step to make research paper

How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

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

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

Overview: Writing A Research Paper

What (exactly) is a research paper.

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

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

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

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

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

Overview: The 3-Stage Process

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

These three steps are:

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

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

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

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

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

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

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

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

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

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

Step 2: Develop a structure and outline

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

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

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

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

• Introduction
• Literature review
• Methodology

Let’s take a look at each of these.

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

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

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

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

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

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

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

Step 3: Write and refine

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

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

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

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

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

Recap: Key Takeaways

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

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

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

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How to Write a Research Paper

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

1. Choose your topic

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

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

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

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

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

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

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

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

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

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

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

Then, fill out your outline with the following components:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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How to Write a Research Paper

Last Updated: February 18, 2024 Fact Checked

This article was co-authored by Chris Hadley, PhD . Chris Hadley, PhD is part of the wikiHow team and works on content strategy and data and analytics. Chris Hadley earned his PhD in Cognitive Psychology from UCLA in 2006. Chris' academic research has been published in numerous scientific journals. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 4,188,977 times.

Whether you’re in a history, literature, or science class, you’ll probably have to write a research paper at some point. It may seem daunting when you’re just starting out, but staying organized and budgeting your time can make the process a breeze. Research your topic, find reliable sources, and come up with a working thesis. Then create an outline and start drafting your paper. Be sure to leave plenty of time to make revisions, as editing is essential if you want to hand in your best work!

Sample Research Papers and Outlines

Researching Your Topic

• For instance, you might start with a general subject, like British decorative arts. Then, as you read, you home in on transferware and pottery. Ultimately, you focus on 1 potter in the 1780s who invented a way to mass-produce patterned tableware.

Tip: If you need to analyze a piece of literature, your task is to pull the work apart into literary elements and explain how the author uses those parts to make their point.

• Authoritative, credible sources include scholarly articles (especially those other authors reference), government websites, scientific studies, and reputable news bureaus. Additionally, check your sources' dates, and make sure the information you gather is up to date.
• Evaluate how other scholars have approached your topic. Identify authoritative sources or works that are accepted as the most important accounts of the subject matter. Additionally, look for debates among scholars, and ask yourself who presents the strongest evidence for their case. [3] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• You’ll most likely need to include a bibliography or works cited page, so keep your sources organized. List your sources, format them according to your assigned style guide (such as MLA or Chicago ), and write 2 or 3 summary sentences below each one. [4] X Research source

• Imagine you’re a lawyer in a trial and are presenting a case to a jury. Think of your readers as the jurors; your opening statement is your thesis and you’ll present evidence to the jury to make your case.
• A thesis should be specific rather than vague, such as: “Josiah Spode’s improved formula for bone china enabled the mass production of transfer-printed wares, which expanded the global market for British pottery.”

Drafting Your Essay

• Your outline is your paper’s skeleton. After making the outline, all you’ll need to do is fill in the details.
• For easy reference, include your sources where they fit into your outline, like this: III. Spode vs. Wedgewood on Mass Production A. Spode: Perfected chemical formula with aims for fast production and distribution (Travis, 2002, 43) B. Wedgewood: Courted high-priced luxury market; lower emphasis on mass production (Himmelweit, 2001, 71) C. Therefore: Wedgewood, unlike Spode, delayed the expansion of the pottery market.

• For instance, your opening line could be, “Overlooked in the present, manufacturers of British pottery in the eighteenth and nineteenth centuries played crucial roles in England’s Industrial Revolution.”
• After presenting your thesis, lay out your evidence, like this: “An examination of Spode’s innovative production and distribution techniques will demonstrate the importance of his contributions to the industry and Industrial Revolution at large.”

Tip: Some people prefer to write the introduction first and use it to structure the rest of the paper. However, others like to write the body, then fill in the introduction. Do whichever seems natural to you. If you write the intro first, keep in mind you can tweak it later to reflect your finished paper’s layout.

• After setting the context, you'd include a section on Josiah Spode’s company and what he did to make pottery easier to manufacture and distribute.
• Next, discuss how targeting middle class consumers increased demand and expanded the pottery industry globally.
• Then, you could explain how Spode differed from competitors like Wedgewood, who continued to court aristocratic consumers instead of expanding the market to the middle class.
• The right number of sections or paragraphs depends on your assignment. In general, shoot for 3 to 5, but check your prompt for your assigned length.

• If you bring up a counterargument, make sure it’s a strong claim that’s worth entertaining instead of ones that's weak and easily dismissed.
• Suppose, for instance, you’re arguing for the benefits of adding fluoride to toothpaste and city water. You could bring up a study that suggested fluoride produced harmful health effects, then explain how its testing methods were flawed.

• Sum up your argument, but don’t simply rewrite your introduction using slightly different wording. To make your conclusion more memorable, you could also connect your thesis to a broader topic or theme to make it more relatable to your reader.
• For example, if you’ve discussed the role of nationalism in World War I, you could conclude by mentioning nationalism’s reemergence in contemporary foreign affairs.

Revising Your Paper

• This is also a great opportunity to make sure your paper fulfills the parameters of the assignment and answers the prompt!
• It’s a good idea to put your essay aside for a few hours (or overnight, if you have time). That way, you can start editing it with fresh eyes.

Tip: Try to give yourself at least 2 or 3 days to revise your paper. It may be tempting to simply give your paper a quick read and use the spell-checker to make edits. However, revising your paper properly is more in-depth.

• The passive voice, such as “The door was opened by me,” feels hesitant and wordy. On the other hand, the active voice, or “I opened the door,” feels strong and concise.
• Each word in your paper should do a specific job. Try to avoid including extra words just to fill up blank space on a page or sound fancy.
• For instance, “The author uses pathos to appeal to readers’ emotions” is better than “The author utilizes pathos to make an appeal to the emotional core of those who read the passage.”

• Read your essay out loud to help ensure you catch every error. As you read, check for flow as well and, if necessary, tweak any spots that sound awkward. [13] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

• It’s wise to get feedback from one person who’s familiar with your topic and another who’s not. The person who knows about the topic can help ensure you’ve nailed all the details. The person who’s unfamiliar with the topic can help make sure your writing is clear and easy to understand.

Community Q&A

• Remember that your topic and thesis should be as specific as possible. Thanks Helpful 5 Not Helpful 0
• Researching, outlining, drafting, and revising are all important steps, so do your best to budget your time wisely. Try to avoid waiting until the last minute to write your paper. Thanks Helpful 6 Not Helpful 2

You Might Also Like

• ↑ https://writing.wisc.edu/handbook/assignments/planresearchpaper/
• ↑ https://writingcenter.unc.edu/tips-and-tools/evaluating-print-sources/
• ↑ https://owl.purdue.edu/owl/research_and_citation/conducting_research/research_overview/index.html
• ↑ https://poorvucenter.yale.edu/writing/graduate-writing-lab/writing-through-graduate-school/working-sources
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-5-putting-the-pieces-together-with-a-thesis-statement/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/index.html
• ↑ https://writingcenter.unc.edu/tips-and-tools/introductions/
• ↑ https://academicguides.waldenu.edu/writingcenter/writingprocess/counterarguments
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/
• ↑ https://academicguides.waldenu.edu/formandstyle/writing/scholarlyvoice/activepassive
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
• ↑ https://writingcenter.unc.edu/tips-and-tools/reading-aloud/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/index.html

About This Article

To write a research paper, start by researching your topic at the library, online, or using an academic database. As you conduct your research and take notes, zero in on a specific topic that you want to write about and create a 1-2 sentence thesis to state the focus of your paper. Then, create an outline that includes an introduction, 3 to 5 body paragraphs to present your arguments, and a conclusion to sum up your main points. Once you have your paper's structure organized, draft your paragraphs, focusing on 1 argument per paragraph. Use the information you found through your research to back up your claims and prove your thesis statement. Finally, proofread and revise your content until it's polished and ready to submit. For more information on researching and citing sources, read on! Did this summary help you? Yes No

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How to Write a Research Paper

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

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

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What is a research paper.

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

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

5 Reasons for Writing a Research Paper

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

• You will learn how to organize your time

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

• You will discover your writing skills

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

• You will improve your analytical skills

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

• You will gain confidence

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

• You will learn how to persuade the reader

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

What is the Difference between Report and Thesis Papers?

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

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

How to Write a Research Paper Step by Step

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

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

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

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

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

How to Start a Research Paper?

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

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

Learn how to start a research paper .

Choosing a Topic for a Research Paper

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

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

Learn how to choose a topic for a research paper .

How to Write a Proposal for a Research Paper?

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

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

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

Learn how to write a proposal for a research paper .

How to Write a Research Plan?

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

• Thesis Statement
• Introduction
• Bibliography

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

Learn how to write a research plan .

How to Do Research?

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

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

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

Learn how to do research .

How to Write an Outline for a Research Paper?

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

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

How to Write a Thesis Statement for a Research Paper?

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

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

Should I Write a Rough Draft for a Research Paper?

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

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

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

How to Write an Introduction for a Research Paper?

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

• Include your thesis in your introduction

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

• Present the main ideas of the body

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

• Polish your thesis and introduction

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

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

How to Write a Body of a Research Paper?

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

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

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

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

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

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

How to Write a Conclusion for a Research Paper?

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

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

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

Learn how to write a conclusion for a research paper .

How to Write an Abstract for a Research Paper?

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

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

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

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

Learn how to write an abstract for a research paper .

Should I Revise and Edit a Research Paper?

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

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

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

Learn how to revise and edit a research paper .

How to Write a Bibliography for a Research Paper?

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

Learn how to write a bibliography for a research paper .

The Key Secret to a Good Research Paper

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

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

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

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

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

Additional Resources for Research Paper Writing:

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

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Home / Guides / Writing Guides / Paper Types / How to Write a Research Paper

How to Write a Research Paper

Research papers are a requirement for most college courses, so knowing how to write a research paper is important. These in-depth pieces of academic writing can seem pretty daunting, but there’s no need to panic. When broken down into its key components, writing your paper should be a manageable and, dare we say it, enjoyable task.

We’re going to look at the required elements of a paper in detail, and you might also find this webpage to be a  useful reference .

Guide Overview

• What is a research paper?
• How to start a research paper
• Get clear instructions
• Brainstorm ideas
• Choose a topic
• Outline your outline
• Make friends with your librarian
• Find quality sources
• Understand your topic
• A detailed outline
• Keep it factual
• Finalize your thesis statement
• Think about format
• Cite, cite and cite
• The editing process
• Final checks

What is a Research Paper?

A research paper is more than just an extra long essay or encyclopedic regurgitation of facts and figures. The aim of this task is to combine in-depth study of a particular topic with critical thinking and evaluation by the student—that’s you!

There are two main types of research paper: argumentative and analytical.

Argumentative  — takes a stance on a particular topic right from the start, with the aim of persuading the reader of the validity of the argument. These are best suited to topics that are debatable or controversial.

Analytical  — takes no firm stance on a topic initially. Instead it asks a question and should come to an answer through the evaluation of source material. As its name suggests, the aim is to analyze the source material and offer a fresh perspective on the results.

If you wish to further your understanding, you can  learn more here .

A required word count (think thousands!) can make writing that paper seem like an insurmountable task. Don’t worry! Our step-by-step guide will help you write that killer paper with confidence.

How to Start a Research Paper

Don’t rush ahead. Taking care during the planning and preparation stage will save time and hassle later.

Get Clear Instructions

Your lecturer or professor is your biggest ally—after all, they want you to do well. Make sure you get clear guidance from them on both the required format and preferred topics. In some cases, your tutor will assign a topic, or give you a set list to choose from. Often, however, you’ll be expected to select a suitable topic for yourself.

Having a research paper example to look at can also be useful for first-timers, so ask your tutor to supply you with one.

Brainstorm Ideas

Brainstorming research paper ideas is the first step to selecting a topic—and there are various methods you can use to brainstorm, including clustering (also known as mind mapping). Think about the research paper topics that interest you, and identify topics you have a strong opinion on.

Choose a Topic

Once you have a list of potential research paper topics, narrow them down by considering your academic strengths and ‘gaps in the market,’ e.g., don’t choose a common topic that’s been written about many times before. While you want your topic to be fresh and interesting, you also need to ensure there’s enough material available for you to work with. Similarly, while you shouldn’t go for easy research paper topics just for the sake of giving yourself less work, you do need to choose a topic that you feel confident you can do justice to.

Outline Your Outline

It might not be possible to form a full research paper outline until you’ve done some information gathering, but you can think about your overall aim; basically what you want to show and how you’re going to show it. Now’s also a good time to consider your thesis statement, although this might change as you delve into your source material deeper.

Researching the Research

Now it’s time to knuckle down and dig out all the information that’s relevant to your topic. Here are some tips.

Make Friends With Your Librarian

While lots of information gathering can be carried out online from anywhere, there’s still a place for old-fashioned study sessions in the library. A good librarian can help you to locate sources quickly and easily, and might even make suggestions that you hadn’t thought of. They’re great at helping you study and research, but probably can’t save you the best desk by the window.

Find Quality Sources

Not all sources are created equal, so make sure that you’re referring to reputable, reliable information. Examples of sources could include books, magazine articles, scholarly articles, reputable websites, databases and journals. Keywords relating to your topic can help you in your search.

As you search, you should begin to compile a list of references. This will make it much easier later when you are ready to build your paper’s bibliography. Keeping clear notes detailing any sources that you use will help you to avoid accidentally plagiarizing someone else’s work or ideas.

Understand Your Topic

Simply regurgitating facts and figures won’t make for an interesting paper. It’s essential that you fully understand your topic so you can come across as an authority on the subject and present your own ideas on it. You should read around your topic as widely as you can, before narrowing your area of interest for your paper, and critically analyzing your findings.

A Detailed Outline

Once you’ve got a firm grip on your subject and the source material available to you, formulate a detailed outline, including your thesis statement and how you are going to support it. The structure of your paper will depend on the subject type—ask a tutor for a research paper outline example if you’re unsure.

Get Writing!

If you’ve fully understood your topic and gathered quality source materials, bringing it all together should actually be the easy part!

Keep it Factual

There’s no place for sloppy writing in this kind of academic task, so keep your language simple and clear, and your points critical and succinct. The creative part is finding innovative angles and new insights on the topic to make your paper interesting.

Don’t forget about our  verb ,  preposition , and  adverb  pages. You may find useful information to help with your writing!

Finalize Your Thesis Statement

You should now be in a position to finalize your thesis statement, showing clearly what your paper will show, answer or prove. This should usually be a one or two sentence statement; however, it’s the core idea of your paper, and every insight that you include should be relevant to it. Remember, a thesis statement is not merely a summary of your findings. It should present an argument or perspective that the rest of your paper aims to support.

Think About Format

The required style of your research paper format will usually depend on your subject area. For example,  APA format  is normally used for social science subjects, while MLA style is most commonly used for liberal arts and humanities. Still, there are thousands of  more styles . Your tutor should be able to give you clear guidance on how to format your paper, how to structure it, and what elements it should include. Make sure that you follow their instruction. If possible, ask to see a sample research paper in the required format.

Cite, Cite and Cite

As all research paper topics invariably involve referring to other people’s work, it’s vital that you know how to properly cite your sources to avoid unintentional plagiarism. Whether you’re paraphrasing (putting someone else’s ideas into your own words) or directly quoting, the original source needs to be referenced. What style of citation formatting you use will depend on the requirements of your instructor, with common styles including APA and  MLA format , which consist of in-text citations (short citations within the text, enclosed with parentheses) and a reference/works cited list.

