First, I have provided the essay outline
We conclude that
You can avoid first-person pronouns by employing any of the following three methods.
Sentences including first-person pronouns | Improvement | Improved sentence |
---|---|---|
We conducted in-depth research. | Use the third person pronoun | The researchers conducted in-depth research. |
I argue that the experimental results justify the hypothesis. | Change the subject | This study argues that the experimental results justify the hypothesis. |
I performed statistical analysis of the dataset in SPSS. | Switch to passive voice | The dataset was statistically analysed in SPSS. |
There are advantages and disadvantages of each of these three strategies. For example, passive voice introduces dangling modifiers, which can make your text unclear and ambiguous. Therefore, it would be best to keep first-person pronouns in the text if you can use them.
In some forms of academic writing, such as a personal statement and reflective essay, it is completely acceptable to use first-person pronouns.
Avoid using the first person plural to refer to people in academic text, known as the “editorial we”. The use of the “editorial we” is quite common in newspapers when the author speaks on behalf of the people to express a shared experience or view.
Refrain from using broad generalizations in academic text. You have to be crystal clear and very specific about who you are making reference to. Use nouns in place of pronouns where possible.
If you are talking on behalf of a specific group you belong to, then the use of “we” is acceptable.
It is strictly prohibited to use the second-person pronoun “you” to address the audience in any form of academic writing. You can rephrase the sentence or introduce the impersonal pronoun “one” to avoid second-person pronouns in the text.
Third-person pronouns in the English language are usually gendered (She/Her, He/Him). Educational institutes worldwide are increasingly advocating for gender-neutral language, so you should avoid using third-person pronouns in academic text.
In the older academic text, you will see gender-based nouns (Fishermen, Traitor) and pronouns (him, her, he, she) being commonly used. However, this style of writing is outdated and warned against in the present times.
You may also see some authors using both masculine and feminine pronouns, such as “he” or “she”, in the same text, but this generally results in unclear and inappropriate sentences.
Considering using gender-neutral pronouns, such as “they”, ‘there”, “them” for unknown people and undetermined people. The use of “they” in academic writing is highly encouraged. Many style guides, including Harvard, MLA, and APA, now endorse gender natural pronouns in academic writing.
On the other hand, you can also choose to avoid using pronouns altogether by either revising the sentence structure or pluralizing the sentence’s subject.
Make sure it is clear who you are referring to with the singular “they” pronoun. You may want to rewrite the sentence or name the subject directly if the pronoun makes the sentence ambiguous.
For example, in the following example, you can see it is unclear who the plural pronoun “they” is referring to. To avoid confusion, the subject is named directly, and the context approves that “their paper” addresses the writer.
If you need to make reference to a specific person, it would be better to address them using self-identified pronouns. For example, in the following sentence, you can see that each person is referred to using a different possessive pronoun.
The students described their experience with different academic projects: Mike talked about his essay, James talked about their poster presentation, and Sara talked about her dissertation paper.
Avoid switching back and forth between first-person pronouns (I, We, Our) and third-person pronouns (The writers, the students) in a single piece. It is vitally important to maintain consistency throughout the text.
For example, The writers completed the work in due time, and our content quality is well above the standard expected. We completed the work in due time, and our content quality is well above the standard expected. The writers completed the work in due time, and the content quality is well above the standard expected.“
Make sure it is clear who you are referring to when using demonstrative pronouns. Consider placing a descriptive word or phrase after the demonstrative pronouns to give more clarity to the sentence.
For example, The political relationship between Israel and Arab states has continued to worsen over the last few decades, contrary to the expectations of enthusiasts in the regional political sphere. This shows that a lot more needs to be done to tackle this. The political relationship between Israel and Arab states has continued to worsen over the last few decades, contrary to the expectations of enthusiasts in the regional political sphere. This situation shows that a lot more needs to be done to tackle this issue.
What are the 8 types of pronouns.
The 8 types of pronouns are:
This articles provides information on the order of adjectives in a string of adjectives that feels intuitive to native English speakers, but not to the non-native English speakers.
The subject-verb agreement is simple to apply in straightforward and short sentences, but it can be tricky in more complicated and longer sentences.
A semicolon is used to connect two closely related independent clauses in a sentence. An independent clause is a part of a sentence that can itself be treated as a separate sentence.
USEFUL LINKS
LEARNING RESOURCES
COMPANY DETAILS
Writing in the first , second , or third person is referred to as the author’s point of view . When we write, our tendency is to personalize the text by writing in the first person . That is, we use pronouns such as “I” and “we”. This is acceptable when writing personal information, a journal, or a book. However, it is not common in academic writing.
Some writers find the use of first , second , or third person point of view a bit confusing while writing research papers. Since second person is avoided while writing in academic or scientific papers, the main confusion remains within first or third person.
In the following sections, we will discuss the usage and examples of the first , second , and third person point of view.
The first person point of view simply means that we use the pronouns that refer to ourselves in the text. These are as follows:
Using these, we present the information based on what “we” found. In science and mathematics, this point of view is rarely used. It is often considered to be somewhat self-serving and arrogant . It is important to remember that when writing your research results, the focus of the communication is the research and not the persons who conducted the research. When you want to persuade the reader, it is best to avoid personal pronouns in academic writing even when it is personal opinion from the authors of the study. In addition to sounding somewhat arrogant, the strength of your findings might be underestimated.
For example:
Based on my results, I concluded that A and B did not equal to C.
In this example, the entire meaning of the research could be misconstrued. The results discussed are not those of the author ; they are generated from the experiment. To refer to the results in this context is incorrect and should be avoided. To make it more appropriate, the above sentence can be revised as follows:
Based on the results of the assay, A and B did not equal to C.
The second person point of view uses pronouns that refer to the reader. These are as follows:
This point of view is usually used in the context of providing instructions or advice , such as in “how to” manuals or recipe books. The reason behind using the second person is to engage the reader.
You will want to buy a turkey that is large enough to feed your extended family. Before cooking it, you must wash it first thoroughly with cold water.
Although this is a good technique for giving instructions, it is not appropriate in academic or scientific writing.
The third person point of view uses both proper nouns, such as a person’s name, and pronouns that refer to individuals or groups (e.g., doctors, researchers) but not directly to the reader. The ones that refer to individuals are as follows:
The third person point of view that refers to groups include the following:
Everyone at the convention was interested in what Dr. Johnson presented. The instructors decided that the students should help pay for lab supplies. The researchers determined that there was not enough sample material to conduct the assay.
The third person point of view is generally used in scientific papers but, at times, the format can be difficult. We use indefinite pronouns to refer back to the subject but must avoid using masculine or feminine terminology. For example:
A researcher must ensure that he has enough material for his experiment. The nurse must ensure that she has a large enough blood sample for her assay.
Many authors attempt to resolve this issue by using “he or she” or “him or her,” but this gets cumbersome and too many of these can distract the reader. For example:
A researcher must ensure that he or she has enough material for his or her experiment. The nurse must ensure that he or she has a large enough blood sample for his or her assay.
These issues can easily be resolved by making the subjects plural as follows:
Researchers must ensure that they have enough material for their experiment. Nurses must ensure that they have large enough blood samples for their assay.
As mentioned earlier, the third person is generally used in scientific writing, but the rules are not quite as stringent anymore. It is now acceptable to use both the first and third person pronouns in some contexts, but this is still under controversy.
In a February 2011 blog on Eloquent Science , Professor David M. Schultz presented several opinions on whether the author viewpoints differed. However, there appeared to be no consensus. Some believed that the old rules should stand to avoid subjectivity, while others believed that if the facts were valid, it didn’t matter which point of view was used.
In general, it is acceptable in to use the first person point of view in abstracts, introductions, discussions, and conclusions, in some journals. Even then, avoid using “I” in these sections. Instead, use “we” to refer to the group of researchers that were part of the study. The third person point of view is used for writing methods and results sections. Consistency is the key and switching from one point of view to another within sections of a manuscript can be distracting and is discouraged. It is best to always check your author guidelines for that particular journal. Once that is done, make sure your manuscript is free from the above-mentioned or any other grammatical error.
You are the only researcher involved in your thesis project. You want to avoid using the first person point of view throughout, but there are no other researchers on the project so the pronoun “we” would not be appropriate. What do you do and why? Please let us know your thoughts in the comments section below.
I am writing the history of an engineering company for which I worked. How do I relate a significant incident that involved me?
Hi Roger, Thank you for your question. If you are narrating the history for the company that you worked at, you would have to refer to it from an employee’s perspective (third person). If you are writing the history as an account of your experiences with the company (including the significant incident), you could refer to yourself as ”I” or ”My.” (first person) You could go through other articles related to language and grammar on Enago Academy’s website https://enago.com/academy/ to help you with your document drafting. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter: https://www.enago.com/academy/subscribe-now/ .
Good day , i am writing a research paper and m y setting is a company . is it ethical to put the name of the company in the research paper . i the management has allowed me to conduct my research in thir company .
thanks docarlene diaz
Generally authors do not mention the names of the organization separately within the research paper. The name of the educational institution the researcher or the PhD student is working in needs to be mentioned along with the name in the list of authors. However, if the research has been carried out in a company, it might not be mandatory to mention the name after the name in the list of authors. You can check with the author guidelines of your target journal and if needed confirm with the editor of the journal. Also check with the mangement of the company whether they want the name of the company to be mentioned in the research paper.
Finishing up my dissertation the information is clear and concise.
How to write the right first person pronoun if there is a single researcher? Thanks
Rate this article Cancel Reply
Your email address will not be published.
Sign-up to read more
Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:
We hate spam too. We promise to protect your privacy and never spam you.
I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:
In your opinion, what is the most effective way to improve integrity in the peer review process?
4-minute read
Writing in the first person, or using I and we pronouns, has traditionally been frowned upon in academic writing . But despite this long-standing norm, writing in the first person isn’t actually prohibited. In fact, it’s becoming more acceptable – even in research papers.
If you’re wondering whether you can use I (or we ) in your research paper, you should check with your institution first and foremost. Many schools have rules regarding first-person use. If it’s up to you, though, we still recommend some guidelines. Check out our tips below!
Certain sections of your paper are more conducive to writing in the first person. Typically, the first person makes sense in the abstract, introduction, discussion, and conclusion sections. You should still limit your use of I and we , though, or your essay may start to sound like a personal narrative .
Using first-person pronouns is most useful and acceptable in the following circumstances.
When doing so removes the passive voice and adds flow
Sometimes, writers have to bend over backward just to avoid using the first person, often producing clunky sentences and a lot of passive voice constructions. The first person can remedy this. For example:
Both sentences are fine, but the second one flows better and is easier to read.
When discussing literature from other researchers and authors, you might be comparing it with your own findings or hypotheses . Using the first person can help clarify that you are engaging in such a comparison. For example:
In the first sentence, using “the author” to avoid the first person creates ambiguity. The second sentence prevents misinterpretation.
In some instances, you may need to provide background for why you’re researching your topic. This information may include your personal interest in or experience with the subject, both of which are easier to express using first-person pronouns. For example:
Expressing personal experiences and viewpoints isn’t always a good idea in research papers. When it’s appropriate to do so, though, just make sure you don’t overuse the first person.
It’s usually a good idea to stick to the third person in the methods and results sections of your research paper. Additionally, be careful not to use the first person when:
Subscribe to our newsletter and get writing tips from our editors straight to your inbox.
● It makes your findings seem like personal observations rather than factual results.
● It removes objectivity and implies that the writing may be biased .
● It appears in phrases such as I think or I believe , which can weaken your writing.
Using the first person while maintaining a formal tone can be tricky, but keeping a few tips in mind can help you strike a balance. The important thing is to make sure the tone isn’t too conversational.
To achieve this, avoid referring to the readers, such as with the second-person you . Use we and us only when referring to yourself and the other authors/researchers involved in the paper, not the audience.
It’s becoming more acceptable in the academic world to use first-person pronouns such as we and I in research papers. But make sure you check with your instructor or institution first because they may have strict rules regarding this practice.
If you do decide to use the first person, make sure you do so effectively by following the tips we’ve laid out in this guide. And once you’ve written a draft, send us a copy! Our expert proofreaders and editors will be happy to check your grammar, spelling, word choice, references, tone, and more. Submit a 500-word sample today!
Is it ever acceptable to use I or we in a research paper?
In some instances, using first-person pronouns can help you to establish credibility, add clarity, and make the writing easier to read.
How can I avoid using I in my writing?
Writing in the passive voice can help you to avoid using the first person.
Post A New Comment
5-minute read
Promoting a brand means sharing valuable insights to connect more deeply with your audience, and...
6-minute read
If you’re seeking funding to support your charitable endeavors as a nonprofit organization, you’ll need...
9-minute read
Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...
8-minute read
Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...
7-minute read
Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...
Are you a creative freelancer looking to make a lasting impression on potential clients or...
Explore "we" in research papers: guidelines, alternatives, and considerations for effective academic writing.
Jun 25, 2024
When embarking on the journey of academic writing, particularly in research papers, one of the first questions that often arises is about pronoun usage. Specifically, many writers grapple with the question: Is it okay to use "we" in a research paper?
This seemingly simple grammatical choice carries significant weight in academic circles. Using pronouns, especially first-person pronouns like "we," can influence the tone, clarity, and perceived objectivity of your work. It's a topic that has sparked debates among scholars, with opinions evolving and varying across different disciplines.
The importance of pronoun usage in academic writing cannot be overstated, especially in contexts like thesis and scientific writing. It affects how your research is perceived, how you position yourself as an author, and how you engage with your readers using the first person or third person.
The choice between using "we," maintaining a more impersonal tone, or opting for alternatives can impact the overall effectiveness of your communication.
In this blog post, we'll explore the nuances of using "we" in research papers, examining both traditional and modern perspectives. We'll delve into the pros and cons, provide guidelines for appropriate usage, and offer alternatives to help you confidently navigate writing academic papers.
historical preference for third-person perspective.
Academic writing traditionally favored a third-person perspective, especially in scientific fields. This preference emerged in the late 19th century as part of a push for objectivity in scientific communication. The goal was to present research as unbiased facts and observations.
Key aspects:
Arguments against using "we" in research papers:
This approach shaped academic writing for decades and still influences some disciplines, especially in the context of writing a research paper. However, attitudes toward pronoun usage have begun to change in recent years.
