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4 Keys to Writing a Highly-Read Chemistry Research Paper

• Apr 24, 2017

You spent a lot of time on your research, and now it is time to describe those findings to the scientific community. You know your work is important, but how do you make it stand out? To help answer this question, we asked ACS Editors, staff, and 2016’s most-read author to share their thoughts on […]

You spent a lot of time on your research, and now it is time to describe those findings to the scientific community. You know your work is important, but how do you make it stand out? To help answer this question, we asked ACS Editors, staff, and 2016’s most-read author to share their thoughts on the essential elements of a highly-read chemistry research paper. Here are a few tips to make sure your next chemistry research paper attracts the maximum amount of attention.

A Highly-Read Chemistry Research Paper Tells a Story

Your paper should be about more than data points and methods if you want to attract more readers. Your research needs to tell a story that will grab and hold readers’ attention.

“A paper should have a gripping narrative about why you undertook this piece of research. (What were you trying to prove? How is this an advancement over the state of the art?), the setbacks or learning moments you had along the way, and where the data took you in the end,” says Dr. Stefano Tonzani, Executive Editor, ACS Omega .

Telling a good story invests the reader into your research. Once they find themselves interested in how it begins, they will want to learn how it ends.

A Highly-Read Chemistry Research Paper Has a Hook

A timely research topic will go a long way to ensuring your paper is highly read. If your work covers an emerging research topic, such as the Zika virus, or a subject that affects large amounts of people, such as climate change, it’s more likely to attract attention. Other elements that can increase the number of people reading your research can include a human interest angle or a novel method.

Dr. Prashant Kamat , Editor-in-Chief, ACS Energy Letters , suggests a simple fix to help your paper stand out: Having an engaging title. With so many research papers out there, an appealing title is important. “The shorter the title, the better,” he says. He goes on to say, “An important step in writing the paper is to come up with an attractive title that will appeal to a broad readership. The title should be simple, effective, and accurately reflect the content of the paper. If you are submitting a paper to a physical chemistry journal, avoid using phrases such as  Synthesis ,  Device Fabrication , or  Application  in the title as they imply the focus of the paper is highly specialized in nature. You should also avoid descriptive words such as s tudy , i nvestigation , or demonstration because they can undermine the uniqueness of the study. Similarly, avoid adjectives such as  Significant Enhancement ,  Highly Efficient ,  Novel ,  Facile , or  Green  unless you have a major finding that conclusively supports the claim.”

Visual elements are also key to holding a reader’s attention. Dr. Kamat suggests that you have attractive images and figures in your paper to break up the text and make the overall experience visually appealing.

A Highly-Read Chemistry Research Paper is Accessible

If you want to reach a lot of readers, you need to make your work accessible to them. One way to do this is to make your work open access, or free for anyone to read.

“At ACS Energy Letters , 13 out of the 20 most read articles are open access,” says Dr. Kamat, suggesting that accessibility is key to broader dissemination and readership.

Dr. Tonzani agrees that open access is important for a research paper. “In regards to my open access journal, ACS Omega, roughly half of the readers are working in industry or ingesting our research at places other than universities and companies that subscribe to ACS journals. Thus you can have an immediate doubling of the possible audience for your paper.”

At ACS Publications, we offer flexible open access options on all ACS Journals under an ACS AuthorChoice license. With multiple discounts available, including a 50% ACS Membership discount, it’s more affordable than ever to open up your research to the world. Through the end of the year, researchers may also use their ACS Author Rewards to cover the cost of open access fees.

A Highly-Read Chemistry Research Paper Gets Promoted

“It’s important to take the time to help a general audience understand the bigger picture of whatever you do, and reaching out through social and local media sources is imperative,” says Dr. Jacqueline Fries, Formulation Scientist at CoreRx, Inc. and 2016’s Most-Read Author  in an ACS Publications journal.

She and fellow researchers used an extract from a sponge found in Antarctica to create a new chemical that killed 98% of MRSA cells in laboratory tests . They call the chemical “darwinolide.” Dr. Fries says it is important that the public is made aware of this research, which is why they made every effort to use key communication channels to spread the word.

“We did this by doing an AMA on Reddit, posting on Facebook, doing interviews with local media, and eventually being contacted by national media such as Wired Magazine and National Geographic ,” she says.

The public outreach helped attract attention to the work, and allowed her to communicate “that darwinolide is just a small step in the right direction for antibiotics research.” That effort paid off, as it certainly contributed to making her research paper the most-read of 2016.

Are you looking for more helpful tips on publishing highly-read chemistry research paper? Check out our Top 10 Poster Presentation Tips . Or, click through to read tips from ACS Editors on how to master the art of scientific publication.

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Chemistry writing guide, introduction, writing assignments, discipline-specific strategies, watch out for..., professor's comments and websites.

Writing in chemistry is similar to writing in other disciplines in that your paper must have a clear purpose that explains why you are writing, a thesis statement or main idea that defines the problem to be addressed, and background information wherever necessary. In addition, you should include evidence in the form of figures, graphs, and tables to support your argument.

You will be asked to write an abstract -- a single-spaced paragraph summary that briefly states the purpose of the experiment, important results (and how the results were obtained), and conclusions. Ideally, the abstract can be thought of as one or two sentences from each section of the paper that form a cohesive paragraph that summarizes the entire paper. The abstract should be single spaced unless you receive other instructions from your professor.

When writing an abstract, you should avoid too much experimental detail (e.g. concentration of stock solutions used) or preliminary results (i.e. "raw" data). In addition, make certain that the purpose of the experiment is stated clearly and early in the abstract. Ideally, it should be stated in the first or second sentence.

Lab Reports

There are six main sections in a chemistry paper: introduction, experimental section, results section, discussion section, conclusion, and list of references. As with most disciplines, the introduction should include your background knowledge of the experiment, including theory and past research, the relevance of your research, and the thesis statement. You may also state in your introduction any general conclusions you discovered, but try to avoid making your introduction longer than a page. The purpose of the introduction in a chemical journal is to provide (1) a literature review of what has been published on the subject to justify the importance of your research, (2) an explanation of any unusual experimental approaches, and (3) any background information or explanations that will help the reader understand your experiment and your results. Ultimately, the introduction should explain how the experimental approach you chose allows you to find the numerical or qualitative results you are looking for. For example, if you're going to determine if the substance you synthesized is a particular compound by examining its UV-Vis spectrum, you should find in the literature or a reference book the maximum wavelength of the compound and present it in the introduction. The experimental section focuses on the details of the experiment. Be certain to include enough information so that the reader could repeat the experiment and obtain similar results within the limits of uncertainty. The following should be addressed in this section: treatment of data (e.g. calculations or computations used to generate graphs) and an identification of instruments and sources of materials used (e.g. synthesized within the lab or bought from Aldrich, Sigma, or Fluka). For commercially available equipment, the manufacturer and the model should be mentioned (e.g. JASCO UV-Vis Spectrophotometer). The results section should include any figures, graphs, and tables that summarize the data. The material in this section should be presented in the order that best defends the thesis and the order in which they will be addressed in the discussion section. The order in which the data was collected is rarely important. For example, just because the data for graph N was collected before that of graph M does not mean that M shouldn't be presented first if it makes the presentation of data more coherent. In the results section, graphs are usually listed as figures. Tables are numbered and given specific titles (must include concentrations, volumes, etc.), which are placed at the top of the table. Figures (graphs or any other visuals) are numbered and given a caption, not a title. The caption should be several sentences long and explain what the figure is, what result is found from the figure, and the importance of the result. Captions are placed below the figure. For a results section, the text, tables, and figures should mirror each other. That is, the text must include all of the important information given in the graphs and tables, but in written form. If a table or figure is included in the report, it must be specifically referenced in the text as at the end of this sentence (Table 1). It might also be worthwhile to note that figures and tables are usually submitted to a journal and also to a professor with the tables and figures attached to the end of the report, not interspersed throughout the text. Journals insert your figures and tables according to their page format. In the discussion section, you should explain your results and observations and illustrate how they support your thesis, discuss any possible sources of error, and suggest potential future research stemming from your results. You may also want to mention any past research in the field that may pertain to your experiment's results.

Something to think about: results and discussion sections are often combined in chemical journals. In that case, each result is presented and then its relevance is explained. If you are writing a results section alone, you should only present, not interpret, your results. For example, a statement like, "The UV-Vis spectrum of the complex showed a peak at 291 nm" is a statement of your numerical result and is appropriate for a results section. A statement like, "The peak at 291 nm indicates that the complex changed conformation" is interpretive and belongs in a discussion section. Your conclusion should contain a brief summary of the paper and must state important results (e.g. yield of product) and assess the research with respect to the purpose. This section may be combined with the discussion section; that is, the last paragraph of the discussion section may act as a conclusion. In the reference section you must list all non-original sources used in the paper in the order in which they appear with the appropriate number. Citations should be made according to the format of the journal to which you will submit your paper. For a Swarthmore class, the Journal of the American Chemical Society format is appropriate. Unlike other disciplines, citations in a chemistry paper are usually not in-text or parenthetical, but incorporated using superscripts as at the end of this sentence. 1 It is sometimes appropriate in a discussion section to refer to other researchers by name and end the sentence with a reference. For example, "Khmelnitksy, et al. found that trypsin denatures in 2-propanol." 2

• Chemistry papers should be written in passive voice (unless you receive other instructions from your professor).
• Abbreviations or acronyms must be explained the first time they are used.
• Figures, graphs, and tables must be titled and referenced in the text.
• References (including textbooks and lab manuals) must be cited and numbered consecutively with the superscript number corresponding to that reference in the reference section of the paper. The use of superscript suffices as the mode of reference because it eliminates the need for in-text citations and footnotes.

