given to pursue their own interests, the more intimidated they are by this freedom, and the less certain they are of what really is interesting to them. But writing assignments with open topic options can be excellent opportunities either to explore and research issues that are already concerns for you (and which may even have been topics of earlier writing) or to examine new interests. A well chosen writing topic can lead to the types of research questions that fuel your academic interests for years to come. At the very least, though, topics can be seen as occasions for making your writing relevant and meaningful to your own personal and academic concerns.

How Purpose and Audience Affect the Choice of Topics

Before choosing and narrowing a topic to write about, consider why you are writing and who will read what you write. Your writing purpose and audience often dictate the types of topics that are available to you.

In the workplace, purpose and audience are often defined for you. For instance, you might have to write a memo to a co-worker explaining why a decision was made or compose a letter to a client arguing why the company cannot replace a product. In either case, your purpose and audience are obvious, and your topic is equally evident. As a student, you may have to work a little harder to determine which topics are appropriate for particular purposes and audiences.

Oftentimes, the wording of your assignment sheet will offer clues as to the reasons why you are writing and the audience you are expected to address. Sometimes, when assignment sheets are unclear or when you misunderstand what is expected of you, you will need either to ask your instructor about purpose and audience or to make your own educated guess. However you arrive at the purpose and the audience of your writing, it is important to take these elements into consideration, since they help you to choose and narrow your topic appropriately.

Interpreting the Assignment

Steve Reid, English Professor It's important to circle an assignment's key words and then ask the instructor to clarify what these words mean. Every teacher has a different vocabulary. My students always ask me what I'm looking for when I give an assignment. As a writer, you need to know what the words mean in your field and what they mean to your instructor.

Many times, an assignment sheet or verbal assignment given by an instructor will reveal exactly what you are being asked to do. The first step in reviewing an assignment sheet is to circle key words or verbs, such as "explain," "describe," or "evaluate." Then, once you've identified these words, make sure you understand what your instructor means by them. For example, suppose your instructor asks you to describe the events leading up to World War II. This could mean explain how the events prior to World War II helped bring about the beginning of the war, or list every possible cause you think led to the war, or describe and analyze the events. Inquiring before you start writing can help you determine your writing purpose and the expectations of your intended audience (usually your instructor).

How Purpose Affects Topics

Your purpose helps you to narrow a topic, since it demands particular approaches to a general subject. For example, if you're writing about how state policy affects foreign language study in grades K-12 in Oregon, you could have several different purposes. You may need to explain how the Oregon law came about; that is, what influenced it and who was responsible. Or perhaps you would need to explain the law's effects, how curriculum will be altered, etc. Another purpose might be to evaluate the law and to propose changes. Whatever purpose you decide to adopt will determine the questions which give direction to your topic, and (in the case of a research paper) will suggest the type of information you will need to gather in order to address those questions.

How Audience Affects Topics

Steve Reid, English Professor You have to be careful so your topic is not too narrow for your audience. You don't want readers to say, " Well, so what? I couldn't care less." One the most important roles a topic plays is impacting an audience. If your topic gets too narrow and too focused, it can become too academic or too pedantic. For example, every year at graduation, I watch people laugh when they hear the title of a thesis or dissertation. The students who wrote these documents were very narrowed and focused, but their audiences were very restricted.

Having a clear idea of the audience to whom you are writing will help you to determine an appropriate topic and how to present it. For example, if you're writing about how state policy affects foreign language study in grades K-12 in Oregon, you could have many different audiences. You could be writing for teachers, administrators at a specific school, students whose educational program will be affected by the law, or even the PTA. All of these audiences care about the topic since they are all affected by it. However, for each of them you may need to provide different information and address slightly different questions about this topic. Teachers would want to know why the policy was created and how it will affect what goes on in their classrooms. Parents will want to know what languages their children will be taught and why. Administrators will want to know how this will change the curriculum and what work will be required of them as a result. Knowing your audience requires you to adapt and limit your topic so that you are presenting information appropriate to a specific group of interested readers.

Choosing Workable Topics

Most writers in the workplace don't have to think about what's workable and what's not when they write. Writing topics make themselves obvious, being the necessary outcome of particular processes. For example, meetings inspire memos and minutes; research produces reports; interactions with customers result in letters. As a student writer, your task is often more difficult than this, since topics do not always "find you" this easily.

Finding and selecting topics are oftentimes arduous tasks for the writer. Sometimes you will find yourself facing the "blank page" or "empty screen" dilemma, lacking topic ideas entirely. Other times you will have difficulties making your ideas fit a particular assignment you have been given. This section on "Choosing a Workable Topic" addresses both of these problems, offering both general strategies for generating topic ideas and strategies for finding topics appropriate to particular types of writing assignments that students frequently encounter.

How to Find a Topic

Don Zimmerman, Journalism and Technical Communication Professor I look at topics from a problem solving perspective and scientific method. Topics emerge from writers working on the job when they're in the profession, following major trends, developments, issues, etc. From the scientific perspective, topics emerge based on solid literature reviews and developing an understanding of the paradigm. From these then come the specific problems/topics/subjects that professionals or scientists address. Writers generate topics from their professional expertise, their understanding of the issues in their respective disciplines, and their understanding the science that has gone before them.

While your first impulse may be to dash off to the library to dig through books and journals once you've received an assignment, you might also consider other information sources available to you.

Related Information: Making Use of Computer Sources

One valuable source of topic ideas is an Internet search. Many sites can provide you with current perspectives on a subject and can lead you to other relevant sites. You can also find and join newsgroups where your general subject or topic is discussed daily. This will allow you to ask questions of experts, as well as to read what issues are important.