Shift towards more personal and engaging academic prose.
Recent years have seen a move towards more accessible academic writing. This shift aims to:
Key changes:
Some fields now allow or encourage the use of "we" and other first-person pronouns. This varies by:
Reasons for acceptance:
However, acceptance is not universal. Many disciplines and publications still prefer traditional, impersonal styles.
Key point: Use "we" judiciously, balancing clarity and convention.
Please remember: Always prioritize clarity and follow your field's conventions.
Passive voice.
Remember: The goal is clear, effective communication of your research, whether you use first person or third person.
Consistency in pronoun usage.
Additional tips:
Remember: Effective academic writing communicates complex ideas while meeting field-specific expectations.
Final thoughts:
Ultimately, choose a style that best serves your research and readers while adhering to relevant guidelines of scientific writing and thesis format. It may also be acceptable to use first-person pronouns where appropriate.
Easily pronounces technical words in any field
Writing Style
Pronoun Usage
Research Papers
Academic Writing
Aug 1, 2024
Individualized Education Plan
Special Education
IEP Process
Learning Disabilities
Assistive Technology
Aug 5, 2024
Aug 6, 2024
Financial Aid
College Funding
Cosigner Responsibilities
Student Loans
Aug 13, 2024
Productivity Books
Time Management
Efficiency Tips
Self Improvement
Goal Setting
Research writers frequently wonder whether the first person can be used in academic and scientific writing. In truth, for generations, we’ve been discouraged from using “I” and “we” in academic writing simply due to old habits. That’s right—there’s no reason why you can’t use these words! In fact, the academic community used first-person pronouns until the 1920s, when the third person and passive-voice constructions (that is, “boring” writing) were adopted–prominently expressed, for example, in Strunk and White’s classic writing manual “Elements of Style” first published in 1918, that advised writers to place themselves “in the background” and not draw attention to themselves.
In recent decades, however, changing attitudes about the first person in academic writing has led to a paradigm shift, and we have, however, we’ve shifted back to producing active and engaging prose that incorporates the first person.
However, “I” and “we” still have some generally accepted pronoun rules writers should follow. For example, the first person is more likely used in the abstract , Introduction section , Discussion section , and Conclusion section of an academic paper while the third person and passive constructions are found in the Methods section and Results section .
In this article, we discuss when you should avoid personal pronouns and when they may enhance your writing.
The following examples compare the impact of using and avoiding first-person pronouns.
To understand the effects of global warming on coastal regions, changes in sea levels, storm surge occurrences and precipitation amounts were examined .
[Note: When a long phrase acts as the subject of a passive-voice construction, the sentence becomes difficult to digest. Additionally, since the author(s) conducted the research, it would be clearer to specifically mention them when discussing the focus of a project.]
We examined changes in sea levels, storm surge occurrences, and precipitation amounts to understand how global warming impacts coastal regions.
[Note: When describing the focus of a research project, authors often replace “we” with phrases such as “this study” or “this paper.” “We,” however, is acceptable in this context, including for scientific disciplines. In fact, papers published the vast majority of scientific journals these days use “we” to establish an active voice. Be careful when using “this study” or “this paper” with verbs that clearly couldn’t have performed the action. For example, “we attempt to demonstrate” works, but “the study attempts to demonstrate” does not; the study is not a person.]
From the various data points we have received , we observed that higher frequencies of runoffs from heavy rainfall have occurred in coastal regions where temperatures have increased by at least 0.9°C.
[Note: Introducing personal pronouns when discussing results raises questions regarding the reproducibility of a study. However, mathematics fields generally tolerate phrases such as “in X example, we see…”]
Coastal regions with temperature increases averaging more than 0.9°C experienced higher frequencies of runoffs from heavy rainfall.
[Note: We removed the passive voice and maintained objectivity and assertiveness by specifically identifying the cause-and-effect elements as the actor and recipient of the main action verb. Additionally, in this version, the results appear independent of any person’s perspective.]
In contrast to the study by Jones et al. (2001), which suggests that milk consumption is safe for adults, the Miller study (2005) revealed the potential hazards of ingesting milk. The authors confirm this latter finding.
[Note: “Authors” in the last sentence above is unclear. Does the term refer to Jones et al., Miller, or the authors of the current paper?]
In contrast to the study by Jones et al. (2001), which suggests that milk consumption is safe for adults, the Miller study (2005) revealed the potential hazards of ingesting milk. We confirm this latter finding.
[Note: By using “we,” this sentence clarifies the actor and emphasizes the significance of the recent findings reported in this paper. Indeed, “I” and “we” are acceptable in most scientific fields to compare an author’s works with other researchers’ publications. The APA encourages using personal pronouns for this context. The social sciences broaden this scope to allow discussion of personal perspectives, irrespective of comparisons to other literature.]
For more general advice on how to use active and passive voice in research papers, on how to paraphrase , or for a list of useful phrases for academic writing , head over to the Wordvice Academic Resources pages . And for more professional proofreading services , visit our Academic Editing and P aper Editing Services pages.
Use the links below to jump directly to any section of this guide:
How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .
It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.
The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.
"Genre and the Research Paper" (Purdue OWL)
There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative.
"7 Most Popular Types of Research Papers" (Personal-writer.com)
This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.
Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.
"Ten Steps for Writing Research Papers" (American University)
This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.
"Steps in Writing a Research Paper" (SUNY Empire State College)
This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.
The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.
"Research Paper Planner: Timeline" (Baylor University)
This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.
"Research Paper Planner" (UCLA)
UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.
There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.
"How to Select a Research Topic" (Univ. of Michigan-Flint)
This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.
"25 Interesting Research Paper Topics to Get You Started" (Kibin)
This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."
"Writing a Good Research Question" (Grand Canyon University)
This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.
"How to Write a Research Question the Right Way" (Kibin)
This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.
It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.
CrashCourse Video: "Sociology Research Methods" (YouTube)
Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.
"How to Write a Thesis Statement for an Analytical Essay" (YouTube)
Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below).
"Research Hypothesis" (Oakland Univ.)
This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.
When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.
"Types of Research Designs" (USC)
A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable.
"Major Research Methods" (YouTube)
Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.
"Humanities Research Strategies" (USC)
This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.
"Selected Major Social Science Research Methods: Overview" (National Academies Press)
This appendix from the book Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.
"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)
This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.
Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.
"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)
This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.
"How to Choose Your Research Methods" (NFER (UK))
This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.
The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.
Google Scholar
Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.
"Gathering Appropriate Information" (Texas Gateway)
This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.
"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)
This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.
"Social Science Methods for Data Collection and Analysis" (Swiss FIT)
This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.
"Collecting Data by In-depth Interviewing" (Leeds Univ.)
This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.
There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines.
"Topic vs. Sentence Outlines" (UC Berkeley)
This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.
"Types of Outlines and Samples" (Purdue OWL)
The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.
"Writing An Outline" (Austin C.C.)
This resource from a community college contains sample outlines from an American history class that students can use as models.
"How to Structure an Outline for a College Paper" (YouTube)
This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.
"Outlining" (Harvard)
This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.
As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.
"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)
This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft.
Rough Draft Assignment (Duke of Definition)
This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.
"Creating the First Draft of Your Research Paper" (Concordia Univ.)
This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.
There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.
Chicago Manual of Style Citation Guide
Some call The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.
APA Citation Guide
According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.
MLA Citation Guide
The Modern Language Association style is used most commonly within the liberal arts and humanities. The MLA Style Manual and Guide to Scholarly Publishing was first published in 1985 and (as of 2008) is in its third edition.
Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.
"The Art of Revision" (Univ. of Arizona)
This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.
"Script for Workshop on Revision" (Vanderbilt University)
Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime.
"Revising Your Paper" (Univ. of Washington)
This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.
"Revising Drafts" (UNC Writing Center)
This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.
No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.
"Getting Feedback" (UNC Writing Center)
This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.
"Prepare for Your Tutoring Session" (Otis College of Art and Design)
This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.
"The Importance of Asking Your Professor" (Univ. of Waterloo)
This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.
Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.
"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)
While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.
Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)
This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.
Final Draft Checklist (Everett C.C.)
This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.
"How to Proofread Your Final Draft" (YouTube)
This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.
"Proofreading Tips" (Georgia Southern-Armstrong)
This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.
This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research.
"Research Paper Complete Resources Pack" (Teachers Pay Teachers)
This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.
"Research Paper—Complete Unit" (Teachers Pay Teachers)
This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.
"Teaching Students to Write Good Papers" (Yale)
This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.
"Research Paper Writing: An Overview" (CUNY Brooklyn)
CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.
"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)
This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process.
"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)
This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.
Need something? Request a new guide .
How can we improve? Share feedback .
LitCharts is hiring!
Usage of Pronouns in an Article
Which Pronoun Should be Used Where?
Did the blog interest you? Would you like to read more blogs on services related to Manuscript editing? Visit our website https://www.manuscriptedit.com/scholar-hangout/ for more information. You can reach us at [email protected] . We will be waiting for your email!!!!
5 steps to master the art of oral presentations.
Introduction An oral presentation is a part of effective communication, particularly in business. If you want your project to get funding and ideas to clap, this blog will help achieve that. So, let’s see what factors help present an outstanding oral presentation. Step 1: Analysing Your Audience While planning an oral presentation, the first […]
Often a research paper is embedded with loads of data and complex results and it might not be viable to include all them in the space-constrained paper. Hence, this calls for effective presentation of the information in the form of figures or diagrams. In fact, figures are the most powerful tools that leave a strong […]
Australian researchers have developed an AI algorithm that can intercept and shut down man-in-the-middle (MitM) cyberattacks on unmanned military robots in seconds. MitM attacks are a type of cyberattack where an attacker intercepts communication between two parties and impersonates one of them. This can be used to steal data, redirect traffic, or even take control […]
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
In any study of a subject, people engage in a “conversation” of sorts, where they read or listen to others’ ideas, consider them with their own viewpoints, and then develop their own stance. It is important in this “conversation” to acknowledge when we use someone else’s words or ideas. If we didn’t come up with it ourselves, we need to tell our readers who did come up with it.
It is important to draw on the work of experts to formulate your own ideas. Quoting and paraphrasing the work of authors engaged in writing about your topic adds expert support to your argument and thesis statement. You are contributing to a scholarly conversation with scholars who are experts on your topic with your writing. This is the difference between a scholarly research paper and any other paper: you must include your own voice in your analysis and ideas alongside scholars or experts.
All your sources must relate to your thesis, or central argument, whether they are in agreement or not. It is a good idea to address all sides of the argument or thesis to make your stance stronger. There are two main ways to incorporate sources into your research paper.
Quoting is when you use the exact words from a source. You will need to put quotation marks around the words that are not your own and cite where they came from. For example:
“It wasn’t really a tune, but from the first note the beast’s eyes began to droop . . . Slowly the dog’s growls ceased – it tottered on its paws and fell to its knees, then it slumped to the ground, fast asleep” (Rowling 275).
Follow these guidelines when opting to cite a passage:
Paraphrasing is when you state the ideas from another source in your own words . Even when you use your own words, if the ideas or facts came from another source, you need to cite where they came from. Quotation marks are not used. For example:
With the simple music of the flute, Harry lulled the dog to sleep (Rowling 275).
Follow these guidelines when opting to paraphrase a passage:
A summary is similar to paraphrasing, but used in cases where you are trying to give an overview of many ideas. As in paraphrasing, quotation marks are not used, but a citation is still necessary. For example:
Through a combination of skill and their invisibility cloak, Harry, Ron, and Hermione slipped through Hogwarts to the dog’s room and down through the trapdoor within (Rowling 271-77).
When integrating a source into your paper, remember to use these three important components:
Ideally, papers will contain a good balance of direct quotations, paraphrasing and your own thoughts. Too much reliance on quotations and paraphrasing can make it seem like you are only using the work of others and have no original thoughts on the topic.
Always properly cite an author’s original idea, whether you have directly quoted or paraphrased it. If you have questions about how to cite properly in your chosen citation style, browse these citation guides . You can also review our guide to understanding plagiarism .
The University of Nevada, Reno Writing Center provides helpful guidance on quoting and paraphrasing and explains how to make sure your paraphrasing does not veer into plagiarism. If you have any questions about quoting or paraphrasing, or need help at any point in the writing process, schedule an appointment with the Writing Center.
Rowling, J.K. Harry Potter and the Sorcerer's Stone. A.A. Levine Books, 1998.
The research process, explore more of umgc.
Planning and Writing a Research Paper
Working your sources into your writing is a very important part of the writing process and gets easier over time. You must also decide whether you will quote , paraphrase , or summarize the material when incorporating resources into your writing.
Academic integrity encompasses the practice of engaging with source material meaningfully and ethically, to the benefit of your own learning and the discourse community with which you interact. UMGC has carefully developed a philosophy of, approach to, and tutorial about academic integrity that can be found here: Philosophy of Academic Integrity Please review this material and familiarize yourself with both the best practices in this area and how to avoid running afoul of expectations.
How to incorporate your sources.
How you incorporate your sources into your writing depends on how you are using them and why you are writing your paper. Many students have difficulty deciding when to quote, paraphrase, or summarize, and then when to cite a source.
Understanding why writers use citations in academic research can help you decide when to use them. Citing reliable sources gives your research and writing credibility, showing your familiarity with the work of a scholarly community and your understanding of how you are contributing to it. It also shows the reader that you have done the research and have gone to great lengths to make your paper as strong and clear as possible.
Keep in mind that sometimes it is difficult to figure out how to work the quotations and paraphrases into your own style of writing. You want to avoid using lengthy blocks of quotations or lengthy paraphrases of the sources. For more information about quoting and paraphrasing resources, check out Chapter 5, “ Academic Integrity and Documentation .” Also, please take a look at the UMGC library Citing and Writing LibGuide .
At this level, you are expected to remain objective and impartial when presenting the research, with no personal opinions given. You report the information, taking on the role of an experimental researcher or even an investigative reporter.
Here, you are expected to put your sources in the context of a greater issue or debate. You have to offer enough explanation and discussion (through your own comprehension and interpretation) to help your reader see the connection between the material you are researching and the other references.
At this level, you help the reader understand the relationship, significance, and authority of the reference material by introducing and discussing its sources.
