how to write research implications

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• Writing Tips

How to Write an “Implications of Research” Section

4-minute read

• 24th October 2022

When writing research papers , theses, journal articles, or dissertations, one cannot ignore the importance of research. You’re not only the writer of your paper but also the researcher ! Moreover, it’s not just about researching your topic, filling your paper with abundant citations, and topping it off with a reference list. You need to dig deep into your research and provide related literature on your topic. You must also discuss the implications of your research.

Interested in learning more about implications of research? Read on! This post will define these implications, why they’re essential, and most importantly, how to write them. If you’re a visual learner, you might enjoy this video .

What Are Implications of Research?

Implications are potential questions from your research that justify further exploration. They state how your research findings could affect policies, theories, and/or practices.

Implications can either be practical or theoretical. The former is the direct impact of your findings on related practices, whereas the latter is the impact on the theories you have chosen in your study.

Example of a practical implication: If you’re researching a teaching method, the implication would be how teachers can use that method based on your findings.

Example of a theoretical implication: You added a new variable to Theory A so that it could cover a broader perspective.

Finally, implications aren’t the same as recommendations, and it’s important to know the difference between them .

Questions you should consider when developing the implications section:

●  What is the significance of your findings?

●  How do the findings of your study fit with or contradict existing research on this topic?

●  Do your results support or challenge existing theories? If they support them, what new information do they contribute? If they challenge them, why do you think that is?

Why Are Implications Important?

You need implications for the following reasons:

● To reflect on what you set out to accomplish in the first place

● To see if there’s a change to the initial perspective, now that you’ve collected the data

● To inform your audience, who might be curious about the impact of your research

How to Write an Implications Section

Usually, you write your research implications in the discussion section of your paper. This is the section before the conclusion when you discuss all the hard work you did. Additionally, you’ll write the implications section before making recommendations for future research.

Implications should begin with what you discovered in your study, which differs from what previous studies found, and then you can discuss the implications of your findings.

Your implications need to be specific, meaning you should show the exact contributions of your research and why they’re essential. They should also begin with a specific sentence structure.

Examples of starting implication sentences:

●  These results build on existing evidence of…

●  These findings suggest that…

●  These results should be considered when…

●  While previous research has focused on x , these results show that y …

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

You should write your implications after you’ve stated the results of your research. In other words, summarize your findings and put them into context.

The result : One study found that young learners enjoy short activities when learning a foreign language.

The implications : This result suggests that foreign language teachers use short activities when teaching young learners, as they positively affect learning.

 Example 2

The result : One study found that people who listen to calming music just before going to bed sleep better than those who watch TV.

The implications : These findings suggest that listening to calming music aids sleep quality, whereas watching TV does not.

To summarize, remember these key pointers:

●  Implications are the impact of your findings on the field of study.

●  They serve as a reflection of the research you’ve conducted.              

●  They show the specific contributions of your findings and why the audience should care.

●  They can be practical or theoretical.

●  They aren’t the same as recommendations.

●  You write them in the discussion section of the paper.

●  State the results first, and then state their implications.

Are you currently working on a thesis or dissertation? Once you’ve finished your paper (implications included), our proofreading team can help ensure that your spelling, punctuation, and grammar are perfect. Consider submitting a 500-word document for free.

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

3-minute read

How to Insert a Text Box in a Google Doc

Google Docs is a powerful collaborative tool, and mastering its features can significantly enhance your...

2-minute read

How to Cite the CDC in APA

If you’re writing about health issues, you might need to reference the Centers for Disease...

5-minute read

Six Product Description Generator Tools for Your Product Copy

Introduction If you’re involved with ecommerce, you’re likely familiar with the often painstaking process of...

What Is a Content Editor?

Are you interested in learning more about the role of a content editor and the...

The Benefits of Using an Online Proofreading Service

Proofreading is important to ensure your writing is clear and concise for your readers. Whether...

6 Online AI Presentation Maker Tools

Creating presentations can be time-consuming and frustrating. Trying to construct a visually appealing and informative...

Make sure your writing is the best it can be with our expert English proofreading and editing.

• Manuscript Preparation

What are Implications in Research?

• 3 minute read
• 93.5K views

Table of Contents

Manuscripts that do not mention the implications of the study are often desk-rejected by journals. What constitutes the ‘implications’ of research, and why is it important to include research implications in your manuscript?

Research implications: An overview

Once you have laid out the key findings in your paper, you have to discuss how they will likely impact the world. What is the significance of your study to policymakers, the lay person, or other researchers? This speculation, made in good faith, constitutes your study’ implications.

A research paper that does not explain the study’s importance in light of its findings exists in a vacuum. The paper may be relevant to you, the author, and some of your co-workers. But it is unclear how others will benefit from reading it.

How can the findings of your study help create a better world? What can we infer from your conclusion about the current state of research in your field or the quality of methods you employed? These are all important implications of your study.

You cannot predict how your study will influence the world or research in the future. You can only make reasonable speculations. In order to ensure that the implications are reasonable, you have to be mindful of the limitations of your study.

In the research context, only speculations supported by data count as valid implications. If the implications you draw do not logically follow the key findings of your study, they may sound overblown or outright preposterous.

Suppose your study evaluated the effects of a new drug in the adult population. In that case, you could not honestly speculate on how the drug will impact paediatric care. Thus, the implications you draw from your study cannot exceed its scope.

Practical implications

Imagine that your study found a popular type of cognitive therapy to be ineffective in treating insomnia. Your findings imply that psychologists using this type of therapy were not seeing actual results but an expectancy effect. Studies that can potentially impact real-world problems by prompting policy change or change in treatments have practical implications.

It can be helpful to understand the difference between an implication of your study and a recommendation. Suppose your study compares two or more types of therapy, ranks them in the order of effectiveness, and explicitly asks clinicians to follow the most effective type. The suggestion made in the end constitutes a ‘recommendation’ and not an ‘implication’.

Theoretical implications

Are your findings in line with previous research? Did your results validate the methods used in previous research or invalidate them? Has your study discovered a new and helpful way to do experiments? Speculations on how your findings can potentially impact research in your field of study are theoretical implications.

The main difference between practical and theoretical implications is that theoretical implications may not be readily helpful to policymakers or the public.

How to Write Implications in Research

Implications usually form an essential part of the conclusion section of a research paper. As we have mentioned in a previous article, this section starts by summarising your work, but this time emphasises your work’s significance .

While writing the implications, it is helpful to ask, “who will benefit the most from reading my paper?”—policymakers, physicians, the public, or other researchers. Once you know your target population, explain how your findings can help them.

Think about how the findings in your study are similar or dissimilar to the findings of previous studies. Your study may reaffirm or disprove the results of other studies. This is an important implication.

Suggest future directions for research in the subject area in light of your findings or further research to confirm your findings. These are also crucial implications.

