writing a research paper high school

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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A Guide to Writing a Scientific Paper: A Focus on High School Through Graduate Level Student Research

Renee a. hesselbach.

1 NIEHS Children's Environmental Health Sciences Core Center, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

David H. Petering

2 Department of Chemistry and Biochemistry, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Craig A. Berg

3 Curriculum and Instruction, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Henry Tomasiewicz

Daniel weber.

This article presents a detailed guide for high school through graduate level instructors that leads students to write effective and well-organized scientific papers. Interesting research emerges from the ability to ask questions, define problems, design experiments, analyze and interpret data, and make critical connections. This process is incomplete, unless new results are communicated to others because science fundamentally requires peer review and criticism to validate or discard proposed new knowledge. Thus, a concise and clearly written research paper is a critical step in the scientific process and is important for young researchers as they are mastering how to express scientific concepts and understanding. Moreover, learning to write a research paper provides a tool to improve science literacy as indicated in the National Research Council's National Science Education Standards (1996), and A Framework for K–12 Science Education (2011), the underlying foundation for the Next Generation Science Standards currently being developed. Background information explains the importance of peer review and communicating results, along with details of each critical component, the Abstract, Introduction, Methods, Results , and Discussion . Specific steps essential to helping students write clear and coherent research papers that follow a logical format, use effective communication, and develop scientific inquiry are described.

Introduction

A key part of the scientific process is communication of original results to others so that one's discoveries are passed along to the scientific community and the public for awareness and scrutiny. 1 – 3 Communication to other scientists ensures that new findings become part of a growing body of publicly available knowledge that informs how we understand the world around us. 2 It is also what fuels further research as other scientists incorporate novel findings into their thinking and experiments.

Depending upon the researcher's position, intent, and needs, communication can take different forms. The gold standard is writing scientific papers that describe original research in such a way that other scientists will be able to repeat it or to use it as a basis for their studies. 1 For some, it is expected that such articles will be published in scientific journals after they have been peer reviewed and accepted for publication. Scientists must submit their articles for examination by other scientists familiar with the area of research, who decide whether the work was conducted properly and whether the results add to the knowledge base and are conveyed well enough to merit publication. 2 If a manuscript passes the scrutiny of peer-review, it has the potential to be published. 1 For others, such as for high school or undergraduate students, publishing a research paper may not be the ultimate goal. However, regardless of whether an article is to be submitted for publication, peer review is an important step in this process. For student researchers, writing a well-organized research paper is a key step in learning how to express understanding, make critical connections, summarize data, and effectively communicate results, which are important goals for improving science literacy of the National Research Council's National Science Education Standards, 4 and A Framework for K–12 Science Education, 5 and the Next Generation Science Standards 6 currently being developed and described in The NSTA Reader's Guide to A Framework for K–12 Science Education. 7 Table 1 depicts the key skills students should develop as part of the Science as Inquiry Content Standard. Table 2 illustrates the central goals of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension.

Key Skills of the Science as Inquiry National Science Education Content Standard

National Research Council (1996).

Important Practices of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension

National Research Council (2011).

Scientific papers based on experimentation typically include five predominant sections: Abstract, Introduction, Methods, Results, and Discussion . This structure is a widely accepted approach to writing a research paper, and has specific sections that parallel the scientific method. Following this structure allows the scientist to tell a clear, coherent story in a logical format, essential to effective communication. 1 , 2 In addition, using a standardized format allows the reader to find specific information quickly and easily. While readers may not have time to read the entire research paper, the predictable format allows them to focus on specific sections such as the Abstract , Introduction , and Discussion sections. Therefore, it is critical that information be placed in the appropriate and logical section of the report. 3

Guidelines for Writing a Primary Research Article

The Title sends an important message to the reader about the purpose of the paper. For example, Ethanol Effects on the Developing Zebrafish: Neurobehavior and Skeletal Morphogenesis 8 tells the reader key information about the content of the research paper. Also, an appropriate and descriptive title captures the attention of the reader. When composing the Title , students should include either the aim or conclusion of the research, the subject, and possibly the independent or dependent variables. Often, the title is created after the body of the article has been written, so that it accurately reflects the purpose and content of the article. 1 , 3

The Abstract provides a short, concise summary of the research described in the body of the article and should be able to stand alone. It provides readers with a quick overview that helps them decide whether the article may be interesting to read. Included in the Abstract are the purpose or primary objectives of the experiment and why they are important, a brief description of the methods and approach used, key findings and the significance of the results, and how this work is different from the work of others. It is important to note that the Abstract briefly explains the implications of the findings, but does not evaluate the conclusions. 1 , 3 Just as with the Title , this section needs to be written carefully and succinctly. Often this section is written last to ensure it accurately reflects the content of the paper. Generally, the optimal length of the Abstract is one paragraph between 200 and 300 words, and does not contain references or abbreviations.

All new research can be categorized by field (e.g., biology, chemistry, physics, geology) and by area within the field (e.g., biology: evolution, ecology, cell biology, anatomy, environmental health). Many areas already contain a large volume of published research. The role of the Introduction is to place the new research within the context of previous studies in the particular field and area, thereby introducing the audience to the research and motivating the audience to continue reading. 1

Usually, the writer begins by describing what is known in the area that directly relates to the subject of the article's research. Clearly, this must be done judiciously; usually there is not room to describe every bit of information that is known. Each statement needs one or more references from the scientific literature that supports its validity. Students must be reminded to cite all references to eliminate the risk of plagiarism. 2 Out of this context, the author then explains what is not known and, therefore, what the article's research seeks to find out. In doing so, the scientist provides the rationale for the research and further develops why this research is important. The final statement in the Introduction should be a clearly worded hypothesis or thesis statement, as well as a brief summary of the findings as they relate to the stated hypothesis. Keep in mind that the details of the experimental findings are presented in the Results section and are aimed at filling the void in our knowledge base that has been pointed out in the Introduction .

Materials and Methods

Research utilizes various accepted methods to obtain the results that are to be shared with others in the scientific community. The quality of the results, therefore, depends completely upon the quality of the methods that are employed and the care with which they are applied. The reader will refer to the Methods section: (a) to become confident that the experiments have been properly done, (b) as the guide for repeating the experiments, and (c) to learn how to do new methods.

It is particularly important to keep in mind item (b). Since science deals with the objective properties of the physical and biological world, it is a basic axiom that these properties are independent of the scientist who reported them. Everyone should be able to measure or observe the same properties within error, if they do the same experiment using the same materials and procedures. In science, one does the same experiment by exactly repeating the experiment that has been described in the Methods section. Therefore, someone can only repeat an experiment accurately if all the relevant details of the experimental methods are clearly described. 1 , 3

The following information is important to include under illustrative headings, and is generally presented in narrative form. A detailed list of all the materials used in the experiments and, if important, their source should be described. These include biological agents (e.g., zebrafish, brine shrimp), chemicals and their concentrations (e.g., 0.20 mg/mL nicotine), and physical equipment (e.g., four 10-gallon aquariums, one light timer, one 10-well falcon dish). The reader needs to know as much as necessary about each of the materials; however, it is important not to include extraneous information. For example, consider an experiment involving zebrafish. The type and characteristics of the zebrafish used must be clearly described so another scientist could accurately replicate the experiment, such as 4–6-month-old male and female zebrafish, the type of zebrafish used (e.g., Golden), and where they were obtained (e.g., the NIEHS Children's Environmental Health Sciences Core Center in the WATER Institute of the University of Wisconsin—Milwaukee). In addition to describing the physical set-up of the experiment, it may be helpful to include photographs or diagrams in the report to further illustrate the experimental design.

A thorough description of each procedure done in the reported experiment, and justification as to why a particular method was chosen to most effectively answer the research question should also be included. For example, if the scientist was using zebrafish to study developmental effects of nicotine, the reader needs to know details about how and when the zebrafish were exposed to the nicotine (e.g., maternal exposure, embryo injection of nicotine, exposure of developing embryo to nicotine in the water for a particular length of time during development), duration of the exposure (e.g., a certain concentration for 10 minutes at the two-cell stage, then the embryos were washed), how many were exposed, and why that method was chosen. The reader would also need to know the concentrations to which the zebrafish were exposed, how the scientist observed the effects of the chemical exposure (e.g., microscopic changes in structure, changes in swimming behavior), relevant safety and toxicity concerns, how outcomes were measured, and how the scientist determined whether the data/results were significantly different in experimental and unexposed control animals (statistical methods).

Students must take great care and effort to write a good Methods section because it is an essential component of the effective communication of scientific findings.

The Results section describes in detail the actual experiments that were undertaken in a clear and well-organized narrative. The information found in the Methods section serves as background for understanding these descriptions and does not need to be repeated. For each different experiment, the author may wish to provide a subtitle and, in addition, one or more introductory sentences that explains the reason for doing the experiment. In a sense, this information is an extension of the Introduction in that it makes the argument to the reader why it is important to do the experiment. The Introduction is more general; this text is more specific.

Once the reader understands the focus of the experiment, the writer should restate the hypothesis to be tested or the information sought in the experiment. For example, “Atrazine is routinely used as a crop pesticide. It is important to understand whether it affects organisms that are normally found in soil. We decided to use worms as a test organism because they are important members of the soil community. Because atrazine damages nerve cells, we hypothesized that exposure to atrazine will inhibit the ability of worms to do locomotor activities. In the first experiment, we tested the effect of the chemical on burrowing action.”

Then, the experiments to be done are described and the results entered. In reporting on experimental design, it is important to identify the dependent and independent variables clearly, as well as the controls. The results must be shown in a way that can be reproduced by the reader, but do not include more details than needed for an effective analysis. Generally, meaningful and significant data are gathered together into tables and figures that summarize relevant information, and appropriate statistical analyses are completed based on the data gathered. Besides presenting each of these data sources, the author also provides a written narrative of the contents of the figures and tables, as well as an analysis of the statistical significance. In the narrative, the writer also connects the results to the aims of the experiment as described above. Did the results support the initial hypothesis? Do they provide the information that was sought? Were there problems in the experiment that compromised the results? Be careful not to include an interpretation of the results; that is reserved for the Discussion section.

The writer then moves on to the next experiment. Again, the first paragraph is developed as above, except this experiment is seen in the context of the first experiment. In other words, a story is being developed. So, one commonly refers to the results of the first experiment as part of the basis for undertaking the second experiment. “In the first experiment we observed that atrazine altered burrowing activity. In order to understand how that might occur, we decided to study its impact on the basic biology of locomotion. Our hypothesis was that atrazine affected neuromuscular junctions. So, we did the following experiment..”