Here, you are asked to judge the source materials and their usefulness for your research project. This last position, most commonly found in literary, musical, or other fine arts criticism, involves you, the researcher, as a critical thinker in assessing the sources.
Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.
Chapter 1: College Writing
How Does College Writing Differ from Workplace Writing?
What Is College Writing?
Why So Much Emphasis on Writing?
Chapter 2: The Writing Process
Doing Exploratory Research
Getting from Notes to Your Draft
Introduction
Prewriting - Techniques to Get Started - Mining Your Intuition
Prewriting: Targeting Your Audience
Prewriting: Techniques to Get Started
Prewriting: Understanding Your Assignment
Rewriting: Being Your Own Critic
Rewriting: Creating a Revision Strategy
Rewriting: Getting Feedback
Rewriting: The Final Draft
Techniques to Get Started - Outlining
Techniques to Get Started - Using Systematic Techniques
Thesis Statement and Controlling Idea
Writing: Getting from Notes to Your Draft - Freewriting
Writing: Getting from Notes to Your Draft - Summarizing Your Ideas
Writing: Outlining What You Will Write
Chapter 3: Thinking Strategies
A Word About Style, Voice, and Tone
A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction
Critical Strategies and Writing
Critical Strategies and Writing: Analysis
Critical Strategies and Writing: Evaluation
Critical Strategies and Writing: Persuasion
Critical Strategies and Writing: Synthesis
Developing a Paper Using Strategies
Kinds of Assignments You Will Write
Patterns for Presenting Information
Patterns for Presenting Information: Critiques
Patterns for Presenting Information: Discussing Raw Data
Patterns for Presenting Information: General-to-Specific Pattern
Patterns for Presenting Information: Problem-Cause-Solution Pattern
Patterns for Presenting Information: Specific-to-General Pattern
Patterns for Presenting Information: Summaries and Abstracts
Supporting with Research and Examples
Writing Essay Examinations
Writing Essay Examinations: Make Your Answer Relevant and Complete
Writing Essay Examinations: Organize Thinking Before Writing
Writing Essay Examinations: Read and Understand the Question
Chapter 4: The Research Process
Planning and Writing a Research Paper: Ask a Research Question
Planning and Writing a Research Paper: Cite Sources
Planning and Writing a Research Paper: Collect Evidence
Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research
Planning and Writing a Research Paper: Draw Conclusions
Planning and Writing a Research Paper: Find a Topic and Get an Overview
Planning and Writing a Research Paper: Manage Your Resources
Planning and Writing a Research Paper: Outline
Planning and Writing a Research Paper: Survey the Literature
Planning and Writing a Research Paper: Work Your Sources into Your Research Writing
Research Resources: Where Are Research Resources Found? - Human Resources
Research Resources: What Are Research Resources?
Research Resources: Where Are Research Resources Found?
Research Resources: Where Are Research Resources Found? - Electronic Resources
Research Resources: Where Are Research Resources Found? - Print Resources
Structuring the Research Paper: Formal Research Structure
Structuring the Research Paper: Informal Research Structure
The Nature of Research
The Research Assignment: How Should Research Sources Be Evaluated?
The Research Assignment: When Is Research Needed?
The Research Assignment: Why Perform Research?
Chapter 5: Academic Integrity
Academic Integrity
Giving Credit to Sources
Giving Credit to Sources: Copyright Laws
Giving Credit to Sources: Documentation
Giving Credit to Sources: Style Guides
Integrating Sources
Practicing Academic Integrity
Practicing Academic Integrity: Keeping Accurate Records
Practicing Academic Integrity: Managing Source Material
Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source
Practicing Academic Integrity: Managing Source Material - Quoting Your Source
Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources
Types of Documentation
Types of Documentation: Bibliographies and Source Lists
Types of Documentation: Citing World Wide Web Sources
Types of Documentation: In-Text or Parenthetical Citations
Types of Documentation: In-Text or Parenthetical Citations - APA Style
Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style
Types of Documentation: In-Text or Parenthetical Citations - Chicago Style
Types of Documentation: In-Text or Parenthetical Citations - MLA Style
Types of Documentation: Note Citations
Chapter 6: Using Library Resources
Finding Library Resources
Chapter 7: Assessing Your Writing
How Is Writing Graded?
How Is Writing Graded?: A General Assessment Tool
The Draft Stage
The Draft Stage: The First Draft
The Draft Stage: The Revision Process and the Final Draft
The Draft Stage: Using Feedback
The Research Stage
Using Assessment to Improve Your Writing
Chapter 8: Other Frequently Assigned Papers
Reviews and Reaction Papers: Article and Book Reviews
Reviews and Reaction Papers: Reaction Papers
Writing Arguments
Writing Arguments: Adapting the Argument Structure
Writing Arguments: Purposes of Argument
Writing Arguments: References to Consult for Writing Arguments
Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition
Writing Arguments: Steps to Writing an Argument - Determine Your Organization
Writing Arguments: Steps to Writing an Argument - Develop Your Argument
Writing Arguments: Steps to Writing an Argument - Introduce Your Argument
Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition
Writing Arguments: Steps to Writing an Argument - Write Your Conclusion
Writing Arguments: Types of Argument
Dictionaries
General Style Manuals
Researching on the Internet
Special Style Manuals
Writing Handbooks
Collaborative Writing: Assignments to Accompany the Group Project
Collaborative Writing: Informal Progress Report
Collaborative Writing: Issues to Resolve
Collaborative Writing: Methodology
Collaborative Writing: Peer Evaluation
Collaborative Writing: Tasks of Collaborative Writing Group Members
Collaborative Writing: Writing Plan
General Introduction
Peer Reviewing
Working with Your Instructor’s Comments and Grades
Devising a Writing Project Plan and Schedule
Reviewing Your Plan with Others
By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our Privacy Policy .
The purpose of the discussion section is to interpret and describe the significance of your findings in relation to what was already known about the research problem being investigated and to explain any new understanding or insights that emerged as a result of your research. The discussion will always connect to the introduction by way of the research questions or hypotheses you posed and the literature you reviewed, but the discussion does not simply repeat or rearrange the first parts of your paper; the discussion clearly explains how your study advanced the reader's understanding of the research problem from where you left them at the end of your review of prior research.
Annesley, Thomas M. “The Discussion Section: Your Closing Argument.” Clinical Chemistry 56 (November 2010): 1671-1674; Peacock, Matthew. “Communicative Moves in the Discussion Section of Research Articles.” System 30 (December 2002): 479-497.
The discussion section is often considered the most important part of your research paper because it:
Annesley Thomas M. “The Discussion Section: Your Closing Argument.” Clinical Chemistry 56 (November 2010): 1671-1674; Bitchener, John and Helen Basturkmen. “Perceptions of the Difficulties of Postgraduate L2 Thesis Students Writing the Discussion Section.” Journal of English for Academic Purposes 5 (January 2006): 4-18; Kretchmer, Paul. Fourteen Steps to Writing an Effective Discussion Section. San Francisco Edit, 2003-2008.
I. General Rules
These are the general rules you should adopt when composing your discussion of the results :
II. The Content
The content of the discussion section of your paper most often includes :
III. Organization and Structure
Keep the following sequential points in mind as you organize and write the discussion section of your paper:
IV. Overall Objectives
The objectives of your discussion section should include the following: I. Reiterate the Research Problem/State the Major Findings
Briefly reiterate the research problem or problems you are investigating and the methods you used to investigate them, then move quickly to describe the major findings of the study. You should write a direct, declarative, and succinct proclamation of the study results, usually in one paragraph.
II. Explain the Meaning of the Findings and Why They are Important
No one has thought as long and hard about your study as you have. Systematically explain the underlying meaning of your findings and state why you believe they are significant. After reading the discussion section, you want the reader to think critically about the results and why they are important. You don’t want to force the reader to go through the paper multiple times to figure out what it all means. If applicable, begin this part of the section by repeating what you consider to be your most significant or unanticipated finding first, then systematically review each finding. Otherwise, follow the general order you reported the findings presented in the results section.
III. Relate the Findings to Similar Studies
No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your results to those found in other studies, particularly if questions raised from prior studies served as the motivation for your research. This is important because comparing and contrasting the findings of other studies helps to support the overall importance of your results and it highlights how and in what ways your study differs from other research about the topic. Note that any significant or unanticipated finding is often because there was no prior research to indicate the finding could occur. If there is prior research to indicate this, you need to explain why it was significant or unanticipated. IV. Consider Alternative Explanations of the Findings
It is important to remember that the purpose of research in the social sciences is to discover and not to prove . When writing the discussion section, you should carefully consider all possible explanations for the study results, rather than just those that fit your hypothesis or prior assumptions and biases. This is especially important when describing the discovery of significant or unanticipated findings.
V. Acknowledge the Study’s Limitations
It is far better for you to identify and acknowledge your study’s limitations than to have them pointed out by your professor! Note any unanswered questions or issues your study could not address and describe the generalizability of your results to other situations. If a limitation is applicable to the method chosen to gather information, then describe in detail the problems you encountered and why. VI. Make Suggestions for Further Research
You may choose to conclude the discussion section by making suggestions for further research [as opposed to offering suggestions in the conclusion of your paper]. Although your study can offer important insights about the research problem, this is where you can address other questions related to the problem that remain unanswered or highlight hidden issues that were revealed as a result of conducting your research. You should frame your suggestions by linking the need for further research to the limitations of your study [e.g., in future studies, the survey instrument should include more questions that ask..."] or linking to critical issues revealed from the data that were not considered initially in your research.
NOTE: Besides the literature review section, the preponderance of references to sources is usually found in the discussion section . A few historical references may be helpful for perspective, but most of the references should be relatively recent and included to aid in the interpretation of your results, to support the significance of a finding, and/or to place a finding within a particular context. If a study that you cited does not support your findings, don't ignore it--clearly explain why your research findings differ from theirs.
V. Problems to Avoid
Analyzing vs. Summarizing. Department of English Writing Guide. George Mason University; Discussion. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Hess, Dean R. "How to Write an Effective Discussion." Respiratory Care 49 (October 2004); Kretchmer, Paul. Fourteen Steps to Writing to Writing an Effective Discussion Section. San Francisco Edit, 2003-2008; The Lab Report. University College Writing Centre. University of Toronto; Sauaia, A. et al. "The Anatomy of an Article: The Discussion Section: "How Does the Article I Read Today Change What I Will Recommend to my Patients Tomorrow?” The Journal of Trauma and Acute Care Surgery 74 (June 2013): 1599-1602; Research Limitations & Future Research . Lund Research Ltd., 2012; Summary: Using it Wisely. The Writing Center. University of North Carolina; Schafer, Mickey S. Writing the Discussion. Writing in Psychology course syllabus. University of Florida; Yellin, Linda L. A Sociology Writer's Guide . Boston, MA: Allyn and Bacon, 2009.
Don’t Over-Interpret the Results!
Interpretation is a subjective exercise. As such, you should always approach the selection and interpretation of your findings introspectively and to think critically about the possibility of judgmental biases unintentionally entering into discussions about the significance of your work. With this in mind, be careful that you do not read more into the findings than can be supported by the evidence you have gathered. Remember that the data are the data: nothing more, nothing less.
MacCoun, Robert J. "Biases in the Interpretation and Use of Research Results." Annual Review of Psychology 49 (February 1998): 259-287; Ward, Paulet al, editors. The Oxford Handbook of Expertise . Oxford, UK: Oxford University Press, 2018.
Don't Write Two Results Sections!
One of the most common mistakes that you can make when discussing the results of your study is to present a superficial interpretation of the findings that more or less re-states the results section of your paper. Obviously, you must refer to your results when discussing them, but focus on the interpretation of those results and their significance in relation to the research problem, not the data itself.
Azar, Beth. "Discussing Your Findings." American Psychological Association gradPSYCH Magazine (January 2006).
Avoid Unwarranted Speculation!
The discussion section should remain focused on the findings of your study. For example, if the purpose of your research was to measure the impact of foreign aid on increasing access to education among disadvantaged children in Bangladesh, it would not be appropriate to speculate about how your findings might apply to populations in other countries without drawing from existing studies to support your claim or if analysis of other countries was not a part of your original research design. If you feel compelled to speculate, do so in the form of describing possible implications or explaining possible impacts. Be certain that you clearly identify your comments as speculation or as a suggestion for where further research is needed. Sometimes your professor will encourage you to expand your discussion of the results in this way, while others don’t care what your opinion is beyond your effort to interpret the data in relation to the research problem.
What is a citation.
Citations are a way of giving credit when certain material in your work came from another source. It also gives your readers the information necessary to find that source again-- it provides an important roadmap to your research process. Whenever you use sources such as books, journals or websites in your research, you must give credit to the original author by citing the source.
Scholarship is a conversation and scholars use citations not only to give credit to original creators and thinkers, but also to add strength and authority to their own work. By citing their sources, scholars are placing their work in a specific context to show where they “fit” within the larger conversation. Citations are also a great way to leave a trail intended to help others who may want to explore the conversation or use the sources in their own work.
In short, citations
(1) give credit
(2) add strength and authority to your work
(3) place your work in a specific context
(4) leave a trail for other scholars
"Good citations should reveal your sources, not conceal them. They should honeslty reflect the research you conducted." (Lipson 4)
Lipson, Charles. "Why Cite?" Cite Right: A Quick Guide to Citation Styles--MLA, APA, Chicago, the Sciences, Professions, and More . Chicago: U of Chicago, 2006. Print.
Different subject disciplines call for citation information to be written in very specific order, capitalization, and punctuation. There are therefore many different style formats. Three popular citation formats are MLA Style (for humanities articles) and APA or Chicago (for social sciences articles).
MLA style (print journal article):
Whisenant, Warren A. "How Women Have Fared as Interscholastic Athletic Administrators Since the Passage of Title IX." Sex Roles Vol. 49.3 (2003): 179-182.
APA style (print journal article):
Whisenant, W. A. (2003) How Women Have Fared as Interscholastic Athletic Administrators Since the Passage of Title IX. Sex Roles , 49 (3), 179-182.
Chicago style (print journal article):
Whisenant, Warren A. "How Women Have Fared as Interscholastic Athletic Administrators Since the Passage of Title IX." Sex Roles 49, no. 3 (2003): 179-182.