Do not try to exaggerate your results, and make sure your tone reflects the strength of your findings. If the implications mentioned in your paper are convincing, it can improve visibility for your work and spur similar studies in your field.

For more information on the importance of implications in research, and guidance on how to include them in your manuscript, visit Elsevier Author Services now!

Differentiating between the abstract and the introduction of a research paper

• Research Process

Writing a good review article

You may also like.

Make Hook, Line, and Sinker: The Art of Crafting Engaging Introductions

Can Describing Study Limitations Improve the Quality of Your Paper?

A Guide to Crafting Shorter, Impactful Sentences in Academic Writing

6 Steps to Write an Excellent Discussion in Your Manuscript

How to Write Clear and Crisp Civil Engineering Papers? Here are 5 Key Tips to Consider

The Clear Path to An Impactful Paper: ②

The Essentials of Writing to Communicate Research in Medicine

Changing Lines: Sentence Patterns in Academic Writing

Input your search keywords and press Enter.

We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy

• A Research Guide
• Research Paper Guide

How to Write Implications in Research

• Implications definition
• Recommendations vs implications
• Types of implications in research
• Step-by-step implications writing guide

Research implications examples

What the implications of the research definition?

• Theoretical implications stand for all the new additions to theories that have already been presented in the past. At the same time, one can use a totally new theory that provides a background and a framework for a study.
• Practical implications are about potential consequences that show the practical side of things.

Recommendations VS Implications

• Implied content versus proposed writing. It means that an implication should provide an outcome from your study. The recommendation is always based on the outcome, along with your words as a personal opinion.
• Potential impact a study may have versus a specific act. When you are composing your research paper, your implications have the purpose of discussing how the findings of the study matter. They should tell how your research has an impact on the subject that you address. Now, unlike the implications section of the research paper, recommendations refer to peculiar actions or steps you must take. They should be based on your opinion precisely and talk about what must be done since your research findings confirm that.

What are the types of implications in research?

• Political implications. These are mostly common for Law and Political Sciences students basing implications on a certain study, a speech, or legislative standards. It is a case when implications and recommendations can also be used to achieve an efficient result.
• Technological implications. When dealing with a technological implication, it serves as special implications for future research manuals where you discuss the study with several examples. Do not use a methodology in this section, as it can only be mentioned briefly.
• Findings related to policies. When you have implemented a special policy or you are dealing with a medical or legal finding, you should add it to your policy. Adding an implications section is necessary when it must be highlighted in your research.
• Topical (subject) implications. These are based on your subject and serve as a way to clarify things or as a method to narrow things down by supporting the finding before it is linked to a thesis statement or your main scientific argument.

Step-by-step implications in research writing guide

Step 1: talk about what has been discovered in your research., step 2: name the differences compared to what previous studies have found., step 3: discuss the implications of your findings., step 4: add specific information to showcase your contributions., step 5: match it with your discussion and thesis statement..

Green energy can benefit from the use of vertical turbines versus horizontal turbines due to construction methods and saving costs. 

The use of AI-based apps that contain repetition and grammar-checking will help ESL students and learners with special needs. 

Most studies provide more research on the social emphasis that influences the problem of bullying in the village area. It points out that most people have different cultural behavior where the problem of bullying is approached differently.

If you encounter challenges in terms of precise replication, you can use a CR genetic code to follow the policies used in 1994. Considering the theoretical limitations, it is necessary to provide exact theories and practical steps. It will help to resolve the challenge and compare what has been available back then. It will help to trace the temporal backline. 

• Writing a Research Paper
• Research Paper Title
• Research Paper Sources
• Research Paper Problem Statement
• Research Paper Thesis Statement
• Hypothesis for a Research Paper
• Research Question
• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
• Research Paper Format
• Research Paper Styles
• AMA Style Research Paper
• MLA Style Research Paper
• Chicago Style Research Paper
• APA Style Research Paper
• Research Paper Structure
• Research Paper Cover Page
• Research Paper Abstract
• Research Paper Introduction
• Research Paper Body Paragraph
• Research Paper Literature Review
• Research Paper Background
• Research Paper Methods Section
• Research Paper Results Section
• Research Paper Discussion Section
• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

Receive paper in 3 Hours!

• Choose the number of pages.
• Select your deadline.
• Complete your order.

Number of Pages

550 words (double spaced)

Deadline: 10 days left

By clicking "Log In", you agree to our terms of service and privacy policy . We'll occasionally send you account related and promo emails.

Sign Up for your FREE account

Get a 50% off

Study smarter with Chegg and save your time and money today!

Implications in research: A quick guide

Last updated

11 January 2024

Reviewed by

Implications are a bridge between data and action, giving insight into the effects of the research and what it means. It's a chance for researchers to explain the  why  behind the research. 

When writing a research paper , reviewers will want to see you clearly state the implications of your research. If it's missing, they’ll likely reject your article. 

Let's explore what research implications are, why they matter, and how to include them in your next article or research paper. 

• What are implications in research?

Research implications are the consequences of research findings. They go beyond results and explore your research’s ramifications. 

Researchers can connect their research to the real-world impact by identifying the implications. These can inform further research, shape policy, or spark new solutions to old problems. 

Always clearly state your implications so they’re obvious to the reader. Never leave the reader to guess why your research matters. While it might seem obvious to you, it may not be evident to someone who isn't a subject matter expert. 

For example, you may do important sociological research with political implications. If a policymaker can't understand or connect those implications logically with your research, it reduces your impact.

• What are the key features of implications?

When writing your implications, ensure they have these key features: 

Implications should be clear, concise, and easily understood by a broad audience. You'll want to avoid overly technical language or jargon. Clearly stating your implications increases their impact and accessibility. 

Implications should link to specific results within your research to ensure they’re grounded in reality. You want them to demonstrate an impact on a particular field or research topic . 

Evidence-based

Give your implications a solid foundation of evidence. They need to be rational and based on data from your research, not conjecture. An evidence-based approach to implications will lend credibility and validity to your work.

Implications should take a balanced approach, considering the research's potential positive and negative consequences. A balanced perspective acknowledges the challenges and limitations of research and their impact on stakeholders. 

Future-oriented

Don't confine your implications to their immediate outcomes. You can explore the long-term effects of the research, including the impact on future research, policy decisions, and societal changes. Looking beyond the immediate adds more relevance to your research. 

When your implications capture these key characteristics, your research becomes more meaningful, impactful, and engaging. 

• Types of implications in research

The implications of your research will largely depend on what you are researching. 

However, we can broadly categorize the implications of research into two types: 

Practical: These implications focus on real-world applications and could improve policies and practices.

Theoretical: These implications are broader and might suggest changes to existing theories of models of the world. 

You'll first consider your research's implications in these two broad categories. Will your key findings have a real-world impact? Or are they challenging existing theories? 