The Results section includes a focused critical analysis of each experiment undertaken. A hallmark of the scientist is a deep skepticism about results and conclusions. “Convince me! And then convince me again with even better experiments.” That is the constant challenge. Without this basic attitude of doubt and willingness to criticize one's own work, scientists do not get to the level of concern about experimental methods and results that is needed to ensure that the best experiments are being done and the most reproducible results are being acquired. Thus, it is important for students to state any limitations or weaknesses in their research approach and explain assumptions made upfront in this section so the validity of the research can be assessed.

The Discussion section is the where the author takes an overall view of the work presented in the article. First, the main results from the various experiments are gathered in one place to highlight the significant results so the reader can see how they fit together and successfully test the original hypotheses of the experiment. Logical connections and trends in the data are presented, as are discussions of error and other possible explanations for the findings, including an analysis of whether the experimental design was adequate. Remember, results should not be restated in the Discussion section, except insofar as it is absolutely necessary to make a point.

Second, the task is to help the reader link the present work with the larger body of knowledge that was portrayed in the Introduction . How do the results advance the field, and what are the implications? What does the research results mean? What is the relevance? 1 , 3

Lastly, the author may suggest further work that needs to be done based on the new knowledge gained from the research.

Supporting Documentation and Writing Skills

Tables and figures are included to support the content of the research paper. These provide the reader with a graphic display of information presented. Tables and figures must have illustrative and descriptive titles, legends, interval markers, and axis labels, as appropriate; should be numbered in the order that they appear in the report; and include explanations of any unusual abbreviations.

The final section of the scientific article is the Reference section. When citing sources, it is important to follow an accepted standardized format, such as CSE (Council of Science Editors), APA (American Psychological Association), MLA (Modern Language Association), or CMS (Chicago Manual of Style). References should be listed in alphabetical order and original authors cited. All sources cited in the text must be included in the Reference section. 1

When writing a scientific paper, the importance of writing concisely and accurately to clearly communicate the message should be emphasized to students. 1 – 3 Students should avoid slang and repetition, as well as abbreviations that may not be well known. 1 If an abbreviation must be used, identify the word with the abbreviation in parentheses the first time the term is used. Using appropriate and correct grammar and spelling throughout are essential elements of a well-written report. 1 , 3 Finally, when the article has been organized and formatted properly, students are encouraged to peer review to obtain constructive criticism and then to revise the manuscript appropriately. Good scientific writing, like any kind of writing, is a process that requires careful editing and revision. 1

A key dimension of NRC's A Framework for K–12 Science Education , Scientific and Engineering Practices, and the developing Next Generation Science Standards emphasizes the importance of students being able to ask questions, define problems, design experiments, analyze and interpret data, draw conclusions, and communicate results. 5 , 6 In the Science Education Partnership Award (SEPA) program at the University of Wisconsin—Milwaukee, we found the guidelines presented in this article useful for high school science students because this group of students (and probably most undergraduates) often lack in understanding of, and skills to develop and write, the various components of an effective scientific paper. Students routinely need to focus more on the data collected and analyze what the results indicated in relation to the research question/hypothesis, as well as develop a detailed discussion of what they learned. Consequently, teaching students how to effectively organize and write a research report is a critical component when engaging students in scientific inquiry.

Acknowledgments

This article was supported by a Science Education Partnership Award (SEPA) grant (Award Number R25RR026299) from the National Institute of Environmental Health Sciences of the National Institutes of Health. The SEPA program at the University of Wisconsin—Milwaukee is part of the Children's Environmental Health Sciences Core Center, Community Outreach and Education Core, funded by the National Institute of Environmental Health Sciences (Award Number P30ES004184). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the National Institute of Environmental Health Sciences.

Disclosure Statement

No competing financial interests exist.

How to Write a Research Paper

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

Research Paper Fundamentals

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

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

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

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

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

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

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

How to Prepare and Plan Out Writing a Research Paper

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

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

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

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

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

How to Manage Time Effectively

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

"Research Paper Planner: Timeline" (Baylor University)

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

"Research Paper Planner" (UCLA)

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

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

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

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

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

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

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

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

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

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

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

CrashCourse Video: "Sociology Research Methods" (YouTube)

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

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

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

"Research Hypothesis" (Oakland Univ.)

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

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

"Types of Research Designs" (USC)

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

"Major Research Methods" (YouTube)

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

"Humanities Research Strategies" (USC)

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

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

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

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

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

How to Determine the Best Methodology for You

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

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

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

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

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

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

Google Scholar

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

"Gathering Appropriate Information" (Texas Gateway)

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

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

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

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

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

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

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

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

"Topic vs. Sentence Outlines" (UC Berkeley)

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

"Types of Outlines and Samples" (Purdue OWL)

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

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

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

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

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

"Outlining" (Harvard)

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

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

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

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

Rough Draft Assignment (Duke of Definition)

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

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

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

Using Proper Citations

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

Chicago Manual of Style Citation Guide

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

APA Citation Guide

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

MLA Citation Guide

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

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

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

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

"Script for Workshop on Revision" (Vanderbilt University)

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

"Revising Your Paper" (Univ. of Washington)

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

"Revising Drafts" (UNC Writing Center)

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

Conferencing with Writing Tutors and Instructors

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

"Getting Feedback" (UNC Writing Center)

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

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

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

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

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

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

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

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

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

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

Final Draft Checklist (Everett C.C.)

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

"How to Proofread Your Final Draft" (YouTube)

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

"Proofreading Tips" (Georgia Southern-Armstrong)

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

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

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

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

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

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

"Teaching Students to Write Good Papers" (Yale)

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

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

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

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

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

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

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

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Scaffolding Methods for Research Paper Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

Students will use scaffolding to research and organize information for writing a research paper. A research paper scaffold provides students with clear support for writing expository papers that include a question (problem), literature review, analysis, methodology for original research, results, conclusion, and references. Students examine informational text, use an inquiry-based approach, and practice genre-specific strategies for expository writing. Depending on the goals of the assignment, students may work collaboratively or as individuals. A student-written paper about color psychology provides an authentic model of a scaffold and the corresponding finished paper. The research paper scaffold is designed to be completed during seven or eight sessions over the course of four to six weeks.

Featured Resources

• Research Paper Scaffold : This handout guides students in researching and organizing the information they need for writing their research paper.
• Inquiry on the Internet: Evaluating Web Pages for a Class Collection : Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.

From Theory to Practice

• Research paper scaffolding provides a temporary linguistic tool to assist students as they organize their expository writing. Scaffolding assists students in moving to levels of language performance they might be unable to obtain without this support.
• An instructional scaffold essentially changes the role of the teacher from that of giver of knowledge to leader in inquiry. This relationship encourages creative intelligence on the part of both teacher and student, which in turn may broaden the notion of literacy so as to include more learning styles.
• An instructional scaffold is useful for expository writing because of its basis in problem solving, ownership, appropriateness, support, collaboration, and internalization. It allows students to start where they are comfortable, and provides a genre-based structure for organizing creative ideas.
• In order for students to take ownership of knowledge, they must learn to rework raw information, use details and facts, and write.
• Teaching writing should involve direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, and text-based collaborative learning to improve middle school and high school literacy.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access and printing capability

• Research Paper Scaffold
• Example Research Paper Scaffold
• Example Student Research Paper
• Internet Citation Checklist
• Research Paper Scoring Rubric
• Permission Form (optional)

Preparation

Student objectives.

Students will

• Formulate a clear thesis that conveys a perspective on the subject of their research
• Practice research skills, including evaluation of sources, paraphrasing and summarizing relevant information, and citation of sources used
• Logically group and sequence ideas in expository writing
• Organize and display information on charts, maps, and graphs

Session 1: Research Question

You should approve students’ final research questions before Session 2. You may also wish to send home the Permission Form with students, to make parents aware of their child’s research topic and the project due dates.

Session 2: Literature Review—Search

Prior to this session, you may want to introduce or review Internet search techniques using the lesson Inquiry on the Internet: Evaluating Web Pages for a Class Collection . You may also wish to consult with the school librarian regarding subscription databases designed specifically for student research, which may be available through the school or public library. Using these types of resources will help to ensure that students find relevant and appropriate information. Using Internet search engines such as Google can be overwhelming to beginning researchers.

Session 3: Literature Review—Notes

Students need to bring their articles to this session. For large classes, have students highlight relevant information (as described below) and submit the articles for assessment before beginning the session.

Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Note that in the finished product this literature review section will be about six paragraphs, so students need to gather enough facts to fit this format.

Session 4: Analysis

Session 5: original research.

Students should design some form of original research appropriate to their topics, but they do not necessarily have to conduct the experiments or surveys they propose. Depending on the appropriateness of the original research proposals, the time involved, and the resources available, you may prefer to omit the actual research or use it as an extension activity.

Session 6: Results (optional)

Session 7: conclusion, session 8: references and writing final draft, student assessment / reflections.

• Observe students’ participation in the initial stages of the Research Paper Scaffold and promptly address any errors or misconceptions about the research process.
• Observe students and provide feedback as they complete each section of the Research Paper Scaffold.
• Provide a safe environment where students will want to take risks in exploring ideas. During collaborative work, offer feedback and guidance to those who need encouragement or require assistance in learning cooperation and tolerance.
• Involve students in using the Research Paper Scoring Rubric for final evaluation of the research paper. Go over this rubric during Session 8, before they write their final drafts.
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High school research writing: Getting started

by Misti Lacy | Feb 19, 2019 | College Prep , Essays & Research Papers , High school

This post contains affiliate links. Read our full  disclosure policy .

Does the idea of high school research writing make you tremble? In this three-part series, I’ll walk you through the WHO, WHAT, WHEN, WHERE, and HOW of high school research writing, sharing tips and tricks I have learned during 25 years of teaching.

Juniors and seniors should tackle at least one substantial persuasive expository research paper before heading to college. Let’s get started!

Who should tackle a substantial research paper?

Because of the critical thinking and organization involved, this assignment must be reserved for older teens who have a solid foundation in five-paragraph essays and sentence structure . They should have already completed some research projects for essays or oral presentations.

If your student needs confidence in his or her writing skills, stop the presses and hit WriteShop I and WriteShop II . Older teens can zoom through the lessons in this curriculum and gain that solid foundation.

WriteShop I works on descriptive writing, sentence structure, and paragraph structure. WriteShop II allows the students to write persuasively, do some smaller research assignments, and gain experience in writing essays .

(For the sake of our discussion on high school research writing, I assume students have completed WriteShop I and II, or the equivalent.)

What should a high school research paper include?

• 1750-2500 word (7-10 page) persuasive exposition
• Reference page
• MLA or APA format
• At least 7 credible academic sources (.edu, .gov, .org)

What formatting should we use?

Not only must your teens know how to write well, they will also need to format their papers using a specific style , most commonly MLA and APA formatting .

