6.2 Developing a Research Strategy

6.2 Developing a Research Strategy

In the previous section, we discussed the meaning of research and the differences between primary and secondary research. This section explains how to develop a research strategy.

Think of a research strategy as a personal map. The destination is your completed speech, and the map identifies the steps required to reach it. From the day you receive a speech assignment, clearly planning the work that must be completed before the presentation date can make the speech-development process more manageable.

A strong research strategy includes managing your time, identifying your research needs, locating appropriate sources, evaluating information, reading scholarly material, and keeping organized records.

Allotting Time

When beginning a project, consider how much time the work will require. In many public speaking courses, students may have two or three weeks between speeches. In shorter courses, the preparation period may be only one or two weeks.

From the moment an instructor assigns a speech, the preparation period begins. College students often balance coursework with employment, family responsibilities, friendships, and other commitments. For that reason, begin planning and researching as soon as the assignment is received.

Research Time

Research may require approximately one-third of the time devoted to preparing a speech. This estimate can vary depending on the assignment, the complexity of the topic, and whether the speaker conducts primary research or relies on secondary sources.

Research is rarely a one-time process. As you develop your speech, you may discover a question that did not occur to you during your initial research. You may also identify a missing fact, example, definition, or piece of evidence needed to support one of your main points.

Build extra time into your schedule for targeted follow-up research. You should also allow time to consult a research librarian. Make an appointment well before the assignment deadline. Librarians have schedules and may not be available immediately when a request is made at the last minute.

Determining Your Research Needs

Once you understand the assignment and have selected a general topic, ask yourself the following questions:

• What do I already know about the topic?
• What important gaps exist in my knowledge?
• Do I need to conduct primary research?
• What types of secondary sources will I need?
• Do I need information about facts, theories, examples, applications, or opposing viewpoints?
• What information will help this particular audience understand the topic?

The more clearly you identify your research needs at the beginning of the process, the easier it will be to locate useful information.

Start with Background Information

Students sometimes begin with highly technical sources and quickly encounter unfamiliar terminology. Starting with accessible background information can help you understand the basic concepts and vocabulary associated with a topic.

Popular sources written for general audiences can provide useful overviews. Encyclopedias, introductory books, reputable news publications, and credible organizational websites may help you identify important terms, people, events, and controversies.

Background sources are a starting point rather than the end of the research process. After gaining a basic understanding of the topic, move toward more detailed and authoritative sources.

Finding Reliable Sources of Information

Once you have identified your research needs, begin locating secondary sources. Earlier generations of researchers relied on physical card catalogs, printed indexes, and bound collections of periodicals. Finding only a few relevant sources could require hours in a library.

Today, information is available through search engines, library catalogs, academic databases, digital archives, and organizational websites. This access creates a different challenge: instead of having too little information, researchers may encounter more information than they can reasonably evaluate.

Because anyone can publish information online, speakers must examine sources critically. The following sections distinguish between popular and scholarly sources and explain how each may contribute to a speech.

Popular Information Sources

Popular, or nonacademic, sources are created for general audiences. They are usually written in accessible language and often emphasize timely, practical, or entertaining information. Popular sources can provide helpful background and current examples, but they may not offer the depth or methodological detail found in scholarly research.

Books

Books can provide comprehensive coverage of a topic. A book may be written by one or more authors or assembled as an edited collection containing chapters by different contributors.

Academic libraries provide access to print and electronic books. When a book is not available locally, students may be able to obtain it through interlibrary loan. Online booksellers can also help identify relevant titles, although students should check whether their library already provides access before purchasing a book.

Digital collections such as Project Gutenberg and Open Library provide access to many full-text books. Project Gutenberg primarily includes works in the public domain, while the availability and reuse conditions of materials in other digital collections may vary.

Magazines and Periodicals

Magazines and other periodicals are published on a recurring schedule. General-interest publications address a wide variety of topics, while special-interest publications focus on particular subjects or audiences.

Examples of general-interest periodicals include The New Yorker and Smithsonian. Publications such as Popular Science and National Geographic focus more narrowly on science, nature, history, or related subjects.

Periodicals can provide current and engaging information, but students should evaluate the author’s expertise, the publication’s editorial standards, and the evidence supporting the article’s claims.

Newspapers, Blogs, and News Agencies

Newspapers and blogs can provide current information about events, public opinion, politics, science, culture, and community issues. Major newspapers may be available through library subscriptions and news databases.

Blogs can also offer valuable information, especially when written by recognized professionals or subject-matter experts. However, blogs vary greatly in quality and may not undergo formal editorial review.

