2 parts of research paper

How to Write a Research Paper: Parts of the Paper

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Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

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Apr 26, 2024

Everything You Need to Know about the Parts of a Research Paper

Not sure where to start with your research paper or how all the parts fit together? Don't worry! From crafting a compelling title page to compiling your references, we'll demystify each section of a research paper.

Learn how to write an attention-grabbing abstract, construct a powerful introduction, and confidently present your results and discussion. With this guide, you'll gain the tools to assemble a polished and impactful piece of work.

What Are Research Papers?

A research paper is a piece of academic writing that presents an original argument or analysis based on independent, in-depth investigation into a specific topic.

Key Characteristics:

Evidence-Driven: Research papers rely on data, analysis, and interpretation of credible sources.

Focused Argument: They develop a clear thesis that is defended with logical reasoning and evidence.

Structured: Research papers follow specific organizational formats and citation styles.

Contribution to Knowledge: They aim to add something new to the existing body of knowledge within a field.

Types of Research Papers

Research papers come in various forms across academic disciplines:

Argumentative Papers : Present a compelling claim and utilize evidence to persuade readers.

Analytical Papers : Break down complex subjects, ideas, or texts, examining their components and implications.

Empirical Studies: Involve collecting and analyzing original data (through experiments, surveys, etc.) to answer specific research questions.

Literature Reviews: Synthesize existing research on a topic, highlighting key findings, debates, and areas for future exploration.

And More! Depending on the field, you may encounter case studies, reports, theoretical proposals, etc.

Defining Research Papers

Here's how research papers stand apart from other forms of writing:

Originality vs. Summary: While essays might recap existing knowledge, research papers offer new insights, arguments, or data.

Depth of Inquiry: Research papers delve deeper, going beyond basic definitions or summaries into a systematic investigation.

Scholarly Audience: Research papers are often written with a specialized academic audience in mind, employing discipline-specific language and conventions.

Important Note: The specific requirements of research papers can vary depending on the subject area, level of study (undergraduate vs. graduate), and the instructor's instructions.

Importance of Research Paper Structure

Think of structure as the backbone of your research paper. Here's why it matters for academic success:

Clarity for the Reader: A logical structure guides the reader through your research journey. They understand your thought process, easily follow your arguments, and grasp the significance of your findings.

Author's Roadmap: Structure serves as your blueprint. It helps you maintain focus, ensures you address all essential elements, and prevents you from veering off-topic.

Enhanced Persuasion: A well-structured paper builds a convincing case. Your ideas flow logically, evidence supports your claims, and your conclusion feels grounded and impactful.

Demonstration of Competence: A clear structure signals to your instructor or peers that you have a thorough understanding of research practices and scholarly writing conventions.

Is a Structured Approach Critical for the Success of Research Papers?

Yes! It's difficult to overstate the importance of structure. Here's why:

Lost in Chaos: Rambling or disorganized papers leave the reader confused and frustrated. Even the most insightful findings risk being overlooked if presented poorly.

Missed Components: Without structure, you might forget to include critical aspects, like a clear methodology section or a thorough literature review, weakening your research.

Hindered Peer Review: Reviewers rely on a standard structure to quickly assess the research's merits. A deviation can make their job harder and might negatively affect how your work is evaluated.

Benefits of a Clear Structure

Enhanced Understanding: Readers can easily follow your chain of reasoning, grasp the connection between your evidence and claims, and critically evaluate your findings.

Efficient Peer Review: A standard structure makes peer review more efficient and focused. Reviewers can easily identify strong points, areas for improvement, and contributions to the field.

Streamlined Writing: Having a structure offers clarity and direction, preventing you from getting stuck mid-flow or overlooking important elements.

Variations of Research Papers

Here's a breakdown of some common types of research papers:

Analytical Papers

Focus: Dissect a complex subject, text, or phenomenon to understand its parts, implications, or underlying meanings.

Structure: Emphasizes a clear thesis statement, systematic analysis, and in-depth exploration of different perspectives.

Example: Examining the symbolism in a literary work or analyzing the economic impact of a policy change.

Argumentative Papers

Focus: Present and defend a specific claim using evidence and logical reasoning.

Structure: Emphasizes a well-defined thesis, persuasive examples, and the anticipation and refutation of counterarguments.

Example: Arguing for the superiority of a particular scientific theory or advocating for a specific social policy.

Experimental Studies (Empirical Research)

Focus: Collect and analyze original data through a designed experiment or methodology.

Structure: Follows scientific practices, including hypothesis, methods, results, discussion, and acknowledgment of limitations.

Example: Measuring the effects of a new drug or conducting psychological experiments on behavior patterns.

Survey-Based Research

Focus: Gather information from a sample population through surveys, questionnaires, or interviews.

Structure: Emphasizes sampling methods, data collection tools, statistical analysis, and cautious interpretation of results.

Example: Investigating public opinion on a political issue or studying consumer preferences for a product.

Do All Research Papers Fit Into Standard Categories?

No. Research is fluid and dynamic. Here's why categorization can get tricky:

Hybrids Exist: Many papers mix elements. An analytical paper might also incorporate arguments to strengthen its interpretation, or an experimental paper might include a review of existing literature to contextualize its findings.

Disciplinary Differences: Fields have specific conventions. A research paper in history differs vastly in style and structure from one in biology.

Innovation: Researchers sometimes develop new structures or methodologies best suited to their unique research questions.

Comparing Research Paper Types

Each type prioritizes different aspects of the research process:

An abstract is like a snapshot of your entire paper, providing a brief but informative overview of your research. It's often the first (and sometimes the only) section readers will engage with.

Key Functions: An effective abstract should:

Briefly state the research problem or topic

Outline your methods (briefly)

Summarize the main findings or results

Highlight the significance or implications of your work

Writing a Compelling Abstract

Here are some guidelines to make your abstract shine:

Concise and Clear: Aim for around 150-250 words. Use direct language and avoid unnecessary jargon.

Structured Approach: Even in its brevity, follow a logical flow (problem, methods, results, significance).

Keywords: Include keywords that accurately describe your research, aiding in discoverability within databases.

Self-Contained: The abstract should make sense on its own, without needing the reader to have read the full paper.

Engaging: While focused, pique the reader's interest and make them want to explore your research further.

Write it Last: Often, it's easiest to write your abstract once the rest of your paper is complete, as you can then distill the most essential elements.

Get Feedback: Ask a peer or instructor to read your abstract to ensure it's clear and accurately represents your research.

Introduction

Think of your introduction as the welcome mat for your research. Here's what it should accomplish:

Establish Context: Provide background information relevant to your specific research question. Orient the reader to the broader field or current debates surrounding the topic.

Define the Problem: Clearly outline the gap in knowledge, issue, or question your research aims to address.

State the Hypothesis: Concisely declare your research hypothesis or thesis statement – the central claim you aim to prove.

Significance: Briefly explain why your research matters. What potential contributions or implications does it hold?

Is the Introduction More Important Than Other Sections?

No. While the introduction plays a big role in initially capturing your reader's attention and setting the stage, it is just one piece of the puzzle. Here's why all sections matter:

Methodology Matters: A sound methodology section is essential for establishing the credibility of your findings. Readers need to trust your process.

Results are Key: The results section presents your hard-earned data. Without it, your research doesn't have a foundation to support your claims.

Discussion is Vital: Here's where you interpret your results, connect them back to your hypothesis, and explore the broader implications of your work.

Conclusion is the Culmination: Your conclusion reinforces your key findings, acknowledges limitations, and leaves the reader with a lasting understanding of your research contribution.

Engaging Your Audience Early

Here are some strategies to capture attention from the start:

Open with a Question: Pose a thought-provoking question directly related to your research.

Surprising Statistic: Share a relevant and eye-opening statistic that highlights the significance of your topic.

Brief anecdote: An illustrative anecdote or a vivid example can provide a compelling hook.

Challenge Assumptions: Question a common belief or assumption within your field to signal that your research offers fresh insights.

Tip: Your opening should be relevant and directly connected to your research topic. Avoid gimmicks that don't authentically lead into your core argument.

Literature Review

A literature review goes beyond simply listing past studies on a topic. It synthesizes existing knowledge, laying the foundation for your own research contribution.

Goals of a Strong Literature Review:

Demonstrate your understanding of the field and its key scholarly conversations.

Identify gaps in current knowledge that your research can address.

Position your research in relation to existing work, showing how it builds upon or challenges previous findings.

Provide theoretical context or support for your chosen methodological approach.

Synthesizing Relevant Studies

Don't just summarize – analyze! Here's how to engage with the literature critically:

Identify Trends: Look for patterns or themes across multiple studies. Are there consistent results or ongoing debates?

Note Inconsistencies: Highlight any contradictions or conflicting findings within the existing research.

Assess Methodology: Consider the strengths and limitations of different research methods used in prior studies. Can you improve upon them in your research?

Connections to Your Work: Show how each source directly relates to your research question. Explain how it supports, challenges, or informs your own study.

Tips for Effective Synthesis:

Organization is Key: Structure your literature review thematically or chronologically to present findings in a logical way.

Your Voice Matters: Avoid stringing together quotes. Analyze the literature and offer your own interpretation of the collective insights.

Cite Accurately: Follow the citation style required by your discipline to give credit and avoid plagiarism.

Methodology

Your methodology section details the step-by-step process of how you conducted your research. It allows others to understand and potentially replicate your study.

Components: A methodology section typically includes:

Research Design: The overall approach (experimental, survey-based, qualitative, etc.)

Data Collection: Description of the tools, procedures, and sources used (experiments, surveys, interviews, archival documents).

Sample Selection: Details on participants (if applicable) and how they were chosen.

Data Analysis: Methods used (statistical tests, qualitative analysis techniques).

Ethical considerations: Explain how you safeguarded participants or addressed any ethical concerns related to your research.

Designing a Robust Methodology

Here's how to make your methodology section shine:

Alignment with Research Question: Your methods should be directly chosen to answer your research question in the most effective and appropriate way.

Rigor: Demonstrate a meticulous approach, considering potential sources of bias or error and outlining steps taken to mitigate them.

Transparency: Provide enough detail for replication. Another researcher should be able to follow your method.

Justification: Explain why you chose specific methods. Connect them to established practices within your field or defend their suitability for your unique research.

Does Methodology Determine the Quality of Research Outcomes?

Absolutely! Here's why a robust methodology is important:

Reliability: A sound methodology ensures your results are consistent. If your study was repeated using your methods, similar results should be attainable.

Validity: Validity ensures you're measuring what you intend to. A strong methodology helps you draw accurate conclusions from your data that address your research question.

Credibility: Your paper will be evaluated based on the thoroughness of your procedures. A clear and rigorous methodology enhances trust in your findings.

Your results section is where you present the data collected from your research. This includes raw data, statistical analyses, summaries of observations, etc.

Key Considerations:

Clarity: Organize results logically. Use tables, graphs, or figures to enhance visual clarity when appropriate.

Objectivity: Present data without bias. Even if findings don't support your initial hypothesis, report them accurately.

Don't Interpret (Yet): Avoid discussing implications here. Focus on a clear presentation of your findings.

Interpreting Data Effectively

Your discussion or analysis section is where you make sense of your results. Here's how to ensure your interpretation is persuasive:

Connect Back to the Hypothesis: State whether your results support, refute, or partially support your hypothesis.

Use Evidence: Reference specific data points, statistics, or observations to back up your claims.

Explanatory Power: Don't merely describe what happened. Explain why you believe your data led to these results.

Context is Key: Relate your findings to the existing literature. Do they align with previous research, or do they raise new questions?

Be Transparent: Acknowledge any limitations of your data or unexpected findings, providing potential explanations.

Tips for Effective Data Discussion:

Visuals as Support: Continue using graphs or figures to illustrate trends or comparisons that reinforce your analysis.

Highlight What Matters: Don't over-discuss insignificant data points. Focus on the results that are most relevant to your research question and contribute to your overall argument.

Tell a Story: Data shouldn't feel disjointed. Weave it into a narrative that addresses your research problem and positions your findings within the broader field.

Your discussion section elevates your findings, moving from simply reporting what you discovered to exploring its significance and potential impact.

Interpret the results in relation to your research question and hypothesis.

Consider alternative explanations for unexpected findings and discuss limitations of the research.

Place your findings in the context of the broader field, connecting them to theories and the existing body of research.

Suggest implications for future research or practical applications.

Linking Results to Theory

Here's how to make your discussion section shine:

Return to the Literature Review: Did your results support a specific theory from your literature review? Challenge it? Offer a nuanced modification?

Contradictions Offer Insights: If your results contradict existing theories, don't dismiss them. Explain possible reasons for the discrepancies and how that pushes your field's understanding further.

Conceptual Contribution: How does your research add to the theoretical frameworks within your area of study?

Building Blocks: Frame your research as one piece of a larger puzzle. Explain how your work contributes to the ongoing scholarly conversation.

Tips for a Strong Discussion:

Avoid Overstating Significance: Maintain a scholarly tone and acknowledge the scope of your research. Don't claim your results revolutionize the field if it's not genuinely warranted.

Consider Future Directions: Responsible research isn't just about the past. Discuss what new questions arise based on your findings and offer avenues for potential future study.

Clarity Remains Key: Even when discussing complex ideas, use accessible language. Make your discussion meaningful to a wider audience within the field.

Conclusions

Your conclusion brings your research full circle. It's your chance to re-emphasize the most important takeaways of your work.

A Strong Conclusion Should:

Concisely restate the key research question or problem you sought to address.

Summarize your major findings and the most compelling evidence.

Briefly discuss the broader implications or contributions of your research.

Acknowledge limitations in the study (briefly).

Propose potential avenues for future research.

Can Conclusions Introduce New Research Questions?

Absolutely! Here's why this is valuable:

Sparking Curiosity: Ending with new questions emphasizes the ongoing nature of research and encourages further exploration beyond your own study.

Identifying Limitations: By highlighting where your work fell short, you guide future researchers toward filling those gaps.

Signaling Progress: Research is a continuous process of evolving knowledge. Your conclusion can be a springboard for others to expand upon your findings.

Crafting a Persuasive Conclusion

Here's how to make your conclusion impactful:

Reiterate, Don't Repeat: Remind the reader of your most significant findings, but avoid restating your thesis verbatim.

Confidence: Project a sense of conviction about the value of your work, without overstating its significance.

Clarity: Even in your conclusion, use direct language free of jargon. Leave the reader with a clear and lasting impression.