Related Information: Making Use of Library Sources

It is always helpful, particularly in the case of writing assignments which demand research, to visit the library and talk to a reference librarian when generating topic ideas. This way, you not only get to discuss your topic ideas with another expert, but you will also have more resources pointed out to you. There is usually a wealth of journals, reference books, and online resources related to your topic area(s) that you may not even know exist.

Related Information: Talking to Others Around You

The people around you are often some of the best sources of information available to you. It is always valuable to talk informally about your assignment and any topic ideas you have with classmates, friends, family, tutors, professionals in the field, or any other interested and/or knowledgeable people. Remember, too, that a topic is not a surprise gift that must be kept from your instructor until you hand in your paper. Instructors are almost always happy to discuss potential topics with a student once he or she has an idea or two, and getting response to your work early in the writing process whenever possible is a good plan. Discussing your topic ideas in these ways may lead you to other ideas, and eventually to a well-defined topic.

Subjects and Topics

Most topic searches start with a subject. For example, you're interested in writing about languages, and even more specifically, foreign languages. This is a general subject. Within a general subject, you'll find millions of topics. Not only about every foreign language ever spoken, but also about hundreds of issues affecting foreign languages. But keep in mind that a subject search is always a good place to start.

Every time you use Yahoo or other Internet search engines, or even SAGE at the CSU library, you conduct a subject search. These search devices allow you to review many topics within a broad subject area. While it's beneficial to conduct subject searches, because you never know what valuable information you'll uncover, a subject always needs to be narrowed to a specific topic. This way, you can avoid writing a lengthy book and focus instead on the short research paper you've been assigned.

Starting With What You Know

Kate Kiefer, English Professor Most often the occasion dictates the topic for the writing done outside academe. But as a writer in school, you do sometimes have to generate topics. If you need help determining a topic, create an authority list of things you have some expertise in or a general list of areas you know something about and are interested in. Then, you can make this list more specific by considering how much you know and care about these ideas and what the target audience is probably interested in reading about.

In looking for writing topics, the logical first step is to consider issues or subjects which have concerned you in the past, either on the basis of life experience or prior writing/research. If you are a journal writer, look to your journal for ideas. If not, think about writing you have done for other writing assignments or for other classes. Though it is obviously not acceptable to recycle old essays you have written before, it is more than acceptable (even advisable) to return to and to extend topics you have written about in the past. Returning to the issues that concern you perennially is ultimately what good scholarship is all about.

Related Information: Choosing Topics You Want to Know More About

Even though your personal experience and prior knowledge are good places to start when looking for writing topics, it is important not to rule out those topics about which you know very little, and would like to know more. A writing assignment can be an excellent opportunity to explore a topic you have been wanting to know more about, even if you don't have a strong base knowledge to begin with. This type of topic would, of course, require more research and investigation initially, but it would also have the benefit of being compelling to you by virtue of its "newness."

Related Information: How to Pull Topics from Your Personal Experience

It is a good idea to think about how elements of your own life experience and environment could serve as topics for writing, even if you have never thought of them in that way. Think about the topics of recent conversations you have had, events in your life that are significant to you, problems in your workplace, family issues, matters having to do with college or campus life, or current events that evoke response from you. Taking a close look at the issues in your immediate environment is a good place to start in writing, even if those issues seem to you at first to be unworthy of your writing focus. Not all writing assignments have a personal dimension, but our interests and concerns are always, at their roots, personal.

General Strategies for Coming Up With Topics

Before attempting to choose or narrow a topic, you need to have some ideas to choose from. This can be a problem if you are suffering from the "blank page or screen" syndrome, and have not even any initial, general ideas for writing topics.

Brainstorming

As writers, some of our best ideas occur to us when we are thinking in a very informal, uninhibited way. Though we often think of brainstorming as a way for groups to come up with ideas, it is a strategy that individual writers can make use of as well. Simply put, brainstorming is the process of listing rough thoughts (in any form they occur to you: words, phrases, or complete sentences) that are connected (even remotely) to the writing assignment you have before you or the subject area you already have in mind. Brainstorming works best when you give yourself a set amount of time (perhaps five or ten minutes), writing down anything that comes to mind within that period of time, and resisting the temptation to criticize or polish your own ideas as they hit the page. There is time for examination and polishing when the five or ten minutes are over.

Freewriting

Freewriting is a technique much like brainstorming, only the ideas generated are written down in paragraph rather than list form. When you freewrite, you allow yourself a set amount of time (perhaps five or ten minutes), and you write down any and every idea that comes to mind as if you are writing a timed essay. However, your freewrite is unlikely to read like an organized essay. In fact, it shouldn't read that way. What is most important about freewriting is that you write continuously, not stopping to check your spelling, to find the right word, or even to think about how your ideas are fitting together. If you are unable to think of something to write, simply jot out, "I can't think of anything to write now," and go on. At the end of your five or ten minutes, reread what you have written, ignore everything that seems unimportant or ridiculous, and give attention to whatever ideas you think are worth pursuing. If you are able to avoid checking yourself while you are writing for that short time, you will probably be surprised at the number of ideas that you already have.

