how to start a research paper about events

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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• How to write a research paper

Last updated

11 January 2024

Reviewed by

With proper planning, knowledge, and framework, completing a research paper can be a fulfilling and exciting experience. 

Though it might initially sound slightly intimidating, this guide will help you embrace the challenge. 

By documenting your findings, you can inspire others and make a difference in your field. Here's how you can make your research paper unique and comprehensive.

• What is a research paper?

Research papers allow you to demonstrate your knowledge and understanding of a particular topic. These papers are usually lengthier and more detailed than typical essays, requiring deeper insight into the chosen topic.

To write a research paper, you must first choose a topic that interests you and is relevant to the field of study. Once you’ve selected your topic, gathering as many relevant resources as possible, including books, scholarly articles, credible websites, and other academic materials, is essential. You must then read and analyze these sources, summarizing their key points and identifying gaps in the current research.

You can formulate your ideas and opinions once you thoroughly understand the existing research. To get there might involve conducting original research, gathering data, or analyzing existing data sets. It could also involve presenting an original argument or interpretation of the existing research.

Writing a successful research paper involves presenting your findings clearly and engagingly, which might involve using charts, graphs, or other visual aids to present your data and using concise language to explain your findings. You must also ensure your paper adheres to relevant academic formatting guidelines, including proper citations and references.

Overall, writing a research paper requires a significant amount of time, effort, and attention to detail. However, it is also an enriching experience that allows you to delve deeply into a subject that interests you and contribute to the existing body of knowledge in your chosen field.

• How long should a research paper be?

Research papers are deep dives into a topic. Therefore, they tend to be longer pieces of work than essays or opinion pieces. 

However, a suitable length depends on the complexity of the topic and your level of expertise. For instance, are you a first-year college student or an experienced professional? 

Also, remember that the best research papers provide valuable information for the benefit of others. Therefore, the quality of information matters most, not necessarily the length. Being concise is valuable.

Following these best practice steps will help keep your process simple and productive:

1. Gaining a deep understanding of any expectations

Before diving into your intended topic or beginning the research phase, take some time to orient yourself. Suppose there’s a specific topic assigned to you. In that case, it’s essential to deeply understand the question and organize your planning and approach in response. Pay attention to the key requirements and ensure you align your writing accordingly. 

This preparation step entails

Deeply understanding the task or assignment

Being clear about the expected format and length

Familiarizing yourself with the citation and referencing requirements 

Understanding any defined limits for your research contribution

Where applicable, speaking to your professor or research supervisor for further clarification

2. Choose your research topic

Select a research topic that aligns with both your interests and available resources. Ideally, focus on a field where you possess significant experience and analytical skills. In crafting your research paper, it's crucial to go beyond summarizing existing data and contribute fresh insights to the chosen area.

Consider narrowing your focus to a specific aspect of the topic. For example, if exploring the link between technology and mental health, delve into how social media use during the pandemic impacts the well-being of college students. Conducting interviews and surveys with students could provide firsthand data and unique perspectives, adding substantial value to the existing knowledge.

When finalizing your topic, adhere to legal and ethical norms in the relevant area (this ensures the integrity of your research, protects participants' rights, upholds intellectual property standards, and ensures transparency and accountability). Following these principles not only maintains the credibility of your work but also builds trust within your academic or professional community.

For instance, in writing about medical research, consider legal and ethical norms, including patient confidentiality laws and informed consent requirements. Similarly, if analyzing user data on social media platforms, be mindful of data privacy regulations, ensuring compliance with laws governing personal information collection and use. Aligning with legal and ethical standards not only avoids potential issues but also underscores the responsible conduct of your research.

3. Gather preliminary research

Once you’ve landed on your topic, it’s time to explore it further. You’ll want to discover more about available resources and existing research relevant to your assignment at this stage. 

This exploratory phase is vital as you may discover issues with your original idea or realize you have insufficient resources to explore the topic effectively. This key bit of groundwork allows you to redirect your research topic in a different, more feasible, or more relevant direction if necessary. 

Spending ample time at this stage ensures you gather everything you need, learn as much as you can about the topic, and discover gaps where the topic has yet to be sufficiently covered, offering an opportunity to research it further. 

4. Define your research question

To produce a well-structured and focused paper, it is imperative to formulate a clear and precise research question that will guide your work. Your research question must be informed by the existing literature and tailored to the scope and objectives of your project. By refining your focus, you can produce a thoughtful and engaging paper that effectively communicates your ideas to your readers.

5. Write a thesis statement

A thesis statement is a one-to-two-sentence summary of your research paper's main argument or direction. It serves as an overall guide to summarize the overall intent of the research paper for you and anyone wanting to know more about the research.

A strong thesis statement is:

Concise and clear: Explain your case in simple sentences (avoid covering multiple ideas). It might help to think of this section as an elevator pitch.

Specific: Ensure that there is no ambiguity in your statement and that your summary covers the points argued in the paper.

Debatable: A thesis statement puts forward a specific argument––it is not merely a statement but a debatable point that can be analyzed and discussed.

Here are three thesis statement examples from different disciplines:

Psychology thesis example: "We're studying adults aged 25-40 to see if taking short breaks for mindfulness can help with stress. Our goal is to find practical ways to manage anxiety better."

Environmental science thesis example: "This research paper looks into how having more city parks might make the air cleaner and keep people healthier. I want to find out if more green spaces means breathing fewer carcinogens in big cities."

UX research thesis example: "This study focuses on improving mobile banking for older adults using ethnographic research, eye-tracking analysis, and interactive prototyping. We investigate the usefulness of eye-tracking analysis with older individuals, aiming to spark debate and offer fresh perspectives on UX design and digital inclusivity for the aging population."

6. Conduct in-depth research

A research paper doesn’t just include research that you’ve uncovered from other papers and studies but your fresh insights, too. You will seek to become an expert on your topic––understanding the nuances in the current leading theories. You will analyze existing research and add your thinking and discoveries.  It's crucial to conduct well-designed research that is rigorous, robust, and based on reliable sources. Suppose a research paper lacks evidence or is biased. In that case, it won't benefit the academic community or the general public. Therefore, examining the topic thoroughly and furthering its understanding through high-quality research is essential. That usually means conducting new research. Depending on the area under investigation, you may conduct surveys, interviews, diary studies, or observational research to uncover new insights or bolster current claims.

7. Determine supporting evidence

Not every piece of research you’ve discovered will be relevant to your research paper. It’s important to categorize the most meaningful evidence to include alongside your discoveries. It's important to include evidence that doesn't support your claims to avoid exclusion bias and ensure a fair research paper.

8. Write a research paper outline

Before diving in and writing the whole paper, start with an outline. It will help you to see if more research is needed, and it will provide a framework by which to write a more compelling paper. Your supervisor may even request an outline to approve before beginning to write the first draft of the full paper. An outline will include your topic, thesis statement, key headings, short summaries of the research, and your arguments.

9. Write your first draft

Once you feel confident about your outline and sources, it’s time to write your first draft. While penning a long piece of content can be intimidating, if you’ve laid the groundwork, you will have a structure to help you move steadily through each section. To keep up motivation and inspiration, it’s often best to keep the pace quick. Stopping for long periods can interrupt your flow and make jumping back in harder than writing when things are fresh in your mind.

10. Cite your sources correctly

It's always a good practice to give credit where it's due, and the same goes for citing any works that have influenced your paper. Building your arguments on credible references adds value and authenticity to your research. In the formatting guidelines section, you’ll find an overview of different citation styles (MLA, CMOS, or APA), which will help you meet any publishing or academic requirements and strengthen your paper's credibility. It is essential to follow the guidelines provided by your school or the publication you are submitting to ensure the accuracy and relevance of your citations.

11. Ensure your work is original

It is crucial to ensure the originality of your paper, as plagiarism can lead to serious consequences. To avoid plagiarism, you should use proper paraphrasing and quoting techniques. Paraphrasing is rewriting a text in your own words while maintaining the original meaning. Quoting involves directly citing the source. Giving credit to the original author or source is essential whenever you borrow their ideas or words. You can also use plagiarism detection tools such as Scribbr or Grammarly to check the originality of your paper. These tools compare your draft writing to a vast database of online sources. If you find any accidental plagiarism, you should correct it immediately by rephrasing or citing the source.

12. Revise, edit, and proofread

One of the essential qualities of excellent writers is their ability to understand the importance of editing and proofreading. Even though it's tempting to call it a day once you've finished your writing, editing your work can significantly improve its quality. It's natural to overlook the weaker areas when you've just finished writing a paper. Therefore, it's best to take a break of a day or two, or even up to a week, to refresh your mind. This way, you can return to your work with a new perspective. After some breathing room, you can spot any inconsistencies, spelling and grammar errors, typos, or missing citations and correct them. 

• The best research paper format 

The format of your research paper should align with the requirements set forth by your college, school, or target publication. 

There is no one “best” format, per se. Depending on the stated requirements, you may need to include the following elements:

Title page: The title page of a research paper typically includes the title, author's name, and institutional affiliation and may include additional information such as a course name or instructor's name. 

Table of contents: Include a table of contents to make it easy for readers to find specific sections of your paper.

Abstract: The abstract is a summary of the purpose of the paper.

Methods : In this section, describe the research methods used. This may include collecting data, conducting interviews, or doing field research.

Results: Summarize the conclusions you drew from your research in this section.

Discussion: In this section, discuss the implications of your research. Be sure to mention any significant limitations to your approach and suggest areas for further research.

Tables, charts, and illustrations: Use tables, charts, and illustrations to help convey your research findings and make them easier to understand.

Works cited or reference page: Include a works cited or reference page to give credit to the sources that you used to conduct your research.

Bibliography: Provide a list of all the sources you consulted while conducting your research.

Dedication and acknowledgments : Optionally, you may include a dedication and acknowledgments section to thank individuals who helped you with your research.

• General style and formatting guidelines

Formatting your research paper means you can submit it to your college, journal, or other publications in compliance with their criteria.

Research papers tend to follow the American Psychological Association (APA), Modern Language Association (MLA), or Chicago Manual of Style (CMOS) guidelines.

Here’s how each style guide is typically used:

Chicago Manual of Style (CMOS):

CMOS is a versatile style guide used for various types of writing. It's known for its flexibility and use in the humanities. CMOS provides guidelines for citations, formatting, and overall writing style. It allows for both footnotes and in-text citations, giving writers options based on their preferences or publication requirements.

American Psychological Association (APA):

APA is common in the social sciences. It’s hailed for its clarity and emphasis on precision. It has specific rules for citing sources, creating references, and formatting papers. APA style uses in-text citations with an accompanying reference list. It's designed to convey information efficiently and is widely used in academic and scientific writing.

Modern Language Association (MLA):

MLA is widely used in the humanities, especially literature and language studies. It emphasizes the author-page format for in-text citations and provides guidelines for creating a "Works Cited" page. MLA is known for its focus on the author's name and the literary works cited. It’s frequently used in disciplines that prioritize literary analysis and critical thinking.

To confirm you're using the latest style guide, check the official website or publisher's site for updates, consult academic resources, and verify the guide's publication date. Online platforms and educational resources may also provide summaries and alerts about any revisions or additions to the style guide.

Citing sources

When working on your research paper, it's important to cite the sources you used properly. Your citation style will guide you through this process. Generally, there are three parts to citing sources in your research paper: 

First, provide a brief citation in the body of your essay. This is also known as a parenthetical or in-text citation. 

Second, include a full citation in the Reference list at the end of your paper. Different types of citations include in-text citations, footnotes, and reference lists. 

In-text citations include the author's surname and the date of the citation. 

Footnotes appear at the bottom of each page of your research paper. They may also be summarized within a reference list at the end of the paper. 

A reference list includes all of the research used within the paper at the end of the document. It should include the author, date, paper title, and publisher listed in the order that aligns with your citation style.

10 research paper writing tips:

Following some best practices is essential to writing a research paper that contributes to your field of study and creates a positive impact.

These tactics will help you structure your argument effectively and ensure your work benefits others:

Clear and precise language:  Ensure your language is unambiguous. Use academic language appropriately, but keep it simple. Also, provide clear takeaways for your audience.

Effective idea separation:  Organize the vast amount of information and sources in your paper with paragraphs and titles. Create easily digestible sections for your readers to navigate through.

Compelling intro:  Craft an engaging introduction that captures your reader's interest. Hook your audience and motivate them to continue reading.

Thorough revision and editing:  Take the time to review and edit your paper comprehensively. Use tools like Grammarly to detect and correct small, overlooked errors.

Thesis precision:  Develop a clear and concise thesis statement that guides your paper. Ensure that your thesis aligns with your research's overall purpose and contribution.

Logical flow of ideas:  Maintain a logical progression throughout the paper. Use transitions effectively to connect different sections and maintain coherence.

Critical evaluation of sources:  Evaluate and critically assess the relevance and reliability of your sources. Ensure that your research is based on credible and up-to-date information.

Thematic consistency:  Maintain a consistent theme throughout the paper. Ensure that all sections contribute cohesively to the overall argument.

Relevant supporting evidence:  Provide concise and relevant evidence to support your arguments. Avoid unnecessary details that may distract from the main points.

Embrace counterarguments:  Acknowledge and address opposing views to strengthen your position. Show that you have considered alternative arguments in your field.

7 research tips 

If you want your paper to not only be well-written but also contribute to the progress of human knowledge, consider these tips to take your paper to the next level:

Selecting the appropriate topic: The topic you select should align with your area of expertise, comply with the requirements of your project, and have sufficient resources for a comprehensive investigation.

Use academic databases: Academic databases such as PubMed, Google Scholar, and JSTOR offer a wealth of research papers that can help you discover everything you need to know about your chosen topic.

Critically evaluate sources: It is important not to accept research findings at face value. Instead, it is crucial to critically analyze the information to avoid jumping to conclusions or overlooking important details. A well-written research paper requires a critical analysis with thorough reasoning to support claims.

Diversify your sources: Expand your research horizons by exploring a variety of sources beyond the standard databases. Utilize books, conference proceedings, and interviews to gather diverse perspectives and enrich your understanding of the topic.

Take detailed notes: Detailed note-taking is crucial during research and can help you form the outline and body of your paper.

Stay up on trends: Keep abreast of the latest developments in your field by regularly checking for recent publications. Subscribe to newsletters, follow relevant journals, and attend conferences to stay informed about emerging trends and advancements. 

Engage in peer review: Seek feedback from peers or mentors to ensure the rigor and validity of your research. Peer review helps identify potential weaknesses in your methodology and strengthens the overall credibility of your findings.

• The real-world impact of research papers

Writing a research paper is more than an academic or business exercise. The experience provides an opportunity to explore a subject in-depth, broaden one's understanding, and arrive at meaningful conclusions. With careful planning, dedication, and hard work, writing a research paper can be a fulfilling and enriching experience contributing to advancing knowledge.

How do I publish my research paper? 

Many academics wish to publish their research papers. While challenging, your paper might get traction if it covers new and well-written information. To publish your research paper, find a target publication, thoroughly read their guidelines, format your paper accordingly, and send it to them per their instructions. You may need to include a cover letter, too. After submission, your paper may be peer-reviewed by experts to assess its legitimacy, quality, originality, and methodology. Following review, you will be informed by the publication whether they have accepted or rejected your paper. 

What is a good opening sentence for a research paper? 

Beginning your research paper with a compelling introduction can ensure readers are interested in going further. A relevant quote, a compelling statistic, or a bold argument can start the paper and hook your reader. Remember, though, that the most important aspect of a research paper is the quality of the information––not necessarily your ability to storytell, so ensure anything you write aligns with your goals.

Research paper vs. a research proposal—what’s the difference?

While some may confuse research papers and proposals, they are different documents. 

A research proposal comes before a research paper. It is a detailed document that outlines an intended area of exploration. It includes the research topic, methodology, timeline, sources, and potential conclusions. Research proposals are often required when seeking approval to conduct research. 

A research paper is a summary of research findings. A research paper follows a structured format to present those findings and construct an argument or conclusion.

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How to start your research paper [step-by-step guide]

1. Choose your topic

2. find information on your topic, 3. create a thesis statement, 4. create a research paper outline, 5. organize your notes, 6. write your introduction, 7. write your first draft of the body, 9. write your conclusion, 10. revise again, edit, and proofread, frequently asked questions about starting your research paper, related articles.

Research papers can be short or in-depth, but no matter what type of research paper, they all follow pretty much the same pattern and have the same structure .

A research paper is a paper that makes an argument about a topic based on research and analysis.

There will be some basic differences, but if you can write one type of research paper, you can write another. Below is a step-by-step guide to starting and completing your research paper.

Choose a topic that interests you. Writing your research paper will be so much more pleasant with a topic that you actually want to know more about. Your interest will show in the way you write and effort you put into the paper. Consider these issues when coming up with a topic:

• make sure your topic is not too broad
• narrow it down if you're using terms that are too general

Academic search engines are a great source to find background information on your topic. Your institution's library will most likely provide access to plenty of online research databases. Take a look at our guide on how to efficiently search online databases for academic research to learn how to gather all the information needed on your topic.

Tip: If you’re struggling with finding research, consider meeting with an academic librarian to help you come up with more balanced keywords.

If you’re struggling to find a topic for your thesis, take a look at our guide on how to come up with a thesis topic .

The thesis statement is one of the most important elements of any piece of academic writing. It can be defined as a very brief statement of what the main point or central message of your paper is. Our thesis statement guide will help you write an excellent thesis statement.

In the next step, you need to create your research paper outline . The outline is the skeleton of your research paper. Simply start by writing down your thesis and the main ideas you wish to present. This will likely change as your research progresses; therefore, do not worry about being too specific in the early stages of writing your outline.

Then, fill out your outline with the following components:

• the main ideas that you want to cover in the paper
• the types of evidence that you will use to support your argument
• quotes from secondary sources that you may want to use

Organizing all the information you have gathered according to your outline will help you later on in the writing process. Analyze your notes, check for accuracy, verify the information, and make sure you understand all the information you have gathered in a way that you can communicate your findings effectively.

Start with the introduction. It will set the direction of your paper and help you a lot as you write. Waiting to write it at the end can leave you with a poorly written setup to an otherwise well-written paper.

The body of your paper argues, explains or describes your topic. Start with the first topic from your outline. Ideally, you have organized your notes in a way that you can work through your research paper outline and have all the notes ready.

After your first draft, take some time to check the paper for content errors. Rearrange ideas, make changes and check if the order of your paragraphs makes sense. At this point, it is helpful to re-read the research paper guidelines and make sure you have followed the format requirements. You can also use free grammar and proof reading checkers such as Grammarly .

Tip: Consider reading your paper from back to front when you undertake your initial revision. This will help you ensure that your argument and organization are sound.

Write your conclusion last and avoid including any new information that has not already been presented in the body of the paper. Your conclusion should wrap up your paper and show that your research question has been answered.

Allow a few days to pass after you finished writing the final draft of your research paper, and then start making your final corrections. The University of North Carolina at Chapel Hill gives some great advice here on how to revise, edit, and proofread your paper.

Tip: Take a break from your paper before you start your final revisions. Then, you’ll be able to approach your paper with fresh eyes.

As part of your final revision, be sure to check that you’ve cited everything correctly and that you have a full bibliography. Use a reference manager like Paperpile to organize your research and to create accurate citations.

The first step to start writing a research paper is to choose a topic. Make sure your topic is not too broad; narrow it down if you're using terms that are too general.

The format of your research paper will vary depending on the journal you submit to. Make sure to check first which citation style does the journal follow, in order to format your paper accordingly. Check Getting started with your research paper outline to have an idea of what a research paper looks like.

The last step of your research paper should be proofreading. Allow a few days to pass after you finished writing the final draft of your research paper, and then start making your final corrections. The University of North Carolina at Chapel Hill gives some great advice here on how to revise, edit and proofread your paper.

There are plenty of software you can use to write a research paper. We recommend our own citation software, Paperpile , as well as grammar and proof reading checkers such as Grammarly .

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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 Start A Research Paper

Last updated on: Mar 27, 2024

The Definitive Guide on How to Start a Research Paper

By: Donna C.

Reviewed By: Leanne R.

Published on: Jan 1, 2024

Research paper writing  can feel overwhelming, especially when you do not know where to start. 

There's a ton of information out there, and it can be challenging to put it in a coherent manner, leaving many researchers unsure of where to begin.

Deciding on a topic, creating a clear thesis, and keeping your audience interested can be a real task. The excitement of discovering something new is great, but there's also a fear of getting lost in a sea of information.

No need to worry! 

In this step by step guide, we will help you to tackle the challenging first steps of writing a research paper . We will tell you what prep work you have to do and how to start your research paper efficiently. 

So, why wait? Let’s dive right into it!

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How To Start a Research Paper

No matter which type of research paper you're dealing with, the first step of writing is to do the groundwork. Knowing how to start a research paper gives you an edge in writing a thorough and academically sound research paper.

Here is a step-by-step breakdown for how to start a research paper, leading to an outstanding research paper introduction .

Step 1: Understanding the Research Topic

Before you learn how to write a research paper, carefully review the research problem. 

Identify key components such as the required length, formatting style (APA, MLA, etc.), and any specific expectations required by your publisher or journal. 

This step lays the foundation for tailoring your research approach to meet the journal’s unique criteria.

Step 2: Choosing a Research Topic

The importance of choosing the right research paper topic cannot be overstated, as it forms the basis for your entire research paper. Consider your personal interests, ensuring they align with the assignment guidelines. 

Go for a topic that helps and facilitates existing research, and make sure there is enough literature about it.

Take the time to explore various options, ensuring that readers understand your chosen topic and it also aligns with both your academic and personal objectives.

Step 3: Defining the Research Question 

Refining your chosen topic involves writing a clear and specific research question leading to a well-crafted abstract. 

This question serves as the guiding force throughout your research, ensuring a focused and purposeful exploration of the chosen subject.

Here are some questions you can ask yourself before starting a research paper:

• What is the main purpose or objective of my research paper?
• Who is my target audience, and what level of knowledge do they have on the topic?
• What is the key message or argument I want to convey in my paper?
• What evidence or data do I need to support my claims or arguments?
• What are the potential counterarguments or opposing views that I should address?
• What is the significance of my research, and why should readers care about it?

Step 4: Setting Clear Objectives and Goals

When you're working on a research paper, setting clear objectives and goals helps you know exactly what you want to achieve and where you're headed with your study.

Objectives outline the specific achievements or outcomes you aim to attain through your research. They provide a clear and measurable focus, guiding your efforts toward answering the overarching research question. 

Goals , on the other hand, provide the research with direction and purpose, offering a sense of the intended impact or contribution.

Section 5: Conducting Preliminary Research

Preliminary research involves gathering background information on your topic from credible and scholarly sources. This step helps you grasp existing knowledge, identify research gaps, and refine the direction of your study.

For conducting the research, make sure to follow these steps:

• Utilize academic databases and libraries
• Existing literature review
• Use online resources and websites
• Take detailed notes
• Identify key concepts and keywords
• Consider multiple perspectives
• Evaluate source credibility
• Cite your sources properly
• Refine your research question
• Establish a solid foundation

Utilize academic databases and scholarly articles to collect information on the current state of research related to your chosen topic. This foundational step informs the subsequent stages of your investigation.