Because college professors do not explain them, make sure students know the basics of these nationally accepted formats.

Details matter! Students must follow the guidelines for margins, reference pages, and in-text citations.

What research topics should we choose?

High school research writing gives teens the opportunity to choose relevant topics—and allows them to dig into and study those hard subjects for themselves. For instance:

Urban gardening Any current political issue Veganism Gun control Music education Recycling Computer gaming

Global warming Abortion Homeschooling Any one aspect of transhumanism Junk food Legalization of medical or recreational marijuana

Once he’s chosen a research topic, your student must choose a position and defend it with expert opinions, and call the reader to action.

Have fun—and don’t shy away from controversial “hot” topics ! Journal All Year Teen! Writing Prompt Calendar contains dozens of argumentative and persuasive topics to challenge your student.

This season of homeschooling presents a perfect time for your kids to study and make some decisions for themselves while you are around to give your input.

Pick a time and a place to do research writing—and stick with it. Using a calendar, decide together on dates for small deadlines . For example:

• Notes from three resources by March 1st
• Rough draft complete by March 25th

Meeting deadlines is a learned skill . Dock the grade if your teen has not met each stepping stone.

Students must have room to keep reference material organized and handy . If you have younger children, allowing your teen to wear noise-canceling headphones is a good idea.

When my kids worked on their research papers, I set up a long folding table in the middle of the living room. The computer, notes, books, and printed resources all stayed on the table until the project was finished.

Not surprisingly, my kids focused better in our living room than they did in a bedroom, where gaming or social media distracted them . Also, I could pop in and help them find sources or discuss an issue when they camped out next to the kitchen.

At a coffee shop

I feel “grown-up” when I work from a coffee shop. The general background noise of a coffee shop keeps me productive , whereas, noise from my family distracts me.

At the library

Ask for a study room; they’re great. Libraries, which have free Wi-Fi, allow you to talk (and sometimes even bring snacks and drinks) in study rooms. Plus, with reference materials and a helpful librarian just a few steps away, the library makes an ideal place to focus on research .

At home. In a cozy coffee shop. At your local library. Really, the WHERE can be anywhere these days.

Enjoy this season of homeschooling and come back next time when we delve into the HOW of high school research writing.

As WriteShop’s curriculum consultant , Misti Lacy draws from her years of experience as a veteran writing teacher and homeschool mom to help you build a solid writing foundation. Whether you’re deciding on products for your family , exploring our program for your school or co-op , or needing someone to walk you through your WriteShop curriculum, Misti is your girl! She has a heart for building relationships with you and your kids, and through her warm encouragement, she takes the fear out of teaching writing. 

Contact Misti today! She’s delighted to walk with you along your WriteShop journey.

Essay writing skills lie at the foundation of research writing. WriteShop I teaches strong paragraph writing and more mature sentence structure. These skills pave the way for students to learn five-paragraph essay writing in WriteShop II .

To learn more about the WriteShop I and II program from a real mom, check out this video by Annie and Everything .

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The Complete Guide To Publishing Your Research In High School

Publishing academic research is becoming a common way for the top high school students to distinguish themselves in the admission process. Yet, for many students what publication is and how to approach it is unclear and confusing. This guide’s goal is to provide a starter for any students interested in research and publication. It comes from the result of working with 500+ students as part of the Lumiere Research Scholar Program.

What does it mean to “Publish Your Research?” What does publication even mean? In short, publishing your research means that you have gone through a rigorous, peer-reviewed process that has analyzed, critiqued, and ultimately accepted your research as legitimate. Scientific publications are gatekeepers to the broader world. If a research piece is not published by a journal, it means that it has not yet passed a rigorous, external analysis of the research.

Publications use a process called the “peer review” which means that fellow researchers in the same field will analyze the paper and its contribution and give feedback to the authors. This process is often double-blind, meaning that the reviewer does not know who the author is and the author does not know who the researcher is.

Is it possible for a high school student to publish their research? The short answer is yes. The longer answer, detailed below, is that there are many different types of journals that have different selectivity rates and bars for rigor. Just like universities, some publications are extremely competitive and provide a very strong external signal for the author. Some journals are less competitive and so provide a less powerful signal. For high school students, there is an emerging group of journals focused on high school or college-level research. These journals understand the limitations of high school students and their ability to do research, and so they are often more feasible (though still difficult) for students to get into. We’ll explore some types of those journals below.

Why publish your research in high school But, why even go to the trouble of publishing? Does it really matter? The short answer again is that it does matter. Publication in a top journal, like the Concord Review , can provide a valuable signal to a college admission officer about your work.

One thing to consider is who is an admission officer (for US universities). These people are usually generalists, meaning they have a broad background, but do not have researcher-level depth in many fields. That means it’s difficult for them to distinguish good research from bad research. What is rigorous and what is just put on an application?

This means that admissions officers search for signals when evaluating research or passion projects. Was the project selected into a selective journal? Did it go through a peer-review process by respected researchers? Was it guided by a researcher who the admission officer would believe? Did the research mentor guide speak positively about the student? All of these are positive signals. The publication is thus not the only way to signal ability, but it is one of the most important for young researchers.

What type of research can get published?

Most types of research can be published. But, the more original research that you can do, the broader the options you have. In other words, if you write a literature review, then your writing and synthesis must be very strong for it to be eligible for most publications. If you do some form of data collection or new data analysis, then the bar for rigor in student publications is usually a little bit lower as the difficulty to do this type of data collection or analysis is higher.

Types of Publication Targets

At Lumiere, we think of publications like students think of universities. There are research journals (most selective), target journals, and safety journals. In short, journals range in their selectivity and rigor. The more selective the journal, the better a signal it gives.

Highly Selective High School & College Publications

The first type of journals that students should think about are highly selective high school & college-level publications. These journals include the Concord Review or the Columbia Junior Science Journal . For example, one Lumiere student’s research was recently admitted to the Cornell Undergraduate Economic Review, a rigorous college-level journal for university-level economic papers. This student was the first high school student to ever be published in the journal, a clear signal.

These journals include both a review process and a limited number of spots in the journal. The Concord Review, for example, accepts about 45 student research papers each year of an estimated 900 submissions. The Columbia Junior Science Journal, similarly, publishes between 10-20 papers each year. Most of these journals will require original research or data collection of some sort.

Rigorous, Peer Reviewed High School Publications

The next level of journals are rigorous, peer-reviewed publications. These journals, such as the Journal of Emerging Investigators or the Journal of Student Research , have a peer-review process. These journals have requirements on the type of papers that are accepted (e.g., some will accept new data analyses, some will accept literature reviews). These journals do not have a certain number of slots predefined, but they do have a bar for what type of research they will accept. For these journals, students will submit their paper and the journal will assign (or ask you to identify) a potential set of reviewers for the paper. These reviewers will be researchers in the field, who hold a PhD. The reviewers will then give back comments. The Journal of Emerging Investigators stands out here among these journals as being one of the most rigorous and providing the most in-depth, critical feedback to students.

Pay to Play Research Journals (AVOID THESE) Finally, there are some journals that are essentially “Pay-to-play” meaning that they will accept any paper as long as a fee is paid. These journals are not only not academically ethical, they can actually be a bad signal in the admission process. For example, I spoke with a former Harvard Admission Officer, Sally Champagne , about her experience with publications. During the late 2000s, there was a high spike in students from Russia submitting “publications” that all linked back to a few fraudulent journals.

You can spot a fraudulent journal if there is a high fee for submitting the paper (some journals will charge a nominal fee to recoup their costs. That is OK, especially if they have a financial aid waiver). If any paper you submit is accepted without any revisions or feedback, then this is also a sign that the publication is not rigorous.

PhD Level Publications in A Field Finally, there are publications that PhD researchers or professors target with their research. These journals are highly selective and can take years of back and forth in order for a paper to be admitted. In general, we do not recommend high school students who are working on independent projects to target these journals for their difficulty and time required. The most common way to target these journals is if you act as a research assistant for a researcher on an existing project and you are credited as a supporting author.

Other Publication Options Beyond journals, there are other ways to showcase your research. I highlight some of those below.

Practitioner publications Another way to showcase your work is to target respected practitioner publications. These are places where non-researchers go to learn about developments. For example, one student in Lumiere published a piece in Tech In Asia summarizing his research on Open Innovation and the Ventilator Market (Tech In Asia is the Tech Crunch equivalent in South East Asia). Other practitioner publications include Online Magazines like Forbes or the Financial Times, local newspapers, or online blogs like the Huffington Post can all serve as possible targets. Generally publications in these places requires direct contact with an editorial manager, who can take a call as to whether your work is appropriate or not. To get to these editorial managers, you’ll need to do some online search and send them a pitch email that explains why your work is relevant to their audience. Offering an “exclusive” can be one additional way to make it attractive to the editors.

Research Conferences Another place to showcase your research is in research conferences. In some fields, like computer science, conferences are actually more common places to publish work than journals. One advantage of research conferences is that they often will accept abstracts of research instead of full-length research articles, making the amount of effort required to get accepted lower. As well, many conferences want more researchers to populate the conference, again making the admission process easier. Example conferences for high school students to look at include the Harvard Science Research Conference or the Sigma Xi Annual Meeting . There are also field specific conferences that you should search for based on your research paper.

Competitions

Finally, a common way to showcase your research is in the form of a student competition. Science fairs, such as ISEF Regeneron , is one common way for students to showcase their work. But, there are dozens of others, including the Genius Olympiad (Environmental Issues), John Locke Essay Competition , or the STEM Fellowship Competition . Competitions can be one of the highest impact ways to show your work because it’s clear signaling. If you can win a competition with hundreds of entrants, then being able to write about it in your application shows your unique ability. In addition, competitions can often be submitted to parallel with other research publications (check your publications requirements before doing that though!).

The Final Word – Publication Can Be High Impact If you have already written a research paper, then I highly encourage you to think about submitting it to high school or college level publications. The majority of work that you have done is spent on the research paper itself. So, if you can spend an additional 10-20 hours to showcase your research, then it’s highly valuable for you.

FAQ About Publications 1. Do I need to publish my research for it to be impactful? No, but it provides a useful signal. Doing research alone is a rare and impressive way for students to showcase their academic depth. If you can publish that research, it adds a layer of external legitimacy to that research.

2. Can I publish a research that is a literature review?

Yes, though, you’ll have to think of which target journals accept that. For example, the Journal of Student Research and the STEM Fellowship Journal both accept literature reviews, but the Journal of Emerging Investigators does not. In general, the more original research that you do (i.e., data analysis, data collection, etc.) the broader the range of publications you can target. With that said, some fields (e.g. astrophysics) can be particularly difficult to do new data collection as a high school student, so for those fields a rigorous literature review is usually the best choice.

