that other students make comments similar to some they themselves may have made in discussing previously published research. For example, student researchers are likely to begin with a general question but find themselves forced to narrow its focus. they may learn that question whose meanings seem perfectly obvious to them are not clearly understood by others, or that question which seemed entirely objective to them appear to be highly biased to someone else. They usually find that the formulation of good research question is a much more subtle and frustrating task than is generally believed by those who have not actually attempted it.