Step 6: Creating a Working Thesis Statement

Develop an introductory thesis statement that concisely conveys the main point or argument of your research. 

Recognize that this statement may evolve as your understanding of the topic deepens throughout the research process.

Step 7: Developing a Research Plan

Craft a detailed research plan outlining the steps and timeline for each phase of your project. 

This plan serves as a roadmap, helping you stay organized and ensuring a systematic progression from initial exploration to the final draft.

Step 8: Organizing Research Materials

Systematically organize your research materials to facilitate easy access and reference during the writing phase. 

Categorize articles, notes, and references based on themes, supporting evidence, or relevance to specific sections of your research paper.

You can utilize folders, digital tools, or citation management software to categorize and label materials effectively.

Here are some popular citation management software tools:

Step 9: Creating a Visual Outline

Develop a visual representation of your research structure using a research paper outline . 

This visual plan helps you write an introduction and see how different ideas, supporting points, and important parts of your research paper are connected. 

Step 10: Start the Writing Process

Now that you've gathered information and figured out what you want to study, it's time to start writing. This means turning what you know into a clear and organized research paper.

Start with writing an introduction for your research paper emphasizing the main topic, followed by methodology , discussion , results , and  conclusion . 

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How To Start Research Paper - Examples

After following these steps, you should have a better understanding of how to start a research paper. 

When beginning a research paper, consider consulting the following examples to ensure you start your paper in the right way!

How To Start A Research Paper About A Person

How To Start A Research Paper Intro Example

Tips on How To Start a Research Paper

Starting a research paper can be exciting and a bit challenging. To make sure you do well, here are some simple tips to keep in mind:

• Create a Timeline

Develop a realistic timeline for your research project. This helps in managing tasks efficiently and ensures you have sufficient time for each stage of the process.

• Consider Ethical Considerations

Think about the ethical aspects of your research, especially if it involves human subjects. 

• Stay Flexible in Your Approach

Be prepared to adapt your research plan as needed. Research is an evolving process, and staying flexible allows you to navigate unexpected challenges.

• Use Primary and Secondary Sources Wisely

Distinguish between different types of sources and understand their respective roles in your research. 

• Stay Updated on Research Trends

Keep yourself informed about recent developments and trends in your field. This knowledge will enhance the relevance and timeliness of your research.

All in all, starting a research paper requires thoughtful planning and a smart approach to existing literature. This guide is here to give you the tools to start your academic journey confidently. 

But if you need expert help, turn to our paper writing service online . 

At SharkPapers.com , our dedicated team is here to guide you 24/7, making sure your academic journey goes well. 

So, don’t waste time! 

Place your order and work together with experts to turn your ideas into impactful research!

Frequently Asked Questions

How to start a research paper thesis.

Begin your research paper thesis by clearly stating the main point or argument you will explore.  Craft a concise and focused thesis statement that outlines the purpose and direction of your research.

How to Start a Research Paper with a Quote?

Introduce your research paper with a relevant and impactful quote that sets the tone for your topic.

Ensure the quote relates directly to your research and adds value to the parts of the introduction, providing a perspective.

Donna writes on a broad range of topics, but she is mostly passionate about social issues, current events, and human-interest stories. She has received high praise for her writing from both colleagues and readers alike. Donna is known in her field for creating content that is not only professional but also captivating.

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How to Start a Research Paper

Beginning is always the hardest part of an assignment. The introduction should not be the first thing you begin to write when starting to work on an essay. First, tons of research should be conducted — in order for your paper to be good. Only then you will be able to extract the main points of your work, and introduce them to your readers. A good introduction will also include your personal opinion of the problem, and, therefore, will make the writing easier overall. Let's dive into the details with admission essay writing services .

What Is a Research Paper?

A research paper is a type of writing in which the author does an independent analysis of the topic and describes the findings from that investigation. Furthermore, one will have to identify the weaknesses and strengths of the subject and evaluate them accordingly.

Don't Know How to Start Your Research Paper?

Head on over to Pro. Our research paper writing service can assist you with writing and polishing up any of the work that you write.

A good way to write an introduction for a research paper is to introduce your reader to the topic by telling them what you are writing about. Then, make sure you include an interesting fact, or some surprising statistical data, so that your reader will be hooked and will continue to read your research paper. Treat your essay introduction like an advertisement for a product you want to sell—if your advertisement is bad, the sales won’t be great. The same goes for a bad introduction; if it does not intrigue readers, they might lose interest in your paper.

The beginning is always the hardest part of an assignment. Regardless of if you are writing a small resume education section or a full-blown research paper - following the correct steps is very important . The introduction should not be the first thing you begin to write when starting to work on an essay.

You might also be interested in getting more info about HOW TO WRITE A RESEARCH PAPER

Introduction Paragraph Outline

Present Your Essay Topic

The base of every essay is its topic. What you are writing about should always be a reflection of your topic. Simply start off your introduction by telling your readers, in a simple and accessible language, what it is you are writing your research paper about. Although, we suggest you include a “trigger” when introducing the topic of your paper. A personal reference, or a story that relates to the essay topic, are options for a good way to link plain text to people’s emotions. So, feel free to write sincerely, as if you were talking to a friend.

The best strategy to start your introduction is by writing a broad topic presentation, then gradually narrow it down to what you would like to focus on exactly. It will put your topic into perspective for readers’ general understanding. When writing your research paper, make sure to include your opinion on the issue in your introduction. This will make your topic sound more personal and it will likely become more important to your audience as well.

Provide Background Information and Context

The topic you begin writing about is likely very familiar to you, as it is expected that you have done plenty of research. But what about your readers? For the most part, the amount of context is determined by what your audience already knows—though, let’s focus on a bigger assortment of readers, to make sure everyone’s needs are met. Imagine that you are part of your audience. Read the information you provided in the introduction. Is this sufficient? Does it leave gaps and unanswered questions in your research? Your job as a writer is to provide the perfect background to your topic, which gives readers just enough information to be able to grasp your topic and enjoy your research paper to the fullest. Another extreme you should avoid is giving too much context—consequently making the audience feel bored right from the introduction. Write your essay as something that you would enjoy reading yourself, like a story, but not an academic research paper.

Explain the Importance of Your Research

There is no doubt that after plenty of research you are an expert in your field. But what about your readers? In the introduction you need to showcase the extent of your research and write about the work you have completed. This will also help your readers understand that your ideas are supported by other scholars, and you share their views in your paper.

Make sure to write about all the works you have studied in order to persuade readers of your expertise. For your introduction, simply use the names you are referencing, or their most important works, so that the audience does not feel overwhelmed. It is also necessary to cite all your sources—in order to avoid academic plagiarism.

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Make Your Rationale Work

Rationale is the most important part of the beginning of your paper. Explain to readers the reasoning behind your research paper—the importance of this is a guarantee that they will keep reading and appreciate your topic. In the introduction, you need to write an explanation of how your paper fits into all the research that has already been done in that field; this shows your audience the importance of your essay and the role your research plays in the field overall.

Show the Significance of Your Research

You, and only you, understand how important your research is. The next step of your introduction is to prove to your audience how important it is. Include the basic, and the most important literature, you support your ideas with. This will show the readers your solid analytical skills, your writing capabilities, and your ability to sort out information to deliver the most important points for your paper. And the final part of the introduction is to simply explain why your research is important to the field, to society, to the whole world, and, most importantly, to the readers. When a person can relate to an idea, it is almost always a guarantee that your argument will be persuasive and have a positive outcome.

Make Sure Your Thesis Is Clear

A research paper introduction uses primary sources and data to support its thesis statement. A research paper’s thesis statement has a lot in common with a thesis for an essay, or other non-research assignment. The difference lies in the fact that in a research thesis, you gather evidence from valid sources to prove your perspective on a topic. Despite the fact that you support your thoughts by sources, the idea for your thesis in your introduction should be original and your own, as it reflects the way you think.

Here is a quick checklist for writing a thesis statement:

• Remember, the thesis is your argument. Make sure it sounds assertive.
• Write two to three versions of your thesis and choose the best one.
• Share your thesis with a neutral person—to get a different point of view.
• Discuss your thesis with others; they might have good ideas as well.
• It should appear in your introduction, and be restated in your conclusion.

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Research Paper Title Page

Mla title page.

Here are some tips from our writing team on how to format your research paper MLA title page:

• The title page is double spaced and the text needs to be centred.
• Write the name of your university or college.
• Skip about one-third of the page down and type your research paper title—include a subtitle if you have one.
• Skip several lines down and type your name, your course name and number, your instructor’s name, and your paper’s due date.

APA Title Page

• Place a running head in your page’s header:
• Use the label “Running head:” then, put your shortened title (IN UPPERCASE LETTERS), and align it all to the left.
• Place the page number in this same header, but align it to the right, and begin with page number 1.
• The header should be 1 inch from the top. Some teachers say 1/2 inch is okay as well.
• Place your paper’s title in the upper half of the page, centred. Capitalize the first letter of all of the important words in your title.
• Place your University’s name below your name, double-spaced.

Read also our research proposal example APA .

Final Thoughts

Congratulations on finishing your research paper! Answer these questions to avoid careless mistakes.

• Are all of your quotations, paraphrases, and summaries accurate?
• Are all of your references accurate?
• Is your format the proper format assigned by your instructor?
• Are all the concepts defined and easily understood by an average reader?
• Is your “hook” good enough for the reader to become interested?
• Is there a structure to your introduction that is easy to navigate for the reader?
• Does your introduction give a good idea of what your paper is about?

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Research Paper Introduction Example

Now that you have a solid idea about the introduction of a research paper, let’s take a look at some examples from our writers. They will help you see how all of the rules we presented above work in practice. ‍

Research Paper Introduction Example: Should Parents Be Held Accountable for the Criminal Acts of Their Children? Recently, youth gang connected attacks have been occurring in an increasing prevalence, with some even causing deaths, such as the killing of a college student at Suburbs East. Such occurrences have made a lot of people to wonder about the origin of those violent actions, with much of the extent of guilt being put on the parents of such adolescents. In any event, one has to question whether the parents should be penalized for the offenses of their kids. Some people believe that parents should be held responsible for the criminal acts of their offspring because parents are mostly accountable for the education and upbringing of their kids, and frequently impact the actions and behavior of their children until they become mature and independent. This is because they are almost always the ones that raise their kids after birth. As such, it is believed that parents start to influence the ethical range of their children from a young age, and one’s ethics are critically impacted by the way parents act and their personalities (Gratz, 169). This logic can make parents responsible for their children if they do wrong later on — because they are understood to not have raised their child in the right way. Furthermore, there is an argument that children are virtually completely controlled by their parents, as they are apt to want to make their parents happy, and they would, therefore, listen to whatever they are told to do or how they are told to behave (Michael, Andrew and Michael, 4). This, in turn, makes many people think that parents should always be the ones to be blamed for the criminal acts of their children, as they believe that they have the power to warn and control them.

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A research paper is a very challenging task to complete. The introduction is a crucial piece of it: it ensures that the reader is interested and will enjoy your paper. If you are still struggling with any part of your essay, remember that you can always pay for a research paper . We are always here to give you a helping hand to make your life easier.

Related Articles

How to Write a Research Paper Introduction (with Examples)

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1 What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

The introduction for a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your research topic
• Capture reader interest
• Summarize existing research
• Position your own approach
• Define your specific research problem and problem statement
• Highlight the novelty and contributions of the study
• Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

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Table of Contents

What is the introduction for a research paper, why is the introduction important in a research paper, craft a compelling introduction section with paperpal. try now, 1. introduce the research topic:, 2. determine a research niche:, 3. place your research within the research niche:, craft accurate research paper introductions with paperpal. start writing now, frequently asked questions on research paper introduction, key points to remember.

The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

• Scope: The topic covered in the research paper
• Context: Background of your topic
• Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

• It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
• It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
• It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
• It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow. It offers an overview of what to expect when reading the main body of your paper.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

• What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
• What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
• What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address. Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

• Highlight the importance of the research field or topic
• Describe the background of the topic
• Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

• Reveal a gap in existing research or oppose an existing assumption
• Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

• State the purpose of your study
• Highlight the key characteristics of your study
• Describe important results
• Highlight the novelty of the study.
• Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

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With Paperpal Copilot, create a research paper introduction effortlessly. In this step-by-step guide, we’ll walk you through how Paperpal transforms your initial ideas into a polished and publication-ready introduction.

How to use Paperpal to write the Introduction section

Step 1: Sign up on Paperpal and click on the Copilot feature, under this choose Outlines > Research Article > Introduction

Step 2: Add your unstructured notes or initial draft, whether in English or another language, to Paperpal, which is to be used as the base for your content.

Step 3: Fill in the specifics, such as your field of study, brief description or details you want to include, which will help the AI generate the outline for your Introduction.

Step 4: Use this outline and sentence suggestions to develop your content, adding citations where needed and modifying it to align with your specific research focus.

Step 5: Turn to Paperpal’s granular language checks to refine your content, tailor it to reflect your personal writing style, and ensure it effectively conveys your message.

You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2 For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3 Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction. Topic introduction: This can include key definitions and a brief history of the topic. Research context and background: Offer the readers some general information and then narrow it down to specific aspects. Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought. Rationale for the study: This establishes the relevance of your study and establishes its importance. Importance of your research: The main contributions are highlighted to help establish the novelty of your study Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through. Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review. A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following: Introduces the topic – Establishes the study’s significance – Provides an overview of the relevant literature – Provides context for the study using literature – Identifies knowledge gaps However, remember to avoid making the following mistakes when writing a research paper introduction: Do not use studies from the literature review to aggressively support your research Avoid direct quoting Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript.

Remember the following key points for writing a good research paper introduction: 4

• Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
• Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
• Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
• Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

1. Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.

2. Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.

3. Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.

4. Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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• Writing Tips

How to Start a Research Paper

3-minute read

• 24th November 2022

You’ve been tasked with completing a research paper. You’ve done all the research, collected your data, and now you’re finally ready to write the paper. Well done! But wait – when it comes to actually writing it, you don’t know where to begin.

We’ve all been there, and it’s normal for students to find themselves in this position. Should you start with the introduction ? Should you write the objectives of your research? Or, maybe you should just start throwing words on the paper and hope for the best.

You could do those things, but alternatively, you could read this post. We’ll share some tips for getting started on your research paper .

Reflect on Your Research

Try and write down 10 important things from your research. Additionally, you could start by tackling the implications of your research. The implications are potential questions from your research that justify further exploration. Consider these questions when developing research implications:

• 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?

Tackle the Introduction

This is a good starting point. After all, it’s the first thing your audience will read. The introduction is only a paragraph, so no heavy writing is required. When writing the introduction, consider these pointers:

• Be specific about the topic of the paper, introduce the background, and define key terms or concepts.
• Try providing brief answers to the following questions: What new material or insight are you offering? What important issues does your paper help define or answer?
• Let the reader know what to expect from the rest of your paper.

Form Your Thesis Statement

The thesis statement is basically the engine that will drive your paper, as it establishes its purpose and your position. Writing the paper will be easier once you have formed the thesis statement. However, it’s a good idea to have a solid understanding of your research before tackling it.

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It’s also essential that the statement be concise, contentious, and coherent. It should briefly summarize your argument in two sentences and make a claim requiring further evidence. And remember, the thesis statement doesn’t have to be set in stone. You’ll likely revise and refine it as you do further research.

Create an Outline of Your Paper

The outline can be another starting point if you’re not up for writing the introduction or thesis statement. An outline is a list of the key topics, arguments, and evidence you want to include, divided into sections with headings. You should write this in a separate document and refer to it when you actually start writing your paper. Think of the outline as a road map to guide you from start to finish.

We also recommend taking frequent breaks from your paper. By getting out of the library or dorm, you can reflect on your research without the pressure of having to write things down. You’ll be amazed at how ideas suddenly pop up when you’re not expecting them. Even just 10 minutes away from the computer can make all the difference.

Proofreading and Editing

Once you’ve made a start on your paper, whether it’s the introduction, thesis statement, or outline, don’t forget to proofread it. Why not put this in the hands of our expert proofreading team? We can check that your paper is off to a great start. We can also ensure perfect spelling, punctuation, and grammar. Consider submitting a 500-word document for free.