3. Are all publications the same?

No. Publications are like universities. Some are highly respected, selective, and rigorous and others are not. The key is for you to identify a journal that is as selective/respected as possible that you can get into. Watch out for pay-to-play journals, as they can become negative signals for you and your application.

Additionally, you can also work on independent research in AI, through Veritas AI's Fellowship Program!

Veritas AI focuses on providing high school students who are passionate about the field of AI a suitable environment to explore their interests.

The programs include collaborative learning, project development, and 1-on-1 mentorship.  These programs are designed and run by Harvard graduate students and alumni and you can expect a great, fulfilling educational experience. Students are expected to have a basic understanding of Python or are recommended to complete the AI scholars program before pursuing the fellowship. 

The   AI Fellowship  program will have students pursue their own independent AI research project. Students work on their own individual research projects over a period of 12-15 weeks and can opt to combine AI with any other field of interest. In the past, students have worked on research papers in the field of AI & medicine, AI & finance, AI & environmental science, AI & education, and more! You can find examples of previous projects   here . 

Location : Virtual

$1,790 for the 10-week AI Scholars program

$4,900 for the 12-15 week AI Fellowship 

$4,700 for both

Need-based financial aid is available. You can apply   here . 

Application deadline : On a rolling basis. Applications for fall cohort have closed September 3, 2023. 

Program dates : Various according to the cohort

Program selectivity : Moderately selective

Eligibility : Ambitious high school students located anywhere in the world. AI Fellowship applicants should either have completed the AI Scholars program or exhibit past experience with AI concepts or Python.

Application Requirements: Online application form, answers to a few questions pertaining to the students background & coding experience, math courses, and areas of interest. 

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

A guide to writing a scientific paper: a focus on high school through graduate level student research

Affiliation.

• 1 NIEHS Children's Environmental Health Sciences Core Center, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin 53201, USA. [email protected]
• PMID: 23094692
• PMCID: PMC3528086
• DOI: 10.1089/zeb.2012.0743

This article presents a detailed guide for high school through graduate level instructors that leads students to write effective and well-organized scientific papers. Interesting research emerges from the ability to ask questions, define problems, design experiments, analyze and interpret data, and make critical connections. This process is incomplete, unless new results are communicated to others because science fundamentally requires peer review and criticism to validate or discard proposed new knowledge. Thus, a concise and clearly written research paper is a critical step in the scientific process and is important for young researchers as they are mastering how to express scientific concepts and understanding. Moreover, learning to write a research paper provides a tool to improve science literacy as indicated in the National Research Council's National Science Education Standards (1996), and A Framework for K-12 Science Education (2011), the underlying foundation for the Next Generation Science Standards currently being developed. Background information explains the importance of peer review and communicating results, along with details of each critical component, the Abstract, Introduction, Methods, Results, and Discussion. Specific steps essential to helping students write clear and coherent research papers that follow a logical format, use effective communication, and develop scientific inquiry are described.

Publication types

• Research Support, N.I.H., Extramural
• Research Support, Non-U.S. Gov't
• Communication
• Education, Graduate
• Guidelines as Topic*
• Peer Review*
• Science / education*
• Science / methods
• Universities

Grants and funding

• R25 OD011142/OD/NIH HHS/United States
• P30ES004184/ES/NIEHS NIH HHS/United States
• R25RR026299/RR/NCRR NIH HHS/United States

Teaching Research Papers with High School Students

Teaching research papers with high school students? Teaching students how to write a research paper is an important part of an ELA class. Here are guidelines to make this writing unit a success.

Lawyers, political organizers, advertisers, real estate agents: most jobs require ethical research and then a written report. As a citizen, I research concepts important to my community and family. As knowledge in our world grows, student will only have more reasons to be ethical digital citizens.

Providing students with a sustainable foundation is a humbling responsibility. Teachers know that teaching students how to write a research paper is important. While teaching students how to research, I share those sentiments with them. I want students to know I take research seriously, and my expectation is that they will as well. My research paper lesson plans take into account the seriousness of ethical research.

What is the best way to teach research papers to students?

The best way to teach research papers to students is by breaking down the process into manageable steps. Start with teaching them how to choose a topic, conduct research, and create an outline/list/graphic organizer. Then guide them in writing drafts, revising and editing their papers, and properly citing sources.

Even after teaching for a decade, I sometimes overwhelm myself with this duty. I handle teaching research papers with four ideas in my mind.

Provide clear expectations.

Idea one, be clear.

A feeling I always hated as a student was the unknown . Sure, part of the learning process is not knowing everything and making mistakes. I, as the teacher, don’t want to be the source of frustration though. I never want my classes to wander down a path that won’t advance them toward our end goal: a well-researched paper. Part of teaching research skills to high school students is providing clear expectations.

As writing in the ELA classroom becomes more digital, I simply give writers tools on our online learning platform. That way, I can remind them to check a certain section or page as we collaborate on their writing.

Give a writing overview.

Idea two, provide an overview.

Every teacher grades a little differently. Sometimes, terminology differs. Throw in the stress of research, and you might have a classroom of overwhelmed students. An overview before teaching research papers can relax everyone!

I start every writing unit with clear expectations, terminology, and goals. I cover a presentation with students, and then I upload it to Google Classroom. Students know to consult that presentation for clarity. Initially, covering the basics may seem wasteful, but it saves all of us time because students know my expectations.

Furthermore, parents and tutors appreciate my sharing that information. As students work independently (inside or outside of class), they can take it upon themselves to consult expectations. Their responsibility with this prepares them for their futures. Finally, having established that overview with students during virtual classes was invaluable.

Show an overview of research.

Idea three, clearly explain research.

Before you begin teaching students how to research, outline what strong research looks like. You might consider these questions:

• What (if any) secondary sources will I accept? What about Wikipedia?
• Should students use a balance of books and online material? Do they have access to books?
• Are dates for certain topics important? Will I not accept research from before a certain date?

I’m not answering these questions for you, but I’ve seen teachers provide such guidelines while teaching research skills to high school students. Whatever parameters you have for teaching the research paper, share those with students.

Define domain-specific vocabulary.

Idea four, don’t assume classes share the same domain-specific vocabulary.

High school classes are likely familiar with the writing process, yet the research process brings more vocabulary with which they might not be familiar.

Providing definitions for the most basic concepts enables me to walk through expectations and clarify concepts. Examples might include:

• Informational text
• Search engine
• Credible sources
• Claim, counterclaim
• Research question
• Journal articles

Plus, by providing definitions to terms, scaffolding occurs naturally. Academic writing has terms we teachers might use casually, but some students maybe have not heard of them.

How can we model ethical research?

After outlining expectations to young writers, we begin research. Some schools rely on Google Scholar, and others use Explora or EBSCO. Sign students into your databases, and run them through the program.

I stress to young writers that conducting oneself with honesty and integrity is crucial to writing. When teaching research papers with high school students, I connect these ethics to their very near futures. Aside from the basics of documenting and citing, I highlight these two points.

• Citing material. This includes direct quotes and paraphrasing. I review both of those concepts throughout our research and writing. The majority of a paper should be the writer’s thoughts, supported by research. Students need those concepts repeated, and they are important, so I spend time emphasizing them.

Often, I turn the basics of research into a writing mini lesson . Modeling ethical research is a very specific part of ELA classes. I understand that other classes require research and that parents might teach research skills as well.

Still, to have a functioning society, students must view relevant information with critical eyes. Teaching young citizens how to write a research paper includes clear guidelines for research and one-on-one conferencing.

How can we encourage strong writing?

Hopefully, students write with passion. Hopefully, they want to show or prove their statements. Teaching students how to write a research paper is easier when students enjoy their topics.

I cover grammar with students (all year), and I always make the connection for them to implement those lessons. Teaching them to write a research paper requires some focus on writing skills. Primarily, they will work on strong verbs and syntax.

Look at verbs.

Students possess strong verbs in their vocabularies. Sometimes in writing, humans create a fast rough draft, myself included. Every verb is a linking verb, and every sentence reads subject + linking verb + predicate adjective. (Nothing is wrong with a linking verb, but writers should break from the mold.) When I see that a paper can be improved with strong verbs, we conference about ways to improve the verbs without thesaurus abuse.

Ask students to pick their least favorite paragraph in a research paper and to highlight every verb . Chances are, they are not conveying their message because of weak verbs. Help them turn the predicate adjectives into verbs or think of an action that will convey their meaning. Additionally as you continue teaching students how to research, you’ll cross strong verbs in research. Point out those verbs to your classes.

Examine syntax.

Just as every sentence shouldn’t contain a linking verb, not every sentence should be a simple sentence. Sentence syntax takes practice, and often teamwork! Ask students to provide a sentence that needs improvement. Break the sentence down into phrases and clauses. (If it is a simple sentence, ask for another sentence to attach.) What is the best arrangement? What is the student’s goal? Would a conjunctive adverb lead readers to a conclusion? What if a subordinating conjunction started the sentence, or, should the dependent clause come second in the complex sentence? Play with the language of papers! By connecting grammar to writing, you have empowered learners to improve their writing.

Sentence structure is also part of teaching students how to write a research paper because the information must be factual. Sometimes students report information incorrectly, and sometimes, their sentence structure is to blame. Focus on a return to simple syntax for ethical research, and then work on sentence diversity if possible.

All parts of an ELA classroom fit together like puzzle pieces, and when teaching research papers, that neatly assembled puzzle sits on display. By giving classes clear expectations, you are ready to guide them through ethical research and through strengthening their writing. Teaching the research paper is a large task, so you should know what you want to accomplish.

Is scaffolding teaching research papers possible?

Overall, a research unit takes me 2-3 weeks with high school students. Every teacher has different methodologies, but if I allow writing research papers for about a month, writers become bored. Fifteen working days for research, revision, and publishing is my average time frame. Going longer, and different aspects fall apart, and we lose momentum.

Scaffolding is built into our days. Outline the writing process with your calendar, and add days that follow the writing process. Pieces to consider:

Scaffold writing errors.

Overall, writing errors are an inevitable part of the learning process. As teachers, it is crucial that we address these errors in a way that not only corrects them but also helps students understand why they occurred in the first place. When it comes to research papers, grammatical errors can significantly affect the credibility and clarity of the information presented.

One effective way to scaffold writing errors is by focusing on the actual problems that classes have in their papers. When we conference, I jot down common errors and then cover them as a class.

Include revising and editing days.

Young writers should take ownership of the writing process which includes revising and editing. This can be achieved by dedicating specific days in the research unit for revising and editing. By allotting time for these crucial steps, writers will learn to critically analyze their work and make necessary improvements.