Clustering is a way of visually "mapping" your ideas on paper. It is a technique which works well for people who are able to best understand relationships between ideas by seeing the way they play themselves out spatially. (If you prefer reading maps to reading written directions, clustering may be the strategy for you.) Unlike formal outlining, which tends to be very linear, clustering allows you to explore the way ideas sprawl in different directions. When one thought leads to another, you can place that idea on the "map" in its appropriate place. And if you want to change its position later, and connect it with another idea, you can do so. (It is always a good idea to use a pencil rather than a pen for clustering, for this very reason.)

This is a good strategy not only for generating ideas, but also for determining how much you have to say about a topic (or topics), and how related or scattered your ideas are.

Related Information: Example of Brainstorming

Ideas on a Current Issue:

• multiculturalism
• training of teachers
• teaching strategies
• cultural difference in the classroom
• teaching multicultural texts
• language issues
• English only
• assimilation, checking cultural identity at the door
• home language/dialect as intentionally different from school language
• How many languages can we teach? (How multi-lingual must teachers be?)
• Is standard English really "standard"?
• success in school
• statistics on students who speak "non-English" languages or established dialects
• the difference between a dialect and a language
• Ebonics v. bi-lingual education

Related Information: Example of Freewriting

Problem: Development of Small Towns in the Rocky Mountain Region

When I grew up in Anyoldtown, New Mexico, it was a small town in the smallest sense: no movie theaters, no supermarkets, nothing. We had to go into town for the things we needed. Land sold for $2000 an acre. Now it sells for about $50,000 an acre. Anyoldtown was also primarily hispanic, and the families who lived there had very little. Now the people who live there are mostly white and almost exclusively professionals: doctors, lawyers, stockbrokers, and an endless number of people who have money that seems to have come from nowhere. There are good things to be had there now: good restaurants, good coffee, and all the other things that come along with Yuppie invasion. But those things were had at quite a cost. People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. I can't think of anything else to write now. Oh, yes...these people made a killing off the sale of their land and properties, but they had to give up the places they had lived all their lives. However, by the time they sold, Anyoldtown was no longer the place where they had lived all their lives anyway.

Strategies for Finding Topics Appropriate to Particular Types of Assignments

Sometimes your ways of generating topics will depend on the type of writing assignment you have been given. Here are some ideas of strategies you can use in finding topics for some of the more common types of writing assignments:

Essays Based on Personal Experience

Essays responding to or interpreting texts.

• Essays in Which You Take a Position on an Issue (Argument)

Essays Requiring Research

Essays in which you evaluate, essays in which you propose solutions to problems.

The great challenge of using personal experience in essays is trying to remember the kinds of significant events, places, people, or objects that would prove to be interesting and appropriate topics for writing. Brainstorming, freewriting, or clustering ideas in particular ways can give you a starting point.

Here are a few ways that you might trigger your memory:

Interview people you've known for a long time.Family members, friends, and other significant people in your life can remember important details and events that you haven't thought about for years.

Try to remember events from a particular time in your life. Old yearbooks, journals, and newspapers and magazines can help to trigger some of these memories.

Think about times of particular fulfillment or adversity. These "extremes" in your experience are often easily recalled and productively discussed. When have you had to make difficult choices, for instance? When have you undergone ethical struggles? When have you felt most successful?

Think about the groups you have encountered at various times in your life. When have you felt most like you belonged to or were excluded from groups of people: your family, cliques in school, clubs, "tracked" groups in elementary school, religious groups, or any other community/organization you have had contact with?

Think about the people or events that "changed your life." What are the forces that have most significantly influenced and shaped you? What are the circumstances surrounding academic, career, or relationship choices that you have made? What changes have you dealt with that have been most painful or most satisfying?

Try to remember any "firsts" in your experience.What was your first day of high school like? What was it like to travel far from home for the first time? What was your first hobby or interest as a child? What was the first book you checked out of the library? These "firsts," when you are able to remember them, can prove to have tremendous significance.

One word of caution on writing about personal experience: Keep in mind that any essay you write for a class will most likely be read by others, and will probably be evaluated on criteria other than your topic's importance to you. Never feel like you need to "confess," dredge up painful memories, or tell stories that are uncomfortable to you in academic writing. Save these topics for your own personal journal unless you are certain that you are able to distance yourself from them enough to handle the response that comes from instructors (and sometimes from peers).

Students are often asked to respond to or interpret essays, articles, books, stories, poems, and a variety of other texts. Sometimes your instructor will ask you to respond to one particular reading, other times you will have a choice of class readings, and still other times you will need to choose a reading on your own.

If you are given a choice of texts to respond to or to interpret, it is a good idea to choose one which is complex enough to hold your interest in the process of careful examination. It is not necessarily a problem if you do not completely understand a text on first reading it. What matters is that it challenges, intrigues, and/or evokes response from you in some way.

Related Information: Writing in the Margins of Texts

Many of us were told at some point in our schooling never to write in books. This makes sense in the case of books which don't belong to us (like library books or the dusty, tattered, thirty year-old copies of Hamlet distributed to us in high school). But in the case of books and photocopies which we have made our own, writing in the margins can be one of the most productive ways to begin the writing process.

As you read, it is a good idea to make a habit of annotating , or writing notes in the margins. Your notes could indicate places in the text which remind you of experiences you have had or of other texts you have read. They could point out questions that you have, points of agreement or disagreement, or moments of complete confusion. Annotations begin a dialogue between you and the text you have before you, documenting your first (and later) responses, and they are valuable when you attempt at a later time to write about that text in a particular way.