I. Organization: As for all lab reports, chemistry reports are very structured and must be highly organized in a logical way. Organization of results is especially important. Your results and discussion sections, as well as tables and figures, should be organized in a way that leads the reader to draw the same conclusion that you did based on your data. Don't just tack on a graph at the end of the paper or arbitrarily put your results into a table. Think about how you can use tables to make comparisons between your data and literature or reference values. Think about the format of your tables and the chronology of your results section. How can you present your results so that the reader is already convinced of your conclusion before you explicitly state it?

II. Repetition: If you've already said it once, or it's already been published somewhere else, don't say it again. You can refer to other parts of your paper instead of repeating explanations or facts. If you've already written an experimental methods section, you've already explained your procedure; there is no need to provide procedural details again when you talk about results. If the procedure you used came from a published article, provide a short summary, explain any alterations, and then give the citation. Also, if you explain someone else's experimental results in the introduction, it is acceptable to write statements like, "As discussed above, Khmelnitsky, et al. found contradictory results" in your results section. Journals have page limits. Repetitious or unnecessary words or figures are unwelcome.

III. Distraction: Remember that the whole point of writing a chemistry paper is to present results and prove your conclusion based on those results. There are a lot of numbers, facts, and procedure information that you can easily get bogged down by. Just remember that ultimately you have to convince the reader that your conclusion is accurate. If you feel overwhelmed by the amount of information you have to include, try making a flow chart that shows the logical progression of your procedure. Or create your figures and tables first, and then use them as an outline or guide to write your results section. Take a look at published articles to get a sense of how others organize papers and what kinds of phrases and sentence structure are useful and accepted.

Courses Taught: General Chemistry, Organic I and II laboratories

Particular stylistic issues you should keep in mind:

"Write as concisely as possible. Know the meanings of the words you use and choose the best word for your purpose."

Grammar/spelling and word choice pet peeves:

• Using "this" and "that' as undefined pronouns
• Using "so" without "that" or "as"
• Misspelling of terms that are presented in the manual

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• Undergraduate Research Guide

Undergraduate Research in Chemistry Guide

Research is the pursuit of new knowledge through the process of discovery. Scientific research involves diligent inquiry and systematic observation of phenomena. Most scientific research projects involve experimentation, often requiring testing the effect of changing conditions on the results. The conditions under which specific observations are made must be carefully controlled, and records must be meticulously maintained. This ensures that observations and results can be are reproduced. Scientific research can be basic (fundamental) or applied. What is the difference? The National Science Foundation uses the following definitions in its resource surveys:

• Basic research The objective of basic research is to gain more comprehensive knowledge or understanding of the subject under study, without specific applications in mind. In industry, basic research is defined as research that advances scientific knowledge but does not have specific immediate commercial objectives, although it may be in fields of present or potential commercial interest.
• Applied research Applied research is aimed at gaining knowledge or understanding to determine the means by which a specific, recognized need may be met. In industry, applied research includes investigations oriented to discovering new scientific knowledge that has specific commercial objectives with respect to products, processes, or services.

Planning for Graduate School

Get on the path to graduate school with our comprehensive guide to selecting an institution and preparing for graduate studies.

What is research at the undergraduate level?

At the undergraduate level, research is self-directed work under the guidance and supervision of a mentor/advisor ― usually a university professor. A gradual transition towards independence is encouraged as a student gains confidence and is able to work with minor supervision. Students normally participate in an ongoing research project and investigate phenomena of interest to them and their advisor. In the chemical sciences, the range of research areas is quite broad. A few groups maintain their research area within a single classical field of analytical, inorganic, organic, physical, chemical education or theoretical chemistry. More commonly, research groups today are interdisciplinary, crossing boundaries across fields and across other disciplines, such as physics, biology, materials science, engineering and medicine.

What are the benefits of being involved in undergraduate research?

There are many benefits to undergraduate research, but the most important are:

• Learning, learning, learning. Most chemists learn by working in a laboratory setting. Information learned in the classroom is more clearly understood and it is more easily remembered once it has been put into practice. This knowledge expands through experience and further reading. From the learning standpoint, research is an extremely productive cycle.
• Experiencing chemistry in a real world setting. The equipment, instrumentation and materials used in research labs are generally more sophisticated, advanced, and of far better quality than those used in lab courses
• Getting the excitement of discovery. If science is truly your vocation, regardless of any negative results, the moment of discovery will be truly exhilarating. Your results are exclusive. No one has ever seen them before.
• Preparing for graduate school. A graduate degree in a chemistry-related science is mostly a research degree. Undergraduate research will not only give you an excellent foundation, but working alongside graduate students and post-doctorates will provide you with a unique opportunity to learn what it will be like.

Is undergraduate research required for graduation?

Many chemistry programs now require undergraduate research for graduation. There are plenty of opportunities for undergraduate students to get involved in research, either during the academic year, summer, or both. If your home institution is not research intensive, you may find opportunities at other institutions, government labs, and industries.

What will I learn by participating in an undergraduate research program?

Conducting a research project involves a series of steps that start at the inquiry level and end in a report. In the process, you learn to:

• Conduct scientific literature searches
• Read, interpret and extract information from journal articles relevant to the project
• Design experimental procedures to obtain data and/or products of interest
• Operate instruments and implement laboratory techniques not usually available in laboratories associated with course work
• Interpret results, reach conclusions, and generate new ideas based on results
• Interact professionally (and socially) with students and professors within the research group, department and school as well as others from different schools, countries, cultures and backgrounds
• Communicate results orally and in writing to other peers, mentors, faculty advisors, and members of the scientific community at large via the following informal group meeting presentations, reports to mentor/advisor, poster presentations at college-wide, regional, national or international meetings; formal oral presentations at scientific meetings; or journal articles prepared for publication

When should I get involved in undergraduate research?

Chemistry is an experimental science. We recommended that you get involved in research as early in your college life as possible. Ample undergraduate research experience gives you an edge in the eyes of potential employers and graduate programs.

While most mentors prefer to accept students in their research labs once they have developed some basic lab skills through general and organic lab courses, some institutions have programs that involve students in research projects the summer prior to their freshman year. Others even involve senior high school students in summer research programs. Ask your academic/departmental advisor about the options available to you.

How much time should I allocate to research?

The quick answer is as much as possible without jeopardizing your course work. The rule of thumb is to spend 3 to 4 hours working in the lab for every credit hour in which you enroll. However, depending on the project, some progress can be achieved in just 3-4 hours of research/week. Most advisors would recommend 8-10 hours/week.

Depending on your project, a few of those hours may be of intense work and the rest may be spent simply monitoring the progress of a reaction or an instrumental analysis. Many research groups work on weekends. Saturdays are excellent days for long, uninterrupted periods of lab work.

How do I select an advisor?

This is probably the most important step in getting involved in undergraduate research. The best approach is multifaceted. Get informed about research areas and projects available in your department, which are usually posted on your departmental website under each professor’s name.

Talk to other students who are already involved in research. If your school has an ACS Student Chapter , make a point to talk to the chapter’s members. Ask your current chemistry professor and lab instructor for advice. They can usually guide you in the right direction. If a particular research area catches your interest, make an appointment with the corresponding professor.

Let the professor know that you are considering getting involved in research, you have read a bit about her/his research program, and that you would like to find out more. Professors understand that students are not experts in the field, and they will explain their research at a level that you will be able to follow. Here are some recommended questions to ask when you meet with this advisor:

• Is there a project(s) within her/his research program suitable for an undergraduate student?
• Does she/he have a position/space in the lab for you?
• If you were to work in her/his lab, would you be supervised directly by her/him or by a graduate student? If it is a graduate student, make a point of meeting with the student and other members of the research group. Determine if their schedule matches yours. A night owl may not be able to work effectively with a morning person.
• Does she/he have funding to support the project? Unfunded projects may indicate that there may not be enough resources in the lab to carry out the project to completion. It may also be an indication that funding agencies/peers do not consider this work sufficiently important enough for funding support. Of course there are exceptions. For example, a newly hired assistant professor may not have external funding yet, but he/she may have received “start-up funds” from the university and certainly has the vote of confidence of the rest of the faculty. Otherwise he/she would not have been hired. Another classical exception is computational chemistry research, for which mostly fast computers are necessary and therefore external funding is needed to support research assistants and computer equipment only. No chemicals, glassware, or instrumentation will be found in a computational chemistry lab.
• How many of his/her articles got published in the last two or three years? When prior work has been published, it is a good indicator that the research is considered worthwhile by the scientific community that reviews articles for publication. Ask for printed references. Number of publications in reputable refereed journals (for example ACS journals) is an excellent indicator of the reputation of the researcher and the quality of his/her work.

Here is one last piece of advice: If the project really excites you and you get satisfactory answers to all your questions, make sure that you and the advisor will get along and that you will enjoy working with him/her and other members of the research group.