Once you've established whether the implications are theoretical or practical, you can break your implication into more specific types. This might include: 

Political implications: How findings influence governance, policies, or political decisions

Social implications: Effects on societal norms, behaviors, or cultural practices

Technological implications: Impact on technological advancements or innovation

Clinical implications: Effects on healthcare, treatments, or medical practices

Commercial or business-relevant implications: Possible strategic paths or actions

Implications for future research: Guidance for future research, such as new avenues of study or refining the study methods

When thinking about the implications of your research, keep them clear and relevant. Consider the limitations and context of your research. 

For example, if your study focuses on a specific population in South America, you may not be able to claim the research has the same impact on the global population. The implication may be that we need further research on other population groups. 

• Understanding recommendations vs. implications

While "recommendations" and "implications" may be interchangeable, they have distinct roles within research.

Recommendations suggest action. They are specific, actionable suggestions you could take based on the research. Recommendations may be a part of the larger implication. 

Implications explain consequences. They are broader statements about how the research impacts specific fields, industries, institutions, or societies. 

Within a paper, you should always identify your implications before making recommendations. 

While every good research paper will include implications of research, it's not always necessary to include recommendations. Some research could have an extraordinary impact without real-world recommendations. 

• How to write implications in research

Including implications of research in your article or journal submission is essential. You need to clearly state your implications to tell the reviewer or reader why your research matters. 

Because implications are so important, writing them can feel overwhelming.

Here’s our step-by-step guide to make the process more manageable:

1. Summarize your key findings

Start by summarizing your research and highlighting the key discoveries or emerging patterns. This summary will become the foundation of your implications. 

2. Identify the implications

Think critically about the potential impact of your key findings. Consider how your research could influence practices, policies, theories, or societal norms. 

Address the positive and negative implications, and acknowledge the limitations and challenges of your research. 

If you still need to figure out the implications of your research, reread your introduction. Your introduction should include why you’re researching the subject and who might be interested in the results. This can help you consider the implications of your final research. 

3. Consider the larger impact

Go beyond the immediate impact and explore the implications on stakeholders outside your research group. You might include policymakers, practitioners, or other researchers.

4. Support with evidence

Cite specific findings from your research that support the implications. Connect them to your original thesis statement. 

You may have included why this research matters in your introduction, but now you'll want to support that implication with evidence from your research. 

Your evidence may result in implications that differ from the expected impact you cited in the introduction of your paper or your thesis statement. 

5. Review for clarity

Review your implications to ensure they are clear, concise, and jargon-free. Double-check that your implications link directly to your research findings and original thesis statement. 

Following these steps communicates your research implications effectively, boosting its long-term impact. 

Where do implications go in your research paper?

Implications often appear in the discussion section of a research paper between the presentation of findings and the conclusion. 

Putting them here allows you to naturally transition from the key findings to why the research matters. You'll be able to convey the larger impact of your research and transition to a conclusion.

• Examples of research implications

Thinking about and writing research implications can be tricky. 

To spark your critical thinking skills and articulate implications for your research, here are a few hypothetical examples of research implications: 

Teaching strategies

A study investigating the effectiveness of a new teaching method might have practical implications for educators. 

The research might suggest modifying current teaching strategies or changing the curriculum’s design. 

There may be an implication for further research into effective teaching methods and their impact on student testing scores. 

Social media impact

A research paper examines the impact of social media on teen mental health. 

Researchers find that spending over an hour on social media daily has significantly worse mental health effects than 15 minutes. 

There could be theoretical implications around the relationship between technology and human behavior. There could also be practical implications in writing responsible social media usage guidelines. 

Disease prevalence

A study analyzes the prevalence of a particular disease in a specific population. 

The researchers find this disease occurs in higher numbers in mountain communities. This could have practical implications on policy for healthcare allocation and resource distribution. 

There may be an implication for further research into why the disease appears in higher numbers at higher altitudes.

These examples demonstrate the considerable range of implications that research can generate.

Clearly articulating the implications of research allows you to enhance the impact and visibility of your work as a researcher. It also enables you to contribute to societal advancements by sharing your knowledge.

The implications of your work could make positive changes in the world around us.

Get started today

Go from raw data to valuable insights with a flexible research platform

Editor’s picks

Last updated: 21 December 2023

Last updated: 16 December 2023

Last updated: 6 October 2023

Last updated: 25 November 2023

Last updated: 12 May 2023

Last updated: 15 February 2024

Last updated: 11 March 2024

Last updated: 12 December 2023

Last updated: 18 May 2023

Last updated: 6 March 2024

Last updated: 10 April 2023

Last updated: 20 December 2023

Latest articles

Related topics, log in or sign up.

Get started for free

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

What Are Implications in Research? | Examples & Tips

As a researcher, you know you need to provide a background for your study and a clear rationale and to formulate the statement of the problem in a way that leaves no doubt that your work is relevant and important. You also need to guide the reader carefully through your story from beginning to end without leaving any methodological questions unanswered. 

But many authors, when arriving at the end of their paper, run out of steam or lose the thread a bit and struggle with finding an ending for their work. Something can then appear missing, even if the discussion section summarizes the findings clearly, relates them back to the questions raised in the introduction section , and discusses them in the context of earlier works. A tired author who just made it to the end can often not see these missing elements and may finish off their paper with a conclusion section that is more or less a repetition of what has already been stated. After all, what more is there to be said? 

But as sure as the sun will rise again the day after you finally submitted, you will get your paper back from your supervisor or the reviewers with a comment that says, “implications are missing.” For a reader who is not as invested in every little detail of your design and analyses, the main questions that a paper has to answer are “why was this study necessary?” and “why are the findings of this study significant, and for whom, and what are we supposed to do with them now?” The latter are the implications of your work. 

Didn’t I explain the implications in my introduction section?

You will hopefully have already explained why and for whom your study is important. But you now also need to clearly state how you think your actual findings (which might differ from what you expected to find at the beginning) may be relevant and/or can be used in practical or theoretical ways, for future research, or by policymakers. These implications need to be based on your study’s parameters and results, and potential limitations of your methodology or sample should be taken into account to avoid overgeneralization. 

If you make the reader guess what the significance of your work might be or let them assume you don’t think that your work will be important for anyone except yourself and your colleagues who share your enthusiasm because they are working on the same topic, then an editor or reviewer might easily see that as a reason for a desk-reject. To avoid this, in the following, we will give you an overview of the different types of implications that research findings can have, provide some examples for your inspiration, and clarify where your implications should go in your paper. 

Table of Contents:

• Types of Implications in Research

Recommendations Versus Implications 

• Research Implications Examples 
• Where Do the Implications Go in Your paper?

Types of Implications in Research 

Depending on the type of research you are doing (clinical, philosophical, political…) the implications of your findings can likewise be clinical, philosophical, political, social, ethical—you name it. The most important distinction, however, is the one between practical implications and theoretical implications, and what many reviewers immediately notice and flag as an issue is when there is no mention of any kind of practical contribution of the work described in a paper. 