The Ripple Effect: Briefly highlight the broader relevance of your research. Why should readers beyond your niche field care?

Important: Your conclusion shouldn't introduce entirely new information or analyses. Rather, it should leave the reader pondering the implications of what you've already presented.

Giving Credit Where It's Due: Your references section lists the full details of every source you cited within your paper. This allows readers to locate those sources and acknowledges the intellectual work of others that you built upon.

Supporting Your Arguments: Credible references add weight to your claims, showing that your analysis is informed by established knowledge or reliable data.

Upholding Academic Standards: Accurate citations signal your commitment to scholarly practices and protect you from accusations of plagiarism.

Maintaining Citation Integrity

Here are the main practices to uphold:

Choose the Right Style: Follow the citation style mandated by your discipline (APA, MLA, Chicago, etc.). They have strict rules on formatting and which elements to include.

Consistency is Key: Use your chosen citation style uniformly throughout your paper. Mixed styles look sloppy and unprofessional.

Accuracy Matters: Double-check the details of each citation (authors, title, publication year, page numbers, etc.). Errors undermine your credibility.

Citation Tools: Use reliable resources like:

Online citation generators

Reference management software (Zotero, EndNote, etc..)

University library guides for your required style

Important Notes:

In-Text vs. References: In-text citations (within your writing) point the reader to the full citation in your references list. Both are needed.

Citation ≠ Bibliography: A bibliography may include sources you consulted but didn't directly cite, while the references list is specifically for cited works.

Writing Effective Research Papers: A Guide

Research papers aren't merely about having brilliant ideas – they're about effectively communicating those ideas. Strong writing allows you to showcase the value and rigor of your work.

Is Effective Writing Alone Sufficient for a Successful Research Paper?

No. Strong writing is vital but not a substitute for the core components of research. Consider this:

Even brilliant findings get lost in poor writing: Disorganized papers, unclear sentences, or misuse of discipline-specific terms hinder the reader from grasping your insights.

Writing is intertwined with research: The process of writing helps you clarify your own thinking, refine your arguments, and identify potential weaknesses in your logic.

Tips for Academic Writing

Here's how to elevate your research paper writing:

Define Your Terms: especially if using specialized jargon or complex concepts.

Favor Active Voice: Use strong verbs and keep the subject of your sentences clear. (Example: "The study demonstrates..." rather than "It is demonstrated...")

Avoid Ambiguity: Choose precise language to leave no room for misinterpretation.

Transitions Are Your Friend: Guide the reader smoothly between ideas and sections using signpost words and phrases.

Logical Structure: Your paper's organization (introduction, methods, etc.) should have an intuitive flow.

One Idea per Paragraph: Avoid overly dense paragraphs. Break down complex points for readability.

Strong Argumentation

Thesis as Roadmap: Your central thesis should be apparent throughout the paper. Each section should clearly connect back to it.

Strong Evidence: Use reliable data and examples to support your claims.

Anticipate Counterarguments: Show you've considered alternative viewpoints by respectfully addressing and refuting them.

Additional Tips

Read widely in your field: Analyze how successful papers are structured and how arguments are developed.

Revise relentlessly: Give yourself time to step away from your draft and return with fresh eyes.

Seek Feedback: Ask peers, instructors, or a writing center tutor to review your work for clarity and logic.

Conclusion: Integrating the Components of Research Papers for Academic Excellence

The journey of writing a research paper is truly transformative. By mastering each component, from a rigorously crafted hypothesis to a meticulously compiled reference list, you develop the essential skills of critical thinking, communication, and scholarly inquiry. It's important to remember that these components are not isolated; they form a powerful, synergistic whole.

Let the process of writing research papers empower you. Embrace the challenge of synthesizing information, developing strong arguments, and communicating your findings with clarity and precision. Celebrate your dedication to the pursuit of knowledge and the contributions you make to your academic community and your own intellectual growth.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024

For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂 

Overview: Writing A Research Paper

What (exactly) is a research paper.

• How to write a research paper
• Stage 1 : Topic & literature search
• Stage 2 : Structure & outline
• Stage 3 : Iterative writing
• Key takeaways

Let’s start by asking the most important question, “ What is a research paper? ”.

Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).

Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .

With that basic foundation laid, let’s get down to business and look at how to write a research paper .

Overview: The 3-Stage Process

While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.

These three steps are:

• Finding a research topic and reviewing the existing literature
• Developing a provisional structure and outline for your paper, and
• Writing up your initial draft and then refining it iteratively

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.

The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.

Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.

Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .

If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).

Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.

Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.

Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.

Step 2: Develop a structure and outline

With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .

It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple

Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.

At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:

• Introduction
• Literature review
• Methodology

Let’s take a look at each of these.

First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail. 

The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .

With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.

Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.

By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.

Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.

Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.

Step 3: Write and refine

Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?

Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.

First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.

Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.

Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.

Recap: Key Takeaways

We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:

• To choose a research question and review the literature
• To plan your paper structure and draft an outline
• To take an iterative approach to writing, focusing on critical writing and strong referencing

Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.

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Scientific and Scholarly Writing

• Literature Searches
• Tracking and Citing References

Parts of a Scientific & Scholarly Paper

Introduction.

• Writing Effectively
• Where to Publish?
• Capstone Resources

Different sections are needed in different types of scientific papers (lab reports, literature reviews, systematic reviews, methods papers, research papers, etc.). Projects that overlap with the social sciences or humanities may have different requirements. Generally, however, you'll need to include:

INTRODUCTION (Background)

METHODS SECTION (Materials and Methods)

What is a title

Titles have two functions: to identify the main topic or the message of the paper and to attract readers.

The title will be read by many people. Only a few will read the entire paper, therefore all words in the title should be chosen with care. Too short a title is not helpful to the potential reader. Too long a title can sometimes be even less meaningful. Remember a title is not an abstract. Neither is a title a sentence.

What makes a good title?

A good title is accurate, complete, and specific. Imagine searching for your paper in PubMed. What words would you use?

• Use the fewest possible words that describe the contents of the paper.
• Avoid waste words like "Studies on", or "Investigations on".
• Use specific terms rather than general.
• Use the same key terms in the title as the paper.
• Watch your word order and syntax.

The abstract is a miniature version of your paper. It should present the main story and a few essential details of the paper for readers who only look at the abstract and should serve as a clear preview for readers who read your whole paper. They are usually short (250 words or less).

The goal is to communicate:

•  What was done?
•  Why was it done?
•  How was it done?
•  What was found?

A good abstract is specific and selective. Try summarizing each of the sections of your paper in a sentence two. Do the abstract last, so you know exactly what you want to write.

• Use 1 or more well developed paragraphs.
• Use introduction/body/conclusion structure.
• Present purpose, results, conclusions and recommendations in that order.
• Make it understandable to a wide audience.
• << Previous: Tracking and Citing References
• Next: Writing Effectively >>
• Last Updated: Apr 17, 2024 3:27 PM
• URL: https://libraryguides.umassmed.edu/scientific-writing

How to Write a Research Paper

Use the links below to jump directly to any section of this guide:

Research Paper Fundamentals

How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .

It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.

The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative. 

"7 Most Popular Types of Research Papers" (Personal-writer.com)

This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.

How to Prepare and Plan Out Writing a Research Paper

Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.

"Ten Steps for Writing Research Papers" (American University)  

This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.

"Steps in Writing a Research Paper" (SUNY Empire State College)

This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.

How to Manage Time Effectively

The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.

"Research Paper Planner: Timeline" (Baylor University)

This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.

"Research Paper Planner" (UCLA)

UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.

There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.

"How to Select a Research Topic" (Univ. of Michigan-Flint)

This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.

"25 Interesting Research Paper Topics to Get You Started" (Kibin)

This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."

"Writing a Good Research Question" (Grand Canyon University)

This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.

"How to Write a Research Question the Right Way" (Kibin)

This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.

It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.

CrashCourse Video: "Sociology Research Methods" (YouTube)

Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.

"How to Write a Thesis Statement for an Analytical Essay" (YouTube)

Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below). 

"Research Hypothesis" (Oakland Univ.)

This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.

When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.

"Types of Research Designs" (USC)

A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable. 

"Major Research Methods" (YouTube)

Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.

"Humanities Research Strategies" (USC)

This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.

"Selected Major Social Science Research Methods: Overview" (National Academies Press)

This appendix from the book  Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.

"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)

This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.

How to Determine the Best Methodology for You

Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.

"How to Choose Your Research Methods" (NFER (UK))

This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.

The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts  How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.

Google Scholar

Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.

"Gathering Appropriate Information" (Texas Gateway)

This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.

"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)

This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.

"Social Science Methods for Data Collection and Analysis" (Swiss FIT)

This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.

"Collecting Data by In-depth Interviewing" (Leeds Univ.)

This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.

There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines. 

"Topic vs. Sentence Outlines" (UC Berkeley)

This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.

"Types of Outlines and Samples" (Purdue OWL)

The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.

"Writing An Outline" (Austin C.C.)

This resource from a community college contains sample outlines from an American history class that students can use as models.

"How to Structure an Outline for a College Paper" (YouTube)

This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.

"Outlining" (Harvard)

This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.

As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.

"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)

This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft. 

Rough Draft Assignment (Duke of Definition)

This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.

"Creating the First Draft of Your Research Paper" (Concordia Univ.)

This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.

Using Proper Citations

There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.

Chicago Manual of Style Citation Guide

Some call  The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.

APA Citation Guide

According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.

MLA Citation Guide

The Modern Language Association style is used most commonly within the liberal arts and humanities. The  MLA Style Manual and Guide to Scholarly Publishing  was first published in 1985 and (as of 2008) is in its third edition.

Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.

"The Art of Revision" (Univ. of Arizona)

This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.

"Script for Workshop on Revision" (Vanderbilt University)

Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime. 

"Revising Your Paper" (Univ. of Washington)

This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.

"Revising Drafts" (UNC Writing Center)

This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.

Conferencing with Writing Tutors and Instructors

No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.

"Getting Feedback" (UNC Writing Center)

This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.

"Prepare for Your Tutoring Session" (Otis College of Art and Design)

This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.

"The Importance of Asking Your Professor" (Univ. of Waterloo)

This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.

Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.

"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)

While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.

Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)

This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.

Final Draft Checklist (Everett C.C.)

This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.

"How to Proofread Your Final Draft" (YouTube)

This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.

"Proofreading Tips" (Georgia Southern-Armstrong)

This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.

This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research. 

"Research Paper Complete Resources Pack" (Teachers Pay Teachers)

This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.

"Research Paper—Complete Unit" (Teachers Pay Teachers)

This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.

"Teaching Students to Write Good Papers" (Yale)

This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.

"Research Paper Writing: An Overview" (CUNY Brooklyn)

CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.

"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)

This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process. 

"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)

This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.

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Writing Research Papers

• Research Paper Structure

Whether you are writing a B.S. Degree Research Paper or completing a research report for a Psychology course, it is highly likely that you will need to organize your research paper in accordance with American Psychological Association (APA) guidelines.  Here we discuss the structure of research papers according to APA style.

Major Sections of a Research Paper in APA Style

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. 1  Many will also contain Figures and Tables and some will have an Appendix or Appendices.  These sections are detailed as follows (for a more in-depth guide, please refer to " How to Write a Research Paper in APA Style ”, a comprehensive guide developed by Prof. Emma Geller). 2

What is this paper called and who wrote it? – the first page of the paper; this includes the name of the paper, a “running head”, authors, and institutional affiliation of the authors.  The institutional affiliation is usually listed in an Author Note that is placed towards the bottom of the title page.  In some cases, the Author Note also contains an acknowledgment of any funding support and of any individuals that assisted with the research project.

One-paragraph summary of the entire study – typically no more than 250 words in length (and in many cases it is well shorter than that), the Abstract provides an overview of the study.

Introduction

What is the topic and why is it worth studying? – the first major section of text in the paper, the Introduction commonly describes the topic under investigation, summarizes or discusses relevant prior research (for related details, please see the Writing Literature Reviews section of this website), identifies unresolved issues that the current research will address, and provides an overview of the research that is to be described in greater detail in the sections to follow.

What did you do? – a section which details how the research was performed.  It typically features a description of the participants/subjects that were involved, the study design, the materials that were used, and the study procedure.  If there were multiple experiments, then each experiment may require a separate Methods section.  A rule of thumb is that the Methods section should be sufficiently detailed for another researcher to duplicate your research.

What did you find? – a section which describes the data that was collected and the results of any statistical tests that were performed.  It may also be prefaced by a description of the analysis procedure that was used. If there were multiple experiments, then each experiment may require a separate Results section.

What is the significance of your results? – the final major section of text in the paper.  The Discussion commonly features a summary of the results that were obtained in the study, describes how those results address the topic under investigation and/or the issues that the research was designed to address, and may expand upon the implications of those findings.  Limitations and directions for future research are also commonly addressed.

List of articles and any books cited – an alphabetized list of the sources that are cited in the paper (by last name of the first author of each source).  Each reference should follow specific APA guidelines regarding author names, dates, article titles, journal titles, journal volume numbers, page numbers, book publishers, publisher locations, websites, and so on (for more information, please see the Citing References in APA Style page of this website).

Tables and Figures

Graphs and data (optional in some cases) – depending on the type of research being performed, there may be Tables and/or Figures (however, in some cases, there may be neither).  In APA style, each Table and each Figure is placed on a separate page and all Tables and Figures are included after the References.   Tables are included first, followed by Figures.   However, for some journals and undergraduate research papers (such as the B.S. Research Paper or Honors Thesis), Tables and Figures may be embedded in the text (depending on the instructor’s or editor’s policies; for more details, see "Deviations from APA Style" below).

Supplementary information (optional) – in some cases, additional information that is not critical to understanding the research paper, such as a list of experiment stimuli, details of a secondary analysis, or programming code, is provided.  This is often placed in an Appendix.

Variations of Research Papers in APA Style

Although the major sections described above are common to most research papers written in APA style, there are variations on that pattern.  These variations include: 

• Literature reviews – when a paper is reviewing prior published research and not presenting new empirical research itself (such as in a review article, and particularly a qualitative review), then the authors may forgo any Methods and Results sections. Instead, there is a different structure such as an Introduction section followed by sections for each of the different aspects of the body of research being reviewed, and then perhaps a Discussion section. 
• Multi-experiment papers – when there are multiple experiments, it is common to follow the Introduction with an Experiment 1 section, itself containing Methods, Results, and Discussion subsections. Then there is an Experiment 2 section with a similar structure, an Experiment 3 section with a similar structure, and so on until all experiments are covered.  Towards the end of the paper there is a General Discussion section followed by References.  Additionally, in multi-experiment papers, it is common for the Results and Discussion subsections for individual experiments to be combined into single “Results and Discussion” sections.