No matter which style you use, all citations require the same basic information:
You are most likely to have easy access to all of your citation information when you find it in the first place. Take note of this information up front, and it will be much easier to cite it effectively later.
An official website of the United States government
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .
How to write your first research paper.
Writing a research manuscript is an intimidating process for many novice writers in the sciences. One of the stumbling blocks is the beginning of the process and creating the first draft. This paper presents guidelines on how to initiate the writing process and draft each section of a research manuscript. The paper discusses seven rules that allow the writer to prepare a well-structured and comprehensive manuscript for a publication submission. In addition, the author lists different strategies for successful revision. Each of those strategies represents a step in the revision process and should help the writer improve the quality of the manuscript. The paper could be considered a brief manual for publication.
It is late at night. You have been struggling with your project for a year. You generated an enormous amount of interesting data. Your pipette feels like an extension of your hand, and running western blots has become part of your daily routine, similar to brushing your teeth. Your colleagues think you are ready to write a paper, and your lab mates tease you about your “slow” writing progress. Yet days pass, and you cannot force yourself to sit down to write. You have not written anything for a while (lab reports do not count), and you feel you have lost your stamina. How does the writing process work? How can you fit your writing into a daily schedule packed with experiments? What section should you start with? What distinguishes a good research paper from a bad one? How should you revise your paper? These and many other questions buzz in your head and keep you stressed. As a result, you procrastinate. In this paper, I will discuss the issues related to the writing process of a scientific paper. Specifically, I will focus on the best approaches to start a scientific paper, tips for writing each section, and the best revision strategies.
Whether you have written 100 papers or you are struggling with your first, starting the process is the most difficult part unless you have a rigid writing schedule. Writing is hard. It is a very difficult process of intense concentration and brain work. As stated in Hayes’ framework for the study of writing: “It is a generative activity requiring motivation, and it is an intellectual activity requiring cognitive processes and memory” [ 1 ]. In his book How to Write a Lot: A Practical Guide to Productive Academic Writing , Paul Silvia says that for some, “it’s easier to embalm the dead than to write an article about it” [ 2 ]. Just as with any type of hard work, you will not succeed unless you practice regularly. If you have not done physical exercises for a year, only regular workouts can get you into good shape again. The same kind of regular exercises, or I call them “writing sessions,” are required to be a productive author. Choose from 1- to 2-hour blocks in your daily work schedule and consider them as non-cancellable appointments. When figuring out which blocks of time will be set for writing, you should select the time that works best for this type of work. For many people, mornings are more productive. One Yale University graduate student spent a semester writing from 8 a.m. to 9 a.m. when her lab was empty. At the end of the semester, she was amazed at how much she accomplished without even interrupting her regular lab hours. In addition, doing the hardest task first thing in the morning contributes to the sense of accomplishment during the rest of the day. This positive feeling spills over into our work and life and has a very positive effect on our overall attitude.
2. start with an outline.
Now that you have scheduled time, you need to decide how to start writing. The best strategy is to start with an outline. This will not be an outline that you are used to, with Roman numerals for each section and neat parallel listing of topic sentences and supporting points. This outline will be similar to a template for your paper. Initially, the outline will form a structure for your paper; it will help generate ideas and formulate hypotheses. Following the advice of George M. Whitesides, “. . . start with a blank piece of paper, and write down, in any order, all important ideas that occur to you concerning the paper” [ 3 ]. Use Table 1 as a starting point for your outline. Include your visuals (figures, tables, formulas, equations, and algorithms), and list your findings. These will constitute the first level of your outline, which will eventually expand as you elaborate.
1. What is the topic of my paper? |
2. Why is this topic important? |
3. How could I formulate my hypothesis? |
4. What are my results (include visuals)? |
5. What is my major finding? |
The next stage is to add context and structure. Here you will group all your ideas into sections: Introduction, Methods, Results, and Discussion/Conclusion ( Table 2 ). This step will help add coherence to your work and sift your ideas.
1. Why is your research important? |
2. What is known about the topic? |
3. What are your hypotheses? |
4. What are your objectives? |
1. What materials did you use? |
2. Who were the subjects of your study? |
3. What was the design of your research? |
4. What procedure did you follow? |
1. What are your most significant results? |
2. What are your supporting results? |
1. What are the studies major findings? |
2. What is the significance/implication of the results? |
Now that you have expanded your outline, you are ready for the next step: discussing the ideas for your paper with your colleagues and mentor. Many universities have a writing center where graduate students can schedule individual consultations and receive assistance with their paper drafts. Getting feedback during early stages of your draft can save a lot of time. Talking through ideas allows people to conceptualize and organize thoughts to find their direction without wasting time on unnecessary writing. Outlining is the most effective way of communicating your ideas and exchanging thoughts. Moreover, it is also the best stage to decide to which publication you will submit the paper. Many people come up with three choices and discuss them with their mentors and colleagues. Having a list of journal priorities can help you quickly resubmit your paper if your paper is rejected.
3. continue with drafts.
After you get enough feedback and decide on the journal you will submit to, the process of real writing begins. Copy your outline into a separate file and expand on each of the points, adding data and elaborating on the details. When you create the first draft, do not succumb to the temptation of editing. Do not slow down to choose a better word or better phrase; do not halt to improve your sentence structure. Pour your ideas into the paper and leave revision and editing for later. As Paul Silvia explains, “Revising while you generate text is like drinking decaffeinated coffee in the early morning: noble idea, wrong time” [ 2 ].
Many students complain that they are not productive writers because they experience writer’s block. Staring at an empty screen is frustrating, but your screen is not really empty: You have a template of your article, and all you need to do is fill in the blanks. Indeed, writer’s block is a logical fallacy for a scientist ― it is just an excuse to procrastinate. When scientists start writing a research paper, they already have their files with data, lab notes with materials and experimental designs, some visuals, and tables with results. All they need to do is scrutinize these pieces and put them together into a comprehensive paper.
If you still struggle with starting a paper, then write the Materials and Methods section first. Since you have all your notes, it should not be problematic for you to describe the experimental design and procedures. Your most important goal in this section is to be as explicit as possible by providing enough detail and references. In the end, the purpose of this section is to allow other researchers to evaluate and repeat your work. So do not run into the same problems as the writers of the sentences in (1):
1a. Bacteria were pelleted by centrifugation. 1b. To isolate T cells, lymph nodes were collected.
As you can see, crucial pieces of information are missing: the speed of centrifuging your bacteria, the time, and the temperature in (1a); the source of lymph nodes for collection in (b). The sentences can be improved when information is added, as in (2a) and (2b), respectfully:
2a. Bacteria were pelleted by centrifugation at 3000g for 15 min at 25°C. 2b. To isolate T cells, mediastinal and mesenteric lymph nodes from Balb/c mice were collected at day 7 after immunization with ovabumin.
If your method has previously been published and is well-known, then you should provide only the literature reference, as in (3a). If your method is unpublished, then you need to make sure you provide all essential details, as in (3b).
3a. Stem cells were isolated, according to Johnson [23]. 3b. Stem cells were isolated using biotinylated carbon nanotubes coated with anti-CD34 antibodies.
Furthermore, cohesion and fluency are crucial in this section. One of the malpractices resulting in disrupted fluency is switching from passive voice to active and vice versa within the same paragraph, as shown in (4). This switching misleads and distracts the reader.
4. Behavioral computer-based experiments of Study 1 were programmed by using E-Prime. We took ratings of enjoyment, mood, and arousal as the patients listened to preferred pleasant music and unpreferred music by using Visual Analogue Scales (SI Methods). The preferred and unpreferred status of the music was operationalized along a continuum of pleasantness [ 4 ].
The problem with (4) is that the reader has to switch from the point of view of the experiment (passive voice) to the point of view of the experimenter (active voice). This switch causes confusion about the performer of the actions in the first and the third sentences. To improve the coherence and fluency of the paragraph above, you should be consistent in choosing the point of view: first person “we” or passive voice [ 5 ]. Let’s consider two revised examples in (5).
5a. We programmed behavioral computer-based experiments of Study 1 by using E-Prime. We took ratings of enjoyment, mood, and arousal by using Visual Analogue Scales (SI Methods) as the patients listened to preferred pleasant music and unpreferred music. We operationalized the preferred and unpreferred status of the music along a continuum of pleasantness. 5b. Behavioral computer-based experiments of Study 1 were programmed by using E-Prime. Ratings of enjoyment, mood, and arousal were taken as the patients listened to preferred pleasant music and unpreferred music by using Visual Analogue Scales (SI Methods). The preferred and unpreferred status of the music was operationalized along a continuum of pleasantness.
If you choose the point of view of the experimenter, then you may end up with repetitive “we did this” sentences. For many readers, paragraphs with sentences all beginning with “we” may also sound disruptive. So if you choose active sentences, you need to keep the number of “we” subjects to a minimum and vary the beginnings of the sentences [ 6 ].
Interestingly, recent studies have reported that the Materials and Methods section is the only section in research papers in which passive voice predominantly overrides the use of the active voice [ 5 , 7 , 8 , 9 ]. For example, Martínez shows a significant drop in active voice use in the Methods sections based on the corpus of 1 million words of experimental full text research articles in the biological sciences [ 7 ]. According to the author, the active voice patterned with “we” is used only as a tool to reveal personal responsibility for the procedural decisions in designing and performing experimental work. This means that while all other sections of the research paper use active voice, passive voice is still the most predominant in Materials and Methods sections.
Writing Materials and Methods sections is a meticulous and time consuming task requiring extreme accuracy and clarity. This is why when you complete your draft, you should ask for as much feedback from your colleagues as possible. Numerous readers of this section will help you identify the missing links and improve the technical style of this section.
3.2. writing results section.
For many authors, writing the Results section is more intimidating than writing the Materials and Methods section . If people are interested in your paper, they are interested in your results. That is why it is vital to use all your writing skills to objectively present your key findings in an orderly and logical sequence using illustrative materials and text.
Your Results should be organized into different segments or subsections where each one presents the purpose of the experiment, your experimental approach, data including text and visuals (tables, figures, schematics, algorithms, and formulas), and data commentary. For most journals, your data commentary will include a meaningful summary of the data presented in the visuals and an explanation of the most significant findings. This data presentation should not repeat the data in the visuals, but rather highlight the most important points. In the “standard” research paper approach, your Results section should exclude data interpretation, leaving it for the Discussion section. However, interpretations gradually and secretly creep into research papers: “Reducing the data, generalizing from the data, and highlighting scientific cases are all highly interpretive processes. It should be clear by now that we do not let the data speak for themselves in research reports; in summarizing our results, we interpret them for the reader” [ 10 ]. As a result, many journals including the Journal of Experimental Medicine and the Journal of Clinical Investigation use joint Results/Discussion sections, where results are immediately followed by interpretations.
Another important aspect of this section is to create a comprehensive and supported argument or a well-researched case. This means that you should be selective in presenting data and choose only those experimental details that are essential for your reader to understand your findings. You might have conducted an experiment 20 times and collected numerous records, but this does not mean that you should present all those records in your paper. You need to distinguish your results from your data and be able to discard excessive experimental details that could distract and confuse the reader. However, creating a picture or an argument should not be confused with data manipulation or falsification, which is a willful distortion of data and results. If some of your findings contradict your ideas, you have to mention this and find a plausible explanation for the contradiction.
In addition, your text should not include irrelevant and peripheral information, including overview sentences, as in (6).
6. To show our results, we first introduce all components of experimental system and then describe the outcome of infections.
Indeed, wordiness convolutes your sentences and conceals your ideas from readers. One common source of wordiness is unnecessary intensifiers. Adverbial intensifiers such as “clearly,” “essential,” “quite,” “basically,” “rather,” “fairly,” “really,” and “virtually” not only add verbosity to your sentences, but also lower your results’ credibility. They appeal to the reader’s emotions but lower objectivity, as in the common examples in (7):
7a. Table 3 clearly shows that … 7b. It is obvious from figure 4 that …
Another source of wordiness is nominalizations, i.e., nouns derived from verbs and adjectives paired with weak verbs including “be,” “have,” “do,” “make,” “cause,” “provide,” and “get” and constructions such as “there is/are.”
8a. We tested the hypothesis that there is a disruption of membrane asymmetry. 8b. In this paper we provide an argument that stem cells repopulate injured organs.
In the sentences above, the abstract nominalizations “disruption” and “argument” do not contribute to the clarity of the sentences, but rather clutter them with useless vocabulary that distracts from the meaning. To improve your sentences, avoid unnecessary nominalizations and change passive verbs and constructions into active and direct sentences.
9a. We tested the hypothesis that the membrane asymmetry is disrupted. 9b. In this paper we argue that stem cells repopulate injured organs.
Your Results section is the heart of your paper, representing a year or more of your daily research. So lead your reader through your story by writing direct, concise, and clear sentences.
3.3. now it is time for your introduction.
Now that you are almost half through drafting your research paper, it is time to update your outline. While describing your Methods and Results, many of you diverged from the original outline and re-focused your ideas. So before you move on to create your Introduction, re-read your Methods and Results sections and change your outline to match your research focus. The updated outline will help you review the general picture of your paper, the topic, the main idea, and the purpose, which are all important for writing your introduction.
The best way to structure your introduction is to follow the three-move approach shown in Table 3 .
a. Show that the general research area is important, central, interesting, and problematic in some way; |
a. Indicate a gap in the previous research, or extend previous knowledge in some way. |
a. Outline purposes or state the nature of the present research; |
b. List research questions or hypotheses; |
c. Announce principle findings; |
d. State the value of the present research; |
e. Indicate the structure of the research paper. |
Adapted from Swales and Feak [ 11 ].
The moves and information from your outline can help to create your Introduction efficiently and without missing steps. These moves are traffic signs that lead the reader through the road of your ideas. Each move plays an important role in your paper and should be presented with deep thought and care. When you establish the territory, you place your research in context and highlight the importance of your research topic. By finding the niche, you outline the scope of your research problem and enter the scientific dialogue. The final move, “occupying the niche,” is where you explain your research in a nutshell and highlight your paper’s significance. The three moves allow your readers to evaluate their interest in your paper and play a significant role in the paper review process, determining your paper reviewers.