Remember that this advisor may be writing recommendation letters on your behalf to future employers, graduate schools, etc., so you want to leave a good impression. To do this, you should understand that the research must move forward and that if you become part of a research team, you should do your best to achieve this goal. At the same time, your advisor should understand your obligations to your course work and provide you with a degree of flexibility.

Ultimately, it is your responsibility to do your best on both course work and research. Make sure that the advisor is committed to supervising you as much as you are committed to doing the required work and putting in the necessary/agreed upon hours.

What are some potential challenges?

• Time management . Each project is unique, and it will be up to you and your supervisor to decide when to be in the lab and how to best utilize the time available to move the project forward.
• Different approaches and styles . Not everyone is as clean and respectful of the equipment of others as you are. Not everyone is as punctual as you are. Not everyone follows safety procedures as diligently as you do. Some groups have established protocols for keeping the lab and equipment clean, for borrowing equipment from other members, for handling common equipment, for research meetings, for specific safety procedures, etc. Part of learning to work in a team is to avoid unnecessary conflict while establishing your ground to doing your work efficiently.
• “The project does not work.” This is a statement that advisors commonly hear from students. Although projects are generally very well conceived, and it is people that make projects work, the nature of research is such that it requires patience, perseverance, critical thinking, and on many occasions, a change in direction. Thoroughness, attention to detail, and comprehensive notes are crucial when reporting the progress of a project.

Be informed, attentive, analytical, and objective. Read all the background information. Read user manuals for instruments and equipment. In many instances the reason for failure may be related to dirty equipment, contaminated reagents, improperly set instruments, poorly chosen conditions, lack of thoroughness, and/or lack of resourcefulness. Repeating a procedure while changing one parameter may work sometimes, while repeating the procedure multiple times without systematic changes and observations probably will not.

When reporting failures or problems, make sure that you have all details at hand. Be thorough in you assessment. Then ask questions. Advisors usually have sufficient experience to detect errors in procedures and are able to lead you in the right direction when the student is able to provide all the necessary details. They also have enough experience to know when to change directions. Many times one result may be unexpected, but it may be interesting enough to lead the investigation into a totally different avenue. Communicate with your advisor/mentor often.

Are there places other than my institution where I can conduct research?

Absolutely! Your school may be close to other universities, government labs and/or industries that offer part-time research opportunities during the academic year. There may also be summer opportunities in these institutions as well as in REU sites (see next question).

Contact your chemistry department advisor first. He/she may have some information readily available for you. You can also contact nearby universities, local industries and government labs directly or through the career center at your school. You can also find listings through ACS resources:

• Research Opportunities (US only)
• International Research Opportunities
• Internships and Summer Jobs

What are Research Experiences for Undergraduates (REU) sites? When should I apply for a position in one of them?

REU is a program established by the National Science Foundation (NSF) to support active research participation by undergraduate students at host institutions in the United States or abroad. An REU site may offer projects within a single department/discipline or it may have projects that are inter-departmental and interdisciplinary. There are currently over 70 domestic and approximately 5 international REU sites with a chemistry theme. Sites consist of 10-12 students each, although there are larger sites that supplement NSF funding with other sources. Students receive stipends and, in most cases, assistance with housing and travel.

Most REU sites invite rising juniors and rising seniors to participate in research during the summer. Experience in research is not required to apply, except for international sites where at least one semester or summer of prior research experience is recommended. Applications usually open around November or December for participation during the following summer. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. Some REU sites with supplementary funds from other sources may accept international students that are enrolled at US institutions.

• Get more information about REU sites

How do I prepare a scientific research poster?

Here are some links to sites with very useful information and samples.

• How to Prepare a Proper Scientific Paper or Poster
• Creating Effective Poster Presentations
• Designing Effective Poster Presentations

Research and Internship Opportunities

• Internships and Fellowships Find internships, fellowships, and cooperative education opportunities.
• SCI Scholars Internship Program Industrial internships for chemistry and chemical engineering undergraduates.
• ACS International Center Fellowships, scholarships, and research opportunities around the globe

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A guide to research question writing for undergraduate chemistry education research students

Welcome to chemistry education research

There is no doubt that there are particular challenges associated with chemistry students taking up a project that brings together familiar aspects of chemistry with aspects of social sciences that are likely unfamiliar. There is a new world of terminology and literature and approaches that may initially seem insurmountable. However, as chemistry students, you bring something unique to the discussion on education: your expertise in chemistry and your experience of being a chemistry student. The combination of discipline speciality and focus on education has given rise to a new genre of education research, known as discipline based education research, or DBER ( NRC, 2012 ). The focus on chemistry, known as chemistry education research , intends to offer insights into issues affecting teaching and learning of chemistry from the perspective of chemistry, and offers enormous insight into factors affecting learning in our discipline. This journal ( www.rsc.org/cerp ) along with the Journal of Chemical Education published by the American Chemical Society (http://pubs.acs.org/journal/jceda8) and Chemistry Teacher International published for IUPAC (http://www.degruyter.com/view/j/cti) focus on discipline specific issues relating to chemistry education, and their prominence in being associated with major societies in chemistry indicates the high status chemistry education and chemistry education research has attained with the family of chemistry sub-disciplines.

In an attempt to help students new to chemistry education research take some first steps in their research work, this editorial focuses on the important early stage of immersing in project work: deciding what it is you want to research. Other sources of information relating to project work include the associated editorials in this journal describing more fully other parts of conducting research ( Seery et al. , 2019 ), as well as thinking about how theses published as part of university studies compare to education research publications ( Lawrie et al. , 2020 ). These editorials should be useful to students in the planning and writing stages of their research work respectively and, like all articles published in this journal, are free to access. Guidance on completing a literature review in chemistry education research is available online ( Seery, 2017 ).

What do you want to find out? Defining your research question

The “good” news is that this initial experience is very common. The task at the beginning stage of your first project is to determine what general area you would like to research, and narrow this down iteratively until you decide on a particular question you would like to answer. We will go through this process below, but an important thing to keep in mind at this stage is that work on your first project is both about the research you will do and also what you learn about doing research. Choosing a topic of interest is important for your own motivation. But regardless of the topic, doing a project in this field will involve lots of learning about the research processes and this research field. These associated skills and knowledge will likely be of most benefit to you after you complete your dissertation and go on into a future career and further studies.

Deciding on your research topic

Choosing what you want to work on when you are not quite sure of the menu to select from is very difficult. Start by writing down what kinds of things interest you that could form general topics of study. You could structure these using the following prompts:

• What from your own learning experience was satisfactory or unsatisfactory? When did you feel like you really understood something, or when did you feel really lost? Sketch out some thoughts, and discuss with some classmates to see if they had similar experiences. The task is to identify particular topics in chemistry or particular approaches of teaching that emerge, and use those as a basis for narrowing your interest to a specific theme.

• What issues from the media are topical in relation to education? Perhaps there have been changes to assessment approaches in schools, or there is a focus on graduate employability? What issues relating to education are emerging in reaction to the impact of COVID-19? Is there something current that interests you that you would like to focus on?

• Are there societal issues that are important to you? Perhaps you would like to explore the experience or performance of particular groups within education, or look at historical data and research trends. You might wish to explore education policy and subsequent impact in chemistry education.

It is likely that several broad topics will emerge that will be of interest to you. But you only have one year and one project, so you will need to choose one! So before you choose, take a shortlist of about three broad topics that interest you and find out a little more about them. The aim here is to dip your toe in the water of these topics and get a feel for what kinds of things people do, and see which one piques your interest most, and which one has most potential for a meaningful and achievable research project.

To find out a little more, you should engage in preliminary reading. This is not a literature review – the task here is to find one or two recent articles associated with each topic. To achieve this, you could go directly to one of the journal pages linked above and type in some search terms. With each article of interest you retrieve, use the following prompts to guide your reading:

1. The introduction to the article usually sets the context of the research, with some general issues relating to the research in this topic, while the final section of the paper (“limitations” or “conclusions” sections) give some specific detail on what needs further study. Read over these sections: are the issues being discussed of interest to you?

2. The experimental or methods section of the article usually describes the sample used in the study. If you were to research in this area, can you see how questions you are interested in would translate to your setting? While we will discuss scope of research more carefully below, the task here is to put yourself in the moment of doing a research project to think: what would I do? And then ask; does that moment pique your interest?

3. The results and discussion section of the article describes data the researchers report and what they think it means in the wider context of the research area. Again, while the data that you get in your project will depend on what you set out to do, use this reading to see what kind of data is impressing you, and whether you find the discussion of interest.

This kind of “sampling” of the vast literature available is a little ad hoc , but it can be useful to help bring focus on the kinds of research that are feasible and help refine some conversations that you can have with your research supervisor. While embarking on a new project will always have a big “unknown” associated with it, your task is to become as familiar as possible with your chosen topic as you can in advance, so that you are making as informed a decision as possible about your research topic. Once you have – you are ready to continue your research!

From research topic to research question

While we don’t often explicitly state the research question in chemistry research, scientists do have an implicit sense that different questions lean on different areas of theory and require different methods to answer them. We can use some of this basis in translating the context to chemistry education research; namely that the research question and the underpinning theory are clearly interdependent, and the research question we ask will mandate the approaches that we take to answer it.