Of course, if you study a mathematical theory, then your findings might simply lead to the debunking of another theory as false, and you might need to do some mental gymnastics if you really wanted to apply that to a real-world problem. But chances are, in that case, your reviewers and readers won’t ask for a real-world implication. In most other cases, however, if you really want to convince your audience that your work deserves attention, publication, prizes, and whatnot, then you need to link whatever you did in the lab or found in the library to real life and highlight how your findings might have a lasting effect on your field (for example, methodologically), common practices (e.g., patient treatment or teaching standards), society at large (maybe the way we communicate), or ethical standards (e.g., in animal research). 

The question is not whether your findings will change the world, but whether they could if they were publicized and implemented—according to the Merriam-Webster online dictionary , the essential meaning of implication is a “possible future effect or result”. This possible result is what you have to identify and describe. And while being creative is certainly allowed, make sure your assumptions stay within realistic expectations, and don’t forget to take the limitations of your methodology or your sample into account. 

If you studied the genetic basis of a disease in some animal model, then make sure you have good reason to draw conclusions about the treatment of the same disease in humans if you don’t want to put off the editor who decides whether to even send your manuscript out for review. Likewise, if you explored the effects of the Covid-19 pandemic on higher education institutions in your country, then make sure the conclusions you draw hold in the context of other countries’ pandemic situations and restrictions and differences across education systems before you claim that they are relevant in a global context. 

Implications, as we already explored, state the importance of your study and how your findings may be relevant for the fine-tuning of certain practices, theoretical models, policymaking, or future research studies. As stated earlier, that does not necessarily mean that you believe your findings will change the world tomorrow, but that you have reason to believe they could have an impact in a specific way. Recommendations, on the other hand, are specific suggestions regarding the best course of action in a certain situation based on your findings. If, for example, you used three different established methods in your field to tackle the same problem, compared the outcomes, and concluded that one of these methods is, in fact, insufficient and should not be used anymore, then that is a recommendation for future research. 

Or if you analyzed how a monetary “Corona support program” in your country affected the local economy and found that most of the money the government provided went to Amazon and not to local businesses, then you can recommend that your government come up with a better plan next time. Such specific recommendations should usually follow the implications, not the other way around, because you always need to identify the implications of your work, but not every study allows the author to make practical suggestions or real-world recommendations.

Research Implications Examples

Clinical implications  .

Let’s say you discovered a new antibiotic that could eliminate a specific pathogen effectively without generating resistance (the main problem with antibiotics). The clinical implications of your findings would then be that infections with this pathogen could be more rapidly treated than before (without you predicting or suggesting any specific action to happen as a result of your findings). A recommendation would be that doctors should start using this new antibiotic, that it should be included in the official treatment guidelines, that it should be covered by the national health insurance of your country, etc.—but depending on how conclusive your findings are or how much more research or development might be needed to get from your findings to the actual medication, such recommendations might be a big stretch. The implications, however, since they state the potential of your findings, are valid in any case and should not be missing from your discussion section, even if your findings are just one small step along the way.

Social implications 

The social implications of the study are defined as the ability or potential of research to impact society in visible ways. One of the obvious fields of research that strives for a social impact through the implementation of evidence that increases the overall quality of people’s lives is psychology. Whether your research explores the new work-life-balance movement and its effect on mental well-being, psychological interventions at schools to compensate for the stress many children are experiencing since the beginning of the Covid-19 pandemic, or how work from home is changing family dynamics, you can most likely draw conclusions that go beyond just your study sample and describe potential (theoretical or practical) effects of your findings in the real world. Be careful, however, that you don’t overgeneralize from your sample or your data to the general population without having solid reasons to do so (and explain those reasons).

Implications for future research

Even if your findings are not going to lead to societal changes, new educational policies, or an overhaul of the national pension system, they might have important implications for future research studies. Maybe you used a new technique that is more precise or more efficient or way cheaper than existing methods and this could enable more labs around the world to study a specific problem. Or maybe you found that a gene that is known to be involved in one disease might also be involved in another disease, which opens up new avenues for research and treatment options. As stated earlier, make sure you don’t confuse recommendations (which you might not be able to make, based on your findings, and don’t necessarily have to) with implications, which are the potential effect that your findings could have—independently of whether you have any influence on that. 

Where Do the Implications Go in Your Paper? 

The implications are part of your discussion section, where you summarize your findings and then put them into context—this context being earlier research but also the potential effect your findings could have in the real world, in whatever scenario you think might be relevant. There is no “implication section” and no rule as to where in the discussion section you need to include these details because the order of information depends on how you structured your methods and your results section and how your findings turned out to prove or disprove your hypotheses. You simply need to work the potential effects of your findings into your discussion section in a logical way.

But the order of information is relevant when it comes to your conclusion at the very end of your discussion section: Here, you start with a very short summary of your study and results, then provide the (theoretical, practical, ethical, social, technological…) implications of your work, and end with a specific recommendation if (and only if) your findings call for that. If you have not paid attention to the importance of your implications while writing your discussion section, then this is your chance to fix that before you finalize and submit your paper and let an editor and reviewers judge the relevance of your work. 

Make sure you do not suddenly come up with practical ideas that look like they were plucked out of the air because someone reminded you to “add some implications” at the last minute. If you don’t know where to start, then go back to your introduction section, look at your rationale and research questions, look at how your findings answered those questions, and ask yourself who else could benefit from knowing what you know now.

Consider Using English Editing Services 

And before you submit your manuscript to your target journal’s editor, be sure to get professional English editing services from Wordvice, including academic editing and manuscript editing , which are tailored to the needs of your paper’s subject area. If you need instant proofreading while drafting your work, check out our online AI text editor , Wordvice AI, which is trained on millions of words of academic writing data and tailored for research writers.

For more advice on how to write all the different parts of your research paper , on how to make a research paper outline if you are struggling with putting everything you did together, or on how to write the best cover letter that will convince an editor to send your manuscript out for review, head over to the Wordvice academic resources pages, where we have dozens of helpful articles and videos on research writing and publications.

When you choose to publish with PLOS, your research makes an impact. Make your work accessible to all, without restrictions, and accelerate scientific discovery with options like preprints and published peer review that make your work more Open.

• PLOS Biology
• PLOS Climate
• PLOS Complex Systems
• PLOS Computational Biology
• PLOS Digital Health
• PLOS Genetics
• PLOS Global Public Health
• PLOS Medicine
• PLOS Mental Health
• PLOS Neglected Tropical Diseases
• PLOS Pathogens
• PLOS Sustainability and Transformation
• PLOS Collections
• How to Write Discussions and Conclusions

The discussion section contains the results and outcomes of a study. An effective discussion informs readers what can be learned from your experiment and provides context for the results.

What makes an effective discussion?