Departures from APA Style

In some cases, official APA style might not be followed (however, be sure to check with your editor, instructor, or other sources before deviating from standards of the Publication Manual of the American Psychological Association).  Such deviations may include:

• Placement of Tables and Figures  – in some cases, to make reading through the paper easier, Tables and/or Figures are embedded in the text (for example, having a bar graph placed in the relevant Results section). The embedding of Tables and/or Figures in the text is one of the most common deviations from APA style (and is commonly allowed in B.S. Degree Research Papers and Honors Theses; however you should check with your instructor, supervisor, or editor first). 
• Incomplete research – sometimes a B.S. Degree Research Paper in this department is written about research that is currently being planned or is in progress. In those circumstances, sometimes only an Introduction and Methods section, followed by References, is included (that is, in cases where the research itself has not formally begun).  In other cases, preliminary results are presented and noted as such in the Results section (such as in cases where the study is underway but not complete), and the Discussion section includes caveats about the in-progress nature of the research.  Again, you should check with your instructor, supervisor, or editor first.
• Class assignments – in some classes in this department, an assignment must be written in APA style but is not exactly a traditional research paper (for instance, a student asked to write about an article that they read, and to write that report in APA style). In that case, the structure of the paper might approximate the typical sections of a research paper in APA style, but not entirely.  You should check with your instructor for further guidelines.

Workshops and Downloadable Resources

• For in-person discussion of the process of writing research papers, please consider attending this department’s “Writing Research Papers” workshop (for dates and times, please check the undergraduate workshops calendar).

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – empirical research) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 3.
• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 26.  

External Resources

• Formatting APA Style Papers in Microsoft Word
• How to Write an APA Style Research Paper from Hamilton University
• WikiHow Guide to Writing APA Research Papers
• Sample APA Formatted Paper with Comments
• Sample APA Formatted Paper
• Tips for Writing a Paper in APA Style

1 VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.) (pp. 41-60).  Washington, DC: American Psychological Association.

2 geller, e. (2018).  how to write an apa-style research report . [instructional materials]. , prepared by s. c. pan for ucsd psychology.

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• What Types of References Are Appropriate?
• Evaluating References and Taking Notes
• Citing References
• Writing a Literature Review
• Writing Process and Revising
• Improving Scientific Writing
• Academic Integrity and Avoiding Plagiarism
• Writing Research Papers Videos

• Research guides

Writing an Educational Research Paper

Research paper sections, customary parts of an education research paper.

There is no one right style or manner for writing an education paper. Content aside, the writing style and presentation of papers in different educational fields vary greatly. Nevertheless, certain parts are common to most papers, for example:

Title/Cover Page

Contains the paper's title, the author's name, address, phone number, e-mail, and the day's date.

Not every education paper requires an abstract. However, for longer, more complex papers abstracts are particularly useful. Often only 100 to 300 words, the abstract generally provides a broad overview and is never more than a page. It describes the essence, the main theme of the paper. It includes the research question posed, its significance, the methodology, and the main results or findings. Footnotes or cited works are never listed in an abstract. Remember to take great care in composing the abstract. It's the first part of the paper the instructor reads. It must impress with a strong content, good style, and general aesthetic appeal. Never write it hastily or carelessly.

Introduction and Statement of the Problem

A good introduction states the main research problem and thesis argument. What precisely are you studying and why is it important? How original is it? Will it fill a gap in other studies? Never provide a lengthy justification for your topic before it has been explicitly stated.

Limitations of Study

Indicate as soon as possible what you intend to do, and what you are not going to attempt. You may limit the scope of your paper by any number of factors, for example, time, personnel, gender, age, geographic location, nationality, and so on.

Methodology

Discuss your research methodology. Did you employ qualitative or quantitative research methods? Did you administer a questionnaire or interview people? Any field research conducted? How did you collect data? Did you utilize other libraries or archives? And so on.

Literature Review

The research process uncovers what other writers have written about your topic. Your education paper should include a discussion or review of what is known about the subject and how that knowledge was acquired. Once you provide the general and specific context of the existing knowledge, then you yourself can build on others' research. The guide Writing a Literature Review will be helpful here.

Main Body of Paper/Argument

This is generally the longest part of the paper. It's where the author supports the thesis and builds the argument. It contains most of the citations and analysis. This section should focus on a rational development of the thesis with clear reasoning and solid argumentation at all points. A clear focus, avoiding meaningless digressions, provides the essential unity that characterizes a strong education paper.

After spending a great deal of time and energy introducing and arguing the points in the main body of the paper, the conclusion brings everything together and underscores what it all means. A stimulating and informative conclusion leaves the reader informed and well-satisfied. A conclusion that makes sense, when read independently from the rest of the paper, will win praise.

Works Cited/Bibliography

See the Citation guide .

Education research papers often contain one or more appendices. An appendix contains material that is appropriate for enlarging the reader's understanding, but that does not fit very well into the main body of the paper. Such material might include tables, charts, summaries, questionnaires, interview questions, lengthy statistics, maps, pictures, photographs, lists of terms, glossaries, survey instruments, letters, copies of historical documents, and many other types of supplementary material. A paper may have several appendices. They are usually placed after the main body of the paper but before the bibliography or works cited section. They are usually designated by such headings as Appendix A, Appendix B, and so on.

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Parts of a Research Paper

One of the most important aspects of science is ensuring that you get all the parts of the written research paper in the right order.

This article is a part of the guide:

• Outline Examples
• Example of a Paper
• Write a Hypothesis
• Introduction

Browse Full Outline

• 1 Write a Research Paper
• 2 Writing a Paper
• 3.1 Write an Outline
• 3.2 Outline Examples
• 4.1 Thesis Statement
• 4.2 Write a Hypothesis
• 5.2 Abstract
• 5.3 Introduction
• 5.4 Methods
• 5.5 Results
• 5.6 Discussion
• 5.7 Conclusion
• 5.8 Bibliography
• 6.1 Table of Contents
• 6.2 Acknowledgements
• 6.3 Appendix
• 7.1 In Text Citations
• 7.2 Footnotes
• 7.3.1 Floating Blocks
• 7.4 Example of a Paper
• 7.5 Example of a Paper 2
• 7.6.1 Citations
• 7.7.1 Writing Style
• 7.7.2 Citations
• 8.1.1 Sham Peer Review
• 8.1.2 Advantages
• 8.1.3 Disadvantages
• 8.2 Publication Bias
• 8.3.1 Journal Rejection
• 9.1 Article Writing
• 9.2 Ideas for Topics

You may have finished the best research project on earth but, if you do not write an interesting and well laid out paper, then nobody is going to take your findings seriously.

The main thing to remember with any research paper is that it is based on an hourglass structure. It begins with general information and undertaking a literature review , and becomes more specific as you nail down a research problem and hypothesis .

Finally, it again becomes more general as you try to apply your findings to the world at general.

Whilst there are a few differences between the various disciplines, with some fields placing more emphasis on certain parts than others, there is a basic underlying structure.

These steps are the building blocks of constructing a good research paper. This section outline how to lay out the parts of a research paper, including the various experimental methods and designs.

The principles for literature review and essays of all types follow the same basic principles.

Reference List

For many students, writing the introduction is the first part of the process, setting down the direction of the paper and laying out exactly what the research paper is trying to achieve.

For others, the introduction is the last thing written, acting as a quick summary of the paper. As long as you have planned a good structure for the parts of a research paper, both approaches are acceptable and it is a matter of preference.

A good introduction generally consists of three distinct parts:

• You should first give a general presentation of the research problem.
• You should then lay out exactly what you are trying to achieve with this particular research project.
• You should then state your own position.

Ideally, you should try to give each section its own paragraph, but this will vary given the overall length of the paper.

1) General Presentation

Look at the benefits to be gained by the research or why the problem has not been solved yet. Perhaps nobody has thought about it, or maybe previous research threw up some interesting leads that the previous researchers did not follow up.

Another researcher may have uncovered some interesting trends, but did not manage to reach the significance level , due to experimental error or small sample sizes .

2) Purpose of the Paper

The research problem does not have to be a statement, but must at least imply what you are trying to find.

Many writers prefer to place the thesis statement or hypothesis here, which is perfectly acceptable, but most include it in the last sentences of the introduction, to give the reader a fuller picture.

3) A Statement of Intent From the Writer

The idea is that somebody will be able to gain an overall view of the paper without needing to read the whole thing. Literature reviews are time-consuming enough, so give the reader a concise idea of your intention before they commit to wading through pages of background.

In this section, you look to give a context to the research, including any relevant information learned during your literature review. You are also trying to explain why you chose this area of research, attempting to highlight why it is necessary. The second part should state the purpose of the experiment and should include the research problem. The third part should give the reader a quick summary of the form that the parts of the research paper is going to take and should include a condensed version of the discussion.

This should be the easiest part of the paper to write, as it is a run-down of the exact design and methodology used to perform the research. Obviously, the exact methodology varies depending upon the exact field and type of experiment .

There is a big methodological difference between the apparatus based research of the physical sciences and the methods and observation methods of social sciences. However, the key is to ensure that another researcher would be able to replicate the experiment to match yours as closely as possible, but still keeping the section concise.

You can assume that anybody reading your paper is familiar with the basic methods, so try not to explain every last detail. For example, an organic chemist or biochemist will be familiar with chromatography, so you only need to highlight the type of equipment used rather than explaining the whole process in detail.

In the case of a survey , if you have too many questions to cover in the method, you can always include a copy of the questionnaire in the appendix . In this case, make sure that you refer to it.

This is probably the most variable part of any research paper, and depends on the results and aims of the experiment.

For quantitative research , it is a presentation of the numerical results and data, whereas for qualitative research it should be a broader discussion of trends, without going into too much detail.

For research generating a lot of results , then it is better to include tables or graphs of the analyzed data and leave the raw data in the appendix, so that a researcher can follow up and check your calculations.

A commentary is essential to linking the results together, rather than just displaying isolated and unconnected charts and figures.

It can be quite difficult to find a good balance between the results and the discussion section, because some findings, especially in a quantitative or descriptive experiment , will fall into a grey area. Try to avoid repeating yourself too often.

It is best to try to find a middle path, where you give a general overview of the data and then expand on it in the discussion - you should try to keep your own opinions and interpretations out of the results section, saving that for the discussion later on.

This is where you elaborate on your findings, and explain what you found, adding your own personal interpretations.

Ideally, you should link the discussion back to the introduction, addressing each point individually.

It’s important to make sure that every piece of information in your discussion is directly related to the thesis statement , or you risk cluttering your findings. In keeping with the hourglass principle, you can expand on the topic later in the conclusion .

The conclusion is where you build on your discussion and try to relate your findings to other research and to the world at large.

In a short research paper, it may be a paragraph or two, or even a few lines.

In a dissertation, it may well be the most important part of the entire paper - not only does it describe the results and discussion in detail, it emphasizes the importance of the results in the field, and ties it in with the previous research.

Some research papers require a recommendations section, postulating the further directions of the research, as well as highlighting how any flaws affected the results. In this case, you should suggest any improvements that could be made to the research design .

No paper is complete without a reference list , documenting all the sources that you used for your research. This should be laid out according to APA , MLA or other specified format, allowing any interested researcher to follow up on the research.

One habit that is becoming more common, especially with online papers, is to include a reference to your own paper on the final page. Lay this out in MLA, APA and Chicago format, allowing anybody referencing your paper to copy and paste it.

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Parts of a Research Paper

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Inhaltsverzeichnis

• 1 Parts of a Research Paper: Definition
• 3 Research Paper Structure
• 4 Research Paper Examples
• 5 Research Paper APA Formatting
• 6 In a Nutshell

Parts of a Research Paper: Definition

The point of having specifically defined parts of a research paper is not to make your life as a student harder. In fact, it’s very much the opposite. The different parts of a research paper have been established to provide a structure that can be consistently used to make your research projects easier, as well as helping you follow the proper scientific methodology.

This will help guide your writing process so you can focus on key elements one at a time. It will also provide a valuable outline that you can rely on to effectively structure your assignment. Having a solid structure will make your research paper easier to understand, and it will also prepare you for a possible future as a researcher, since all modern science is created around similar precepts.

Have you been struggling with your academic homework lately, especially where it concerns all the different parts of a research paper? This is actually a very common situation, so we have prepared this article to outline all the key parts of a research paper and explain what you must focus as you go through each one of the various parts of a research paper; read the following sections and you should have a clearer idea of how to tackle your next research paper effectively.

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What are the main parts of a research paper?

There are eight main parts in a research paper :

• Title (cover page)

Introduction

• Literature review
• Research methodology
• Data analysis
• Reference page

If you stick to this structure, your end product will be a concise, well-organized research paper.

Do you have to follow the exact research paper structure?

Yes, and failing to do so will likely impact your grade very negatively. It’s very important to write your research paper according to the structure given on this article. Follow your research paper outline   to avoid a messy structure. Different types of academic papers have very particular structures. For example, the structure required for a literature review is very different to the structure required for a scientific research paper.

What if I'm having trouble with certain parts of a research paper?

If you’re having problems with some parts of a research paper, it will be useful to look at some examples of finished research papers in a similar field of study, so you will have a better idea of the elements you need to include. Read a step-by-step guide for writing a research paper, or take a look at the section towards the end of this article for some research paper examples. Perhaps you’re just lacking inspiration!

Is there a special formatting you need to use when citing sources?

Making adequate citations to back up your research is a key consideration in almost every part of a research paper. There are various formatting conventions and referencing styles that should be followed as specified in your assignment. The most common is APA formatting, but you could also be required to use MLA formatting. Your professor or supervisor should tell you which one you need to use.

What should I do once I have my research paper outlined?

If you have created your research paper outline, then you’re ready to start writing. Remember, the first copy will be a draft, so don’t leave it until the last minute to begin writing. Check out some tips for overcoming writer’s block if you’re having trouble getting started.

Research Paper Structure

There are 8 parts of a research paper that you should go through in this order:

The very first page in your research paper should be used to identify its title, along with your name, the date of your assignment, and your learning institution. Additional elements may be required according to the specifications of your instructors, so it’s a good idea to check with them to make sure you feature all the required information in the right order. You will usually be provided with a template or checklist of some kind that you can refer to when writing your cover page .