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A Step-by-Step Guide to Doing Historical Research [without getting hysterical!] In addition to being a scholarly investigation, research is a social activity intended to create new knowledge. Historical research is your informed response to the questions that you ask while examining the record of human experience. These questions may concern such elements as looking at an event or topic, examining events that lead to the event in question, social influences, key players, and other contextual information. This step-by-step guide progresses from an introduction to historical resources to information about how to identify a topic, craft a thesis and develop a research paper. Table of contents: The Range and Richness of Historical Sources Secondary Sources Primary Sources Historical Analysis What is it? Who, When, Where, What and Why: The Five "W"s Topic, Thesis, Sources Definition of Terms Choose a Topic Craft a Thesis Evaluate Thesis and Sources A Variety of Information Sources Take Efficient Notes Note Cards Thinking, Organizing, Researching Parenthetical Documentation Prepare a Works Cited Page Drafting, Revising, Rewriting, Rethinking For Further Reading: Works Cited Additional Links So you want to study history?! Tons of help and links Slatta Home Page Use the Writing and other links on the lefhand menu I. The Range and Richness of Historical Sources Back to Top Every period leaves traces, what historians call "sources" or evidence. Some are more credible or carry more weight than others; judging the differences is a vital skill developed by good historians. Sources vary in perspective, so knowing who created the information you are examining is vital. Anonymous doesn't make for a very compelling source. For example, an FBI report on the antiwar movement, prepared for U.S. President Richard Nixon, probably contained secrets that at the time were thought to have affected national security. It would not be usual, however, for a journalist's article about a campus riot, featured in a local newspaper, to leak top secret information. Which source would you read? It depends on your research topic. If you're studying how government officials portrayed student activists, you'll want to read the FBI report and many more documents from other government agencies such as the CIA and the National Security Council. If you're investigating contemporary opinion of pro-war and anti-war activists, local newspaper accounts provide a rich resource. You'd want to read a variety of newspapers to ensure you're covering a wide range of opinions (rural/urban, left/right, North/South, Soldier/Draft-dodger, etc). Historians classify sources into two major categories: primary and secondary sources. Secondary Sources Back to Top Definition: Secondary sources are created by someone who was either not present when the event occurred or removed from it in time. We use secondary sources for overview information, to familiarize ourselves with a topic, and compare that topic with other events in history. In refining a research topic, we often begin with secondary sources. This helps us identify gaps or conflicts in the existing scholarly literature that might prove promsing topics. Types: History books, encyclopedias, historical dictionaries, and academic (scholarly) articles are secondary sources. To help you determine the status of a given secondary source, see How to identify and nagivate scholarly literature . Examples: Historian Marilyn Young's (NYU) book about the Vietnam War is a secondary source. She did not participate in the war. Her study is not based on her personal experience but on the evidence she culled from a variety of sources she found in the United States and Vietnam. Primary Sources Back to Top Definition: Primary sources emanate from individuals or groups who participated in or witnessed an event and recorded that event during or immediately after the event. They include speeches, memoirs, diaries, letters, telegrams, emails, proclamations, government documents, and much more. Examples: A student activist during the war writing about protest activities has created a memoir. This would be a primary source because the information is based on her own involvement in the events she describes. Similarly, an antiwar speech is a primary source. So is the arrest record of student protesters. A newspaper editorial or article, reporting on a student demonstration is also a primary source. II. Historical Analysis What is it? Back to Top No matter what you read, whether it's a primary source or a secondary source, you want to know who authored the source (a trusted scholar? A controversial historian? A propagandist? A famous person? An ordinary individual?). "Author" refers to anyone who created information in any medium (film, sound, or text). You also need to know when it was written and the kind of audience the author intend to reach. You should also consider what you bring to the evidence that you examine. Are you inductively following a path of evidence, developing your interpretation based on the sources? Do you have an ax to grind? Did you begin your research deductively, with your mind made up before even seeing the evidence. Historians need to avoid the latter and emulate the former. To read more about the distinction, examine the difference between Intellectual Inquirers and Partisan Ideologues . In the study of history, perspective is everything. A letter written by a twenty- year old Vietnam War protestor will differ greatly from a letter written by a scholar of protest movements. Although the sentiment might be the same, the perspective and influences of these two authors will be worlds apart. Practicing the " 5 Ws " will avoid the confusion of the authority trap. Who, When, Where, What and Why: The Five "W"s Back to Top Historians accumulate evidence (information, including facts, stories, interpretations, opinions, statements, reports, etc.) from a variety of sources (primary and secondary). They must also verify that certain key pieces of information are corroborated by a number of people and sources ("the predonderance of evidence"). The historian poses the " 5 Ws " to every piece of information he examines: Who is the historical actor? When did the event take place? Where did it occur? What did it entail and why did it happen the way it did? The " 5 Ws " can also be used to evaluate a primary source. Who authored the work? When was it created? Where was it created, published, and disseminated? Why was it written (the intended audience), and what is the document about (what points is the author making)? If you know the answers to these five questions, you can analyze any document, and any primary source. The historian doesn't look for the truth, since this presumes there is only one true story. The historian tries to understand a number of competing viewpoints to form his or her own interpretation-- what constitutes the best explanation of what happened and why. By using as wide a range of primary source documents and secondary sources as possible, you will add depth and richness to your historical analysis. The more exposure you, the researcher, have to a number of different sources and differing view points, the more you have a balanced and complete view about a topic in history. This view will spark more questions and ultimately lead you into the quest to unravel more clues about your topic. You are ready to start assembling information for your research paper. III. Topic, Thesis, Sources Definition of Terms Back to Top Because your purpose is to create new knowledge while recognizing those scholars whose existing work has helped you in this pursuit, you are honor bound never to commit the following academic sins: Plagiarism: Literally "kidnapping," involving the use of someone else's words as if they were your own (Gibaldi 6). To avoid plagiarism you must document direct quotations, paraphrases, and original ideas not your own. Recycling: Rehashing material you already know thoroughly or, without your professor's permission, submitting a paper that you have completed for another course. Premature cognitive commitment: Academic jargon for deciding on a thesis too soon and then seeking information to serve that thesis rather than embarking on a genuine search for new knowledge. Choose a Topic Back to Top "Do not hunt for subjects, let them choose you, not you them." --Samuel Butler Choosing a topic is the first step in the pursuit of a thesis. Below is a logical progression from topic to thesis: Close reading of the primary text, aided by secondary sources Growing awareness of interesting qualities within the primary text Choosing a topic for research Asking productive questions that help explore and evaluate a topic Creating a research hypothesis Revising and refining a hypothesis to form a working thesis First, and most important, identify what qualities in the primary or secondary source pique your imagination and curiosity and send you on a search for answers. Bloom's taxonomy of cognitive levels provides a description of productive questions asked by critical thinkers. While the lower levels (knowledge, comprehension) are necessary to a good history essay, aspire to the upper three levels (analysis, synthesis, evaluation). Skimming reference works such as encyclopedias, books, critical essays and periodical articles can help you choose a topic that evolves into a hypothesis, which in turn may lead to a thesis. One approach to skimming involves reading the first paragraph of a secondary source to locate and evaluate the author's thesis. Then for a general idea of the work's organization and major ideas read the first and last sentence of each paragraph. Read the conclusion carefully, as it usually presents a summary (Barnet and Bedau 19). Craft a Thesis Back to Top Very often a chosen topic is too broad for focused research. You must revise it until you have a working hypothesis, that is, a statement of an idea or an approach with respect to the source that could form the basis for your thesis. Remember to not commit too soon to any one hypothesis. Use it as a divining rod or a first step that will take you to new information that may inspire you to revise your hypothesis. Be flexible. Give yourself time to explore possibilities. The hypothesis you create will mature and shift as you write and rewrite your paper. New questions will send you back to old and on to new material. Remember, this is the nature of research--it is more a spiraling or iterative activity than a linear one. Test your working hypothesis to be sure it is: broad enough to promise a variety of resources. narrow enough for you to research in depth. original enough to interest you and your readers. worthwhile enough to offer information and insights of substance "do-able"--sources are available to complete the research. Now it is time to craft your thesis, your revised and refined hypothesis. A thesis is a declarative sentence that: focuses on one well-defined idea makes an arguable assertion; it is capable of being supported prepares your readers for the body of your paper and foreshadows the conclusion. Evaluate Thesis and Sources Back to Top Like your hypothesis, your thesis is not carved in stone. You are in charge. If necessary, revise it during the research process. As you research, continue to evaluate both your thesis for practicality, originality, and promise as a search tool, and secondary sources for relevance and scholarliness. The following are questions to ask during the research process: Are there many journal articles and entire books devoted to the thesis, suggesting that the subject has been covered so thoroughly that there may be nothing new to say? Does the thesis lead to stimulating, new insights? Are appropriate sources available? Is there a variety of sources available so that the bibliography or works cited page will reflect different kinds of sources? Which sources are too broad for my thesis? Which resources are too narrow? Who is the author of the secondary source? Does the critic's background suggest that he/she is qualified? After crafting a thesis, consider one of the following two approaches to writing a research paper: Excited about your thesis and eager to begin? Return to the primary or secondary source to find support for your thesis. Organize ideas and begin writing your first draft. After writing the first draft, have it reviewed by your peers and your instructor. Ponder their suggestions and return to the sources to answer still-open questions. Document facts and opinions from secondary sources. Remember, secondary sources can never substitute for primary sources. Confused about where to start? Use your thesis to guide you to primary and secondary sources. Secondary sources can help you clarify your position and find a direction for your paper. Keep a working bibliography. You may not use all the sources you record, but you cannot be sure which ones you will eventually discard. Create a working outline as you research. This outline will, of course, change as you delve more deeply into your subject. A Variety of Information Sources Back to Top "A mind that is stretched to a new idea never returns to its original dimension." --Oliver Wendell Holmes Your thesis and your working outline are the primary compasses that will help you navigate the variety of sources available. In "Introduction to the Library" (5-6) the MLA Handbook for Writers of Research Papers suggests you become familiar with the library you will be using by: taking a tour or enrolling for a brief introductory lecture referring to the library's publications describing its resources introducing yourself and your project to the reference librarian The MLA Handbook also lists guides for the use of libraries (5), including: Jean Key Gates, Guide to the Use of Libraries and Information Sources (7th ed., New York: McGraw, 1994). Thomas Mann, A Guide to Library Research Methods (New York: Oxford UP, 1987). Online Central Catalog Most libraries have their holdings listed on a computer. The online catalog may offer Internet sites, Web pages and databases that relate to the university's curriculum. It may also include academic journals and online reference books. Below are three search techniques commonly used online: Index Search: Although online catalogs may differ slightly from library to library, the most common listings are by: Subject Search: Enter the author's name for books and article written about the author. Author Search: Enter an author's name for works written by the author, including collections of essays the author may have written about his/her own works. Title Search: Enter a title for the screen to list all the books the library carries with that title. Key Word Search/Full-text Search: A one-word search, e.g., 'Kennedy,' will produce an overwhelming number of sources, as it will call up any entry that includes the name 'Kennedy.' To focus more narrowly on your subject, add one or more key words, e.g., "John Kennedy, Peace Corps." Use precise key words. Boolean Search: Boolean Search techniques use words such as "and," "or," and "not," which clarify the relationship between key words, thus narrowing the search. Take Efficient Notes Back to Top Keeping complete and accurate bibliography and note cards during the research process is a time (and sanity) saving practice. If you have ever needed a book or pages within a book, only to discover that an earlier researcher has failed to return it or torn pages from your source, you understand the need to take good notes. Every researcher has a favorite method for taking notes. Here are some suggestions-- customize one of them for your own use. Bibliography cards There may be far more books and articles listed than you have time to read, so be selective when choosing a reference. Take information from works that clearly relate to your thesis, remembering that you may not use them all. Use a smaller or a different color card from the one used for taking notes. Write a bibliography card for every source. Number the bibliography cards. On the note cards, use the number rather than the author's name and the title. It's faster. Another method for recording a working bibliography, of course, is to create your own database. Adding, removing, and alphabetizing titles is a simple process. Be sure to save often and to create a back-up file. A bibliography card should include all the information a reader needs to locate that particular source for further study. Most of the information required for a book entry (Gibaldi 112): Author's name Title of a part of the book [preface, chapter titles, etc.] Title of the book Name of the editor, translator, or compiler Edition used Number(s) of the volume(s) used Name of the series Place of publication, name of the publisher, and date of publication Page numbers Supplementary bibliographic information and annotations Most of the information required for an article in a periodical (Gibaldi 141): Author's name Title of the article Name of the periodical Series number or name (if relevant) Volume number (for a scholarly journal) Issue number (if needed) Date of publication Page numbers Supplementary information For information on how to cite other sources refer to your So you want to study history page . Note Cards Back to Top Take notes in ink on either uniform note cards (3x5, 4x6, etc.) or uniform slips of paper. Devote each note card to a single topic identified at the top. Write only on one side. Later, you may want to use the back to add notes or personal observations. Include a topical heading for each card. Include the number of the page(s) where you found the information. You will want the page number(s) later for documentation, and you may also want page number(s)to verify your notes. Most novice researchers write down too much. Condense. Abbreviate. You are striving for substance, not quantity. Quote directly from primary sources--but the "meat," not everything. Suggestions for condensing information: Summary: A summary is intended to provide the gist of an essay. Do not weave in the author's choice phrases. Read the information first and then condense the main points in your own words. This practice will help you avoid the copying that leads to plagiarism. Summarizing also helps you both analyze the text you are reading and evaluate its strengths and weaknesses (Barnet and Bedau 13). Outline: Use to identify a series of points. Paraphrase, except for key primary source quotations. Never quote directly from a secondary source, unless the precise wording is essential to your argument. Simplify the language and list the ideas in the same order. A paraphrase is as long as the original. Paraphrasing is helpful when you are struggling with a particularly difficult passage. Be sure to jot down your own insights or flashes of brilliance. Ralph Waldo Emerson warns you to "Look sharply after your thoughts. They come unlooked for, like a new bird seen on your trees, and, if you turn to your usual task, disappear...." To differentiate these insights from those of the source you are reading, initial them as your own. (When the following examples of note cards include the researcher's insights, they will be followed by the initials N. R.) When you have finished researching your thesis and you are ready to write your paper, organize your cards according to topic. Notecards make it easy to shuffle and organize your source information on a table-- or across the floor. Maintain your working outline that includes the note card headings and explores a logical order for presenting them in your paper. IV. Begin Thinking, Researching, Organizing Back to Top Don't be too sequential. Researching, writing, revising is a complex interactive process. Start writing as soon as possible! "The best antidote to writer's block is--to write." (Klauser 15). However, you still feel overwhelmed and are staring at a blank page, you are not alone. Many students find writing the first sentence to be the most daunting part of the entire research process. Be creative. Cluster (Rico 28-49). Clustering is a form of brainstorming. Sometimes called a web, the cluster forms a design that may suggest a natural organization for a paper. Here's a graphical depiction of brainstorming . Like a sun, the generating idea or topic lies at the center of the web. From it radiate words, phrases, sentences and images that in turn attract other words, phrases, sentences and images. Put another way--stay focused. Start with your outline. If clustering is not a technique that works for you, turn to the working outline you created during the research process. Use the outline view of your word processor. If you have not already done so, group your note cards according to topic headings. Compare them to your outline's major points. If necessary, change the outline to correspond with the headings on the note cards. If any area seems weak because of a scarcity of facts or opinions, return to your primary and/or secondary sources for more information or consider deleting that heading. Use your outline to provide balance in your essay. Each major topic should have approximately the same amount of information. Once you have written a working outline, consider two different methods for organizing it. Deduction: A process of development that moves from the general to the specific. You may use this approach to present your findings. However, as noted above, your research and interpretive process should be inductive. Deduction is the most commonly used form of organization for a research paper. The thesis statement is the generalization that leads to the specific support provided by primary and secondary sources. The thesis is stated early in the paper. The body of the paper then proceeds to provide the facts, examples, and analogies that flow logically from that thesis. The thesis contains key words that are reflected in the outline. These key words become a unifying element throughout the paper, as they reappear in the detailed paragraphs that support and develop the thesis. The conclusion of the paper circles back to the thesis, which is now far more meaningful because of the deductive development that supports it. Chronological order A process that follows a traditional time line or sequence of events. A chronological organization is useful for a paper that explores cause and effect. Parenthetical Documentation Back to Top The Works Cited page, a list of primary and secondary sources, is not sufficient documentation to acknowledge the ideas, facts, and opinions you have included within your text. The MLA Handbook for Writers of Research Papers describes an efficient parenthetical style of documentation to be used within the body of your paper. Guidelines for parenthetical documentation: "References to the text must clearly point to specific sources in the list of works cited" (Gibaldi 184). Try to use parenthetical documentation as little as possible. For example, when you cite an entire work, it is preferable to include the author's name in the text. The author's last name followed by the page number is usually enough for an accurate identification of the source in the works cited list. These examples illustrate the most common kinds of documentation. Documenting a quotation: Ex. "The separation from the personal mother is a particularly intense process for a daughter because she has to separate from the one who is the same as herself" (Murdock 17). She may feel abandoned and angry. Note: The author of The Heroine's Journey is listed under Works Cited by the author's name, reversed--Murdock, Maureen. Quoted material is found on page 17 of that book. Parenthetical documentation is after the quotation mark and before the period. Documenting a paraphrase: Ex. In fairy tales a woman who holds the princess captive or who abandons her often needs to be killed (18). Note: The second paraphrase is also from Murdock's book The Heroine's Journey. It is not, however, necessary to repeat the author's name if no other documentation interrupts the two. If the works cited page lists more than one work by the same author, include within the parentheses an abbreviated form of the appropriate title. You may, of course, include the title in your sentence, making it unnecessary to add an abbreviated title in the citation. > Prepare a Works Cited Page Back to Top There are a variety of titles for the page that lists primary and secondary sources (Gibaldi 106-107). A Works Cited page lists those works you have cited within the body of your paper. The reader need only refer to it for the necessary information required for further independent research. Bibliography means literally a description of books. Because your research may involve the use of periodicals, films, art works, photographs, etc. "Works Cited" is a more precise descriptive term than bibliography. An Annotated Bibliography or Annotated Works Cited page offers brief critiques and descriptions of the works listed. A Works Consulted page lists those works you have used but not cited. Avoid using this format. As with other elements of a research paper there are specific guidelines for the placement and the appearance of the Works Cited page. The following guidelines comply with MLA style: The Work Cited page is placed at the end of your paper and numbered consecutively with the body of your paper. Center the title and place it one inch from the top of your page. Do not quote or underline the title. Double space the entire page, both within and between entries. The entries are arranged alphabetically by the author's last name or by the title of the article or book being cited. If the title begins with an article (a, an, the) alphabetize by the next word. If you cite two or more works by the same author, list the titles in alphabetical order. Begin every entry after the first with three hyphens followed by a period. All entries begin at the left margin but subsequent lines are indented five spaces. Be sure that each entry cited on the Works Cited page corresponds to a specific citation within your paper. Refer to the the MLA Handbook for Writers of Research Papers (104- 182) for detailed descriptions of Work Cited entries. Citing sources from online databases is a relatively new phenomenon. Make sure to ask your professor about citing these sources and which style to use. V. Draft, Revise, Rewrite, Rethink Back to Top "There are days when the result is so bad that no fewer than five revisions are required. In contrast, when I'm greatly inspired, only four revisions are needed." --John Kenneth Galbraith Try freewriting your first draft. Freewriting is a discovery process during which the writer freely explores a topic. Let your creative juices flow. In Writing without Teachers , Peter Elbow asserts that "[a]lmost everybody interposes a massive and complicated series of editings between the time words start to be born into consciousness and when they finally come off the end of the pencil or typewriter [or word processor] onto the page" (5). Do not let your internal judge interfere with this first draft. Creating and revising are two very different functions. Don't confuse them! If you stop to check spelling, punctuation, or grammar, you disrupt the flow of creative energy. Create; then fix it later. When material you have researched comes easily to mind, include it. Add a quick citation, one you can come back to later to check for form, and get on with your discovery. In subsequent drafts, focus on creating an essay that flows smoothly, supports fully, and speaks clearly and interestingly. Add style to substance. Create a smooth flow of words, ideas and paragraphs. Rearrange paragraphs for a logical progression of information. Transition is essential if you want your reader to follow you smoothly from introduction to conclusion. Transitional words and phrases stitch your ideas together; they provide coherence within the essay. External transition: Words and phrases that are added to a sentence as overt signs of transition are obvious and effective, but should not be overused, as they may draw attention to themselves and away from ideas. Examples of external transition are "however," "then," "next," "therefore." "first," "moreover," and "on the other hand." Internal transition is more subtle. Key words in the introduction become golden threads when they appear in the paper's body and conclusion. When the writer hears a key word repeated too often, however, she/he replaces it with a synonym or a pronoun. Below are examples of internal transition. Transitional sentences create a logical flow from paragraph to paragraph. Iclude individual words, phrases, or clauses that refer to previous ideas and that point ahead to new ones. They are usually placed at the end or at the beginning of a paragraph. A transitional paragraph conducts your reader from one part of the paper to another. It may be only a few sentences long. Each paragraph of the body of the paper should contain adequate support for its one governing idea. Speak/write clearly, in your own voice. Tone: The paper's tone, whether formal, ironic, or humorous, should be appropriate for the audience and the subject. Voice: Keep you language honest. Your paper should sound like you. Understand, paraphrase, absorb, and express in your own words the information you have researched. Avoid phony language. Sentence formation: When you polish your sentences, read them aloud for word choice and word placement. Be concise. Strunk and White in The Elements of Style advise the writer to "omit needless words" (23). First, however, you must recognize them. Keep yourself and your reader interested. In fact, Strunk's 1918 writing advice is still well worth pondering. First, deliver on your promises. Be sure the body of your paper fulfills the promise of the introduction. Avoid the obvious. Offer new insights. Reveal the unexpected. Have you crafted your conclusion as carefully as you have your introduction? Conclusions are not merely the repetition of your thesis. The conclusion of a research paper is a synthesis of the information presented in the body. Your research has led you to conclusions and opinions that have helped you understand your thesis more deeply and more clearly. Lift your reader to the full level of understanding that you have achieved. Revision means "to look again." Find a peer reader to read your paper with you present. Or, visit your college or university's writing lab. Guide your reader's responses by asking specific questions. Are you unsure of the logical order of your paragraphs? Do you want to know whether you have supported all opinions adequately? Are you concerned about punctuation or grammar? Ask that these issues be addressed. You are in charge. Here are some techniques that may prove helpful when you are revising alone or with a reader. When you edit for spelling errors read the sentences backwards. This procedure will help you look closely at individual words. Always read your paper aloud. Hearing your own words puts them in a new light. Listen to the flow of ideas and of language. Decide whether or not the voice sounds honest and the tone is appropriate to the purpose of the paper and to your audience. Listen for awkward or lumpy wording. Find the one right word, Eliminate needless words. Combine sentences. Kill the passive voice. Eliminate was/were/is/are constructions. They're lame and anti-historical. Be ruthless. If an idea doesn't serve your thesis, banish it, even if it's one of your favorite bits of prose. In the margins, write the major topic of each paragraph. By outlining after you have written the paper, you are once again evaluating your paper's organization. OK, you've got the process down. Now execute! And enjoy! It's not everyday that you get to make history. VI. For Further Reading: Works Cited Back to Top Barnet, Sylvan, and Hugo Bedau. Critical Thinking, Reading, and Writing: A Brief Guide to Argument. Boston: Bedford, 1993. Brent, Doug. Reading as Rhetorical Invention: Knowledge,Persuasion and the Teaching of Research-Based Writing. Urbana: NCTE, 1992. Elbow, Peter. Writing without Teachers. New York: Oxford University Press, 1973. Gibladi, Joseph. MLA Handbook for Writers of Research Papers. 4th ed. New York: Modern Language Association, 1995. Horvitz, Deborah. "Nameless Ghosts: Possession and Dispossession in Beloved." Studies in American Fiction , Vol. 17, No. 2, Autum, 1989, pp. 157-167. Republished in the Literature Research Center. Gale Group. (1 January 1999). Klauser, Henriette Anne. Writing on Both Sides of the Brain: Breakthrough Techniques for People Who Write. Philadelphia: Harper, 1986. Rico, Gabriele Lusser. Writing the Natural Way: Using Right Brain Techniques to Release Your Expressive Powers. Los Angeles: Houghton, 1983. Sorenson, Sharon. The Research Paper: A Contemporary Approach. New York: AMSCO, 1994. Strunk, William, Jr., and E. B. White. The Elements of Style. 3rd ed. New York: MacMillan, 1979. Back to Top This guide adapted from materials published by Thomson Gale, publishers. For free resources, including a generic guide to writing term papers, see the Gale.com website , which also includes product information for schools.

How to Write a Research Paper

If you already have a headache trying to understand what research paper is all about, we have created an ultimate guide for you on how to write a research paper. You will find all the answers to your questions regarding structure, planning, doing investigation, finding the topic that appeals to you. Plus, you will find out the secret to an excellent paper. Are you at the edge of your seat? Let us start with the basics then.

• What is a Research Paper
• Reasons for Writing a Research Paper
• Report Papers and Thesis Papers
• How to Start a Research Paper
• How to Choose a Topic for a Research Paper
• How to Write a Proposal for a Research Paper
• How to Write a Research Plan
• How to Do Research
• How to Write an Outline for a Research Paper
• How to Write a Thesis Statement for a Research Paper
• How to Write a Research Paper Rough Draft
• How to Write an Introduction for a Research Paper
• How to Write a Body of a Research Paper
• How to Write a Conclusion for a Research Paper
• How to Write an Abstract for a Research Paper
• How to Revise and Edit a Research Paper
• How to Write a Bibliography for a Research Paper
• What Makes a Good Research Paper

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What is a research paper.

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You probably know the saying ‘the devil is not as black as he is painted’. This particular saying is absolutely true when it comes to writing a research paper. Your feet are cold even with the thought of this assignment. You have heard terrifying stories from older students. You have never done this before, so certainly you are scared. What is a research paper? How should I start? What are all these requirements about?

Luckily, you have a friend in need. That is our writing service. First and foremost, let us clarify the definition. A research paper is a piece of academic writing that provides information about a particular topic that you’ve researched . In other words, you choose a topic: about historical events, the work of some artist, some social issues etc. Then you collect data on the given topic and analyze it. Finally, you put your analysis on paper. See, it is not as scary as it seems. If you are still having doubts, whether you can handle it yourself, we are here to help you. Our team of writers can help you choose the topic, or give you advice on how to plan your work, or how to start, or craft a paper for you. Just contact us 24/7 and see everything yourself.

5 Reasons for Writing a Research Paper

Why should I spend my time writing some academic paper? What is the use of it? Is not some practical knowledge more important? The list of questions is endless when it comes to a research paper. That is why we have outlined 5 main reasons why writing a research paper is a good thing.

• You will learn how to organize your time

If you want to write a research paper, you will have to learn how to manage your time. This type of assignment cannot be done overnight. It requires careful planning and you will need to learn how to do it. Later, you will be able to use these time-managing skills in your personal life, so why not developing them?

• You will discover your writing skills

You cannot know something before you try it. This rule relates to writing as well. You cannot claim that you cannot write until you try it yourself. It will be really difficult at the beginning, but then the words will come to your head themselves.

• You will improve your analytical skills

Writing a research paper is all about investigation and analysis. You will need to collect data, examine and classify it. These skills are needed in modern life more than anything else is.

• You will gain confidence

Once you do your own research, it gives you the feeling of confidence in yourself. The reason is simple human brain likes solving puzzles and your assignment is just another puzzle to be solved.

• You will learn how to persuade the reader

When you write your paper, you should always remember that you are writing it for someone to read. Moreover, you want this someone to believe in your ideas. For this reason, you will have to learn different convincing methods and techniques. You will learn how to make your writing persuasive. In turns, you will be able to use these methods in real life.

What is the Difference between Report and Thesis Papers?

A common question is ‘what is the difference between a report paper and a thesis paper?’ The difference lies in the aim of these two assignments. While the former aims at presenting the information, the latter aims at providing your opinion on the matter. In other words, in a report paper you have to summarize your findings. In a thesis paper, you choose some issue and defend your point of view by persuading the reader. It is that simple.

A thesis paper is a more common assignment than a report paper. This task will help a professor to evaluate your analytical skills and skills to present your ideas logically. These skills are more important than just the ability to collect and summarize data.

How to Write a Research Paper Step by Step

Research comes from the French word  rechercher , meaning “to seek out.” Writing a research paper requires you to seek out information about a subject, take a stand on it, and back it up with the opinions, ideas, and views of others. What results is a printed paper variously known as a term paper or library paper, usually between five and fifteen pages long—most instructors specify a minimum length—in which you present your views and findings on the chosen subject.

It is not a secret that the majority of students hate writing a research paper. The reason is simple it steals your time and energy. Not to mention, constant anxiety that you will not be able to meet the deadline or that you will forget about some academic requirement.

We will not lie to you; a research paper is a difficult assignment. You will have to spend a lot of time. You will need to read, to analyze, and to search for the material. You will probably be stuck sometimes. However, if you organize your work smart, you will gain something that is worth all the effort – knowledge, experience, and high grades.

The reason why many students fail writing a research paper is that nobody explained them how to start and how to plan their work. Luckily, you have found our writing service and we are ready to shed the light on this dark matter.

We have created a step by step guide for you on how to write a research paper. We will dwell upon the structure, the writing tips, the writing strategies as well as academic requirements. Read this whole article and you will see that you can handle writing this assignment and our team of writers is here to assist you.

How to Start a Research Paper?

It all starts with the assignment. Your professor gives you the task. It may be either some general issue or specific topic to write about. Your assignment is your first guide to success. If you understand what you need to do according to the assignment, you are on the road to high results. Do not be scared to clarify your task if you need to. There is nothing wrong in asking a question if you want to do something right. You can ask your professor or you can ask our writers who know a thing or two in academic writing.

It is essential to understand the assignment. A good beginning makes a good ending, so start smart.

Learn how to start a research paper .

Choosing a Topic for a Research Paper

We have already mentioned that it is not enough to do great research. You need to persuade the reader that you have made some great research. What convinces better that an eye-catching topic? That is why it is important to understand how to choose a topic for a research paper.