In fact, in (chemistry) education research, we are very explicit with research questions, and setting out the research question at the start of a study is a major component of the research process ( White, 2008 ). As you will find repeatedly in your project, all the components of a research process are interdependent, so that the research question will determine the methods that will determine the kinds of data you can get, which in turn determine the question you can answer. The research question determines what particular aspect within a general research topic you are going to consider. Blaikie (2000, p. 58) wrote (emphasis in original):

“In my view, formulating research questions is the most critical and, perhaps, the most difficult part of a research design… Establishing research questions makes it possible to select research strategies and methods with confidence. In other words, a research project is built on the foundation of research questions .”

So there is a lot of pressure on research questions! The good news is that while you do need to start writing down your research question near the beginning of the project, it will change during the early stages of scoping out projects when considering feasibility, and as you learn more from reading. It could change as a result of ethical considerations ( Taber, 2014 ). And it will probably change and be fine-tuned as you refine your instruments and embark on your study. So the first time you write out a research question will not be the last. But the act of writing it out, however bluntly at the start, helps set the direction of the project, indicates what methods are likely to be used in the project (those that can help answer the question), and keeps the project focussed when other tempting questions arise and threaten to steer you off-course. So put the kettle on, get out a pen and a lot of paper, and start drafting your first research question!

Defining your research question

To assist your thinking and guide you through this process, an example is used to show how this might happen in practice. In this example, a student has decided that they want to research something related to a general topic of work-experience in chemistry degree programmes. The student had previously completed some work experience in an industrial chemistry laboratory, and knows of peers who have completed it formally as part of their degree programme. The student's experience and anecdotal reports from peers are that this was a very valuable part of their undergraduate studies, and that they felt much more motivated when returning to study in formal teaching at university, as well as having a much clearer idea on their career aspirations after university.

Stage 1: what type of question do you want to answer?

Some foreshadowed questions that might emerge in early stages of this research design might include:

• What kinds of industrial experience options are available to chemistry students?

• What experiences are reported by students on industrial experience?

• Why do some students choose to take up industrial placements?

• How does a students’ perception of their career-related skills change as a result of industrial experience?

• How do students on industrial experience compare to students without such experience?

All of these questions – and you can probably think of many more – are specific to the general topic of industrial experience. But as they stand, they are too broad and need some focussing. To help, we will first think about the general kind of research we want to do ( White, 2008 ).

Types of research

A second broad area of research is explanatory research, which tends to answer questions that start with “how” or “why”. Explanatory research has less of a focus on the subject of the research, and more on the processes the subjects are engaged with, seeking to establish what structures led to observed outcomes so that reasons for them can be elucidated.

A third broad area of research is comparative research, which tends to compare observations or outcomes in two or more different scenarios, using the comparison to identify useful insights into the differences observed. Many people new to education research seek to focus on comparative questions, looking to answer the generic question of is “X” better than “Y”? This is naturally attractive, especially to those with a scientific background, but it is worthwhile being cautious in approaching comparative studies. Even in well-designed research scenarios where research does find that “X” is indeed better than “Y” (and designing those experimental research scenarios is fraught with difficulty in education studies), the question immediately turns to: “but why”? Having richer research about descriptions or explanations associated with one or both of the scenarios is necessary to begin to answer that question.

Let us think again about our foreshadowed questions in the context of general types of question. The aim here is to simply bundle together foreshadowed questions by question type, and using the question type, begin to focus a little more on the particular aspects of interest to us. The intention here is to begin to elaborate on what these general questions would involve in terms of research (beginning to consider feasibility), as well as the kinds of outcomes that might be determined (beginning to consider value of research).

The descriptive questions above could be further explored as follows:

• What kinds of industrial experience options are available to chemistry students? In answering this question, our research might begin to focus on describing the types of industrial experience that are available, their location, their length, placement in the curriculum, and perhaps draw data from a range of universities. In this first iteration, it is clear that this question will provide useful baseline data, but it is unlikely to yield interesting outcomes on its own.

• What experiences are reported by students on industrial experience? In answering this question, we are likely going to focus on interviewing students individually or in groups to find out their experience, guided by whatever particular focus we are interested in, such as questions about motivation, career awareness, learning from placement, etc. This research has the potential to uncover rich narratives informing our understanding of industrial placements from the student perspective.

The explanatory questions above can be further explored as follows:

• How does students’ perception of their career-related skills change as a result of industrial experience? In answering this question, our research would remain focussed on student reports of their experiences, but look at it in the context of their sense of career development, their awareness of development of such skills, or perhaps identifying commonalities that emerge across a cohort of students. This research has the potential to surface such issues and inform the support of career development activities.

• Why do some students choose to take up industrial placements? In answering this question, our research would likely involve finding out more about individual students’ choices. But it is likely to uncover rich seams that can be explored across cohorts – do particular types of students complete placements, or are there any barriers to identify regarding encouraging students to complete placements? “Why” questions tend to throw up a lot of follow-on questions, and their feasibility and scope need to be attended to carefully. But they can offer a lot of insight and power in understanding more deeply issues around particular educational approaches.

The comparative question above can be further explored as follows:

• How do students on industrial experience compare to students without such experience? In answering this question, research might compare educational outcomes or reports of educational experience of students who did and did not complete industrial experience, and draw some inference from that. This type of question is very common among novice researchers, keen to find out whether a particular approach is better or worse, but extreme caution is needed. There may be unobservable issues relating to students who choose particular options that result in other observable measures such as grades, and in uncovering any differences in comparing cohorts, care is needed that an incorrect inference is not made. Handle comparisons with caution!

At this stage, you should pause reading, and dwell on your research topic with the above considerations in mind. Write out some general research areas that have piqued your interest (the foreshadowed questions) and identify them as descriptive, explanatory, or comparative. Use those headline categories to tease out a little more what each question entails: what would research look like, who would it involve, and what information would be obtained (in general terms). From the list of questions you identify, prioritise them in terms of their interest to you. From the exercise above, I think that the “how” question is of most interest to me – I am an educator and therefore am keen to know how we can best support students’ return to studies after being away on placement. I want to know more about difficulties experienced in relation to chemistry concepts during that reimmersion process so that I can make changes and include supports for students. For your research area and your list of foreshadowed questions, you should aim to think about what more focussed topics interest and motivate you, and write out the reason why. This is important; writing it out helps to express your interest and motivation in tangible terms, as well as continuing the process of refining what exactly it is you want to research.

Once you have, we can begin the next stage of writing your research question which involves finding some more context about your research from the literature.

Stage 2: establishing the context for your research

Finding your feet, types of context.

Let's make some of this tangible. In focussing my foreshadowed questions, I have narrowed my interest to considering how students on work experience are aware of their career development, how they acknowledge skills gained, and are able to express that knowledge. Therefore I want to have some theoretical underpinnings to this – what existing work can I lean on that will allow me to further refine my question.

As an example of how reading some literature can help refine the question, consider the notes made about the following two articles.

• A 2017 article that discusses perceived employability among business graduates in an Australian and a UK university, with the latter incorporating work experience ( Jackson and Wilton, 2017 ): this study introduces me to the term “perceived employability”, the extent to which students believe they will be employed after graduation. It highlights the need to consider development of career awareness at the individual level. It discusses the benefits of work experience on perceived employability, although a minimum length is hinted at for this to be effective. It introduces (but does not measure) concepts of self-worth and confidence. Data to inform the paper is collected by a previously published survey instrument. Future work calls for similar studies in other disciplines.

• A 2017 article that discusses undergraduate perceptions of the skills gained from their chemistry degree in a UK university ( Galloway, 2017 ): this study reports on the career relevant skills undergraduate students wished to gain from their degree studies. This study informs us about the extent to which undergraduates are thinking about their career skills, with some comparison between students who were choosing to go on to a chemistry career and those who were considering some other career. It identifies career-related skills students wished to have more of in the chemistry curriculum. Most of the data is collected by a previously published survey. This work helps me locate my general reading in the context of chemistry.

Just considering these two articles and my foreshadowed question, it is possible to clarify the research question a little more. The first article gives some insight into some theoretical issues by introducing a construct of perceived employability – that is something that can be measured (thinking about how something can be measured is called operationalisation). This is related to concepts of self-worth and confidence (something that will seed further reading). Linking this with the second article, we can begin to relate it to chemistry; we can draw on a list of skills that are important to chemistry students (whether or not they intend to pursue chemistry careers), and the perceptions about how they are developed in an undergraduate context. Both articles provide some methodological insights – the use of established surveys to elicit student opinion, and the reporting of career-important skills from the perspective of professional and regulatory bodies for chemistry, as well as chemistry students.

Taking these two readings into account, we might further refine our question. The original foreshadowed question was:

“ How does students’ perception of their career-related skills change as a result of industrial experience? ”

If we wished to draw on the literature just cited, we could refine this to:

“ How does undergraduate chemistry students’ perceived employability and awareness of career-related skills gained change as a result of a year-long industrial placement? ”

This step in focussing is beginning to move the research question development into a phase where particular methods that will answer it begin to emerge. By changing the phrase “perception” to “perceived employability”, we are moving to a particular aspect of perception that could be measured, if we follow methods used in previous studies. We can relate this rather abstract term to the work in chemistry education by also incorporating some consideration of students’ awareness of skills reported to be important for chemistry students. We are also making the details of the study a little more specific; referring to undergraduate chemistry students and the length of the industrial placement. This question then is including:

– The focus of the research: perception of development of career skills.