This is the very beginning of your research paper, where you are expected to provide your thesis statement ; this is simply a summary of what you’re setting out to accomplish with your research project, including the problems you’re looking to scrutinize and any solutions or recommendations that you anticipate beforehand.

Literature Review

This part of a research paper is supposed to provide the theoretical framework that you elaborated during your research. You will be expected to present the sources you have studied while preparing for the work ahead, and these sources should be credible from an academic standpoint (including educational books, peer-reviewed journals, and other relevant publications). You must make sure to include the name of the relevant authors you’ve studied and add a properly formatted citation that explicitly points to their works you have analyzed, including the publication year (see the section below on APA style citations ).

Research Methodology

Different parts of a research paper have different aims, and here you need to point out the exact methods you have used in the course of your research work. Typical methods can range from direct observation to laboratory experiments, or statistical evaluations. Whatever your chosen methods are, you will need to explicitly point them out in this section.

Data Analysis

While all the parts of a research paper are important, this section is probably the most crucial from a practical standpoint. Out of all the parts of a research paper, here you will be expected to analyze the data you have obtained in the course of your research. This is where you get your chance to really shine, by introducing new data that may contribute to building up on the collective understanding of the topics you have researched. At this point, you’re not expected to analyze your data yet (that will be done in the subsequent parts of a research paper), but simply to present it objectively.

From all the parts of a research paper, this is the one where you’re expected to actually analyze the data you have gathered while researching. This analysis should align with your previously stated methodology, and it should both point out any implications suggested by your data that might be relevant to different fields of study, as well as any shortcomings in your approach that would allow you to improve you results if you were to repeat the same type of research.

As you conclude your research paper, you should succinctly reiterate your thesis statement along with your methodology and analyzed data – by drawing all these elements together you will reach the purpose of your research, so all that is left is to point out your conclusions in a clear manner.

Reference Page

The very last section of your research paper is a reference page where you should collect the academic sources along with all the publications you consulted, while fleshing out your research project. You should make sure to list all these references according to the citation format specified by your instructor; there are various formats now in use, such as MLA, Harvard and APA, which although similar rely on different citation styles that must be consistently and carefully observed.

Paper printing & binding

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Research Paper Examples

When you’re still learning about the various parts that make up a research paper, it can be useful to go through some examples of actual research papers from your exact field of study. This is probably the best way to fully grasp what is the purpose of all the different parts.

We can’t provide you universal examples of all the parts of a research paper, since some of these parts can be very different depending on your field of study.

To get a clear sense of what you should cover in each part of your paper, we recommend you to find some successful research papers in a similar field of study. Often, you may be able to refer to studies you have gathered during the initial literature review.

There are also some templates online that may be useful to look at when you’re just getting started, and trying to grasp the exact requirements for each part in your research paper:

Research Paper APA Formatting

When you write a research paper for college, you will have to make sure to add relevant citation to back up your major claims. Only by building up on the work of established authors will you be able to reach valuable conclusions that can be taken seriously on a academic context. This process may seem burdensome at first, but it’s one of the essential parts of a research paper.

The essence of a citation is simply to point out where you learned about the concepts and ideas that make up all the parts of a research paper. This is absolutely essential, both to substantiate your points and to allow other researchers to look into those sources in cause they want to learn more about some aspects of your assignment, or dig deeper into specific parts of a research paper.

There are several citation styles in modern use, and APA citation is probably the most common and widespread; you must follow this convention precisely when adding citations to the relevant part of a research paper. Here is how you should format a citation according to the APA style.

In a Nutshell

• There are eight different parts of a research paper that you will have to go through in this specific order.
• Make sure to focus on the different parts of a research paper one at a time, and you’ll find it can actually make the writing process much easier.
• Producing a research paper can be a very daunting task unless you have a solid plan of action; that is exactly why most modern learning institutions now demand students to observe all these parts of a research paper.
• These guidelines are not meant to make student’s lives harder, but actually to help them stay focused and produce articulate and thoughtful research that could make an impact in their fields of study.

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Research Writing ~ How to Write a Research Paper

• Choosing A Topic
• Critical Thinking
• Domain Names
• Starting Your Research
• Writing Tips
• Parts of the Paper
• Edit & Rewrite
• Citations This link opens in a new window

Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea and how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.   

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid  abbreviations  and  jargon.  Think about keywords that people would use to search for your paper and include them in your title. 

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of you topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic, your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose, focus, and structure for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide  supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writers viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of thesis statements from Purdue OWL. . .

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .  from The Writing Center at UNC-Chapel Hill More about summarizing. . . from the Center for Writing Studies at the University of Illinois-Urbana Champaign

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction. Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

​7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

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Research Methods

Chapter 2 introduction.

Maybe you have already gained some experience in doing research, for example in your bachelor studies, or as part of your work.

The challenge in conducting academic research at masters level, is that it is multi-faceted.

The types of activities are:

• Finding and reviewing literature on your research topic;
• Designing a research project that will answer your research questions;
• Collecting relevant data from one or more sources;
• Analyzing the data, statistically or otherwise, and
• Writing up and presenting your findings.

Some researchers are strong on some parts but weak on others.

We do not require perfection. But we do require high quality.

Going through all stages of the research project, with the guidance of your supervisor, is a learning process.

The journey is hard at times, but in the end your thesis is considered an academic publication, and we want you to be proud of what you have achieved!

Probably the biggest challenge is, where to begin?

• What will be your topic?
• And once you have selected a topic, what are the questions that you want to answer, and how?

In the first chapter of the book, you will find several views on the nature and scope of business research.

Since a study in business administration derives its relevance from its application to real-life situations, an MBA typically falls in the grey area between applied research and basic research.

The focus of applied research is on finding solutions to problems, and on improving (y)our understanding of existing theories of management.

Applied research that makes use of existing theories, often leads to amendments or refinements of these theories. That is, the applied research feeds back to basic research.

In the early stages of your research, you will feel like you are running around in circles.

You start with an idea for a research topic. Then, after reading literature on the topic, you will revise or refine your idea. And start reading again with a clearer focus ...

A thesis research/project typically consists of two main stages.

The first stage is the research proposal .

Once the research proposal has been approved, you can start with the data collection, analysis and write-up (including conclusions and recommendations).

Stage 1, the research proposal consists of he first three chapters of the commonly used five-chapter structure :

• Chapter 1: Introduction
• An introduction to the topic.
• The research questions that you want to answer (and/or hypotheses that you want to test).
• A note on why the research is of academic and/or professional relevance.
• Chapter 2: Literature
• A review of relevant literature on the topic.
• Chapter 3: Methodology

The methodology is at the core of your research. Here, you define how you are going to do the research. What data will be collected, and how?

Your data should allow you to answer your research questions. In the research proposal, you will also provide answers to the questions when and how much . Is it feasible to conduct the research within the given time-frame (say, 3-6 months for a typical master thesis)? And do you have the resources to collect and analyze the data?

In stage 2 you collect and analyze the data, and write the conclusions.

• Chapter 4: Data Analysis and Findings
• Chapter 5: Summary, Conclusions and Recommendations

This video gives a nice overview of the elements of writing a thesis.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

How to Write a Research Paper 

• Smodin Editorial Team
• Updated: May 17, 2024

Most students hate writing research papers. The process can often feel long, tedious, and sometimes outright boring. Nevertheless, these assignments are vital to a student’s academic journey. Want to learn how to write a research paper that captures the depth of the subject and maintains the reader’s interest? If so, this guide is for you.

Today, we’ll show you how to assemble a well-organized research paper to help you make the grade. You can transform any topic into a compelling research paper with a thoughtful approach to your research and a persuasive argument.

In this guide, we’ll provide seven simple but practical tips to help demystify the process and guide you on your way. We’ll also explain how AI tools can expedite the research and writing process so you can focus on critical thinking.

By the end of this article, you’ll have a clear roadmap for tackling these essays. You will also learn how to tackle them quickly and efficiently. With time and dedication, you’ll soon master the art of research paper writing.

Ready to get started?

What Is a Research Paper?

A research paper is a comprehensive essay that gives a detailed analysis, interpretation, or argument based on your own independent research. In higher-level academic settings, it goes beyond a simple summarization and includes a deep inquiry into the topic or topics.

The term “research paper” is a broad term that can be applied to many different forms of academic writing. The goal is to combine your thoughts with the findings from peer-reviewed scholarly literature.

By the time your essay is done, you should have provided your reader with a new perspective or challenged existing findings. This demonstrates your mastery of the subject and contributes to ongoing scholarly debates.

7 Tips for Writing a Research Paper

Often, getting started is the most challenging part of a research paper. While the process can seem daunting, breaking it down into manageable steps can make it easier to manage. The following are seven tips for getting your ideas out of your head and onto the page.

1. Understand Your Assignment

It may sound simple, but the first step in writing a successful research paper is to read the assignment. Sit down, take a few moments of your time, and go through the instructions so you fully understand your assignment.

Misinterpreting the assignment can not only lead to a significant waste of time but also affect your grade. No matter how patient your teacher or professor may be, ignoring basic instructions is often inexcusable.

If you read the instructions and are still confused, ask for clarification before you start writing. If that’s impossible, you can use tools like Smodin’s AI chat to help. Smodin can help highlight critical requirements that you may overlook.

This initial investment ensures that all your future efforts will be focused and efficient. Remember, thinking is just as important as actually writing the essay, and it can also pave the wave for a smoother writing process.

2. Gather Research Materials

Now comes the fun part: doing the research. As you gather research materials, always use credible sources, such as academic journals or peer-reviewed papers. Only use search engines that filter for accredited sources and academic databases so you can ensure your information is reliable.

To optimize your time, you must learn to master the art of skimming. If a source seems relevant and valuable, save it and review it later. The last thing you want to do is waste time on material that won’t make it into the final paper.

To speed up the process even more, consider using Smodin’s AI summarizer . This tool can help summarize large texts, highlighting key information relevant to your topic. By systematically gathering and filing research materials early in the writing process, you build a strong foundation for your thesis.

3. Write Your Thesis

Creating a solid thesis statement is the most important thing you can do to bring structure and focus to your research paper. Your thesis should express the main point of your argument in one or two simple sentences. Remember, when you create your thesis, you’re setting the tone and direction for the entire paper.

Of course, you can’t just pull a winning thesis out of thin air. Start by brainstorming potential thesis ideas based on your preliminary research. And don’t overthink things; sometimes, the most straightforward ideas are often the best.

You want a thesis that is specific enough to be manageable within the scope of your paper but broad enough to allow for a unique discussion. Your thesis should challenge existing expectations and provide the reader with fresh insight into the topic. Use your thesis to hook the reader in the opening paragraph and keep them engaged until the very last word.

4. Write Your Outline

An outline is an often overlooked but essential tool for organizing your thoughts and structuring your paper. Many students skip the outline because it feels like doing double work, but a strong outline will save you work in the long run.

Here’s how to effectively structure your outline.

• Introduction: List your thesis statement and outline the main questions your essay will answer.
• Literature Review: Outline the key literature you plan to discuss and explain how it will relate to your thesis.
• Methodology: Explain the research methods you will use to gather and analyze the information.
• Discussion: Plan how you will interpret the results and their implications for your thesis.
• Conclusion: Summarize the content above to elucidate your thesis fully.

To further streamline this process, consider using Smodin’s Research Writer. This tool offers a feature that allows you to generate and tweak an outline to your liking based on the initial input you provide. You can adjust this outline to fit your research findings better and ensure that your paper remains well-organized and focused.

5. Write a Rough Draft

Once your outline is in place, you can begin the writing process. Remember, when you write a rough draft, it isn’t meant to be perfect. Instead, use it as a working document where you can experiment with and rearrange your arguments and evidence.

Don’t worry too much about grammar, style, or syntax as you write your rough draft. Focus on getting your ideas down on paper and flush out your thesis arguments. You can always refine and rearrange the content the next time around.

Follow the basic structure of your outline but with the freedom to explore different ways of expressing your thoughts. Smodin’s Essay Writer offers a powerful solution for those struggling with starting or structuring their drafts.

After you approve the outline, Smodin can generate an essay based on your initial inputs. This feature can help you quickly create a comprehensive draft, which you can then review and refine. You can even use the power of AI to create multiple rough drafts from which to choose.

6. Add or Subtract Supporting Evidence

Once you have a rough draft, but before you start the final revision, it’s time to do a little cleanup. In this phase, you need to review all your supporting evidence. You want to ensure that there is nothing redundant and that you haven’t overlooked any crucial details.

Many students struggle to make the required word count for an essay and resort to padding their writing with redundant statements. Instead of adding unnecessary content, focus on expanding your analysis to provide deeper insights.

A good essay, regardless of the topic or format, needs to be streamlined. It should convey clear, convincing, relevant information supporting your thesis. If you find some information doesn’t do that, consider tweaking your sources.

Include a variety of sources, including studies, data, and quotes from scholars or other experts. Remember, you’re not just strengthening your argument but demonstrating the depth of your research.

If you want comprehensive feedback on your essay without going to a writing center or pestering your professor, use Smodin. The AI Chat can look at your draft and offer suggestions for improvement.

7. Revise, Cite, and Submit

The final stages of crafting a research paper involve revision, citation, and final review. You must ensure your paper is polished, professionally presented, and plagiarism-free. Of course, integrating Smodin’s AI tools can significantly streamline this process and enhance the quality of your final submission.

Start by using Smodin’s Rewriter tool. This AI-powered feature can help rephrase and refine your draft to improve overall readability. If a specific section of your essay just “doesn’t sound right,” the AI can suggest alternative sentence structures and word choices.

Proper citation is a must for all academic papers. Thankfully, thanks to Smodin’s Research Paper app, this once tedious process is easier than ever. The AI ensures all sources are accurately cited according to the required style guide (APA, MLA, Chicago, etc.).

Plagiarism Checker:

All students need to realize that accidental plagiarism can happen. That’s why using a Plagiarism Checker to scan your essay before you submit it is always useful. Smodin’s Plagiarism Checker can highlight areas of concern so you can adjust accordingly.

Final Submission

After revising, rephrasing, and ensuring all citations are in order, use Smodin’s AI Content Detector to give your paper one last review. This tool can help you analyze your paper’s overall quality and readability so you can make any final tweaks or improvements.

Mastering Research Papers

Mastering the art of the research paper cannot be overstated, whether you’re in high school, college, or postgraduate studies. You can confidently prepare your research paper for submission by leveraging the AI tools listed above.