News agencies such as the Associated Press, Reuters, BBC, and PBS often provide reporting that is republished or cited by other media organizations. Even established news sources should be evaluated for accuracy, transparency, sourcing, and possible bias.

Encyclopedias

Encyclopedias provide concise overviews of topics. General encyclopedias offer introductory information, while specialized encyclopedias focus on a particular discipline or area of study.

Encyclopedias can help researchers learn basic terminology and identify additional sources. They usually should not serve as the primary evidence for a speech when more authoritative sources are available.

Wikipedia can be useful for initial exploration, but its open-editing model means that entries can change and may contain inaccuracies. Use it to identify keywords or references, and then verify the information through reliable original sources.

Websites

Websites provide access to current events, public information, organizational reports, commentary, statistics, and background material. Their reliability varies considerably.

Begin online research with focused keywords rather than a broad phrase. Specific terms usually produce more useful results and can reveal related concepts that help refine the topic.

When evaluating a website, examine its “About” page, author information, sponsoring organization, publication date, evidence, and purpose. A website that does not clearly identify who created its content should be treated cautiously.

Domain names can provide clues but do not guarantee credibility. Websites ending in .gov generally belong to government agencies, and many .edu sites are associated with educational institutions. However, individual pages may still contain student work, personal opinions, outdated information, or third-party content.

Domains ending in .org and .com can be registered by many types of organizations and individuals. Evaluate the actual author, evidence, and purpose rather than assuming that a domain ending establishes reliability.

Scholarly and Peer-Reviewed Sources

Scholarly sources are written by researchers, scholars, and professionals for an academic or specialized audience. Many scholarly articles undergo peer review, a process in which experts evaluate a manuscript’s methods, reasoning, evidence, and contribution before publication.

Peer review improves quality control, but it does not guarantee that every conclusion is correct. Researchers should still examine the article’s methods, limitations, evidence, and relationship to other scholarship.

Scholarly Books

Scholarly books are frequently published by university presses and academic publishers such as SAGE, Routledge, and Wiley. They can provide detailed analysis, historical context, theoretical explanations, and extensive references.

Use the table of contents and index to identify chapters and pages related to your topic rather than attempting to read every book from beginning to end.

Scholarly Articles

Scholarly articles are published in academic journals devoted to specific disciplines. They can provide current findings, detailed research methods, literature reviews, and specialized analysis.

Library databases often allow users to filter results for peer-reviewed materials. A librarian can help determine which databases are most appropriate for a particular subject.

Dissertations and Theses

Dissertations and theses are original research projects completed by graduate students. These works are reviewed by faculty committees and can provide detailed information about specialized or emerging subjects.

Because dissertations and theses may not undergo the same publication process as journal articles, evaluate their methods, evidence, date, and relevance before using them.

Evaluating Sources with the CRAAP Test

Locating a source is only the beginning of the research process. Before using information in a speech, evaluate whether the source is trustworthy, relevant, and appropriate.

The CRAAP Test, developed at the Meriam Library at California State University, Chico, provides five criteria for evaluating information:

• Currency: the timeliness of the information
• Relevance: the usefulness of the information for your purpose and audience
• Authority: the expertise and qualifications of the source
• Accuracy: the reliability and verifiability of the information
• Purpose: the reason the information was created

Currency: Is the Information Current Enough?

The appropriate age of a source depends on the topic. Medical treatments, technology, laws, and current events often require recent information. Historical analysis or foundational theories may remain useful even when they are older.

• A 1970 article about current cancer treatments: likely outdated because medical knowledge and treatment have changed substantially.
• A 1990 book about coronaviruses: potentially useful for historical context but insufficient for discussing SARS, MERS, or COVID-19.
• A 2000 article about gender socialization: potentially relevant, but it should be compared with more recent research.
• A 1960 history of the United States: possibly useful for historical information, while still requiring attention to the author’s perspective and the scholarship available at that time.

Relevance: Does the Source Meet Your Needs?

A source may be accurate but still inappropriate for a particular speech. Consider whether it addresses your topic, fits your audience’s knowledge level, and provides the type of evidence your argument requires.

• An article from a popular magazine or local newspaper: potentially useful for background, examples, or local perspectives, depending on the topic.
• The first five results from a general web search: not automatically reliable or relevant because search rankings do not measure academic quality.
• The first five results from a library database: potentially stronger, but each result must still be evaluated individually.

Authority: Who Created the Information?

Examine the author’s education, professional experience, institutional affiliation, publication history, and expertise related to the topic.

