The phrase "a questionnaire was composed" is correct and usable in written English.
It can be used when describing the creation or development of a questionnaire for research or survey purposes.
Example: "For our study on consumer behavior, a questionnaire was composed to gather relevant data from participants."
Alternatives: "a questionnaire was created" or "a questionnaire was developed."
The questionnaire was composed of a list of structured questions describing various types of activity (sitting, strenuous sports, vigorous work, and moderate activities, including sports and work) during the past year.
The second questionnaire was composed of 1) a general item to evaluate the doctors' satisfaction with communication with their patients, 2) an open-ended question on the difficulties encountered in communicating with their patients, and 3) 12 items to assess the doctors' self-efficacy in communicating with their patients.
The questionnaire was composed with the help of an epidemiologist and a small pilot was staged in another district hospital to help identify and resolve any potential problems.
The questionnaire was composed of three parts: (a) 6 single item questions about knowledge and beliefs regarding screening mammography and recommendations in community practice, (b) 8 questions about decision-making for mammography in specific clinical situations, and (c) 16 single item questions on personal background and practice characteristics.
The questionnaire was composed of 14 pages with questions about respondents' evacuation and reentry experiences regarding the Natech accidents during the earthquake and tsunami.
The questionnaire was composed of 11 different determinants, 7 for the evaluation of the oral phase and 4 for the pharyngeal phase.
The questionnaire was composed of five parts: personal and demographic enquiry, and headache screening questions, which were addressed to all respondents; these were followed in those screening positively by diagnostic questions, enquiry into burden and questions on selected comorbidities.
The main part of the "can do" questionnaire was composed of descriptors, the bulk of which came from B2 to C1 in the CEFR with a few descriptors from A1 and A2, and the current English teaching syllabus (2000) and the TEM test syllabus (2004), and focus group discussion.
The questionnaire was composed of five parts: personal and demographic enquiry, and headache screening questions, which were addressed to all respondents; these were followed in those screening positively by diagnostic questions based on ICHD-II [25], enquiry into burden and questions on selected comorbidities.