During the revision phase, students can focus on the overall structure and organization of their research paper. They should evaluate if their arguments are clear and logical, if the evidence supports their claims effectively, and if there is a smooth flow of ideas throughout the paper. This stage allows them to refine their content and ensure that it aligns with their desired objectives.

After revising, students should move toward publishing and sharing with their peers.

Your turn, writing teachers: What questions do you have left?

All activities mentioned in this post (except the common errors bundle) are included in my writing bundle for freshmen and sophomores .

What questions remain? Do you have different advice to offer teachers?

What do you focus on with when teaching research papers? Read how Melissa from Reading and Writing Haven differentiates when teaching research writing .  

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ethical research writing activities writing lessons writing process

Teaching the Research Paper Part 1: Introducing the Research Paper and Preparing Students for the Assignment

There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search.

Whenever I begin teaching the research paper , I always share with my students the story of how I wrote my Master’s thesis paper. It was a 50 page paper with 50 different sources.

I don’t do this to toot my own horn. I don’t do this to scare my students away from post-secondary education. I don’t do this to make the students feel like their research assignment is petty and small. I do this so that I can explain the process of research to them and so that they know I was once in their shoes.

So how exactly do you write a 50-page research paper that has 50 unique, credible sources? One source at a time.

Teaching the Research Paper: 3 Critical Steps to Take

Teaching the research paper: find credible sources.

When teaching the research paper to my secondary ELA students, I first show them about research and credible sources. Before students can even begin looking for their sources, they have to know how to distinguish between reliable and unreliable sources. Being able to do so is the first step in finding a reliable source.

Once I feel my students have a firm understanding of the sources they will be looking at, we then dive into the research topic, and the students select their issues related to the main topic.

Teaching the Research Paper: Create Questions

One of the critical parts of teaching the research paper to students is having them come up with their self-generated research questions. To do this, I encourage students to work collaboratively and talk about their research topics.

Students can work in small groups to see what their peers would like to know about that matter.

Working in small groups first provides extra support for EL and struggling students. From there, students come up with their questions to answer. There is also a graphic organizer in my Research Paper Writing resource that is especially helpful during this process.

Teaching the Research Paper: Brainstorm Key Words

Once students have a self-generated question, it is time to get students to think about keywords and phrases they will use in their search for sources. All too often I see students typing precise, wordy questions into a search engine. This only creates frustration for the students as well as the teacher.

Taking half a class to discuss keywords and phrases helps students tremendously, and it even speeds up the research process because students can find credible sources a lot easier. When teaching keywords and phrases to my students, I encourage them to type no more than four words into the search engine. I tell them that they must think of the most important words directly related to their topic.

To help students think about keywords and phrases they can use in the search engine, have them think about hashtags for their research topic. This fun, easy, and engaging strategy will get students thinking about what to research and what is explicitly related to their subject.

Teaching the Research Paper: A Research Paper Writing Instructional Unit

Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

This step-by-step resource teaches your students the eight steps of research writing, and it includes every single thing you could need for a successful research writing unit! Plus, it is updated for 9th edition MLA!

The editable teaching presentation (which comes in both PowerPoint and Google Slides®) is ideal for direct instruction and includes multiple days of guided instruction! The research writing presentation introduces students to the eight steps for completing a research project: selecting topics, generating questions, brainstorming, researching and gathering credible information, organizing and outlining, writing the first draft, peer editing, and finalizing the paper.

Research Paper Teaching Unit

Take the stress out of teaching your students how to write a research paper with  this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

Read more about teaching the research paper

Read more about research in the classroom with Part 2 which covers research paper topics and Part 3 which includes using Google Apps for research.

THANK YOU! I've had to sit through some painfully tedious COLLEGE classes because so many students aren't learning this in K12 that we're required to take classes on things like how to do a search. I greatly appreciate those of you who are teaching these important skills!

Is there a part 2?

Hi Deena, Thank you for reaching out. Yes. There is a part 2 and a part 3. I will link them to this post!

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How to Publish a Research Paper In High School: 18 Journals and Conferences to Consider

By Alex Yang

Graduate student at Southern Methodist University

9 minute read

So you've been working super hard writing a research paper , and you’ve finally finished. Congrats! It’s a very impressive accolade already, but there’s a way to take it a level further. As we’ve talked about before in our Polygence blog, “ Showcasing your work and sharing it with the world is the intellectual version of ‘pics or it didn’t happen.’ ” Of course, there are lot of different ways to showcase your work , from creating a Youtube video to making a podcast. But one of the most popular ways to showcase your research is to publish your research. Publishing your research can take the great work you’ve already done and add credibility to it, and will make a stronger impression than unpublished research. Further, the process of having your work reviewed by advanced degree researchers can be a valuable experience in itself. You can receive feedback from experts and learn how to improve upon the work you’ve already done.

Before we dive into the various journals and conferences to publish your work, let’s distinguish between the various publishing options that you have as a high schooler, as there are some nuances. Quick disclaimer: this article focuses on journals and conferences as ways to showcase your work. There are also competitions where you can submit your work, and we have written guides on competing in premier competitions like Regeneron STS and competing in Regeneron ISEF . 

Publishing Options for High School Students

Peer-reviewed journals.

This is rather self-explanatory, but these journals go through the peer review process, where author(s) submit their work to the journal, and the journal's editors send the work to a group of independent experts (typically grad students or other scientists with advanced degrees) in the same field or discipline. These experts are peer reviewers, who evaluate the work based on a set of predetermined criteria, including the quality of the research, the validity of the methodology, the accuracy of the data, and the originality of the findings. The peer reviewers may suggest revisions or leave comments, but ultimately the editors will decide which suggestions to give to the student. 

Once you’ve received suggestions, you have the opportunity to make revisions before submitting your final product back to the journal. The editor then decides whether or not your work is published.

Non-Peer-Reviewed Journals

These are just journals that do not undergo a review process. In general, peer-reviewed journals may be seen as more credible and prestigious. However, non-peer-reviewed journals may make it easier and faster to publish your work, which can be helpful if you are pressed for time and applying to colleges soon .

Pre Print Archives

Preprint archives or servers are online repositories where student researchers can upload and share their research papers without undergoing any review process. Preprints allow students to share their findings quickly and get feedback from the scientific community, which can help improve the research while you’re waiting to hear back from journals, which typically have longer timelines and can take up to several months to publish research. Sharing your work in a preprint archive does not prohibit you from, or interfere with submitting the same work to a journal afterwards.

Research Conferences

Prefer to present your research in a presentation or verbal format? Conferences can be a great way to “publish” your research, showcase your public speaking skills, speak directly to your audience, and network with other researchers in your field. 

Student-led Journals vs Graduate Student / Professor-led Journals 

Some student-led journals may have peer-review, but the actual people peer-reviewing your work may be high school students. Other journals will have graduate students, PhD students, or even faculty reviewing your work. As you can imagine, there are tradeoffs to either option. With an advanced degree student reviewing your work, you can likely expect better and more accurate feedback. Plus, it’s cool to have an expert look over your work! However, this may also mean that the journal is more selective, whereas student-led journals may be easier to publish in. Nonetheless, getting feedback from anyone who’s knowledgeable can be a great way to polish your research and writing.

Strategy for Submitting to Multiple Journals

Ultimately, your paper can only be published in one peer-reviewed journal. Submitting the same paper to multiple peer-reviewed journals at the same time is not allowed, and doing so may impact its publication at any peer-reviewed journal. If your work is not accepted at one journal, however, then you are free to submit that work to your next choice and so on. Therefore, it is best to submit to journals with a strategy in mind. Consider: what journal do I ideally want to be published in? What are some back-ups if I don’t get published in my ideal journal? Preprints, like arXiv and the Research Archive of Rising Scholars, are possible places to submit your work in advance of seeking peer-reviewed publication. These are places to “stake your claim” in a research area and get feedback from the community prior to submitting your paper to its final home in a peer-reviewed journal. You can submit your work to a preprint prior to submitting at a peer-reviewed journal. However, bioRxiv, a reputable preprint server, recommends on their website that a preprint only be posted on one server, so that’s something to keep in mind as well.

Citation and Paper Formats

All of the journals listed below have specific ways that they’d like you to cite your sources, varying from styles like MLA to APA, and it’s important that you double-check the journal’s requirements for citations, titling your paper, writing your abstract, etc. Most journal websites have very detailed guides for how they want you to format your paper, so follow those closely to avoid having to wait to hear back and then resubmit your paper. If you’re looking for more guidance on citations and bibliographies check out our blog post!

18 Journals and Conferences to Publish Your Research as a High Schooler

Now that we’ve distinguished the differences between certain journals and conferences, let’s jump into some of our favorite ones. We’ve divided up our selections based on prestige and reliability, and we’ve made these selections using our experience with helping Polygence students showcase their research .

Most Prestigious Journals

Concord review.

Cost: $70 to Submit and $200 Publication Cost (if accepted)

Deadline: Fixed Deadlines in Feb 1 (Summer Issue), May 1 (Fall), August 1 (Winter), and November 1 (Spring)

Subject area: History / Social Sciences

Type of research: All types of academic articles

The Concord Review is a quarterly journal that publishes exceptional essays written by high school students on historical topics. The journal has been around since 1987 and has a great reputation, with many student winners going to great universities. Further, if your paper is published, your essays will be sent to subscribers and teachers all around the world, which is an incredible achievement.

Papers submitted tend to be around 8,000 words, so there is definitely a lot of writing involved, and the Concord Review themselves say that they are very selective, publishing only about 5% of the essays they receive.

We’ve posted our complete guide on publishing in the Concord Review here.

Journal of Emerging Investigators (JEI)

Deadline: Rolling

Subject area: STEM 

Type of research: Original hypothesis-driven scientific research

JEI is an open-access publication that features scientific research papers written by middle and high school students in the fields of biological and physical sciences. The journal includes a comprehensive peer-review process, where graduate students and other professional scientists with advanced degrees will review the manuscripts and provide suggestions to improve both the project and manuscript itself. You can expect to receive feedback in 6-8 weeks.

This should be the go-to option for students that are doing hypothesis-driven, original research or research that involves original analyses of existing data (meta-analysis, analyzing publicly available datasets, etc.). This is not an appropriate fit for students writing literature reviews. Finally, a mentor or parent must submit on behalf of the student.

We’ve had many Polygence students successfully submit to JEI. Check out Hana’s research on invasive species and their effects in drought times.

STEM Fellowship Journal (SFJ)

Cost: $400 publication fee

Subject area: All Scientific Disciplines

Type of research: Conference Proceedings, Review Articles, Viewpoint Articles, Original Research

SFJ is a peer-reviewed journal published by Canadian Science Publishing that serves as a platform for scholarly research conducted by high school and university students in the STEM fields. Peer review is conducted by undergraduate, graduate student, and professional reviewers.