Research papers help refine your abilities to think critically and write persuasively. The skills you develop here will serve you well beyond the walls of the classroom. Communicating complex ideas clearly and effectively is one of the most powerful tools you can possess.

With the advancements of AI tools like Smodin , writing a research paper has become more accessible than ever before. These technologies streamline the process of organizing, writing, and revising your work. Write with confidence, knowing your best work is yet to come!

Parts of a research paper

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• 1. Seeing Your Paper as a Whole Jrobles10-11
• 2. • CHAPTER 1 THE PROBLEM AND ITS BACKGROUND • CHAPTER 2 REVIEW OF RELATED LITERATURE • CHAPTER 3 METHOD AND PROCEDURES • CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA • CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
• 3. • Background of the Study – includes purpose and reason behind the conduct of the study. (What made you conduct the study?) Also serves as the introduction. • Statement of the Problem – the main problem that the research is trying to solve. It follows the formulation of the title and should be faithful to it. It specifically points the important questions that the study needs to answer. It also serves as the
• 4. • Significance of the Study – (Why conduct the study?) You have to identify who will benefit from the research and how they will be benefitted. This should match with the Recommendations. • Assumptions of the Study – the expected outcome of the research.
• 5. • Scope and Limitations of the Study – determines the coverage of the study and all the things that it will not cover in order to be specific. • Definition of Terms – defines technical terms based on how they are used in the study, specifically in the title. This aims to provide the readers or future researches with the basic terminologies that are important to understand the paper.
• 6. • This is where you will use your note cards and will serve as the foundation of your research. • This is your own work and therefore should not directly lift words from other sources. This will require your command of language and writing skills such as summarizing, paraphrasing and writing indirect speeches.
• 7. • Step 1 – Organize your note cards on how you would want them to appear in the chapter. • Step 2 – Begin writing the chapter while including the surnames of authors who provided sources for your study and the publication date of their work in parentheses. • Step 3 – Edit. Rewrite.
• 8. • Method of Research – the kind of research used by your study. This answers why the method used is appropriate for the study. • Subjects of the Study – describes your respondents: who they are, what their profile is, where they are from, etc.
• 9. • Description of Research Instrument – describes your instrument which is the questionnaire. • Data Gathering Procedure – narrates the process undergone by the study that eventually leads to the findings. • Statistical Treatment Applied - The statistical treatment that you will use which includes your sampling method and formulas to come up
• 10. • Results of the Study – presents all the data gathered using the questionnaire by tabulating all the gathered information. Aside from the tables, an interpretation of each presented data should follow. These will serve as the bases of your Summary of Findings.
• 11. • Summary of Findings – summarizes the interpretation of data given in Chapter 4. These should directly answer your statement of the problem. • Conclusions – Out of your findings, your conclusions are based. This provides the answers for every statement of the problem. This is where you will prove your hypotheses and assumptions.
• 12. • Recommendations – should be directly based on the significance of the study. This also includes the recommended actions that should be done after the conduct of the study such as further assessment of the subject, focus on other factors, etc.
• 13. • Title Page – consists of the research title, names of the researchers and name of the English teacher. • Acknowledgement – a personal page where the researchers are given the privilege to extend gratitude to all people who helped in accomplishing the research.
• 14. • Table of Contents – contains the accurate paging of each part of the research paper. • List of Tables/Figures – contains the accurate paging of the tables/figures used in the study. • Bibliography – where you will use your source cards. Presents the sources using APA or MLA format. • Appendix (e.g., survey questionnaire, interview questions) – attachments

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2024 Gen Z and Millennial Survey: Living and working with purpose in a transforming world

The 13th edition of Deloitte’s Gen Z and Millennial Survey connected with nearly 23,000 respondents across 44 countries to track their experiences and expectations at work and in the world more broadly.

Gen Zs and millennials are cautiously optimistic about the economy and their personal finances, but uncertainty remains

Just under a third of Gen Zs and millennials believe the economic situation in their countries will improve over the next year, reflecting the most optimism respondents have shown about the economy since our 2020 study fielded just before the COVID-19 pandemic. This optimism is also reflected in Gen Zs’ and millennials’ outlook for their personal financial situations, although financial insecurity continues to plague these generations.

Three in 10 say they do not feel financially secure. And roughly six in 10 live paycheck to paycheck. The cost of living remains their top concern by a wide margin compared to their other leading concerns, which include climate change, unemployment, mental health, and crime/personal safety.

There is some uncertainty about the social and political outlook, with only about a quarter of respondents believing it will improve in their country over the next year.

Gen Zs and millennials think the following will improve in their countries in the year ahead

Nearly all gen zs and millennials want purpose-driven work, and they are not afraid to turn down work that doesn’t align with their values.

Having a sense of purpose is key to workplace satisfaction and well-being. And increasingly, these generations are willing to turn down assignments and employers based on their personal ethics or beliefs. Reasons for rejecting an employer or an assignment include factors such as having a negative environmental impact, or contributing to inequality through non inclusive practices, and more personal factors such as a lack of support for employees’ mental well-being and work/life balance.

Those who...

Climate action, environmental sustainability is everyone’s responsibility.

Environmental sustainability continues to be among Gen Zs’ and millennials’ top priorities. It is a personal concern that consistently weighs heavily on them, with roughly six in 10 Gen Zs and millennials saying they have felt worried or anxious about climate change in the last month.

The majority of them take action to minimize their impact on the environment. They feel governments should play a bigger role in pushing business to address climate change. And that business, in turn, could and should do more to enable consumers to make more sustainable purchasing decisions.

Protecting the environment is the societal challenge where respondents feel businesses have the most opportunity to drive change. Gen Zs and millennials are pushing business to act through their career decisions and consumer behaviors.

Percentage of Gen Zs and millennials who...

Genai at work, positive perceptions of genai increase with more hands-on experience, but so do workplace concerns.

Among both generations, frequent users of GenAI are more likely to believe the technology will have positive effects on their work and improve their work/life balance.

But, conversely, the more a respondent uses GenAI, the more likely they are to have some concerns as well, such as believing that GenAI will cause the elimination of jobs, make it harder for younger generations to enter the workforce, or that they’ll have to find job opportunities that are less vulnerable to automation.

In response to these types of concerns, both generations are thinking about how to adapt, with a focus on reskilling and GenAI training.

Respondents who say that GenAI in the workplace will...

Future of work, gen zs’ and millennials’ career and workplace expectations are evolving.

Many Gen Zs and millennials are choosing career paths based on environmental concerns, or which they believe will be less vulnerable to automation. And, once they do choose an employer, they push for change, particularly when it comes to workload, the services offered to clients, learning and development, DEI, wellness, social impact, and environmental efforts.

Work remains key to Gen Zs’ and, even more so to millennials’, sense of identity, with their jobs coming second only to friends and family. However, they are very focused on maintaining a positive work/life balance. And their strong preference for flexible work is driving greater demand for part-time jobs, job-sharing options, and models such as four-day work weeks for full-time employees.

Meanwhile, roughly a third of Gen Zs and millennials say they work for organizations who have recently implemented a return-to-office policy. These policies have yielded mixed results.

• Six in 10 Gen Zs (61%) and millennials (58%) believe they have the power to drive change within their organizations.
• Consistent with last year’s findings, work/life balance is the top consideration when Gen Zs and millennials are choosing an employer.
• Two-thirds of Gen Zs (64%) and millennials (66%) say they work for organizations who have recently implemented a return-to-office policy.

Mental health

As workplace factors contribute to stress levels, employers must stay focused on providing better workplace mental health.

Only about half of Gen Zs (51%) and millennials (56%) rate their mental health as good or extremely good. And while stress levels have improved slightly since last year, they remain high, with 40% of Gen Zs and 35% of millennials saying they feel stressed all or most of the time.

About a third of respondents say that their job and their work/life balance contribute a lot to their stress levels.

Financial concerns, and family welfare are major stressors, alongside job related factors such as long working hours and lack of recognition.

Many respondents believe that their employers are taking mental health seriously. But despite some positive changes, there is room for improvement when it comes to enabling people to feel comfortable speaking openly about mental health at work. Managers and senior leaders need to play an important role to remove stigma.

Percentage of respondents who say...

To learn more about the mental health findings, read the Mental Health Deep Dive .

Gen Zs and millennials have played a significant role in pushing the boundaries of what is expected from employers over the last decade, and they will continue to do so. Employers who listen and adjust their strategies will likely have a more satisfied, productive, and agile workforce who are better prepared to adapt to a transforming world.

Additional links

• Gen Z and Millennial Survey press release
• 2023 Gen Z and Millennial Survey
• Deloitte Insights article

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Iron is an important mineral that helps maintain healthy blood. A lack of iron is called iron-deficiency anemia, which affects about 4-5 million Americans yearly. [1] It is the most common nutritional deficiency worldwide, causing extreme fatigue and lightheadedness. It affects all ages, with children, women who are pregnant or menstruating, and people receiving kidney dialysis among those at highest risk for this condition.

Iron is a major component of hemoglobin, a type of protein in red blood cells that carries oxygen from your lungs to all parts of the body. Without enough iron, there aren’t enough red blood cells to transport oxygen, which leads to fatigue. Iron is also part of myoglobin, a protein that carries and stores oxygen specifically in muscle tissues. Iron is important for healthy brain development and growth in children, and for the normal production and function of various cells and hormones.

Iron from food comes in two forms: heme and non-heme. Heme is found only in animal flesh like meat, poultry, and seafood. Non-heme iron is found in plant foods like whole grains, nuts, seeds, legumes, and leafy greens. Non-heme iron is also found in animal flesh (as animals consume plant foods with non-heme iron) and fortified foods.

Iron is stored in the body as ferritin (in the liver, spleen, muscle tissue, and bone marrow) and is delivered throughout the body by transferrin (a protein in blood that binds to iron). A doctor may sometimes check blood levels of these two components if anemia is suspected.

Recommended Amounts

RDA:  The Recommended Dietary Allowance (RDA) for adults 19-50 years is 8 mg daily for men, 18 mg for women, 27 mg for pregnancy, and 9 mg for lactation. [2] The higher amounts in women and pregnancy are due to blood loss through menstruation and because of the rapid growth of the fetus requiring extra blood circulation during pregnancy. Adolescents 14-18 years actively growing also need higher iron: 11 mg for boys, 15 mg for girls, 27 mg for pregnancy, and 10 mg for lactation. The RDA for women 51+ years drops to 8 mg with the assumption that cessation of menstruation has occurred with menopause. It may be noted that menopause occurs later for some women, so they should continue to follow the RDA for younger women until menopause is confirmed.

UL:   The Tolerable Upper Intake Level is the maximum daily intake unlikely to cause harmful effects on health. The UL for iron is 45 mg daily for all males and females ages 14+ years.  For younger ages, the UL is 40 mg.

Food Sources

Meats, poultry, and seafood are richest in heme iron. Fortified grains, nuts, seeds, legumes, and vegetables contain non-heme iron. In the U.S. many breads, cereals, and infant formulas are fortified with iron.

Heme iron is better absorbed by the body than non-heme iron. Certain factors can improve or inhibit the absorption of non-heme iron. Vitamin C and heme iron taken at the same meal can improve the absorption of non-heme iron. Bran fiber, large amounts of calcium particularly from supplements, and plant substances like phytates and tannins can inhibit the absorption of non-heme iron. [3]

Sources of heme iron:

• Oysters, clams, mussels
• Beef or chicken liver
• Organ meats
• Canned sardines
• Canned light tuna

Sources of non-heme iron:  

• Fortified breakfast cereals
• Dark chocolate (at least 45%)
• Potato with skin
• Nuts , seeds
• Enriched rice or bread

What about iron supplements?

Confusion with iron supplements.

There are several types of iron available as over-the-counter supplements, e.g., ferrous sulfate, ferrous fumarate, ferrous gluconate. Confusion is also caused by two number amounts listed on the label, a higher number and a lower number. What is the difference among supplement forms and which number should you refer to for the right amount to take?

Elemental versus chemical form of iron. If two iron amounts are listed on the label, the larger number is the chemical compound form because iron is bound to salts (e.g., ferrous sulfate), whereas the smaller number refers only to the amount of iron in the compound, also called the elemental iron. Elemental iron is the more important number because this is the amount available for the body to absorb. However, a physician may not specify in a prescription if the iron amount is the chemical form or the elemental iron. For example, a ferrous sulfate iron supplement may list a total of 325 mg of ferrous sulfate on the front of the label but 65 mg of elemental iron in smaller print on the back. If a physician prescribed 65 mg of iron, would you take five pills to equal 325 mg, or just one pill, assuming the prescription referred to elemental iron?

Different types. All types of supplemental iron help to increase red blood cell production but vary in cost and amounts of elemental iron. Ferrous gluconate is usually sold in liquid form and some clinical studies have shown that it is better absorbed than ferrous sulfate tablets. However, ferrous gluconate contains less elemental iron than ferrous sulfate, so a greater dosage may be needed to correct a deficiency. It is also more expensive than ferrous sulfate. Newer slow-release forms of iron have been introduced, which may help reduce gastrointestinal side effects, but they are more expensive and usually contain less iron.

Any confusion with iron supplement types and amounts can be resolved by asking your doctor to specify both the elemental amount and the chemical compound amount. You can also ask a store pharmacist for assistance in interpreting a doctor’s prescription or to recommend an appropriate amount if you do not have a prescription.

Signs of Deficiency and Toxicity

An iron deficiency is seen most commonly in children, women who are menstruating or pregnant, and those eating a diet lacking in iron.

Iron deficiency occurs in stages. [4] The mild form begins with a decrease in stored iron, usually either from a low-iron diet or from excessive bleeding. If this does not resolve, the next stage is a greater depletion of iron stores and a drop in red blood cells. Eventually this leads to iron-deficiency anemia (IDA) where iron stores are used up and there is significant loss of total red blood cells. Typically, a doctor screens for anemia by first checking a complete blood count (including hemoglobin, hematocrit, and other factors that measure red blood cell volume and size). If this is below normal, ferritin and transferrin levels may be measured to determine if the type of anemia is IDA (there are other forms of anemia not caused specifically by an iron deficiency). All of these measures would decrease with IDA.