The Editing Process

It’s likely that your paper will go through several drafts before you arrive at the very best version. The editing process is your chance to fix any weak points in your paper before submission. You might find that it needs a better balance of both primary and secondary sources (click through to find  more info  on the difference), that an  adjective  could use tweaking, or that you’ve included sources that aren’t relevant or credible. You might even feel that you need to be clearer in your argument, more thorough in your critical analysis, or more balanced in your evaluation.

From a stylistic point of view, you want to ensure that your writing is clear, simple and concise, with no long, rambling sentences or paragraphs. Keeping within the required word count parameters is also important, and another thing to keep in mind is the inclusion of gender-neutral language, to avoid the reinforcement of tired stereotypes.

Don’t forget about our other pages! If you are looking for help with other grammar-related topics, check out our  noun ,  pronoun , and  conjunction  pages.

Final Checks

Once you’re happy with the depth and balance of the arguments and points presented, you can turn your attention to the finer details, such as formatting, spelling, punctuation, grammar and ensuring that your citations are all present and correct. The EasyBib Plus  plagiarism checker  is a handy tool for making sure that your sources are all cited. An EasyBib Plus subscription also comes with access to citation tools that can help you create citations in your choice of format.

Also, double-check your deadline date and the submissions guidelines to avoid any last-minute issues. Take a peek at our other grammar pages while you’re at it. We’ve included numerous links on this page, but we also have an  interjection  page and  determiner  page.

So you’ve done your final checks and handed in your paper according to the submissions guidelines and preferably before deadline day. Congratulations! If your schedule permits, now would be a great time to take a break from your studies. Maybe plan a fun activity with friends or just take the opportunity to rest and relax. A well-earned break from the books will ensure that you return to class refreshed and ready for your next stage of learning—and the next  research paper  requirement your tutor sets!

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• Step 1: Sections in a Research Paper
• Step 2: Order for Preparation
• Step 3: Conceptualizing an Attractive Title
• Step 4: Effectively Reviewing Literature
• Step 5: Drafting the Abstract
• Step 6: Drafting Introduction
• Step 7: Drafting Materials and Methods
• Step 8: Drafting Results
• Step 9: Drafting Discussion
• Step 10: Drafting the Conclusion
• Step 11: Citing and Referencing
• Step 12: Preparing Figures
• Step 13: Preparing Tables
• Step 14: Assigning Authorship
• Step 15: Acknowledgements Section
• Step 16: Checking the Author Guidelines
• Step 17: Proofreading and Editing
• Step 18: Pre-submission Peer-Review
• Step 1: How to Structure a Research Paper?
• Step 3: How to Conceptualize an Attractive Research Paper Title?
• Step 4: How to Conduct an Effective Literature Review
• Step 5: How to Write a Good Research Paper Abstract
• Step 6: How to Write a Compelling Introduction for a Research Paper
• Step 7: How to Write the Materials and Methods Section of a Research Paper
• Step 8: How to Write the Results Section of a Research Paper
• Step 9: How to Write the Discussion Section of a Research Paper
• Step 10: How to Write the Conclusion of a Research Paper
• Step 15: How to Write an Acknowledgment Section for a Research Paper

How to Write a Research Paper – A to Z of Academic Writing

Part of a scientist’s job is to publish research. In fact, some would argue that your experiment is only complete once you have published the results. This makes it available to the scientific community for authentication and the advancement of science. In addition, publishing is essential for a researcher’s career as it validates the research and opens doors for funding and employment. In this section, we give you a step-by-step guide to help you write an effective research paper. So, remember to set aside half an hour each day to write. This habit will make your writing manageable and keep you focused.

There are different types of research papers. The most common ones include:

Original research paper, rapid communication or letter, review article, meeting abstract, paper, and proceedings.

This is a full report written by researchers covering the analysis of their experimental study from start to finish. It is the most common type research manuscript that is published in academic journals. Original articles are expected to follow the IMRAD format.

These are usually written to publish results urgently in rapidly changing or highly competitive fields. They will be brief and may not be separated by headings.It consists of original preliminary results that are likely to have a significant impact in the respective field.

This is a comprehensive summary of a certain topic. It is usually requested by a journal editor and written by a leader in the field. It includes current assessment, latest findings, and future directions of the field. It is a massive undertaking in which approximately 100 research articles are cited. Uninvited reviews are published too, but it is best to send a pre-submission enquiry letter to the journal editor first.

This is mostly used in the medical field to report interesting occurrences such as previously unknown or emerging pathologies. It could be a report of a single case or multiple cases and will include a short introduction, methods, results, and discussion.

This is a brief report of research presented at an organized meeting such as a conference. These range from an abstract to a full report of the research. It needs to be focused and clear in explaining your topic and the main points of the study that will be shared with the audience.

• STEP 1: How to Structure a Research Paper?
• STEP 2: Order for Preparation of the Manuscript
• STEP 3: How to Conceptualize an Attractive Research Paper Title?
• STEP 4: How to Conduct an Effective Literature Review
• STEP 5: How to Write a Good Research Paper Abstract
• STEP 6: How to Write a Compelling Introduction for a Research Paper
• STEP 7: How to Write the Materials and Methods Section of a Research Paper
• STEP 8: How to Write the Results Section of a Research Paper
• STEP 9: How to Write the Discussion Section of a Research Paper
• STEP 10: How to Write the Conclusion of a Research Paper
• STEP 11: Effectively Citing and Referencing Your Sources
• STEP 12: Preparing Figures
• STEP 13: Preparing Tables
• STEP 14: Assigning Authorship
• STEP 15: How to Write an Acknowledgment Section for a Research Paper
• STEP 16: Checking the Author Guidelines Before Preparing the Manuscript
• STEP 17: Proofreading and Editing Your Manuscript
• STEP 18: Pre-submission Peer-Review

How to Structure a Research Paper?

Your research paper should tell a story of how you began your research, what you found, and how it advances your research field. It is important to structure your research paper so that editors and readers can easily find information. The widely adopted structure that research papers mostly follow is the IMRaD format . IMRaD stands for Introduction, Methods, Results, and Discussion. Additional requirements from journals include an abstract, keywords, acknowledgements, and references. This format helps scientists to tell their story in an organized manner. Authors often find it easier to write the IMRaD sections in a different order. However, the final paper should be collated in the IMRaD format as follows:

Case studies follow a slightly different format to the traditional IMRAD format. They include the following extra sections:

• History and physical examination: Details of the patient’s history. It provides the story of when a patient first sought medical care.
• Diagnostic focus and assessment : Describe the steps taken that lead to a diagnosis and any test results.
• Therapeutic focus and assessment: Explain therapies tried and any other recommendations from consultants. Assess the efficacy of the treatments given.
• Follow-up and outcome: Provide results and state the patient adhered to treatment. Include any side effects.
• Patient perspective: Describe the patient’s experience.
• Patient consent: State that informed consent was obtained from the patient.

Order for Preparation of the Manuscript

As mentioned above, most research publications follow the IMRAD format. However, it is often easier to write each section in a different order than that of the final paper.

Authors recommend you organize the data first and then write the sections as follows:

• Figures and tables: Decide how your data should be presented. You can use graphics, tables or describe it in the text.
• Methods: It is important that anyone can use your methods to reproduce your experiments.
• Results: Here you write only what the results of your experiments were. You do not discuss them here.
• Discussion: This section requires analysis, thought, and a thorough understanding of the literature. You need to discuss your results without repeating the results section.
• Conclusion: This section can either be under a sub-heading or the last paragraph of the discussion. It should inform the reader how your results advance the field.
• Introduction: Now that you have thought about your results in the context of the literature, you can write your introduction.
• Abstract: This is an overview of your paper. Give a concise background of the problem and how you tried to solve it. Next state your main findings.
• Title: As discussed above, this needs to be concise as well as informative. Ensure that it makes sense.
• Keywords: These are used for indexing. Keywords need to be specific. Often you are not allowed to use words that appear in the journal name. Use abbreviations with care and only well-established ones.
• Acknowledgements: This section is to thank anyone involved in the research that does not qualify as an author.
• References: Check the “Guide for authors” for the formatting style. Be accurate and do not include unnecessary references.

How to Conceptualize an Attractive Research Paper Title?

Your research title is the first impression of your paper. A good research paper title is a brief description of the topic, method, sample, and results of your study. A useful formula you could use is:

There are different ways to write a research paper title :

Declarative

State the main conclusions. Example: Mixed strains of probiotics improve antibiotic associated diarrhea.

Descriptive

Describe the subject. Example: Effects of mixed strains of probiotics on antibiotic associated diarrhea.

Interrogative

Use a question for the subject. Example: Do mixed strains of probiotics improve antibiotic associated diarrhea?

We recommend the following five top tips to conceptualize an attractive research title:

• Be descriptive
• Use a low word count (5-15 words)
• Check journal guidelines
• Avoid jargon and symbols

How to Conduct an Effective Literature Review

The process of conducting a literature review can be overwhelming. However, if you start with a clear research question, you can stay focused.

• Literature search: Search for articles related to your research question. Keep notes of the search terms and keywords you use. A list of databases to search and notes of the ones you have searched will prevent duplicate searches.

- What is their research question?

- Are there potential conflicts of interest such as funders who may want a particular result?

- Are their methods sufficient to test the objectives?

- Can you identify any flaws in the research?

- Do their results make sense, or could there be other reasons for their conclusion?

- Are the authors respected in the field?

- Has the research been cited?

- Introduction: Here you introduce the topic. The introduction describes the problem and identifies gaps in knowledge. It also rationalizes your research.

- Discussion: Here you support and compare your results. Use the literature to put your research in context with the current state of knowledge. Furthermore, show how your research has advanced the field.

How to Write a Good Research Paper Abstract

The importance of research paper abstracts  cannot be emphasized enough.

• They are used by online databases to index large research works. Therefore, critical keywords must be used.
• Editors and reviewers read an abstract to decide whether an article is worth considering for publication.
• Readers use an abstract to decide whether the research is relevant to them.

A good research paper abstract is a concise and appealing synopsis of your research. There are two ways to write an abstract:  structured and unstructured research abstracts . The author guidelines of the journal you are submitting your research to will tell you the format they require.

• The structured abstract has distinct sections with headings. This style enables a reader to easily find the relevant information under clear headings (objective, methods, results, and conclusion). Think of each section as a question and provide a concise but detailed answer under each heading.
• The unstructured abstract is a narrative paragraph of your research. It is similar to the structured abstract but does not contain headings. It gives the context, findings, conclusion, and implications of your paper.

How to Write a Compelling Introduction for a Research Paper

The Introduction section of your research paper introduces your research  in the context of the knowledge in the field. First introduce the topic including the problem you are addressing, the importance of solving this problem, and known research and gaps in the knowledge. Then narrow it down to your research questions and hypothesis.

Tips to write an effective introduction for your research paper :

• Give broad background information about the problem.
• Write it in a logical manner so that the reader can follow your thought process.
• Focus on the problem you intend to solve with your research
• Note any solutions in the literature thus far.
• Propose your solution to the problem with reasons.

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How to Write the Materials and Methods Section of a Research Paper

When writing the Materials and Methods section of a research paper, you need to give enough detail in your methods  so that others can reproduce your experiments. However, there is no need to detail established experiments. Readers can find these details in the previously published references you refer to in the methods. Follow these tips to write the Materials and Methods section of your research paper: :

• Write in the past tense because you are reporting on procedures you carried out.
• Avoid unnecessary details that disrupts the flow.
• Materials and equipments should be mentioned throughout the procedure, rather than listed at the beginning of a section.
• Detail any ethics or consent requirements if your study included humans or animal subjects.
• Use standard nomenclature and numbers.
• Ensure you have the correct control experiments.
• Methods should be listed logically.
• Detail statistical methods used to analyze your data.

Here is a checklist of things that should be in your Materials and Methods:

• References of previously published methods.
• Study settings : If the research involves studying a population, give location and context of the site.
• Cell lines : Give their source and detail any contamination tests performed.
• Antibodies : Give details such as catalogue numbers, citations, dilutions used, and batch numbers.
• Animal models : Species, age, and sex of animals as well as ethical compliance information.
• Human subjects : Ethics committee requirements and a statement confirming you received informed consent. If relevant, clinical trial registration numbers and selection criteria.
• Data accession codes for data you deposited in a repository.
• Software : Where you obtained the programs and their version numbers.
• Statistics : Criteria for including or excluding samples or subjects, randomisation methods, details of investigator blinding to avoid bias, appropriateness of statistical tests used for your study.
• Timeframes if relevant.

How to Write the Results Section of a Research Paper

Some journals combine the results and discussion section, whereas others have separate headings for each section. If the two sections are combined, you state the results of your research   and discuss them immediately afterwards, before presenting your next set of results.  The challenge is to present your data in a way that is logical and accurate. Set out your results in the same order as you set out your methods.

When writing the Results section of your research paper remember to include:

• Control group data.
• Relevant statistical values such as p-values.
• Visual illustrations of your results such as figures and tables.

Things that do not belong in the results section:

• Speculation or commentary about the results.
• References – you are reporting your own data.
• Do not repeat data in text if it has been presented in a table or graph.

Keep the discussion section separate . Keep explanations, interpretations, limitations, and comparisons to the literature for the discussion.

How to Write the Discussion Section of a Research Paper

The discussion section of your research paper answers several questions such as: did you achieve your objectives? How do your results compare to other studies? Were there any limitations to your research? Start discussing your data specifically and then broaden out to how it furthers your field of interest.

Questions to get you started:

• How do your results answer your objectives?
• Why do you think your results are different to published data?
• Do you think further research would help clarify any issues with your data?

The aim is to tell the reader what your results mean. Structure the discussion section of your research paper  in a logical manner. Start with an introductory paragraph where you set out the context and main aims of the study. Do this without repeating the introduction. Some authors prefer starting with the major findings first to keep the readers interested.

The next paragraph should discuss what you found, how it compares to other studies, any limitations, your opinion, and what they mean for the field.

The concluding paragraph should talk about the major outcomes of the study. Be careful not to write your conclusion here. Merely highlight the main themes emerging from your data.

Tips to write an effective discussion:

• It is not a literature review. Keep your comments relevant to your results.
• Interpret your results.
• Be concise and remove unnecessary words.
• Do not include results not presented in the result section.
• Ensure your conclusions are supported by your data.

How to Write the Conclusion of a Research Paper

While writing the conclusion for your research paper, give a summary of your research with emphasis on your findings. Again, structuring the conclusion section of your research paper  will make it easier to draft this section. Here are some tips when writing the conclusion of your paper:

• State what you set out to achieve.
• Tell the reader what your major findings were.
• How has your study contributed to the field?
• Mention any limitations.
• End with recommendations for future research.

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Effectively Citing and Referencing Your Sources

You need to acknowledge the original work  that you talk about in your write-up. There are two reasons for this. First, cite someone’s idea  to avoid plagiarism. Plagiarism is when you use words or ideas of others without acknowledging them and this is a serious offence. Second, readers will be able to source the literature you cited easily.

This is done by citing works  in your text and providing the full reference for this citation in a reference list at the end of your document.

Tips for effective refencing/citations:

• Keep a detailed list of your references including author(s), publication, year of publication, title, and page numbers.
• Insert a citation (either a number or author name) in-text as you write.
• List the full reference in a reference list according to the style required by the publication.
• Pay attention to details as mistakes will misdirect readers.

Try referencing software tools “cite while you write”. Examples of such referencing software programs include: Mendeley , Endnote , Refworks  and Zotero .

Preparing Figures

Some quick tips about figures:

• Legends of graphs and tables must be self-explanatory.
• Use easily distinguishable symbols.
• Place long tables of data in the supplementary material.
• Include a scale bar in photographs.

Preparing Tables

Important pointers for tables:

• Check the author guidelines for table formatting requirements.
• Tables do not have vertical lines in publications.
• Legends must be self-explanatory.