First, you need to delimit the general idea to a more specific one. Secondly, you need to find what makes this topic interesting for you and for the academia. Finally, you need to refine you topic. Remember, it is not something you will do in one day. You can be reshaping your topic throughout your whole writing process. Still, reshaping not changing it completely. That is why keep in your head one main idea: your topic should be precise and compelling .

Learn how to choose a topic for a research paper .

How to Write a Proposal for a Research Paper?

If you do not know what a proposal is, let us explain it to you. A proposal should answer three main questions:

• What is the main aim of your investigation?
• Why is your investigation important?
• How are you going to achieve the results?

In other words, proposal should show why your topic is interesting and how you are going to prove it. As to writing requirements, they may differ. That is why make sure you find out all the details at your department. You can ask your departmental administrator or find information online at department’s site. It is crucial to follow all the administrative requirements, as it will influence your grade.

Learn how to write a proposal for a research paper .

How to Write a Research Plan?

The next step is writing a plan. You have already decided on the main issues, you have chosen the bibliography, and you have clarified the methods. Here comes the planning. If you want to avoid writer’s block, you have to structure you work. Discuss your strategies and ideas with your instructor. Think thoroughly why you need to present some data and ideas first and others second. Remember that there are basic structure elements that your research paper should include:

• Thesis Statement
• Introduction
• Bibliography

You should keep in mind this skeleton when planning your work. This will keep your mind sharp and your ideas will flow logically.

Learn how to write a research plan .

How to Do Research?

Your research will include three stages: collecting data, reading and analyzing it, and writing itself.

First, you need to collect all the material that you will need for you investigation: films, documents, surveys, interviews, and others. Secondly, you will have to read and analyze. This step is tricky, as you need to do this part smart. It is not enough just to read, as you cannot keep in mind all the information. It is essential that you make notes and write down your ideas while analyzing some data. When you get down to the stage number three, writing itself, you will already have the main ideas written on your notes. Plus, remember to jot down the reference details. You will then appreciate this trick when you will have to write the bibliography.

If you do your research this way, it will be much easier for you to write the paper. You will already have blocks of your ideas written down and you will just need to add some material and refine your paper.

Learn how to do research .

How to Write an Outline for a Research Paper?

To make your paper well organized you need to write an outline. Your outline will serve as your guiding star through the writing process. With a great outline you will not get sidetracked, because you will have a structured plan to follow. Both you and the reader will benefit from your outline. You present your ideas logically and you make your writing coherent according to your plan. As a result, this outline guides the reader through your paper and the reader enjoys the way you demonstrate your ideas.

Learn how to write an outline for a research paper . See research paper outline examples .

How to Write a Thesis Statement for a Research Paper?

Briefly, the thesis is the main argument of your research paper. It should be precise, convincing and logical. Your thesis statement should include your point of view supported by evidence or logic. Still, remember it should be precise. You should not beat around the bush, or provide all the possible evidence you have found. It is usually a single sentence that shows your argument. In on sentence you should make a claim, explain why it significant and convince the reader that your point of view is important.

Learn how to write a thesis statement for a research paper . See research paper thesis statement examples .

Should I Write a Rough Draft for a Research Paper?

Do you know any writer who put their ideas on paper, then never edited them and just published? Probably, no writer did so. Writing a research paper is no exception. It is impossible to cope with this assignment without writing a rough draft.

Your draft will help you understand what you need to polish to make your paper perfect. All the requirements, academic standards make it difficult to do everything flawlessly at the first attempt. Make sure you know all the formatting requirements: margins, words quantity, reference requirements, formatting styles etc.

Learn how to write a rough draft for a research paper .

How to Write an Introduction for a Research Paper?

Let us make it more vivid for you. We have narrowed down the tips on writing an introduction to the three main ones:

• Include your thesis in your introduction

Remember to include the thesis statement in your introduction. Usually, it goes at the end of the first paragraph.

• Present the main ideas of the body

You should tell the main topics you are going to discuss in the main body. For this reason, before writing this part of introduction, make sure you know what is your main body is going to be about. It should include your main ideas.

• Polish your thesis and introduction

When you finish the main body of your paper, come back to the thesis statement and introduction. Restate something if needed. Just make it perfect; because introduction is like the trailer to your paper, it should make the reader want to read the whole piece.

Learn how to write an introduction for a research paper . See research paper introduction examples .

How to Write a Body of a Research Paper?

A body is the main part of your research paper. In this part, you will include all the needed evidence; you will provide the examples and support your argument.

It is important to structure your paragraphs thoroughly. That is to say, topic sentence and the evidence supporting the topic. Stay focused and do not be sidetracked. You have your outline, so follow it.

Here are the main tips to keep in head when writing a body of a research paper:

• Let the ideas flow logically
• Include only relevant information
• Provide the evidence
• Structure the paragraphs
• Make the coherent transition from one paragraph to another

See? When it is all structured, it is not as scary as it seemed at the beginning. Still, if you have doubts, you can always ask our writers for help.

Learn how to write a body of a research paper . See research paper transition examples .

How to Write a Conclusion for a Research Paper?

Writing a good conclusion is important as writing any other part of the paper. Remember that conclusion is not a summary of what you have mentioned before. A good conclusion should include your last strong statement.

If you have written everything according to the plan, the reader already knows why your investigation is important. The reader has already seen the evidence. The only thing left is a strong concluding thought that will organize all your findings.

Never include any new information in conclusion. You need to conclude, not to start a new discussion.

Learn how to write a conclusion for a research paper .

How to Write an Abstract for a Research Paper?

An abstract is a brief summary of your paper, usually 100-200 words. You should provide the main gist of your paper in this short summary. An abstract can be informative, descriptive or proposal. Depending on the type of abstract, you need to write, the requirements will differ.

To write an informative abstract you have to provide the summary of the whole paper. Informative summary. In other words, you need to tell about the main points of your work, the methods used, the results and the conclusion of your research.

To write a descriptive abstract you will not have to provide any summery. You should write a short teaser of your paper. That is to say, you need to write an overview of your paper. The aim of a descriptive abstract is to interest the reader.

Finally, to write a proposal abstract you will need to write the basic summary as for the informative abstract. However, the difference is the following: you aim at persuading someone to let you write on the topic. That is why, a proposal abstract should present your topic as the one worth investigating.

Learn how to write an abstract for a research paper .

Should I Revise and Edit a Research Paper?

Revising and editing your paper is essential if you want to get high grades. Let us help you revise your paper smart:

• Check your paper for spelling and grammar mistakes
• Sharpen the vocabulary
• Make sure there are no slang words in your paper
• Examine your paper in terms of structure
• Compare your topic, thesis statement to the whole piece
• Check your paper for plagiarism

If you need assistance with proofreading and editing your paper, you can turn to the professional editors at our service. They will help you polish your paper to perfection.

Learn how to revise and edit a research paper .

How to Write a Bibliography for a Research Paper?

First, let us make it clear that bibliography and works cited are two different things. Works cited are those that you cited in your paper. Bibliography should include all the materials you used to do your research. Still, remember that bibliography requirements differ depending on the formatting style of your paper. For this reason, make sure you ask you professor all the requirements you need to meet to avoid any misunderstanding.

Learn how to write a bibliography for a research paper .

The Key Secret to a Good Research Paper

Now when you know all the stages of writing a research paper, you are ready to find the key to a good research paper:

• Choose the topic that really interests you
• Make the topic interesting for you even if it is not at the beginning
• Follow the step by step guide and do not get sidetracked
• Be persistent and believe in yourself
• Really do research and write your paper from scratch
• Learn the convincing writing techniques and use them
• Follow the requirements of your assignment
• Ask for help if needed from real professionals

Feeling more confident about your paper now? We are sure you do. Still, if you need help, you can always rely on us 24/7.

We hope we have made writing a research paper much easier for you. We realize that it requires lots of time and energy. We believe when you say that you cannot handle it anymore. For this reason, we have been helping students like you for years. Our professional team of writers is ready to tackle any challenge.

All our authors are experienced writers crafting excellent academic papers. We help students meet the deadline and get the top grades they want. You can see everything yourself. All you need to do is to place your order online and we will contact you. Writing a research paper with us is truly easy, so why do not you check it yourself?

Additional Resources for Research Paper Writing:

• Anthropology Research
• Career Research
• Communication Research
• Criminal Justice Research
• Health Research
• Political Science Research
• Psychology Research
• Sociology Research

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The Ultimate Written Event Guide

Before serving as the 2018-2019 High School Division President, he was an international finalist, earning second place in the International Business Plan at ICDC in Anaheim. Andrew Weatherman took home DECA glass and now he’s taking the time to share his insider secrets with you.

Stage 1: Finding The Right Event

Let’s start by addressing the elephant in the room: written events aren’t for everyone. They’re a super fun and different way to compete, but they sure aren’t suited for the average member. Written events are a process, and they require months of preparation, all-nighters, and a lot — a lot — of research. If you love solving a challenging problem on your feet, then I’d advise staying away from written events (go for role plays!). However, if you like having a prepared plan and the opportunity to rehearse, go ahead and try a written event!

Think a written event is for you? Great! Before you dive in and begin planning your paper, you must decide which event to compete in! The great thing is that DECA’s Competitive Event series offers a plethora of exciting events to chose from. Unfortunately, you can only pick one. In my opinion, choosing the right event is the most overlooked but vital part of the competition process. DECA breaks the written events into four categories: Business and Operations Research Events, Project Management Events, Entrepreneurship Events, and Integrated Marketing Campaign Events. Want to check out all DECA’s competitive event options? Take a look at the complete list in the DECA Guide. In this article, I’ll summarize each written event and add a little commentary. For more details, head to www.deca.org/compete.

Business and Operations Research Events 

Events in this category have a maximum page limit of 20 pages and allow for a single competitor, a partnership, or a team of three. There are five events that fall under the Business Operations Research umbrella: Business Services, Buying and Merchandising, Finance Operations, Hospitality and Tourism Operations, and Sports and Entertainment Operations. Business Operations Research events provide you the opportunity to conduct research with a local business/organization and present your findings to a judge at competition. These events follow a topic that changes from year-to-year. Business Operations Research events are a great way to connect with local business and understand how they work! If you like business research and strategy, Business Operations Research is a great fit for you!

Project Management Events

In my home association of North Carolina, Project Management events are the Holy Grail; if you want to prove that you are the best competing chapter, a great way to do that is to tackle the Project Management events. Like BOR events, Project Management events have a maximum page limit of 20 pages and allow for a single competitor, a partnership, or a team of three chapter representatives. There are six events that fall under the Project Management umbrella: Business Solutions Project, Career Development Project, Community Awareness Project, Community Giving Project, Financial Literacy Project and Sales Project. Project Management events provide the amazing opportunity to engage chapter members in school-wide/community-wide activities that cover the specific event. Many chapters already put on amazing school/community activities, and the Project Management events allow you to showcase your chapter’s awesome outreach/impact! I always recommend chapters of any size to pick an event and go for it! If your chapter is up to the challenge, you can do all six events! If you like event planning and management and want to have a tangible impact on your school or community, try a project management event!

Entrepreneurship Events

My favorite written event category, Entrepreneurship Events give you the opportunity to “explore entrepreneurial concepts from idea generation, business planning, to growing an existing business.” Unlike Business Operations Research and Chapter Team events, however, the events that fall under the Entrepreneurship umbrella have different rules from one another. The Innovation Plan is the shortest written event available, clocking in at a maximum page limit of five. The Start-up Business Plan is an intermediary, having a maximum page limit of eleven. While the Franchise Business Plan, Independent Business Plan, Business Growth Plan, and International Business Plan have a maximum page limit of 10. Unlike all other written events, though, the Business Growth Plan has strict rules on who can compete; since this event involves crafting a detailed growth plan and strategy for a business owned by a DECA member, all competitors must be “documented owners/operators of the business — a parents’ business does not qualify.” All events, though, allow for a single competitor, a partnership, or a team of three. Having a budding affinity for the world of entrepreneurship, I instantly gravitated towards these events. My sophomore year I competed in Start-Up Business Plan, and my junior year I competed in International Business Plan. If you have any interest in entrepreneurship, I highly recommend looking into these events!

Integrated Marketing Campaign Events

This is a new event this year! The Integrated Marketing Campaign Events provide an opportunity for the participants to demonstrate promotional knowledge and skills needed by marketing personnel. There are three different events within IMC. Event includes a campaign that is related to any sports and entertainment event and/or company event. Product includes a campaign that is related to any hard/soft line retail products including e-commerce. Service includes a campaign that is related to any service or intangible product.  These events have a maximum page limit of ten pages and allow for a single competitor, a partnership, or a team of three. If tests aren’t your thing, I recommend staying away from these events. The test will factor into your overall score, and a low test score could spell doom for your Glass hopes. If you are a strong test taker who wants to compete in written events but still wants a taste of series events (and has an interest in the marketing field), definitely check these events out!

So Which Is Right For Me?

Now that you have familiarized yourself with the numerous written events offered, you are probably overloaded with potential options and don’t know which to pick. Surprisingly, this is a great problem to have! Unfortunately, there is no binary solution. No formula, advice, etc. can make that decision for you. Go with your gut; ask teachers and fellow members, but the end decision is yours, so own it.

“Choose something you are passionate about. The less passionate you are about your topic, the less productive you will be.”  –Ben Smith; Wisconsin DECA VP of Event Management.

When I decided to compete in a written event my junior year, it was a no-brainer: I love presenting and researching, so of course, I had to go the written route! The tough decision, though, was what event to pick. I knew I had to go for an entrepreneurship event so that automatically narrowed the field. The previous year, I competed in an ten-page event, and I thought that limit was too restrictive, so I had to go for a twenty-pager. Honestly, the decision was only between two events — Independent or International. Like I said, I love researching, and I really wanted to squeeze the most out of this event as I could. That said, I chose the International Business Plan because it gave me the opportunity to research the culture and business/entrepreneurship environment of another country.

Stage 2: The Core

Now that you have a better understanding of what written event you’d like to compete in, we can move onto the skeleton of your event: the core member(s). This is the stage that you DO NOT WANT TO SKIP. You can slack on any other stage and produce a winning project, but if you chose to slack on this stage, then you can kiss your Glass hopes bye.

Team or No Team — That is The Question

Every DECA written event allows you to compete solo, as a partnership, or as a group of three. Like every project or idea, the team is the backbone and will make or break everything. Choosing your team, or not choosing one, is the single most important decision you will make during your project. Your partner/group members, though, must be from your home chapter.

Flying Solo — Pros and Cons

If you are the type of person who wants absolute control over every aspect of your project, this is the route you need to take. Personally, I chose to fly solo. If you lack innate self-initiative and are a weak presenter, I urge you to not even consider this option. Flying solo feels great — you never have to deal with conflicting schedules, you can work on your own time, and you make every decision. But, that also opens you up to some pretty (potentially) devastating negatives. When it comes to presenting, you have the full load of work; you can’t rely on someone else to cover certain parts. When it comes time to make a decision, you have full say, so if you don’t consult outside help, you’re getting a very biased view. You have no one to hold you responsible to any deadline, and if you start to lose interest, you will have to find a way to reel yourself back in.

Teaming— Pros and Cons

If you have a strong core of one or two chapter members that possess wildly different (applicable) skill sets and mesh well, forming a team with those members is a great way to go. From the paper standpoint, the team route (when executed well) decreases the workload and dependence of all members. From a presenting standpoint, each member can cover certain parts of the pitch, which should allow for better (and impressive) flow and transition (plus you can wear matching outfits, and that’s pretty cool). However, this route also opens itself up to (potentially) devastating negatives: team communication has to be at maximum level during the project (I recommend Slack if you have a team of three); arguments can break out over trite team decisions. If done well, teaming can be a perfect option, but any slip up during the project could spell doom to all of your hard work. Tred with caution.

I recommend setting aside a few weeks at the start of school to survey new DECA members and observe returners (summer changes some people). If you take this step early, there is absolutely no reason to rush to rash and impulsive decisions. If you decide to form a partnership or team, take a week to just talk — doesn’t have to be about DECA. No matter the skillset or promises offered by anyone, you must mesh well with your team (this isn’t necessarily a start-up; no need to be a Steve Jobs). Also, a word of wisdom: I’ve gotten burned by (looking back) ludicrous promises by teammates. Don’t be blinded by outlandish promises; they are almost always too good to be true.

Stage 3: Planning and Research

Do not, I repeat, DO NOT, think you are too good or too smart for planning and research. If you have that mindset, stop reading right now. Even though I have harped on the importance of research and planning, I have purposely left this stage relatively short. Find the methods that work best for you/your team.

I’ll be honest — I’m the most unorganized person you’ll ever meet. I’m not a big planner. That said, I still had a rough sketch and timetable for my event. It wasn’t much, and it doesn’t have to be much. A simple print-out of the event guidelines, a few dates/ranges scribbled here and there, and that was it. I’m a driven guy, so I could count on that drive and desire to win to push me. If you need a little more planning (this works well with teams, but can also work well for a single person), try Trello — a free online to-do board where you can collaborate with others, assign tasks, set due dates, and add notes. I’m not a big fan of agendas, but many groups find it very helpful to set a meeting agenda whenever they are going to be working on the project. 

For a Glass-worthy paper, you will spend twice the amount of time researching than you will actually writing the paper. That said, researching is supremely important. I still have a folder on my computer full of PDFs from research for my IBP, paper revisions, audio from meetings and calls, charts and graphs, etc. I even found an amazing e-book with a few chapters especially pertinent to my paper, emailed the publishing company, and received a hard copy (free of charge) in the mail a couple of weeks later. When I conducted research, I always brought a notepad with me, so I could jot down any tidbits, figures, etc. that could’ve brought potential benefit to my paper. I get easily distracted, so to combat this during my paper time, I went to my local library to do all of my work. I think this helped a ton when it came to getting stuff done in an efficient manner, and I would recommend you (or your team) find a quiet “paper place,” somewhere you go when it’s time to finally get down to business.

"Thoroughly document your [research] while it’s going on. You won’t remember everything you did when trying to write about it.”  –Lena Kellogg; LV DECA President

Stage 4: The Paper

After weeks (read: months) of planning and researching, it’s finally time to start seriously drafting your paper. A word of advice: don’t get too attached to your first (or second or third) draft; it won’t be great. As a serious competitor, you need to channel your inner critic; try to read your paper through the lens of that advisor and make changes just as a harsh third-party would. That’s how winners work. 

A quick pro tip: no matter if you’re working alone or as a group, enlist the help of your advisors, friends, trusted family and outside sources to give you feedback on your paper. However, make sure to explain to them that they need to be 100% honest in their critical feedback. People you know will often give you sugar-coated advice, and this will do more harm to your project than good. 

How Important Is My Paper?

Depending on your event, your presentation and paper score may vary. The paper in a 20 pager will count for 60% of your score, making the paper that much more important. Below is a chart that breaks it all down. Credit to Annie Hulse of Oakton DECA (VA).

Executive Summary (ES)

This is the most important part of your paper! Judges won’t always have time to read your entire paper, so they will read your summary in-depth and skim the rest. Therefore, it is paramount to have a killer ES. I can’t stress this enough. 

Start with a bang, sell the problem and solution (but hit hard on the problem), and focus on what makes you stand out. 

When writing the summary, which should be done after everything else is complete, imagine that your ES is the only thing your judge will read (because it could be), and you need to sell them on your idea with that ES alone.

Let The Score Sheet Be The Blueprint

You may have been told that a certain section isn’t important. You might think, “Oh, by rearranging these sections, I’ll certainly stand out!” That’s a common thought, but also an erroneous one. 

You should be in a committed relationship with the guidelines of your event. Read them before writing, then again while writing. Read them between drafts and before bedtime. Know the guidelines better than the people who wrote them. This is a competition, and the guidelines were provided for a reason. Judges are sticklers for judging a paper off the guidelines. A vital thing to do at this moment would be to print out the guidelines of every event that you are considering. In your paper (and presentation) include the exact vocabulary from the rubric and guidelines in your writing.

Content or Appearance

An age-old debate between researchers and perfectionists: should my paper be content heavy or aesthetically pleasing? Personally, I have seen more success from a hybrid. Include the most important details, and be thorough on those details for every section. Elaborate on the vital portions, but don’t slack on the visuals. Include meaningful, colorful graphs to break up large chunks of text. When appropriate, substitute text for bullet points or flow charts. Once you decide on a logo and font, maintain a consistent color scheme and font usage. Make sure, though, that you don’t add visuals just to add them. They should add substance to your paper. A respectable content-to-visual ratio for every page is roughly 75:25.

Penalty Points

Penalty points can literally ruin everything. In my state, if you get more than 10 penalty points on your paper, you can kiss the top 10 goodbye. Triple-check your paper for penalty points before you submit it, and enlist the help of a few classmates. 

Some common mistakes that lead to penalty points are as follows: exceeding the number of pages, leaving out a section, not having all pages numbered, not using current guidelines (see, I told you guidelines were important). Penalty points are awarded for careless errors, and they’re very easy to avoid if you pay close attention. 

Stage 5: The Presentation

No matter how good your final paper is, the presentation will be the single factor that differentiates you/your team from the competition. Most associations require that papers be submitted a few weeks prior to the state conference. If this is the case, focus on your paper until the due date — don’t even think about your presentation. Once you’ve turned in the paper, turn your full attention to the presentation. 

Script or No Script?

When it comes to presentations, there is the inevitable question of whether to script it out or not. Honestly, this is a personal decision. It is often said, though, that if you are going to memorize your presentation all the way through, you need to have it down to the “Happy Birthday” level, meaning you would be comfortable belting out your script in the most stressful situations. 

Make your presentation aesthetically pleasing! A nice tool to use to create materials (if you aren’t fluent in Photoshop) is Canva. At competition, you’ll find that PowerPoints are the outliers. A lot of competitors opt to go the trifold, or more obscure, path. However, the time you take to set up and take down your materials counts in your total time, so practice setting up and taking down before showtime. 

While visuals can certainly help your overall presentation, they should be appropriate and engaging. When presenting, you should interact with your visuals in a way that makes sense. If you are using technology, don’t count on WiFi or outlets. When I presented, I used a traditional PPT and a clicker. I also made business cards with my name and company logo, and I handed the judge a card before I wrapped up. Nice touches like this definitely leave an impression on your judge. Think of the exterior things that could go wrong on the day of your presentation. Prepare back-ups or alternatives so that there are no disasters that could derails all of the work you’ve put into your final project.

Judge’s Questions

You have 15 minutes to give your pitch. However, you shouldn’t use the whole time presenting. After your pitch, the judge(s) will likely have some questions. These questions are not meant to trick you. The judge will usually ask for clarification on parts that you glossed over or will ask in-depth questions on a certain topic. While you’re not obligated to leave time for questions, it’s always recommended. I ran tight on time during my final IBP pitch at ICDC, and I have always wondered if that was the difference between first and second. Learn from my mistakes – leave the time. 

Don’t be nervous when answering questions. You are the authority on the subject. No one should know your problem, market and solution better than you. One way I prepared for questions was by pitching to others and fielding questions from them. There will likely be parts of your presentation that make perfect sense to you but confuse someone else. 

When answering questions, give a concise but full answer: don’t spend too much time on any one question, but make sure to completely answer the judge’s question. Most importantly, have a respectful tone when answering. I know, you probably feel like you covered that section that the judge is confused about very well, but a rude or impatient tone will not support your cause. 