Signs of IDA:

• Fatigue, weakness
• Lightheadedness
• Confusion, loss of concentration
• Sensitivity to cold
• Shortness of breath
• Rapid heartbeat
• Hair loss, brittle nails
• Pica: cravings for dirt, clay, ice, or other non-food items

IDA is usually corrected with oral iron supplements of up to 150-200 mg of elemental iron daily. Those at high risk of IDA may be prescribed 60-100 mg daily. Blood levels should be rechecked periodically, and supplements discontinued or taken at a lower dosage if levels return to normal, as long-term high dosages can lead to constipation or other digestive upset.

Groups at risk for IDA:

• Pregnant women —during pregnancy a woman produces much greater amounts of red blood cells for the fetus, increasing the need for additional dietary or supplemental iron. IDA during pregnancy can lead to premature birth or low birth weight so iron is routinely included in prenatal vitamins. The Centers for Disease Control and Prevention recommend that all pregnant women begin taking 30 mg daily of supplemental iron. [3]
• Menstruating women —women who experience heavy bleeding during menstruation (lasting longer than 7 days or soaking through tampons or pads once every hour) can develop IDA.
• Children —infants and children have high iron needs due to their rapid growth.
• Elderly —older ages are associated with a higher risk of poor nutrition and chronic inflammatory diseases that can lead to anemia. [1]
• Vegetarians —those who eat a diet without heme iron from meats, fish, and poultry may develop IDA if they do not include adequate non-heme iron foods in the diet. Because non-heme iron is not well-absorbed, either greater quantities of these foods my be required or careful attention is needed in how they are eaten to improve absorption (consuming with vitamin C-rich foods while avoiding eating with calcium-rich foods , calcium supplements, or tea).
• Endurance athletes —running can cause trace amounts of gastrointestinal bleeding and a condition called “foot-strike” hemolysis that breaks down red blood cells at a faster rate. Female endurance athletes who are also menstruating are at greatest risk for IDA. [4]
• People with chronic kidney failure on dialysis —the kidneys make a hormone called erythropoietin (EPO) that signals the body to make red blood cells. Kidney failure reduces the production of EPO and therefore blood cells. In addition, there is some blood loss during hemodialysis.

Anemia of chronic disease (AOCD) occurs not from a low iron intake but with conditions that cause inflammation in the body, such as infections, cancer, kidney disease, inflammatory bowel disease, heart failure, lupus, and rheumatoid arthritis. The body may actually contain normal amounts of iron, but levels in the blood are very low. Inflammation changes the body’s immune function, preventing the body from being able to use available stored iron to make red blood cells and also causing blood cells to die out more quickly.

Treatment for AOCD focuses on treating the inflammatory condition. Increasing iron in the diet typically does not help. If the inflammation or condition improves, the anemia will usually decrease as well. In rare severe cases, a blood transfusion can be given to quickly boost the amount of hemoglobin in the blood.

Toxicity is rare because the body regulates iron absorption and will absorb less if iron stores are adequate. [2] Excessive iron occurs most often from taking high-dosage supplements when not needed or from having a genetic condition that stores too much iron.

Common signs:

• Constipation
• Upset stomach
• Nausea, vomiting
• Abdominal pain

Some people have a hereditary condition called hemochromatosis that causes an excessive buildup of iron in the body. Treatments are given periodically to remove blood or excess iron in the blood. People with hemochromatosis are educated to follow a low-iron diet and to avoid iron and vitamin C supplements. If left untreated, iron can build up in certain organs so that there is a higher risk of developing conditions like liver cirrhosis, liver cancer, or heart disease.  

Did You Know?

It is possible to obtain enough iron in a vegetarian/vegan diet with careful planning. Try this easy dish that can boost iron levels by combining foods rich in non-heme iron and vitamin C:

• In a large bowl, combine cooked beans or lentils with diced fresh tomatoes, raw baby spinach, pumpkin seeds or cashews, and raisins or dried chopped apricots. Drizzle with a simple lemon vinaigrette made from 2 tablespoons lemon juice, ½ teaspoon Dijon mustard, 3 tablespoons olive oil, and 1 teaspoon of honey (optional). Stir ingredients well and allow to sit for at least 15 minutes to incorporate the flavors.

Vitamins and Minerals

• Le CH. The prevalence of anemia and moderate-severe anemia in the US population (NHANES 2003-2012). PLoS One . 2016 Nov 15;11(11):e0166635.
• Institute of Medicine. Food and Nutrition Board. Dietary Reference Intakes for Vitamin A, Vitamin K, Arsenic, Boron, Chromium, Copper, Iodine, Iron, Manganese, Molybdenum, Nickel, Silicon, Vanadium, and Zinc : a Report of the Panel on Micronutrients . Washington, DC: National Academy Press; 2001.
• National Institutes of Health Office of Dietary Supplements: Iron Fact Sheet for Health Professionals https://ods.od.nih.gov/factsheets/Iron-HealthProfessional/ . Accessed 9/2/2019.
• Powers JM, Buchanan GR. Disorders of Iron Metabolism: New Diagnostic and Treatment Approaches to Iron Deficiency. Hematology/Oncology Clinics . 2019 Jun 1;33(3):393-408.

Last reviewed March 2023

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Seventeen McGill researchers announced as Canada Research Chairs

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Seventeen outstanding McGill researchers were appointed today as new and renewed Canada Research Chairs (CRC), one of Canada’s most prestigious academic honours. The Honourable Pablo Rodriguez, Minister of Transport and Quebec Lieutenant, made the announcement on behalf of the Honourable François-Philippe Champagne, Minister of Innovation, Science and Industry, and the Honourable Mark Holland, Minister of Health, this morning at the Université de Montréal. In total $191 million for science, research, and engineering in support of 230 new and renewed CRCs at 50 Canadian research institutions was announced—including 10 new Chairs and 7 renewed Chairs at McGill. The announcement was part of a suite of national science and research investments.    With the addition of this newest cohort, McGill has 177 active chairholders (Tier 1 and Tier 2). Established in 2000, the CRC Program enables Canadian universities to become world-class research centres in engineering and the natural sciences, health sciences, humanities, and social sciences. To achieve this objective, the Government of Canada awards up to $311 million per year through the CRC program to attract and retain some of the world's most accomplished and promising researchers to Canada.     McGill’s new CRCs are leading researchers who are focused on solving some of the most critical issues facing society. Cindy Blackstock of the School of Social Work, newly appointed as CRC in First Nations Child and Family Services Implementation, is an internationally renowned researcher and advocate for First Nations children. She has devoted decades of work to changing the state of First Nations child welfare in Canada.  

Simon Tran of the Faculty of Dental Medicine and Oral Health Sciences, newly appointed as CRC in Craniofacial Tissue Engineering and Stem Cells, is pioneering new understandings in stem cell biology and tissue engineering within the emerging field of regenerative medicine. 

Jonas-Sébastien Beaudry of the Faculty of Law, newly appointed as CRC in Health, Inclusion and Ethics, is tackling inequitable practices and policies around health and disability law.  

Among the renewed Chairs is Daniela Quail, CRC in the Tumour Microenvironment, whose research program focuses on understanding how chronic inflammation influences the immune response to cancer. Quail is a recipient of the  2023 President’s Prize for Outstanding Emerging Researchers  and a corresponding author on  two seminal papers  published this year in Nature. 

“The Government of Canada’s support through the Canada Research Chairs Program paves the way for groundbreaking discoveries at McGill and at other leading research institutions that will improve the quality of life for all Canadians and others around the world,” said Christopher Manfredi, Provost and Vice-President (Academic). “McGill’s new and renewed Canada Research Chairs are exceptional leaders in their fields, whose dedication to research and commitment to mentoring the next cohort is much deserving of these significant appointments.”  

There are two types of Canada Research Chairs: Tier 1 Chairs, awarded to outstanding researchers acknowledged by their peers as world leaders in their fields, are valued at $200,000 annually for seven years with one opportunity for renewal; Tier 2 Chairs, valued at $120,000 annually for five years and renewable only once at a value of $100,000 annually, are for exceptional emerging researchers, acknowledged by their peers as having the potential to lead in their field. 

McGill’s 2022-2 round of CRC recipients: 

Louigi Addario-Berry , Canada Research Chair in Discrete Probability, NSERC, Tier 1 (New)  Noelani Arista , Canada Research Chair in Indigenous Land, Governance and Language, SSHRC, Tier 2 (New)  Jonas-Sébastien Beaudry , Canada Research Chair in Health, Inclusion and Ethics, CIHR, Tier 2 (New)  Adelle Blackett , Canada Research Chair in Transnational Labour Law, SSHRC Tier 1 (Renewal)  Cindy Blackstock , Canada Research Chair in First Nations Child and Family Services Implementation, SSHRC, Tier 1 (New)  Saji George , Canada Research Chair in Sustainable Nanotechnology for Food and Agriculture, NSERC, Tier 2 (Renewal)  Matt Harrington , Canada Research Chair in Green Chemistry, NSERC, Tier 2 (Renewal)  Srividya Iyer , Canada Research Chair in Youth, Mental Health and Learning Health Systems, CIHR, Tier 1 (New)  Lawrence Kazak , Canada Research Chair in Adipocyte Biology, CIHR, Tier 2 (Renewal)  Bratislav Misic , Canada Research Chair in Network Neuroscience, NSERC, Tier 2 (Renewal)  Massimiliano Orri , Canada Research Chair in Suicide Prevention, CIHR, Tier 2 (New)  Dimitra Panagiotoglou , Canada Research Chair in Economics of Harm Reduction, CIHR, Tier 2 (New)  Daniela Quail , Canada Research Chair in the Tumour Microenvironment, CIHR, Tier 2 (Renewal)  Jennifer Ronholm , Canada Research Chair in Agricultural Microbiology, NSERC, Tier 2 (New)  Katelin Schutz , Canada Research Chair in Astrophysics Beyond the Standard Model, NSERC, Tier 2 (New)  Simon Tran , Canada Research Chair in Craniofacial Tissue Engineering and Stem Cells, CIHR, Tier 1 (New)  Gustavo Turecki , Canada Research Chair in Major Depressive Disorder and Suicide, CIHR, Tier 1 (Renewal)  

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‘Atawhai’: a primary care provider-led response to family violence in Aotearoa New Zealand

• Claire Gear   ORCID: orcid.org/0000-0002-1310-0188 1 ,
• Jane Koziol-McLain   ORCID: orcid.org/0000-0003-3453-023X 1 ,
• Elizabeth Eppel   ORCID: orcid.org/0000-0001-5331-2911 2 ,
• Anna Rolleston   ORCID: orcid.org/0000-0002-4804-8869 3 ,
• Ngareta Timutimu 4 ,
• Hori Ahomiro 5 ,
• Eunice Kelly 6 ,
• Clare Healy 7 &
• Claire Isham 8  

Archives of Public Health volume  82 , Article number:  74 ( 2024 ) Cite this article

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As a key determinant of ill-health, family violence is inadequately responded to within Aotearoa New Zealand health policy and practice. Without adequate system support, health professionals can often be unsure of what to do, or how to help. Developed in response to this system gap, ‘Atawhai’ aims to make it easier for primary care professionals to respond to family violence.

Underpinned by indigenous Māori customs, Atawhai combines complexity theory and participatory research methodologies to be responsive to the complexity involved in family violence. We worked with 14 primary care professionals across ten whakawhitiwhiti kōrero wānanga (meetings for deliberate dialogue) to identify and develop primary care system pathways and tools for responding to family violence. This paper focuses on the development of Atawhai through wānanga and observation methods. Methods used to capture change will be reported separately.

Atawhai is a relational response to family violence, focused on developing a network of trusted relationships between health and social care professionals to support safe responses to those accessing care. This study identified four key health system pathways to responsiveness and developed associated tools to support health care responsiveness to family violence. We found the quality of relationships, both among professionals and with those accessing care, coupled with critical reflection on the systems and structures that shape policy and practice are essential in generating change within primary care settings.

Conclusions

Atawhai is a unique health care response to family violence evidenced on empirical knowledge of primary care professionals. Our theoretical lens calls attention to parts of the system often obscured by current health care responses to family violence. Atawhai presents an opportunity to develop a grassroots-informed, long-term response to family violence that evolves in response to needs.

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Ehara taku toa i te toa takitahi, engari he toa takitini. My success is not mine alone, it is the success of the collective (Māori, indigenous people of Aotearoa New Zealand (NZ) whakataukī or proverb, articulated by an Atawhai participant).

Family violence (FV) is a key determinant of ill-health that significantly impacts the health and wellbeing of all family members, past, present and future [ 1 ]. Yet internationally, evidencing the effectiveness and sustainability of health care responses to FV has proven challenging, and service provider responses often remain individualistic and transactional [ 2 , 3 ]. Without adequate system support, health professionals can often be unsure of what to do, or how to help, missing opportunities to provide support [ 4 ]. In Aotearoa NZ, there is limited policy, resources, and funding to support the primary care sector to respond to FV [ 5 ]. Recognising this gap, this study aimed to identify and develop health system pathways and tools that made it easier for primary care professionals to respond to FV in practice.

This study produced ‘Atawhai’ (to move cautiously with kindness; www.atawhaitia.co.nz ), a relational response to FV, focused on building quality network relationships to support the delivery of safe, effective, and sustainable responses to those accessing health care. Developed and led by health care professionals working within primary care settings the ‘Atawhai Kōrero’ (conversations) underpins the response, recognising conversations about FV can occur in many shared moments in time, or wā, within a relationship, underpinned by tika (honesty), pono (truth), and aroha (empathy). Atawhai realises health professionals do not have to ‘fix the problem’ but be someone families and whānau can trust to walk alongside supporting opportunities for change. Care is taken so any kōrero is responsive to, and safe for, families and whānau. This paper reports on the findings of the Atawhai study, answering the research questions (1) What does an effective and sustainable response to family violence look like for primary care, and (2) What influences change in primary care family violence responsiveness? This study provides an example of practical application of complexity theory, where literature remains largely theoretical [ 6 ].

Family violence responsiveness in health care

Health systems have a critical role in FV service delivery, particularly in the primary care setting [ 7 ]. Given the consequences of FV on health, it is not surprising that the prevalence of FV among those seeking health care is higher than in the general population [ 7 , 8 , 9 ]. While intervention models exist internationally (e.g., RADAR [ 10 ], LIVES [ 11 ]), there is increasing recognition that standard prescriptive interventions do not reflect the complexity of the problem and are unlikely to generate sustainable solutions [ 2 , 4 , 12 ]. Understanding the relationships between context, violence and ill-health is critical for responding to the needs of those accessing care safely, supporting restoration and healing [ 13 , 14 , 15 ].