Assigning Authorship

To qualify as an author  on a paper, an individual must:

• Make substantial contributions to all stages of the research.
• Draft or revise the manuscript.
• Approve the final version of the article.
• Be accountable for the accuracy and integrity of the research.

Unethical and unprofessional authorships  have emerged over the years. These include:

• Gift authorship : An individual is listed as a co-author in lieu of funding or supervision.
• Ghost authorship : An author is paid to write an article but does not contribute to the article in any other way.
• Guest authorship : An individual who is given authorship because they are well known and respected in the field, or they are senior members of staff.

These authors pose a threat to research. Readers may override their concerns with an article if it includes a well-respected co-author. This is especially problematic when decisions about medical interventions are concerned.

How to Write an Acknowledgment Section for a Research Paper

Those who do not qualify as authors but have contributed to the research should be given credit in the acknowledgements section of your research paper . These include funders, supervisors, administrative supporters, writing, editing, and proofreading assistance .

The contributions made by these individuals should be stated and sometimes their written permission to be acknowledged is required by editors.

Has your target journal's author guidelines left you confused?

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Points to Note from the Author Instructions Before Preparing the Manuscript

Check the author guidelines for your chosen publication before submission. Publishers mostly have a “House Style” that ensures all their manuscripts are consistent with regards to language, formatting, and style. For example, these guidelines will tell you whether to use UK or US English, which abbreviations are allowed, and how to format figures and tables. They are also especially important for the references section as each journal has their own style.

Proofreading/Editing your Manuscript

Ensure that your manuscript is structured correctly, clearly written, contains the correct technical language, and supports your claims with proper evidence. To ensure the structure is correct, it is essential to edit your paper .

Once you are happy with the manuscript, proofread for small errors. These could be spelling, consistency, spacing, and so forth. Importantly, check that figures and tables include all the necessary data and statistical values. Seek assistance from colleagues or professional editing companies to edit and proofread your manuscript too.

Pre-submission Peer-Review of Your Manuscript

A pre-submission peer-review  could improve the quality of articles submitted to journals in general. The benefits include:

• A fresh eye to spot gaps or errors.
• Receiving constructive feedback on your work and writing.
• Improves the clarity of your paper.

You could ask experienced colleagues, supervisors or even professional editing services to review your article.

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

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How to Write a Research Paper | The Ultimate Step-by-Step Guide

Santiago mallea.

• Writing Tips

Content Writer At Gradehacker

• March, 2024

What Are the Steps for Writing a Research Paper?

There’s not a specific way to write academic papers. However, we will share the nine steps that will guarantee a great result:

1. Choose Your Research Paper Topic

2. do your research, 3. write your thesis statement, 4. create your paper outline, 5. write the introduction, 6. write your body, 7. write your conclusion, 8. add your paper format style, 9. revise and edit your paper.

As one of the most common and important assignments you’ll find throughout your college experience, knowing how to write a research paper is highly necessary.

Coming up with a good topic can be hard sometimes; you could look for a variety of sources and gather interesting information, but it still can seem to be a tedious and complex process to master if you don’t have the right understanding of the process.

Luckily, here at Gradehacker, we have years of experience helping our clients as the non-traditional student #1 resource  

That’s why we are sharing a clear and easy-to-follow guide on how to write a research paper with our pro tips that will help you make a difference when writing.

What Is a Research Paper?

A research paper is a type of academic writing that involves information analysis, source evaluation, and argument explanation on a specific topic.

They are not the same as academic essays and argumentative papers since they are usually longer, more detailed, and rely more on statistics and pre-existing research than on strong opinions.

This assignment aims to prove both your writing and researching skills by demonstrating a clear understanding of the topic, engaging with all types of sources, and making an original contribution to the field of study.

While research papers are common among many branches of the academic community as a way to share information, they are also one of the most typical assignments required in colleges.

Regardless of which career you are following, whether it’s nursing, economics, business, and even social sciences, there will come a time when you’ll have to write a research paper.

But don’t worry, here is our step-by-step guide:

As you’ll see, the first three steps are slightly related and are key to the entire process. But the first thing you have to do is choose a good and interesting research paper topic.

Always check first what the instructions of your assignments say. See if there are any specifications regarding which topic you have to choose or if there are any limitations to it.

Once you know for sure which is the field of study you’ll be conducting the research on, think of a topic that is:

• Interesting to you
• Possible to research

It must be ideally of interest because writing a research paper takes time, and spending so many hours on something you find boring will make the entire process tedious, making everything worse.

By picking something you like, you’ll have a more pleasant time and be more naturally curious about it. The more interested you are, the more information you look for, and the more you understand the topic!

If you have trouble finding an original topic, try starting with a broad subject area and then narrowing it down to its subtopics. You’ll find more unique subjects, which will be more specific to write about.

Lastly, it must be a topic that is possible to research. For instance, if you want to write about how the population of sea turtles varied between the 1800s and 1900s, but you don’t have access to factual data and statistics to conduct your research, then you should look for a possible topic.

However, as this first step relies so heavily on what information you have found, it goes hand in hand with the second step:

Now, one of the most important, if not the most important, parts of the process is conducting the research.

Once you know which topic you’ll be writing about, you need to search as many sources as possible. You may spend at least two hours skimming through many scholarly articles that could add to your paper.

It can take time, but it will be worth it once you start the writing process. You’ll see why in the fourth step.

Which is the best way to conduct the research?

Easy: read as many academic sources as you can. Here are a few tips to have in mind to improve your research experience:

Read the abstract

Many scholarly sources have an abstract. They summarize the paper’s content, with the main statistics, observations, and their conclusion.

Save time and read the abstract first; if you found at least one helpful sentence, keep reading and find out more.

Save each source

No matter how long the information is or whether it supports or opposes your main argument, save everything that is at least related to your topic.

Save statistics, facts, results from surveys, and studies’ conclusions, even those you think you won’t need to use.

It can come in handy if, during writing, you suddenly change your mind and realize that the statistic you randomly read in a source is now useful; then you’ll know where to find it.

Don't be afraid of using the sources that others are citing

While you are doing research, something that can happen is that you find an interesting piece of information only to see that the primary source you are reading is citing it from another place.

In case that primary source has other original data you can use but still need to use the other source, you go ahead and use both, each for its respective information!

Know where to look for

Finding peer-reviewed and trustworthy papers can be hard.

You can trust sites like  NCBI and  ResearchGate , which hold various free sources approved by the community. And don’t forget to check what you can find in your college’s library!

So, while you are doing your research, you’ll have enough information to start with step three:

By having all the gathered information, you can develop a specific and robust thesis statement. This is your central argument , your main claim that establishes the purpose and position of your essay.

You will have to include it in the introduction, but more on that in step five.

For now, it’s important that your thesis statement summarizes your argument in one or two sentences and includes all the main arguments of the discussion without getting too much into details. It has to be concise and coherent.

Coming up with a thesis statement is actually easy; you only need to answer the question that made you start the research.

For example, let’s say you are approaching mental health issues from a racial perspective and the question that kicked off your research was: “Were the health policies implemented in Latino communities to warn about the importance of mental health useful”?

If your research concluded that it mainly worked in regions where Latino families lived in America for more than ten years, then this would be a good basis for your thesis statement.

With all of the information gathered, you can start structuring your ideas into an outline.

Here is when the thinking process begins, as you’ll have to organize all the ideas and information in a cohesive order.

Usually, research paper assignments require you to include an outline. If it’s not specified or you are unsure about it, you should ask your professor. However, you should still create one, as it will help you structure all the topics you will cover in one place , serving as your guiding roadmap during the writing process.

First, you have to list all the important categories and their subtopics.

Then, rearrange these categories in an order that is connected and makes sense. You can ask yourself these questions as a guide:

• Which topics are related?
• Which topics need to be explained first in order to talk about another topic?
• Is there any topic that doesn't add to the cohesion if it's presented out of sequence?
• Which subtopics are the most important?
• Is any subtopic related to a subtopic of another main topic?

Once you have placed all your categories in a cohesive order, create your roadmap by adding sentences and even paragraphs to your outline. Add the purpose of each specific topic and subtopic, and include which sources you’ll be using in that paragraph.

By doing this, you are already starting to write your research paper.

If you want to know how to make the best research paper outline, check out our article and learn the best tips!

Now that you have all the sources gathered, the thesis statement done, and the outline ready, you can start writing the introduction.

This step shouldn’t be hard if you are paying attention and already have your thesis statement.

The purpose of this first paragraph is to bring context to the reader. Introduce them to the field of study, give them context on the issue you are writing, and tell them the thesis statement that will be the main point of discussion throughout the entire paper.

Don’t include details or cite sources; leave that for the body. The introduction must be short and clear. We recommend between 80 and 150 words, depending on the overall length of your assignment.

Use your thesis statement to open your paper and tell the reader which will be the specific and original topic you will be studying.

The body of your paper is where you’ll develop your thesis by explaining and analyzing all the information and statistics you got from your sources.

The easiest way to start writing is by following the roadmap you have from step four. You have already divided your body into sections by having your outline prepared. Now, you just need to start writing and linking everything in a natural and cohesive structure.

Remember, your outline is flexible, meaning that you can change the order or the overall structure while you are writing if you think this is for the best.

When writing, make sure that you only cover one idea per paragraph. Instead of gathering too much different information in one lengthy section, explain each topic or subtopic individually.

This way, you’ll have a better-structured paper that is easy to read and allows readers to find faster valuable information they might be looking for.

To maintain a good flow while clearly dividing the paper into sections, you need to use connectors whenever you start writing on a new topic.

To add information, use:

• Furthermore
• In addition to this

To change the topic and explain an argument that opposes the previous topic, use the following:

• Nevertheless
• Even though
• Nonetheless

Connectors are powerful and necessary elements of academic writing; you should always use them.

To finish your essay, you need a strong conclusion. You have to restate your thesis statement, list your main evidence, and briefly summarize what you have found.

Think of your conclusion as the only piece of information that the reader will remember from your paper.

Besides giving a sense of finality and restating the main points of your essay, you can also discuss the general consequences of your argument by suggesting that further research needs to be conducted on another specific topic.

Finally, don’t add any new information or details in the conclusion . It may seem obvious, but it’s actually one of the most common mistakes in academic writing.

Avoid this by knowing beforehand where you’ll be placing all the information you have gathered from the source, so you don’t get to the conclusion with valuable statistics that you forgot to include.

We haven’t forgotten about the formatting style. First, check on your assignment guidelines to see which format is required.

Depending on the one you have to use, you may have to include a Title Page at the beginning, but in every case, you’ll have to add a Reference List with all the sources you have used , following the proper citation style.

The most common formats are APA and MLA . 

MLA uses in-text citations with the author’s last name and page number, while APA uses parenthetical citations with the author’s last name, year, and page number. 

Then the  header in MLA includes the author’s last name and page number, while in APA it includes a shortened title and page number. MLA typically doesn’t require a separate title page, while APA does. 

Both formats use hanging indentation for the reference list entries.

We are not going to lie. The final step of the process may be a bit tedious, but it’s indispensable.

Once you have finished writing, you have to revise your paper for grammar, spelling, and stylistic mistakes and edit them when you find these errors. Yes, you will certainly find a few of them, at least.

It’s impossible to finish with a perfect first draft, regardless of how much experience you have written. So, you must read what you wrote from the start and see in detail what can be improved. Of course, check for grammar mistakes, but also be attentive to word repetitions and wordy sentences and see what changes you can make to your paper to enhance the overall result.

Don’t be closed to the idea of rewriting an entire paragraph or changing the order of your body sections.

Here are a few questions you can ask yourself while writing:

• Is the thesis statement clear?
• Is the structure well-organized and flows cohesively?
• Is the information appropriately cited?
• Does the information help support my thesis statement?
• Is the information I am using detailed and specific?
• Am I following the correct rules of the formatting style I have to use?
• Am I plagiarizing?
• Are the grammar, spelling, and punctuation correct?

The best way to check this is by reading your paper aloud or having somebody else read it while you hear it. When you hear, you’ll see that you’ll find technical mistakes and think of some improvements you can make.

Tips: Mastering Your Research Paper

Do and organize all the research before you start writing.

If you have all the information you need from the start, it will be easier to structure your paper. You should organize each source into categories.

Know which are your main sources with essential information , but also save all the secondary sources that may have less significant information that could add support to one specific argument. The more sources you save, the better.

Even if you don’t use all of them or later need to search for more, having a good amount of primary and secondary sources from the start will help you structure your essay better and faster.

Add an estimated length for each paragraph

While the length of your assignment will depend on every case, you should have an approximation of how many words you should dedicate to each paragraph to have a better idea of how much time you should spend with each.

It doesn’t matter if you later end up writing more on one and less on another; the number you set doesn’t have to be mandatory; instead, it serves as an estimated length for you to have in mind to track your progress.

You can save the introduction for last!

While it can be easy to write the introduction if you already have the thesis statement, sometimes you can spend too much time looking at a blank page because you are unsure how to start. So, you can leave it for last.

Start writing the body of your text , and by the time you get to the conclusion, you’ll have a better idea of which topics you have covered and what the main focus of your paper is, making it easier for you to finally write the introduction.

Use Grammarly

To check grammar mistakes, see stylistic suggestions, avoid repeated words, and have a percentage of plagiarized content , we recommend you use Grammarly. It’s a freemium app that works as your own online editor.

If you want more information on how Grammarly works, you can read our honest review and see why you should use it.

Ace Your Next Research Paper

Now, you are fully ready to nail your next research paper.

We know it can be a long and hard-working process, full of extensive research, critical thinking, and doubts. 

But if you follow our step-by-step guide, you’ll see that it can be an interesting and simple experience.

Next time you have to do a research paper, you will ace it!

And if you are looking for more guidelines on how to improve your writing skills, don’t miss out on these related articles:

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How to Write a Research Paper: Your Top Guide

Did you know that the concept of a research paper can be traced back to the time of Aristotle in ancient Greece? In his renowned work, 'Prior Analytics,' Aristotle laid the foundation for logical reasoning and systematic investigation, setting the stage for the research papers we know today. From those ancient beginnings to the modern era, the art of writing a research paper has evolved into a captivating blend of critical thinking, meticulous analysis, and effective communication.

How to Write a Research Paper: Short Description

Whether you're a seasoned academic or a student venturing into the world of scholarly exploration, this comprehensive guide will take you on a journey through how to write a research paper. You will learn how to choose a compelling topic, conduct research, develop a solid thesis statement, structure your paper effectively, and present your findings with clarity and impact. Additionally, our paper writer service will explore proven techniques for organizing your thoughts, synthesizing information and crafting a compelling argument. By the end of this article, you will be equipped with the tools and knowledge to tackle the challenges of writing a research paper and producing a remarkable piece of scholarly work.

What Is a Research Paper: Understanding the Essence and Purpose

A research paper is like a well-crafted map that guides us through the labyrinth of knowledge. It is a scholarly document that explores a particular topic, delving into its depths and emerges with insights that enlighten and expand our understanding. Picture it as a detective story, with the researcher donning the hat of a relentless investigator, tirelessly gathering evidence and constructing a compelling argument. These papers find their natural habitat in academia, where students, scholars, and scientists alike employ them as vehicles for sharing their discoveries with the world. The purpose behind writing a research paper is the following:

• It is a means of contributing to the existing body of knowledge. By conducting their own research and presenting new insights or discoveries, researchers add valuable information to the field they are studying.
• Showcases the writer's ability to navigate the intricate world of research. It demonstrates their critical thinking skills, their ability to analyze data, and their capacity to draw logical conclusions based on evidence.
• Serves as a platform for scholarly communication, allowing researchers to engage in conversations with their peers, exchange ideas, and build upon previous studies.