– The subject of the research: undergraduate chemistry students on placement.

– The data likely to be collected: perceived employment and awareness of career related skills.

It is likely that as more reading is completed, some aspects of this question might change; it may become more refined or more limited in scope. It may change subject from looking at a whole cohort to just one or two individual student journeys. But as the question crystallises, so will the associated methodology and it is important in early readings not to be immediately swayed in one direction or another. Read as broadly as you can, looking at different methods and approaches, and find something that lines up with what it is you want to explore in more detail.

Stage 3: testing your research question

Personal biases.

Whatever we like to tell ourselves, there will always be personal bias. In my own research on learning in laboratories, I have a bias whereby I cannot imagine chemistry programmes without laboratory work ( Seery, 2020 ). If I were to engage in research that examined, for example, the replacement of laboratory work with virtual reality, my personal bias would be that I could not countenance that such an approach could replace the reality of laboratory work. This is a visceral reaction – it is grounded in emotion and personal experience, rather than research, because at the time of writing, little research on this topic exists. Therefore I would need to plan carefully any study that investigated the role of virtual reality in laboratory education to ensure that it was proofed from my own biases, and work hard to ensure that voices or results that challenged my bias were allowed to emerge. The point is that we all have biases, and they need to be openly acknowledged and continually aired. I suggest to my students that they write out their own biases related to their research early in their studies as a useful checkpoint. Any results that come in that agree with the tendency of a bias are scrutinised and challenged in detail. This can be more formally done by writing out a hypothesis, which is essentially a prediction or a preconception of what a finding might be. Hypotheses are just that – they need to be tested against evidence that is powerful enough to confirm or refute them.

Bias can also emerge in research questions. Clearly, our research question written in the format: “why are industrial placements so much better than a year of lecture courses?” is exposing the bias of the author plainly. Biases can be more subtle. Asking leading questions such as “what are the advantages of…” or “what additional benefits are there to…” are not quite as explicitly biased, but there is an implicit suggestion that there will be advantages and benefits. Your research question should not pre-empt the outcome; to do so negates the power of your research. Similarly, asking dichotomous questions (is placement or in-house lecturing best?) implies the assumption that one or the other is “best”, when the reality is that both may have distinct advantages and drawbacks, and a richer approach is to explore what each of those are.

Question scope

Feasibility relates to lots of aspects of the project. In our study on industrial experience, the question asks how something will change, and this immediately implies that we will at least find out what the situation was at the beginning of the placement and at some point during or after the placement. Will that be feasible? Researchers should ask themselves how they will access those they wish to research. This becomes a particular challenge if the intention is to research students based in a different institution. The question should also be reviewed to ensure that it is feasible to achieve an answer with the resources you have to hand. Asking for example, whether doing an industrial placement influences future career choices would be difficult to answer as it would necessitate tracking down a sufficient sample of people who had (and had not) completed placements, and finding a robust way of exploring the influence of placement on their career choice. This might be feasible, but not in the timeframe or with the budget you have assigned to you. Finally, feasibility in terms of what you intend to explore should be considered. In our example research question, we have used the term “perceived employability”, as this is defined and described in previous literature with an instrument that can elicit some value associated with it. Care is needed when writing questions to ensure that you are seeking to find something that can be measured.

Of course researchers will naturally over-extend their research intentions, primarily because that initial motivation they have tapped into will prompt an eagerness to find out as much as possible about their topic of study. One way of addressing this is to write out a list of questions that draw from the main research question, with each one addressing some particular aspect of the research question. For our main research question:

we could envisage some additional related questions:

(a) Are there differences between different types of placement?

(b) Are the observations linked to experience on placement or some other factors?

(c) What career development support did students get during placement?

(d) How did students’ subsequent career plans change as a result of placement?

And the list could go on (and on). Writing out a list of related questions allows you to elaborate on as many aspects of the main question as you can. The task now is to prioritise them. You may find that in prioritising them, one of these questions itself becomes your main question. Or that you will have a main question and a list of subsidiary questions. Subsidiary questions are those which relate to the main question but take a particular focus on some aspect of the research. A good subsidiary question to our main question is question (a), above. This will drill down into the data we collect in the main question and elicit more detail. Care should be taken when identifying subsidiary questions. Firstly, subsidiary questions need to be addressed in full and with the same consideration as the main questions. Research that reports subsidiary question findings that are vague or not fully answered is poor, and undermines the value and power of the findings from the main research questions. If you don’t think you can address it in the scope of your study, it is best to leave it out. Secondly, questions that broaden the scope of the study rather than lead to a deeper focus are not subsidiary questions but rather are ancillary questions. These are effectively new and additional questions to your main research, and it is unlikely that you will have the time or scope to consider them in this iteration. Question (d) is an example of an ancillary question.

Question structure

The length of a research question is the subject of much discussion, and in essence, your question needs to be as long as it needs to be, but no longer. Questions that are too brief will not provide sufficient context for the research, whereas those that are too long will likely confuse the reader as to what it is you are actually looking to do. New researchers tend to write overly long questions, and tactics to address this include thinking about whether the question includes too many aspects. Critiquing my own question, I would point out that I am asking two things in one question – change in perceived employability and change in awareness of career-related skills gained – and if I were to shorten it, I could refer to each of those aspects in subsidiary questions instead. This would clarify that there are two components to the research, and while related, each will have their own data collection requirements and analysis protocols.

Research questions should be written as clearly as possible. While we have mentioned issues relating to language to ensure it is understandable, language issues also need to be considered in our use of terms. Words such as “frequent” or “effective” or “successful” are open to interpretation, and are best avoided, using more specific terms instead ( Kane, 1984 ). The word “significant” in education research has a specific meaning derived from statistical testing, and should only be used in that context. Care is needed when referring to groups of people as well. Researching “working class” students’ experiences on industrial placement is problematic, as the term is vague and can be viewed as emotive. It is better to use terms that can be more easily defined and better reflect a cohort profile (for example, “first generation” refers to students who are the first in their family to attend university) or terms that relate to government classifications, such as particular postcodes assigned a socio-economic status based on income.

As well as clarity with language, research questions should aim to be as precise as possible. Vagueness in research questions relating to what is going to be answered or what the detail of the research is in terms of sample or focus can lead to vagueness in the research itself, as the researcher will not have a clear guide to keep them focussed during the research process. Check that your question and any subsidiary questions are focussed on researching a specific aspect within a defined group for a clear purpose.

Moving on from research question writing

• Blaikie N., (2000), Designing social research , Oxford: Blackwell.
• Galloway K. W., (2017), Undergraduate perceptions of value: degree skills and career skills, Chem. Educ. Res. Pract. , 18 (3), 435–440.
• Jackson D. and Wilton N., (2017), Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, High. Educ. Res. Dev. , 36 (4), 747–762.
• Kane E., (1984), Doing Your Own Research: Basic Descriptive Research in the Social Sciences and Humanities , London: Marion Boyars.
• Lawrie G. A., Graulich N., Kahveci A. and Lewis S. E., (2020), Steps towards publishing your thesis or dissertation research: avoiding the pitfalls in turning a treasured tome into a highly-focussed article for CERP, Chem. Educ. Res. Pract. , 21 (3), 694–697.
• NRC, (2012), Discipline-based education research: Understanding and improving learning in undergraduate science and engineering , National Academies Press.
• RSC, (2015), Accreditation of Degree Programmes , Cambridge: Royal Society of Chemistry.
• Seery M. K., (2009), The role of prior knowledge and student aptitude in undergraduate performance in chemistry: a correlation-prediction study, Chem. Educ. Res. Pract. , 10 (3), 227–232.
• Seery M. K., (2017), How to do a literature review when studying chemistry education. Retrieved from http://michaelseery.com/how-to-do-a-literature-review-when-studying-chemistry-education/.
• Seery M. K., (2020), Establishing the Laboratory as the Place to Learn How to Do Chemistry, J. Chem. Educ. , 97 (6), 1511–1514.
• Seery M. K., Kahveci A., Lawrie G. A. and Lewis S. E., (2019), Evaluating articles submitted for publication in Chemistry Education Research and Practice, Chem. Educ. Res. Pract. , 20 , 335–339.
• Taber K. S., (2014), Ethical considerations of chemistry education research involving ‘human subjects’, Chem. Educ. Res. Pract. , 15 (2), 109–113.
• White P., (2008), Developing Research Questions: A Guide for Social Scientists , Basingstoke: Palgrave MacMillan.

How to Write an Effective Chemistry Research Paper (Part 1)

Here, we will state the rules about the format and content of a research paper in chemistry and explain the scientific conventions used in chemistry papers. These rules and conventions will help you write research papers in chemistry effectively and confidently. Alternatively, there is an AI-driven language enhancement tool, Trinka, which could be used. Trinka is world’s first online grammar checker and language correction tool that is custom-built for academic writing and caters to subject-specific requirements.

Let us explore the rules about writing an effective Chemistry research paper.

Format and Content of Chemistry Articles

Readers expect two things while reading your paper:

• Understand the information presented
• Know that the findings are legitimate

How to Fulfill these Objectives?