When you’re ready to write your discussion, you’ve already introduced the purpose of your study and provided an in-depth description of the methodology. The discussion informs readers about the larger implications of your study based on the results. Highlighting these implications while not overstating the findings can be challenging, especially when you’re submitting to a journal that selects articles based on novelty or potential impact. Regardless of what journal you are submitting to, the discussion section always serves the same purpose: concluding what your study results actually mean.

A successful discussion section puts your findings in context. It should include:

• the results of your research,
• a discussion of related research, and
• a comparison between your results and initial hypothesis.

Tip: Not all journals share the same naming conventions.

You can apply the advice in this article to the conclusion, results or discussion sections of your manuscript.

Our Early Career Researcher community tells us that the conclusion is often considered the most difficult aspect of a manuscript to write. To help, this guide provides questions to ask yourself, a basic structure to model your discussion off of and examples from published manuscripts. 

Questions to ask yourself:

• Was my hypothesis correct?
• If my hypothesis is partially correct or entirely different, what can be learned from the results? 
• How do the conclusions reshape or add onto the existing knowledge in the field? What does previous research say about the topic? 
• Why are the results important or relevant to your audience? Do they add further evidence to a scientific consensus or disprove prior studies? 
• How can future research build on these observations? What are the key experiments that must be done? 
• What is the “take-home” message you want your reader to leave with?

How to structure a discussion

Trying to fit a complete discussion into a single paragraph can add unnecessary stress to the writing process. If possible, you’ll want to give yourself two or three paragraphs to give the reader a comprehensive understanding of your study as a whole. Here’s one way to structure an effective discussion:

Writing Tips

While the above sections can help you brainstorm and structure your discussion, there are many common mistakes that writers revert to when having difficulties with their paper. Writing a discussion can be a delicate balance between summarizing your results, providing proper context for your research and avoiding introducing new information. Remember that your paper should be both confident and honest about the results! 

• Read the journal’s guidelines on the discussion and conclusion sections. If possible, learn about the guidelines before writing the discussion to ensure you’re writing to meet their expectations. 
• Begin with a clear statement of the principal findings. This will reinforce the main take-away for the reader and set up the rest of the discussion. 
• Explain why the outcomes of your study are important to the reader. Discuss the implications of your findings realistically based on previous literature, highlighting both the strengths and limitations of the research. 
• State whether the results prove or disprove your hypothesis. If your hypothesis was disproved, what might be the reasons? 
• Introduce new or expanded ways to think about the research question. Indicate what next steps can be taken to further pursue any unresolved questions. 
• If dealing with a contemporary or ongoing problem, such as climate change, discuss possible consequences if the problem is avoided. 
• Be concise. Adding unnecessary detail can distract from the main findings. 

Don’t

• Rewrite your abstract. Statements with “we investigated” or “we studied” generally do not belong in the discussion. 
• Include new arguments or evidence not previously discussed. Necessary information and evidence should be introduced in the main body of the paper. 
• Apologize. Even if your research contains significant limitations, don’t undermine your authority by including statements that doubt your methodology or execution. 
• Shy away from speaking on limitations or negative results. Including limitations and negative results will give readers a complete understanding of the presented research. Potential limitations include sources of potential bias, threats to internal or external validity, barriers to implementing an intervention and other issues inherent to the study design. 
• Overstate the importance of your findings. Making grand statements about how a study will fully resolve large questions can lead readers to doubt the success of the research. 

Snippets of Effective Discussions:

Consumer-based actions to reduce plastic pollution in rivers: A multi-criteria decision analysis approach

Identifying reliable indicators of fitness in polar bears

• How to Write a Great Title
• How to Write an Abstract
• How to Write Your Methods
• How to Report Statistics
• How to Edit Your Work

The contents of the Peer Review Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Nicolini D, Powell J, Korica M. Keeping knowledgeable: how NHS chief executive officers mobilise knowledge and information in their daily work. Southampton (UK): NIHR Journals Library; 2014 Aug. (Health Services and Delivery Research, No. 2.26.)

Keeping knowledgeable: how NHS chief executive officers mobilise knowledge and information in their daily work.

Chapter 6 conclusions, implications of the study and directions for future research.

In this study, we have sought to respond to a number of research questions related to how knowledge mobilisation is understood, performed and enacted in everyday working practice of NHS trust CEOs in England. We have asked in particular what are the material practices and organisational arrangements through which NHS trust CEOs make themselves knowledgeable, how different types of ‘evidence’ or information are brought to bear in their daily activities, and whether specific organisational arrangements support or hinder their processes of knowledge mobilisation (i.e. what is the practical influence of context on this process). In this chapter, we conclude by briefly foregrounding some of the study’s implications for practice, and some of the directions for future research that stem from the project.

• Implications for practice

Our main aim in this study was to address the almost total lack of research evidence on what it means to mobilise knowledge when operating at the very top of English NHS organisations. We have done so by directly observing and reporting on the daily work of seven trust CEOs, with special attention to the practices whereby these executives made themselves knowledgeable for all practical purposes, as dictated by their specific job.

Accordingly, the first major practical contribution of the present research is that it provides much needed empirical data on the actual jobs of NHS trust CEOs, their mundane preoccupations, what they do most of the time and with what in mind. This information is important given that the only other comparable study dates back more than 30 years. 104 Recounting in depth the activities of CEOs will allow policy-makers, trainers, consultants and others to design initiatives, tools and actions based on what NHS CEOs actually do and where they are now in terms of their practice (rather than what they think they should be doing). For example, authors of policy documents could take note that that most of the time CEOs will not read them directly and are likely to pass them to one of their immediate collaborators. This will allow them to redesign their documents accordingly. Many others could derive similar implications from most of our findings. Our study thus responds to the call made by, among others, Gabbay and Le May, 7 who highlighted as problematic

the glaring disparity between the policy makers’ methods for trying to promote EBP and what social scientists, philosophers, psychologists – and just about anyone who studied such things – have long told us about the nature of knowledge and how it gets used in the real world.

In this sense, we believe that our research is especially timely in the aftermath of the Francis report, 100 which calls on NHS managers to become more open to scrutiny and challenge. If an inaccurate idea of what it means to be ‘evidence-based’ is adopted as a consequence of this (i.e. one that equates EBP with one of the normative models we criticised above), CEOs and other managers may be driven towards a largely ceremonial adoption of EBP. This may result in a focus on creating audit trails of ‘evidence’ before making decisions, rather than improving the practices through which they make themselves knowledgeable; and may result in excluding, rather than giving more prominence to, ‘mundane’ types of evidence, such as patients’ experience. While this type of information could constitute a critical source of intelligence, the risk is that it is disregarded or not valued enough simply because it does not fit the traditional formal idea of what constitutes ‘evidence’.