Depending on the kind of research article you choose to submit, SFJ provides very specific guidelines on what to include and word limits.

Other Great Journal Options

National high school journal of science (nhsjs).

Cost: $250 for publication 

Deadline: Rolling 

Subject area: All science disciplines 

Type of research: Original research, literature review

NHSJS is a journal peer reviewed by high schoolers from around the world, with an advisory board of adult academics. Topics are STEM related, and submission types can vary from original research papers to shorter articles.

Curieux Academic Journal

Cost: $185-215

Subject area: Engineering, Humanities, and Natural Science, Mathematics, and Social Science

Type of research: Including but not limited to research papers, review articles, and humanity/social science pieces.

Curieux Academic Journal is a non-profit run by students and was founded in 2017 to publish outstanding research by high school and middle school students. Curieux publishes one issue per month (twelve per year), so there are many opportunities to get your research published. 

The Young Scientists Journal 

Deadline: December

Subject area: Sciences

Type of research: Original research, literature review, blog post

The Young Scientists Journal , while a popular option for students previously, has paused submissions to process a backlog. The journal is an international peer-reviewed journal run by students, and creates print issues twice a year. 

The journal has also been around for a decade and has a clear track record of producing alumni who go on to work in STEM.

Here’s an example of research submitted by Polygence student Ryan to the journal.

Journal of Research High School (JRHS)

Subject area: Any academic subject including the sciences and humanities

Type of research: Original research and significant literature reviews.

JRHS is an online research journal edited by volunteer professional scientists, researchers, teachers, and professors. JRHS accepts original research and significant literature reviews in Engineering, Humanities, Natural Science, Math, and Social Sciences.

From our experience working with our students to help publish their research, this journal is currently operating with a 15-20 week turnaround time for review. This is a bit on the longer side, so be mindful of this turnaround time if you’re looking to get your work published soon.

Youth Medical Journal

Deadline: March (currently closed)

Subject area: Medical or scientific topics

Type of research: Original research, review article, blog post, magazine article

The Youth Medical Journal is an international, student-run team of 40 students looking to share medical research.

We’ve found that this journal is a good entry point for students new to research papers, but when submissions are busy, in the past they have paused submissions. 

Journal of High School Science (JHSS)

Subject area: All topics

Type of research: Original research, literature review, technical notes, opinion pieces

This peer-reviewed STEAM journal publishes quarterly, with advanced degree doctors who sit on the journal’s editorial board. In addition to typical STEM subjects, the journal also accepts manuscripts related to music and theater, which is explicitly stated on their website.

Due to the current large volume of submissions, the review process takes a minimum of 4 weeks from the time of submission.

Whitman Journal of Psychology

Subject area: Psychology

Type of research: Original research, podcasts

The WWJOP is a publication run entirely by students, where research and literature reviews in the field of psychology are recognized. The journal is run out of a high school with a teacher supervisor and student staff.

The WWJOP uniquely also accepts podcast submissions, so if that’s your preferred format for showcasing your work, then this could be the journal for you!

Cost: $180 submission fee

Subject area: Humanities

Type of research: Essay submission

The Schola is a peer-reviewed quarterly journal that showcases essays on various humanities and social sciences topics authored by high school students worldwide. They feature a diverse range of subjects such as philosophy, history, art history, English, economics, public policy, and sociology.

Editors at Schola are academics who teach and do research in the humanities and social sciences

Critical Debates in Humanities, Science and Global Justice

Cost: $10 author fee

Subject area: Ethics and frontiers of science, Biology and ecosystems, Technology and Innovation, Medical research and disease, Peace and civil society, Global citizenship, identity and democracy, Structural violence and society, Psychology, Education, AI, Sociology, Computer Science, Neuroscience, Cultural politics, Politics and Justice, Computer science and math as related to policy, Public policy, Human rights, Language, Identity and Culture, Art and activism

Critical Debates is an international academic journal for critical discourse in humanities, science and contemporary global issues for emerging young scholars

International Youth Neuroscience Association Journal

Subject area: Neuroscience

Type of research: Research papers

Although this student peer-reviewed journal is not currently accepting submissions, we’ve had students recently publish here. 

Here’s an example of Nevenka’s research that was published in the November 2022 issue of the journal.

Preprint Archives to Share Your Work In

Subject area: STEM, Quantitative Finance, Economics

arXiv is an open access archive supported by Cornell University, where more than 2 million scholarly articles in a wide variety of topics have been compiled. arXiv articles are not peer-reviewed, so you will not receive any feedback on your work from experts. However, your article does go through a moderation process where your work is classified into a topic area and checked for scholarly value. This process is rather quick however and according to arXiv you can expect your article to be available on the website in about 6 hours. 

Although there’s no peer review process, that means the submission standards are not as rigorous and you can get your article posted very quickly, so submitting to arXiv or other preprint archives can be something you do before trying to get published in a journal.

One slight inconvenience of submitting to arXiv is that you must be endorsed by a current arXiv author, which can typically be a mentor or teacher or professor that you have. Here’s an example of a Polygence student submitting their work to arXiv, with Albert’s research on Hamiltonian Cycles.

Subject area: Biology

Type of research: Original research

bioRxiv is a preprint server for biology research, where again the research is not peer-reviewed but undergoes a check to make sure that the material is relevant and appropriate.

bioRxiv has a bit of a longer posting time, taking around 48 hours, but that’s still very quick. bioRxiv also allows for you to submit revised versions of your research if you decide to make changes.

Research Archive of Rising Scholars (RARS)

Subject area: STEM and Humanities

Type of research: Original research, review articles, poems, short stories, scripts

Research Archive of Rising Scholars is Polygence’s own preprint server! We were inspired by arXiv so we created a repository for articles and other creative submissions in STEM and the Humanities.

We launched RARS in 2022 and we’re excited to offer a space for budding scholars as they look to publish their work in journals. Compared to other preprint archives, RARS also accepts a wider range of submission types, including poems, short stories, and scripts.

Conferences to Participate In

Symposium of rising scholars.

Deadline: Twice a year - February and July

Polygence’s very own Symposium of Rising Scholars is a bi-annual academic conference where students present and share their research with their peers and experts. The Symposium also includes a College Admissions Panel and Keynote Speech. In our 8th edition of the Symposium this past March, we had 60 students presenting live, approximately 70 students presenting asynchronously, and over 100 audience members. The keynote speaker was Chang-rae Lee, award-winning novelist and professor at Stanford University.

We’re looking to have our 9th Symposium in Fall of 2023, and you can express your interest now. If you’re interested to see what our Polygence scholars have presented in the past for the Symposium, you can check out their scholar pages here.

Junior Science and Humanities Symposium (JSHS)

Deadline: Typically in November, so for 2024’s competition look to submit in Fall 2023

Subject area: STEM topics

JSHS is a Department of Defense sponsored program and competition that consists of first submitting a written report of your research. If your submission is selected, you’ll be able to participate in the regional symposium, where you can present in oral format or poster format. A select group from the regional symposium will then qualify for the national symposium.

One of the great things about JSHS compared to the journals mentioned above is that you’re allowed to work in teams and you don’t have to be a solo author. This can make the experience more fun for you and your teammates, and allow you to combine your strengths for your submission.

Related Content:

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How to Brainstorm Your Way to Perfect Research Topic Ideas

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Research Opportunities for High School Students

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100 Interesting Research Paper Topics for High Schoolers

What’s covered:, how to pick the right research topic, elements of a strong research paper.

• Interesting Research Paper Topics

Composing a research paper can be a daunting task for first-time writers. In addition to making sure you’re using concise language and your thoughts are organized clearly, you need to find a topic that draws the reader in.

CollegeVine is here to help you brainstorm creative topics! Below are 100 interesting research paper topics that will help you engage with your project and keep you motivated until you’ve typed the final period. 

A research paper is similar to an academic essay but more lengthy and requires more research. This added length and depth is bittersweet: although a research paper is more work, you can create a more nuanced argument, and learn more about your topic. Research papers are a demonstration of your research ability and your ability to formulate a convincing argument. How well you’re able to engage with the sources and make original contributions will determine the strength of your paper. 

You can’t have a good research paper without a good research paper topic. “Good” is subjective, and different students will find different topics interesting. What’s important is that you find a topic that makes you want to find out more and make a convincing argument. Maybe you’ll be so interested that you’ll want to take it further and investigate some detail in even greater depth!

For example, last year over 4000 students applied for 500 spots in the Lumiere Research Scholar Program , a rigorous research program founded by Harvard researchers. The program pairs high-school students with Ph.D. mentors to work 1-on-1 on an independent research project . The program actually does not require you to have a research topic in mind when you apply, but pro tip: the more specific you can be the more likely you are to get in!

Introduction

The introduction to a research paper serves two critical functions: it conveys the topic of the paper and illustrates how you will address it. A strong introduction will also pique the interest of the reader and make them excited to read more. Selecting a research paper topic that is meaningful, interesting, and fascinates you is an excellent first step toward creating an engaging paper that people will want to read.

Thesis Statement

A thesis statement is technically part of the introduction—generally the last sentence of it—but is so important that it merits a section of its own. The thesis statement is a declarative sentence that tells the reader what the paper is about. A strong thesis statement serves three purposes: present the topic of the paper, deliver a clear opinion on the topic, and summarize the points the paper will cover.

An example of a good thesis statement of diversity in the workforce is:

Diversity in the workplace is not just a moral imperative but also a strategic advantage for businesses, as it fosters innovation, enhances creativity, improves decision-making, and enables companies to better understand and connect with a diverse customer base.

The body is the largest section of a research paper. It’s here where you support your thesis, present your facts and research, and persuade the reader.

Each paragraph in the body of a research paper should have its own idea. The idea is presented, generally in the first sentence of the paragraph, by a topic sentence. The topic sentence acts similarly to the thesis statement, only on a smaller scale, and every sentence in the paragraph with it supports the idea it conveys.

An example of a topic sentence on how diversity in the workplace fosters innovation is:

Diversity in the workplace fosters innovation by bringing together individuals with different backgrounds, perspectives, and experiences, which stimulates creativity, encourages new ideas, and leads to the development of innovative solutions to complex problems.

The body of an engaging research paper flows smoothly from one idea to the next. Create an outline before writing and order your ideas so that each idea logically leads to another.

The conclusion of a research paper should summarize your thesis and reinforce your argument. It’s common to restate the thesis in the conclusion of a research paper.

For example, a conclusion for a paper about diversity in the workforce is:

In conclusion, diversity in the workplace is vital to success in the modern business world. By embracing diversity, companies can tap into the full potential of their workforce, promote creativity and innovation, and better connect with a diverse customer base, ultimately leading to greater success and a more prosperous future for all.