How Long Should a Research Paper Be: Decoding the Ideal Size

The question of how long a research paper should be is a bit like asking, 'How long is a piece of string?' The ideal size of a research paper can vary depending on various factors, such as the academic discipline, the nature of the research, and the specific guidelines provided by the institution or the journal.

In general, cheap research papers are expected to be long enough to effectively communicate the research findings and support the arguments made. However, they should also be concise and avoid unnecessary repetition or fluff. Quality and substance should always take precedence over quantity.

For most undergraduate assignments, research papers typically range from 5 to 15 pages, but this can vary depending on the course and professor's requirements. In contrast, graduate-level research papers and those intended for publication in academic journals can be significantly longer, often extending to 20, 30, or even 50 pages.

It's worth noting that some journals or conferences may have specific guidelines regarding the maximum or minimum word count for submissions. In such cases, it's crucial to adhere to the provided instructions to increase the chances of publication or acceptance.

And if you find yourself wondering how to write a good research paper, remember that you have the option to buy an essay from our reliable research proposal writing service !

Sample Research Paper

Before we dive into the specifics of writing a research paper, let’s explore some of its main components and how the information is structured.

How to Write a Research Paper with 10 Effortless Steps

Embarking on the quest of writing a research paper? Fear not, for we have the perfect roadmap with 10 effortless steps to guide you through this academic adventure. From selecting a captivating topic that will captivate readers to meticulously analyzing and organizing your research, we will equip you with the tools and strategies needed to craft a stellar paper.

Grasp the Task

It's astonishing how many students dive into writing a research paper without even glancing at the assignment guidelines. While this may seem obvious to some, it's important to emphasize the significance of thoroughly reviewing the guidelines before starting.

To begin, carefully read the assignment and delve into the writing prompt. Take note of any technical requirements such as length, formatting specifications (single- vs. double-spacing, indentations, etc.), and citation style. Additionally, pay attention to specific details, including whether an abstract is required or if a cover page needs to be included.

Once you have a clear understanding of the assignment, you can proceed with the standard writing process, albeit with a few additional steps, due to the unique rules of research papers. However, the fundamental essence of the writing process remains unchanged.

For instance, let's consider a hypothetical scenario where a student named Alex is assigned a research paper on climate change. Before embarking on the writing journey, Alex carefully examines the assignment guidelines. The prompt specifies that the paper should be 10-12 pages long, utilize APA formatting, and include at least 10 scholarly sources. In addition, an abstract and a cover page are required.

With these guidelines in mind, Alex now has a solid foundation to begin their research paper. They can proceed by conducting thorough research, gathering relevant information from credible sources, and organizing their findings. Following the traditional writing process of drafting, revising, and editing, Alex can refine their ideas and arguments, ensuring a coherent and well-structured paper.

By taking the time to understand how to start a research paper and follow the appropriate writing process, Alex increases their chances of producing a high-quality research paper that meets all the necessary requirements.

Select Your Topic

When contemplating how to choose research paper topics , your primary consideration should be whether they possess enough depth and substance to sustain an entire paper. It is essential to opt for a topic that offers an abundance of data and complexity, allowing for a comprehensive and insightful discussion.

While ensuring your topic meets these criteria, it is equally important to infuse a personal touch. Avoid approaching the topic selection process mechanically; instead, seek something that genuinely captivates your interest. Ideally, aim for a research paper topic that satisfies both requirements - one that provides ample content for exploration while keeping you engaged and motivated throughout the research and writing process.

Gather Preliminary Studies

The importance of initiating your research promptly cannot be overstated. A research paper, as the name suggests, relies heavily on thorough investigation and inquiry.

To refine your chosen topic and shape a strong thesis statement, it is crucial to explore existing research on your subject matter as early as possible. Conducting preliminary research serves multiple purposes: it dispels any misconceptions or preconceived notions you may have and illuminates the most effective paths and methodologies for uncovering additional valuable material.

In the process of your search, it is crucial to differentiate between primary and secondary sources. Primary sources encompass original accounts, firsthand information, or direct observations, such as published articles, survey data, or personal interviews. On the other hand, secondary sources analyze and interpret primary sources, providing critical reviews, scholarly articles, or meta-analyses.

In certain academic contexts regarding how to write an academic research paper, a literature review may be required, wherein you present a comprehensive analysis and synthesis of the existing research to validate your research objectives. However, even if a literature review is not mandatory, it is highly beneficial to compile an early list of potential sources. This proactive step enables you to establish a strong foundation of relevant literature, ensuring a comprehensive and well-supported research paper.

Craft a Thesis Statement

When learning how to write a research paper, understanding the importance of a well-crafted thesis statement is crucial. The thesis statement serves as the backbone of any successful term paper, providing a clear and concise summary of the main focus of your study. It not only acts as a guide for the reader, indicating what to expect from the rest of the paper, but it also sets the tone and direction for your entire document. Follow these three steps to create an engaging and academically sound thesis:

• Clearly define your research topic and its purpose. Determine the main subject and specific aspect or question you'll explore. Example: Research topic - Impact of social media on adolescent mental health.
• Analyze the subject matter and narrow down your focus by identifying key aspects or variables to explore. Example: Focus on the impact of cyberbullying.
• Craft a clear, strong, and concise statement that presents your main argument or position. Example: 'The prevalence of cyberbullying on social media platforms significantly contributes to adverse mental health outcomes in adolescents, highlighting the urgent need for preventive measures and support systems.'

Unveil Supporting Evidence

When it comes to knowing how to write an academic research paper, it's time to roll up our sleeves and delve into the wealth of sources we have collected. Within these sources lie the gems of information that will enrich and support our paper.

As a diligent researcher, your approach involves carefully reading each source and capturing essential notes. You must stay focused on extracting only the information that directly relates to the topic. It's important to resist the temptation of including tangents or irrelevant context, no matter how captivating they may be. Remember to diligently record the page numbers, not only for future reference but also for the necessary task of citation.

In addition to highlighting significant text and jotting down notes, another effective tactic that some students find helpful is the use of bibliography cards. These practical index cards serve as repositories for key facts or direct quotations on one side while capturing crucial bibliographical details such as source citations, page numbers, and subtopic categories on the other side. Although not mandatory, bibliography cards can greatly contribute to staying organized, particularly when it's time to outline your research findings.

Frame Your Paper

An outline plays a vital role in the construction of a research paper. It serves as a concise roadmap, outlining the essential topics, arguments, and supporting evidence that will be incorporated into the paper. By organizing these elements into distinct sections with appropriate headings, an outline provides a clear overview of how the paper will be structured before you even begin writing.

Creating a well-structured outline offers numerous benefits. Notably, it enhances the efficiency of the writing process by providing a framework that guides your thoughts and ensures a logical flow of ideas. By dedicating sufficient time to develop a comprehensive outline, you can streamline the overall writing experience and produce a cohesive and well-organized research paper.

If you're interested in exploring how to write a research paper outline in more detail, our article provides a comprehensive and in-depth analysis of the subject. Read it to get valuable insights and practical tips on optimizing your outlining process for academic writing.

Begin the First Draft

Once you have your outline ready, it's time to dive into the writing process. This step requires considerable effort and attention, but with proper planning and organization, you can make it a smoother experience.

When it comes to writing a research paper introduction, it's natural to feel overwhelmed. To tackle this challenge, consider starting with a compelling opening sentence or anecdote that grabs the reader's attention. Then, present a concise and engaging thesis statement that encapsulates the main argument of your paper. Build upon this thesis by providing relevant background information and contextualizing the significance of your research topic. Save the intricate details and supporting evidence for the subsequent sections of your paper.

Moving on to the body of your research paper, this is where you present your research findings and analysis. To ensure clarity and coherence, consider organizing your content into logical sections or subheadings. Each section should cover a specific aspect or point related to your thesis statement. As you write each paragraph, make sure to provide sufficient evidence, examples, and explanations to support your arguments. Remember, this is the initial draft, so focus on conveying your ideas rather than striving for perfection.

Connecting your paragraphs seamlessly is crucial for maintaining a cohesive flow throughout your research paper. Begin each paragraph with a topic sentence that acts as a bridge between the previous and upcoming ideas. Use transition words and phrases to guide your reader from one point to another smoothly. Additionally, consider using clear and concise language to enhance readability and comprehension.

Once you have completed the body of your paper, it's time to craft a strong research paper conclusion example . Summarize your main arguments and findings, emphasizing their significance and relevance. Instead of simply restating your thesis, strive to offer a fresh perspective or insight that leaves a lasting impression on your reader. Avoid introducing new information in the conclusion; instead, focus on reinforcing the main points and leaving the reader with a sense of closure.

In the sections that follow, we will delve into how to cite a research paper . Let's explore the necessary steps and guidelines for proper citation.

Use Proper Source Citations

When starting a research paper, have you checked the assignment guidelines to determine the required formatting style? Two popular styles you might encounter are MLA (Modern Language Association) and APA (American Psychological Association). MLA is often used in humanities and liberal arts disciplines, while APA is preferred in social sciences and psychology. To make your life easier, you can find detailed formatting guidelines and  handy automatic citation generators and even buy research paper . Trust us; they can save you time and effort!

But wait, there's more! In addition to those two, you may come across other formatting styles like CMOS (The Chicago Manual of Style), AMA (American Medical Association), or IEEE (Institute of Electrical and Electronics Engineers). It may seem overwhelming, but each style has its own guidelines for citing different sources – from photos to websites, speeches, and even YouTube videos.

Now, we understand that citations can initially seem like a maze of rules and specific information. However, once you get the hang of them, citing sources will become second nature to you. The key is to practice and familiarize yourself with the guidelines. Before you know it, you'll be properly citing your sources without even thinking about it!

Revise and Polish

The key factor to mastering how to write a good research paper, it is crucial to dedicate time to proofreading and correcting any mistakes. To ensure a thorough review, we recommend conducting two editing sessions: one focused on addressing structural issues and another dedicated to refining word choice, grammar, and spelling.

During the structural edit, consider the following checklist to guide your revisions:

• Is your thesis statement clear and concise, effectively conveying the main idea of your paper?
• Does your paper exhibit a well-organized structure, with smooth transitions guiding the reader from beginning to end?
• Do your ideas flow logically within each paragraph, presenting a coherent sequence of thoughts?
• Have you supported your arguments with concrete details and facts, avoiding vague generalizations?
• Do your arguments effectively support and prove your thesis statement?
• Have you eliminated unnecessary repetition to enhance clarity and conciseness?
• Are your sources appropriately cited, ensuring proper credit and avoiding plagiarism?

After addressing structural concerns, shift your focus to the word choice, grammar, and spelling edit. Consider the following aspects:

• Is your language clear, precise, and free of ambiguity?
• Do your sentences flow smoothly and convey your ideas effectively?
• Have you eliminated filler words and phrases that weaken the impact of your writing?
• Have you meticulously checked for proper grammar, spelling, and punctuation?

Consider reading your paper aloud or having someone else review it to catch any overlooked issues.

Enhance with Resources

There are various sources that can be utilized for references, including scholarly articles, books, websites, online videos, newspapers, and internet articles, among others. Each type of resource has its own format for citation. Below, you will find formats for commonly used resources.

• Journal article: Author, A., & Author, B. (Year). Title of article. Journal Title, Volume(Issue), page range. DOI.
• Book: Author, A., & Author, B. (Year). Title of book. Publisher Name.
• Website: Author. (Year). Title of page. Retrieved Date, from (insert website URL).
• Journal article: Author(s). 'Title of Article.' Title of Journal, Volume, Issue, Year, pages.
• Book: Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
• Website: Author. Name of Site. Version number, Name of organization, date of resource creation, URL. Date of access.

If you are seeking more information on how to write a research paper or need assistance with each step of the process, consider exploring the following tools:

• JSTOR : JSTOR is a digital library containing a vast collection of academic journals, books, and primary sources. It offers comprehensive research material in various disciplines.
• Mendeley : Mendeley is a reference management tool that helps you organize your research sources, collaborate with peers, and generate citations automatically. It also provides access to a large database of scholarly articles.
• Grammarly : Grammarly is an online writing assistant that helps improve grammar, spelling, and punctuation. It offers suggestions for enhancing clarity and style in your research papers.
• Tableau : Tableau is a powerful data visualization tool that enables you to create interactive charts, graphs, and dashboards. It allows you to present your research findings in a visually engaging and informative manner.
• Overleaf : Overleaf is an online LaTeX editor that simplifies the process of writing scientific documents, including research papers, theses, and dissertations. It provides collaborative features and pre-built templates for different document types.

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In conclusion, with these effective steps and techniques, you can confidently write a research paper. Dive into research, organize your thoughts, support your arguments, revise diligently, and embrace improvement. Let your ideas flow and create papers that make a meaningful impact in your field.

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Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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How to write your first research paper.

Writing a research manuscript is an intimidating process for many novice writers in the sciences. One of the stumbling blocks is the beginning of the process and creating the first draft. This paper presents guidelines on how to initiate the writing process and draft each section of a research manuscript. The paper discusses seven rules that allow the writer to prepare a well-structured and comprehensive manuscript for a publication submission. In addition, the author lists different strategies for successful revision. Each of those strategies represents a step in the revision process and should help the writer improve the quality of the manuscript. The paper could be considered a brief manual for publication.

It is late at night. You have been struggling with your project for a year. You generated an enormous amount of interesting data. Your pipette feels like an extension of your hand, and running western blots has become part of your daily routine, similar to brushing your teeth. Your colleagues think you are ready to write a paper, and your lab mates tease you about your “slow” writing progress. Yet days pass, and you cannot force yourself to sit down to write. You have not written anything for a while (lab reports do not count), and you feel you have lost your stamina. How does the writing process work? How can you fit your writing into a daily schedule packed with experiments? What section should you start with? What distinguishes a good research paper from a bad one? How should you revise your paper? These and many other questions buzz in your head and keep you stressed. As a result, you procrastinate. In this paper, I will discuss the issues related to the writing process of a scientific paper. Specifically, I will focus on the best approaches to start a scientific paper, tips for writing each section, and the best revision strategies.

1. Schedule your writing time in Outlook

Whether you have written 100 papers or you are struggling with your first, starting the process is the most difficult part unless you have a rigid writing schedule. Writing is hard. It is a very difficult process of intense concentration and brain work. As stated in Hayes’ framework for the study of writing: “It is a generative activity requiring motivation, and it is an intellectual activity requiring cognitive processes and memory” [ 1 ]. In his book How to Write a Lot: A Practical Guide to Productive Academic Writing , Paul Silvia says that for some, “it’s easier to embalm the dead than to write an article about it” [ 2 ]. Just as with any type of hard work, you will not succeed unless you practice regularly. If you have not done physical exercises for a year, only regular workouts can get you into good shape again. The same kind of regular exercises, or I call them “writing sessions,” are required to be a productive author. Choose from 1- to 2-hour blocks in your daily work schedule and consider them as non-cancellable appointments. When figuring out which blocks of time will be set for writing, you should select the time that works best for this type of work. For many people, mornings are more productive. One Yale University graduate student spent a semester writing from 8 a.m. to 9 a.m. when her lab was empty. At the end of the semester, she was amazed at how much she accomplished without even interrupting her regular lab hours. In addition, doing the hardest task first thing in the morning contributes to the sense of accomplishment during the rest of the day. This positive feeling spills over into our work and life and has a very positive effect on our overall attitude.

Rule 1: Create regular time blocks for writing as appointments in your calendar and keep these appointments.

2. start with an outline.