A second important implication of our study derives from our finding on the uniqueness of the knowledge and information work carried out by NHS CEOs as part of the TMT. Our findings point to a specific set of capabilities, information sources, decision styles and strategies, and attitudes towards knowledge and evidence that may set apart the work of the CEO from that of other members of the executive team. Although analysing our data with a view to identifying and codifying these skills and behaviours goes beyond the remit of the current project, contacts have already been established with the appropriate institutions (including the NHS Leadership Academy and the Institute of Healthcare Management) to explore how this can be achieved collaboratively in the near future.

A third implication stems from our reframing of the issue of how to nurture and support the knowledgeability of CEOs in developmental, rather than instrumental, ways. Our findings suggest in fact that knowledge mobilisation, understood as a series of practices and tools that support, foster or hamper the continually evolving knowledgeability of a CEO, is a personal and organisational capability that can and needs to be learned and refined as one’s perceived context and tasks change over time. Accordingly, our research suggests that we need to abandon the simplistic instrumental view that asks ‘what knowledge products are more suited to CEOs?’ or ‘what technology should we give to CEOs to make them better decision-makers?’ Instead, the issue of how to nurture and support the knowledgeability of CEOs may need to be addressed in terms of how such a capability could be taught, developed and improved through a reflective and continual monitoring of one’s personal infrastructure of knowledgeability.

In this sense, although our research falls short of developing a fully formed diagnostic tool (given its exploratory nature), it clearly signposts the main dimensions of a framework for reflecting on the personal knowledgeability infrastructure of NHS executives. Such dimensions, which derive from our model summarised in Figure 8 above, suggest that executives critically reflect on the following fundamental questions:

• What kind of a manager/CEO do I wish to be, or need to be at the moment in my context?
• What is the nature of my organisational and institutional context right now?
• What is the nature of my work at present (e.g. pace, structures, people)?
• What personal style do I tend to adopt (i.e. where does the CEO sit on the various continua concerning foci of work, e.g. internal/external, operational/strategic)?
• Do I have the right infrastructure in place (both people and objects, e.g. trusted deputies, live IT performance system, informal ward visits) to allow me to be the kind of manager I wish or need to be? If not, what do I need to change?

The framework, which is graphically summarised in Figure 9 , is premised on the notion that each choice of ‘what works’ is individual to the CEO working in situ, and involves certain advantages and drawbacks, which, if they are pragmatically known and continually reflected on and managed by the CEO, can facilitate crucial processes of capacity building over time. The framework also suggests that we should abandon the idea of a silver bullet or ‘one best way’ to address the issue of knowledge mobilisation and how to make managerial work more ‘evidence-based’. The suggestion instead is to embrace more individual-centred and context-sensitive approaches and solutions.

A signposting framework for reflecting on one’s knowledgeability infrastructure.

Finally, our study provides indications to recruiters regarding a number of desirable and necessary skills that future CEOs may need to have or develop in order to carry out their jobs. Again, contacts have been established between the research team and a number of NHS bodies so that the findings of the present study can be incorporated in the existing and future capability-building frameworks.

• Implications for future research

Our study, being of an exploratory and interpretive nature, raises a number of opportunities for future research, both in terms of theory development and concept validation. More research will in fact be necessary to refine and further elaborate our novel findings.

First, while we have generated a number of new and we believe useful conceptual categories, given the in-depth sampling strategy focused on exploring the work of seven trust CEOs, very little can be said of the nature of information work of the larger population of NHS CEOs in England. Our study could thus be extended in search of statistical, rather than analytical, generalisability, as we have sought here.

Second, our study offers the opportunity to refine and validate the concepts and constructs that emerged from our inductive analysis. For example, the idea of a personal knowledgeability infrastructure will need further refinement and elaboration, in terms of both its component elements and its internal dynamics. One could also ask whether and to what extent it is possible to identify different ideal types of knowledgeable managers, so that a typology of managerial forms of knowledgeability can be constructed.

The model discussed in Figure 9 could also be used to generate a number of hypotheses for further empirical testing using a broader sample and quantitative research methods. Questions could include the following:

• Is there a statistical correlation between the type of personal infrastructure of knowledgeability, its elements, and the personality of the CEO (e.g. in terms of Myers–Briggs indicators)?
• Is there a statistical correlation between practices of knowledge mobilisation and other outcome measures, such as financial performance, regulatory compliance or dimensions captured by the NHS Staff Survey?
• Is there a systematic correlation between the types of organisation and the information work carried out by top managers (i.e. are the distinctions we outlined in this report supported by further evidence)?

The study could also be extended in longitudinal and comparative ways. For example, here we have hypothesised that CEOs will adapt their styles and practices of knowledge mobilisation in relation to career development and experience. Further research could elaborate on this point, providing precious information to selection panels and training bodies. Further research could also take a historical perspective and ask if the work of top NHS executives has significantly changed in the last several decades, including a significant shift in skills and attitude (and if it should have occurred). Again, this would provide valuable information to those tasked with selecting or developing top managers in the NHS. Finally, comparative questions can also be asked with regard to differences between executives in the NHS and other health-care systems (e.g. Canada, New Zealand, the USA and Europe), as well as the NHS and other sectors.

Finally, as discussed in Chapter 3 , Limitations of the study , further work is necessary to examine the practices of knowledge mobilisation and information work at the level of the executive management team, and from the particular perspectives of the individual directors, rather than the CEO alone, as we have done here. Further research can thus shed light on the dynamics of knowledge circulation, sharing and exchange among this particular group of individuals, asking what sort of infrastructure they need, both individually and as a group, to support the knowledgeability of the top team. Such research, which could and should examine the processes whereby information and data are turned into actionable ‘evidence’, could also extend to existing and new supporting structures, such as the Academic Health Science Networks, in order to consider their role in practice.

Included under terms of UK Non-commercial Government License .

• Cite this Page Nicolini D, Powell J, Korica M. Keeping knowledgeable: how NHS chief executive officers mobilise knowledge and information in their daily work. Southampton (UK): NIHR Journals Library; 2014 Aug. (Health Services and Delivery Research, No. 2.26.) Chapter 6, Conclusions, implications of the study and directions for future research.
• PDF version of this title (1.3M)

In this Page

Other titles in this collection.

• Health Services and Delivery Research

Recent Activity

• Conclusions, implications of the study and directions for future research - Keep... Conclusions, implications of the study and directions for future research - Keeping knowledgeable: how NHS chief executive officers mobilise knowledge and information in their daily work

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers

How to Write Limitations of the Study (with examples)

This blog emphasizes the importance of recognizing and effectively writing about limitations in research. It discusses the types of limitations, their significance, and provides guidelines for writing about them, highlighting their role in advancing scholarly research.

Updated on August 24, 2023

No matter how well thought out, every research endeavor encounters challenges. There is simply no way to predict all possible variances throughout the process.

These uncharted boundaries and abrupt constraints are known as limitations in research . Identifying and acknowledging limitations is crucial for conducting rigorous studies. Limitations provide context and shed light on gaps in the prevailing inquiry and literature.