Some academic writers assume that the reader “should follow the paper” to find the answers about your methodology and your findings. As a result, many novice writers do not present their experimental approach and the major findings, wrongly believing that the reader will locate the necessary information later while reading the subsequent sections [ 5 ]. However, this “suspense” approach is not appropriate for scientific writing. To interest the reader, scientific authors should be direct and straightforward and present informative one-sentence summaries of the results and the approach.
Another problem is that writers understate the significance of the Introduction. Many new researchers mistakenly think that all their readers understand the importance of the research question and omit this part. However, this assumption is faulty because the purpose of the section is not to evaluate the importance of the research question in general. The goal is to present the importance of your research contribution and your findings. Therefore, you should be explicit and clear in describing the benefit of the paper.
The Introduction should not be long. Indeed, for most journals, this is a very brief section of about 250 to 600 words, but it might be the most difficult section due to its importance.
3.4. discussion of the results.
For many scientists, writing a Discussion section is as scary as starting a paper. Most of the fear comes from the variation in the section. Since every paper has its unique results and findings, the Discussion section differs in its length, shape, and structure. However, some general principles of writing this section still exist. Knowing these rules, or “moves,” can change your attitude about this section and help you create a comprehensive interpretation of your results.
The purpose of the Discussion section is to place your findings in the research context and “to explain the meaning of the findings and why they are important, without appearing arrogant, condescending, or patronizing” [ 11 ]. The structure of the first two moves is almost a mirror reflection of the one in the Introduction. In the Introduction, you zoom in from general to specific and from the background to your research question; in the Discussion section, you zoom out from the summary of your findings to the research context, as shown in Table 4 .
a. State the study’s major findings. |
b. Explain the meaning and importance of your finding. |
c. Consider alternative explanations of the findings. |
a. Compare and contrast your findings with those of other published results. |
b. Explain any discrepancies and unexpected findings. |
c. State the limitations, weaknesses, and assumptions of your study. |
a. Summarize the answers to the research questions. |
b. Indicate the importance of the work by stating applications, recommendations, and implications. |
Adapted from Swales and Feak and Hess [ 11 , 12 ].
The biggest challenge for many writers is the opening paragraph of the Discussion section. Following the moves in Table 1 , the best choice is to start with the study’s major findings that provide the answer to the research question in your Introduction. The most common starting phrases are “Our findings demonstrate . . .,” or “In this study, we have shown that . . .,” or “Our results suggest . . .” In some cases, however, reminding the reader about the research question or even providing a brief context and then stating the answer would make more sense. This is important in those cases where the researcher presents a number of findings or where more than one research question was presented. Your summary of the study’s major findings should be followed by your presentation of the importance of these findings. One of the most frequent mistakes of the novice writer is to assume the importance of his findings. Even if the importance is clear to you, it may not be obvious to your reader. Digesting the findings and their importance to your reader is as crucial as stating your research question.
Another useful strategy is to be proactive in the first move by predicting and commenting on the alternative explanations of the results. Addressing potential doubts will save you from painful comments about the wrong interpretation of your results and will present you as a thoughtful and considerate researcher. Moreover, the evaluation of the alternative explanations might help you create a logical step to the next move of the discussion section: the research context.
The goal of the research context move is to show how your findings fit into the general picture of the current research and how you contribute to the existing knowledge on the topic. This is also the place to discuss any discrepancies and unexpected findings that may otherwise distort the general picture of your paper. Moreover, outlining the scope of your research by showing the limitations, weaknesses, and assumptions is essential and adds modesty to your image as a scientist. However, make sure that you do not end your paper with the problems that override your findings. Try to suggest feasible explanations and solutions.
If your submission does not require a separate Conclusion section, then adding another paragraph about the “take-home message” is a must. This should be a general statement reiterating your answer to the research question and adding its scientific implications, practical application, or advice.
Just as in all other sections of your paper, the clear and precise language and concise comprehensive sentences are vital. However, in addition to that, your writing should convey confidence and authority. The easiest way to illustrate your tone is to use the active voice and the first person pronouns. Accompanied by clarity and succinctness, these tools are the best to convince your readers of your point and your ideas.
4. choosing the best working revision strategies.
Now that you have created the first draft, your attitude toward your writing should have improved. Moreover, you should feel more confident that you are able to accomplish your project and submit your paper within a reasonable timeframe. You also have worked out your writing schedule and followed it precisely. Do not stop ― you are only at the midpoint from your destination. Just as the best and most precious diamond is no more than an unattractive stone recognized only by trained professionals, your ideas and your results may go unnoticed if they are not polished and brushed. Despite your attempts to present your ideas in a logical and comprehensive way, first drafts are frequently a mess. Use the advice of Paul Silvia: “Your first drafts should sound like they were hastily translated from Icelandic by a non-native speaker” [ 2 ]. The degree of your success will depend on how you are able to revise and edit your paper.
The revision can be done at the macrostructure and the microstructure levels [ 13 ]. The macrostructure revision includes the revision of the organization, content, and flow. The microstructure level includes individual words, sentence structure, grammar, punctuation, and spelling.
The best way to approach the macrostructure revision is through the outline of the ideas in your paper. The last time you updated your outline was before writing the Introduction and the Discussion. Now that you have the beginning and the conclusion, you can take a bird’s-eye view of the whole paper. The outline will allow you to see if the ideas of your paper are coherently structured, if your results are logically built, and if the discussion is linked to the research question in the Introduction. You will be able to see if something is missing in any of the sections or if you need to rearrange your information to make your point.
The next step is to revise each of the sections starting from the beginning. Ideally, you should limit yourself to working on small sections of about five pages at a time [ 14 ]. After these short sections, your eyes get used to your writing and your efficiency in spotting problems decreases. When reading for content and organization, you should control your urge to edit your paper for sentence structure and grammar and focus only on the flow of your ideas and logic of your presentation. Experienced researchers tend to make almost three times the number of changes to meaning than novice writers [ 15 , 16 ]. Revising is a difficult but useful skill, which academic writers obtain with years of practice.
In contrast to the macrostructure revision, which is a linear process and is done usually through a detailed outline and by sections, microstructure revision is a non-linear process. While the goal of the macrostructure revision is to analyze your ideas and their logic, the goal of the microstructure editing is to scrutinize the form of your ideas: your paragraphs, sentences, and words. You do not need and are not recommended to follow the order of the paper to perform this type of revision. You can start from the end or from different sections. You can even revise by reading sentences backward, sentence by sentence and word by word.
One of the microstructure revision strategies frequently used during writing center consultations is to read the paper aloud [ 17 ]. You may read aloud to yourself, to a tape recorder, or to a colleague or friend. When reading and listening to your paper, you are more likely to notice the places where the fluency is disrupted and where you stumble because of a very long and unclear sentence or a wrong connector.
Another revision strategy is to learn your common errors and to do a targeted search for them [ 13 ]. All writers have a set of problems that are specific to them, i.e., their writing idiosyncrasies. Remembering these problems is as important for an academic writer as remembering your friends’ birthdays. Create a list of these idiosyncrasies and run a search for these problems using your word processor. If your problem is demonstrative pronouns without summary words, then search for “this/these/those” in your text and check if you used the word appropriately. If you have a problem with intensifiers, then search for “really” or “very” and delete them from the text. The same targeted search can be done to eliminate wordiness. Searching for “there is/are” or “and” can help you avoid the bulky sentences.
The final strategy is working with a hard copy and a pencil. Print a double space copy with font size 14 and re-read your paper in several steps. Try reading your paper line by line with the rest of the text covered with a piece of paper. When you are forced to see only a small portion of your writing, you are less likely to get distracted and are more likely to notice problems. You will end up spotting more unnecessary words, wrongly worded phrases, or unparallel constructions.
After you apply all these strategies, you are ready to share your writing with your friends, colleagues, and a writing advisor in the writing center. Get as much feedback as you can, especially from non-specialists in your field. Patiently listen to what others say to you ― you are not expected to defend your writing or explain what you wanted to say. You may decide what you want to change and how after you receive the feedback and sort it in your head. Even though some researchers make the revision an endless process and can hardly stop after a 14th draft; having from five to seven drafts of your paper is a norm in the sciences. If you can’t stop revising, then set a deadline for yourself and stick to it. Deadlines always help.
5. it is time to submit.
It is late at night again. You are still in your lab finishing revisions and getting ready to submit your paper. You feel happy ― you have finally finished a year’s worth of work. You will submit your paper tomorrow, and regardless of the outcome, you know that you can do it. If one journal does not take your paper, you will take advantage of the feedback and resubmit again. You will have a publication, and this is the most important achievement.
What is even more important is that you have your scheduled writing time that you are going to keep for your future publications, for reading and taking notes, for writing grants, and for reviewing papers. You are not going to lose stamina this time, and you will become a productive scientist. But for now, let’s celebrate the end of the paper.
Consultant contributor: Viviane Ugalde
Using an interview can be an effective primary source for some papers and research projects. Finding an expert in the field or some other person who has knowledge of your topic can allow for you to gather unique information not available elsewhere.
There are four steps to using an interview as a source for your research.
First, you should determine your goals and ask yourself these questions:
Once you answer these questions and pick your interviewee, get their basic information such as their name, title, and other general details. If you reach out and your interview does not participate, don’t be discouraged. Keep looking for other interview contacts.
When you have confirmed an interview, it is not time to come up with questions.
When you start to think of questions, write down more questions than you think you’ll need, and prioritize them as you go. Any good questions will answer the 5W and H questions. Asking Who, What, When, Where, Why, and How questions that you need answered for your paper, will help you form a question to ask your interviewee.
When writing a good question, try thinking of something that will help your argument.
From broad questions like these, you can begin to narrow down to more specific and open-ended questions.
If at all possible, arrange to conduct the interview at the subject’s workplace. It will make them more comfortable, and you can write about their surroundings.
When picking the material out of your interview, remember that people rarely speak perfectly. There will be many slang words and pauses that you can take out, as long as it does not change the meaning of the material you are using.
As you introduce your interview in the paper, start with a transition such as “according to” or other attributions. You should also be specific to the type of interview you are working with. This way, you will build a stronger ethos in your paper .
The body of your essay should clearly set up the quote or paraphrase you use from the interview responses,. Be careful not to stick a quote from the interview into the body of your essay because it sounds good. When deciding what to quote in your paper, think about what dialogue from the interview would add the most color to your interview. Quotes that illustrate what your interviewer sounded like, or what their personality is are always the best quotes to choose from.
Once you have done that, proofread your essay. Make sure the quotes you used don’t make up the majority of your paper. The interview quotes are supposed to support your argument; you are not supposed to support the interview.
For example, let’s say that you are arguing that free education is better than not. For your argument, you interview a local politician who is on your side of the argument. Rather than using a large quote that explains the stance of both sides, and why the politician chose this side, your quote is there to support the information you’ve already given. Whatever the politician says should prove what you argue, and not give new information.
Smith, Jane. Personal interview. 19 May 2018.
(E. Robbins, personal communication, January 4, 2018).
Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2018).
Daly, C. & Leighton W. (2017). Interviewing a Source: Tips. Journalists Resource.
Driscoll, D. (2018 ). Interviewing. Purdue University
Hayden, K. (2012). How to Conduct an Interview to Write a Paper . Bright Hub Education, Bright Hub Inc.
Hose, C. (2017). How to Incorporate Interviews into Essays. Leaf Group Education.
Magnesi, J. (2017). How to Interview Someone for an Article or Research Paper. Career Trend, Leaf group Media.
1 expert answer.
Megan H. answered 03/22/19
Professional, Energetic Writing Teacher with 9 Years of Experience
Generally speaking, it is frowned upon to use any first- or second-person pronouns in academic writing (i.e. I, me, my, myself, you, your, yours, yourself, we, us, our, ourselves). That's because in truly scientific writing, your personal identity should play no role in the validity or framing of your research and reporting.
Get a free answer to a quick problem. Most questions answered within 4 hours.
Choose an expert and meet online. No packages or subscriptions, pay only for the time you need.
Related questions, can i end a sentence with a preposition.
Answers · 40
Answers · 18
Answers · 17
Answers · 46
Answers · 38
Christal-Joy T.
Marianne B.
A publication of the harvard college writing program.
Harvard Guide to Using Sources
College writing assignments generally ask you to respond in some way to sources. Some assignments will require you to consult only sources assigned in class, while others will require you to locate your own sources relevant to a specific research topic. In many of your courses, your research will focus primarily on written texts such as books and scholarly articles, but you may also be asked to consult a variety of other sources, including letters, diaries, films, works of art, data from experiments, numerical data, surveys, and transcripts of interviews.
What constitutes a useful and reliable source will vary according to both your assignment and the methods used in a particular field of study. As you approach a paper in an unfamiliar field, it will be important to remember that within each field of study, scholars distinguish between primary sources, or the raw material that they analyze as they attempt to answer a question, and secondary sources, or the analyses of that raw material done by other scholars in the field. For example, for literary scholars, primary sources include fiction and poetry, while secondary sources include criticism written by other scholars about those literary texts. Historians, on the other hand, grapple with primary sources such as letters, diaries, and eyewitness accounts produced at the time of an event, as well as with secondary sources such as arguments presented by other historians. Sociologists tend to rely for raw material on quantitative data, such as surveys, censuses, and other statistics, or qualitative data, such as observation and interviews.
Social scientists in some fields, such as psychology and economics, also consider empirical journal articles (articles that describe the results of original research) published in peer-reviewed journals to be primary sources. These articles provide raw material for other scholars, who may then raise questions about the published results or develop new research based on these results. Social scientists in other fields, such as anthropology and history, however, do not consider research articles primary sources because articles in these fields do not typically present raw data. For these social scientists, journal articles would be secondary sources. For all social scientists, literature reviews and published books are considered secondary sources.
Natural scientists consider empirical articles published in peer-reviewed journals to be primary sources. These published results of experiments and analyses of data provide the raw material for other scientists to consider as they pursue their own research. Secondary sources in the natural sciences include literature reviews and books.
As a college student taking courses in many different fields, you will need to ask questions about what is considered a reliable source in each new field, and about how sources can be used appropriately in that field. At the same time, there are many common principles for using sources effectively that you will be able to carry with you from course to course. For more information on using sources in different disciplines, you can consult the Harvard Writing Project series of writing guides for specific courses and concentrations. If you are writing a paper for a course in the Government department, you should consult GovWrites for guidance. If you are writing for an anthropology course, you should consult AnthroWrites . If you are writing for a course in one of the Life Sciences fields, you should consult ScienceWrites .