Now that you have scheduled time, you need to decide how to start writing. The best strategy is to start with an outline. This will not be an outline that you are used to, with Roman numerals for each section and neat parallel listing of topic sentences and supporting points. This outline will be similar to a template for your paper. Initially, the outline will form a structure for your paper; it will help generate ideas and formulate hypotheses. Following the advice of George M. Whitesides, “. . . start with a blank piece of paper, and write down, in any order, all important ideas that occur to you concerning the paper” [ 3 ]. Use Table 1 as a starting point for your outline. Include your visuals (figures, tables, formulas, equations, and algorithms), and list your findings. These will constitute the first level of your outline, which will eventually expand as you elaborate.

The next stage is to add context and structure. Here you will group all your ideas into sections: Introduction, Methods, Results, and Discussion/Conclusion ( Table 2 ). This step will help add coherence to your work and sift your ideas.

Now that you have expanded your outline, you are ready for the next step: discussing the ideas for your paper with your colleagues and mentor. Many universities have a writing center where graduate students can schedule individual consultations and receive assistance with their paper drafts. Getting feedback during early stages of your draft can save a lot of time. Talking through ideas allows people to conceptualize and organize thoughts to find their direction without wasting time on unnecessary writing. Outlining is the most effective way of communicating your ideas and exchanging thoughts. Moreover, it is also the best stage to decide to which publication you will submit the paper. Many people come up with three choices and discuss them with their mentors and colleagues. Having a list of journal priorities can help you quickly resubmit your paper if your paper is rejected.

Rule 2: Create a detailed outline and discuss it with your mentor and peers.

3. continue with drafts.

After you get enough feedback and decide on the journal you will submit to, the process of real writing begins. Copy your outline into a separate file and expand on each of the points, adding data and elaborating on the details. When you create the first draft, do not succumb to the temptation of editing. Do not slow down to choose a better word or better phrase; do not halt to improve your sentence structure. Pour your ideas into the paper and leave revision and editing for later. As Paul Silvia explains, “Revising while you generate text is like drinking decaffeinated coffee in the early morning: noble idea, wrong time” [ 2 ].

Many students complain that they are not productive writers because they experience writer’s block. Staring at an empty screen is frustrating, but your screen is not really empty: You have a template of your article, and all you need to do is fill in the blanks. Indeed, writer’s block is a logical fallacy for a scientist ― it is just an excuse to procrastinate. When scientists start writing a research paper, they already have their files with data, lab notes with materials and experimental designs, some visuals, and tables with results. All they need to do is scrutinize these pieces and put them together into a comprehensive paper.

3.1. Starting with Materials and Methods

If you still struggle with starting a paper, then write the Materials and Methods section first. Since you have all your notes, it should not be problematic for you to describe the experimental design and procedures. Your most important goal in this section is to be as explicit as possible by providing enough detail and references. In the end, the purpose of this section is to allow other researchers to evaluate and repeat your work. So do not run into the same problems as the writers of the sentences in (1):

1a. Bacteria were pelleted by centrifugation. 1b. To isolate T cells, lymph nodes were collected.

As you can see, crucial pieces of information are missing: the speed of centrifuging your bacteria, the time, and the temperature in (1a); the source of lymph nodes for collection in (b). The sentences can be improved when information is added, as in (2a) and (2b), respectfully:

2a. Bacteria were pelleted by centrifugation at 3000g for 15 min at 25°C. 2b. To isolate T cells, mediastinal and mesenteric lymph nodes from Balb/c mice were collected at day 7 after immunization with ovabumin.

If your method has previously been published and is well-known, then you should provide only the literature reference, as in (3a). If your method is unpublished, then you need to make sure you provide all essential details, as in (3b).

3a. Stem cells were isolated, according to Johnson [23]. 3b. Stem cells were isolated using biotinylated carbon nanotubes coated with anti-CD34 antibodies.

Furthermore, cohesion and fluency are crucial in this section. One of the malpractices resulting in disrupted fluency is switching from passive voice to active and vice versa within the same paragraph, as shown in (4). This switching misleads and distracts the reader.

4. Behavioral computer-based experiments of Study 1 were programmed by using E-Prime. We took ratings of enjoyment, mood, and arousal as the patients listened to preferred pleasant music and unpreferred music by using Visual Analogue Scales (SI Methods). The preferred and unpreferred status of the music was operationalized along a continuum of pleasantness [ 4 ].

The problem with (4) is that the reader has to switch from the point of view of the experiment (passive voice) to the point of view of the experimenter (active voice). This switch causes confusion about the performer of the actions in the first and the third sentences. To improve the coherence and fluency of the paragraph above, you should be consistent in choosing the point of view: first person “we” or passive voice [ 5 ]. Let’s consider two revised examples in (5).

5a. We programmed behavioral computer-based experiments of Study 1 by using E-Prime. We took ratings of enjoyment, mood, and arousal by using Visual Analogue Scales (SI Methods) as the patients listened to preferred pleasant music and unpreferred music. We operationalized the preferred and unpreferred status of the music along a continuum of pleasantness. 5b. Behavioral computer-based experiments of Study 1 were programmed by using E-Prime. Ratings of enjoyment, mood, and arousal were taken as the patients listened to preferred pleasant music and unpreferred music by using Visual Analogue Scales (SI Methods). The preferred and unpreferred status of the music was operationalized along a continuum of pleasantness.

If you choose the point of view of the experimenter, then you may end up with repetitive “we did this” sentences. For many readers, paragraphs with sentences all beginning with “we” may also sound disruptive. So if you choose active sentences, you need to keep the number of “we” subjects to a minimum and vary the beginnings of the sentences [ 6 ].

Interestingly, recent studies have reported that the Materials and Methods section is the only section in research papers in which passive voice predominantly overrides the use of the active voice [ 5 , 7 , 8 , 9 ]. For example, Martínez shows a significant drop in active voice use in the Methods sections based on the corpus of 1 million words of experimental full text research articles in the biological sciences [ 7 ]. According to the author, the active voice patterned with “we” is used only as a tool to reveal personal responsibility for the procedural decisions in designing and performing experimental work. This means that while all other sections of the research paper use active voice, passive voice is still the most predominant in Materials and Methods sections.

Writing Materials and Methods sections is a meticulous and time consuming task requiring extreme accuracy and clarity. This is why when you complete your draft, you should ask for as much feedback from your colleagues as possible. Numerous readers of this section will help you identify the missing links and improve the technical style of this section.

Rule 3: Be meticulous and accurate in describing the Materials and Methods. Do not change the point of view within one paragraph.

3.2. writing results section.

For many authors, writing the Results section is more intimidating than writing the Materials and Methods section . If people are interested in your paper, they are interested in your results. That is why it is vital to use all your writing skills to objectively present your key findings in an orderly and logical sequence using illustrative materials and text.

Your Results should be organized into different segments or subsections where each one presents the purpose of the experiment, your experimental approach, data including text and visuals (tables, figures, schematics, algorithms, and formulas), and data commentary. For most journals, your data commentary will include a meaningful summary of the data presented in the visuals and an explanation of the most significant findings. This data presentation should not repeat the data in the visuals, but rather highlight the most important points. In the “standard” research paper approach, your Results section should exclude data interpretation, leaving it for the Discussion section. However, interpretations gradually and secretly creep into research papers: “Reducing the data, generalizing from the data, and highlighting scientific cases are all highly interpretive processes. It should be clear by now that we do not let the data speak for themselves in research reports; in summarizing our results, we interpret them for the reader” [ 10 ]. As a result, many journals including the Journal of Experimental Medicine and the Journal of Clinical Investigation use joint Results/Discussion sections, where results are immediately followed by interpretations.

Another important aspect of this section is to create a comprehensive and supported argument or a well-researched case. This means that you should be selective in presenting data and choose only those experimental details that are essential for your reader to understand your findings. You might have conducted an experiment 20 times and collected numerous records, but this does not mean that you should present all those records in your paper. You need to distinguish your results from your data and be able to discard excessive experimental details that could distract and confuse the reader. However, creating a picture or an argument should not be confused with data manipulation or falsification, which is a willful distortion of data and results. If some of your findings contradict your ideas, you have to mention this and find a plausible explanation for the contradiction.

In addition, your text should not include irrelevant and peripheral information, including overview sentences, as in (6).

6. To show our results, we first introduce all components of experimental system and then describe the outcome of infections.

Indeed, wordiness convolutes your sentences and conceals your ideas from readers. One common source of wordiness is unnecessary intensifiers. Adverbial intensifiers such as “clearly,” “essential,” “quite,” “basically,” “rather,” “fairly,” “really,” and “virtually” not only add verbosity to your sentences, but also lower your results’ credibility. They appeal to the reader’s emotions but lower objectivity, as in the common examples in (7):

7a. Table 3 clearly shows that … 7b. It is obvious from figure 4 that …

Another source of wordiness is nominalizations, i.e., nouns derived from verbs and adjectives paired with weak verbs including “be,” “have,” “do,” “make,” “cause,” “provide,” and “get” and constructions such as “there is/are.”

8a. We tested the hypothesis that there is a disruption of membrane asymmetry. 8b. In this paper we provide an argument that stem cells repopulate injured organs.

In the sentences above, the abstract nominalizations “disruption” and “argument” do not contribute to the clarity of the sentences, but rather clutter them with useless vocabulary that distracts from the meaning. To improve your sentences, avoid unnecessary nominalizations and change passive verbs and constructions into active and direct sentences.

9a. We tested the hypothesis that the membrane asymmetry is disrupted. 9b. In this paper we argue that stem cells repopulate injured organs.

Your Results section is the heart of your paper, representing a year or more of your daily research. So lead your reader through your story by writing direct, concise, and clear sentences.

Rule 4: Be clear, concise, and objective in describing your Results.

3.3. now it is time for your introduction.

Now that you are almost half through drafting your research paper, it is time to update your outline. While describing your Methods and Results, many of you diverged from the original outline and re-focused your ideas. So before you move on to create your Introduction, re-read your Methods and Results sections and change your outline to match your research focus. The updated outline will help you review the general picture of your paper, the topic, the main idea, and the purpose, which are all important for writing your introduction.

The best way to structure your introduction is to follow the three-move approach shown in Table 3 .

Adapted from Swales and Feak [ 11 ].

The moves and information from your outline can help to create your Introduction efficiently and without missing steps. These moves are traffic signs that lead the reader through the road of your ideas. Each move plays an important role in your paper and should be presented with deep thought and care. When you establish the territory, you place your research in context and highlight the importance of your research topic. By finding the niche, you outline the scope of your research problem and enter the scientific dialogue. The final move, “occupying the niche,” is where you explain your research in a nutshell and highlight your paper’s significance. The three moves allow your readers to evaluate their interest in your paper and play a significant role in the paper review process, determining your paper reviewers.

Some academic writers assume that the reader “should follow the paper” to find the answers about your methodology and your findings. As a result, many novice writers do not present their experimental approach and the major findings, wrongly believing that the reader will locate the necessary information later while reading the subsequent sections [ 5 ]. However, this “suspense” approach is not appropriate for scientific writing. To interest the reader, scientific authors should be direct and straightforward and present informative one-sentence summaries of the results and the approach.

Another problem is that writers understate the significance of the Introduction. Many new researchers mistakenly think that all their readers understand the importance of the research question and omit this part. However, this assumption is faulty because the purpose of the section is not to evaluate the importance of the research question in general. The goal is to present the importance of your research contribution and your findings. Therefore, you should be explicit and clear in describing the benefit of the paper.

The Introduction should not be long. Indeed, for most journals, this is a very brief section of about 250 to 600 words, but it might be the most difficult section due to its importance.

Rule 5: Interest your reader in the Introduction section by signalling all its elements and stating the novelty of the work.

3.4. discussion of the results.

For many scientists, writing a Discussion section is as scary as starting a paper. Most of the fear comes from the variation in the section. Since every paper has its unique results and findings, the Discussion section differs in its length, shape, and structure. However, some general principles of writing this section still exist. Knowing these rules, or “moves,” can change your attitude about this section and help you create a comprehensive interpretation of your results.

The purpose of the Discussion section is to place your findings in the research context and “to explain the meaning of the findings and why they are important, without appearing arrogant, condescending, or patronizing” [ 11 ]. The structure of the first two moves is almost a mirror reflection of the one in the Introduction. In the Introduction, you zoom in from general to specific and from the background to your research question; in the Discussion section, you zoom out from the summary of your findings to the research context, as shown in Table 4 .

Adapted from Swales and Feak and Hess [ 11 , 12 ].

The biggest challenge for many writers is the opening paragraph of the Discussion section. Following the moves in Table 1 , the best choice is to start with the study’s major findings that provide the answer to the research question in your Introduction. The most common starting phrases are “Our findings demonstrate . . .,” or “In this study, we have shown that . . .,” or “Our results suggest . . .” In some cases, however, reminding the reader about the research question or even providing a brief context and then stating the answer would make more sense. This is important in those cases where the researcher presents a number of findings or where more than one research question was presented. Your summary of the study’s major findings should be followed by your presentation of the importance of these findings. One of the most frequent mistakes of the novice writer is to assume the importance of his findings. Even if the importance is clear to you, it may not be obvious to your reader. Digesting the findings and their importance to your reader is as crucial as stating your research question.

Another useful strategy is to be proactive in the first move by predicting and commenting on the alternative explanations of the results. Addressing potential doubts will save you from painful comments about the wrong interpretation of your results and will present you as a thoughtful and considerate researcher. Moreover, the evaluation of the alternative explanations might help you create a logical step to the next move of the discussion section: the research context.

The goal of the research context move is to show how your findings fit into the general picture of the current research and how you contribute to the existing knowledge on the topic. This is also the place to discuss any discrepancies and unexpected findings that may otherwise distort the general picture of your paper. Moreover, outlining the scope of your research by showing the limitations, weaknesses, and assumptions is essential and adds modesty to your image as a scientist. However, make sure that you do not end your paper with the problems that override your findings. Try to suggest feasible explanations and solutions.

If your submission does not require a separate Conclusion section, then adding another paragraph about the “take-home message” is a must. This should be a general statement reiterating your answer to the research question and adding its scientific implications, practical application, or advice.

Just as in all other sections of your paper, the clear and precise language and concise comprehensive sentences are vital. However, in addition to that, your writing should convey confidence and authority. The easiest way to illustrate your tone is to use the active voice and the first person pronouns. Accompanied by clarity and succinctness, these tools are the best to convince your readers of your point and your ideas.

Rule 6: Present the principles, relationships, and generalizations in a concise and convincing tone.

4. choosing the best working revision strategies.

Now that you have created the first draft, your attitude toward your writing should have improved. Moreover, you should feel more confident that you are able to accomplish your project and submit your paper within a reasonable timeframe. You also have worked out your writing schedule and followed it precisely. Do not stop ― you are only at the midpoint from your destination. Just as the best and most precious diamond is no more than an unattractive stone recognized only by trained professionals, your ideas and your results may go unnoticed if they are not polished and brushed. Despite your attempts to present your ideas in a logical and comprehensive way, first drafts are frequently a mess. Use the advice of Paul Silvia: “Your first drafts should sound like they were hastily translated from Icelandic by a non-native speaker” [ 2 ]. The degree of your success will depend on how you are able to revise and edit your paper.

The revision can be done at the macrostructure and the microstructure levels [ 13 ]. The macrostructure revision includes the revision of the organization, content, and flow. The microstructure level includes individual words, sentence structure, grammar, punctuation, and spelling.

The best way to approach the macrostructure revision is through the outline of the ideas in your paper. The last time you updated your outline was before writing the Introduction and the Discussion. Now that you have the beginning and the conclusion, you can take a bird’s-eye view of the whole paper. The outline will allow you to see if the ideas of your paper are coherently structured, if your results are logically built, and if the discussion is linked to the research question in the Introduction. You will be able to see if something is missing in any of the sections or if you need to rearrange your information to make your point.