Essays in Which You Take a Position on an Issue

One of the most common writing assignments given is some variation on the Arguing Essay, in which students are asked to take a position on a controversial issue. There are two challenges involved in finding topics for argument. One challenge is identifying a topic that you are truly interested in and concerned about, enough so that whatever research is required will be engrossing (or at the very least, tolerable), and not a tedious, painful ordeal. In other words, you want to try to avoid arriving at the "So what?" point with your own topic. The other challenge is in making sure that your audience doesn't respond, "So what?" in reading your approach to your topic. You can avoid this by making sure that the questions you are asking and addressing are current and interesting.

Related Information: Examining Social Phenomena and Trends

In The St. Martin's Guide to Writing , Third Edition, Rise B. Axelrod and Charles R. Cooper discuss the importance of looking toward social phenomena and trends for sources of argument topics. A phenomenon , they explain, is "something notable about the human condition or the social order" (314). A few of the examples of phenomena that they list are difficulties with parking on college campuses, negative campaigning in politics, popular artistic or musical styles, and company loyalty. A trend , on the other hand, is "a significant change extending over many months or years" (314). Some trends they list are the decline of Communism, diminishing concern over world hunger, increased practice of home schooling, and increased legitimacy of pop art. Trying to think in terms of incidental, current social phenomena or long-term, gradual social trends is a good way of arriving at workable topics for essays requiring you to take a position.

Related Information: Making Sure Your Approach to Your Topic is Current and Interesting

In choosing a topic for an arguing essay, it is important to get a handle not only on what is currently being debated, but how it is being debated. In other words, it is necessary to learn what questions are currently being asked about certain topics and why. In order to avoid the "so what" dilemma, you want to approach your topic in a way that is not simplistic, tired, outdated, or redundant. For example, if you are looking at the relationship of children to television, you probably would want to avoid a topic like "the effects of t.v. violence on children" (which has been beaten to death over the years) in favor of a topic like "different toy marketing strategies for young male v.s. female viewers of Saturday morning cartoons" (a topic that seems at least a bit more original).

As a student writer, you are usually not asked to break absolutely new ground on a topic during your college career. However, you are expected to try to find ground that is less rather than more trampled when finding and approaching writing topics.

Trying to think in terms of incidental, current social phenomena or long-term, gradual social trends is a good way of arriving at workable topics for essays requiring you to take a position.

Related Information: Sources of Topics

Looking to Your Own Writing

When trying to rediscover the issues which have concerned you in the past, go back to journal entries (if you are a journal writer) or essays that you have written before. As you look through this formal and informal writing, consider whether or not these issues still concern you, and what (specifically) you now have to say about them. Are these matters which would concern readers other than yourself, or are they too specific to your own life to be interesting and controversial to a reading audience? Is there a way to give a "larger" significance to matters of personal concern? For example, if you wrote in your journal that you were unhappy with a particular professor's outdated teaching methods, could you turn that idea into a discussion of the downfalls of the tenure system? If you were frustrated with the way that your anthropology instructor dismissed your comment about the ways that "primitive" women are discussed, could you think of that problem in terms of larger gender issues? Sometimes your frustrations and mental conflicts are simply your own gripes, but more often than not they can be linked with current and widely debated issues.

Looking to Your Other Classes

When given an assignment which asks you to work with a controversial issue, always try to brainstorm points of controversy that you recall from current or past courses. What are people arguing about in the various disciplines? Sometimes these issues will seem irrelevant because they appear only to belong to those other disciplines, but there are oftentimes connections that can be made. For example, perhaps you have been asked in a communications class to write an essay on a language issue. You might remember that in a computer class on information systems, your class debated whether or not Internet news groups are really diverse or not. You might begin to think about the reasons why news groups are (or aren't) diverse, thinking about the way that language is used.

Reading Newspapers and Magazines

If you are not already an avid newspaper and magazine reader, become one for a week. Pore over the different sections: news, editorials, sports, and even cartoons. Look for items that connect with your own life experiences, and pay attention to those which evoke some strong response from you for one reason or another. Even if an issue that you discover in a newspaper or magazine doesn't prove to be a workable topic, it might lead you to other topic ideas.

Interviewing the People Around You

If you are at a loss to find an issue that lights a fire under you, determine what fires up your friends, family members, and classmates. Think back to heated conversations you have had at the dinner table, or conduct interviews in which you ask the people around you what issues impact their lives most directly. Because you share many experiences and contexts with these people, it is likely that at least some of the issues that concern them will also concern you.

Using the Internet

It is useful to browse the Internet for current, controversial issues. Spend some time surfing aimlessly, or wander through news groups to see what is being discussed. Using the Internet can be one of the best ways to determine what is immediately and significantly controversial.

Although some essays that students are asked to write are to be based solely on their own thoughts and experience, oftentimes (particularly in upper level courses) writing assignments require research. When scoping out possible research topics, it is important to remember to choose a topic which will sustain your interest throughout the research and writing process. The best research topics are those which are complex enough that they offer opportunities for various research questions. You want to avoid choosing a topic that could bore you easily, or that is easily researched but not very interesting to you.

As always, it is good to start searching for a topic within your personal interests and previous writing. You might want to choose a research topic that you have pursued before and do additional research, or you might want to select a topic about which you would like to know more. More than anything, writers must remember that research will often carry them in different directions than they intend to go, and that they must be flexible enough to acknowledge that their research questions and topics must sometimes be adjusted or abandoned. To read more on narrowing and adjusting a research topic, see the section in this guide on Research Considerations.