When in doubt, of course, you should always consult your instructor.
Oxford University Press's Academic Insights for the Thinking World
We publish over 500 high-quality journals, with two-thirds in partnership with learned societies and prestigious institutions. Our diverse journal offerings ensure that your research finds a home alongside award-winning content, reaching a global audience and maximizing impact.
In this blog post, editors of OUP journals delve into the vital aspect of clear communication in a journal article. Anne Foster (Editor of Diplomatic History ), Eduardo Franco (Editor-in-Chief of JNCI: Journal of the National Cancer Institute and JNCI Monographs ), Howard Browman (Editor-in-Chief of ICES Journal of Marine Science ), and Michael Schnoor (Editor-in-Chief of Journal of Leukocyte Biology ) provide editorial recommendations on achieving clarity, avoiding common mistakes, and creating an effective structure.
AF : To ensure research findings are clearly communicated, you should be able to state the significance of those findings in one sentence—if you don’t have that simple, clear claim in your mind, you will not be able to communicate it.
MS : The most important thing is clear and concise language. It is also critical to have a logical flow of your story with clear transitions from one research question to the next.
EF : It is crucial to write with both experts and interested non-specialists in mind, valuing their diverse perspectives and insights.
AF : Many authors do a lovely job of contextualizing their work, acknowledging what other scholars have written about the topic, but then do not sufficiently distinguish what their work is adding to the conversation.
HB : Be succinct—eliminate repetition and superfluous material. Do not attempt to write a mini review. Do not overinterpret your results or extrapolate far beyond the limits of the study. Do not report the same data in the text, tables, and figures.
AF : The introduction is absolutely critical. It needs to bring them straight into your argument and contribution, as quickly as possible.
EF : The introduction is where you make a promise to the reader. It is like you saying, “I identified this problem and will solve it.” What comes next in the paper is how you kept that promise.
EF : Remember, editors are your first audience; make sure your writing is clear and compelling because if the editor cannot understand your writing, chances are that s/he will reject your paper without sending it out for external peer review.
HB : Authors often misplace content across sections, placing material in the introduction that belongs in methods, results, or discussion, and interpretive phrases in results instead of discussion. Additionally, they redundantly present information in multiple sections.
AF : I have one tip which is more of a thinking and planning strategy. I write myself letters about what I think the argument is, what kinds of support it needs, how I will use the specific material I have to provide that support, how it fits together, etc.
EF : Effective writing comes from effective reading—try to appreciate good writing in the work of others as you read their papers. Do you like their writing? Do you like their strategy of advancing arguments? Are you suspicious of their methods, findings, or how they interpret them? Do you see yourself resisting? Examine your reactions. You should also write frequently. Effective writing is like a physical sport; you develop ‘muscle memory’ by hitting a golf ball or scoring a 3-pointer in basketball.
MS : It is extremely important to present your data in clean and well-organized figures—they act as your business card. Also, understand and consider the page layout and page or column dimensions of your target journal and format your tables and figures accordingly.
EF : Be careful when cropping gels to assemble them in a figure. Make sure that image contrasts are preserved from the original blots. Image cleaning for the sake of readability can alter the meaning of results and eventually be flagged by readers as suspicious.
AF : Most of the time, our first draft is for ourselves. We write what we have been thinking about most, which means the article reflects our questions, our knowledge, and our interests. A round or two of editing and refining before submission to the journal is valuable.
HB : Editing does yourself a favour by minimizing distractions-annoyances-cosmetic points that a reviewer can criticize. Why give reviewers things to criticize when you can eliminate them by submitting a carefully prepared manuscript?
AF : Do not submit an article which is already at or above the word limit for articles in the journal. The review process rarely asks for cuts; usually, you will be asked to clarify or add material. If you are at the maximum word count in the initial submission, you then must cut something during the revision process.
EF : Wait 2-3 days and then reread your draft. You will be surprised to see how many passages in your great paper are too complicated and inscrutable even for you. And you wrote it!
Featured image by Charlotte May via Pexels .
Megan Taphouse , Marketing Executive
Anne Foster , (Editor of Diplomatic History)
Eduardo Franco , (Editor-in-Chief of JNCI: Journal of the National Cancer institute and JNCI Monographs)
Howard Browman , (Editor-in-Chief of ICES Journal of Marine Science)
Michael Schnoor , (Editor-in-Chief of Journal of Leukocyte Biology)
Our Privacy Policy sets out how Oxford University Press handles your personal information, and your rights to object to your personal information being used for marketing to you or being processed as part of our business activities.
We will only use your personal information to register you for OUPblog articles.
Or subscribe to articles in the subject area by email or RSS
There are currently no comments.
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
Published on September 15, 2022 by Tegan George . Revised on July 18, 2023.
Recommendations in research are a crucial component of your discussion section and the conclusion of your thesis , dissertation , or research paper .
As you conduct your research and analyze the data you collected , perhaps there are ideas or results that don’t quite fit the scope of your research topic. Or, maybe your results suggest that there are further implications of your results or the causal relationships between previously-studied variables than covered in extant research.
Upload your document to correct all your mistakes in minutes
What should recommendations look like, building your research recommendation, how should your recommendations be written, recommendation in research example, other interesting articles, frequently asked questions about recommendations.
Recommendations for future research should be:
Overall, strive to highlight ways other researchers can reproduce or replicate your results to draw further conclusions, and suggest different directions that future research can take, if applicable.
Relatedly, when making these recommendations, avoid:
Discover proofreading & editing
There are many different ways to frame recommendations, but the easiest is perhaps to follow the formula of research question conclusion recommendation. Here’s an example.
Conclusion An important condition for controlling many social skills is mastering language. If children have a better command of language, they can express themselves better and are better able to understand their peers. Opportunities to practice social skills are thus dependent on the development of language skills.
As a rule of thumb, try to limit yourself to only the most relevant future recommendations: ones that stem directly from your work. While you can have multiple recommendations for each research conclusion, it is also acceptable to have one recommendation that is connected to more than one conclusion.
These recommendations should be targeted at your audience, specifically toward peers or colleagues in your field that work on similar subjects to your paper or dissertation topic . They can flow directly from any limitations you found while conducting your work, offering concrete and actionable possibilities for how future research can build on anything that your own work was unable to address at the time of your writing.
See below for a full research recommendation example that you can use as a template to write your own.
The AI-powered Citation Checker helps you avoid common mistakes such as:
If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!
Research bias
(AI) Tools
While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.
All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.
The conclusion of your thesis or dissertation should include the following:
For a stronger dissertation conclusion , avoid including:
Your conclusion should leave the reader with a strong, decisive impression of your work.
In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.
The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
George, T. (2023, July 18). How to Write Recommendations in Research | Examples & Tips. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/dissertation/recommendations-in-research/
Other students also liked, how to write a discussion section | tips & examples, how to write a thesis or dissertation conclusion, how to write a results section | tips & examples, what is your plagiarism score.
Table of Contents
Before conducting a study, a research proposal should be created that outlines researchers’ plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed research that you intend to undertake. It provides readers with a snapshot of your project by describing what you will investigate, why it is needed, and how you will conduct the research.
Your research proposal should aim to explain to the readers why your research is relevant and original, that you understand the context and current scenario in the field, have the appropriate resources to conduct the research, and that the research is feasible given the usual constraints.
This article will describe in detail the purpose and typical structure of a research proposal , along with examples and templates to help you ace this step in your research journey.
A research proposal¹ ,² can be defined as a formal report that describes your proposed research, its objectives, methodology, implications, and other important details. Research proposals are the framework of your research and are used to obtain approvals or grants to conduct the study from various committees or organizations. Consequently, research proposals should convince readers of your study’s credibility, accuracy, achievability, practicality, and reproducibility.
With research proposals , researchers usually aim to persuade the readers, funding agencies, educational institutions, and supervisors to approve the proposal. To achieve this, the report should be well structured with the objectives written in clear, understandable language devoid of jargon. A well-organized research proposal conveys to the readers or evaluators that the writer has thought out the research plan meticulously and has the resources to ensure timely completion.
A research proposal is a sales pitch and therefore should be detailed enough to convince your readers, who could be supervisors, ethics committees, universities, etc., that what you’re proposing has merit and is feasible . Research proposals can help students discuss their dissertation with their faculty or fulfill course requirements and also help researchers obtain funding. A well-structured proposal instills confidence among readers about your ability to conduct and complete the study as proposed.
Research proposals can be written for several reasons:³
Research proposals should aim to answer the three basic questions—what, why, and how.
The What question should be answered by describing the specific subject being researched. It should typically include the objectives, the cohort details, and the location or setting.
The Why question should be answered by describing the existing scenario of the subject, listing unanswered questions, identifying gaps in the existing research, and describing how your study can address these gaps, along with the implications and significance.
The How question should be answered by describing the proposed research methodology, data analysis tools expected to be used, and other details to describe your proposed methodology.
Here is a research proposal sample template (with examples) from the University of Rochester Medical Center. 4 The sections in all research proposals are essentially the same although different terminology and other specific sections may be used depending on the subject.
If you want to know how to make a research proposal impactful, include the following components:¹
1. Introduction
This section provides a background of the study, including the research topic, what is already known about it and the gaps, and the significance of the proposed research.
2. Literature review
This section contains descriptions of all the previous relevant studies pertaining to the research topic. Every study cited should be described in a few sentences, starting with the general studies to the more specific ones. This section builds on the understanding gained by readers in the Introduction section and supports it by citing relevant prior literature, indicating to readers that you have thoroughly researched your subject.
3. Objectives
Once the background and gaps in the research topic have been established, authors must now state the aims of the research clearly. Hypotheses should be mentioned here. This section further helps readers understand what your study’s specific goals are.
4. Research design and methodology
Here, authors should clearly describe the methods they intend to use to achieve their proposed objectives. Important components of this section include the population and sample size, data collection and analysis methods and duration, statistical analysis software, measures to avoid bias (randomization, blinding), etc.
5. Ethical considerations
This refers to the protection of participants’ rights, such as the right to privacy, right to confidentiality, etc. Researchers need to obtain informed consent and institutional review approval by the required authorities and mention this clearly for transparency.
6. Budget/funding
Researchers should prepare their budget and include all expected expenditures. An additional allowance for contingencies such as delays should also be factored in.
7. Appendices
This section typically includes information that supports the research proposal and may include informed consent forms, questionnaires, participant information, measurement tools, etc.
8. Citations
Writing a research proposal begins much before the actual task of writing. Planning the research proposal structure and content is an important stage, which if done efficiently, can help you seamlessly transition into the writing stage. 3,5
Key Takeaways
Here’s a summary of the main points about research proposals discussed in the previous sections:
Q1. How is a research proposal evaluated?
A1. In general, most evaluators, including universities, broadly use the following criteria to evaluate research proposals . 6
Q2. What is the difference between the Introduction and Literature Review sections in a research proposal ?
A2. The Introduction or Background section in a research proposal sets the context of the study by describing the current scenario of the subject and identifying the gaps and need for the research. A Literature Review, on the other hand, provides references to all prior relevant literature to help corroborate the gaps identified and the research need.
Q3. How long should a research proposal be?
A3. Research proposal lengths vary with the evaluating authority like universities or committees and also the subject. Here’s a table that lists the typical research proposal lengths for a few universities.
Arts programs | 1,000-1,500 | |
University of Birmingham | Law School programs | 2,500 |
PhD | 2,500 | |
2,000 | ||
Research degrees | 2,000-3,500 |
Q4. What are the common mistakes to avoid in a research proposal ?
A4. Here are a few common mistakes that you must avoid while writing a research proposal . 7
Thus, a research proposal is an essential document that can help you promote your research and secure funds and grants for conducting your research. Consequently, it should be well written in clear language and include all essential details to convince the evaluators of your ability to conduct the research as proposed.
This article has described all the important components of a research proposal and has also provided tips to improve your writing style. We hope all these tips will help you write a well-structured research proposal to ensure receipt of grants or any other purpose.
References
Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.
Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.
Experience the future of academic writing – Sign up to Paperpal and start writing for free!
How to write a phd research proposal.
The future of academia: how ai tools are changing the way we do research, you may also like, dissertation printing and binding | types & comparison , what is a dissertation preface definition and examples , how to write your research paper in apa..., how to choose a dissertation topic, how to write an academic paragraph (step-by-step guide), maintaining academic integrity with paperpal’s generative ai writing..., research funding basics: what should a grant proposal..., how to write an abstract in research papers..., how to write dissertation acknowledgements.
Free Al Office Suite with PDF Editor
Edit Word, Excel, and PPT for FREE.
Read, edit, and convert PDFs with the powerful PDF toolkit.
Microsoft-like interface, easy to use.
Windows • MacOS • Linux • iOS • Android
As a student, you are often required to complete numerous academic tasks, which can demand a lot of extra effort. Writing a research paper is one of these tasks. If researching for the topic isn't challenging enough, writing it down in a specific format adds another layer of difficulty. Having gone through this myself, I want to help you have a smoother journey in writing your research paper. I'll guide you through everything you need to know about writing a research paper, including how to write a research paper and all the necessary factors you need to consider while writing one.
Before beginning your research paper, start planning how you will organize your paper. Follow the specific order I have laid out to ensure you assemble everything correctly, cover all necessary components, and write more effectively. This method will help you avoid missing important elements and improve the overall quality of your paper.
Figures and Tables
Assemble all necessary visual aids to support your data and findings. Ensure they are labeled correctly and referenced appropriately in your text.
Detail the procedures and techniques used in your research. This section should be thorough enough to allow others to replicate your study.
Summarize the findings of your research without interpretation. Use figures and tables to illustrate your data clearly.
Interpret the results, discussing their implications and how they relate to your research question. Address any limitations and suggest areas for future research.
Summarize the key points of your research, restating the significance of your findings and their broader impact.
Introduction
Introduce the topic, provide background information, and state the research problem or hypothesis. Explain the purpose and scope of your study.
Write a concise summary of your research, including the objective, methods, results, and conclusion. Keep it brief and to the point.
Create a clear and informative title that accurately reflects the content and focus of your research paper.