In Aotearoa NZ, FV is defined as ‘a pattern of behaviour that coerces, controls or harms within the context of a close personal relationship’ [ 16 ] (p.10) and is recognised as gender-based, disproportionately affecting women and children [ 16 , 17 ]. Population-based data estimates nearly two in three Aotearoa NZ women, over two in three Indigenous Māori women, two in five Pacific women and one in three Asian women will experience a form of physical, sexual, psychological, controlling, or economic violence by an intimate partner in their lifetime [ 18 ]. Yet, FV is non-discriminatory, also impacting men, older people, disabled, indigenous, migrant and LGBTQIA + communities [ 16 ].

Deeply rooted in societal trauma, FV continues to be perpetuated by systems and practices affected by dominant culture and colonial history, with devastating and intergenerational impacts, particularly for Māori [ 14 , 19 , 20 ]. The Waitangi Tribunal [ 21 ] has found significant breaches of Te Tiriti o Waitangi (the Māori language version of the written agreement between the British Crown and more than 500 Māori chiefs signed in 1840), which, historically and today, have resulted in broad inequities in Māori health outcomes, reinforced by chronic underfunding of Māori health services [ 22 , 23 ]. Understanding how colonialist and other system structures shape health care responses to FV, and therefore the agency and choices whānau and families have, is critical to disrupting patterns of violence for Māori and all populations in Aotearoa NZ [ 19 , 24 ].

Primary care is consistently identified in health strategies and policy as a priority setting where disproportionate numbers of people impacted by FV present [ 5 , 7 , 25 ]. Yet in Aotearoa NZ, the sector continues to be underutilised in the cross-government work to reduce FV with limited guidance and resourcing, generating ad hoc practice [ 4 , 5 ]. Launched in December 2021, Te Aorerekura is the National Strategy and Action Plan to eliminate family and sexual violence [ 16 , 26 ]. Capability frameworks were launched in May 2022 to build government and non-government workforce capability in responding to FV [ 27 , 28 ]. Health care is considered a ‘generalist workforce’, who must know how to respond safely and effectively to FV [ 29 ]. The strategy includes the existing Te Whatu Ora (Health New Zealand) Violence Intervention Programme (VIP), and primary care clinician workforce training for recognising and responding to sexual assault and/or non-fatal strangulation provided by Medical Sexual Assault Clinicians Aotearoa (MEDSAC) as work already under way in the health care sector. Beginning in 2004, VIP has established significant system infrastructure within hospitals and selected community settings over time to support intimate partner violence and child abuse and neglect identification, assessment, and referral. However, longitudinal evaluation data evidences low assessment and disclosure rates [ 30 ]. Primary care professionals argue the VIP intervention guidelines are inappropriate for the primary care setting and consider response autonomy important, highly valuing a local response, for the local context, supported by local relationships [ 31 , 32 , 33 ]. It is therefore critical to engage and empower primary care professionals in developing a response to FV that aligns with the motivations and concerns of their settings and contexts [ 34 ]. This study convened a series of whakawhitiwhiti kōrero wānanga (meetings for deliberate dialogue), to work with primary care professionals in the development of a FV response suited to such diverse contexts.

Methodology

Grounded in tikanga Māori (indigenous ways of being, relating and doing), this study combined complexity theory [ 35 ] and participatory research [ 36 , 37 ] methodologies to create a theoretical lens guiding study development, conduct, analysis, and impact. Methods included ten participant one-day whakawhitiwhiti kōrero wānanga (meetings for deliberative dialogue), Kaihopu Kōrero observation (conversation catchers), social network analysis (SNA) and pre/post readiness surveys. This paper focuses on the development of Atawhai through whakawhitiwhiti kōrero wānanga and Kaihopu Kōrero methods and discusses implications for policy and practice. SNA and readiness survey findings are reported separately.

Reflexivity

The premise of this study originates from over a decade of research seeking to improve responsiveness to FV within the Aotearoa NZ primary care sector [ 5 , 31 , 38 , 39 , 40 ]. Guided by our theoretical lens, we hypothesise effective and sustainable responses to FV are emergent from the interaction between the health professional and person(s) accessing care [ 38 ], leading to our focus on working with primary care professionals in understanding one part of this system interaction. The study is evidenced on the understanding that FV is (a) a key determinant of ill-health, (2) a complex problem, (3) a profound system gap, (4) an urgent issue, and that (5) primary care is a window of opportunity to make a difference [ 3 , 7 , 25 ]. The development and conduct of this study is grounded in research team relationships which have developed over long periods of time. Given the importance of this research to Māori, our team is privileged to be guided by two kaitiaki (protector) who protect the mātauranga (knowledge) and tikanga Māori involved in the research. Additionally, five investigators hold whakapapa (tribal relationships) to the research location. Our team includes highly skilled researchers and leaders in the fields of qualitative research methods, violence against women, primary care, Māori health research, complexity theory and specialist community FV services. Four investigators work within primary care service delivery settings.

This study was conducted in the Bay of Plenty (BOP), a region in the North Island of Aotearoa NZ. Prior to health reforms in 2023, capitation funding was distributed via District Health Boards (DHBs), responsible for planning and delivering health care services for their regional population. DHBs contracted primary care via service agreements with Primary Health Organisations (PHOs), responsible for contracting service delivery providers, largely general practices [ 23 ]. The BOP DHB served a population of approximately 225 thousand people; had a higher proportion of Māori compared to the national average (25% vs. 16%); and included three PHOs [ 41 ].

This study was approved by the Auckland University of Technology Ethics Committee (21/31). Fourteen participants (ten women, four men) were recruited via word of mouth (facilitated by research network relationships), a study website ( www.atawhaitia.co.nz ) and advertisements within local health care newsletters. The lead researcher met (online or in person) with potential participants to discuss study aims and expectations and answer queries or concerns. Following this discussion, a formal invitation with information sheet and consent form were emailed. Information sheets were also made available via the study website. We invited participant organisations to endorse their participation in the study via informed consent. Facilitated by participants, organisational consent (provided by senior management) aimed to provide managerial support for participants to attend wānanga and recognition as a participating organisation in project communications and publications. Organisations and/or participants were offered reimbursement of costs incurred by participating including time, travel, accommodation, and sundry costs.

Recruited participants included five tauiwi (non-Māori) and nine Māori, including general practitioners (two), a nurse practitioner (one) and a practice nurse (one), social workers (seven) and managers (three). Four participants were employed within general practice clinical settings and ten within Māori health organisations. Retention fluctuated over the study period, with participants navigating shifting employment, roles, managers, and capacity. Two participants withdrew following the first wānanga due to conflict in worldviews. One participant withdrew following the seventh wānanga due to a process issue preventing reimbursement for participation time. Role reassignment meant three participants were not supported by organisation management to continue to attend wānanga, though they remained connected to the study via communications. A core group of eight remained active participants throughout the study. Manaakitanga (the process of showing respect, generosity, and care for others), and the developing shared sense of commitment, connection and learning amongst the participants and research team was key to retention. The COVID-19 pandemic significantly impacted health care service provision, with many participants reporting their availability and capacity to participate in the project was stretched. During the data collection period there were two periods in which the whole country was mandated to isolate at home (25 March 2020–27 April 2020; 17 August 2021–31 August 2021) [ 42 ]. The COVID-19 Protection Framework (Traffic Lights) was in effect from 2 December 2021 to 12 September 2022 [ 43 ].

Data collection

Whakawhitiwhiti kōrero wānanga, deliberative dialogue workshops.

Atawhai emerged from ten, one-day, in person whakawhitiwhiti kōrero wānanga over 22-months (4 August 2021–29 June 2023). Aligned with deliberative dialogue methods [ 44 , 45 , 46 ], wānanga bring people together to kōrero about a common kaupapa (topic) and learn from one another, advancing knowledge [ 44 , 45 , 46 ]. The Atawhai wānanga supported participants to draw on their contextual knowledge and practice to critically reflect on what information is required for responsiveness to FV in primary care and how it may be integrated into practice. Each wānanga was planned and conducted by facilitators, Kaihopu Kōrero (see below) and kaitiaki, responsive to participant needs. Additional research team members attended wānanga as needed (e.g., for knowledge translation). The agenda for each wānanga included karakia (prayer), mihi whakatau (welcome), whakawhanaungatanga (relating to others), and innovative activities to build upon what participants identified as needed. Activity highlights included being welcomed to a local marae (meeting house) by iwi (tribe), being gifted our own waiata (song) by kuia (elder), producing video vignettes on the value of the research, and the Minister for the Elimination of Family Violence and Sexual Violence attending Wānanga Six [ 47 ]. Table  1 lists the general topics discussed at each wānanga.

Participant connection and learning occurred both inside and outside of the wānanga. For example, regular opportunities to connect online or in-person were facilitated to nurture relationships amongst the participants and research team. Participants also held conversations with colleagues about Atawhai, analysing what was learnt and bringing that learning back to wānanga. Data saturation was considered achieved at Wānanga Seven where participants agreed on what they had identified and developed, and discussions turned to advocacy, influence, and implementation. Participant attendance at wānanga fluctuated depending on participant availability, capacity, illness, tangihanga (funeral) etc. The facilitated opportunities to connect in between wānanga were key to keeping participants and the research team connected. On average, six participants attended each wānanga, eight or more participants attended in wānanga one and two. Wānanga Eight, Nine and Ten included new interested people (Atawhai Network members) in addition to participants. All people who engaged in the research were provided a list of FV and mental health service providers options as well an offer to debrief with research team members at any time.

Kaihopu Kōrero

During the wānanga, two senior research team members served as Kaihopu Kōrero (conversation catchers), modifying the UN Special Rapporteur role [ 39 , 48 ]. Kaihopu Kōrero were responsible for (1) ensuring discussions were of value in addressing our research aims informed by complexity theory and tikanga Māori, (2) capturing participant interactions and decisions and challenging thinking, (3) reporting observations and decisions to participants for validation, and (4) informing subsequent directions and diffusion strategies. Utilising Kaihopu Kōrero reflections, facilitators presented previous learning and decisions to participants for feedback at strategic points during the wānanga. Participants were encouraged to share their reflections on the previous wānanga during the whakawhanaungatanga phase. Following each wānanga, the research team debriefed and reviewed the Kaihopu Korero notes to create a one-page summary that was provided to participants. Designed as an internal knowledge translation mechanism to keep participants and the research team connected, each summary included key themes discussed at the wānanga, participant quotes and photos, knowledge needs and next steps. Learning and next steps were discussed with the wider research team at monthly meetings.

Our theoretical lens calls attention to how knowledge is emergent from continuous negotiation between multiple ways of knowing, inclusive of the practices, cultures and contexts involved in health care provision [ 49 ]. For example, understanding ‘what is the problem’ evolves in response to new knowledge. As such, analysis was adaptive and responsive to real-time findings as participants and the research team interacted and learned from one another. Utilising Kaihopu Kōrero data, real-time analysis involved mapping patterns of interaction and co-created pathways to responsiveness as they emerged during learning. It was a process of weaving together many data elements over time, allowing for new understanding to emerge for consideration by participants at subsequent wānanga. For example, the Atawhai Common Language (see findings) is a weave of the collective understanding of the problem of FV developed at wānanga two and the fundamental principles and values for connecting and communicating with whānau and families identified at wānanga three. Similarly, initial discussions with participants on growing meaningful relationships to support practice led to exploration of what an informal alliance could look like, that led to the realisation of the Atawhai Network (see findings).

Our primary research question asked, ‘What does an effective and sustainable response to family violence look like for primary care?’ This study found it is “having a network of trusted relationships between clinicians and kaimahi (community service providers) who share skillsets and information to support safe, relational responses to whānau and families, responsive to complex needs over time.”

Participants trusted in their mana (leadership), rangatiratanga (collective self-determination) and expertise, to deliver and advocate for safe FV support and interventions for whānau and families within their respective communities. What this looks like in practice is demonstrated by the Atawhai Kōrero (conversation), Atawhai Network , and Atawhai Common Language . This is supported by four Pathways to Responsiveness. To view these resources, visit www.atawhaitia.co.nz .

The Atawhai response to FV is encapsulated within the Atawhai Kōrero. It recognises that:

Kōrero [conversations] about family violence can be many shared moments in time, or wā (time), within a relationship, underpinned by tika (honesty), pono (truth), and aroha (empathy). Atawhai realises that as practitioners, we do not have to ‘fix the problem’ but be someone whānau and families can trust to walk alongside supporting opportunities for change. Care is always taken so any kōrero is responsive to, and safe for, whānau and families.

Responsive to participant learning, the Atawhai Network was developed to bring together primary care professionals who are dedicated to preventing FV. Underpinned by the Atawhai Tikanga , this health-sector-led network connects health care professionals and organisations with other providers, information, and tools to safely journey with whānau and families in their experience of FV. Atawhai relies on developing relationships across settings to share and learn from one another and translate knowledge between different health care disciplines and contexts. Members of the Atawhai Network gain confidence in knowing what to do and how to help, develop trusted relationships with local referral services and can share challenges with like-minded people. As described by a participant, the Network provides a supportive environment to build confidence and assist with the uncertainty involved in responding to complex care needs. The Atawhai Kōrero works not as a ‘tick-box’, but a ‘touchstone’ to refer to when working in an isolated consultation. Although not a quick fix, the Atawhai Network is a long-term health care response to FV that continually evolves in response to need.

Guided by Thomas and McDonagh [ 50 ] and developed from the collective understanding developed between Wānanga Two and Three, the Atawhai Common Language (Table  2 ) was validated by participants at Wānanga Five. The Atawhai Common Language articulates a shared language and behaviour for an effective network response, including a shared understanding of the value of participating. As described by a participant, Atawhai presents an opportunity for practitioners and organisations to recognise the responsibility primary care has to respond to FV as a key determinant of ill-health and realise the unique value of the consultation space for safe kōrero about FV. The Atawhai Pathways to Responsiveness recognise that many small changes in patterns of interaction over time will lead to system change. When enacted, these four health care system pathways will support sustainable responsiveness to FV: (1) Establishing FV as a key determinant of ill-health, (2) Connecting medical and community service provision, (3) Advocating for clinical and cultural supervision for practitioners, and (4) Tuituia: Connecting to information and support.