Introduction

Methods and materials.

This format may slightly differ depending on the journal; for instance, some journals ask you to include an abstract or separate section for the hypothesis. Overall, however, this represents a textual version of the scientific method.

Table of Contents

Select terms that are as precise as the text permits.

Avoid:  A magnetic alloy

Use:  A vanadium-iron alloy

Things to Avoid

• Phrases such as “on the,” “a study of,” “research on,” and “regarding.”
• Non-quantitative, meaningless words such as “rapid” and “new.”

A quality abstract distinctly identifies the objective of the experiment and the key outcomes.

• Beginning with “ The purpose of this experiment was… ” Such background information belongs in the Introduction section.
• RBe specific about what was done.
• Instead use, “… hexaammine cobalt (III) chloride was prepared from cobalt (II), chloride, and hydrogen peroxide. The yield was 8.45 g. ”

Tip 1 When writing a full report, write the Abstract last.

Go step-wise!

• Begin by describing the larger area of the research
• Give examples of advancement in the field
• A distinct statement of the research problem
• Approach being addressed in the current report

Avoid:   This experiment intends to investigate upon any measurable amounts of Nickel in the surrounding mud area and within barnacles living on the pilings.

Use:  The purpose of this study is to determine the nickel content in the surrounding mud area and in the barnacles living on the pilings.

Include a description of your experimental procedure and the names of instruments used. Do not rewrite the lab manual or protocol.

Avoid:  Next, prepare copper solution. Weigh 0.1821 g of copper nitrate and dilute it in 10 mL of tap water.

Use:  A solution was prepared by dissolving copper nitrate (0.1821 g) in tap water (10 mL).

Further subdivide into

• Materials—sources and purity of reagents used
• Preparation of compounds—with the procedure and summary of characterization by NMR, IR, etc.
• Instrumentation—manufacturer, description of any adaptation, or sample preparation

Tip 2 A quality Materials and Methods section should allow the reader to holistically reproduce what you did in the lab, using what you have written.

Include an outline of your raw data, preferably aided by tables and figures, and main observations.

Tip 3 Don’t include lengthy tables of raw data; instead, simply present the outcomes of your calculations.

Avoid:  The following standard concentrations were used to follow X law for the absorbances at the corresponding wavelength (Table).

Use:   The standard concentrations were measured at the corresponding wavelengths and the data provided in Table 1.

Figures, Tables, Equations

Explain the objective of each figure, scheme, equation, and table in the Results section. When referring to a figure, table, or equation, use its number in the text.

A plateau was observed at reduced pressures >0.1, as indicated in Table 1.

Indicate every figure, table, and equation with a number. Figures and tables need a number and a descriptive title, and equations usually have a number placed in parentheses at the right margin.

Figure 1. Mass Uptake vs. Reduced Pressure for A

Table 1. Powder Diffraction Data Obtained for A

A = B 2                                                                             (1)

Tip 4 “Figure” is much preferred compared to the labels “chart” and “graph.”

• Analyze your outcomes
• Comment on the objective of the experiment
• Explain what the outcomes point to
• What are the sources of inaccuracy (experimental uncertainty/precision) and limitations?
• What further experiments could help address any open questions or loose ends?
• Do the outcomes agree with what others have discovered?
• Do the outcomes endorse a model or hypothesis?

Avoid:  If, for example, we could have used a red and green apple to determine the components, we could have averaged the data and obtained more accurate results.

Use:  For example, if data were obtained from both a red and a green apple, the averaged results could provide more representative values.

Summarize your outcomes and discussion with a concise conclusion, phrasing it in terms of the broad-ranging questions addressed in the Introduction. A notable feature of Trinka is the ability to present academic writing concisely.

Tip 5 When testing a hypothesis, you may want to say that the hypothesis was “ proved ” or “ disproved ” or was “ correct ” or “ incorrect .”

Remember, you are testing a theory with a procedure that lasts only a handful of hours and depends on only a few trials, which seriously compromises your ability to be certain about the “truth” you see.

Consequently, words such as “supported,” “indicated,” and “suggested” are more suitable to evaluate your hypothesis.

In the next article , we will discuss the scientific conventions and styles used in chemistry articles.

Again, to better understand how these rules and conventions can be incorporated in academic writing, you can try Trinka . This AI-driven writing tool understands subtle subject-specific requirements and enhances your writing with suggestions pertaining to technical spellings, formal tone, style guide preferences, and a lot more. Trinka’s exclusive features are designed make your research paper publication-ready easily!

Go beyond grammar & spelling

• Write with Trinka

How to Write a Research Proposal? – Guide with Examples

How to Write Any Type of Letter?

Do Citations Really Matter? How to Identify High-quality Academic Sources

Tips for IELTS Preparation: Why You Should Use Trinka AI to Help Your Writing

Appreciating the hard work you put into your blog and detailed information you present.It’s nice to come across a blog every once in a while that isn’tthe same outdated rehashed material. Fantastic read! I’ve bookmarked your site and I’m including your RSS feeds to my Google account.

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How to Write an Effective Chemistry Research Paper (Part 2)

In this article, we describe the scientific conventions and writing styles followed in Chemistry papers.

Beginning a Sentence

Avoid starting a sentence with a symbol or numerical value.

✖ 0.5 g of NaOH was added to 5 ml of DW, and the solution was heated.

✔︎ After addition of 0.5 g of NaOH to 5 ml of DW, the solution was heated.

Pedagogical Phrases

Avoid including phrases which address the process of learning and not the science of the experiment.

This experiment helped us learn about…

The goal of this experiment was to learn about…

Although such sentences are preferred in Original Articles, scientific reports/communication should ideally focus only on the data and results.

Illogical Constructions

Check that a modifier phrase or the pronoun “it” actually refers to the intended subject.

To avoid dangling modifiers and unclear antecedents, think about the subject.

✖ Being coated with grease, I cleaned the flask before adding reagents.

Was I coated with grease or the flask?

The flask was coated with grease, and so,

✔︎ Because the flask was coated with grease, it was cleaned before adding reagents.

Personal Pronouns

Because scientific experiments demonstrate facts that do not depend on the observer, reports should avoid using the first and second person (I/we/our/us).

✖ I filtered the solution and noticed production of a yellow powder.

✔︎ Filtration of the solution, yielded a yellow powder.

However, when referring to your own results or conclusions, it is better to use the first or second person.

While AB et al. report X value, the authors’ data indicates Y value.

AB et al. report X value, but our data yield Y value.

Active Voice

When possible, replace passive voice with active voice for clarity.

✖ Passive: There was some solid that did not dissolve.

✔︎ Active: Some solid did not dissolve.

Personification

Do not personify compounds and equipments.

✖ The spectrum shows two bands of equal intensity.

✔︎ Two bands of equal intensity appear in the spectrum.

Plural Nouns

Usage of verbs when mentioning amount of chemical reagent and terms like data (singular: datum) and spectra (spectrum) is often confused.

A quantity used is a singular subject, even when that quantity is in a plural form of units.

✖  While the solution boiled, 5.0 g of KBr were added.

✔︎ While the solution boiled, 5.0 g of KBr was added.

Verb Tense and “Verbing” a Noun

Usually the journal guidelines specify the tense to be followed in each section of the manuscript.

Use past tense to describe a procedure:

Hydrochloric acid was added to the flask slowly in order to prevent decomposition of the product.

Use present tense to describe a scientific fact:

Hydrochloric acid is a caustic substance that must be used with caution.

“Verbing” a noun, i.e., turning a noun into a verb makes the sentence unclear and should be avoided.

✖ X complexes to Y

✔︎ X forms complexes with Y

Abbreviations, Formulae, and Numerals

Define abbreviations for chemical compounds or ligands at the first instance. However, standard organic abbreviations (e.g., Me = methyl, Pr = iso -propyl) can be used. Use chemical formulae for standard compounds but not when the name is shorter or more precise.

• NaOH (aq) for sodium hydroxide
• Caffeine for C 8 H 10 N 4 O 2

Long compound names can be numbered if repeated many times. The number should be bold or underlined, defined when first presented and appear in parenthesis when used as an adjective.

Investigations into 8-hydroxyquinoline (1) and 4-iodo-8-hydroxyquinoline (2) are described. Recrystallization of 1 and 2 …

Use a leading zero for values less than unity and avoid values with many zero (use scientific notation instead) for decimals.

✖ .15 mm,  ✔︎ 0.15 mm

✖ 0.000024 mM, ✔︎ 2.3 × 10 –4  mM

Chemical Names

The names of chemicals are not capitalized, unless they are trade names (e.g., “Tylenol”).

✖ The reaction of Cobalt (II) was…

✔︎ The reaction of cobalt (II) was…

Terms and Expressions

Use terms like “ synthesizing ” new compounds and “ preparing ” solutions, avoid terms like “products were created .” With/Using/By/On—avoid using these interchangeably, as they might be incorrect in some cases

Spectra are measured “ with / using ” and not “ on ” a spectrometer.

Spectrometers, colorimeters, etc. should be referred to as “instruments” not “machines.” 

The intransitive verb “ react ” is the most used term in chemistry papers. It should not have an object and should not have a passive voice. Chemical reagents react with each other, they are not reacted.

✖ A and B were reacted to produce C and D.