Identify key terms related to your research that will help others find your paper in searches.
Acknowledgements
Thank those who contributed to your research, including funding sources, advisors, and any other significant supporters.
Compile a complete list of all sources cited in your paper, formatted according to the required citation style. Ensure every reference is accurate and complete.
There are multiple types of research papers, each with distinct characteristics, purposes, and structures. Knowing which type of research paper is required for your assignment is crucial, as each demands different preparation and writing strategies. Here, we will delve into three prominent types: argumentative, analytical, and compare and contrast papers. We will discuss their characteristics, suitability, and provide detailed examples to illustrate their application.
Characteristics:
An argumentative or persuasive paper is designed to present a balanced view of a controversial issue, but ultimately aims to persuade the reader to adopt the writer's perspective. The key characteristics of this type of paper include:
Purpose: The primary goal is to convince the reader to support a particular stance on an issue. This is achieved by presenting arguments, evidence, and refuting opposing viewpoints.
Structure: Typically structured into an introduction, a presentation of both sides of the issue, a refutation of the opposing arguments, and a conclusion that reinforces the writer’s position.
Tone: While the tone should be logical and factual, it should not be overly emotional. Arguments must be supported with solid evidence, such as statistics, expert opinions, and factual data.
Suitability:
Argumentative papers are suitable for topics that have clear, opposing viewpoints. They are often used in debates, policy discussions, and essays aimed at influencing public opinion or academic discourse.
Topic: "Should governments implement universal basic income?"
Pro Side: Universal basic income provides financial security, reduces poverty, and can lead to a more equitable society.
Con Side: It could discourage work, lead to higher government expenditure, and might not be a sustainable long-term solution.
Argument: After presenting both sides, the paper would argue that the benefits of reducing poverty and financial insecurity outweigh the potential drawbacks, using evidence from various studies and real-world examples.
Writing Tips:
Clearly articulate your position on the issue from the beginning.
Present balanced arguments by including credible sources that support both sides.
Refute counterarguments effectively with logical reasoning and evidence.
Maintain a factual and logical tone, avoiding excessive emotional appeals.
An analytical research paper is focused on breaking down a topic into its core components, examining various perspectives, and drawing conclusions based on this analysis. The main characteristics include:
Purpose: To pose a research question, collect data from various sources, analyze different viewpoints, and synthesize the information to arrive at a personal conclusion.
Structure: Includes an introduction with a clear research question, a literature review that summarizes existing research, a detailed analysis, and a conclusion that summarizes findings.
Tone: Objective and neutral, avoiding personal bias or opinion. The focus is on data and logical analysis.
Analytical research papers are ideal for topics that require detailed examination and evaluation of various aspects. They are common in disciplines such as social sciences, humanities, and natural sciences, where deep analysis of existing research is crucial.
Topic: "The impact of social media on mental health."
Research Question: How does social media usage affect mental well-being among teenagers?
Analysis: Examine studies that show both positive (e.g., social support) and negative (e.g., anxiety and depression) impacts of social media. Analyze the methodologies and findings of these studies.
Conclusion: Based on the analysis, conclude whether the overall impact is more beneficial or harmful, remaining neutral and presenting evidence without personal bias.
Maintain an objective and neutral tone throughout the paper.
Synthesize information from multiple sources, ensuring a comprehensive analysis.
Develop a clear thesis based on the findings from your analysis.
Avoid inserting personal opinions or biases.
Compare and contrast papers are used to analyze the similarities and differences between two or more subjects. The key characteristics include:
Purpose: To identify and examine the similarities and differences between two or more subjects, providing a comprehensive understanding of their relationship.
Structure: Can be organized in two ways:
Point-by-Point: Each paragraph covers a specific point of comparison or contrast.
Subject-by-Subject: Each subject is discussed separately, followed by a comparison or contrast.
Tone: Informative and balanced, aiming to provide a thorough and unbiased comparison.
Compare and contrast papers are suitable for topics where it is important to understand the distinctions and similarities between elements. They are commonly used in literature, history, and various comparative studies.
Topic: "Compare and contrast the leadership styles of Martin Luther King Jr. and Malcolm X."
Comparison Points: Philosophies (non-violence vs. militant activism), methods (peaceful protests vs. more radical approaches), and impacts on the Civil Rights Movement.
Analysis: Describe each leader's philosophy and method, then analyze how these influenced their effectiveness and legacy.
Conclusion: Summarize the key similarities and differences, and discuss how both leaders contributed uniquely to the movement.
Provide equal and balanced coverage to each subject.
Use clear criteria for comparison, ensuring logical and coherent analysis.
Highlight both similarities and differences, ensuring a nuanced understanding of the subjects.
Maintain an informative tone, focusing on objective analysis rather than personal preference.
Conduct Preliminary Research
Before we get started with the research, it's important to gather relevant information related to it. This process, also known as the primary research method, helps researchers gain preliminary knowledge about the topic and identify research gaps. Whenever I begin researching a topic, I usually utilize Google and Google Scholar. Another excellent resource for conducting primary research is campus libraries, as they provide a wealth of great articles that can assist with your research.
Now, let's see how WPS Office and AIPal can be great research partners:
Let's say that I have some PDFs which I have gathered from different sources. With WPS Office, these PDFs can be directly uploaded not just to extract key points but also to interact with the PDF with special help from WPS AI.
Step 1: Let's open the PDF article or research paper that we have downloaded on WPS Office.
Step 2: Now, click on the WPS AI widget at the top right corner of the screen.
Step 3: This will open the WPS PDF AI pane on the right side of the screen. Click on "Upload".
Step 4: Once the upload is complete, WPS PDF AI will return with the key points from the PDF article, which can then be copied to a fresh new document on WPS Writer.
Step 5: To interact further with the document, click on the "Inquiry" tab to talk with WPS AI and get more information on the contents of the PDF.
Research is incomplete without a Google search, but what exactly should you search for? AIPal can help you with these answers. AIPal is a Chrome extension that can help researchers make their Google searches and interactions with Chrome more effective and efficient. If you haven't installed AIPal on Chrome yet, go ahead and download the extension; it's completely free to use:
Step 1: Let's search for a term on Google related to our research.
Step 2: An AIPal widget will appear right next to the Google search bar, click on it.
Step 3: Upon clicking it, an AIPal window will pop up. In this window, you will find a more refined answer for your searched term, along with links most relevant to your search, providing a more refined search experience.
WPS AI can also be used to extract more information with the help of WPS Writer.
Step 1: We might have some information saved in a Word document, either from lectures or during preliminary research. We can use WPS AI within Writer to gain more insights.
Step 2: Select the entire text you want to summarize or understand better.
Step 3: Once the text is selected, a hover menu will appear. Click on the "WPS AI" icon in this menu.
Step 4: From the list of options, click on "Explain" to understand the content more deeply, or click on "Summarize" to shorten the paragraph.
Step 5: The results will be displayed in a small WPS AI window.
Develop the Thesis statement
To develop a strong thesis statement, start by formulating a central question your paper will address. For example, if your topic is about the impact of social media on mental health, your thesis statement might be:
"Social media use has a detrimental effect on mental health by increasing anxiety, depression, and loneliness among teenagers."
This statement is concise, contentious, and sets the stage for your research. With WPS AI, you can use the "Improve" feature to refine your thesis statement, ensuring it is clear, coherent, and impactful.
Write the First draft
Begin your first draft by focusing on maintaining forward momentum and clearly organizing your thoughts. Follow your outline as a guide, but be flexible if new ideas emerge. Here's a brief outline to get you started:
Using WPS AI’s "Make Longer" feature, you can quickly elaborate key ideas and points of your studies and articles into a descriptive format to include in your draft, saving time and ensuring clarity.
Compose Introduction, Body and Conclusion paragraphs
When writing a research paper, it’s essential to transform your key points into detailed, descriptive paragraphs. WPS AI can help you streamline this process by enhancing your key points, ensuring each section of your paper is well-developed and coherent. Here’s how you can use WPS AI to compose your introduction, body, and conclusion paragraphs:
Let's return to the draft and start composing our introduction. The introduction should provide the background of the research paper and introduce readers to what the research paper will explore.
If your introduction feels too brief or lacks depth, use WPS AI’s "Make Longer" feature to expand on key points, adding necessary details and enhancing the overall narrative.
Once the introduction is completed, the next step is to start writing the body paragraphs and the conclusion of our research paper. Remember, the body paragraphs will incorporate everything about your research: methodologies, challenges, results, and takeaways.
If this paragraph is too lengthy or repetitive, WPS AI’s "Make Shorter" feature can help you condense it without losing essential information.
Write the Second Draft
In the second draft, refine your arguments, ensure logical flow, and check for clarity. Focus on eliminating any unnecessary information, ensuring each paragraph supports your thesis statement, and improving transitions between ideas. Incorporate feedback from peers or advisors, and ensure all citations are accurate and properly formatted. The second draft should be more polished and coherent, presenting your research in a clear and compelling manner.
WPS AI’s "Improve Writing" feature can be particularly useful here to enhance the overall quality and readability of your paper.
WPS Spellcheck can assist you in correcting spelling and grammatical errors, ensuring your paper is polished and professional. This tool helps you avoid common mistakes and enhances the readability of your paper, making a significant difference in the overall quality.
WPS Office is a phenomenal office suite that students find to be a major blessing. Not only is it a free office suite equipped with advanced features that make it competitive in the market, but it also includes a powerful AI that automates and enhances many tasks, including writing a research paper. In addition to improving readability with its AI Proofreader tool, WPS AI offers two features, "Insight" and "Inquiry", that can help you gather information and inspiration for your research paper:
Insight Feature:
The Insight feature provides deep insights and information on various topics and fields. It analyzes literature to extract key viewpoints, trends, and research directions. For instance, if you're writing a research paper on the impact of social media on mental health, you can use the Insight feature to gather a comprehensive overview of the latest studies, key arguments, and emerging trends in this field. This helps you build a solid foundation for your paper and ensure you are covering all relevant aspects.
Inquiry Feature:
The Inquiry feature allows you to ask specific questions related to your research topic. This helps you gather necessary background information and refine your research focus effectively. For example, if you need detailed information on how social media usage affects teenagers' self-esteem, you can use the Inquiry feature to ask targeted questions and receive relevant answers based on the latest research.
1. can any source be used for academic research.
No, it's essential to use credible and relevant sources. Here is why:
Developing a Strong Argument: Your research paper relies on evidence to substantiate its claims. Using unreliable sources can undermine your argument and harm the credibility of your paper.
Avoiding Inaccurate Information: The internet is abundant with data, but not all sources can be considered reliable. Credible sources guarantee accuracy.
To avoid plagiarism, follow these steps:
Keep Records of Your Sources: Maintain a record of all the sources you use while researching. This helps you remember where you found specific ideas or phrases and ensures proper attribution.
Quote and Paraphrase Correctly: When writing a paper, use quotation marks for exact words from a source and cite them properly. When paraphrasing, restate the idea in your own words and include a citation to acknowledge the original source.
Utilize a Plagiarism Checker: Use a plagiarism detection tool before submitting your paper. This will help identify unintentional plagiarism, ensuring your paper is original and properly referenced.
Adhere to the citation style guide (e.g., APA, MLA) specified by your instructor or journal. Properly citing all sources both within the text and in the bibliography or references section is essential for maintaining academic integrity and providing clear credit to the original authors. This practice also helps readers locate and verify the sources you've used in your research.
The length of a research paper depends on its topic and specific requirements. Generally, research papers vary between 4,000 to 6,000 words, with shorter papers around 2,000 words and longer ones exceeding 10,000 words. Adhering to the length requirements provided for academic assignments is essential. More intricate subjects or extensive research often require more thorough explanations, which can impact the overall length of the paper.
Writing a research paper involves managing numerous complicated tasks, such as ensuring the correct formatting, not missing any crucial information, and having all your data ready. The process of how to write a research paper is inherently challenging. However, if you are a student using WPS Office, the task becomes significantly simpler. WPS Office, especially with the introduction of WPS AI, provides all the resources you need to write the perfect research paper. Download WPS Office today and discover how it can transform your research paper writing experience for the better.
15 years of office industry experience, tech lover and copywriter. Follow me for product reviews, comparisons, and recommendations for new apps and software.
Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.
You can also search for this author in PubMed Google Scholar
Academic publisher Wiley has sold access to its research papers to firms developing large language models. Credit: Timon Schneider/Alamy
Academic publishers are selling access to research papers to technology firms to train artificial-intelligence (AI) models. Some researchers have reacted with dismay at such deals happening without the consultation of authors. The trend is raising questions about the use of published and sometimes copyrighted work to train the exploding number of AI chatbots in development.
Experts say that, if a research paper hasn’t yet been used to train a large language model (LLM), it probably will be soon. Researchers are exploring technical ways for authors to spot if their content being used.
AI models fed AI-generated data quickly spew nonsense
Last month, it emerged that the UK academic publisher Taylor & Francis, had signed a US$10-million deal with Microsoft, allowing the US technology company to access the publisher’s data to improve its AI systems. And in June, an investor update showed that US publisher Wiley had earned $23 million from allowing an unnamed company to train generative-AI models on its content.
Anything that is available to read online — whether in an open-access repository or not — is “pretty likely” to have been fed into an LLM already, says Lucy Lu Wang, an AI researcher at the University of Washington in Seattle. “And if a paper has already been used as training data in a model, there’s no way to remove that paper after the model has been trained,” she adds.
LLMs train on huge volumes of data, frequently scraped from the Internet. They derive patterns between the often billions of snippets of language in the training data, known as tokens, that allow them to generate text with uncanny fluency.
Generative-AI models rely on absorbing patterns from these swathes of data to output text, images or computer code. Academic papers are valuable for LLM builders owing to their length and “high information density”, says Stefan Baack, who analyses AI training data sets at the Mozilla Foundation, a global non-profit organization in San Francisco, California that aims to keep the Internet open for all to access.
How does ChatGPT ‘think’? Psychology and neuroscience crack open AI large language models
Training models on a large body of scientific information also give them a much better ability to reason about scientific topics, says Wang, who co-created S2ORC, a data set based on 81.1 million academic papers. The data set was originally developed for text mining — applying analytical techniques to find patterns in data — but has since been used to train LLMs.