Reference Page

The reference page is normally found at the end of a research paper. It provides proof that you did research using credible sources, properly credits the originators of information, and prevents plagiarism.

There are a number of different formats of reference pages, including APA, MLA, and Chicago. Make sure to format your reference page in your teacher’s preferred style.

• Analyze the benefits of diversity in education.
• Are charter schools useful for the national education system?
• How has modern technology changed teaching?
• Discuss the pros and cons of standardized testing.
• What are the benefits of a gap year between high school and college?
• What funding allocations give the most benefit to students?
• Does homeschooling set students up for success?
• Should universities/high schools require students to be vaccinated?
• What effect does rising college tuition have on high schoolers?
• Do students perform better in same-sex schools?
• Discuss and analyze the impacts of a famous musician on pop music.
• How has pop music evolved over the past decade?
• How has the portrayal of women in music changed in the media over the past decade?
• How does a synthesizer work?
• How has music evolved to feature different instruments/voices?
• How has sound effect technology changed the music industry?
• Analyze the benefits of music education in high schools.
• Are rehabilitation centers more effective than prisons?
• Are congestion taxes useful?
• Does affirmative action help minorities?
• Can a capitalist system effectively reduce inequality?
• Is a three-branch government system effective?
• What causes polarization in today’s politics?
• Is the U.S. government racially unbiased?
• Choose a historical invention and discuss its impact on society today.
• Choose a famous historical leader who lost power—what led to their eventual downfall?
• How has your country evolved over the past century?
• What historical event has had the largest effect on the U.S.?
• Has the government’s response to national disasters improved or declined throughout history?
• Discuss the history of the American occupation of Iraq.
• Explain the history of the Israel-Palestine conflict.
• Is literature relevant in modern society?
• Discuss how fiction can be used for propaganda.
• How does literature teach and inform about society?
• Explain the influence of children’s literature on adulthood.
• How has literature addressed homosexuality?
• Does the media portray minorities realistically?
• Does the media reinforce stereotypes?
• Why have podcasts become so popular?
• Will streaming end traditional television?
• What is a patriot?
• What are the pros and cons of global citizenship?
• What are the causes and effects of bullying?
• Why has the divorce rate in the U.S. been declining in recent years?
• Is it more important to follow social norms or religion?
• What are the responsible limits on abortion, if any?
• How does an MRI machine work?
• Would the U.S. benefit from socialized healthcare?
• Elderly populations
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• State tax bases
• How do anti-vaxxers affect the health of the country?
• Analyze the costs and benefits of diet culture.
• Should companies allow employees to exercise on company time?
• What is an adequate amount of exercise for an adult per week/per month/per day?
• Discuss the effects of the obesity epidemic on American society.
• Are students smarter since the advent of the internet?
• What departures has the internet made from its original design?
• Has digital downloading helped the music industry?
• Discuss the benefits and costs of stricter internet censorship.
• Analyze the effects of the internet on the paper news industry.
• What would happen if the internet went out?
• How will artificial intelligence (AI) change our lives?
• What are the pros and cons of cryptocurrency?
• How has social media affected the way people relate with each other?
• Should social media have an age restriction?
• Discuss the importance of source software.
• What is more relevant in today’s world: mobile apps or websites?
• How will fully autonomous vehicles change our lives?
• How is text messaging affecting teen literacy?

Mental Health

• What are the benefits of daily exercise?
• How has social media affected people’s mental health?
• What things contribute to poor mental and physical health?
• Analyze how mental health is talked about in pop culture.
• Discuss the pros and cons of more counselors in high schools.
• How does stress affect the body?
• How do emotional support animals help people?
• What are black holes?
• Discuss the biggest successes and failures of the EPA.
• How has the Flint water crisis affected life in Michigan?
• Can science help save endangered species?
• Is the development of an anti-cancer vaccine possible?

Environment

• What are the effects of deforestation on climate change?
• Is climate change reversible?
• How did the COVID-19 pandemic affect global warming and climate change?
• Are carbon credits effective for offsetting emissions or just marketing?
• Is nuclear power a safe alternative to fossil fuels?
• Are hybrid vehicles helping to control pollution in the atmosphere?
• How is plastic waste harming the environment?
• Is entrepreneurism a trait people are born with or something they learn?
• How much more should CEOs make than their average employee?
• Can you start a business without money?
• Should the U.S. raise the minimum wage?
• Discuss how happy employees benefit businesses.
• How important is branding for a business?
• Discuss the ease, or difficulty, of landing a job today.
• What is the economic impact of sporting events?
• Are professional athletes overpaid?
• Should male and female athletes receive equal pay?
• What is a fair and equitable way for transgender athletes to compete in high school sports?
• What are the benefits of playing team sports?
• What is the most corrupt professional sport?

Where to Get More Research Paper Topic Ideas

If you need more help brainstorming topics, especially those that are personalized to your interests, you can use CollegeVine’s free AI tutor, Ivy . Ivy can help you come up with original research topic ideas, and she can also help with the rest of your homework, from math to languages.

Disclaimer: This post includes content sponsored by Lumiere Education.

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• The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools
• Part II: How Much, and What, do Today’s Middle and High School Students Write?

Table of Contents

• Part I: Introduction
• Part III: Teachers See Digital Tools Affecting Student Writing in Myriad Ways
• Part IV: Teachers Assess Students on Specific Writing Skills
• Part V: Teaching Writing in the Digital Age

AP and NWP teachers participating in the survey report giving students written assignments ranging from research papers to short responses, journaling, and creative writing.  The type and frequency of written assignments varies considerably by the subject being taught and grade level, but on the whole these AP and NWP teachers place tremendous value on formal written assignments.

These teachers also point out that “writing” can be defined more broadly than written work assigned in an academic setting.  In focus groups, many teachers noted that in addition to the “formal” writing students do for class, they are engaged in many forms of writing outside of the classroom, much of it using digital tools and platforms such as texting and online social networking.  How to define these new types of writing and determining what impact they have on the “formal writing” students do in class remains an open question for many of these teachers.  But most agree that among  students , “writing” continues to be defined as assignments they are  required  to do for school, as opposed to textual expression they engage in on their own time.

The writing assignments AP and NWP teachers give their students

The survey quantified what types of writing exercises AP and NWP teachers assign to their middle and high school students.  As the graphic below suggests, among this group of teachers, short essays and journaling are the most commonly assigned writing tasks.  More than half of the sample (58%) report having their students write short essays, short responses, or opinion pieces at least once a week.  Four in ten (41%) have students journal on a weekly basis.

Research papers, multimedia assignments, and creative writing in the form of plays or short stories, while not assigned by many teachers on a weekly basis, are assigned at some point during the academic year by most of these AP and NWP teachers. Just over three-quarters report having students complete a research paper (77%) or a multimedia project (77%) at some point during the current academic year.  Two-thirds (66%) have students engage in creative writing, such as poetry, a play, a short story or piece of fiction, at least once a year.

In contrast, more specialized types of writing assignments such as writing out mathematical problems or proofs, writing up labs, writing computer programs, designing computer games, and writing music or lyrics are assigned rarely, if ever, by most AP and NWP teachers surveyed.

The type and frequency of written work assigned is obviously highly dependent on the subject matter being taught.  Among Math teachers, for example, 81% report having students write out mathematical problems, proofs or concepts on at least a weekly basis.  And among science teachers, 51% have students write up labs at least once a week and 56% have students write out mathematical concepts or problems.  All of these percentages are much higher than those for teachers of other subjects.

In addition, while 94% of English teachers and 83% of history/social studies teachers had their students write a research paper in the 2011-2012 academic year, that figure is 68% among science teachers and 36% among math teachers.  A similar pattern emerges for multimedia or mixed media assignments, with English (84%) and history/social studies (82%) teachers most likely and math teachers least likely (51%) to have given their students this type of assignment in the prior academic year. Science teachers (70%) fall in the middle.

How do teachers—and students—define “writing” in the digital world?

A fundamental question posed to the AP and NWP teachers in the current study is how they and their students define “writing.”  Specifically, we asked teachers which forms of writing in the digital age—academic writing assignments, texting, social network site posts, blogs, tweets, etc.— are “writing” in their eyes, and which are not?  In a 2008 Pew Internet survey of teens on this topic, the consensus among 12-17 year-olds was that there is a fundamental distinction between their digital communications with friends and family and the more formal writing they do for school or for their own purposes.  Only the latter is considered “writing” in teens’ eyes. 9  Survey and focus group findings in the current study indicate this perception has not changed, either among students or their teachers, and that there remains a fairly strong conceptual divide between “formal” and “informal” writing.  For both groups, much day-to-day digital communication falls into the latter category.

Asked in focus groups to clarify what, specifically, they consider “writing,” the majority of teachers indicated that “formal writing” and “creative writing” fit their definition of “writing.”  Slightly fewer said they would classify “blogging” as writing, and very few said they would consider texting as a form of writing. Asked how they thought students would categorize these same writing forms, the results are comparable.  Most of these teachers do not think their students consider texting writing, but rather confine their definition of “writing” to those exercises they are required to do for school.  A handful of teachers went even further, saying that some students define “writing” only as something that requires them to use complete sentences.

On how students define “writing,” AP and NWP teachers say…

Our kids, over the course of their lives, will write infinitely more than we ever will. I’m 43 years old–half of my life was lived without email, texting, social networking, etc. The fact is, that is writing. Kids have more access points today and those access points are literally at our fingertips and beeping and buzzing blipping…nudging us to write. Incredibly though, students do not see this as “writing.”

Because students still write journals in some classes, I think they still distinguish this from blogging.  I think they see journaling as writing, but not blogging quite yet.  Although, I think that is starting to change as they start blogging for classes.  I think blogging will be viewed as more official writing in the future.

While most AP and NWP teachers in the focus groups said they do not consider texting, blogging, or micro-blogging (posting on social network sites) “writing” in the traditional sense, they believe these digital formats do spur thinking and encourage communication among their students, which may lead to deeper thinking and self-expression. Several teachers characterized these shorter online posts as “pre-writing” that may get a student engaged in a topic or discourse enough to want to write a longer piece about it or explore it further.  In some teachers’ eyes, these digital forms of expression are building blocks for lengthier, more formal writing.

On newer digital forms of writing, AP and NWP teachers say…

These digital technologies give students a reason to write. Social media and texting are very engaging for them; they write reflexively. It is not classic academic writing for sure. But, they do use the written language to communicate. This requires a certain amount of composition activity. Texters must decide the most efficient set of words to include in their message in order to convey meaning. These activities are “pre-academic writing”, but nevertheless for some kids they are formative processes that can lead to more sophisticated composition skills.