This article explores the importance of recognizing limitations and discusses how to write them effectively. By interpreting limitations in research and considering prevalent examples, we aim to reframe the perception from shameful mistakes to respectable revelations.

What are limitations in research?

In the clearest terms, research limitations are the practical or theoretical shortcomings of a study that are often outside of the researcher’s control . While these weaknesses limit the generalizability of a study’s conclusions, they also present a foundation for future research.

Sometimes limitations arise from tangible circumstances like time and funding constraints, or equipment and participant availability. Other times the rationale is more obscure and buried within the research design. Common types of limitations and their ramifications include:

• Theoretical: limits the scope, depth, or applicability of a study.
• Methodological: limits the quality, quantity, or diversity of the data.
• Empirical: limits the representativeness, validity, or reliability of the data.
• Analytical: limits the accuracy, completeness, or significance of the findings.
• Ethical: limits the access, consent, or confidentiality of the data.

Regardless of how, when, or why they arise, limitations are a natural part of the research process and should never be ignored . Like all other aspects, they are vital in their own purpose.

Why is identifying limitations important?

Whether to seek acceptance or avoid struggle, humans often instinctively hide flaws and mistakes. Merging this thought process into research by attempting to hide limitations, however, is a bad idea. It has the potential to negate the validity of outcomes and damage the reputation of scholars.

By identifying and addressing limitations throughout a project, researchers strengthen their arguments and curtail the chance of peer censure based on overlooked mistakes. Pointing out these flaws shows an understanding of variable limits and a scrupulous research process.

Showing awareness of and taking responsibility for a project’s boundaries and challenges validates the integrity and transparency of a researcher. It further demonstrates the researchers understand the applicable literature and have thoroughly evaluated their chosen research methods.

Presenting limitations also benefits the readers by providing context for research findings. It guides them to interpret the project’s conclusions only within the scope of very specific conditions. By allowing for an appropriate generalization of the findings that is accurately confined by research boundaries and is not too broad, limitations boost a study’s credibility .

Limitations are true assets to the research process. They highlight opportunities for future research. When researchers identify the limitations of their particular approach to a study question, they enable precise transferability and improve chances for reproducibility. 

Simply stating a project’s limitations is not adequate for spurring further research, though. To spark the interest of other researchers, these acknowledgements must come with thorough explanations regarding how the limitations affected the current study and how they can potentially be overcome with amended methods.

How to write limitations

Typically, the information about a study’s limitations is situated either at the beginning of the discussion section to provide context for readers or at the conclusion of the discussion section to acknowledge the need for further research. However, it varies depending upon the target journal or publication guidelines. 

Don’t hide your limitations

It is also important to not bury a limitation in the body of the paper unless it has a unique connection to a topic in that section. If so, it needs to be reiterated with the other limitations or at the conclusion of the discussion section. Wherever it is included in the manuscript, ensure that the limitations section is prominently positioned and clearly introduced.

While maintaining transparency by disclosing limitations means taking a comprehensive approach, it is not necessary to discuss everything that could have potentially gone wrong during the research study. If there is no commitment to investigation in the introduction, it is unnecessary to consider the issue a limitation to the research. Wholly consider the term ‘limitations’ and ask, “Did it significantly change or limit the possible outcomes?” Then, qualify the occurrence as either a limitation to include in the current manuscript or as an idea to note for other projects. 

Writing limitations

Once the limitations are concretely identified and it is decided where they will be included in the paper, researchers are ready for the writing task. Including only what is pertinent, keeping explanations detailed but concise, and employing the following guidelines is key for crafting valuable limitations:

1) Identify and describe the limitations : Clearly introduce the limitation by classifying its form and specifying its origin. For example:

• An unintentional bias encountered during data collection
• An intentional use of unplanned post-hoc data analysis

2) Explain the implications : Describe how the limitation potentially influences the study’s findings and how the validity and generalizability are subsequently impacted. Provide examples and evidence to support claims of the limitations’ effects without making excuses or exaggerating their impact. Overall, be transparent and objective in presenting the limitations, without undermining the significance of the research. 

3) Provide alternative approaches for future studies : Offer specific suggestions for potential improvements or avenues for further investigation. Demonstrate a proactive approach by encouraging future research that addresses the identified gaps and, therefore, expands the knowledge base.

Whether presenting limitations as an individual section within the manuscript or as a subtopic in the discussion area, authors should use clear headings and straightforward language to facilitate readability. There is no need to complicate limitations with jargon, computations, or complex datasets.

Examples of common limitations

Limitations are generally grouped into two categories , methodology and research process .

Methodology limitations

Methodology may include limitations due to:

• Sample size
• Lack of available or reliable data
• Lack of prior research studies on the topic
• Measure used to collect the data
• Self-reported data

The researcher is addressing how the large sample size requires a reassessment of the measures used to collect and analyze the data.

Research process limitations

Limitations during the research process may arise from:

• Access to information
• Longitudinal effects
• Cultural and other biases
• Language fluency
• Time constraints

The author is pointing out that the model’s estimates are based on potentially biased observational studies.

Final thoughts

Successfully proving theories and touting great achievements are only two very narrow goals of scholarly research. The true passion and greatest efforts of researchers comes more in the form of confronting assumptions and exploring the obscure.

In many ways, recognizing and sharing the limitations of a research study both allows for and encourages this type of discovery that continuously pushes research forward. By using limitations to provide a transparent account of the project's boundaries and to contextualize the findings, researchers pave the way for even more robust and impactful research in the future.

Charla Viera, MS

See our "Privacy Policy"

Ensure your structure and ideas are consistent and clearly communicated

Pair your Premium Editing with our add-on service Presubmission Review for an overall assessment of your manuscript.

• Mission Statement
• Editorial Staff
• Subscribe to Our Newsletter

How to Write Teen Characters Without Sounding, Like, Too Old

By integrating new styles of speech into dialogue, authors can give their characters distinctive, believable voices.

Whether it’s the creation of new words, pronunciations, spellings, or grammar features, innovation in language is typically spearheaded by younger speakers. “As with any [language] form involved in change,” Alexandra D’Arcy explains, “adolescents are…not the only members of the community using these forms, but they use them at higher frequencies than older age cohorts within the population” (2007, 402). For writers and editors, this difference provides an excellent opportunity to differentiate characters by how often they use (or don’t use) new language innovations, creating characters that feel innately older or younger to the readers.

THE RESEARCH 

D’Arcy explores this issue in her article “ Like and Language Ideology: Disentangling Fact from Fiction .” Specifically, she examines how the younger generation’s use of the word like has led to multiple myths about its usage that seek to discredit their ways of speaking. Using a corpus of spoken English collected in Toronto, Canada, from 2002 to 2004, D’Arcy dispels the myth that like is meaningless by examining its syntactic use in real conversations.