The next step is to revise each of the sections starting from the beginning. Ideally, you should limit yourself to working on small sections of about five pages at a time [ 14 ]. After these short sections, your eyes get used to your writing and your efficiency in spotting problems decreases. When reading for content and organization, you should control your urge to edit your paper for sentence structure and grammar and focus only on the flow of your ideas and logic of your presentation. Experienced researchers tend to make almost three times the number of changes to meaning than novice writers [ 15 , 16 ]. Revising is a difficult but useful skill, which academic writers obtain with years of practice.

In contrast to the macrostructure revision, which is a linear process and is done usually through a detailed outline and by sections, microstructure revision is a non-linear process. While the goal of the macrostructure revision is to analyze your ideas and their logic, the goal of the microstructure editing is to scrutinize the form of your ideas: your paragraphs, sentences, and words. You do not need and are not recommended to follow the order of the paper to perform this type of revision. You can start from the end or from different sections. You can even revise by reading sentences backward, sentence by sentence and word by word.

One of the microstructure revision strategies frequently used during writing center consultations is to read the paper aloud [ 17 ]. You may read aloud to yourself, to a tape recorder, or to a colleague or friend. When reading and listening to your paper, you are more likely to notice the places where the fluency is disrupted and where you stumble because of a very long and unclear sentence or a wrong connector.

Another revision strategy is to learn your common errors and to do a targeted search for them [ 13 ]. All writers have a set of problems that are specific to them, i.e., their writing idiosyncrasies. Remembering these problems is as important for an academic writer as remembering your friends’ birthdays. Create a list of these idiosyncrasies and run a search for these problems using your word processor. If your problem is demonstrative pronouns without summary words, then search for “this/these/those” in your text and check if you used the word appropriately. If you have a problem with intensifiers, then search for “really” or “very” and delete them from the text. The same targeted search can be done to eliminate wordiness. Searching for “there is/are” or “and” can help you avoid the bulky sentences.

The final strategy is working with a hard copy and a pencil. Print a double space copy with font size 14 and re-read your paper in several steps. Try reading your paper line by line with the rest of the text covered with a piece of paper. When you are forced to see only a small portion of your writing, you are less likely to get distracted and are more likely to notice problems. You will end up spotting more unnecessary words, wrongly worded phrases, or unparallel constructions.

After you apply all these strategies, you are ready to share your writing with your friends, colleagues, and a writing advisor in the writing center. Get as much feedback as you can, especially from non-specialists in your field. Patiently listen to what others say to you ― you are not expected to defend your writing or explain what you wanted to say. You may decide what you want to change and how after you receive the feedback and sort it in your head. Even though some researchers make the revision an endless process and can hardly stop after a 14th draft; having from five to seven drafts of your paper is a norm in the sciences. If you can’t stop revising, then set a deadline for yourself and stick to it. Deadlines always help.

Rule 7: Revise your paper at the macrostructure and the microstructure level using different strategies and techniques. Receive feedback and revise again.

5. it is time to submit.

It is late at night again. You are still in your lab finishing revisions and getting ready to submit your paper. You feel happy ― you have finally finished a year’s worth of work. You will submit your paper tomorrow, and regardless of the outcome, you know that you can do it. If one journal does not take your paper, you will take advantage of the feedback and resubmit again. You will have a publication, and this is the most important achievement.

What is even more important is that you have your scheduled writing time that you are going to keep for your future publications, for reading and taking notes, for writing grants, and for reviewing papers. You are not going to lose stamina this time, and you will become a productive scientist. But for now, let’s celebrate the end of the paper.

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Facility for Rare Isotope Beams

At michigan state university, new frib precision measurement program advances understanding of proton halos, theoretical physicists and experimentalists work together to measure the mass of a rare isotope expected to form a rare proton halo, publishing the first results from frib’s precision measurement program. .

In May 2022, the Facility for Rare Isotope Beams (FRIB) at Michigan State University (MSU), launched its precision measurement program. Staff from FRIB’s  Low Energy Beam and Ion Trap (LEBIT) facility take high-energy, rare-isotope beams generated at FRIB and cool them to a lower energy state. Afterward, the researchers measure specific particles’ masses at high precision. 

The LEBIT team, led by  Ryan Ringle , adjunct professor of physics at FRIB and in the MSU Department of Physics and Astronomy and senior scientist at FRIB, and  Georg Bollen , University Distinguished Professor of Physics and FRIB Experimental Systems Division director, recently published a research paper that used the facility to take a step in verifying the mass of aluminum-22. Researchers think this exotic isotope demonstrates a rare but interesting property—specifically, that the nucleus is surrounded by a “halo” of protons that loosely orbit the nucleus. This halo structure reveals distinctive physical properties during its fleeting existence.

“This program requires a lot of extra beam preparation to perform experiments, and this is the first measurement in FRIB’s science program,” Ringle said. “This measurement could not have been done in a reasonable time at FRIB’s predecessor, the National Superconducting Cyclotron Laboratory, and it highlights our facility’s potential moving forward. Considering this was done with one-eightieth of FRIB’s power specification, this was like a warm-up before exercising.” 

The team published its results in  Physical Review Letters (“ Precision Mass Measurement of the Proton Dripline Halo Candidate 22 Al”).

Capturing elusive proton halos

While most atoms have electrons tightly orbiting the nucleus, protons and neutrons are part of the nucleus itself. However, when atoms encounter many of the same charged particles under certain conditions, they can create halos that orbit the nucleus beyond the pull of the strong nuclear force—the force that would normally keep these particles within the nucleus. While all halo structures are rare fleeting phenomena, neutrons are usually observed as halo particles. A nucleus’s positive charge usually repels protons’ positive charges, meaning that halos made of protons are even rarer. Measurements on nearby isotopes suggested that aluminum-22 might be an isotope that could form a proton halo, but researchers needed to verify this directly in other experiments. 

To achieve this, the team creates a high-energy isotope beam of aluminum-22 using a process called “projectile fragmentation” at FRIB. The researchers create a beam from a heavy, stable atomic nucleus of a given element—in this case, an isotope of argon—then accelerate the beam to half the speed of light. The beam then hits a target with these ultra-fast-moving particle projectiles. This violent collision creates rare, short-lived isotopes that the researchers can shepherd into an instrument to filter out the particle of interest. They then lower the temperature to slow them down into a uniform beam and measure particle mass accurately. 

While the team was able to accurately measure the mass of aluminum-22, it is only part of verifying the isotope’s proton halo structure. The LEBIT researchers’ colleagues in the  Beam Cooler and Laser Spectroscopy (BECOLA) facility at FRIB now plan to take the next step in verifying the proton halo by measuring the charge radius—the distribution of protons around the nucleus—as well as how much the nucleus may be deformed from its traditional, spherical shape. Taken together, these measurements can unequivocally confirm the existence of a proton halo structure around aluminum-22. 

Ringle pointed out that the collaboration between theoretical physicists and experimentalists at FRIB plays an essential role for research like determining the existence of a proton halo around a rare isotope such as aluminum-22. 

FRIB provides research opportunities to graduate students 

Ringle credited students on the team for playing a key role in advancing this research. One of LEBIT’s graduate students, Scott Campbell, took this project on as part of his dissertation. 

“He really took charge of running this experiment from start to finish,” Ringle said. “The students who work with us really benefit from the wealth of expertise we have at this facility. Nowhere else is a facility like this located in the middle of a university campus. It allows students to come in for an hour or two between their classes or before they go home for the day. They can work at the lab part-time and easily pair that with taking classes. But our facility gets benefit as well; we have increased access to talented, motivated students.” 

Campbell studied physics and computer science at Gonzaga University as an undergraduate. He was excited by the prospect of coming to MSU for graduate school in large part to FRIB being on campus and being a major resource for physics students. “I was very excited by the prospect of doing for nuclear physics research at MSU, especially with FRIB ramping up during my studies,” he said. “We have access to these great facilities and a great community, and we get to participate in groundbreaking advances in nuclear science.” 

Campbell also noted that FRIB not only offers world-class facilities, but also networking opportunities and mentors like Ringle. “We are surrounded by colleagues who are interested in your research and want to help you push science forward,” he said.

Eric Gedenk is a freelance science writer.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.

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• Published: 13 May 2024

Long-term weight loss effects of semaglutide in obesity without diabetes in the SELECT trial

• Donna H. Ryan 1 ,
• Ildiko Lingvay   ORCID: orcid.org/0000-0001-7006-7401 2 ,
• John Deanfield 3 ,
• Steven E. Kahn 4 ,
• Eric Barros   ORCID: orcid.org/0000-0001-6613-4181 5 ,
• Bartolome Burguera 6 ,
• Helen M. Colhoun   ORCID: orcid.org/0000-0002-8345-3288 7 ,
• Cintia Cercato   ORCID: orcid.org/0000-0002-6181-4951 8 ,
• Dror Dicker 9 ,
• Deborah B. Horn 10 ,
• G. Kees Hovingh 5 ,
• Ole Kleist Jeppesen 5 ,
• Alexander Kokkinos 11 ,
• A. Michael Lincoff   ORCID: orcid.org/0000-0001-8175-2121 12 ,
• Sebastian M. Meyhöfer 13 ,
• Tugce Kalayci Oral 5 ,
• Jorge Plutzky   ORCID: orcid.org/0000-0002-7194-9876 14 ,
• André P. van Beek   ORCID: orcid.org/0000-0002-0335-8177 15 ,
• John P. H. Wilding   ORCID: orcid.org/0000-0003-2839-8404 16 &
• Robert F. Kushner 17  

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This article has been updated

In the SELECT cardiovascular outcomes trial, semaglutide showed a 20% reduction in major adverse cardiovascular events in 17,604 adults with preexisting cardiovascular disease, overweight or obesity, without diabetes. Here in this prespecified analysis, we examined effects of semaglutide on weight and anthropometric outcomes, safety and tolerability by baseline body mass index (BMI). In patients treated with semaglutide, weight loss continued over 65 weeks and was sustained for up to 4 years. At 208 weeks, semaglutide was associated with mean reduction in weight (−10.2%), waist circumference (−7.7 cm) and waist-to-height ratio (−6.9%) versus placebo (−1.5%, −1.3 cm and −1.0%, respectively; P  < 0.0001 for all comparisons versus placebo). Clinically meaningful weight loss occurred in both sexes and all races, body sizes and regions. Semaglutide was associated with fewer serious adverse events. For each BMI category (<30, 30 to <35, 35 to <40 and ≥40 kg m − 2 ) there were lower rates (events per 100 years of observation) of serious adverse events with semaglutide (43.23, 43.54, 51.07 and 47.06 for semaglutide and 50.48, 49.66, 52.73 and 60.85 for placebo). Semaglutide was associated with increased rates of trial product discontinuation. Discontinuations increased as BMI class decreased. In SELECT, at 208 weeks, semaglutide produced clinically significant weight loss and improvements in anthropometric measurements versus placebo. Weight loss was sustained over 4 years. ClinicalTrials.gov identifier: NCT03574597 .

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What is the pipeline for future medications for obesity?

The worldwide obesity prevalence, defined by body mass index (BMI) ≥30 kg m − 2 , has nearly tripled since 1975 (ref. 1 ). BMI is a good surveillance measure for population changes over time, given its strong correlation with body fat amount on a population level, but it may not accurately indicate the amount or location of body fat at the individual level 2 . In fact, the World Health Organization defines clinical obesity as ‘abnormal or excessive fat accumulation that may impair health’ 1 . Excess abnormal body fat, especially visceral adiposity and ectopic fat, is a driver of cardiovascular (CV) disease (CVD) 3 , 4 , 5 , and contributes to the global chronic disease burden of diabetes, chronic kidney disease, cancer and other chronic conditions 6 , 7 .

Remediating the adverse health effects of excess abnormal body fat through weight loss is a priority in addressing the global chronic disease burden. Improvements in CV risk factors, glycemia and quality-of-life measures including personal well-being and physical functioning generally begin with modest weight loss of 5%, whereas greater weight loss is associated with more improvement in these measures 8 , 9 , 10 . Producing and sustaining durable and clinically significant weight loss with lifestyle intervention alone has been challenging 11 . However, weight-management medications that modify appetite can make attaining and sustaining clinically meaningful weight loss of ≥10% more likely 12 . Recently, weight-management medications, particularly those comprising glucagon-like peptide-1 receptor agonists, that help people achieve greater and more sustainable weight loss have been developed 13 . Once-weekly subcutaneous semaglutide 2.4 mg, a glucagon-like peptide-1 receptor agonist, is approved for chronic weight management 14 , 15 , 16 and at doses of up to 2.0 mg is approved for type 2 diabetes treatment 17 , 18 , 19 . In patients with type 2 diabetes and high CV risk, semaglutide at doses of 0.5 mg and 1.0 mg has been shown to significantly lower the risk of CV events 20 . The SELECT trial (Semaglutide Effects on Heart Disease and Stroke in Patients with Overweight or Obesity) studied patients with established CVD and overweight or obesity but without diabetes. In SELECT, semaglutide was associated with a 20% reduction in major adverse CV events (hazard ratio 0.80, 95% confidence interval (CI) 0.72 to 0.90; P  < 0.001) 21 . Data derived from the SELECT trial offer the opportunity to evaluate the weight loss efficacy, in a geographically and racially diverse population, of semaglutide compared with placebo over 208 weeks when both are given in addition to standard-of-care recommendations for secondary CVD prevention (but without a focus on targeting weight loss). Furthermore, the data allow examination of changes in anthropometric measures such as BMI, waist circumference (WC) and waist-to-height ratio (WHtR) as surrogates for body fat amount and location 22 , 23 . The diverse population can also be evaluated for changes in sex- and race-specific ‘cutoff points’ for BMI and WC, which have been identified as anthropometric measures that predict cardiometabolic risk 8 , 22 , 23 .

This prespecified analysis of the SELECT trial investigated weight loss and changes in anthropometric indices in patients with established CVD and overweight or obesity without diabetes, who met inclusion and exclusion criteria, within a range of baseline categories for glycemia, renal function and body anthropometric measures.

Study population

The SELECT study enrolled 17,604 patients (72.3% male) from 41 countries between October 2018 and March 2021, with a mean (s.d.) age of 61.6 (8.9) years and BMI of 33.3 (5.0) kg m − 2 (ref. 21 ). The baseline characteristics of the population have been reported 24 . Supplementary Table 1 outlines SELECT patients according to baseline BMI categories. Of note, in the lower BMI categories (<30 kg m − 2 (overweight) and 30 to <35 kg m − 2 (class I obesity)), the proportion of Asian individuals was higher (14.5% and 7.4%, respectively) compared with the proportion of Asian individuals in the higher BMI categories (BMI 35 to <40 kg m − 2 (class II obesity; 3.8%) and ≥40 kg m − 2 (class III obesity; 2.2%), respectively). As the BMI categories increased, the proportion of women was higher: in the class III BMI category, 45.5% were female, compared with 20.8%, 25.7% and 33.0% in the overweight, class I and class II categories, respectively. Lower BMI categories were associated with a higher proportion of patients with normoglycemia and glycated hemoglobin <5.7%. Although the proportions of patients with high cholesterol and history of smoking were similar across BMI categories, the proportion of patients with high-sensitivity C-reactive protein ≥2.0 mg dl −1 increased as the BMI category increased. A high-sensitivity C-reactive protein >2.0 mg dl −1 was present in 36.4% of patients in the overweight BMI category, with a progressive increase to 43.3%, 57.3% and 72.0% for patients in the class I, II and III obesity categories, respectively.