Related Information: Flexibility in Research

As you conduct your research, it is important to keep in mind that the questions you are asking about your topic (and oftentimes, the topic itself) will probably change slightly. Sometimes you are forced to acknowledge that there is too much or too little information available on the topic you have chosen. Other times, you might decide that the approach you were originally taking is not as interesting to you as others you have found. For instance, you might start with a topic like "foreign language studies in grades K-12 in Oregon," and in the process of your reading you might find that you are really more interested in "bilingual education in rural Texas." Still other times, you might find that the claim you were attempting to make about your topic is not arguable, or is just wrong.

Our research can carry us in directions that we don't always foresee, and part of being a good researcher is maintaining the flexibility necessary to explore those directions when they present themselves.

Related Information: How Research Narrows Topics

By necessity, most topics narrow themselves as you read more and more about them. Oftentimes writers come up with topics that they think will be sufficiently narrow and engaging--a topic like "multiculturalism and education," for instance--and discover through their initial reading that there are many different avenues they could take in examining the various aspects of this broad issue. Although such discoveries are often humbling and sometimes intimidating, they are also a necessary part of any effective research process. You can take some comfort in knowing that you do not always need to have your topic narrowed to its final form before you begin researching. The sources you read will help you to do the necessary narrowing and definition of your focus.

Related Information: Research Topics and Writing Assignments

When you are choosing a research topic, it is important to be realistic about the time and space limitations that your assignment dictates. If you are writing a graduate thesis or dissertation, for instance, you might be able to research a topic as vast and as time-honored as "the portrayal of women in the poetry of William Blake." But if your assignment asks you to produce a five-page essay by next Tuesday, you might want to focus on something a bit more accessible, like "the portrayal of women in Blake's `The Visions of the Daughters of Albion.'"

Related Information: Testing Research Topics

Early in your research and writing process, after you have found a somewhat narrow avenue into your topic, put the topic to the test to see if you really want to pursue it further in research. Rise B. Axelrod and Charles R. Cooper, in The St. Martin's Guide to Writing , Third Edition, suggest some questions writers might ask themselves when deciding whether or not a research topic is workable:

• Does this topic really interest me?
• Do I know enough about it now to plan and write my essay, or can I learn what I need to know in the time I have remaining?
• Is the topic manageable within my time and space limits?
• Do I have a good sense of how others view this issue and what readers I might address in my essay?
• Have I begun to understand the issue and to formulate my own view?

Students are often asked to write essays in which they evaluate something: a product, a piece of writing, a restaurant, an advertising campaign, or some other entity related to their areas of study. Sometimes when you are given this type of writing assignment, you are also given a very specific topic on which to write. Other times, you are asked to find a topic for evaluation on your own.

Related Information: Comparing and Contrasting

After brainstorming a list of possible topics for evaluation, you may find it difficult to determine whether or not you will be able to effectively evaluate those topics. One way of stimulating your mind's evaluative tendencies is to try comparison and contrast. For example, if you are thinking about evaluating a local Thai restaurant, and you are having trouble coming up with points on which to evaluate it, try comparing and contrasting it with another local Thai restaurant. When we begin to compare two items, ideas, places, or people, we invariably wind up evaluating.

Related Information: Generating an Authority List

If the choice of topics to evaluate is open to you, try brainstorming a list of skills, activities, places, or subjects that you consider yourself to be an authority about. A list like this is a good starting point for just about any essay, but it is particularly useful in evaluation. If you are an avid rock climber, for instance, it makes perfect sense for you to evaluate climbing equipment, since your experience will provide you with a basis for evaluation. It may still be necessary to do research, but you will have a head start even before you begin researching.

Related Information: Questions to Ask Yourself as You Evaluate

In testing possible topics for evaluation, you might ask yourself some very general questions about your initial thoughts. Rise B. Axelrod and Charles R. Cooper, in their St. Martin's Guide to Writing , Third Edition, suggest a few such questions:

• How certain am I of my judgment? Do I have any doubts? Why do I feel the way I do?
• Do I like (or dislike) everything about my subject, or only certain parts?
• Are there any similar things I should consider (other products or movies, for example)?
• Is there anything I will need to do right away in order to research this subject authoritatively?
• If I need to do any research, can I get the information I need?

As a writer, you will sometimes be asked to speculate on possible solutions to known problems. Although the process of problem solving is itself quite difficult, one of the greatest challenges about that process is the matter of finding a topic that lends itself to your purpose.

Related Information: Evaluating and Problem Solving

Problem solving is an extension of the evaluating process. If in the past you have written evaluative essays which identify certain problems, these essays might offer you some topic ideas and starting points. You might also look to personal writing you have done (like journal entries) or recent conversations you have had as ways of recalling the types of problems that you have identified in your general environment.

Related Information: Focusing on Solvable Problems

Obviously, not all problems are appropriate topics for short problem solving essays. For example, if your instructor assigns a ten-page problem solving essay dealing with a current problem of your choice, you might want to avoid a topic as vast as "racism." However, if you were to focus on a more context-specific version of this hulking problem, you might find a workable topic (say, for instance, minority enrollment on your campus). For assignments like these, it is important to choose problems that appear solvable (or at least approachable) in the time and space you have available to you.

Related Information: Identifying Problems Within Communities

One excellent source of topics for problem solving essays is your immediate environment. Think about the groups or communities to which you belong: your neighborhood, college, family, ethnic and cultural groups, religious and political groups, workplace, and recreational groups. Try to brainstorm a list of problems that you can readily identify in any of these communities, then consider both how solvable these problems are and how appropriate they are to your writing assignment.