Students can write and voice ideas in many different registers. It is often not “academic” writing in the sense that many teachers would consider. However, I think the kinds of real world applicability of student work in classes makes these new digital tools much more relevant for students beyond their schooling years.

I read a fascinating article that talked about the impact of micro-blogging on writing. The piece started talking about how everyone just assumed that when things like Twitter and Facebook began to become more prevalent we would see a decline in our society’s willingness to take the time to write. What the article went on to explain however, was that many people who blurt something out on these sites are also actually taking the time to digest what others are saying on the matter, collaborate or chat with the others who are talking about the same thing, and then in turn they feel more compelled to go on and take the time to compose a longer piece of writing – such as a blog post. I see a lot of truth to this idea. In essence, the micro-blog has become to some their pre-writing.

Teachers in the study say today’s students are expressing themselves more, and more often

Though most AP and NWP teachers who participated in the study do not characterize activities such as texting, tweeting, blogging or micro-blogging on social network sites as “writing” in the strictest sense, there is almost universal agreement among them that the digital ecology in which today’s teens live provides many more avenues for personal expression.  In addition, most agree that many forms of personal expression are more accessible to the average student than has been the case for past generations.  Ultimately, most of these teachers see their students expressing themselves in text (and other formats) more so than was the case when they themselves were in middle and high school.  Asked in focus groups, if students today simply write more, in sheer quantity, most participating AP and NWP teachers agree this is the case.

On whether today’s students write more than prior generations, AP and NWP teachers say…

Digital technologies provide many opportunities to practice writing through participation. Mobile technologies allow one to write, capture, edit, & publish while on the go, anytime, anywhere. Be it at a museum, walk through the old neighborhood, or on a wilderness hike. Writing is no longer limited to a designated time or location.

They enjoy writing.  When you talk to these kids, they like to write.  They don’t like to write when you tell them, ‘I want you to write this.’  But in fact they love to write, and when you look at what they’re writing, they’re talking about themselves and expressing themselves.  Maybe not well but they are speaking their minds, so they are, I think, exploring who they are and what they’re about and they’re reading what other people are writing and looking at, and exploring other people’s feelings and ideas.

The informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age.

The ease of accessibility brought via technology has opened the availability of writing opportunities for students today. Some devices have tempted students to write everything as if it were a text, but teacher focus on this issue can channel the text craze into more academic writing. I think like all technologies, there are good and bad points, but at least the thought processes of writing are taking place.

I think they’re writing more, more than ever, and I think they have a much more positive outlook on writing, not just because of the school…you have Facebook, you have email, you have Twitter…they’re writing constantly.

[other teacher]

92% of AP and NWP teachers surveyed describe writing assignments as “essential” to the formal learning process, and “writing effectively” tops their list of skills students need to be successful in life

The survey gauged AP and NWP teachers’ sense of the overall importance of incorporating writing into formal learning today, and asked them to rank the value of effective writing vis a vis other skills students may need to be successful in life.  The vast majority (92%) say the incorporation of writing assignments in formal learning is “essential,” with another 7% saying it is “important, but not essential.”  Only 11 teachers out of more than 2,000 describe the incorporation of writing assignments into formal learning as “only somewhat important” or “not important.”

These results are not surprising, given the large number of writing teachers in the sample and the focus on formal writing in much of the U.S. educational system.  But the high value placed on writing extends across AP and NWP teachers of all subjects.  While 99% of English teachers in the sample say that writing assignments are essential to the formal learning process, the same is true for 93% of history/social studies teachers, 86% of science teachers, and 78% of math teachers.

Asked to place a value on various skills today’s students may need in the future, “writing effectively” tops the list of essential skills, along with “judging the quality of information.” 10  Each of these skills is described as “essential” by 91% of AP and NWP teachers surveyed.  Again, while large majorities of teachers of all subjects respond this way, English teachers are slightly more likely than others to say that “writing effectively” is an “essential” skill for students’ future success.

Other skills relevant to the current digital culture also rank high as life skills, with large majorities of these teachers saying that “behaving responsibly online” (85%) and “understanding privacy issues surrounding online and digital content” (78%) are “essential” to students’ success later in life. Skills that fewer of these AP and NWP teachers view as essential for students’ success in life include “presenting themselves effectively in online social networking sites” and “working with audio, video, or graphic content.” Fewer than one in three AP and NWP teachers in the sample describes either of these skills as “essential” to their students’ futures, though pluralities do describe each of these skills “important, but not essential.”

Do AP and NWP teachers see continued value in longer writing assignments?

The tremendous value most AP and NWP teachers place on writing of all forms, and particularly “formal” writing, was reflected throughout focus group discussions.  For some AP and NWP teachers, the extent to which today’s middle and high school students engage in what many see as “informal” writing means that “formal” writing assignments are more critical than ever.  Moreover, many see tremendous value in longer writing assignments that require students to organize their thoughts and fully develop complex ideas (particularly because they often have to present ideas on standardized tests in this format).  They see longer, formal writing assignments as an important juxtaposition to the more informal and often more truncated styles of expression in which their students regularly engage.  Throughout focus groups, AP and NWP teachers expressed the belief that students must master all styles of writing in order to be successful across social domains and to communicate with different audiences.

On the value of longer writing assignments in the digital world, AP and NWP teachers say…

There is great purpose and value in teaching students to write long and formal texts. Again, there are a whole lot of ideas that simply cannot be reduced simply without serious distortion or reduction. Consequently, developing complex ideas and thinking often requires longer texts. Writing is a demonstration of thinking, after all. So the deeper and more complex the thinking, the more that is reflected in the writing. As for formal texts, academia certainly requires a greater level of formality but so does a lot of work in the political, legal, and commercial world. Formal writing is almost always a factor that can be used for exclusion. Inability to write formal texts potentially robs students of voice and power. Arguably more important is the ability to recognize and adjust to the context that is appropriate for a given purpose. So knowing when and how to write with greater formality is an essential skill.

The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will students to become better, more engaged citizens. The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.

To carry an idea out to see if it is “true” to the thinker or not, I think this is so important. I want students to grapple with the complexity of a subject, to see it from all sides by way of a formal written response. Further, I think breaking down that response into its finer parts help me to teach the components that would go into an extended response. An example of this would be a section of their packet simply titled, DEFINITION. Before going into their response, I ask my students to define their terms and to set their parameters for the paper, not only as a service to their readers, but as a guidepost for themselves.

Writing is thinking—and, quite honestly, I don’t think any of us fully knows what our writing is (will be) about until we write it. Writing develops our thoughts and allows us to grapple with the “whats” and the “whys” of life. In this respect, writing informal and formal texts serves as role playing exercises as much as they do anything else. It is practice in being critical, analytical, reflective, informative and so on. We’re shipping young people out into the world where they are going to have to buy a car, a lawn mower, a stove…and they are going to want to read informative reviews before they spend their money. Writing it allows us to become familiar with it–we may never write an informative review once we leave school, but some…many…will want to read reviews before they spend their own money on something. Beyond buying something, I want to emphasize “writing is thinking is role play for life” as a cross-curricular ideal that too often becomes buried as just an English class objective.

Long texts give students the opportunity to deeply analyze an idea. Longer texts are essential to articulate complex concepts and beliefs. Although not everyone will be asked to write a long academic paper for their jobs, the reflection that goes behind this type of writing is critical for everyone. The process of making thinking transparent and clear to others is essential to knowing the why behind the what. The notion of form al texts supports the idea of knowing how to communicate with various audiences. The more registers a person has in his or her arsenal, the more effective that person will be when communicating with a diverse group.

I think that there is value of having long and well organized thoughts about a topic. I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track. We must be able to write for an audience and provide evidence and delve deeply. I think there are also audience needs to be met when deciding on what level of formality we will write with so I see the value in teaching formal writing. People have to produce reports for colleagues and prospective business partners and college professors so this is obviously a skill that needs to be learned.

Writing is crucial across the curriculum. Good writing teachers teach students how to communicate a logical argument that is well-researched. At my school, I am impressed with the amount our English and history students write as well as the amount our science students write. The IB program does not have many multiple choice tests; therefore, students have to be good writers to perform well on IB exams… The IB program places such a heavy emphasis on communication that the students (and teachers) have adapted their definition to include anything that involves clearly stating ideas and explaining rationale.

While many focus group participants stressed the importance of learning to write in multiple styles—including more “formal” styles—and to write lengthier pieces on complex topics, other teachers questioned the “term paper mentality” and the tendency of some educators to equate length of assignment with complexity of thought.  Some AP and NWP teachers in the study debated the value of longer textual expression today, not just for students but for society as a whole. As many digital tools encourage shorter, more concise expression, these teachers questioned whether mastering more traditional writing styles will be critical for their students moving forward.  While these skills may be valued in standardized testing and in the college and university settings, there was some debate about how useful these skills are beyond those two arenas. Moreover, some teachers questioned whether lengthy writing assignments are the most effective format for teaching students specific writing skills.

Regardless of the length of a student’s writing, I think it is more important to teach students to develop their thoughts completely. If development of thought can come through length or formality then so be it. More important than length or formality would be for students to have a firm understanding about how to organize their ideas in such a way where they can effectively communicate their thoughts and ideas. I certainly don’t think that a teacher should only teach any one kind or length of writing, but the most often I hear the reason we should teach students to write lengthy formal essays is because that is the way they will have to write in high school, which in turn is how they will have to write in college. While I would say there can be value in getting a student dedicated to deeply investigating a certain topic through a longer writing assignment, I would never be willing to teach kids formal writing just because that is the way they do it in high school – there would have to be another purpose.

This almost starts to get at the “how many words should this be question.” I tend to find that when I say 500 words long, kids work to that end and stop. Sometimes they seem to like this better…it’s easy and sure. Usually, I say to make a plan and work to thoughtful response to the assignment and the feedback from their peers. This usually drives more from their thought process that my giving them a word count. Is this a formal text? Not really, but yes at the same time. I think many teachers panic when students deviate from the 5 paragraph essay that they know and understand. The belief seems to be that this serves their needs on the near future high stakes test that are demanded on students. I’m not sure that this serves them past this point.

I don’t think length is a point to pound home with any student. We need to look at the content of a students’ writing the most. If that means a paper has 8-10 pages to it, then so be it, but students need to learn how to sort out what is relevant and irrelevant details and information. Students need to produce well planned, thought out papers that get to the point.

• “Writing, Technology and Teens,” available at  https://www.pewresearch.org/internet/Reports/2008/Writing-Technology-and-Teens.aspx . ↩
• For more on the latter, see “How Teens Do Research in the Digital World,” available at  https://www.pewresearch.org/internet/Reports/2012/Student-Research.aspx ↩

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