Discussion Questions

Classroom connection, career cluster:, instructional area(s):, performance indicators:.

DECA Competitive Events: Use of AI

As artificial intelligence continues to evolve, it can be a tremendous tool to help companies and organizations enhance their productivity and work. However, the use of generative AI also comes with significant caution and ethical considerations.

Competition Power Moves: Mastering Body Language

Effective body language can enhance your message, captivate your audience and leave a lasting impression. Let's explore the importance of proper body language when presenting and review pro tips to excel in DECA competition.

Top 5 Tips for Prepared Events

DECA's prepared events require a written project and a prepared presentation, and some require participants to take a career cluster exam. As you begin working on your prepared event for the year, check out these five tips to help you throughout the process!

Your Guide to Understanding DECA ICDC's Competitive Event Process and Transcripts

If you're looking for more information on DECA's International Career Development Conference competitive events process and transcripts, look no further! Explore these frequently asked questions and answers.

DECA prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management in high schools and colleges around the globe.

• Connelly Library

How to Start a Paper

• Browse All Guides
• Using "Research Explorer"

Choose a Research Question

Test research question, read & evaluate sources, tweak research question, write & edit paper, return to research cycle.

Brainstorm ideas and formulate a Research Question that is of interest to you and meets your professor's requirements.

Perform exploratory research using Research Explorer.

• Read the titles , abstracts and skim the full text (if available)
• Evaluate  if each of the resources is legitimate
• Think critically about how the information relates to your Research Question
• Reevaluate and possibly change your search terms to produce more relevant results

You should change your Research Question if:

• There aren't enough resources ( Your job is hard enough.  Why make it harder? )
• There are too many resources ( Your Research Question is too broad. )
• There is another related topic that is of greater interest to you ( You're learning more about your Research Question. Use this knowledge. )
• You just feel like changing it ( Even if the topic has been assigned, there are different ways to frame your Research Question that could produce better results. )

Continue to Tweak your Research Question until you find resources that are:

• Of interest to you
• Adding up to a significant body of research

Once you have a solid Research Question and some good research to support it, begin writing your paper and citing  the work that you are using as evidence in both the body of the paper and the bibliography.

During early stages of writing, new avenues of thought may lead you to  Reevaluate your topic and  Refine your Research Question.

This should bring you back to the Research Cycle to Test these new ideas and  Find resources related to the new ideas.

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• Next: Zotero >>

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How to Write a History Research Paper

• How do I pick a topic?
• But I can’t find any material…

Research Guide

Writing guide.

See also: How to Write a Good History Essay

1. How do I pick a topic?

Picking a topic is perhaps the most important step in writing a research paper. To do it well requires several steps of refinement. First you have to determine a general area in which you have an interest (if you aren’t interested, your readers won’t be either). You do not write a paper “about the Civil War,” however, for that is such a large and vague concept that the paper will be too shallow or you will be swamped with information. The next step is to narrow your topic. Are you interested in comparison? battles? social change? politics? causes? biography? Once you reach this stage try to formulate your research topic as a question. For example, suppose that you decide to write a paper on the use of the films of the 1930’s and what they can tell historians about the Great Depression. You might turn that into the following question: “What are the primary values expressed in films of the 1930’s?” Or you might ask a quite different question, “What is the standard of living portrayed in films of the 1930’s?” There are other questions, of course, which you could have asked, but these two clearly illustrate how different two papers on the same general subject might be. By asking yourself a question as a means of starting research on a topic you will help yourself find the answers. You also open the door to loading the evidence one way or another. It will help you decide what kinds of evidence might be pertinent to your question, and it can also twist perceptions of a topic. For example, if you ask a question about economics as motivation, you are not likely to learn much about ideals, and vice versa.

2. But I can’t find any material…

No one should pick a topic without trying to figure out how one could discover pertinent information, nor should anyone settle on a topic before getting some background information about the general area. These two checks should make sure your paper is in the realm of the possible. The trick of good research is detective work and imaginative thinking on how one can find information. First try to figure out what kinds of things you should know about a topic to answer your research question. Are there statistics? Do you need personal letters? What background information should be included? Then if you do not know how to find that particular kind of information, ASK . A reference librarian or professor is much more likely to be able to steer you to the right sources if you can ask a specific question such as “Where can I find statistics on the number of interracial marriages?” than if you say “What can you find on racial attitudes?”

Use the footnotes and bibliographies of general background books as well as reference aids to lead you to special studies. If Carleton does not have the books or sources you need, try ordering through the library minitex. Many sources are also available on-line.

As your research paper takes shape you will find that you need background on people, places, events, etc. Do not just rely on some general survey for all of your background. Check the several good dictionaries of biography for background on people, or see if there is a standard book-length biography. If you are dealing with a legal matter check into the background of the judges who make the court decision and the circumstances surrounding the original incident or law. Try looking for public opinions in newspapers of the time. In other words, each bit of information you find should open the possibility of other research paths.

Learn to use several research techniques. You cannot count on a good research paper coming from browsing on one shelf at the library. A really pertinent book may be hidden in another section of the library due to classification quirks. The Readers’ Guide (Ref. A13 .R4) is not the only source for magazine articles, nor the card catalog for books. There are whole books which are listings of other books on particular topics. There are specialized indexes of magazine articles. Modern History Journals are indexed in the Social Studies and Humanities Index (Ref. A13 .R282) before 1976 After 1976 use the Social Sciences Index (REF A13 .S62) and the Humanities Index (Ref. A13 .H85). See also Historical Abstracts (Ref. D1 .H5). Reference Librarians would love to help you learn to use these research tools. It pays to browse in the reference room at the library and poke into the guides which are on the shelves. It also pays to browse the Internet.

3. Help! How do I put this together?

A. preliminary research:.

If you do not already have a general background on your topic, get the most recent good general source on the topic and read it for general orientation. On the basis of that reading formulate as clearly focused question as you can. You should generally discuss with your professor at that point whether your question is a feasible one.

B. Building a Basic Bibliography:

Use the bibliography/notes in your first general source, MUSE, and especially Historical Abstracts on cd-rom in the Library Reading Room (the computer farthest to the left in the front row as you walk past the Reference Desk — or ask there). If there is a specialized bibliography on your topic, you will certainly want to consult that as well, but these are often a bit dated.

C. Building a Full Bibliography:

Read the recent articles or chapters that seem to focus on your topic best. This will allow you to focus your research question quite a bit. Use the sources cited and/or discussed in this reading to build a full bibliography. Use such tools as Historical Abstracts (or, depending on your topic, the abstracts from a different field) and a large, convenient computer-based national library catalog (e.g. the University of California system from the “Libs” command in your VAX account or the smaller University of Minnesota library through MUSE) to check out your sources fully. For specific article searches “Uncover” (press returns for the “open access”) or possibly (less likely for history) “First Search” through “Connect to Other Resources” in MUSE can also be useful.

D. Major Research:

Now do the bulk of your research. But do not overdo it. Do not fall into the trap of reading and reading to avoid getting started on the writing. After you have the bulk of information you might need, start writing. You can fill in the smaller gaps of your research more effectively later.

A. Outline:

Write a preliminary thesis statement, expressing what you believe your major argument(s) will be. Sketch out a broad outline that indicates the structure — main points and subpoints or your argument as it seems at this time. Do not get too detailed at this point.

B. The First Draft:

On the basis of this thesis statement and outline, start writing, even pieces, as soon as you have enough information to start. Do not wait until you have filled all the research gaps. Keep on writing. If you run into smaller research questions just mark the text with a searchable symbol. It is important that you try to get to the end point of this writing as soon as possible, even if you leave pieces still in outline form at first and then fill the gaps after you get to the end.

Critical advice for larger papers: It is often more effective not to start at the point where the beginning of your paper will be. Especially the introductory paragraph is often best left until later, when you feel ready and inspired.

C. The Second Draft:

The “second draft” is a fully re-thought and rewritten version of your paper. It is at the heart of the writing process.

First, lay your first draft aside for a day or so to gain distance from it. After that break, read it over with a critical eye as you would somebody else’s paper (well, almost!). You will probably find that your first draft is still quite descriptive, rather than argumentative. It is likely to wander; your perspective and usually even the thesis seemed to change/develop as you wrote. Don’t despair. That is perfectly normal even for experienced writers (even after 40 years and a good deal of published work!). You will be frustrated. But keep questioning your paper along the following lines: What precisely are my key questions? What parts of my evidence here are really pertinent to those questions (that is, does it help me answer them)? How or in what order can I structure my paper most effectively to answer those questions most clearly and efficiently for my reader?

At this point you must outline your paper freshly. Mark up your first draft, ask tough questions whether your argument is clear and whether the order in which you present your points is effective! You must write conceptually a new paper at this point, even if you can use paragraphs and especially quotes, factual data in the new draft.

It is critical that in your new draft your paragraphs start with topic sentences that identify the argument you will be making in the particular paragraph (sometimes this can be strings of two or three paragraphs). The individual steps in your argument must be clearly reflected in the topic sentences of your paragraphs (or a couple of them linked).

D. The Third or Final Draft:

You are now ready to check for basic rules of good writing. This is when you need to check the diction, that is, the accuracy and suitability of words. Eliminate unnecessary passive or awkward noun constructions (active-voice, verbal constructions are usually more effective); improve the flow of your transitions; avoid repetitions or split infinitives; correct apostrophes in possessives and such. Make the style clear and smooth. Check that the start of your paper is interesting for the reader. Last but not least, cut out unnecessary verbiage and wordiness. Spell-check and proof-read.

– Diethelm Prowe, 1998

Home → Get Published → How to Publish a Research Paper: A Step-by-Step Guide

How to Publish a Research Paper: A Step-by-Step Guide

Jordan Kruszynski

• January 4, 2024

You’re in academia.

You’re going steady.

Your research is going well and you begin to wonder: ‘ How exactly do I get a research paper published?’

If this is the question on your lips, then this step-by-step guide is the one for you. We’ll be walking you through the whole process of how to publish a research paper.

Publishing a research paper is a significant milestone for researchers and academics, as it allows you to share your findings, contribute to your field of study, and start to gain serious recognition within the wider academic community. So, want to know how to publish a research paper? By following our guide, you’ll get a firm grasp of the steps involved in this process, giving you the best chance of successfully navigating the publishing process and getting your work out there.

Understanding the Publishing Process

To begin, it’s crucial to understand that getting a research paper published is a multi-step process. From beginning to end, it could take as little as 2 months before you see your paper nestled in the pages of your chosen journal. On the other hand, it could take as long as a year .

Below, we set out the steps before going into more detail on each one. Getting a feel for these steps will help you to visualise what lies ahead, and prepare yourself for each of them in turn. It’s important to remember that you won’t actually have control over every step – in fact, some of them will be decided by people you’ll probably never meet. However, knowing which parts of the process are yours to decide will allow you to adjust your approach and attitude accordingly.

Each of the following stages will play a vital role in the eventual publication of your paper:

• Preparing Your Research Paper
• Finding the Right Journal
• Crafting a Strong Manuscript
• Navigating the Peer-Review Process
• Submitting Your Paper
• Dealing with Rejections and Revising Your Paper

Step 1: Preparing Your Research Paper

It all starts here. The quality and content of your research paper is of fundamental importance if you want to get it published. This step will be different for every researcher depending on the nature of your research, but if you haven’t yet settled on a topic, then consider the following advice:

• Choose an interesting and relevant topic that aligns with current trends in your field. If your research touches on the passions and concerns of your academic peers or wider society, it may be more likely to capture attention and get published successfully.
• Conduct a comprehensive literature review (link to lit. review article once it’s published) to identify the state of existing research and any knowledge gaps within it. Aiming to fill a clear gap in the knowledge of your field is a great way to increase the practicality of your research and improve its chances of getting published.
• Structure your paper in a clear and organised manner, including all the necessary sections such as title, abstract, introduction (link to the ‘how to write a research paper intro’ article once it’s published) , methodology, results, discussion, and conclusion.
• Adhere to the formatting guidelines provided by your target journal to ensure that your paper is accepted as viable for publishing. More on this in the next section…

Step 2: Finding the Right Journal

Understanding how to publish a research paper involves selecting the appropriate journal for your work. This step is critical for successful publication, and you should take several factors into account when deciding which journal to apply for:

• Conduct thorough research to identify journals that specialise in your field of study and have published similar research. Naturally, if you submit a piece of research in molecular genetics to a journal that specialises in geology, you won’t be likely to get very far.
• Consider factors such as the journal’s scope, impact factor, and target audience. Today there is a wide array of journals to choose from, including traditional and respected print journals, as well as numerous online, open-access endeavours. Some, like Nature , even straddle both worlds.
• Review the submission guidelines provided by the journal and ensure your paper meets all the formatting requirements and word limits. This step is key. Nature, for example, offers a highly informative series of pages that tells you everything you need to know in order to satisfy their formatting guidelines (plus more on the whole submission process).
• Note that these guidelines can differ dramatically from journal to journal, and details really do matter. You might submit an outstanding piece of research, but if it includes, for example, images in the wrong size or format, this could mean a lengthy delay to getting it published. If you get everything right first time, you’ll save yourself a lot of time and trouble, as well as strengthen your publishing chances in the first place.

Step 3: Crafting a Strong Manuscript

Crafting a strong manuscript is crucial to impress journal editors and reviewers. Look at your paper as a complete package, and ensure that all the sections tie together to deliver your findings with clarity and precision.

• Begin by creating a clear and concise title that accurately reflects the content of your paper.
• Compose an informative abstract that summarises the purpose, methodology, results, and significance of your study.
• Craft an engaging introduction (link to the research paper introduction article) that draws your reader in.
• Develop a well-structured methodology section, presenting your results effectively using tables and figures.
• Write a compelling discussion and conclusion that emphasise the significance of your findings.

Step 4: Navigating the Peer-Review Process

Once you submit your research paper to a journal, it undergoes a rigorous peer-review process to ensure its quality and validity. In peer-review, experts in your field assess your research and provide feedback and suggestions for improvement, ultimately determining whether your paper is eligible for publishing or not. You are likely to encounter several models of peer-review, based on which party – author, reviewer, or both – remains anonymous throughout the process.

When your paper undergoes the peer-review process, be prepared for constructive criticism and address the comments you receive from your reviewer thoughtfully, providing clear and concise responses to their concerns or suggestions. These could make all the difference when it comes to making your next submission.

The peer-review process can seem like a closed book at times. Check out our discussion of the issue with philosopher and academic Amna Whiston in The Research Beat podcast!

Step 5: Submitting Your Paper

As we’ve already pointed out, one of the key elements in how to publish a research paper is ensuring that you meticulously follow the journal’s submission guidelines. Strive to comply with all formatting requirements, including citation styles, font, margins, and reference structure.

Before the final submission, thoroughly proofread your paper for errors, including grammar, spelling, and any inconsistencies in your data or analysis. At this stage, consider seeking feedback from colleagues or mentors to further improve the quality of your paper.

Step 6: Dealing with Rejections and Revising Your Paper

Rejection is a common part of the publishing process, but it shouldn’t discourage you. Analyse reviewer comments objectively and focus on the constructive feedback provided. Make necessary revisions and improvements to your paper to address the concerns raised by reviewers. If needed, consider submitting your paper to a different journal that is a better fit for your research.

For more tips on how to publish your paper out there, check out this thread by Dr. Asad Naveed ( @dr_asadnaveed ) – and if you need a refresher on the basics of how to publish under the Open Access model, watch this 5-minute video from Audemic Academy !

Final Thoughts

Successfully understanding how to publish a research paper requires dedication, attention to detail, and a systematic approach. By following the advice in our guide, you can increase your chances of navigating the publishing process effectively and achieving your goal of publication.

Remember, the journey may involve revisions, peer feedback, and potential rejections, but each step is an opportunity for growth and improvement. Stay persistent, maintain a positive mindset, and continue to refine your research paper until it reaches the standards of your target journal. Your contribution to your wider discipline through published research will not only advance your career, but also add to the growing body of collective knowledge in your field. Embrace the challenges and rewards that come with the publication process, and may your research paper make a significant impact in your area of study!

Looking for inspiration for your next big paper? Head to Audemic , where you can organise and listen to all the best and latest research in your field!

Keep striving, researchers! ✨

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There is unequivocal evidence that Earth is warming at an unprecedented rate. Human activity is the principal cause.

• While Earth’s climate has changed throughout its history , the current warming is happening at a rate not seen in the past 10,000 years.
• According to the Intergovernmental Panel on Climate Change ( IPCC ), "Since systematic scientific assessments began in the 1970s, the influence of human activity on the warming of the climate system has evolved from theory to established fact." 1
• Scientific information taken from natural sources (such as ice cores, rocks, and tree rings) and from modern equipment (like satellites and instruments) all show the signs of a changing climate.
• From global temperature rise to melting ice sheets, the evidence of a warming planet abounds.

The rate of change since the mid-20th century is unprecedented over millennia.

Earth's climate has changed throughout history. Just in the last 800,000 years, there have been eight cycles of ice ages and warmer periods, with the end of the last ice age about 11,700 years ago marking the beginning of the modern climate era — and of human civilization. Most of these climate changes are attributed to very small variations in Earth’s orbit that change the amount of solar energy our planet receives.

The current warming trend is different because it is clearly the result of human activities since the mid-1800s, and is proceeding at a rate not seen over many recent millennia. 1 It is undeniable that human activities have produced the atmospheric gases that have trapped more of the Sun’s energy in the Earth system. This extra energy has warmed the atmosphere, ocean, and land, and widespread and rapid changes in the atmosphere, ocean, cryosphere, and biosphere have occurred.

Earth-orbiting satellites and new technologies have helped scientists see the big picture, collecting many different types of information about our planet and its climate all over the world. These data, collected over many years, reveal the signs and patterns of a changing climate.

Scientists demonstrated the heat-trapping nature of carbon dioxide and other gases in the mid-19th century. 2 Many of the science instruments NASA uses to study our climate focus on how these gases affect the movement of infrared radiation through the atmosphere. From the measured impacts of increases in these gases, there is no question that increased greenhouse gas levels warm Earth in response.

Scientific evidence for warming of the climate system is unequivocal.

Intergovernmental Panel on Climate Change

Ice cores drawn from Greenland, Antarctica, and tropical mountain glaciers show that Earth’s climate responds to changes in greenhouse gas levels. Ancient evidence can also be found in tree rings, ocean sediments, coral reefs, and layers of sedimentary rocks. This ancient, or paleoclimate, evidence reveals that current warming is occurring roughly 10 times faster than the average rate of warming after an ice age. Carbon dioxide from human activities is increasing about 250 times faster than it did from natural sources after the last Ice Age. 3

The Evidence for Rapid Climate Change Is Compelling:

Global Temperature Is Rising

The planet's average surface temperature has risen about 2 degrees Fahrenheit (1 degrees Celsius) since the late 19th century, a change driven largely by increased carbon dioxide emissions into the atmosphere and other human activities. 4 Most of the warming occurred in the past 40 years, with the seven most recent years being the warmest. The years 2016 and 2020 are tied for the warmest year on record. 5 Image credit: Ashwin Kumar, Creative Commons Attribution-Share Alike 2.0 Generic.

The Ocean Is Getting Warmer

The ocean has absorbed much of this increased heat, with the top 100 meters (about 328 feet) of ocean showing warming of 0.67 degrees Fahrenheit (0.33 degrees Celsius) since 1969. 6 Earth stores 90% of the extra energy in the ocean. Image credit: Kelsey Roberts/USGS

The Ice Sheets Are Shrinking

The Greenland and Antarctic ice sheets have decreased in mass. Data from NASA's Gravity Recovery and Climate Experiment show Greenland lost an average of 279 billion tons of ice per year between 1993 and 2019, while Antarctica lost about 148 billion tons of ice per year. 7 Image: The Antarctic Peninsula, Credit: NASA

Glaciers Are Retreating

Glaciers are retreating almost everywhere around the world — including in the Alps, Himalayas, Andes, Rockies, Alaska, and Africa. 8 Image: Miles Glacier, Alaska Image credit: NASA

Snow Cover Is Decreasing

Satellite observations reveal that the amount of spring snow cover in the Northern Hemisphere has decreased over the past five decades and the snow is melting earlier. 9 Image credit: NASA/JPL-Caltech

Sea Level Is Rising

Global sea level rose about 8 inches (20 centimeters) in the last century. The rate in the last two decades, however, is nearly double that of the last century and accelerating slightly every year. 10 Image credit: U.S. Army Corps of Engineers Norfolk District

Arctic Sea Ice Is Declining

Both the extent and thickness of Arctic sea ice has declined rapidly over the last several decades. 11 Credit: NASA's Scientific Visualization Studio

Extreme Events Are Increasing in Frequency

The number of record high temperature events in the United States has been increasing, while the number of record low temperature events has been decreasing, since 1950. The U.S. has also witnessed increasing numbers of intense rainfall events. 12 Image credit: Régine Fabri,  CC BY-SA 4.0 , via Wikimedia Commons

Ocean Acidification Is Increasing

Since the beginning of the Industrial Revolution, the acidity of surface ocean waters has increased by about 30%. 13 , 14 This increase is due to humans emitting more carbon dioxide into the atmosphere and hence more being absorbed into the ocean. The ocean has absorbed between 20% and 30% of total anthropogenic carbon dioxide emissions in recent decades (7.2 to 10.8 billion metric tons per year). 1 5 , 16 Image credit: NOAA

1. IPCC Sixth Assessment Report, WGI, Technical Summary . B.D. Santer et.al., “A search for human influences on the thermal structure of the atmosphere.” Nature 382 (04 July 1996): 39-46. https://doi.org/10.1038/382039a0. Gabriele C. Hegerl et al., “Detecting Greenhouse-Gas-Induced Climate Change with an Optimal Fingerprint Method.” Journal of Climate 9 (October 1996): 2281-2306. https://doi.org/10.1175/1520-0442(1996)009<2281:DGGICC>2.0.CO;2. V. Ramaswamy, et al., “Anthropogenic and Natural Influences in the Evolution of Lower Stratospheric Cooling.” Science 311 (24 February 2006): 1138-1141. https://doi.org/10.1126/science.1122587. B.D. Santer et al., “Contributions of Anthropogenic and Natural Forcing to Recent Tropopause Height Changes.” Science 301 (25 July 2003): 479-483. https://doi.org/10.1126/science.1084123. T. Westerhold et al., "An astronomically dated record of Earth’s climate and its predictability over the last 66 million years." Science 369 (11 Sept. 2020): 1383-1387. https://doi.org/10.1126/science.1094123

2. In 1824, Joseph Fourier calculated that an Earth-sized planet, at our distance from the Sun, ought to be much colder. He suggested something in the atmosphere must be acting like an insulating blanket. In 1856, Eunice Foote discovered that blanket, showing that carbon dioxide and water vapor in Earth's atmosphere trap escaping infrared (heat) radiation. In the 1860s, physicist John Tyndall recognized Earth's natural greenhouse effect and suggested that slight changes in the atmospheric composition could bring about climatic variations. In 1896, a seminal paper by Swedish scientist Svante Arrhenius first predicted that changes in atmospheric carbon dioxide levels could substantially alter the surface temperature through the greenhouse effect. In 1938, Guy Callendar connected carbon dioxide increases in Earth’s atmosphere to global warming. In 1941, Milutin Milankovic linked ice ages to Earth’s orbital characteristics. Gilbert Plass formulated the Carbon Dioxide Theory of Climate Change in 1956.