Generating More Than One Topic Idea

In order to choose a topic, you need to have several available to choose from. It is best to avoid being committed to one topic at this first stage of the writing process, since not every topic will pan out. Writers are usually more successful when they have a selection of topics which they can put to the test to determine whether or not they are workable (given the writing assignment).

Narrowing Topics

The scope of a topic depends on how much time and space you have to write and how much detail you are trying to use. For example, describing all the causes of World War II in three pages is impossible. You would have to either narrow your topic some more or write hundreds of pages to adequately discuss every cause. Defining your topic before you start writing will save you time and help you to research and/or to develop your thinking in a clear, methodical way. It is important to examine the topics we choose to determine whether they are too broad (or, in some instances, too narrow) for the writing assignments we are given. Once you have decided that a topic is too broad to be appropriate to your assignment (which is most often the case), you will need to have ways to narrow it. You will also want to consider, when writing essays that require research, how your research resources and limitations affect your choice of topics.

Deciding When a Topic is Too Broad

Kate Kiefer, English Professor If a writer doesn't present details quickly enough, then the topic is usually too broad. If the reader can expect the paper to go in one direction, but it goes in another, the topic is usually too broad or not stated precisely enough. If I can ask six million questions about whether the writer will include this or that point, the topic is too broad. If I do a library search and turn up 200 listings (or an Internet search and discover 1,000 hits), the topic is too broad.

A topic is too broad to be workable when you find that you have too many different (but oftentimes remotely related) ideas about that topic. While you want to start the writing process with as many ideas as possible, you will want to narrow your focus at some point so that you aren't attempting to do too much in one essay.

Where essays requiring research are concerned, your topic is too broad if you are able to find thousands of sources when conducting a simple library or Internet search. For example, conducting a search on "foreign languages in Oregon" will provide you with policies, foreign language departments, and cultural issues (just to name a few). When this happens, you can try various narrowing strategies to determine what most interests you about your topic area and what relates to your own life most readily. For instance, if you plan to study abroad, focusing on the language you'll be speaking might be a way to narrow the scope of your original topic, "foreign languages in Oregon."

Deciding When a Topic Is Too Narrow

Steve Reid, English Professor You have to careful so your topic is not too narrow for your audience. You don't want readers to say, " Well, so what? I couldn't care less." One the most important roles a topic plays is impacting an audience. If you get so narrowed and focused, a topic can become too academic or pedantic. For example, every year at graduation I watch people laugh when they hear the title of a thesis or dissertation. The students who wrote these documents were very narrowed and focused, but their audiences were very restricted.

Though student writers most often face the challenge of limiting a topic that is too broad, they occasionally have to recognize that they have chosen a topic that is too narrow or that they have narrowed a workable topic too much. A topic is too narrow if you can't find any information about it. For example, suppose your foreign language subject to, "foreign language policy in South Dakota." Although you might have a strong interest in this topic, South Dakota may not have a specific policy about foreign languages. If you have chosen the topic, "teaching Chinese in elementary schools," and your research attempts have been fruitless, it may be that you are considering a topic that no one else has previously presented. In other words, no one has determined that Chinese should be a major language taught as commonly as Spanish or French. If this happens to be the case, keep your topic in mind, because it could very well be an excellent topic for a graduate thesis or dissertation. However, it is also likely to be a difficult topic to handle in a ten-page essay for an education class, due in two weeks.

If your topic is too narrow, try making it broader by asking yourself related questions.

• What foreign languages are taught in South Dakota schools?
• Or where is Chinese taught and why?

Once you've found a different direction in which to move with your topic, you can try narrowing it again.

General Strategies for Narrowing Topics

One of the first things writers do when they realize that they need to narrow the scope of their topic is to ask themselves the "w" questions so familiar to journalists: Who? What? Where? When? and Why? (and oftentimes, How?) These questions can help you locate your specific points of interest within your general topic area. For example, to narrow a topic like "foreign languages," you could begin with the "what" and "when" questions and decide you are interested in "foreign language studies in grades K-12." Asking the "where" question, you might arrive at "foreign language studies in grades K-12 in Oregon." And asking the "who" question might cause you to limit the topic again to "state policy regarding foreign language studies in grades K-12 in Oregon." Each time you add something specific to your topic, you place "restrictors" on it, thereby narrowing it. Then, when you conduct a library or Internet search, you can use these "restrictors" as key words.

Related Information: Looping

Looping is an extended version of freewriting in which you begin with an initial five-minute freewrite on a general topic, then select out of that bit of writing the sentence or idea that interests you the most. You then use that sentence or idea as the basis for your next five-minute round of freewriting. You continue this process of elaborating informally on specific ideas until you come to a point where your topic seems sufficiently narrow, researchable, and appropriate to your writing assignment.