The trend of buying high-quality data sets is growing. This year, the Financial Times has offered its content to ChatGPT developer OpenAI in a lucrative deal, as has the online forum Reddit, to Google. And given that scientific publishers probably view the alternative as their work being scraped without an agreement, “I think there will be more of these deals to come,” says Wang.
Some AI developers, such as the Large-scale Artificial Intelligence Network, intentionally keep their data sets open, but many firms developing generative-AI models have kept much of their training data secret, says Baack. “We have no idea what is in there,” he says. Open-source repositories such as arXiv and the scholarly database PubMed of abstracts are thought to be “very popular” sources, he says, although paywalled journal articles probably have their free-to-read abstracts scraped by big technology firms. “They are always on the hunt for that kind of stuff,” he adds.
Proving that an LLM has used any individual paper is difficult, says Yves-Alexandre de Montjoye, a computer scientist at Imperial College London. One way is to prompt the model with an unusual sentence from a text and see whether the output matches the next words in the original. If it does, that is good evidence that the paper is in the training set. But if it doesn’t, that doesn’t mean that the paper wasn’t used — not least because developers can code the LLM to filter responses to ensure they don’t match training data too closely. “It takes a lot for this to work,” he says.
Robo-writers: the rise and risks of language-generating AI
Another method to check whether data are in a training set is known as membership inference attack. This relies on the idea that a model will be more confident about its output when it is seeing something that it has seen before. De Montjoye’s team has developed a version of this, called a copyright trap, for LLMs.
To set the trap, the team generates sentences that look plausible but are nonsense, and hides them in a body of work, for example as white text on a white background or in a field that’s displayed as zero width on a webpage. If an LLM is more ‘surprised’ — a measure known as its perplexity — by an unused control sentence than it is by the one hidden in the text, “that is statistical evidence that the traps were seen before”, he says.
Even if it were possible to prove that an LLM has been trained on a certain text, it is not clear what happens next. Publishers maintain that, if developers use copyrighted text in training and have not sought a licence, that counts as infringement. But a counter legal argument says that LLMs do not copy anything — they harvest information content from training data, which gets broken up, and use their learning to generate new text.
AI is complicating plagiarism. How should scientists respond?
Litigation might help to resolve this. In an ongoing US copyright case that could be precedent-setting, The New York Times is suing Microsoft and ChatGPT’s developer OpenAI in San Francisco, California. The newspaper accuses the firms of using its journalistic content to train their models without permission.
Many academics are happy to have their work included in LLM training data — especially if the models make them more accurate. “I personally don’t mind if I have a chatbot who writes in the style of me,” says Baack. But he acknowledges that his job is not threatened by LLM outputs in the way that those of other professions, such as artists and writers, are.
Individual scientific authors currently have little power if the publisher of their paper decides to sell access to their copyrighted works. For publicly available articles, there is no established means to apportion credit or know whether a text has been used.
Some researchers, including de Montjoye, are frustrated. “We want LLMs, but we still want something that is fair, and I think we’ve not invented what this looks like yet,” he says.
doi: https://doi.org/10.1038/d41586-024-02599-9
Reprints and permissions
Chatbots in science: What can ChatGPT do for you?
Career Column 14 AUG 24
Weather and climate predicted accurately — without using a supercomputer
News & Views 13 AUG 24
Physics solves a training problem for artificial neural networks
News & Views 07 AUG 24
Estonians gave their DNA to science — now they’re learning their genetic secrets
News 26 JUN 24
Not all ‘open source’ AI models are actually open: here’s a ranking
News 19 JUN 24
A guide to the Nature Index
Nature Index 05 JUN 24
Van Andel Institute’s (VAI) Professor Yvonne Fondufe-Mittendorf, Ph.D. is hiring a Postdoctoral Fellow to join the lab and carry out an independent...
Grand Rapids, Michigan
Van Andel Institute
SLS invites applications for multiple tenure-track/tenured faculty positions at all academic ranks.
Hangzhou, Zhejiang, China
School of Life Sciences, Westlake University
Applicants with expertise in aging and neurodegeneration and related areas are particularly encouraged to apply.
Westlake Laboratory of Life Sciences and Biomedicine (WLLSB)
We are seeking outstanding scientists to lead vigorous independent research programs focusing on all aspects of chemical biology including...
The Lewis-Sigler Institute at Princeton University invites applications for a tenure-track faculty position in Genomics.
Princeton University, Princeton, New Jersey, US
The Lewis-Sigler Institute for Integrative Genomics at Princeton University
Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.
A psychologist explains how the ‘lion’s gate portal’ can benefit you.
Days like 8/8 can benefit you regardless of your belief in them as they create the perfect storm of ... [+] positivity, placebo and manifestation practice.
Research has confirmed time and again that the gaps between psychological science and spirituality are wide. While one uses treatment modalities developed through scientific rigor, the other banks on faith, belief and optimism.
Paradoxically, however, psychological healing often intersects with spirituality in the realm of practice. “Manifestation” exercises such as meditation and chanting, positive visualization, journaling and affirmations are prescribed in both spaces regularly and are often rooted in gaining more knowledge of and control over the subconscious and unconscious mind.
Research published in 2023 also indicates that certain psychological constructs, like being in a “flow state,” mirror spiritual experiences. The study further argues that incorporating spirituality into your life may enhance self-understanding and potential through self-belief, a goal therapists often set for clients they treat.
All of this is to say that there are many paths that lead to a desired destination. Whether you are a realist with elaborate plans for the future or you’re a spiritual soul building a deeper connection with the universe, manifestation exercises can help you break substantial ground on the journey you’re already on.
And while there is no perfect time to start this journey, many swear by certain fated days, meant to be more powerful and “bountiful” than others. Today is supposed to be one such day, marking the opening of the “Lion’s Gate portal.” Here’s the lore behind the popular legend.
Wwe smackdown results: winners and grades as jacob fatu destroys roman reigns, the best headboards to complement your bedroom’s aesthetic, the astrological tale behind lion’s gate portal.
Spiritual practitioners claim the eighth of August to be the day the universe supposedly opens a cosmic gateway known as the Lion’s Gate Portal. With Sirius rising and the Sun in Leo, believers claim this is a magical window for transformation and manifestation, as if the universe itself is conspiring to grant all wishes.
For those who believe the lore, it presents a tantalizing chance to harness the universe’s supposed powers. Whether it’s celestial truth or just a fanciful story lacking scientific or cosmic corroboration, the intent to start manifesting in your life is never unuseful. Regardless of these beliefs, manifestation can always help people achieve their best potential.
While they may use vastly different language, construct different arguments and are trying to prove different things—spiritual healing and psychological healing often coincide when it comes to execution. Here’s a psychologist’s take on why manifestation works in both worlds:
Whether ordained by the universe or not, there may not be a better time than now to channelize your mental and spiritual energy toward manifesting the goals you desire to achieve. Here’s why the efficacy of these tools can feel like magic:
While the myths surrounding events like the Lion’s Gate portal may blend astrological assumptions into daily life, the practice of manifestation itself holds significant psychological value at all times in life. The power of intention, belief and structured practice can have profound effects on cognitive health and personal growth. By understanding and harnessing these psychological techniques, individuals can achieve positive transformations, regardless of their spiritual beliefs.
Test your levels of spirituality by taking the science-backed Ego Dissolution Scale, here .
One Community. Many Voices. Create a free account to share your thoughts.
Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.
In order to do so, please follow the posting rules in our site's Terms of Service. We've summarized some of those key rules below. Simply put, keep it civil.
Your post will be rejected if we notice that it seems to contain:
User accounts will be blocked if we notice or believe that users are engaged in:
So, how can you be a power user?
Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's Terms of Service.
IMAGES
COMMENTS
Short Answer is: Your adviser is correct. In any concise written context, i.e. whose purpose is to deliver factual information as opposed to writing a novel or a poem, the usage of these words should be avoided unless you mean specific group of people, in research papers this is probably never the case because you do not usually discuss someone you discuss his/her work/ideas, unless your ...
Pronouns are words that make reference to both specific and nonspecific things and people. They are used in place of nouns. First-person pronouns (I, We) are rarely used in academic writing. They are primarily used in a reflective piece, such as a reflective essay or personal statement. You should avoid using second-person pronouns such as ...
Total: 1) Writing in the first, second, or third person is referred to as the author's point of view. When we write, our tendency is to personalize the text by writing in the first person. That is, we use pronouns such as "I" and "we". This is acceptable when writing personal information, a journal, or a book.
Writing in the first person, or using I and we pronouns, has traditionally been frowned upon in academic writing. But despite this long-standing norm, writing in the first person isn't actually prohibited. In fact, it's becoming more acceptable - even in research papers. If you're wondering whether you can use I (or we) in your research ...
Words and Phrases to Avoid in Academic Writing. Published on February 6, 2016 by Sarah Vinz.Revised on September 11, 2023. When you are writing a dissertation, thesis, or research paper, many words and phrases that are acceptable in conversations or informal writing are considered inappropriate in academic writing.. You should try to avoid expressions that are too informal, unsophisticated ...
Learn about alternatives, tips for cosigners, and how to make an informed decision. Listen to research papers, anywhere. Explore the use of "we" in research papers: guidelines, alternatives, and considerations for effective academic writing. Learn when and how to use it appropriately.
However, "I" and "we" still have some generally accepted pronoun rules writers should follow. For example, the first person is more likely used in the abstract, Introduction section, Discussion section, and Conclusion section of an academic paper while the third person and passive constructions are found in the Methods section and ...
Choose a research paper topic. There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.. You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.
Few things strike more fear in academics than the accursed research paper, a term synonymous with long hours and hard work.Luckily there's a secret to help you get through them. As long as you know how to write a research paper properly, you'll find they're not so bad . . . or at least less painful.. In this guide we concisely explain how to write an academic research paper step by step.
When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.
Authors must remember that their research and results should the focus, not themselves. First Person Plural Pronoun: Though sometimes 'I' can be used in the abstract, introduction, discussion, and conclusion sections, it should be avoided. It is advisable to use 'we' instead. Second Person Pronoun: The use of pronouns such as 'you ...
Important guidelines. When integrating a source into your paper, remember to use these three important components: Introductory phrase to the source material: mention the author, date, or any other relevant information when introducing a quote or paraphrase. Source material: a direct quote, paraphrase, or summary with proper citation.
Table of contents. Step 1: Introduce your topic. Step 2: Describe the background. Step 3: Establish your research problem. Step 4: Specify your objective (s) Step 5: Map out your paper. Research paper introduction examples. Frequently asked questions about the research paper introduction.
The second task that you must complete before writing is to develop a clear research paper topic. Before starting your research, have a precisely defined idea of what topic you want to investigate. Having a clear direction for your paper helps you focus your efforts and ensures you are gathering relevant information.
Work Your Sources into Your Research Writing. Working your sources into your writing is a very important part of the writing process and gets easier over time. You must also decide whether you will quote, paraphrase, or summarize the material when incorporating resources into your writing. Academic integrity encompasses the practice of engaging ...
You receive automated alerts to notify you of the latest publication from a particular author whose work inspires you; you are hoping to work with them for the next phase of your research career and want to know what they are involved in. Skim the entire work, thinking about how it fits into the author's broader publication history. 4
The discussion section is often considered the most important part of your research paper because it: Most effectively demonstrates your ability as a researcher to think critically about an issue, to develop creative solutions to problems based upon a logical synthesis of the findings, and to formulate a deeper, more profound understanding of the research problem under investigation;
Scholarship is a conversation and scholars use citations not only to give credit to original creators and thinkers, but also to add strength and authority to their own work.By citing their sources, scholars are placing their work in a specific context to show where they "fit" within the larger conversation.Citations are also a great way to leave a trail intended to help others who may want ...
After you get enough feedback and decide on the journal you will submit to, the process of real writing begins. Copy your outline into a separate file and expand on each of the points, adding data and elaborating on the details. When you create the first draft, do not succumb to the temptation of editing.
University Writing & Speaking Center. 1664 N. Virginia Street, Reno, NV 89557. William N. Pennington Student Achievement Center, Mailstop: 0213. [email protected]. (775) 784-6030. Using an interview can be an effective primary source for some papers and research projects.
Generally speaking, it is frowned upon to use any first- or second-person pronouns in academic writing (i.e. I, me, my, myself, you, your, yours, yourself, we, us, our, ourselves). That's because in truly scientific writing, your personal identity should play no role in the validity or framing of your research and reporting. Upvote • 1 Downvote.
Natural scientists consider empirical articles published in peer-reviewed journals to be primary sources. These published results of experiments and analyses of data provide the raw material for other scientists to consider as they pursue their own research. Secondary sources in the natural sciences include literature reviews and books.
If you are at the maximum word count in the initial submission, you then must cut something during the revision process. EF: Wait 2-3 days and then reread your draft. You will be surprised to see how many passages in your great paper are too complicated and inscrutable even for you. And you wrote it! Featured image by Charlotte May via Pexels.
Recommendations for future research should be: Concrete and specific. Supported with a clear rationale. Directly connected to your research. Overall, strive to highlight ways other researchers can reproduce or replicate your results to draw further conclusions, and suggest different directions that future research can take, if applicable.
As you research, write down citation information for any sources you plan to use. Record quotes and ideas carefully, along with the page numbers where you found them. You can write them on note cards, on paper, or in a digital document. When writing your first draft, include enough citation information in the text to ensure accurate referencing.
Before conducting a study, a research proposal should be created that outlines researchers' plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed ...
In your academic paper reading journey, the title and abstract are essential indicators of the paper's significance. By perusing the abstract, you can swiftly ascertain the key points, type of article, experimental setup, crucial findings, and author's conclusions.This preliminary step enables you to make an informed decision on whether to delve deeper into the paper, thus optimizing your ...
It analyzes literature to extract key viewpoints, trends, and research directions. For instance, if you're writing a research paper on the impact of social media on mental health, you can use the Insight feature to gather a comprehensive overview of the latest studies, key arguments, and emerging trends in this field.
Experts say that, if a research paper hasn't yet been used to train a large language model (LLM), it probably will be soon. Researchers are exploring technical ways for authors to spot if their ...
Days like 8/8 can benefit you regardless of your belief in them as they create the perfect storm of ...[+] positivity, placebo and manifestation practice. getty. Research has confirmed time and ...