Weight and anthropometric outcomes

Percentage weight loss.

The average percentage weight-loss trajectories with semaglutide and placebo over 4 years of observation are shown in Fig. 1a (ref. 21 ). For those in the semaglutide group, the weight-loss trajectory continued to week 65 and then was sustained for the study period through week 208 (−10.2% for the semaglutide group, −1.5% for the placebo group; treatment difference −8.7%; 95% CI −9.42 to −7.88; P  < 0.0001). To estimate the treatment effect while on medication, we performed a first on-treatment analysis (observation period until the first time being off treatment for >35 days). At week 208, mean weight loss in the semaglutide group analyzed as first on-treatment was −11.7% compared with −1.5% for the placebo group (Fig. 1b ; treatment difference −10.2%; 95% CI −11.0 to −9.42; P  < 0.0001).

a , b , Observed data from the in-trial period ( a ) and first on-treatment ( b ). The symbols are the observed means, and error bars are ±s.e.m. Numbers shown below each panel represent the number of patients contributing to the means. Analysis of covariance with treatment and baseline values was used to estimate the treatment difference. Exact P values are 1.323762 × 10 −94 and 9.80035 × 10 −100 for a and b , respectively. P values are two-sided and are not adjusted for multiplicity. ETD, estimated treatment difference; sema, semaglutide.

Categorical weight loss and individual body weight change

Among in-trial (intention-to-treat principle) patients at week 104, weight loss of ≥5%, ≥10%, ≥15%, ≥20% and ≥25% was achieved by 67.8%, 44.2%, 22.9%, 11.0% and 4.9%, respectively, of those treated with semaglutide compared with 21.3%, 6.9%, 1.7%, 0.6% and 0.1% of those receiving placebo (Fig. 2a ). Individual weight changes at 104 weeks for the in-trial populations for semaglutide and placebo are depicted in Fig. 2b and Fig. 2c , respectively. These waterfall plots show the variation in weight-loss response that occurs with semaglutide and placebo and show that weight loss is more prominent with semaglutide than placebo.

a , Categorical weight loss from baseline at week 104 for semaglutide and placebo. Data from the in-trial period. Bars depict the proportion (%) of patients receiving semaglutide or placebo who achieved ≥5%, ≥10%, ≥15%, ≥20% and ≥25% weight loss. b , c , Percentage change in body weight for individual patients from baseline to week 104 for semaglutide ( b ) and placebo ( c ). Each patient’s percentage change in body weight is plotted as a single bar.

Change in WC

WC change from baseline to 104 weeks has been reported previously in the primary outcome paper 21 . The trajectory of WC change mirrored that of the change in body weight. At week 208, average reduction in WC was −7.7 cm with semaglutide versus −1.3 cm with placebo, with a treatment difference of −6.4 cm (95% CI −7.18 to −5.61; P  < 0.0001) 21 .

WC cutoff points

We analyzed achievement of sex- and race-specific cutoff points for WC by BMI <35 kg m − 2 or ≥35 kg m − 2 , because for BMI >35 kg m − 2 , WC is more difficult technically and, thus, less accurate as a risk predictor 4 , 25 , 26 . Within the SELECT population with BMI <35 kg m − 2 at baseline, 15.0% and 14.3% of the semaglutide and placebo groups, respectively, were below the sex- and race-specific WC cutoff points. At week 104, 41.2% fell below the sex- and race-specific cutoff points for the semaglutide group, compared with only 18.0% for the placebo group (Fig. 3 ).

WC cutoff points; Asian women <80 cm, non-Asian women <88 cm, Asian men <88 cm, non-Asian men <102 cm.

Waist-to-height ratio

At baseline, mean WHtR was 0.66 for the study population. The lowest tertile of the SELECT population at baseline had a mean WHtR <0.62, which is higher than the cutoff point of 0.5 used to indicate increased cardiometabolic risk 27 , suggesting that the trial population had high WCs. At week 208, in the group randomized to semaglutide, there was a relative reduction of 6.9% in WHtR compared with 1.0% in placebo (treatment difference −5.87% points; 95% CI −6.56 to −5.17; P  < 0.0001).

BMI category change

At week 104, 52.4% of patients treated with semaglutide achieved improvement in BMI category compared with 15.7% of those receiving placebo. Proportions of patients in the BMI categories at baseline and week 104 are shown in Fig. 4 , which depicts in-trial patients receiving semaglutide and placebo. The BMI category change reflects the superior weight loss with semaglutide, which resulted in fewer patients being in the higher BMI categories after 104 weeks. In the semaglutide group, 12.0% of patients achieved a BMI <25 kg m − 2 , which is considered the healthy BMI category, compared with 1.2% for placebo; per study inclusion criteria, no patients were in this category at baseline. The proportion of patients with obesity (BMI ≥30 kg m − 2 ) fell from 71.0% to 43.3% in the semaglutide group versus 71.9% to 67.9% in the placebo group.

In the semaglutide group, 12.0% of patients achieved normal weight status at week 104 (from 0% at baseline), compared with 1.2% (from 0% at baseline) for placebo. BMI classes: healthy (BMI <25 kg m − 2 ), overweight (25 to <30 kg m − 2 ), class I obesity (30 to <35 kg m − 2 ), class II obesity (35 to <40 kg m − 2 ) and class III obesity (BMI ≥40 kg m − 2 ).

Weight and anthropometric outcomes by subgroups

The forest plot illustrated in Fig. 5 displays mean body weight percentage change from baseline to week 104 for semaglutide relative to placebo in prespecified subgroups. Similar relationships are depicted for WC changes in prespecified subgroups shown in Extended Data Fig. 1 . The effect of semaglutide (versus placebo) on mean percentage body weight loss as well as reduction in WC was found to be heterogeneous across several population subgroups. Women had a greater difference in mean weight loss with semaglutide versus placebo (−11.1% (95% CI −11.56 to −10.66) versus −7.5% in men (95% CI −7.78 to −7.23); P  < 0.0001). There was a linear relationship between age category and degree of mean weight loss, with younger age being associated with progressively greater mean weight loss, but the actual mean difference by age group is small. Similarly, BMI category had small, although statistically significant, associations. Those with WHtR less than the median experienced slightly lower mean body weight change than those above the median, with estimated treatment differences −8.04% (95% CI −8.37 to −7.70) and −8.99% (95% CI −9.33 to −8.65), respectively ( P  < 0.0001). Patients from Asia and of Asian race experienced slightly lower mean weight loss (estimated treatment difference with semaglutide for Asian race −7.27% (95% CI −8.09 to −6.46; P  = 0.0147) and for Asia −7.30 (95% CI −7.97 to −6.62; P  = 0.0016)). There was no difference in weight loss with semaglutide associated with ethnicity (estimated treatment difference for Hispanic −8.53% (95% CI −9.28 to −7.76) or non-Hispanic −8.52% (95% CI −8.77 to 8.26); P  = 0.9769), glycemic status (estimated treatment difference for prediabetes −8.53% (95% CI −8.83 to −8.24) or normoglycemia −8.48% (95% CI −8.88 to −8.07; P  = 0.8188) or renal function (estimated treatment difference for estimated glomerular filtration rate (eGFR) <60 or ≥60 ml min −1  1.73 m − 2 being −8.50% (95% CI −9.23 to −7.76) and −8.52% (95% CI −8.77 to −8.26), respectively ( P  = 0.9519)).

Data from the in-trial period. N  = 17,604. P values represent test of no interaction effect. P values are two-sided and are not adjusted for multiplicity. The dots show estimated treatment differences, and the error bars show 95% CIs. Details of the statistical models are available in Methods . ETD, estimated treatment difference; HbA1c, glycated hemoglobin; MI, myocardial infarction; PAD, peripheral artery disease; sema, semaglutide.

Safety and tolerability according to baseline BMI category

We reported in the primary outcome of the SELECT trial that adverse events (AEs) leading to permanent discontinuation of the trial product occurred in 1,461 patients (16.6%) in the semaglutide group and 718 patients (8.2%) in the placebo group ( P  < 0.001) 21 . For this analysis, we evaluated the cumulative incidence of AEs leading to trial product discontinuation by treatment assignment and by BMI category (Fig. 6 ). For this analysis, with death modeled as a competing risk, we tracked the proportion of in-trial patients for whom drug was withdrawn or interrupted for the first time (Fig. 6 , left) or cumulative discontinuations (Fig. 6 , right). Both panels of Fig. 6 depict a graded increase in the proportion discontinuing semaglutide, but not placebo. For lower BMI classes, discontinuation rates are higher in the semaglutide group but not the placebo group.

Data are in-trial from the full analysis set. sema, semaglutide.

We reported in the primary SELECT analysis that serious adverse events (SAEs) were reported by 2,941 patients (33.4%) in the semaglutide arm and by 3,204 patients (36.4%) in the placebo arm ( P  < 0.001) 21 . For this study, we analyzed SAE rates by person-years of treatment exposure for BMI classes (<30 kg m − 2 , 30 to <35 kg m − 2 , 35 to <40 kg m − 2 , and ≥40 kg m − 2 ) and provide these data in Supplementary Table 2 . We also provide an analysis of the most common categories of SAEs. Semaglutide was associated with lower SAEs, primarily driven by CV event and infections. Within each obesity class (<30 kg m − 2 , 30 to <35 kg m − 2 , 35 to <40 kg m − 2 , and ≥40 kg m − 2 ), there were fewer SAEs in the group receiving semaglutide compared with placebo. Rates (events per 100 years of observation) of SAEs were 43.23, 43.54, 51.07 and 47.06 for semaglutide and 50.48, 49.66, 52.73 and 60.85 for placebo, with no evidence of heterogeneity. There was no detectable difference in hepatobiliary or gastrointestinal SAEs comparing semaglutide with placebo in any of the four BMI classes we evaluated.

The analyses of weight effects of the SELECT study presented here reveal that patients assigned to once-weekly subcutaneous semaglutide 2.4 mg lost significantly more weight than those receiving placebo. The weight-loss trajectory with semaglutide occurred over 65 weeks and was sustained up to 4 years. Likewise, there were similar improvements in the semaglutide group for anthropometrics (WC and WHtR). The weight loss was associated with a greater proportion of patients receiving semaglutide achieving improvement in BMI category, healthy BMI (<25 kg m − 2 ) and falling below the WC cutoff point above which increased cardiometabolic risk for the sex and race is greater 22 , 23 . Furthermore, both sexes, all races, all body sizes and those from all geographic regions were able to achieve clinically meaningful weight loss. There was no evidence of increased SAEs based on BMI categories, although lower BMI category was associated with increased rates of trial product discontinuation, probably reflecting exposure to a higher level of drug in lower BMI categories. These data, representing the longest clinical trial of the effects of semaglutide versus placebo on weight, establish the safety and durability of semaglutide effects on weight loss and maintenance in a geographically and racially diverse population of adult men and women with overweight and obesity but not diabetes. The implications of weight loss of this degree in such a diverse population suggests that it may be possible to impact the public health burden of the multiple morbidities associated with obesity. Although our trial focused on CV events, many chronic diseases would benefit from effective weight management 28 .

There were variations in the weight-loss response. Individual changes in body weight with semaglutide and placebo were striking; still, 67.8% achieved 5% or more weight loss and 44.2% achieved 10% weight loss with semaglutide at 2 years, compared with 21.3% and 6.9%, respectively, for those receiving placebo. Our first on-treatment analysis demonstrated that those on-drug lost more weight than those in-trial, confirming the effect of drug exposure. With semaglutide, lower BMI was associated with less percentage weight loss, and women lost more weight on average than men (−11.1% versus −7.5% treatment difference from placebo); however, in all cases, clinically meaningful mean weight loss was achieved. Although Asian patients lost less weight on average than patients of other races (−7.3% more than placebo), Asian patients were more likely to be in the lowest BMI category (<30 kg m − 2 ), which is known to be associated with less weight loss, as discussed below. Clinically meaningful weight loss was evident in the semaglutide group within a broad range of baseline categories for glycemia and body anthropometrics. Interestingly, at 2 years, a significant proportion of the semaglutide-treated group fell below the sex- and race-specific WC cutoff points, especially in those with BMI <35 kg m − 2 , and a notable proportion (12.0%) fell below the BMI cutoff point of 25 kg m − 2 , which is deemed a healthy BMI in those without unintentional weight loss. As more robust weight loss is possible with newer medications, achieving and maintaining these cutoff point targets may become important benchmarks for tracking responses.

The overall safety profile did not reveal any new signals from prior studies, and there were no BMI category-related associations with AE reporting. The analysis did reveal that tolerability may differ among specific BMI classes, since more discontinuations occurred with semaglutide among lower BMI classes. Potential contributors may include a possibility of higher drug exposure in lower BMI classes, although other explanations, including differences in motivation and cultural mores regarding body size, cannot be excluded.

Is the weight loss in SELECT less than expected based on prior studies with the drug? In STEP 1, a large phase 3 study of once-weekly subcutaneous semaglutide 2.4 mg in individuals without diabetes but with BMI >30 kg m − 2 or 27 kg m − 2 with at least one obesity-related comorbidity, the mean weight loss was −14.9% at week 68, compared with −2.4% with placebo 14 . Several reasons may explain the observation that the mean treatment difference was −12.5% in STEP 1 and −8.7% in SELECT. First, SELECT was designed as a CV outcomes trial and not a weight-loss trial, and weight loss was only a supportive secondary endpoint in the trial design. Patients in STEP 1 were desirous of weight loss as a reason for study participation and received structured lifestyle intervention (which included a −500 kcal per day diet with 150 min per week of physical activity). In the SELECT trial, patients did not enroll for the specific purpose of weight loss and received standard of care covering management of CV risk factors, including medical treatment and healthy lifestyle counseling, but without a specific focus on weight loss. Second, the respective study populations were quite different, with STEP 1 including a younger, healthier population with more women (73.1% of the semaglutide arm in STEP 1 versus 27.7% in SELECT) and higher mean BMI (37.8 kg m − 2 versus 33.3 kg m − 2 , respectively) 14 , 21 . Third, major differences existed between the respective trial protocols. Patients in the semaglutide treatment arm of STEP 1 were more likely to be exposed to the medication at the full dose of 2.4 mg than those in SELECT. In SELECT, investigators were allowed to slow, decrease or pause treatment. By 104 weeks, approximately 77% of SELECT patients on dose were receiving the target semaglutide 2.4 mg weekly dose, which is lower than the corresponding proportion of patients in STEP 1 (89.6% were receiving the target dose at week 68) 14 , 21 . Indeed, in our first on-treatment analysis at week 208, weight loss was greater (−11.7% for semaglutide) compared with the in-trial analysis (−10.2% for semaglutide). Taken together, all these issues make less weight loss an expected finding in SELECT, compared with STEP 1.

The SELECT study has some limitations. First, SELECT was not a primary prevention trial, and the data should not be extrapolated to all individuals with overweight and obesity to prevent major adverse CV events. Although the data set is rich in numbers and diversity, it does not have the numbers of individuals in racial subgroups that may have revealed potential differential effects. SELECT also did not include individuals who have excess abnormal body fat but a BMI <27 kg m − 2 . Not all individuals with increased CV risk have BMI ≥27 kg m − 2 . Thus, the study did not include Asian patients who qualify for treatment with obesity medications at lower BMI and WC cutoff points according to guidelines in their countries 29 . We observed that Asian patients were less likely to be in the higher BMI categories of SELECT and that the population of those with BMI <30 kg m − 2 had a higher percentage of Asian race. Asian individuals would probably benefit from weight loss and medication approaches undertaken at lower BMI levels in the secondary prevention of CVD. Future studies should evaluate CV risk reduction in Asian individuals with high CV risk and BMI <27 kg m − 2 . Another limitation is the lack of information on body composition, beyond the anthropometric measures we used. It would be meaningful to have quantitation of fat mass, lean mass and muscle mass, especially given the wide range of body size in the SELECT population.