• A social-media post from the Centers for Disease Control and Prevention about a disease variant: potentially authoritative because it comes from a relevant public-health agency, but the linked evidence should also be reviewed.
• A peer-reviewed vaccine study written by qualified scientists: generally authoritative when the methods, evidence, and publication are appropriate.
• An opinion article by a politician about vaccine effectiveness: not a substitute for scientific evidence, although it may be relevant when studying political rhetoric or policy positions.

Accuracy: Can the Information Be Verified?

Reliable sources explain where their information comes from and provide evidence that can be checked.

• Numerous relevant citations: often a positive sign because claims are connected to evidence.
• Frequent spelling or grammatical errors: may indicate weak editing or limited quality control, although correctness must still be judged by the evidence.
• Highly emotional language: may indicate an attempt to persuade or manipulate rather than explain objectively.
• Claims that cannot be verified elsewhere: require caution and additional investigation.

Purpose: Why Was the Source Created?

Sources may be created to inform, teach, entertain, persuade, advertise, raise funds, or influence public behavior. Identifying the purpose helps reveal possible conflicts of interest and bias.

• An Apple article praising the newest iPhone camera: created partly to market a product and therefore likely to emphasize positive features.
• An NRA article about gun-control policy: likely intended to advance the organization’s position and should be compared with additional perspectives.
• A study about sugar and depression funded by Coca-Cola: not automatically invalid, but the funding relationship should be examined carefully for possible conflicts of interest.

Reading Scholarly Sources

Scholarly sources can appear intimidating because they are written for specialized audiences and may contain technical terminology, complex methods, statistics, and disciplinary conventions. You do not need to understand every word immediately. Strategic reading can help you decide whether a source is useful and identify the sections most relevant to your speech.

Step 1: Skim Before Reading Closely

• Read the abstract and introduction. These sections identify the research problem, purpose, and main findings.
• Examine the table of contents in a book. Use chapter titles to identify the most relevant sections.
• Scan headings and subheadings. They reveal how the source is organized.
• Read topic sentences. The opening sentence of a paragraph often introduces its main idea.
• Review tables, charts, graphs, and figures. Visuals may summarize important findings, but read the labels and accompanying explanation carefully.

Step 2: Build Your Vocabulary

Record unfamiliar terms and look them up in a reliable dictionary, encyclopedia, textbook, or subject-specific reference source. Learning the vocabulary of a field will make later research easier to understand.

Step 3: Take Organized Notes

Record useful information in a research log. Include complete citation details, page numbers, section headings, quotations, paraphrases, and notes explaining how the information may support your speech.

Clearly distinguish direct quotations from your own summaries. This habit reduces accidental plagiarism and makes the citation process more efficient.

Step 4: Follow the References

Review the bibliography or reference list at the end of a useful source. The cited works may lead you to foundational studies, newer scholarship, opposing perspectives, or additional evidence.

Do not cite a source listed in another author’s references unless you have actually located and reviewed that original source. Otherwise, cite the source you personally consulted.

Step 5: Ask for Help

Reference librarians can help you select databases, develop search terms, locate books and articles, evaluate sources, and understand citation tools. Asking for help early can save considerable time and improve the quality of your research.

Conclusion

Developing a research strategy requires planning, careful source selection, critical evaluation, and organized note-taking. Research becomes easier when you begin early, identify what information you need, and divide the process into manageable steps.

1. Consult a librarian. Librarians can guide you through databases, catalogs, search strategies, and research tools that extend beyond a basic internet search.
2. Create and maintain a research log. A research log helps you stay organized, avoid duplicated work, preserve citation information, and streamline the writing process.
3. Evaluate every source. Use criteria such as currency, relevance, authority, accuracy, and purpose before including information in your speech.
4. Read strategically. Skim first, identify relevant sections, learn important vocabulary, and then read useful material more closely.
5. Allow time for follow-up research. New questions and missing evidence often become apparent as a speech develops.

Licenses and Attribution

CC Licensed Content, Original

Speech Communication was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

This educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.

CC Licensed Content, Previously Shared

“Developing a Research Strategy” is adapted from “Developing a Research Strategy” by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network.

The source material is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. The material was revised, reorganized, expanded, updated, and supplemented with original and AI-assisted content for this edition.

Adapted portions derived from this source, including revisions to those portions, are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Independently created portions developed specifically for Speech Communication are licensed under the book’s Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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Common information sources infographic

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CRAAP Test

Meriam Library, California State University, Chico. (n.d.). Evaluating information: Applying the CRAAP Test.
The CRAAP Test provides the Currency, Relevance, Authority, Accuracy, and Purpose criteria used in this section. The framework remains subject to the rights and terms of California State University, Chico and is not included under the Creative Commons licenses applied to Speech Communication. The explanations and examples in this section were revised and expanded for this edition.

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