According to the corpus data, like has two functions: traditional and vernacular. The traditional functions of like include that of verb (“I like this”), noun (“and the like”), adverb (“do it like me”), conjunction (“we are like two moths to a flame”), and suffix (“I enjoy rogue-like games”). The vernacular functions of like include that of quotative complementizer (“he was like…”), approximate adverb (“he’s like six-foot-something”), discourse marker (“like, I don’t want to do that”), and discourse particle (“she’s like so pretty”).

The data D’Arcy collected shows the clear trend that older generations use like in its vernacular functions, but younger generations do so more frequently. Like, in all its forms, appears most frequently in age groups ranging from 10–12 and 17–39 before dropping off to be less frequent in age groups of 40 and older (2007, 389). Repeatedly throughout the article, D’Arcy cites other research backing the claim that this spike in younger generations’ use of like reflects ongoing language change—one such reference, “The Sociolinguistic Distribution of and Attitudes Toward Focuser like and Quotative like ,” is linked below this article.

D’Arcy says, “In recognizing that numerous functions of like are operative in vernacular usage, the myth of meaninglessness is simultaneously demystified.” The vernacular uses of like are logical in their usage, and the lay speaker can easily learn the different uses of the vernacular form. The refusal of a competent English speaker to use these forms of like is not a reflection of the vernacular like ’s illegitimacy but of speakers’ refusal to adapt to normal language change.

“In recognizing that numerous functions of like are operative in vernacular usage, the myth of meaninglessness is simultaneously demystified.” Alexandra D’Arcy (2007)

THE IMPLICATIONS

Like is a useful tool for authors seeking to distinguish the voices of their characters from one another. Younger characters may use the word like in the vernacular ways described by D’Arcy, while older characters may restrain their use of like to its more traditional functions. 

D’Arcy’s research can be applied beyond just like : differing attitudes in any language change can help an author’s world become more real for the reader. Authors can create realistic conflict between characters of different ages by including the different generational usage styles, including the use of slang or vernacular like that D’Arcy studied. Editors can encourage authors to implement this conflict into their stories. 

Through applying these strategies, authors and editors can ensure that young characters sound young and old characters sound old—thereby connecting with their audiences and ensuring that characters have distinct, accurate voices.

To learn more about the different functions of like , read the full article:

D’Arcy, Alexandra. 2007. “ Like and Language Ideology: Disentangling Fact from Fiction.” American Speech 84 no. 4: 386–419. https://doi.org/10.1215/00031283-2007-025 .

—Aaron Green, Editing Research

FEATURE IMAGE BY KAROLINA GRABOWSKA

Find more research

Learn more about like and generational language change by reading Jennifer Daily-O’Cain’s (2003) “The Sociolinguistic Distribution of and Attitudes Toward Focuser like and Quotative like .” Journal of Sociolinguistics no. 4(1): 60–80. https://doi.org/10.1111/1467-9481.00103 .

Read Anna-Brita Strenström’s (n.d.) blog post for an overview of how teens use slang: “From Slang to Slanguage: A Description Based on Teenage Talk.” Linguisticus (blog). Accessed on February 13, 2024. https://linguisticus.wordpress.com/slang-to-slanguage/ .

Read Sali Tagliamonte’s (2016) book to learn more about how teens talk to each other: The Language of Adolescents . Cambridge University Press.

Related Posts

Unbalancing Act: When Fiction Normalizes Unhealthy Romance

How We Give Feedback Matters

Who Am I? Reader Response to Second-Person Narration in Fiction

Planet versus Plastics

Plastic waste has infiltrated every corner of our planet, from oceans and waterways to the food chain and even our bodies. Only 9% of plastic is recycled due to factors including poor infrastructure, technical challenges, lack of incentives, and low market demand.   

“We need legislation that disincentivizes big oil from producing plastic in the first place, coupled with enforced single use plastic taxes and fines,” says Desiree LaBeaud , professor of pediatric infectious diseases and senior fellow at   Stanford Woods Institute for the Environment . “We also need truly compostable alternatives that maintain the convenient lifestyle that plastic allows us now."

Plastic presents a problem like no other. Stanford scholars are approaching it from many angles: exploring the connection between plastic and disease, rethinking how plastic could be reused, and uncovering new ways of breaking down waste. In honor of Earth Day and this year’s theme – Planet vs. Plastics – we’ve highlighted stories about promising solutions to the plastics challenge. 

Environmental changes are altering the risk for mosquito-borne diseases

Our changing climate is dramatically altering the landscape for mosquito-borne diseases, but other changes to the physical environment - like the proliferation of plastic trash - also make an impact, as mosquitos can breed in the plastic waste we discard. 

Since this study published, HERI-Kenya , a nonprofit started by Stanford infectious disease physician Desiree LaBeaud , has launched HERI Hub , a brick and mortar education hub that educates, empowers and inspires community members to improve the local environment to promote health.

Using plastic waste to build roads, buildings, and more

Stanford engineers  Michael Lepech  and  Zhiye Li  have a unique vision of the future: buildings and roads made from plastic waste. In this story, they discuss obstacles, opportunities, and other aspects of transforming or upcycling plastic waste into valuable materials. 

Since this white paper was published, students in Lepech's  life cycle assessment course  have explored the environmental and economic impacts of waste management, emissions, and energy efficiency of building materials for the San Francisco Museum of Modern Arts. In addition to recycled plastic, they proposed a photovoltaic system and conducted comparison studies to maximize the system’s life cycle. This work is being translated into an upcoming publication.

Stanford researchers show that mealworms can safely consume toxic additive-containing plastic

Mealworms are not only able to eat various forms of plastic, as previous research has shown, they can also consume potentially toxic plastic additives in polystyrene with no ill effects. The worms can then be used as a safe, protein-rich feed supplement.

Since this study published, it has inspired students across the world to learn about and experiment with mealworms and plastic waste. Stanford researchers involved with this and related studies have been inundated with requests for more information and guidance from people inspired by the potential solution.

Grants tackle the plastics problem

Stanford Woods Institute has awarded more than $23 million in funding to research projects that seek to identify solutions to pressing environment and sustainability challenges, including new approaches to plastic waste management. 

Converting polyethylene into palm oil

This project is developing a new technology to convert polyethylene — by far the most discarded plastic — into palm oil. The approach could add value to the plastic waste management chain while sourcing palm oil through a less destructive route.

Improving plastic waste management

This project aims to radically change the way plastic waste is processed via a new biotechnology paradigm: engineering highly active enzymes and microbes capable of breaking down polyesters in a decentralized network of “living” waste receptacles. 

More stories from Stanford

Eight simple but meaningful things you can do for the environment.

A new, artistic perspective on plastic waste

Whales eat colossal amounts of microplastics

Event | Pollution and Health

A greener future begins with small steps

Mosquito diseases on the move

Last straw: The path to reducing plastic pollution

Plastic ingestion by fish a growing problem

Stanford infectious disease expert Desiree LaBeaud talks trash, literally, on Stanford Engineering's The Future of Everything podcast.