Example of Looping If I am freewriting on the general (and overly broad) topic of "development of small towns in the Rocky Mountain region," I might start with the following initial ideas: Problem: Development of Small Towns in the Rocky Mountain Region When I grew up in Anyoldtown, New Mexico, it was a small town in the smallest sense: no movie theaters, no supermarkets, nothing. We had to go into town for the things we needed. Land sold for $2000 an acre. Now it sells for about $50,000 an acre. Anyoldtown was also primarily hispanic, and the families who lived there had very little. Now the people who live there are mostly white and almost exclusively professionals: doctors, lawyers, stockbrokers, and an endless number of people who have money that seems to have come from nowhere. There are good things to be had there now: good restaurants, good coffee, and all the other things that come along with Yuppie invasion. But those things were had at quite a cost. People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. I can't think of anything else to write now. Oh, yes...these people made a killing off the sale of their land and properties, but they had to give up the places they had lived all their lives. However, by the time they sold, Anyoldtown was no longer the place where they had lived all their lives anyway. Rereading what I have written, I might decide that what interests me the most and seems most appropriate to the writing assignment I have been given is my idea about the property tax dilemma. With this in mind, I would write a second "loop" on this area of my thinking, perhaps even starting my freewriting with the exact sentence I used in the first "loop:" People who used to live in Anyoldtown when I was a kid can no longer afford to pay property taxes. This is unfair, because these people spent their entire lives in this town, and land was all they had. Theoretically, the Yuppie Invasion doesn't drive out the "townies" or "natives" of a small town, but in actuality, land values and property taxes (as well as cultural influences, of course) make it impossible (and oftentimes undesirable) for people to hold onto their own land. People have to sell, because if they don't, they can no longer afford to maintain the standard of living that their town has taken on (in more ways than one). This issue obviously has class implications, but I'm sure it also relates to cultural (ethnic) issues as well. This is where I would need to begin researching, if I wanted to see who was most negatively affected by rising property taxes and land values. In rereading this second loop, I might decide that my ideas toward the end of the paragraph interest me the most. I could write another loop expanding these specific ideas on race, class, and property taxes, or I might decide that I have (as my freewrite suggests) arrived at the point where I need to begin researching.

Related Information: Questioning

Alongside the basic "5 W's" ("who," "what," "when," "where," and "why") can be used more formal, directed questions provided by the classical rhetorical "topics." These questions function in four different ways, and can be categorized as follows:

Example of Questioning If my general topic is "Development of Small Towns in the Rocky Mountain Region," I might try to narrow my focus by applying questions with specific functions to this topic area, thereby discovering which approach interests me most. Here are some of the questions I might ask:

After writing the questions, I would write my responses, deciding which particular questions and responses interest me the most. Perhaps, for instance, I would find myself most interested in the effects of development on the "natives" of small towns, particularly the inevitability of increased property taxes. This process of questioning thus provides me with a specific, narrow, well-defined focus within the vast issue of development of small towns in the Rocky Mountain region.

Related Information: Topic Cross

The topic cross helps you to narrow your topic by using a visual strategy. Just as you would focus a camera or a microscope, you arrange key words and phrases about your topic in such a way that they eventually point to your specific area of interest.

Example of a Topic Cross The first step in the process of using the topic cross is brainstorming. Spend a few minutes listing words and phrases that come to mind when you think about your topic. Then decide which words and phrases are most interesting and arrange them in a hierarchy, moving from general (at the top of the list) to specific (at the bottom of the list). This hierarchy will become the vertical axis of your cross. Demonstration: If my topic is "development of small towns in the Rocky Mountain region," I might generate the following useful ideas in brainstorming (arranged from general to specific).

• The appeal of small towns
• Yuppie invasion
• Overcrowding in cities
• Cost of land
• Effects on town "natives."
• Economic effects on impoverished landowners.
• How John Doe in my home town was affected.
• The new espresso bar in town

I would write this list in an imagined middle column of a piece of blank paper or a computer screen, leaving plenty of space between each item. Then I would scan the list to determine where my real interest lies. Which topics in this list will be too broad to write about, given my writing assignment? Which will be too narrow? In this case, I might choose "economic effects on impoverished landowners" as a workable topic area. Once I had thus identified my area of interest, I would begin listing words and phrases about or relevant to that item, placing them on the horizontal axis of my topic cross. The list I would generate about "economic effects on impoverished landowners" might look like this:

• Increased cost of land
• Temptation to sell
• Rising property taxes
• Higher cost of living
• Zoning issues
• Pressure to maintain property value

Examining this list, I might decide that "rising property taxes" is a sufficiently narrow topic that is not too narrow to develop with my own ideas and research I might do. By using this strategy, I have arrived at a narrow, workable topic.

Research Considerations

If your writing assignment requires research, you will probably find that the research process itself will dictate how broad or narrow your topic should be. We have all had the experience of doing a library search on a word like "environment" and coming up with thousands of sources. Almost as common is the experience of searching a term like "cultural animation" and coming up with only one source that seems useful. The topics we choose are often directly related to our research processes and their results.

Moving from Topic to Thesis

It is important to remember that a narrow topic is not the same thing as a thesis statement. Unlike a topic, a thesis makes a claim of fact, provides a claim of value, or makes a recommendation about a topic under consideration. For example, your narrowed topic might be "the underemphasis on foreign language in U.S. secondary schools." A focused thesis statement making a claim about this topic might read, "U.S. secondary schools should require elementary students to take at least one course in a foreign language sometime during the 4th through 6th grades."

Transforming a workable topic into a possible thesis is really just a continuation of the narrowing process, with an emphasis on what you want to say about your topic. In this way, it is much like the "hypothesis" stage of the scientific method. You arrive at a thesis by attempting to make a statement about the topic you have chosen.

Developing a Working Thesis

A working thesis is a tentative statement that you make about your topic early in the writing process, for the purpose of directing your thinking early. This thesis is likely to change somewhat or to be abandoned altogether as you move through the writing process, so it is best not to become too enamored of it.

There are two components of a working thesis. The first is, quite simply, your topic; and the second is your tentative statement about your topic. For example, if my narrowed topic is

"Rising property taxes in small towns in the Rocky Mountain region..."

I might add the following statement about that topic:

"...cause longtime residents and landowners in those towns not to be able to keep their property."