✔︎ The reaction of A and B, potassium hydroxide and hydrochloric acid, produced C and D.

A hypothesis can be “ tested ”; however, for most laboratory work, the terms “measured,” “investigated,” “determined,” “calculated,” and “obtained” are better.

✖ The absorbance of the solution was tested using…

✔︎ The absorbance of the solution was measured using…

Reference: www.chemistry.kenyon.edu/getzler/08F-CourseFiles/BriefGuideWritingChemistry

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Reviewing the Literature: Why do it?

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• Required writing for a journal article, thesis or dissertation, grant application, etc.

Literature reviews vary; there are many ways to write a literature review based on discipline, material type, and other factors.

Background:

• Literature Reviews - UNC Writing Center
• Literature Reviews: An Overview for Graduate Students  - What is a literature review? What purpose does it serve in research? What should you expect when writing one? - NCSU Video

Where to get help (there are lots of websites, blogs , articles,  and books on this topic) :

• The Center for writing and Communicating Ideas (CWCI)
• (these are non-STEM examples: dissertation guidance , journal guidelines )
• How to prepare a scientific doctoral dissertation based on research articles (2012)
• Writing a graduate thesis or dissertation (2016)
• The good paper : a handbook for writing papers in higher education (2015)
• Proposals that work : a guide for planning dissertations and grant proposals (2014)
• Theses and dissertations : a guide to planning, research, and writing (2008)
• Talk to your professors, advisors, mentors, peers, etc. for advice

READ related material and pay attention to how others write their literature reviews:

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A Practical Guide to Scientific Writing in Chemistry

DOI link for A Practical Guide to Scientific Writing in Chemistry

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Successful completion of postgraduate studies, especially PhD, and career advancement in academia strongly depend on the ability to publish scientific papers or books and attract research grants. However, many chemical scientists find preparing scientific papers and research grant and book proposals difficult; partly because of insufficient training in writing and partly because there are few practical books to enable them to learn the art. This step-by-step practical guide is intended mainly for postgraduate students and early career researchers in chemical science and the libraries that serve them but will also be useful to other scientists.

Key Features:

• Improves the reader’s chances of getting their manuscript published in chemistry journals.
• Increases the likelihood of winning research grants in chemistry.
• Takes a “lead by the hand” approach.
• Contains chapters on the preparation of graphical abstracts and research highlights.
• Uses sketches and other illustration styles to aid mental visualization of concepts.
• Contains practical examples taken from published papers and successful research grant proposals.

TABLE OF CONTENTS

Chapter 1 | 14  pages, concept and overview, chapter 2 | 3  pages, getting ready, chapter 3 | 4  pages, research paper title, chapter 4 | 7  pages, authorship, acknowledgments, competing interests and references, chapter 5 | 12  pages, textual and video abstracts, chapter 6 | 4  pages, keywords and phrases, chapter 7 | 13  pages, graphical abstract, chapter 8 | 3  pages, chapter 9 | 7  pages, introductory section of a research paper, chapter 10 | 5  pages, materials and methods section of a research paper, chapter 11 | 17  pages, results section of research papers, chapter 12 | 5  pages, discussion section, chapter 13 | 4  pages, conclusion section, chapter 14 | 3  pages, summary of research paper sections, chapter 15 | 11  pages, short communication papers, chapter 16 | 13  pages, review papers, chapter 17 | 2  pages, perspective papers, chapter 18 | 6  pages, cover letters, chapter 19 | 7  pages, the publishing process, chapter 20 | 19  pages, poster presentation, chapter 21 | 9  pages, oral presentations, chapter 22 | 5  pages, research grant proposals, chapter 23 | 2  pages, grant proposal title and applicants' details, chapter 24 | 6  pages, grant proposal abstract and summary, chapter 25 | 6  pages, research proposal introduction, chapter 26 | 4  pages, background and literature review of a research grant proposal, chapter 27 | 2  pages, methodology of a research grant proposal, chapter 28 | 5  pages, chapter 29 | 3  pages, chapter 30 | 2  pages, summary of research grant components, chapter 31 | 4  pages, research grant proposal review process, chapter 32 | 6  pages, book proposals.

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Scientific Methodology: Structure of a Research Paper e.g. Chemistry

• Structure of a Research Paper e.g. Biology
• Structure of a Research Paper e.g. Chemistry
• Tips : Writing Science Papers
• Citation Indexes

Scientific research papers usually follow a standard format which is logical, has an easy to understand structure, and which reflects “the scientific method of deductive reasoning: define the problem, create a hypothesis, devise an experiment to test the hypothesis, conduct the experiment, and draw conclusions.”  (ACS Style Guide, Chap 2,  p. 19).

Note: When writing a research paper, the sections may follow a different format and procedure for the different science disciplines. The format may also be varied by the specific journal which is publishing a research article.

Chemistry Research Paper Outline

                                                       Writing a Chemistry Research Paper

*   Atlernative titles: Experimental, Experimental Section, Theoretical Analysis,

     or Materials & Methods.

** The Discussion and Conclusion are often combined into one section.

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A guide to writing up your chemical science thesis

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This guide aims to give you guidance on how to write your thesis so that your research is showcased at its best. It includes suggestions on how to prepare for writing up and things to consider during the final stages. 

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Chemistry writing resources.

• Writing a Research Paper or Lab Report

Parts of a Reference

Formatting for different types of references, citation management software.

• Return to Main Chemistry Guide

When using sources and references, it is important and necessary to give credit to the original author and work by properly citing the source. Citing sources and references properly allows for the correct reference to be located.  In order to cite correctly and obtain the proper full-text article it is necessary to know the different parts that make up a citation to obtain access to the article.

Primary literature like journal articles will be the most common kind of reference used when writing lab reports and research papers.

When citing a journal article using the American Chemical Society (ACS) format, the citation contains the following elements: 

An ACS reference citation lists information in the following order and formatting for journal articles :

• Author: The authors are listed by their last name then their first and middle initials in regular font in the order they appear in the byline
• Title of Article: The title of the article is written in regular font*
• Journal:  The title of the Journal is italicized; journal abbreviations can be found at https://cassi.cas.org/search.jsp
• Year: The year the article was published is formatted in bold font
• Volume: The volume of the article comes after the year and is italicized
• Issue: If the article has an issue number, it is listed after the volume, is not italicized, and is enclosed in parentheses
• Page Numbers:  The page numbers of the cited article are listed in regular font

* depending on the journal, the title of the article is not always included as part of the reference

References should be cited in the text of a paper in one of the following ways: with an italicized number, a superscript number, or withe first author name and year of publication.  References should be numbered sequentially; when citing more than one reference, each reference should be listed with an increasing number and should be separated with a comma.  As always, check the publication or with your instructor for the proper or desired style for citations and reference lists.

Different types of references (e.g. Journal Articles vs. Books) have different citation formats.  

Proper formatting for different reference sources can be found in Chapter 14 , Table 14-2 of the ACS Style Guide, and formatting styles of common references can be found below.

Format 1:  Author 1, Author 2, Author 3, etc.  Title of Article.  Journal Abbreviation Year, Volume , Pages cited.

Nguyen, S. T.; Johnson, L. K.; Grubbs, R. H.; Ziller, J. W. Ring-Opening Metathesis Polymerization (ROMP) of Norbornene by a Group VIII Carbene Complex in Protic Media. J. Am. Chem. Soc. 1992 , 114 (10), 3974–3975.

Format 2:   Author 1, Author 2, Author 3, etc.  Journal Abbreviation Year, Volume , Pages cited.

Nguyen, S. T.; Johnson, L. K.; Grubbs, R. H.; Ziller, J. W. J. Am. Chem. Soc. 1992 , 114 (10), 3974–3975.

Authors are listed by their last name then their first and middle initials in the order they appear in the byline.

Article titles are not required in reference citations, but inclusion of the title can be useful for indicating the contents of a paper and for helping to locate the specific reference. Some ACS publications include the article title in journal references, and some do not.  So, it is important when citing references to check the requirements of the publication.

The minimum amount of information required for a book citation is the author or editor, book title, publisher, city of publication, and year of publication. Page numbers can and should be included when specific pages in a book are being cited, but are not necessary if the book is being cited as a whole.

Book Chapter/Book with Editors: Author 1; Author 2 Title of Chapter. In Title of Book ;   Editor 1, Editor 2, Eds. Name of Publisher: City, Year of Publication; Page Numbers.

Minch, Eric Dynamics and Complexity in Systems Biology Modeling: Theoretical Challenges in Metabolic Simulation. In Bioinformatics and Genomes Currents Perspectives ; Andrade, M.A. ed. Horizon Scientific: Norfolk, England. 2003; pp123-140.

Author 1, Author 2 Title of Book ; Editor 1, Editor 2, Eds. Name of Publisher: City, Year of Publication; Page Numbers.

Perez-Iratxeta, Carolina; Andrade, Miguel A. In Bioinformatics and Genomes Currents Perspectives ; Andrade, M.A. ed. Horizon Scientific: Norfolk, England. 2003; pp 141-152.

Note:  In some cases the title of the chapter is included and may be useful for finding the specific chapter or work being referenced.  The use of the word "In" prior to the title of the book is used to indicate that the authors wrote part of the book, but not the whole book.

Book without editors: Author 1, Author 2 Title of Book ; Name of Publisher: City, Year of Publication; Page Numbers.