3. IPCC Sixth Assessment Report, WG1, Chapter 2 Vostok ice core data; NOAA Mauna Loa CO2 record O. Gaffney, W. Steffen, "The Anthropocene Equation." The Anthropocene Review 4, issue 1 (April 2017): 53-61. https://doi.org/abs/10.1177/2053019616688022.

4. https://www.ncei.noaa.gov/monitoring https://crudata.uea.ac.uk/cru/data/temperature/ http://data.giss.nasa.gov/gistemp

5. https://www.giss.nasa.gov/research/news/20170118/

6. S. Levitus, J. Antonov, T. Boyer, O Baranova, H. Garcia, R. Locarnini, A. Mishonov, J. Reagan, D. Seidov, E. Yarosh, M. Zweng, " NCEI ocean heat content, temperature anomalies, salinity anomalies, thermosteric sea level anomalies, halosteric sea level anomalies, and total steric sea level anomalies from 1955 to present calculated from in situ oceanographic subsurface profile data (NCEI Accession 0164586), Version 4.4. (2017) NOAA National Centers for Environmental Information. https://www.nodc.noaa.gov/OC5/3M_HEAT_CONTENT/index3.html K. von Schuckmann, L. Cheng, L,. D. Palmer, J. Hansen, C. Tassone, V. Aich, S. Adusumilli, H. Beltrami, H., T. Boyer, F. Cuesta-Valero, D. Desbruyeres, C. Domingues, A. Garcia-Garcia, P. Gentine, J. Gilson, M. Gorfer, L. Haimberger, M. Ishii, M., G. Johnson, R. Killick, B. King, G. Kirchengast, N. Kolodziejczyk, J. Lyman, B. Marzeion, M. Mayer, M. Monier, D. Monselesan, S. Purkey, D. Roemmich, A. Schweiger, S. Seneviratne, A. Shepherd, D. Slater, A. Steiner, F. Straneo, M.L. Timmermans, S. Wijffels. "Heat stored in the Earth system: where does the energy go?" Earth System Science Data 12, Issue 3 (07 September 2020): 2013-2041. https://doi.org/10.5194/essd-12-2013-2020.

7. I. Velicogna, Yara Mohajerani, A. Geruo, F. Landerer, J. Mouginot, B. Noel, E. Rignot, T. Sutterly, M. van den Broeke, M. Wessem, D. Wiese, "Continuity of Ice Sheet Mass Loss in Greenland and Antarctica From the GRACE and GRACE Follow-On Missions." Geophysical Research Letters 47, Issue 8 (28 April 2020): e2020GL087291. https://doi.org/10.1029/2020GL087291.

8. National Snow and Ice Data Center World Glacier Monitoring Service

9. National Snow and Ice Data Center D.A. Robinson, D. K. Hall, and T. L. Mote, "MEaSUREs Northern Hemisphere Terrestrial Snow Cover Extent Daily 25km EASE-Grid 2.0, Version 1 (2017). Boulder, Colorado USA. NASA National Snow and Ice Data Center Distributed Active Archive Center. doi: https://doi.org/10.5067/MEASURES/CRYOSPHERE/nsidc-0530.001 . http://nsidc.org/cryosphere/sotc/snow_extent.html Rutgers University Global Snow Lab. Data History

10. R.S. Nerem, B.D. Beckley, J. T. Fasullo, B.D. Hamlington, D. Masters, and G.T. Mitchum, "Climate-change–driven accelerated sea-level rise detected in the altimeter era." PNAS 15, no. 9 (12 Feb. 2018): 2022-2025. https://doi.org/10.1073/pnas.1717312115.

11. https://nsidc.org/cryosphere/sotc/sea_ice.html Pan-Arctic Ice Ocean Modeling and Assimilation System (PIOMAS, Zhang and Rothrock, 2003) http://psc.apl.washington.edu/research/projects/arctic-sea-ice-volume-anomaly/ http://psc.apl.uw.edu/research/projects/projections-of-an-ice-diminished-arctic-ocean/

12. USGCRP, 2017: Climate Science Special Report: Fourth National Climate Assessment, Volume I [Wuebbles, D.J., D.W. Fahey, K.A. Hibbard, D.J. Dokken, B.C. Stewart, and T.K. Maycock (eds.)]. U.S. Global Change Research Program, Washington, DC, USA, 470 pp, https://doi.org/10.7930/j0j964j6 .

13. http://www.pmel.noaa.gov/co2/story/What+is+Ocean+Acidification%3F

14. http://www.pmel.noaa.gov/co2/story/Ocean+Acidification

15. C.L. Sabine, et al., “The Oceanic Sink for Anthropogenic CO2.” Science 305 (16 July 2004): 367-371. https://doi.org/10.1126/science.1097403.

16. Special Report on the Ocean and Cryosphere in a Changing Climate , Technical Summary, Chapter TS.5, Changing Ocean, Marine Ecosystems, and Dependent Communities, Section 5.2.2.3. https://www.ipcc.ch/srocc/chapter/technical-summary/

Header image shows clouds imitating mountains as the sun sets after midnight as seen from Denali's backcountry Unit 13 on June 14, 2019. Credit: NPS/Emily Mesner Image credit in list of evidence: Ashwin Kumar, Creative Commons Attribution-Share Alike 2.0 Generic.

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Final Fantasy 14: The Path Infernal Event Guide

Here's everything you need to know about the FFXVI collaboration event with FFXIV!

Quick Links

'a land on fire' quest walkthrough, 'pain to recall' quest walkthrough, 'the path infernal' quest walkthrough, how to get the final fantasy 16 orchestrion rolls.

The time we've all been waiting for has come, the Final Fantasy 16 collaboration event has arrived in Final Fantasy 14 ! There's a whole host of rewards tied to this event, including Clive's armor, a Torgal mount, and a Torgal puppy minion!

Final Fantasy 14: Complete Guide To Anima Weapons

The event is only on for a limited time, starting today and ending on May 8 at 7:59am PDT/ 14:59 GMT, and cannot be completed after this time so ensure you get everything you want before the event ends. Here's everything you need to know about the event.

You can start the first quest, 'A Land on Fire', by speaking with the Neophyte Adventurer in Ul'dah - Steps of Nald at (X:8.8, Y:9.8) and choose the Burning Wall as your answer

You must be at least Level 50 and have completed the main scenario quest, 'The Ultimate Weapon,' to be able to accept this quest.

Next, travel to Eastern Thanalan to go to the Burning Wall (the nearest Aetheryte is Camp Drybone). At (X:28.4, Y:24.5) , speak to the Wandering Minstrel then interact with the Vantage Point . You want to look down until you spot the 'Strange Man' on the ground.

After the cutscene, you'll be back in Ul'dah. Interact with the 'Destination' mark at (X: 9.5, Y:12.5). Afterward, speak to Clive at (X: 9.5, Y:12.5) to complete the quest.

Speak to Clive again at (X: 9.5, Y:12.5) to start the next quest, 'Pain to Recall'. After the cutscene, interact with Clive at (X:10.6, Y:10.9) for another, after which you'll be in Gridania. Speak with him again at (X:11.9, Y:13.0) for him to accompany you.

You need to visit different locations and speak to Clive while in the glowing circles , they are at:

• (X:11.7, Y:13.7)
• (X:12.1, Y:12.6)
• (X:12.3, Y:11.9)
• (X:9.9, Y:11.6)

After the cutscene, speak to the Serpent Scout at (X:8.2, Y:10.5). Afterward, speak to Clive at the same location to complete the quest.

Now it's time for the final quest of the event! Speak to Clive at (X:8.3, Y:10.5) to start 'The Path Infernal'. After the cutscene, go to (X:10.6, Y:6.0) and speak to Clive again to start a duty synced to Level 50 after a short cutscene.

For the battle, ensure you're making the most of your extra actions! Prepare to use Dodge when the countdown appears on the screen and be ready for a couple of QTEs and additional targets to knock out before he charges up too much.

After the battle, return to the Burning Wall in Eastern Thanalan and speak to the Wandering Minstrel at (X:30.1, Y:24.5) , then speak to Clive beside him.

Choose to follow Torgal and then speak to Clive at (X:30.6, Y:27.1) . After the cutscene, speak to the Wandering Minstrel at (X:30.6, Y:27.0) to complete the quest.

You'll receive the Metian Attire Coffer, Torgal Whistle mount, and Torgal Pup minion rewards, as well as the 'Found the Flame' achievement.

Once you've completed all of the Final Fantasy 16 quests, you can exchange MGP for special items with the Gold Saucer Attendant at (X:5.1, Y:6.7) and the Triple Triad Trader at (X:5.0, Y:6.4) in the Gold Saucer.

These items include the following:

Final Fantasy 14: The Gilded Araya Trial Guide

This paper is in the following e-collection/theme issue:

Published on 1.4.2024 in Vol 7 (2024)

Sentiment Analysis of Patient- and Family-Related Sepsis Events: Exploratory Study

Authors of this article:

Original Paper

• Mabel Ntiamoah * , MBA-MHA   ; 
• Teenu Xavier * , PhD, RN   ; 
• Joshua Lambert * , PhD  

University of Cincinnati, Cincinnati, OH, United States

*all authors contributed equally

Corresponding Author:

Joshua Lambert, PhD

University of Cincinnati

3110 Vine St

Cincinnati, OH, 45221

United States

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Email: [email protected]

Background: Despite the life-threatening nature of sepsis, little is known about the emotional experiences of patients and their families during sepsis events. We conducted a sentiment analysis pertaining to sepsis incidents involving patients and families, leveraging textual data retrieved from a publicly available blog post disseminated by the Centers for Disease Control and Prevention (CDC).

Objective: This investigation involved a sentiment analysis of patient- and family-related sepsis events, leveraging text responses sourced from a publicly accessible blog post disseminated by the CDC. Driven by the imperative to elucidate the emotional dynamics encountered by patients and their families throughout sepsis incidents, the overarching aims centered on elucidating the emotional ramifications of sepsis on both patients and their families and discerning potential avenues for enhancing the quality of sepsis care.

Methods: The research used a cross-sectional data mining methodology to investigate the sentiments and emotional aspects linked to sepsis, using a data set sourced from the CDC, which encompasses 170 responses from both patients and caregivers, spanning the period between September 2014 and September 2020. This investigation used the National Research Council Canada Emotion Lexicon for sentiment analysis, coupled with a combination of manual and automated techniques to extract salient features from textual responses. The study used negative binomial least absolute shrinkage and selection operator regressions to ascertain significant textual features that correlated with specific emotional states. Moreover, the visualization of Plutchik’s Wheel of Emotions facilitated the discernment of prevailing emotions within the data set.

Results: The results showed that patients and their families experienced a range of emotions during sepsis events, including fear, anxiety, sadness, and gratitude. Our analyses revealed an estimated incidence rate ratio (IRR) of 1.35 for fear-related words and a 1.51 IRR for sadness-related words when mentioning “hospital” in sepsis-related experiences. Similarly, mentions of “intensive care unit” were associated with an average occurrence of 12.3 fear-related words and 10.8 sadness-related words. Surviving patients’ experiences had an estimated 1.15 IRR for joy-related words, contrasting with discussions around organ failure, which were associated with multiple negative emotions including disgust, anger, fear, and sadness. Furthermore, mentions of “death” were linked to more fear and anger words but fewer joy-related words. Conversely, longer timelines in sepsis events were associated with more joy-related words and fewer fear-related words, potentially indicating improved emotional adaptation over time.

Conclusions: The study’s outcomes underscore the imperative for health care providers to integrate emotional support alongside medical interventions for patients and families affected by sepsis, emphasizing the emotional toll incurred and highlighting the necessity of acknowledgment and resolution, advocating for the use of sentiment analysis as a means to tailor personalized emotional aid, and thereby potentially augmenting both patient and family welfare and overall outcomes.

Introduction

Sepsis is a life-threatening medical emergency that affects millions of people worldwide each year. It is estimated that sepsis affects over 30 million people worldwide annually, resulting in over 6 million deaths each year [ 1 ], with a substantial economic burden and long-term morbidity among survivors [ 2 ]. It is characterized by a dysregulated immune response to an infection, leading to organ dysfunction and, in severe cases, mortality. Despite advances in sepsis care, the high mortality rate underscores the need for a comprehensive understanding of the patient’s experience.

The concept of patient-centered care has gained recognition in health care, highlighting the importance of incorporating patient perspectives, needs, and preferences into the care delivery process [ 3 ]. Within the context of sepsis, understanding the emotional experiences of patients and their families during sepsis events is crucial for providing holistic and patient-centered care. Although there is a lack of extensive research on the emotional experiences of patients and their families, specifically during sepsis events, studies conducted in related fields highlight the crucial role of emotional support and its impact on patient outcomes [ 4 ]. For instance, in critical care settings, emotional distress and psychological well-being have been shown to significantly influence patient recovery and quality of life [ 5 , 6 ]. Similarly, in chronic illness contexts, emotional support has been linked to improved patient coping, treatment adherence, and overall well-being [ 7 ].

In sepsis care, it is important to recognize and address the emotional needs of both patients and their families [ 8 ]. This approach contributes to a more comprehensive and patient-centered method of care [ 9 ]. Numerous studies indicate that providing emotional support during critical illness can alleviate anxiety, reduce psychological distress, and improve overall satisfaction with care for patients and their families [ 10 , 11 ].

To gain a deeper understanding of the emotional experiences of patients and their families, researchers have turned to sentiment analysis as a valuable technique [ 12 ]. Sentiment analysis has gained prominence in recent years as a powerful tool for comprehending patients and health care workers’ experiences, opinions, and attitudes toward health care [ 13 , 14 ]. Sentiment analysis is a computational approach that analyzes the emotional tone or sentiment expressed in text data [ 15 ]. By applying sentiment analysis to patient and family feedback related to sepsis events, health care providers can better understand the emotional impact of sepsis on patients and their families and identify areas for improvement in sepsis care. Furthermore, analyzing patient and family feedback can aid health care providers in comprehending the patient’s sepsis experience and developing strategies to enhance sepsis care [ 16 ].

This study aims to perform a sentiment analysis on the experiences of patients and their families during sepsis events gathered from 174 narratives, with the goal of comprehending the emotional toll of sepsis and pinpointing opportunities for enhancing sepsis care. Through the examination of feedback from patients and their families, the study seeks to enrich the existing literature on sepsis care. The insights gained from this study are poised to equip health care providers with insights that could lead to better management of patient and family emotional needs.

Sepsis-related patient and caregiver text responses were obtained from a public data set provided by the Centers for Disease Control and Prevention (CDC), originating from their Division of Healthcare Quality Promotion Public Inquiries Team. The CDC data set, collected between September 16, 2014, and September 19, 2020, comprised 174 comments. In a 2014 blog post titled A Family’s Perspective - “The Brutality of Sepsis will Haunt Us for the Rest of Our Lives” [ 16 ], author Franchot Karl describes his 84-year-old grandmother’s death from sepsis and offers advice for those yet to be affected by the disease. The comments were reader descriptions of their personal experiences related to sepsis and a direct response to the 2014 blog post.

These reader comments were subsequently downloaded and exported to Excel (Microsoft Corporation) and analyzed using JMP Pro (version 16; SAS Institute), R (version 4; R Core Team), and Python (version 3.9; Python Software Foundation).

A total of 4 responses were removed due to missing information or spam-related comments. The remaining 170 responses submitted by patients and caregivers were analyzed using the National Research Council Canada (NRC) Emotion Lexicon, which produced 8 distinct emotional sentiment scores [ 17 ]. The lexicon emphasizes unigrams, with each word assigned ratings based on its positive or negative sentiment and potential association with emotions, including anger, fear, anticipation, trust, surprise, sadness, joy, and disgust. The scoring method involved tabulating the number of words in each response that received at least 1 of the 8 sentiment scores and categorizing the number of words in each response that expressed each emotion. This generated 8 count variables, which served as the study’s outcome variables.

The research team implemented a rigorous, multistep manual and automated process to extract diverse features from the text responses. This entailed a comprehensive analysis of each response to identify recurring or predetermined features, such as patient age, respondent relationship to the patient, inferred sex of the patient and caregiver, patient survival, and sepsis-related conditions like severe sepsis and septic shock. Additionally, indicator variables (1 or 0) were developed for frequently occurring words, such as “sepsis,” “hospital,” and “doctor.” The team compiled a list of recurrent sepsis-related terms by examining the responses, which were then used to create indicator variables—assigned a value of “1” if present in the text and “0” if not present in the text. In instances of coding discrepancies, the team reviewed the responses and deliberated to reach a consensus. These indicators played a crucial role in tackling elements of our research questions, particularly in identifying dominant themes or subjects within the sepsis events involving patients and their families. Temporal references, such as hours, months, days, and years, were classified as timelines, which were further categorized into short and long timelines. Short timelines could only include terms such as “suddenly,” “days,” “hours,” “immediately,” “quickly,” “seconds,” and “currently,” whereas all other timelines were deemed long timelines. Due to concerns regarding reliability and substantial missing data, textual information such as age and the sex of the caregiver and patient was excluded from the analysis. However, a separate bivariate analysis was conducted to explore the potential influence of these variables on the 8 NRC emotions.

A total of 8 negative binomial least absolute shrinkage and selection operator (LASSO) regressions [ 18 ] were used to identify patient and caregiver text response features associated with the count of anger, anticipation, disgust, fear, joy, sadness, surprise, and trust sentiments in the responses. A negative binomial was chosen a priori over Poisson regression as it was believed the outcomes would likely be over dispersed. Upon inspection, the data were not zero-inflated, so zero-inflated models were not considered. Model selection was performed by selecting the model that had the smallest Akaike information criterion corrected [ 19 ].

To visualize Plutchik’s [ 20 ] Wheel of Emotions, we used the PyPlutchik (Alfonso Semeraro) Python package [ 21 ]. This package offers functionality to generate visual representations of the Wheel of Emotions proposed by Plutchik [ 20 ]. To determine the dominant emotion within the wheel, we selected the emotion with the highest frequency and assigned it a score of 1. We then calculated the scores for the remaining emotions based on their ratio to the dominant emotion. As a result, emotions within the wheel are scored on a scale from 0 to 1, with 1 being the emotion that occurred most frequently.

Ethical Considerations

This study was conducted in accordance with ethical standards regarding research involving nonhuman subjects. The ethics committee of the University of Cincinnati granted approval on May 5, 2023, for the study (2023-0396). The privacy of participants' personal information was rigorously protected, securely stored, and only accessible by the study team.

Variables with reliability issues, missing values, or chosen to not be included in the analysis were first checked bivariately with the outcome variables. None of these variables were related bivariately to the 8 outcomes and were therefore not included in any further analysis.

Table 1 presents a numerical summary of the average values for the 8 NRC emotions, as categorized by extracted text features. The estimates are obtained column-wise, with larger numbers signifying an increase in the number of words associated with a particular emotion, while a smaller number denotes a decrease in the number of words related to that emotion. For instance, responses containing “medical” terminology (medical professionals, medical issues, medical field, medical records, and medical history) exhibited an average of 7.7 anticipation words. An increase in anticipation words could be considered unfavorable in this context. Conversely, joy and trust have inverse scales, as a greater presence of joy or trust emotions signifies improvement compared to fewer instances of joy or trust. When responses included “medical” terminology, an average of 12.4 trust words were observed. From these 2 results, we can see that, consequently, the “medical” terminology indicator is associated with both heightened anticipation and increased trust. Owing to the extensive results presented in Table 1 , further insights are elaborated upon in the discussion section and are also available for the reader to examine independently. Due to the large number of results in Table 1 , the discussion section has an overview of the results that the authors found interesting or notable. The readers are encouraged to review Table 1 , as it may present other, undiscussed findings.

a ED: emergency department.

b ICU: intensive care unit.

Table 2 presents a numerical summary of the 8 NRC emotions negative binomial LASSO regression model estimates. The contents of these 8 multivariable models are presented in Table 2 column-wise, where variables that were included in the model have presented a numerical estimated regression coefficient, while variables that were not chosen by the LASSO procedure have a “–” in their cell. The estimates are obtained column-wise, with larger numbers signifying an increase in the estimated rate of words associated with a particular emotion, while smaller numbers signify a decrease in the estimated rate of words related to that emotion. For example, the model for NRC anger suggested that respondents who used the word “medical” were estimated to have 1.75 times the number of anger-related words than those respondents who did not use the word “medical.” As with Table 1 , there are many results in Table 2 , and we discuss these further in context within the discussion section. The readers are encouraged to review Table 2 , as it may present other, undiscussed findings.

a Not available.

b ED: emergency department.

c ICU: intensive care unit.

Table S1 in Multimedia Appendix 1 presents various model fit details (number of parameters, Bayesian information criterion, corrected Akaike information criterion, and dispersion) for the 8 negative binomial LASSO regression models. These fit details are provided for transparency and reproducibility. Table S2 in Multimedia Appendix 1 presents a correlation matrix of the 8 NRC emotion outcome. Sadness and fear ( r =0.9405) had the strongest correlation, while anger and joy ( r =0.5755) had the weakest correlation of all possible emotional pairs.

Figure 1 display the Wheel of Emotions [ 13 ] for the sample overall.

This study examined the emotional responses of patients and caregivers to sepsis-related events using sentiment analysis. The analyzed text responses from 170 patients, caregivers, children, spouses, and others showed that there were numerous text features that indicated elevated emotional patterns and trends. These patterns and trends are discussed in the following subsections.

Medical, Hospital, Intensive Care Unit, Sepsis, and Emergency Department Indicators

Our analysis revealed that there was a higher occurrence of fear- and sadness-related words when hospital, sepsis, or emergency department (ED) were mentioned in sepsis-related experiences ( Table 2 ). For example, when the word “hospital” is mentioned, there is a 1.35 times higher frequency of fear-related words and a 1.51 times higher frequency of sadness-related words. These findings underscore the profound emotional impact of sepsis, which is characterized by its critical nature and the uncertainty surrounding its prognosis, leading to heightened emotional distress. Moreover, the traumatic aspects of sepsis, including its sudden onset, severe symptoms, near-death experience, and the urgent need for immediate medical intervention and life support, can cause psychological trauma and further contribute to intensified feelings of fear and sadness [ 22 - 24 ]. The admission of a patient to the hospital or ED can be particularly shocking for patients, families, and friends, especially when the illness was unexpected. The constant highs and lows can be emotionally draining when the future is uncertain, with worries about losing loved ones or coping with disabilities from sepsis [ 24 ]. Our findings are consistent with the findings of Apitzsch et al [ 22 ] and Gallop et al [ 24 ] who qualitatively explored the mental impact of surviving sepsis and discovered that survivors often harbor a great sense of fear of experiencing sepsis again and becoming critically ill again.