As I begin whatever research is necessary to support this thesis, I might find that I can't make this much of a claim. Or I might find that there are complexities that I hadn't considered. As I uncover new information about my topic, I will want to alter my working thesis accordingly, until it is workable and supportable.

Arriving at a Possible Thesis for an Essay Requiring Research

A In The St. Martin's Handbook , Third Edition [italics], Andrea Lunsford and Robert Connors suggest a process for moving from a topic to a research "hypothesis," by way of examining the "issue" at hand and framing this issue as a "research question." The following is an example of how I might move from topic to hypothesis if my narrowed topic is "rising property taxes in small towns in the Rocky Mountain region."

• Topic: Rising property taxes in small towns in the Rocky Mountain region
• Issue: The effects of these rising taxes on long-time residents and landowners in the small towns
• Research Question: What are the effects of rising property taxes on long-time residents and landowners in small towns in the Rocky Mountain region?
• Hypothesis: Because these taxes are increasingly difficult to pay, small town "natives" find themselves unable to hold onto their property.

This hypothesis, like a working thesis, is simply an early speculation on what I might find when I begin to research. As I read more and more about my topic, I will probably find that I need to make changes to the hypothesis in order to make it a supportable thesis. As I uncover new information about my topic, I will want to alter my working thesis accordingly, until it is workable and supportable.

Arriving at a Possible Thesis for an Essay Requiring You to Take a Position

One of the greatest challenges in written argument is determining what it is that you would like to (and are able to) say about your topic.

Narrowing from Topic to Thesis in Argument

Before you begin drafting an argument paper, you need to decide (tentatively, at least) what it is that you will be arguing about the topic you have chosen. The following prompts should help you focus your argument from a topic to a position on that topic. What is your topic? (e.g.--Rising property taxes in small towns in the Rocky Mountain region) What are three controversies associated with this topic? (e.g.--Rising property taxes make the town affordable only to the wealthy. This changes the flavor the flavor of the town. It forces long-time land owners to sell their land.) What are three questions people might ask about these controversies? (e.g.--Are these rising property taxes, which are the results of development in small towns in the Rocky Mountain region, forcing long-time land owners out of their home towns? Are rising taxes and land values changing the whole cultural and economic foundation of the towns? Given the effects of rising property taxes on impoverished land owners in small towns, is development in this area a good idea?) Decide which of these questions you are most interesting in exploring. (e.g.--Given the effects of rising property taxes on impoverished land owners in small towns, is development in this area a good idea?) Now list several ways people might respond if you asked them your question. (e.g.--No, because impoverished land owners are unable to maintain the new standard of living. Yes, because development is always a good idea. Yes, because development is inevitable, and we can do nothing about it. Perhaps, but city planners and local government must find ways to protect the interests of impoverished land owners when they determine property taxes.) Finally, decide where you stand in this range of responses. Think of a thesis that expresses your view. Write out your thesis and revise it throughout your research process until it is specific and takes a single arguable position. (e.g.--Because impoverished land owners in small towns in the Rocky Mountain region are often badly hurt by the rising property taxes resulting from development, city planners and local government must find ways to protect the interests of these land owners when they determine property taxes.)

Working With Topics in Different Disciplines

Don Zimmerman, Journalism and Technical Communication Professor Writers' understanding of topics and their fields of study allow them to focus on a specific topic. Following a good problem solving process or scientific method can help you select a topic. Whereas on the job, topics emerge from day to day activities. When working, you don't need to look for topics to write about. Your respective field/job responsibilities allow you to find the problems.

The ways that topics are approached and the types of topics that are discussed vary from discipline to discipline. It is important to investigate the types of topics that are discussed (and the ways that they are discussed) in your own discipline. As a writer, it is necessary to determine what topics are talked about and why in your own discipline (or in the discipline for which you are writing). This can be done by way of talking to professionals in the discipline, looking at relevant journals, and conducting Internet and database searches (to name a few possibilities).

Related Information: Browsing Journals Important to Your Discipline

Almost every discipline has journals that are associated with it, and scholars in the discipline depend on these journals in order to remain informed about what topics are being discussed. For example, scholars in the field of psychology rely on psychological journals; doctors rely on medical journals; and English professors rely on literary journals. Because journals are at the center of each discipline's current discussions, it is a good idea to browse them when looking for current topics. If you are unsure of how to go about doing this, talk to a professor in your discipline, a reference librarian in your library, or a librarian in your library's Current Periodicals room. These people can usually provide you with a few titles of important journals relevant to your field. Once you have these titles, you can locate a few issues of each journal in the Current Periodicals room, sit down for an hour or two, and look through the articles to see what is being talked about and what interests you.

Related Information: Online Searches and Databases

One way of getting to the sources which will discuss topics current to your discipline is by searching the various computer databases and search engines related to that discipline. A database is simply an arrangement of information by way of similar subject matter. For example, if you were researching a topic for a Sociology essay on group behavior of Deadheads, you might go to the Social Sciences Index to find sources related to your topic. For information on how to find relevant and useful databases, talk to the reference librarian in your library, or ask an expert in your field which databases he or she uses regularly.

Related Information: Talking to Professionals in Your Discipline

One of the most efficient ways to learn what topics are currently being discussed in your discipline is to talk to the experts: instructors and other professionals working within that discipline. We often forget that these people can be valuable resources to us, and can point us toward books, journals, databases, and other sources of information that scholars in our various fields use often.

Citation Information

Lauel Nesbitt and Dawn Kowalski. (1994-2024). Choosing and Refining Topics . The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

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