Carpenter, Barry K. Determination of Organic Reaction Mechanisms ; Wiley: New York, 1984.

Book in a Series: Author 1, Author 2 . Title of Chapter. In Title of Book ; Editor 1, Editor 2, Eds.; Name of Publisher: City, Year of Publication; Volume, Page Numbers.

Vogt, Emil; Hansen, Anne S.; Kjaergaard, Henrick, G.  Local Modes of Vibration: The Effect of Low-Frequency Vibrations. In Molecular Spectroscopy: A Quantum Chemistry Approach ; Ozaki, Y.; Wojcik, M.J.; Popp, J; Eds.; Wiley-VCH Verlag GmbH & Co. KgaA: Weinham, Germany, 2019; Volume 2, pp 389-424.

Author 1, Author 2. Title of  Website. URL (date accessed)

Nyant, Anak.  Physical Chemistyr: 7 tips to Approach Problems in Physical Chemistry. https://www.toppr.com/bytes/7-tips-to-excel-in-physical-chemistry/ (accessed January 8, 2020)

The ACS Style Guide. https://pubs.acs.org/doi/10.1021/bk-2006-STYG (accessed January 5, 2020)

Note: Required information for a website includes the site title, URL, and access date. The author of the site should be included if available

Author 1, Author 2 Name of Patent. Country and Patent Number, Date of Patent Submission.

Straubinger, R.M., Sharma, A., Mayhew, E. Taxol Formulation. United States US5415869A, May 16, 1995.

Citation of reference management software provides a method for keeping track of articles, books, web pages, and more as you find them during the course of your research or literature searching.  Most citation management software provides similar and useful functions that may include: 

• storing all references in one location 
• providing organization and management of many references
• sharing references or collections of references with collaborators
• generating bibliographies or reference lists in the proper format/style for a giving manuscript or discipline
• allowing writers to use a "cite while write" function

The library has a gude that provides some guidance on picking the citation management software that will work best for you 

How to Chose: Zotero, Mendeley, or Endnote

• Can gather citations for PDF content
• Can easily gather citations for non-PDF content (e.g. websites, artwork, manuscripts)
• Works well with many catalogs and databases
• Can drag and drop a PDF into Zotero to create a citation record
• Can sync online and desktop libraries
• Can create groups with other Zotero users to create shared libraries
• Zotero has useful guides and online support:  www.zotero.org/support/
• WUSTL Libraries has a helpful guide and provides support for Zotero:  libguides.wustl.edu/zotero
• Works well with catalogs and Elsevier databases
• Can drag and drop and PDF into Mendeley to create a citation record
• Mendeley has an integrated PDF viewer
• Can find related references online through your Mendeley account (automatic look up process)
• Can collaborate and join “Groups” in Mendeley online that have similar research interests to share references and/or libraries
• Can create Groups with other Mendeley users to share libraries
• Can share and edit a library or annotate PDFs with another Mendeley user simultaneously. 
• Mendeley has excellent online support:  www.mendeley.com/guides
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• Last Updated: Jun 10, 2024 2:38 PM
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ACS Student Magazine

How To Write a Professional, Polished Scientific Abstract

In the science world, you make your first impression long before you meet anyone in person. How? Through an abstract—that brief, powerful paragraph that describes your research.

Whether it’s for a conference presentation, journal article, grant proposal, or dissertation, the abstract—as well as the title and the author listing—is the first window into the scope and purpose of your work. It tells the reader about the content of your research and the results of your experimentation. And it tells the reviewer or editor which session or journal you belong in, so potential collaborators can find you. 

To show that your research is relevant and worth learning more about, you need to write a polished and professional abstract. Here’s how to write titles, author listings, and text for abstracts that are informative and professional in any presentation format.

Keep your title short and descriptive. Don’t oversell or sensationalize your work; simply state what it is. If you absolutely must give detail, you can add a subtitle, using a colon to separate it from the main title.

Reviewers start with the title to make sure they have you in the right session. For example, “C–H bond functionalization in long-chain alkanes” will be placed in an Organic Chemistry session, whereas “Iron oxide catalysts for hydrocarbon C–H bond functionalization” will be placed in an Inorganic Chemistry session.

Scientists use titles to see whether your work is relevant to them. If you write “Curing genetic diseases through molecular modeling”, 

you had better have the clinical trial data to back up your claim. 

“Molecular basis of multiple mitochondrial dysfunctions syndrome: Impact of substitution on the protein NFU1” will be of interest to other biochemists studying protein functionality.

Here are some additional technical tips for titles of scientific abstracts:

• Start with an adjective, a noun, or a verb. Never start with an article (e.g., “The”, “A”, or “An”).
• Do not end with punctuation; your title is not a sentence.
• Use plain text (no bold, italics, or special fonts).
• Use sentence case. The only words that need to be capitalized are the first word of the title, the first word after a colon, and any proper nouns, acronyms (e.g., FT-IR), or element symbols in formulas (e.g., NaOH).

The authors and affiliations

List the names and affiliations of everyone who contributed to the work, starting with you. If you are submitting the abstract for an oral or poster presentation, you are the presenting author and your name goes first. If you are submitting an article to a journal, your name will either go first or be highlighted in some fashion. (It depends on the protocols of the journal and the preferences of your research advisor.)

You also need to include your research advisor. With the exception of some very unusual circumstances, your project is part of a larger body of research that is coordinated by your advisor. Your advisor helped you to develop your project, guided your interpretation of the results, and provided you with laboratory space and supplies, and your results will be incorporated into your advisor’s overall body of research. So your advisor gets credit.

You should include anyone else who contributed significantly to the research, such as a labmate who performed some of the work or a colleague in another lab who assisted you with analyses.

Include your affiliation as well as that of your coauthors. Your affiliation is your school. For clarity, be sure to cite the complete name of your school, not an abbreviation or short form (e.g., use “California Institute of Technology”, not “Caltech”). Unless you are collaborating with a group outside of your department or doing research at another institution, your coauthors will have the same affiliation as you.

Abstracts are high-level summaries. They are typically no longer than 2000 characters (preferably shorter than 1000 characters). Using complete sentences, describe why the work was done, what types of experiments were completed, and the results. You are writing for other scientists, so you do not need to explain common scientific terms, only techniques specific to your research. This guideline will help you stay within the character limit.

Keep it simple. Experimental parameters, data, graphs, references, and extensive discussion of the results are for your presentation or article. If you find yourself trying to include these details, you are saying too much. Some abstract submission systems, like the ACS Meeting Abstracts Programming System (MAPS), do not accept graphs, figures, or references, so you run the risk of being rejected from a symposium. There are instances when a graph or figure is necessary, but they are the exception.

Here are some key elements to keep in mind as you are writing:

• Why is your research important?
• What problem does your work attempt to solve?
• What specific approaches did you take or methods did you use?
• What were the results?
• How does your research add to the body of knowledge?

Keeping the abstract general helps with the challenge: having to submit your abstract before you complete your research. This is especially common if you are presenting at a technical conference, like an ACS national meeting, where submissions are due six to seven months before the conference. In this case, you can submit a short abstract of the work you are planning to do, and end with, “The results of this work will be presented.”

Write in the third person using passive voice (e.g., “Microporous silicates were synthesized” rather than “I synthesized a series of microporous silicates”). In the scientific community, this is the more professional way to present research.

Finally, proofread, proofread, and proofread again. Make sure that your sentences are clear and error-free. Have a peer, grad student, or experienced labmate (or two) review your abstract for clarity, grammar, and punctuation. Also, have your research advisor review and approve it. This work represents your advisor’s lab, so your advisor should have a say in what you report.

Writing abstracts is a skill that is essential to both the research world and the business world (where it’s called an “executive summary”). Start developing this skill now to set yourself up for success later. 

ABSTRACT CHALLENGE 

See if you can spot the errors in this online quiz.

Anatomy of an Awesome Abstract

A professional abstract summarizes the scope of your research and shows why your study is worth learning more about. Check out the infographic below for a breakdown of what should be included in your abstract, and click on the image to access the PDF.

How to Write an Undergraduate Abstract, by Elzbieta Cook. www.acs.org/content/acs/en/meetings/national-meeting/agenda/student-program/undergraduate-abstract.html 

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How to Write a Research Paper [Steps & Examples]

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.

Order for Preparation of your research paper

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.

Types of Research Papers

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.

A.Argumentative Papers

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.

B.Analytical Papers

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.

C.Compare and Contrast Papers

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.

How to Write A Research Paper [Higher Efficiency & Better Results]

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.

Bonus Tips: How to Get Inspiration for your Research Paper- WPS AI

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.

FAQs about writing a research paper

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.

2. How can I avoid plagiarism?

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.

3. How can I cite sources properly?

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.

4. How long should a research paper be?

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.

Write Your Research Paper with the Comfort of Using WPS Office

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.

• 1. How to Use WPS AI/Chatgpt to Write Research Papers: Guide for Beginners
• 2. How to Write a Hook- Steps With Examples
• 3. How to Write a Conclusion - Steps with Examples
• 4. Free Graph Paper: Easy Steps to Make Printable Graph Paper PDF
• 5. How to Write an Abstract - Steps with Examples
• 6. How to Write a Proposal [ Steps & Examples]

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