The “medical” indicator was associated with heightened anticipation and anger as well as increased trust. Patient experiences may trigger heightened anticipation or concern due to the seriousness of the medical matters discussed. This association is reflected in the increased usage of words associated with anticipation within these contexts. Simultaneously, the concurrent rise in expressions of trust when “medical” terms are used implies that, despite heightened anticipation or worry, respondents also demonstrate a level of trust or reliance on medical professionals or care within these conversations. Moreover, the discovery that individuals using the term “medical” tend to express more words associated with anger suggests potential frustration or discontent during discussions involving medical elements. Recognizing these connections holds significance for health care professionals, indicating the necessity for improved communication strategies to address patient and family apprehensions. This emphasizes the importance of conveying medical terminologies in a manner that minimizes negative emotional reactions, ultimately enhancing patient and family experiences in navigating such discussions.

The results of our analysis indicated an increase in the average occurrence of words related to fear and sadness when the term “ICU” was mentioned. Specifically, fear-related words had an average occurrence of 12.3, while sadness-related words had an average occurrence of 10.8 ( Table 1 ). These findings align with a study conducted by Kang et al [ 25 ], who performed sentiment analysis on responses from intensive care unit (ICU) survivors and reported the highest scores for sadness and fear. This consistency in findings suggests that the mention of the ICU in sepsis-related experiences elicits heightened emotional expressions of fear and sadness, reflecting the emotional impact of the ICU environment and the experiences associated with a critical illness. However, interestingly, ICU was not included in the 8 regression models, suggesting that other factors, possibly related to ICU exposure, better explain the variation noted by the word “ICU.”

Life, Failure, Death, and Shock

Our findings suggest that if the outcome of the patients were alive, the responses had 1.15 times more joy-related words. Surviving patients and relatives often experience relief and joy after recovering from a serious illness such as sepsis. The recovery of a patient can lead to an overall increase in the positive language used when discussing the patient’s outcomes or experiences. This was also noted by Papathanassoglou and Patiraki [ 26 ], who investigated the long-term effects of critical illness on survivors and found that participants frequently highlighted emotions of personal transformation, joy, and a newfound appreciation for the wonders of life.

Sepsis is a complication of infection that often leads to organ failure, including the heart, kidneys, respiratory organs, and liver [ 27 ]. The results of this study reveal a noteworthy trend: when respondents discuss failure in relation to organ failures, such as kidney failure, liver failure, or heart failure, their responses tend to contain a higher frequency of words associated with disgust, anger, fear, sadness, and surprise. This observation can be attributed to the fact that organ failure is a severe and potentially life-threatening condition that profoundly affects both patients and their families. They experience psychological burdens due to feelings of indefinite care over time, and constant uncertainty, and worry about deteriorating health and death [ 28 ].

Given the significant emotional impact of organ failure, it is crucial for health care providers to recognize this and offer appropriate emotional support and resources. By acknowledging and addressing the emotional challenges faced by patients and their families in addition to the physical ones, health care professionals can enhance the overall well-being and coping mechanisms of those affected by organ failure [ 28 ]. It is imperative to shift the perspective and no longer view the family as merely a resource for patient care but instead integrate them into the health care process, valuing their input and involving them in decision-making.

Our findings suggest that the mention of the word “death” was associated with more fear- and anger-related words and fewer joy-related words. The mention of death or the patient’s death due to sepsis in responses can signal a significant and often tragic event that has occurred, which can contribute to the overall emotional tone of the language used. The mention of death can be associated with feelings of loss, helplessness, and regret, which can diminish the experience of joy. The finding that responses containing the word “death” had more fear-related words suggests that the concept of death can evoke fear in individuals. The relatives of the patients might be terrified because of the unexpected death of patients due to sepsis and its sudden onset, which might provoke feelings of anger as they navigate through the grieving process [ 29 ]. The unexpected death of a loved one is widely recognized as one of the most profoundly traumatic experiences in an individual’s life [ 30 ]. In the context of sepsis, the fear experienced by relatives following the death of a patient can stem from various factors. These may include the fear of losing someone dear to them, the fear of not understanding the exact cause of death, and the fear of the unknown. The emotional impact of such circumstances can be immense, underscoring the importance of providing support to bereaved relatives during the grieving process.

The results indicate that if the word “shock” is mentioned in a response, there is an increased occurrence of words associated with surprise. Shock developed due to sepsis can be a serious and potentially life-threatening condition and is often the most common cause of death [ 31 ] that can lead to a range of physical and emotional responses. The experience of shock may be unexpected and sudden, leading to a heightened emotional response that includes surprise. Additionally, shock can be categorized as a word that depicts surprise, and it is possible that the sentiment analysis might have considered shock as a factor of surprise rather than its specific context related to sepsis. It is also possible that when counting the number of NRC surprise words, “shock” was counted as a surprise word, as another definition of “shock” is a sudden upsetting or surprising event or experience. This additional count could have led to increases in this count variable, and thus showing an increase in our tables.

Long timelines, as compared to a short or quick timeline, related to sepsis and sepsis-related events had more joy-related words and fewer fear-related words. Patients who make progress toward recovery and achieve improvements in their health may experience joy and satisfaction as they reach milestones and see improvements in their quality of life. Long timelines may allow individuals to gain a broader perspective and distance themselves from the initial stress and fear of the illness, enabling them to concentrate on more optimistic aspects such as recovery and healing. That may be the reason for the reduction in the frequency of fear-related words in their responses. Additionally, as time passes, individuals and family members may have had more opportunities to process their experiences and emotions related to sepsis, potentially leading to a greater sense of acceptance, peace, and gratitude. These findings are consistent with a review conducted by Paul and Rattray [ 32 ], which examined the short- and long-term impact of critical illness on relatives. The review reported that emotional distress among relatives tends to diminish over time, influenced by factors such as their coping mechanisms and the support they receive from their social networks [ 32 ]. The exclusion of short timelines of sepsis-related events from the model may be because respondents did not have enough time to fully process their emotions and experiences related to these events.

Relationship With the Patient

The findings suggest that the relationship between the responder and the patient can have a significant impact on their emotional experience and expression of emotions related to sepsis.

The finding that responses from spouses were associated with fewer joy-related words suggests that caring for a partner with sepsis can be a challenging and stressful experience. Spouses may feel overwhelmed by the responsibilities of caregiving and the uncertainty of their partner’s health, which could contribute to a more negative emotional response overall. Additionally, spouses may also be dealing with their own emotions about losing their partner or the potential loss of their partner, further reducing the frequency of joy-related words in their responses. Studies have found that severe sepsis, in particular, can impose a significant burden on spouses, who are susceptible to the detrimental effects of psychological stress that can impair their health-related quality of life [ 33 , 34 ].

If the respondent was a patient who had sepsis, they were estimated to have 5.6 times more anger words as compared to responders who themselves were not patients. This could be indicative of the intense emotional experience that patients with sepsis undergo. Sepsis is a life-threatening condition that can cause physical and emotional distress. Patients who have experienced sepsis may have gone through a traumatic experience that can leave a lasting impact [ 23 , 25 ]. The anger expressed by the patient in their responses may be a result of their frustration with the experience of sepsis and its aftermath. They might feel angry about the loss of their independence, perceiving themselves as a burden to their loved ones who have assumed caregiving responsibilities, as well as the pain, discomfort, and disruption to their lives caused by sepsis [ 25 ]. Research has shown that sepsis survivors may experience a sense of depersonalization, feeling like they have become a different person in certain situations. This alteration in their identity can have a negative impact on their family and social relationships [ 23 ]. On the other hand, responders who were not patients may have had a more detached perspective on the situation, which could explain why they had fewer anger words in their responses. Without experiencing sepsis firsthand, they may not fully understand the emotional toll it can take on a patient.

Our findings reveal that responses provided by parents of patients with sepsis contained fewer anger- and surprise-related words. Parents may feel a sense of responsibility and obligation to remain calm and composed for the sake of their child, which could contribute to a lower frequency of anger-related words in their responses. A study conducted by Vermunt et al [ 35 ] supports this notion, as parents of children who survived septic shock reported learning to cope with the event, gaining strength from it, and developing a heightened appreciation for life.

Guidance for Health Care Professionals

This study presents a significant contribution to the existing literature as it is the first of its kind, to the best of our knowledge, to examine the sentiments and emotions of patients and their families related to sepsis events. By focusing on this previously unexplored aspect, the study provides valuable insights into the emotional impact of sepsis on individuals and their support networks for health care professionals. Our research reveals the distinct ways in which each patient’s and their family members’ experiences with sepsis shape their overall feelings. This individuality in the experiences of patients and their families highlights the need for a comprehensive approach that includes psychological support, encourages open dialogue, involves family members, and offers educational resources. Recognizing and addressing this individuality is crucial, as it ensures that each patient and family receives personalized and holistic support tailored to their unique journey through sepsis. By addressing the emotional needs of patients and their families, health care providers can effectively alleviate fear and sadness, promote patient well-being, and enhance satisfaction with the care received.

Limitations

Observational text analysis should be considered exploratory, as it relies on the interpretation of language patterns rather than direct measurements of emotions or experiences. As with any exploratory analysis, there are limitations to the method that should be considered. In this study, some data were missing, which meant that certain variables could not be analyzed, potentially limiting the scope of the findings. Additionally, some textual inference was completed, which means there is a possibility of error in interpreting the language patterns observed.

Responses to the blog post may originate from individuals who are not necessarily patients, are at the same or similar hospitals, of the same hospital size, or during similar times and can vary in length, among other factors that would typically result in more common responses. While this manuscript does not assert the existence of commonality among these responses, it is crucial to acknowledge that blog post data can exhibit more variability compared to other forms of electronic health record text data.

The initial story’s impact might have shaped subsequent bloggers’ narratives about their encounters, potentially biasing the spectrum of experiences shared toward those more adversely affected and potentially overshadowing milder cases in the discourse. These dynamics underscore the need for critical appraisal when interpreting these narratives to ensure a balanced understanding of the multifaceted experiences associated with sepsis events.

Further research and analysis are necessary to fully understand the relationship between patient outcomes and language use. While this study provides some insights into the language patterns associated with sepsis, additional research is needed to confirm and extend these findings. It is also important to note that lexical methods for analyzing sentiment, such as those used in this study, may not differentiate between authentic positive sentiments and sarcastic ones. Therefore, caution should be exercised when interpreting the sentiment analysis results.

Conclusions

This study highlights the toll sepsis plays on the emotions of patients, caregivers, spouses, children, and others. This sentiment analysis of patient- and family-related sepsis events can provide valuable insights into the emotional experiences of patients and their families during these events, which can guide health care providers in providing appropriate emotional support. By acknowledging and addressing the emotional impact of sepsis, health care providers can improve patient and family experiences and outcomes.

Acknowledgments

We would like to thank Centers for Disease Control and Prevention for sharing the data from the blog post.

Conflicts of Interest

None declared.

Negative binomial least absolute shrinkage and selection operator regression model fit details and National Research Council of Canada emotions correlation matrix.

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• Rosendahl J, Brunkhorst FM, Jaenichen D, Strauss B. Physical and mental health in patients and spouses after intensive care of severe sepsis: a dyadic perspective on long-term sequelae testing the actor-partner interdependence model. Crit Care Med. 2013;41(1):69-75. [ CrossRef ] [ Medline ]
• Vermunt LCAC, Buysse CMP, Joosten KFM, Hazelzet JA, Verhulst FC, Utens EMWJ. Recovery in parents of children and adolescents who survived septic shock caused by neisseria meningitidis: a cross-sectional study. Intensive Crit Care Nurs. 2010;26(3):128-137. [ CrossRef ] [ Medline ]

Abbreviations

Edited by E Borycki; submitted 09.08.23; peer-reviewed by P Valkonen, D Delnoij; comments to author 31.10.23; revised version received 24.01.24; accepted 07.02.24; published 01.04.24.

©Mabel Ntiamoah, Teenu Xavier, Joshua Lambert. Originally published in JMIR Nursing (https://nursing.jmir.org), 01.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Nursing, is properly cited. The complete bibliographic information, a link to the original publication on https://nursing.jmir.org/, as well as this copyright and license information must be included.

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• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

Prevent plagiarism. Run a free check.

Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific, complex and arguable, relevant and original.

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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This paper is in the following e-collection/theme issue:

Published on 2.4.2024 in Vol 26 (2024)

The Impact of Digital Self-Monitoring of Weight on Improving Diabetes Clinical Outcomes: Quasi-Randomized Study

Authors of this article:

Original Paper

• ‪Yifat Fundoiano-Hershcovitz 1 , PhD   ; 
• Marilyn D Ritholz 2 , PhD   ; 
• David L Horwitz 3 , MD, PhD   ; 
• Ephraim Behar 1 , MSc   ; 
• Omar Manejwala 1 , MD   ; 
• Pavel Goldstein 4 , PhD  

1 Dario Health, Caesarea, Israel

2 Joslin Diabetes Center, Harvard Medical School, Boston, MA, United States

3 DLH Biomedical Consulting, Las Vegas, NV, United States

4 School of Public Health, University of Haifa, Haifa, Israel

Corresponding Author:

‪Yifat Fundoiano-Hershcovitz, PhD

Dario Health

Caesarea, 3079821

Phone: 972 525296979

Email: [email protected]

Background: The management of type 2 diabetes (T2D) and obesity, particularly in the context of self-monitoring, remains a critical challenge in health care. As nearly 80% to 90% of patients with T2D have overweight or obesity, there is a compelling need for interventions that can effectively manage both conditions simultaneously. One of the goals in managing chronic conditions is to increase awareness and generate behavioral change to improve outcomes in diabetes and related comorbidities, such as overweight or obesity. There is a lack of real-life evidence to test the impact of self-monitoring of weight on glycemic outcomes and its underlying mechanisms.

Objective: This study aims to assess the efficacy of digital self-monitoring of weight on blood glucose (BG) levels during diabetes management, investigating whether the weight changes may drive glucose fluctuations.

Methods: In this retrospective, real-world quasi-randomized study, 50% of the individuals who regularly used the weight monitoring (WM) feature were propensity score matched with 50% of the users who did not use the weight monitoring feature (NWM) based on demographic and clinical characteristics. All the patients were diagnosed with T2D and tracked their BG levels. We analyzed monthly aggregated data 6 months before and after starting their weight monitoring. A piecewise mixed model was used for analyzing the time trajectories of BG and weight as well as exploring the disaggregation effect of between- and within-patient lagged effects of weight on BG.

Results: The WM group exhibited a significant reduction in BG levels post intervention ( P <.001), whereas the nonmonitoring group showed no significant changes ( P =.59), and both groups showed no differences in BG pattern before the intervention ( P =.59). Furthermore, the WM group achieved a meaningful decrease in BMI ( P <.001). Finally, both within-patient ( P <.001) and between-patient ( P =.008) weight variability was positively associated with BG levels. However, 1-month lagged back BMI was not associated with BG levels ( P =.36).

Conclusions: This study highlights the substantial benefits of self-monitoring of weight in managing BG levels in patients with diabetes, facilitated by a digital health platform, and advocates for the integration of digital self-monitoring tools in chronic disease management. We also provide initial evidence of testing the underlying mechanisms associated with BG management, underscoring the potential role of patient empowerment.

Introduction

People with type 2 diabetes (T2D) face challenging self-management regimens to improve glycemia and decrease morbidity and mortality while often dealing with high costs of care [ 1 ]. Obesity is one of the most common, serious, and costly medical condition in the United States, with a prevalence of 41.9% from 2017 to 2020 [ 2 ]. After a dramatic increase in its prevalence over several decades, obesity has become a major public health crisis in the United States [ 3 ]. Obesity has become one of the leading causes of death, as it is known to be the main risk factor for several noncommunicable diseases, particularly T2D [ 4 ]. It is crucial to take effective and decisive actions to hinder both the rise in the prevalence of obesity and the prevention and treatment of obesity and other obesity-related comorbidities. Approximately 80% to 90% of patients with T2D have overweight or obesity, which imposes a considerable burden on individuals, families, communities, and the health system [ 5 , 6 ].

Obesity and overweight are considered the primary accelerators for the T2D inflammatory component inducing progressive loss of beta cell insulin secretion with coexisting insulin resistance [ 7 - 9 ]. In addition, the expansion of white adipose tissue is related to a changed microenvironment in obesity, which impairs insulin signaling, reduces insulin-stimulated glucose transport activity, and accelerates beta cell dysfunction [ 10 ].

Previous studies have shown the beneficial effect of weight-lowering treatment on diabetes outcomes [ 11 ].

Healthful weight reduction in patients with obesity can improve glucose metabolism [ 12 ]. Weight reduction via carbohydrate-restricted nutritional intervention in patients with preobesity or obesity and prediabetes or T2D may contribute to improvement or remission in diabetes mellitus [ 13 ].

Antiobesity therapies for the treatment of patients with obesity and T2D include those that reduce body weight and improve glucose levels and other metabolic parameters. Considering the prevalence of obesity-related conditions such as adiposopathy and the fact that a significant portion of patients in cardiovascular outcomes trials for T2D had overweight or obesity, there is support for the “treat obesity first” therapeutic approach [ 13 ]. It is recommended in the guidelines for obesity that appropriate 5% to 10% weight loss can achieve significant metabolic improvement [ 14 ]. For the prevention of T2D, even modest weight reduction as little as 5%, can significantly reduce diabetes-associated complications [ 15 , 16 ]. Previous studies have shown that changes in various indexes such as blood lipid, blood glucose (BG), and insulin improved when weight loss reached 15% [ 14 ]. Furthermore, long-term tight weight control resulted in significant glycemic improvement, particularly demonstrated in the overweight population with T2D [ 17 , 18 ].

One of the goals of chronic condition management is to increase awareness and generate behavioral change to improve clinical outcomes. Behavior change for effective self-management was proven to improve health outcomes and quality of life in people living with chronic conditions such as obesity, T2D, and heart disease [ 19 ]. Underlying well-intentioned lifestyle messages is the assumption that if people deem health important, are aware of exercise and nutrition guidelines, and have access to healthy options to maintain proper levels of nutrition, diet, and exercise, then they will make healthier choices [ 20 ]. The American Diabetes Association guidelines state that lifestyle management should be intensive and involve frequent follow-ups [ 21 ].

Despite these recommendations, data from the National Health and Nutrition Examination Survey indicate that only 54.6% of patients reported receiving any diabetes education and only 13.4% had received an educational visit of any kind [ 16 ]. Earlier studies showed that helping participants with goal setting and self-monitoring of behavior, for instance, using a logbook and receiving feedback on the outcome of behavior, was associated with better intervention effects [ 22 ].

Facilitating behavior change involves using a series of strategies aimed at empowering patients, enabling them to take increasing control of their condition. This includes setting clear, achievable, and personalized goals, as well as enhancing self-efficacy [ 23 - 25 ]. The timing of health information and feedback focuses on when health behavior messages are delivered to people with diabetes. As diabetes care visits usually take place every 3 months, there can be a significant gap between these appointments and the daily engagement in desired behaviors. This gap makes it challenging to offer timely behavioral prompts or reinforcement [ 26 ].

In fact, patients’ mindset may modulate health outcomes, including glucose levels, in patients with diabetes [ 27 ]. Indeed, increasing perceived self-monitoring would be expected to result in subsequent health benefits [ 28 ], including glucose control in diabetes [ 29 ]. Individuals possess significant psychological influence over their health [ 30 ].

Currently, traditional health care models are being revamped with digital technologies. Digital platforms have the potential to improve our ability to enhance the delivery of health care for individual patients as well as empower patients to have more control over, and make better-informed decisions about, their health. Treatment optimization through digital health could enhance users’ alertness to their health condition through real-time monitoring, leading to effective treatments that build awareness of their daily health-related behaviors and promote increased engagement with those behaviors [ 31 - 34 ]. Technology-driven solutions can help people with diabetes build awareness of their daily health-related behaviors and promote increased engagement with those behaviors [ 32 - 34 ].

Communication of test results has been shown to be highly desired by people who have overweight, and lifestyle-focused educational messages providing advice, motivational reminders, and support have also been shown to be effective in improving chronic conditions [ 35 ]. Using a mobile platform for self-management purposes could facilitate individuals with chronic conditions in gaining insight into and controlling their BG and weight levels. Self-monitoring is a core component of behavioral obesity treatment; however, it is unknown how digital health has been used for self-monitoring and what engagement rates are achieved in these interventions [ 36 ].

Mobile apps have been shown to improve diabetes outcomes via education and support for adherence to evidence-based recommendations [ 37 - 40 ]. Mobile technology has emerged as a potentially useful platform to facilitate weight management [ 41 ]. Mobile apps for weight management typically offer similar features, including self-monitoring of diet and physical activity. Users can set goals within specified time frames and input data into the app, often receiving reminders or text messages. These apps have shown promising results [ 41 ]. Numerous digital health technologies have been developed to support the self-management of single chronic diseases, primarily diabetes. These technologies provide timely feedback, enhance patient education, and support the behavioral changes necessary for effective weight management. Recent research has indicated that digital self-monitoring tools can significantly influence health behaviors in patients with T2D, leading to better management of their condition [ 42 , 43 ]. However, given the rise in the number of people managing multiple chronic conditions, it is imperative to design and implement digital health technologies to deal with the additional complexities of multiple chronic conditions, such as the management of multiple symptoms and self-management tasks, avoiding further burden or inconvenience to the user [ 44 - 46 ]. Integrating the management of multiple conditions onto a single platform, where users can monitor their measurements and relevant lifestyle parameters, interact with all their data, share their data, and receive educational support, could help to minimize the known burden of multimorbidity self-management [ 47 - 49 ].

However, there is limited research on platforms that have been implemented to tackle multimorbidity or evaluated over longitudinal periods [ 45 ]. Specifically, the current literature is missing rigorous real-life studies to test the role of a simple self-monitoring of weight and diabetes management platform to better understand the direct association between weight monitoring and glycemic outcomes. Mainly, data are lacking on whether more frequent self-monitoring of those 2 conditions (weight and glycemia) has any impact on body weight and glycemic control in real-world clinical practice among patients with T2D and obesity [ 50 ]. In addition, many of these exclusively weight loss programs are time consuming and costly [ 51 ].

Our study seeks to address this gap by exploring the efficacy of digital self-monitoring of weight in managing BG levels in patients with T2D who are also managing their weight. We used a retrospective analysis of a home-use digital platform containing a diabetes BG meter and weight monitoring system with full longitudinal data capture using a supportive mobile platform among people with T2D and overweight levels. We followed users for 6 months before and 6 months after using the app for self-monitoring of weight and compared them with a matched control group that never used weight monitoring on the platform. We hypothesized that self-monitoring of weight would result in a significant improvement in BG levels. Moreover, weight monitoring (WM) will be associated with a reduction in weight levels. We also hypothesized a linkage between the changes in weight levels and the reduction in BG levels.

This study used the Dario Health digital therapeutics solution for chronic conditions to support the self-management of BG and weight levels. The platform combines an innovative meter with a phone app that is available for both Android and iOS devices. The glucose meter consists of a small pocket-sized holder for strips, a lancet, and the meter. The meter is removed from the holder and plugged directly into a cell phone, effectively converting the cell phone into the display screen for the meter. Weight level monitoring data are logged manually into the app on a special data entry screen ( Figure 1 ).

