Proposal Problems

1. Choosing a topic that is too broad

Students often begin with huge ideas such as:

• Climate change

• Mental health

• Shakespeare

• The Cold War

• Artificial Intelligence

These areas are far too large for a focused research question.

How to avoid this:

Look for a specific issue, tension, moment, character, place, data set, chapter, technique or experiment within the larger idea.

2. Writing a descriptive question rather than an analytical one

Descriptive questions ask for information.

Analytical questions require interpretation or evaluation.

Weak (descriptive):

What happened during the Cuban Missile Crisis?

Stronger (analytical):

In what ways did miscommunication contribute to escalation during the Cuban Missile Crisis?

3. Researching without reading credible material first

Some students try to create a question before reading anything serious.

This usually leads to questions that are vague, unrealistic or already answered.

How to avoid this:

Complete at least twenty to thirty minutes of early reading before shaping your question.

4. Using sources that are unreliable or too general

Students often rely on:

• Wikipedia

• Study blogs

• Unverified summaries

• Essay help sites

• ChatGPT outputs

These do not form a strong foundation for an EE.

How to avoid this:

Use textbooks, academic articles, reputable organisations or primary texts.

5. Creating a question they cannot answer within four thousand words

Students sometimes choose questions that would be suitable for a dissertation or an entire degree.

How to avoid this:

Choose a question that examines one clear idea or relationship.

6. Designing a method that does not fit their subject

For example:

• Psychology students attempting to run experiments (not permitted)

• Literature students wanting to survey readers

• Economics students planning to interview the public

• Biology students choosing a topic without measurable variables

How to avoid this:

Check the subject guide and ensure your method fits the expectations of the discipline.

7. Ignoring ethical requirements

Some questions appear simple but involve ethical risks such as:

• studying human emotions

• collecting sensitive personal data

• using images or stories from vulnerable groups

• accessing medical or private information

How to avoid this:

Ask yourself whether your question can be answered without harming or misrepresenting anyone.

8. Falling in love with an idea before checking feasibility

Students sometimes cling to an exciting idea even when:

• they cannot access the needed data or texts

• the experiment is too complex

• the method is unsuitable

• the topic is not allowed in that subject

How to avoid this:

Test your question honestly using the feasibility and access checks.

9. Thinking interdisciplinary means mixing any two subjects

Students often choose subjects that do not genuinely combine, such as:

• Literature and Chemistry

• Biology and Art History

• Physics and Psychology

Interdisciplinary work must follow approved IB pathways.

How to avoid this:

Choose subjects that genuinely work together, not subjects you simply enjoy.

10. Avoiding difficult reading and choosing easy sources

Some students rely only on introductory material because academic texts feel intimidating.

How to avoid this:

Use short sections of high quality sources rather than long sections of weak ones.

11. Being afraid of changing their question

Students sometimes worry that changing their question means they have failed.

In reality, question refinement is normal and expected.

How to avoid this:

Expect your question to evolve through early reading and planning.

12. Trying to be original in the wrong way

Students often think they must come up with something that no one has ever studied.

This leads to overly complex or speculative questions.

How to avoid this:

Your goal is clarity, not novelty.

New combinations of well understood ideas are perfectly acceptable.