Our secondary research question asked, ‘What influences change in primary care family violence responsiveness?’ This study found two key influences: (a) relationships and (b) critical reflection. Within primary care, relationships between professionals, and between a professional and person(s) accessing care, are key to influencing change. We encouraged trusted relationships to occur through regular in-person whakawhanaungatanga (relating to others), kai (food) and kōrero (conversation). Across the wānanga, Atawhai generated trusted relationships between practitioners enabling a safe space for difficult, sensitive, inspiring, and hopeful conversations about FV to occur. Participants noted opportunities for learning from diverse relationships, including whānau, families, other colleagues, and their own experience. Over time, the research team, and participants (both collectively and separately) were able to generate ‘Āhuru Mōwai’, safe spaces for conversations about FV. Uniquely, Atawhai was also able to develop trusted relationships between the often-conflicting worldviews of western clinical practice and Māori health. As captured by Kaihopu Kōrero, participants said:

“[There is a] great sense of possibility and openness and potential. A re-engagement of medicine with te ao Māori. The big thing is about trust. To regain trust where trust has been lost. To use the wairua [spirit] of Atawhai to build and regain trust. Honours both sides, Māori and medical. A dignified way of entering into a relationship” (Participant, wānanga seven). “At the beginning [I was] feeling disheartened and at a loss to know how to help, [I] came to the first wānanga looking for solutions. [I’m] not feeling so powerless now, knowing there are other people who strongly feel this is something important. We don’t need to fix it, but we are all here to support each other” (Participant, wānanga seven). “After the first wānanga I was scared and reluctant to come back because I thought all of you are doing such good work – but now having shared that kōrero with you about what we are trying to do in Atawhai and how you are approaching the challenges, I feel so good and I know that I could call on you for help” (Participant, wānanga two).

The second key influence for change was generating opportunities for primary care professionals to have time and space to critically reflect on how personal, organisational, political, and societal system structures shape responses to FV. Participant diversity allowed learning from different perspectives, and these reflections often initiated a transformation in how participants thought about a FV response that then influenced how they practiced. As captured by Kaihopu Kōrero, participants expressed the following:

“You come in [to the wānanga] with one intent and come out with something different and it is evolving all the time” (Participant, wānanga five). “[We’ve] built up a lot of shared knowledge that has been distilled into many different resources. New knowledge grounded in practice that can inform policy […] I feel that is what a lot of practitioners are hungry for” (Participant, wānanga seven).

In another example, community service providers became aware that clinical providers did not routinely receive formal supervision, which was viewed as a serious lack of practice support. “Supervision” in this context, refers to a process of professional learning and development that enables individuals to reflect on and develop their knowledge, skills, and competence, through agreed and regular support with another professional. In lieu of this support, a peer support group in one primary care clinic setting was set up to provide a safe space for clinical providers to share the challenges they face in practice. As captured by Kaihopu Kōrero, participants reflected:

“Kaimahi [workers] on the ground need to be well to do this job, therefore manaaki in the form of supervision and peer support is necessary” (Participant, wānanga eight). “Young doctors […] were really shell-shocked by managing FV. There is nothing in the curriculum about violence, so they are feeling not prepared to manage [FV] especially because it is confronting. There’s a discrepancy between the view of students that it’s not in the curriculum and the university who say it is. But it’s not enough to help young docs feel comfortable. It’s not landing for students” (Participant, wānanga seven).

Participants strongly argued that to effectively address FV one had to “Know first who you are and where you come from” to “Be authentic” in the relationship with someone accessing care. These values were articulated within Atawhai ‘Gems’, personal maxims that helped practitioners converse about FV in practice (see Table  3 and visit www.atawhaitia.co.nz ).

Family violence is a key determinant of ill-health inadequately responded to within health systems internationally [ 3 , 51 ]. The World Health Organisation advises health systems to establish comprehensive system infrastructure that supports a ‘ women-centred, first-line’ response to intimate partner violence [ 7 ]. There is also growing recognition that standard prescriptive interventions do not reflect the complexity of the problem generating design of more adaptive and diverse methodological frameworks [ 38 ]. The innovative research design of this study pushes against methodological boundaries, operating as a complex adaptive system itself [ 52 ], shifting and changing in response to what is observed and learned during the research. This study developed ‘Atawhai’, a unique relational response that aims to make it easier for the primary care sector to respond to FV in Aotearoa NZ. We discuss two key learnings from this study that influence change (1) providing opportunity for critical reflection on the systems and structures shaping policy and practice, and (2) valuing trusted relationships for practitioners and those accessing care.

Critical reflection: why do we respond the way we do?

The UK Kings Fund describes transformational change in health care as requiring “a fundamental rethink to find new and better solutions. It requires a shift in the power balance within relationships, in mindsets and in ways of working, at every level of a system” [ 53 ] (p.84). Our findings show to generating change in responsiveness to FV requires greater attention to the initial conditions of complex adaptive systems (CAS). Within FV, there is a myriad of personal, organisational, political, and societal elements constantly interacting and shaping how the ‘problem’ is viewed (epistemology), and consequently, how we design interventions (methodology). The intervention design has implications for how responsiveness to FV is articulated within policy and demonstrated in practice (methods). However, what is often lacking is critical reflection on the systems and structures underpinning individual and collective stances on the problem (e.g., biomedicine, gender, equity, racism). These influences shape how we design responses to FV and therefore how responsive we are to FV in practice [ 51 , 54 , 55 , 56 ]. Atawhai found providing health professionals the opportunity to critically reflect on assumptions underpinning personal and organisational service delivery can initiate transformative change in the way a response is thought about. This finding builds on the ‘Triple R Pathway’ [ 4 ], our CAS approach demonstrating the self-organisation of FV responsiveness within health care. Having space and time to think and engage in conversation with peers influences the ‘Respond stance’, altering the pathway toward ‘Responsiveness’ in practice [ 4 , 34 ].

Complexity theory helps to see that interventions do not exist in isolation and are dependent on the context they occur within [ 34 , 57 ]. System and structural elements that exacerbate FV and shape the choices people have for change (such as housing, poverty, patriarchy, colonialism) are well known and addressed with approaches such as trauma and violence-informed care [ 13 ], or ecological models [ 1 ] that call attention to relationships with social determinants of health. Similarly, indigenous-centred approaches to FV service delivery recognise the impacts of colonisation, racism, and collective trauma over time [ 14 , 19 , 58 ]. The importance of critical reflection was made apparent as participants made sense of the patterns of interaction between systems and structures and how these were shaping their practice. Further, through conversation, participants could understand and empathise with others’ motivations and perspectives as well as the contextual constraints, expectations, pressures and uncertainties they faced, providing a wider view of the complex systems they each operated within [ 34 ]. This learning generated a humility amongst the participants and insights, recognising they are one part of a much larger system.

Critical reflection adds to the concept of being ‘ready’ to respond [ 59 ], requiring deep self-exploration of personal motivations to address FV. This learning could also take place within a collective (e.g., primary health care organisation), reflecting on organisational identity, values, and principles in relation to responding to FV and congruence with current practice. At a health system level, critical reflection on how the current public health approach to FV influences the development of interventions and resources is needed [ 55 ]. For example, screening, or routine enquiry, can obscure patterns of interaction with the systems and structures that exacerbate FV and entrapment, reducing understanding of the complexity involved [ 33 ]. The Atawhai complex adaptive system approach to FV connects problem to context, prompting reflection on why we respond the way we do. Our findings align with ‘simple rules’ for translating evidence in complex systems; ‘acting scientifically and pragmatically’, ‘embracing complexity’, and ‘engaging and empowering’ those affected by the desired change [ 34 ].

Relationships: creating safe spaces for conversation and learning

Utilising complexity theory, Atawhai was premised on the hypothesis that sustainable responses to FV are emergent from the interaction between the clinician and person accessing care [ 38 ]. Understanding sustainability as an emergent phenomenon means the quality of relationships between system agents is critical to success [ 60 , 61 ]. Atawhai demonstrates the critical importance of trusted relationships for addressing FV, which is often taken for granted, or undervalued. The Atawhai Kōrero guides developing genuine connection and understanding through unstructured conversation with those accessing care. Following the hypothesis, a mutual understanding of circumstances and a way forward emerges through conversation. Each person (professional and care-seeker) in the relationship learns from the kōrero which changes the way they act. Through these interactions, change occurs. However, given the non-linear nature of conversation and learning, there is uncertainty about whether change will be considered positive or negative. From this CAS perspective, as Jordan, Lanham et al. [ 61 ], say, “It is not possible to first learn about an intervention, then plan the intervention, and then implement the plan. Rather, individuals and collectives must learn as they act, and they must act in order to learn” (p.6). This approach is substantially different from the current public health method of identifying, assessing, and referring FV, which is often transactional, in response to a single event, and delivered at a single point in time [ 30 , 33 ]. Atawhai allows for kōrero as often as needed, aligning with primary care aims of long-term relationships with families and whānau.

Atawhai also highlights the critical importance of building trusted relationships amongst diverse primary care professionals to address FV. Building trusted relationships amongst professionals is often cited as necessary for better FV service provision, yet how to do so is often unclear. Getting to ‘Āhuru Mōwai’, our safe space as a group, was a journey that took time for trust to be established. Trust emerged from participants and the research team learning about one another (whakawhanaungatanga), describing their role, constraints, access to resources, and worldviews. Once trust was established, participants felt safe to engage in critical reflection, learning and sensemaking with one another [ 60 ]. Time is often cited as a barrier to delivering services or attending training within general practice due to the increasing complexity of care, workload expectations and administrative burden [ 62 ]. Trust takes time to occur and is mediated by many systemic influences, such as an expectation to achieve a trusted relationship within a 10–15-minute consultation. The Atawhai Kōrero advocates for many shared moments in time to occur, for the primary care profession to be someone that will walk alongside them in their journey. Having effective system supports such as referral relationships can work toward clinician capability in addressing concerns [ 63 ].

From a CAS perspective, FV interventions that focus on increasing the quality of relationships amongst diverse primary care professionals are likely to see the emergence of sustainability [ 60 ]. Based on relationships, Atawhai is an adaptive and reflexive approach, responsive to the uniqueness of local systems. It acts as a ‘boundary vehicle’ [ 64 ], providing a set of principles and values that can be reinterpreted over time by individuals and collectives based on their critical reflection and learning. We hypothesise Atawhai will generate synergies within existing systems, rather than acting as a standalone intervention, for example, building capability through supervision for general practitioners. Our learning offers three empirical rules to improve responsiveness to FV in primary care: (1) know yourself and the world in which you usually operate to realise and understand the system boundaries you reinforce every day through language and behaviours, (2) create, learn and adopt a common language that can work across worlds and continue to grow and enrich that language through conversation and use, and (3) create ‘boundary vehicles’ that work to bridge the boundaries of different worlds.

Strengths and limitations

This study demonstrates a complex adaptive system approach to translating evidence within health systems. It successfully weaves together indigenous and western science methodologies and methods to produce the equitable outcomes of Atawhai. The clear theoretical position directed our attention to patterns of relationships from both Te Ao Māori and complexity theory worldviews. Findings highlighted a need to critically reflect on the underpinning systems and structures that shape the design of responses to FV. Early in the study, we presented participants with an evidence base of FV as (1) a key determinant of ill-health, (2) a complex problem, (3) a profound system gap, (4) an urgent issue, and (5) primary care as a window of opportunity to make a difference. While participants critiqued this evidence themselves, on reflection we understand this to have underpinned the development of Atawhai. Participant recruitment was directed toward those associated with a general practice or Māori health organisation which limited engagement with other primary care settings such as those providing physiotherapy or midwifery services. Recruitment was limited to one geographical region of Aotearoa NZ and subject to selection bias (i.e., those interested in FV agreed to participate and more participants were recruited from Māori health organisations than clinical practices). A key limitation to the scale-up and spread of Atawhai was the engagement of the decision makers within participant organisations. While participants saw the value and benefit of Atawhai, it was more difficult to communicate this to those ‘outside’ of the study. Engaging decision-makers along the way is critical to response development, a key insight for future participatory research. The sustainability of the Network will depend on leadership and funding post-research. Finally, we focused on making it easier for primary care professionals to respond to FV. Future research will engage with whānau and families to explore what matters to them when accessing services, capture evidence of service delivery change (positive and negative), and monitor for unintended consequences over time.

Atawhai is a unique health care response to FV evidenced on empirical knowledge of primary care professionals. It advances current thinking on health system responses to FV by calling attention to two system parts (relationships and critical reflection) often not considered in current responses. Transformative change relies on the critical need to reflect on the systems and structures that shape responses to FV. Sustainability relies on the quality of system relationships in creating safe spaces to talk about FV. Generating change in complex systems takes time. Not a ‘quick fix’, Atawhai presents a grassroots approach to developing a sustainable long-term response to FV that evolves in response to needs. Most importantly, Atawhai aims to prioritise developing trust, so that whānau and families feel comfortable and heard amidst a plethora of complex and multiple traumatic experiences and needs.

Data availability

Study website (www.atawhaitia.co.nz) provides anonymised collective findings.

Abbreviations

Family Violence

New Zealand

Violence Intervention Programme

• Complex adaptive system

Bay of Plenty

District Health Board

Primary Health Organisation

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Acknowledgements

Ngā mihi nui ki a koutou te whānau Atawhai. Thank you to all participants, organisations, National Advisory Group, and network members who made this study possible and continue to be committed to the development of Atawhai in Aotearoa New Zealand. Ngā mihi nui Hazel Hape for grounding the research team in practice-based realities, Lisa Mullions for project coordination and manaakitanga, Professor Kelsey Hegarty for international advocacy and support of Atawhai, and Stacey Mareroa for contribution of Māori Mātauranga and knowledge translation. Ngā mihi nui ki a kōrua kaumatua Tamati Tata and Joanne Gear for their early support of project development.

This study was funded by the Health Research Council of New Zealand (20/732).

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CG led the study. CG, JKM, EE, AR, CH, CI, NT, HA contributed to the design, conduct and analysis of the study. HA, NT, and AR led indigenous methods and analysis. CG, JKM & EE led western methods and analysis. CI, CH, and EK led clinical data interpretation. All authors contributed to manuscript writing.

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Gear, C., Koziol-McLain, J., Eppel, E. et al. ‘Atawhai’: a primary care provider-led response to family violence in Aotearoa New Zealand. Arch Public Health 82 , 74 (2024). https://doi.org/10.1186/s13690-024-01309-1

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• Participatory research
• Primary care
• Family violence
• Complexity theory
• Deliberative dialogue
• Complex interventions
• Health care

Archives of Public Health

ISSN: 2049-3258

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