Connecting the BG meter directly to the phone and adding weight levels improves the quality of data collection. Additional information for weight measurement includes an informative color scale of weight ranges reflecting the Centers for Disease Control and Prevention definitions for BMI (kg/m 2 ) interpretation: <18.5 is underweight, 18.5 to 24.9 is healthy weight, 25.0 to 29.9 is overweight, and ≥30.0 is obese [ 52 ]. All information is stored in the users’ logbook in the app “attached” to the specific BG or weight reading. Data are uploaded to the cloud for backup and further analysis. Digital platform functions include interface design elements as well as specific educational content, wording, or digital interventions that affect the users’ choices in the digital environment; these functions provide personal health information and prompt feedback.

The monthly average weight level, which was defined as the means of all of a user’s weight measurements taken over a 30-day interval, was used as the core outcome metric. The monthly average BG level, which was defined as the meaning of all of a user’s BG measurements taken over a 30-day interval, was used as another outcome metric. The mobile platform collected the following medical and sociodemographic information (by self-report) for each user: sex, age, BMI during registration, physical activity level, stress level (0=no stress and 10=very stressed), alcohol consumption (number of drinks per week), smoking (0=never and 3=yes), and added comorbidities (such as high lipids, chronic kidney disease, cardiovascular disease, sleep disorder, cancer, or stress and depression). Socioeconomic status (median household income) was matched by applying zip code data to Census [ 53 ] and app engagement (number of app sessions per month). All data were transferred and stored in compliance with the Health Insurance Portability and Accountability Act requirements using Amazon Web Services database solutions. All data were anonymized before extraction for this study.

Study Population

A retrospective data study was performed on the Dario database on individuals who used the Dario platform between 2017 and 2023. The users purchased the device via a direct-to-consumer channel. The inclusion criteria were as follows: individuals who reported in the Dario app as diagnosed with T2D with a BG level of >140 mg/100 mL and BMI >25 kg/m 2 in their first month on the platform (baseline) and weight monitoring system (WM group) and used the weight monitoring system (WM monitoring). The resulting group of users was matched through the propensity scores procedure with users with similar clinical parameters but who have not been using the weight monitoring (non–weight monitoring; [NWM] group).

Study Design

The aim of our study design was to evaluate the impact of weight monitoring on BG levels. For the WM group, it was crucial to establish a clear start point for weight monitoring to assess its effects accurately. This start point is a defined intervention onset, marking when participants began actively monitoring their weight using the digital platform.

Conversely, for the NWM group, such a start point for “nonintervention” does not inherently exist, as these participants did not engage in weight monitoring. Hence, selecting a random start point for this group was a methodological necessity. This approach ensures that any observed differences in outcomes are attributable to the act of weight monitoring itself, rather than temporal factors or external influences. Therefore, the comparison between the groups hinges on the presence or absence of weight monitoring behavior. Using this approach, we enhanced the internal validity of the study. This allowed us to isolate the effect of weight monitoring from that of other variables and assess its impact on BG levels more accurately.

Propensity Scores: Causal Inference

Propensity score matching was used in this study to address potential confounding factors and enhance the comparability of the WM and NWM groups. The rationale behind using propensity score matching lies in its ability to reduce bias and mimic the randomization process, thereby facilitating causal inference in observational studies [ 54 ].

In originally nonrandomized studies, it is common for treatment assignment (in this case, use of the weight monitoring system) to be influenced by patient characteristics and other confounding variables. These factors may introduce bias and affect the estimation of treatment effects. Propensity score matching offers a systematic approach to account for such biases and create comparable treatment and control groups [ 55 ].

The propensity score, defined as the conditional probability of receiving the treatment given a set of observed covariates, summarizes the individual’s likelihood of being assigned to the WM group. By incorporating a comprehensive set of covariates that are potential confounders, such as age, sex, initial BG and BMI levels, smoking status, alcohol consumption, stress level, comorbidities, median household income, and platform engagement, the propensity score attempts to balance the distribution of these covariates between the WM and NWM groups.

Matching participants based on their propensity scores allows a comparison between similar individuals who only differ in terms of the treatment received. This strategy helps to reduce selection bias and confounding effects, enabling a more valid estimation of the causal effect of weight monitoring on glycemic control.

The use of propensity score matching aligns with the principle of exchangeability, as it creates groups that are comparable in terms of observed characteristics. By achieving a balance on observed covariates, the propensity score matching enhances the internal validity of the study and strengthens the plausibility of causal inference from the observed associations [ 56 ].

In this study, the propensity scores were calculated for each participant using the “matchit()” function from the R package matchit , which followed a nearest-neighbor approach, and the distance metric used was based on logistic regression using a 1:1 ratio between the 2 study groups [ 57 ].

To achieve balanced groups, nearest-neighbor matching with a caliper width of 0.1 SDs of the propensity score was applied. The matching procedure aimed to identify, for each WM user, a corresponding NWM participant with the closest propensity score. Participants without suitable matches were excluded from the analysis. Figure 2 presents the efficacy of the matching procedure for balancing the groups. A caliper width of 0.05 SDs was reached for all the parameters except alcohol consumption which remained within 0.1 SDs.

Ethical Considerations

All data used for the analysis were anonymized before extraction for this study. The study received an exemption from the institutional review board under the Ethical and Independent Review Services, a professional review board, which issued the institutional review board exemption for this study (18032-06#) [ 58 ]. The users who participated in the study were provided with a Terms of Use document mentioning the legally valid consent of the end user for the company to collect and access their information. The use of the app, site, or services shall be deemed to constitute user consent to be legally bound by these Terms and the Privacy Policy. Please refer to the current “Terms-of-use” at the link [ 59 ].

Analytic Approach

Traditionally, a classical linear longitudinal model assumes a single-slope growth pattern for changes in an outcome variable over time. However, empirical data often exhibit more complex patterns that cannot be adequately captured by such a simple model. In our study, we used piecewise-based mixed-effects models to allow for greater flexibility in modeling trajectories over time [ 60 ].

The piecewise model approach offers the advantage of accommodating different linear trends in the data across distinct regions. Specifically, we used a mixed piecewise model to assess differential changes in the WM and NWM groups in the monthly average BG level in 2 segments: before and after weight monitoring use. This approach enabled us to capture the potential changes in BG trajectories associated with the introduction of the monitoring system. Using a statistical model that accounted for curvilinear changes, we were able to test the complex effects and capture the dynamics of the associated BG fluctuations.

For the analysis, the time data were centered around the beginning of the weight monitoring period. We included a 6-month timeframe before and after this point to capture the potential impact of weight monitoring use. In the NWM group, we randomly selected a cutoff point and included data collected during the 6 months before and after the simulated cutoff point. To model the temporal changes in the monthly average weight level between the WM and NWM groups, we fitted a piecewise-based mixed-effects model. The piecewise cutoff point was set at the initiation of weight monitoring, assuming a change in the time-related trajectory of the monthly average BG level between the 2 groups. We incorporated interaction terms between the time trajectories and groups to capture this differential effect. Thus, 2 time parameters (pre and postintervention) were used as covariates, the groups (WM and NWM) were considered as a factor, and the monthly number of BG measurement served as a potential confounding variable. All the tests were 2-tailed and the type 1 error was set to 5%. The model included random intercepts and random slopes for the time trajectory after the piecewise cutoff, accounting for individual variability in BG changes.

In addition, we used mixed model analysis to examine the time trajectory of BMI changes (covariate) for the initial 6 months of weight monitoring in the WM group, controlling for baseline BMI and the number of monthly BMI measures as confounding variables. These models included random intercepts and random slopes of the time trajectory to capture individual variations in weight changes over time. Unstandardized regression weights (B), test statistics ( t ), and associated significance ( P values) were reported.

Finally, the monthly BMI levels were disaggregated to separate within- and between-person variabilities using person-level centering and person-level aggregation [ 61 ]. In addition, a 1-month lagged within-person BMI was calculated. Thereafter, a mixed model was applied to test the 1-month lagged and simultaneous association of monthly within-person BMI changes and between-person BMI with the monthly average BG level. All the model predictors were defined as covariates.

In total, 1932 users were included in the study. The WM group included 50% users, and the NWM group, matched through the propensity scores procedure, included 50% users. The study cohort comprised 51.6% (997/1932) of men, and 60.82% (1175/1932) of the participants had comorbidities. The average age of the participants was 62.8 (SD 12.5) years, with an average BMI of 35.4 (SD 7.3). The median household income for the participants was US $68,200 (SD US $25,100). The distribution of the other parameters is presented in Table 1 by study group.

No differences were found between the WM and NWM groups. The study included individuals with diabetes who monitored their BG levels and weight using the Dario platform.

The distribution of various sample characteristics overall and by WM and NWM groups is presented in Table 1 , and any significant differences were shown.

a WM: weight monitoring.

b NWM: non–weight monitoring.

c BG: blood glucose.

Weight Monitoring Is Associated With BG Levels

The results from the piecewise mixed model analysis indicated a significant interaction between the time trajectory, starting weight monitoring and the group (B=3.02; t =6.03; P <.001) on BG levels ( Table 2 ). Specifically, the WM group demonstrated a significant reduction in the BG levels (B=−2.81; t =−8.88; P <.001), whereas the NWM group did not exhibit a significant time trend (B=0.21; t =0.55; P =.59; Figure 3 ). Before weight monitoring, there was no significant difference observed in BG time trends between the 2 groups (B=0.69; t =1.06; P =.29). Furthermore, we investigated the proportion of users who achieved a BG level reduction in their last month of measurement less than the average BG levels of 154 mg/100 mL, 183 mg/100 mL, and 212 mg/100 mL, equivalent to estimated glycated hemoglobin (HbA 1c ) of 7.0, 8.0, and 9.0, respectively [ 62 ]. Remarkably, of the 966 users examined per group, 45% (435/966) versus 36% (348/966), 71% (686/966) versus 59% (570/966), and 85% (821/966) versus 76% (734/966) of the WM versus NWM individuals demonstrated substantial reductions in HbA 1c levels of <154 mg/100 mL, 183 mg/100 mL, and 212 mg/100 mL, respectively ( P <.001 for all).

a BG: blood glucose.

b σ2 residual variability=843.15; τ00 UID random intercept=2099.24; τ11 UID.time2 random slope of the second slope=53.68; ρ01 UID: covariance between the random intercept and slope=−0.27; intraclass correlation=0.72.

c #BG measurements=number of BG measurements per month.

d time1represents the piecewise slopes before the weight monitoring intervention.

e NWM: non–weight monitoring.

f time2 represents the piecewise slopes after the weight monitoring intervention.

BMI Fluctuations and the Link to BG

During the weight monitoring period ( Table 3 ) of the WM group, a significant decrease in BMI was observed (B=−0.13; t =−9.35; P <.001).

Interestingly, the number of monthly measurements was negatively associated with BMI (B=−0.003; t =−2.22; P =.03). Furthermore, the findings of the lagged analysis disaggregating within- and between-person variabilities shed light on BMI as a potential mechanism driving BG ( Table 4 ). Specifically, the analysis demonstrated that an increase in within-person BMI was associated with elevated BG levels (B=4.67; t =3.47; P <.001). Similarly, an increase in between-person BMI was found to be associated with higher BG levels (B=0.61; t =2.65; P =.008). However, the 1-month lagged back BMI was not associated with BG levels (B=−0.77; t =−0.91; P =.36).

b σ2 residual variability=0.24; τ00 UID random intercept=1.29; τ11 UID.time random slope of the time=0.17; ρ01 UID covariance between the random intercept and slope=−0.25; intraclass correlation=0.93.

c time represents the slope over 6 months after the intervention.

b WM: weight monitoring.

c σ2 residual variability=464.96; τ00 UID random intercept=1684.51; τ11 UID.time random slope of the within-person BMI=325.17; ρ01 UID covariance between the random intercept and slope=−0.01; intraclass correlation=0.80.

Principal Findings

This study examined the ability of people with diabetes to regulate BG levels through simple weight monitoring. It used propensity score matching for the control group and used a piecewise mixed model as a statistical framework to describe the nonlinear behavior in BG levels, comparing 2 user cohorts over time. Our analysis indicated that before the weight monitoring phase, both groups demonstrated flat trajectories in BG levels. However, after starting the use of the self-monitoring of weight, the WM group experienced a significant reduction in BG levels, whereas the NWM group’s BG levels remained flat.

In addition, by disaggregating within- and between-person BMI variabilities, we showed an association between both BMI sources and BG levels, suggesting that general BMI levels and BMI fluctuations can potentially contribute to BG modulation. However, a lagged analysis did not find an association between within-person BMI fluctuations and next-month BG levels, which does not support the claim of BMI as a potential mechanism of BG changes.

This study demonstrates that the use of digital tools for self-monitoring of weight can significantly affect BG levels in patients with T2D. This finding offers a practical approach to enhancing T2D management, especially for the majority of patients who are also dealing with overweight or obesity issues. Given that weight loss has been consistently shown to improve glycemic control in patients with T2D, as highlighted in previous studies [ 12 - 16 , 25 ], our findings reinforce the importance of weight management as an integral part of diabetes care. Self-monitoring can enhance patient awareness and engagement in their health management, leading to better outcomes. This aligns with the growing body of evidence suggesting that patient engagement and empowerment are critical in managing chronic conditions such as T2D [ 34 , 40 , 63 , 64 ].

Self-monitoring is the centerpiece of behavioral weight loss intervention programs. A significant association between self-monitoring and weight loss was consistently reported for various health conditions; however, the level of evidence was weak due to methodological limitations [ 65 ]. The use of self-monitoring in behavioral changes has a strong theoretical foundation. Self-management was defined as “the personal application of behavior-change tactics that produces a desired change in behavior” [ 66 ]. Through self-management interventions, individuals learn to identify occurrences of their own target responding, accurately self-recording the target response, self-evaluating their behavior, and self-delivering reinforcement as a consequence [ 67 ].

Although self-monitoring has been described as the cornerstone of behavioral treatment for weight loss, there is a limited examination conducted in the literature [ 65 ]. More recently, self-weighing has been introduced as a monitoring component. Daily weighing is valuable for individuals trying to lose weight or prevent weight gain [ 68 ]. Consistent with our findings, frequent self-weighing was associated with a lower fat intake, a greater history of dieting to lose weight, and a lower current BMI [ 68 , 69 ].

Previous systematic reviews provided extensive evidence that self-monitoring via digital health, including weight, diet, and physical activity, is associated with superior weight loss [ 36 ]. It was specifically shown how distinct features of a digital therapeutic app have the potential to deliver equitable person-centric care and how digital engagement can play a key role in enhancing a person’s chronic condition self-management [ 63 , 64 , 70 , 71 ].

Self-monitoring has been shown repeatedly to be an important feature of behavioral weight loss digital programs [ 71 ]. Self-monitoring of weight and diet were positively correlated with weight loss, and the more consistently the monitoring occurred, the better the weight loss [ 72 , 73 ]. Self-monitoring is also a core component of behavioral obesity treatment, but there is limited knowledge about the efficacy of digital self-monitoring of weight in diabetes [ 36 ]. We had previously demonstrated how digital engagement and digital blood pressure monitoring may improve diabetes management [ 34 , 74 ]. Prominently, in this study, the WM and NWM groups were not different in their digital engagement. In addition, the median household income distribution of users in both groups was comparable, suggesting that the digital solution is desired and affordable across lower-, middle-, and high-income levels to enhance glycemic and weight loss outcomes. Mobile apps can successfully help patients lose weight and represent a cost-effective and accessible alternative to intensive in-person weight loss programs [ 51 ].

From a psychological perspective, it is assumed that individuals using a digital platform may develop more active roles in managing their health, and self-monitoring affects health in part or in whole via the placebo effect, initiated by mindset modulations [ 75 ]. In the realm of physical exercise, a compelling body of research highlights the remarkable impact of mindset on various health parameters. It has been demonstrated that individuals’ mindsets about stress could profoundly alter their cortisol levels and influence various hormonal and cardiovascular functions when confronted with stressful situations [ 76 ]. Levy et al [ 77 ] conducted a noteworthy study that revealed a significant association between individuals’ mindsets about aging and their cardiovascular function as well as their actual longevity. A notable example of this phenomenon is evident in the study conducted by Crum and Langer [ 28 ], who investigated the effects of mindset on hotel room attendants. These workers, upon adopting the mindset that their daily work constituted a form of beneficial exercise, experienced substantial improvements in several critical health indicators, including weight, BMI, and systolic blood pressure. The potential mechanism may include beliefs and feelings of control people have over their health [ 28 , 78 ]. Collectively, these studies illuminate the potent role of the mindset in shaping various aspects of physical health, providing a background for the potential effect of weight monitoring on BG levels through mindset changes, considering the absence of a quasi-causal association between BMI and BG levels. There is evidence supporting the idea that the placebo effect plays a role in prompting the psychological benefits associated with health-related outcomes [ 79 ]. Treatments are delivered in a context that includes social and physical signals, verbal suggestions, and clinical history. This context is actively interpreted by the brain and can elicit expectations, memories, and emotions, which in turn can influence health-related outcomes in the body [ 79 ]. Considering the absence of a quasi-causal association between BMI and BG levels, one may consider the effect of self-weighing on BG levels to be mediated by perceptional processes, including mindset modulation.

In agreement with previous studies, we found that the WM group, which monitored their weight, also improved their BMI levels over time [ 80 ]. There is strong and consistent evidence that obesity management can delay the progression from prediabetes to T2D and is highly beneficial in treating T2D [ 80 - 83 ]. A significant overlap between T2D and overweight or obesity in etiology and disease mechanisms was broadly investigated. Previous studies have shown a significant improvement in all diabetes-related outcomes, including weight reduction, in patients with T2D and those who have overweight [ 17 ]. Controlling both diseases through weight management requires an intensive multidisciplinary approach [ 84 , 85 ]. As body weight increases, patients become more insulin resistant [ 86 ], which further drives the need for higher doses of antihyperglycemic medications to keep BG levels in the target range, which then may increase weight gain [ 17 ]. It was observed that in obese individuals, adipose tissue releases increased amounts of nonesterified fatty acids, glycerol, hormones, proinflammatory cytokines, and other factors that are involved in the development of insulin resistance. Insulin resistance associated with dysfunction of pancreatic islet beta cells results in the failure to maintain BG levels within the target range [ 86 ]. Losing weight can alleviate many of these issues. While losing weight, the pancreas is better able to keep up with the body’s need for insulin. In some cases, weight loss is enough to restore BG to a normal level, which eliminates diabetes or even lowers the need for insulin therapy or other medications to control diabetes [ 87 ]. However, other important components may also play a role in weight and BG levels, and other laboratory tests may need to be performed by health care providers.

Monitoring several chronic conditions may have the potential to offer a greater means for helping people with diabetes who have overweight or obesity effectively modulate their glycemia and weight than managing each condition separately. The findings of this study suggest the need for further exploration of how digital health platforms can be effectively integrated into routine clinical practice. Future research should focus on how these tools can be optimized for individual patient needs and how they can be incorporated into broader diabetes management programs. In addition, exploring the long-term impacts of such interventions on patient outcomes and health care use will be valuable. We expect that our analytical framework will be useful for examining other chronic conditions and metabolic syndrome outcomes (eg, lipid profile).

Limitations

As in all studies involving retrospective real-world data, groups were not randomly assigned, and treatment protocols were not prescribed. The propensity score matching approach, while comprehensive, introduces potential biases due to selection methods, which may not be fully mitigated. Unobserved confounders, measurement errors, and other limitations inherent to observational studies may still impact the validity of causal inferences. Nevertheless, propensity score matching represents a rigorous analytical technique that is widely accepted and applied in observational studies to approximate the design and control of randomized controlled trials, making it a valuable tool in the pursuit of causal inference. In this study, we relied on self-reported data for measurements, including weight and BMI. Although self-reporting is a common and practical method in many observational and digital health studies, it can be subject to inaccuracies due to factors such as recall bias or the desire to present oneself in a certain light.

In this real-world data analysis, we designed our timescale to capture changes over a 6-month period both before and after the initiation of weight monitoring. Nevertheless, it is worth noting that the research question of interest in this study could potentially be explored at various temporal scales, including daily, weekly, or monthly intervals. Given the practical challenges associated with monitoring daily changes in real-world settings, most studies in this domain tend to emphasize monthly fluctuations. Moreover, while BG levels offer real-time data and are sensitive to immediate changes in diabetes management, they do not provide a comprehensive view of long-term glycemic control. In addition, longer-term weight monitoring can provide a long-term perspective on glycemic control. Monitoring HbA 1c levels over a longer period would provide additional insights into the long-term effects of self-monitoring of weight on glycemic control. However, our study was designed to assess the short-term impacts of digital self-monitoring of weight on BG levels with increased resolution compared to HbA 1c . The 6-month period was chosen as it provides a sufficient window to observe significant changes in BG levels in response to weight management, without extending to long-term effects where other variables might confound the results. In addition, the average BMI of the participants was 35.0 (SD 7.3), which is considered a unique population of obesity. Furthermore, longer-term follow-up with these participants is needed because it is not clear how long this weight loss and glycemic improvement will last and what needs to be added for increased sustainability.

Conclusions

In summary, our study underscored the tangible benefits of self-monitoring of weight in the modulation of BG levels among people with diabetes. By leveraging an innovative analytical framework, we found that self-monitoring of weight led to significant reductions in BG levels in the WM group, despite the lack of a direct causal link between BMI fluctuations and BG changes. Drawing from extensive evidence, both historical and from our study, the act of self-monitoring seems to foster a heightened sense of agency and potentially influence health outcomes through mindset modulations.

From a practical standpoint, these findings reinforce the importance of digital health tools in chronic disease management, especially in the realms of diabetes and obesity. Digital self-monitoring platforms not only offer scalable and affordable solutions but also empower individuals to take a proactive role in their health journey. Moreover, the convergence of digital health tools with robust psychological mechanisms, such as the placebo effect and mindset modulation, paves the way for a holistic approach to health care.

This research may also open the door to a myriad of possibilities. While we have illuminated the potential effects of self-monitoring of weight on diabetes management, similar methods could be deployed to investigate the impact on other chronic conditions and metabolic syndrome outcomes. Furthermore, with advancing technology, more granular, real-time data can be leveraged to delve deeper into the daily or even hourly impacts of such interventions. Future studies should also focus on investigating the mechanisms underlying the comorbidity of diabetes and obesity and their management, identifying, and applying mediation models that drive behavioral change that goes beyond multiple chronic conditions.

In light of the significant overlap between T2D and obesity, there is an imperative need to conceptualize and design multifaceted interventions. Blending digital innovation, behavioral science, and clinical knowledge, we can usher in a new era of person-centric health care that is not only responsive but also preemptive. The journey has just begun, and the road ahead promises transformative potential for patients and health care systems alike.

Conflicts of Interest

YFH, EB, and OM are employees of Dario Health. MDR and DLH serve as Dario Health scientific advisory board members, and PG has received a consulting fee to assist with analyses but otherwise has no conflicts of interest.

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Abbreviations

Edited by G Eysenbach, T Leung; submitted 28.11.23; peer-reviewed by Y Ding, T de Azevedo Cardoso; comments to author 02.01.24; revised version received 18.02.24; accepted 22.02.24; published 02.04.24.

©‪Yifat Fundoiano-Hershcovitz, Marilyn D Ritholz, David L Horwitz, Ephraim Behar, Omar Manejwala, Pavel Goldstein. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 02.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.