AP Research Tutoring & Prep Course

HataResearch question that's too broad or under-specified.

DüzeltmeNarrow until the question can be answered by a feasible method within one school year. Vague questions cap the methodology and analysis rubric rows.

HataMethodology chosen by preference, not by question.

DüzeltmeMatch method to question — descriptive questions take qualitative methods; comparative or causal questions take quantitative methods. Surveys and interviews are not interchangeable.

HataLiterature review as a series of paragraph summaries.

DüzeltmeOrganise the literature around debates and gaps, not by author. The rubric rewards thematic synthesis.

HataWeak ethical review.

DüzeltmeAddress informed consent, anonymisation, and risk explicitly, even on low-risk projects. Skipping the ethics section costs straightforward rubric points.

HataConclusions that overstate the findings.

DüzeltmeLimitations and scope must be stated explicitly. Sweeping conclusions on small samples lose credibility marks.

HataOral defence answered from the paper alone.

DüzeltmeDefence questions probe the student's understanding behind the paper. Rehearse answering 'why this method?' and 'what would change with more data?' from first principles.

Question-driven methodology

We coach students to choose their method from the question, not from comfort. This is the most common cause of low rubric scores in self-directed projects.

Literature review as debate map

Students structure the review around the debates and gaps in the literature, not as a list of summaries. This single change usually moves the literature row up by a band.

Academic integrity as a hard line

We coach process — question design, methodology, structure, draft feedback — but the writing, data and conclusions are the student's own work. This boundary is taught explicitly.