An interesting observation from this SELECT weight loss data is that when BMI is ≤30 kg m − 2 , weight loss on a percentage basis is less than that observed across higher classes of BMI severity. Furthermore, as BMI exceeds 30 kg m − 2 , weight loss amounts are more similar for class I, II and III obesity. This was also observed in Look AHEAD, a lifestyle intervention study for weight loss 30 . The proportion (percentage) of weight loss seems to be less, on average, in the BMI <30 kg m − 2 category relative to higher BMI categories, despite their receiving of the same treatment and even potentially higher exposure to the drug for weight loss 30 . Weight loss cannot continue indefinitely. There is a plateau of weight that occurs after weight loss with all treatments for weight management. This plateau has been termed the ‘set point’ or ‘settling point’, a body weight that is in harmony with the genetic and environmental determinants of body weight and adiposity 31 . Perhaps persons with BMI <30 kg m − 2 are closer to their settling point and have less weight to lose to reach it. Furthermore, the cardiometabolic benefits of weight loss are driven by reduction in the abnormal ectopic and visceral depots of fat, not by reduction of subcutaneous fat stores in the hips and thighs. The phenotype of cardiometabolic disease but lower BMI (<30 kg m − 2 ) may be one where reduction of excess abnormal and dysfunctional body fat does not require as much body mass reduction to achieve health improvement. We suspect this may be the case and suggest further studies to explore this aspect of weight-loss physiology.

In conclusion, this analysis of the SELECT study supports the broad use of once-weekly subcutaneous semaglutide 2.4 mg as an aid to CV event reduction in individuals with overweight or obesity without diabetes but with preexisting CVD. Semaglutide 2.4 mg safely and effectively produced clinically significant weight loss in all subgroups based on age, sex, race, glycemia, renal function and anthropometric categories. Furthermore, the weight loss was sustained over 4 years during the trial.

Trial design and participants

The current work complies with all relevant ethical regulations and reports a prespecified analysis of the randomized, double-blind, placebo-controlled SELECT trial ( NCT03574597 ), details of which have been reported in papers describing study design and rationale 32 , baseline characteristics 24 and the primary outcome 21 . SELECT evaluated once-weekly subcutaneous semaglutide 2.4 mg versus placebo to reduce the risk of major adverse cardiac events (a composite endpoint comprising CV death, nonfatal myocardial infarction or nonfatal stroke) in individuals with established CVD and overweight or obesity, without diabetes. The protocol for SELECT was approved by national and institutional regulatory and ethical authorities in each participating country. All patients provided written informed consent before beginning any trial-specific activity. Eligible patients were aged ≥45 years, with a BMI of ≥27 kg m − 2 and established CVD defined as at least one of the following: prior myocardial infarction, prior ischemic or hemorrhagic stroke, or symptomatic peripheral artery disease. Additional inclusion and exclusion criteria can be found elsewhere 32 .

Human participants research

The trial protocol was designed by the trial sponsor, Novo Nordisk, and the academic Steering Committee. A global expert panel of physician leaders in participating countries advised on regional operational issues. National and institutional regulatory and ethical authorities approved the protocol, and all patients provided written informed consent.

Study intervention and patient management

Patients were randomly assigned in a double-blind manner and 1:1 ratio to receive once-weekly subcutaneous semaglutide 2.4 mg or placebo. The starting dose was 0.24 mg once weekly, with dose increases every 4 weeks (to doses of 0.5, 1.0, 1.7 and 2.4 mg per week) until the target dose of 2.4 mg was reached after 16 weeks. Patients who were unable to tolerate dose escalation due to AEs could be managed by extension of dose-escalation intervals, treatment pauses or maintenance at doses below the 2.4 mg per week target dose. Investigators were allowed to reduce the dose of study product if tolerability issues arose. Investigators were provided with guidelines for, and encouraged to follow, evidence-based recommendations for medical treatment and lifestyle counseling to optimize management of underlying CVD as part of the standard of care. The lifestyle counseling was not targeted at weight loss. Additional intervention descriptions are available 32 .

Sex, race, body weight, height and WC measurements

Sex and race were self-reported. Body weight was measured without shoes and only wearing light clothing; it was measured on a digital scale and recorded in kilograms or pounds (one decimal with a precision of 0.1 kg or lb), with preference for using the same scale throughout the trial. The scale was calibrated yearly as a minimum unless the manufacturer certified that calibration of the weight scales was valid for the lifetime of the scale. Height was measured without shoes in centimeters or inches (one decimal with a precision of 0.1 cm or inches). At screening, BMI was calculated by the electronic case report form. WC was defined as the abdominal circumference located midway between the lower rib margin and the iliac crest. Measures were obtained in a standing position with a nonstretchable measuring tape and to the nearest centimeter or inch. The patient was asked to breathe normally. The tape touched the skin but did not compress soft tissue, and twists in the tape were avoided.

The following endpoints relevant to this paper were assessed at randomization (week 0) to years 2, 3 and 4: change in body weight (%); proportion achieving weight loss ≥5%, ≥10%, ≥15% and ≥20%; change in WC (cm); and percentage change in WHtR (cm cm −1 ). Improvement in BMI category (defined as being in a lower BMI class) was assessed at week 104 compared with baseline according to BMI classes: healthy (BMI <25 kg m − 2 ), overweight (25 to <30 kg m − 2 ), class I obesity (30 to <35 kg m − 2 ), class II obesity (35 to <40 kg m − 2 ) and class III obesity (≥40 kg m − 2 ). The proportions of individuals with BMI <35 or ≥35 kg m − 2 who achieved sex- and race-specific cutoff points for WC (indicating increased metabolic risk) were evaluated at week 104. The WC cutoff points were as follows: Asian women <80 cm, non-Asian women <88 cm, Asian men <88 cm and non-Asian men <102 cm.

Overall, 97.1% of the semaglutide group and 96.8% of the placebo group completed the trial. During the study, 30.6% of those assigned to semaglutide did not complete drug treatment, compared with 27.0% for placebo.

Statistical analysis

The statistical analyses for the in-trial period were based on the intention-to-treat principle and included all randomized patients irrespective of adherence to semaglutide or placebo or changes to background medications. Continuous endpoints were analyzed using an analysis of covariance model with treatment as a fixed factor and baseline value of the endpoint as a covariate. Missing data at the landmark visit, for example, week 104, were imputed using a multiple imputation model and done separately for each treatment arm and included baseline value as a covariate and fit to patients having an observed data point (irrespective of adherence to randomized treatment) at week 104. The fit model is used to impute values for all patients with missing data at week 104 to create 500 complete data sets. Rubin’s rules were used to combine the results. Estimated means are provided with s.e.m., and estimated treatment differences are provided with 95% CI. Binary endpoints were analyzed using logistic regression with treatment and baseline value as a covariate, where missing data were imputed by first using multiple imputation as described above and then categorizing the imputed data according to the endpoint, for example, body weight percentage change at week 104 of <0%. Subgroup analyses for continuous and binary endpoints also included the subgroup and interaction between treatment and subgroup as fixed factors. Because some patients in both arms continued to be followed but were off treatment, we also analyzed weight loss by first on-treatment group (observation period until first time being off treatment for >35 days) to assess a more realistic picture of weight loss in those adhering to treatment. CIs were not adjusted for multiplicity and should therefore not be used to infer definitive treatment effects. All statistical analyses were performed with SAS software, version 9.4 TS1M5 (SAS Institute).

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

Data will be shared with bona fide researchers who submit a research proposal approved by the independent review board. Individual patient data will be shared in data sets in a deidentified and anonymized format. Information about data access request proposals can be found at https://www.novonordisk-trials.com/ .

Change history

28 may 2024.

In the version of the article initially published, in Fig. 2b the data was inadvertently shifted upwards and has now been corrected in the HTML and PDF versions of the article.

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Acknowledgements

Editorial support was provided by Richard Ogilvy-Stewart of Apollo, OPEN Health Communications, and funded by Novo Nordisk A/S, in accordance with Good Publication Practice guidelines ( www.ismpp.org/gpp-2022 ).

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Pennington Biomedical Research Center, Baton Rouge, LA, USA

Donna H. Ryan

Department of Internal Medicine/Endocrinology and Peter O’ Donnell Jr. School of Public Health, University of Texas Southwestern Medical Center, Dallas, TX, USA

Ildiko Lingvay

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Steven E. Kahn

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Contributions

D.H.R., I.L. and S.E.K. contributed to the study design. D.B.H., I.L., D.D., A.K., S.M.M., A.P.v.B., C.C. and J.P.H.W. were study investigators. D.B.H., I.L., D.D., A.K., S.M.M., A.P.v.B., C.C. and J.P.H.W. enrolled patients. D.H.R. was responsible for data analysis and manuscript preparation. All authors contributed to data interpretation, review, revisions and final approval of the manuscript.

Corresponding author

Correspondence to Donna H. Ryan .

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Competing interests.

D.H.R. declares having received consulting honoraria from Altimmune, Amgen, Biohaven, Boehringer Ingelheim, Calibrate, Carmot Therapeutics, CinRx, Eli Lilly, Epitomee, Gila Therapeutics, IFA Celtics, Novo Nordisk, Pfizer, Rhythm, Scientific Intake, Wondr Health and Zealand Pharma; she declares she received stock options from Calibrate, Epitomee, Scientific Intake and Xeno Bioscience. I.L. declares having received research funding (paid to institution) from Novo Nordisk, Sanofi, Mylan and Boehringer Ingelheim. I.L. received advisory/consulting fees and/or other support from Altimmune, AstraZeneca, Bayer, Biomea, Boehringer Ingelheim, Carmot Therapeutics, Cytoki Pharma, Eli Lilly, Intercept, Janssen/Johnson & Johnson, Mannkind, Mediflix, Merck, Metsera, Novo Nordisk, Pharmaventures, Pfizer, Regeneron, Sanofi, Shionogi, Structure Therapeutics, Target RWE, Terns Pharmaceuticals, The Comm Group, Valeritas, WebMD and Zealand Pharma. J.D. declares having received consulting honoraria from Amgen, Boehringer Ingelheim, Merck, Pfizer, Aegerion, Novartis, Sanofi, Takeda, Novo Nordisk and Bayer, and research grants from British Heart Foundation, MRC (UK), NIHR, PHE, MSD, Pfizer, Aegerion, Colgate and Roche. S.E.K. declares having received consulting honoraria from ANI Pharmaceuticals, Boehringer Ingelheim, Eli Lilly, Merck, Novo Nordisk and Oramed, and stock options from AltPep. B.B. declares having received honoraria related to participation on this trial and has no financial conflicts related to this publication. H.M.C. declares being a stockholder and serving on an advisory panel for Bayer; receiving research grants from Chief Scientist Office, Diabetes UK, European Commission, IQVIA, Juvenile Diabetes Research Foundation and Medical Research Council; serving on an advisory board and speaker’s bureau for Novo Nordisk; and holding stock in Roche Pharmaceuticals. C.C. declares having received consulting honoraria from Novo Nordisk, Eli Lilly, Merck, Brace Pharma and Eurofarma. D.D. declares having received consulting honoraria from Novo Nordisk, Eli Lilly, Boehringer Ingelheim and AstraZeneca, and received research grants through his affiliation from Novo Nordisk, Eli Lilly, Boehringer Ingelheim and Rhythm. D.B.H. declares having received research grants through her academic affiliation from Novo Nordisk and Eli Lilly, and advisory/consulting honoraria from Novo Nordisk, Eli Lilly and Gelesis. A.K. declares having received research grants through his affiliation from Novo Nordisk and Pharmaserve Lilly, and consulting honoraria from Pharmaserve Lilly, Sanofi-Aventis, Novo Nordisk, MSD, AstraZeneca, ELPEN Pharma, Boehringer Ingelheim, Galenica Pharma, Epsilon Health and WinMedica. A.M.L. declares having received honoraria from Novo Nordisk, Eli Lilly, Akebia Therapeutics, Ardelyx, Becton Dickinson, Endologix, FibroGen, GSK, Medtronic, Neovasc, Provention Bio, ReCor, BrainStorm Cell Therapeutics, Alnylam and Intarcia for consulting activities, and research funding to his institution from AbbVie, Esperion, AstraZeneca, CSL Behring, Novartis and Eli Lilly. S.M.M. declares having received consulting honoraria from Amgen, AstraZeneca, Bayer, Boehringer Ingelheim, Daichii-Sankyo, esanum, Gilead, Ipsen, Eli Lilly, Novartis, Novo Nordisk, Sandoz and Sanofi; he declares he received research grants from AstraZeneca, Eli Lilly and Novo Nordisk. J.P. declares having received consulting honoraria from Altimmune, Amgen, Esperion, Merck, MJH Life Sciences, Novartis and Novo Nordisk; he has received a grant, paid to his institution, from Boehringer Ingelheim and holds the position of Director, Preventive Cardiology, at Brigham and Women’s Hospital. A.P.v.B. is contracted via the University of Groningen (no personal payment) to undertake consultancy for Novo Nordisk, Eli Lilly and Boehringer Ingelheim. J.P.H.W. is contracted via the University of Liverpool (no personal payment) to undertake consultancy for Altimmune, AstraZeneca, Boehringer Ingelheim, Cytoki, Eli Lilly, Napp, Novo Nordisk, Menarini, Pfizer, Rhythm Pharmaceuticals, Sanofi, Saniona, Tern Pharmaceuticals, Shionogi and Ysopia. J.P.H.W. also declares personal honoraria/lecture fees from AstraZeneca, Boehringer Ingelheim, Medscape, Napp, Menarini, Novo Nordisk and Rhythm. R.F.K. declares having received consulting honoraria from Novo Nordisk, Weight Watchers, Eli Lilly, Boehringer Ingelheim, Pfizer, Structure and Altimmune. E.B., G.K.H., O.K.J. and T.K.O. are employees of Novo Nordisk A/S.

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Extended data

Extended data fig. 1 effect of semaglutide treatment or placebo on waist circumference from baseline to week 104 by subgroups..

Data from the in-trial period. N  = 17,604. P values represent test of no interaction effect. P values are two-sided and not adjusted for multiplicity. The dots show estimated treatment differences and the error bars show 95% confidence intervals. Details of the statistical models are available in Methods . BMI, body mass index; CI, confidence interval; CV, cardiovascular; CVD, cardiovascular disease; eGFR, estimated glomerular filtration rate; ETD, estimated treatment difference; HbA1c, glycated hemoglobin; MI, myocardial infarction; PAD, peripheral artery disease; sema, semaglutide.

Supplementary information

Reporting summary, supplementary tables 1 and 2.

Supplementary Table 1. Baseline characteristics by BMI class. Data are represented as number and percentage of patients. Renal function categories were based on the eGFR as per Chronic Kidney Disease Epidemiology Collaboration. Albuminuria categories were based on UACR. Smoking was defined as smoking at least one cigarette or equivalent daily. The category ‘Other’ for CV inclusion criteria includes patients where it is unknown if the patient fulfilled only one or several criteria and patients who were randomized in error and did not fulfill any criteria. Supplementary Table 2. SAEs according to baseline BMI category. P value: two-sided P value from Fisher’s exact test for test of no difference.

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Ryan, D.H., Lingvay, I., Deanfield, J. et al. Long-term weight loss effects of semaglutide in obesity without diabetes in the SELECT trial. Nat Med (2024). https://doi.org/10.1038/s41591-024-02996-7

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DOI : https://doi.org/10.1038/s41591-024-02996-7

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