what is a research essay about

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How to Write a Research Essay

Last Updated: January 12, 2023 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 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 385,390 times.

Research essays are extremely common assignments in high school, college, and graduate school, and are not unheard of in middle school. If you are a student, chances are you will sooner or later be faced with the task of researching a topic and writing a paper about it. Knowing how to efficiently and successfully do simple research, synthesize information, and clearly present it in essay form will save you many hours and a lot of frustration.

Researching a Topic

• Be sure to stay within the guidelines you are given by your teacher or professor. For example, if you are free to choose a topic but the general theme must fall under human biology, do not write your essay on plant photosynthesis.
• Stick with topics that are not overly complicated, especially if the subject is not something you plan to continue studying. There's no need to make things harder on yourself!

• Specialty books; these can be found at your local public or school library. A book published on your topic is a great resource and will likely be one of your most reliable options for finding quality information. They also contain lists of references where you can look for more information.
• Academic journals; these are periodicals devoted to scholarly research on a specific field of study. Articles in academic journals are written by experts in that field and scrutinized by other professionals to ensure their accuracy. These are great options if you need to find detailed, sophisticated information on your topic; avoid these if you are only writing a general overview.
• Online encyclopedias; the most reliable information on the internet can be found in online encyclopedias like Encyclopedia.com and Britannica.com. While online wikis can be very helpful, they sometimes contain unverified information that you should probably not rely upon as your primary resources.
• Expert interviews; if possible, interview an expert in the subject of your research. Experts can be professionals working in the field you are studying, professors with advanced degrees in the subject of interest, etc.

• Organize your notes by sub-topic to keep them orderly and so you can easily find references when you are writing.
• If you are using books or physical copies of magazines or journals, use sticky tabs to mark pages or paragraphs where you found useful information. You might even want to number these tabs to correspond with numbers on your note sheet for easy reference.
• By keeping your notes brief and simple, you can make them easier to understand and reference while writing. Don't make your notes so long and detailed that they essentially copy what's already written in your sources, as this won't be helpful to you.

• Sometimes the objective of your research will be obvious to you before you even begin researching the topic; other times, you may have to do a bit of reading before you can determine the direction you want your essay to take.
• If you have an objective in mind from the start, you can incorporate this into online searches about your topic in order to find the most relevant resources. For example, if your objective is to outline the environmental hazards of hydraulic fracturing practices, search for that exact phrase rather than just "hydraulic fracturing."

• Avoid asking your teacher to give you a topic. Unless your topic was assigned to you in the first place, part of the assignment is for you to choose a topic relevant to the broader theme of the class or unit. By asking your teacher to do this for you, you risk admitting laziness or incompetence.
• If you have a few topics in mind but are not sure how to develop objectives for some of them, your teacher can help with this. Plan to discuss your options with your teacher and come to a decision yourself rather than having him or her choose the topic for you from several options.

Organizing your Essay

• Consider what background information is necessary to contextualize your research topic. What questions might the reader have right out of the gate? How do you want the reader to think about the topic? Answering these kinds of questions can help you figure out how to set up your argument.
• Match your paper sections to the objective(s) of your writing. For example, if you are trying to present two sides of a debate, create a section for each and then divide them up according to the aspects of each argument you want to address.

• An outline can be as detailed or general as you want, so long as it helps you figure out how to construct the essay. Some people like to include a few sentences under each heading in their outline to create a sort of "mini-essay" before they begin writing. Others find that a simple ordered list of topics is sufficient. Do whatever works best for you.
• If you have time, write your outline a day or two before you start writing and come back to it several times. This will give you an opportunity to think about how the pieces of your essay will best fit together. Rearrange things in your outline as many times as you want until you have a structure you are happy with.

• Style guides tell you exactly how to quote passages, cite references, construct works cited sections, etc. If you are assigned a specific format, you must take care to adhere to guidelines for text formatting and citations.
• Some computer programs (such as EndNote) allow you to construct a library of resources which you can then set to a specific format type; then you can automatically insert in-text citations from your library and populate a references section at the end of the document. This is an easy way to make sure your citations match your assigned style format.

• You may wish to start by simply assigning yourself a certain number of pages per day. Divide the number of pages you are required to write by the number of days you have to finish the essay; this is the number of pages (minimum) that you must complete each day in order to pace yourself evenly.
• If possible, leave a buffer of at least one day between finishing your paper and the due date. This will allow you to review your finished product and edit it for errors. This will also help in case something comes up that slows your writing progress.

Writing your Essay

• Keep your introduction relatively short. For most papers, one or two paragraphs will suffice. For really long essays, you may need to expand this.
• Don't assume your reader already knows the basics of the topic unless it truly is a matter of common knowledge. For example, you probably don't need to explain in your introduction what biology is, but you should define less general terms such as "eukaryote" or "polypeptide chain."

• You may need to include a special section at the beginning of the essay body for background information on your topic. Alternatively, you can consider moving this to the introductory section, but only if your essay is short and only minimal background discussion is needed.
• This is the part of your paper where organization and structure are most important. Arrange sections within the body so that they flow logically and the reader is introduced to ideas and sub-topics before they are discussed further.
• Depending upon the length and detail of your paper, the end of the body might contain a discussion of findings. This kind of section serves to wrap up your main findings but does not explicitly state your conclusions (which should come in the final section of the essay).
• Avoid repetition in the essay body. Keep your writing concise, yet with sufficient detail to address your objective(s) or research question(s).

• Always use quotation marks when using exact quotes from another source. If someone already said or wrote the words you are using, you must quote them this way! Place your in-text citation at the end of the quote.
• To include someone else's ideas in your essay without directly quoting them, you can restate the information in your own words; this is called paraphrasing. Although this does not require quotation marks, it should still be accompanied by an in-text citation.

• Except for very long essays, keep your conclusion short and to the point. You should aim for one or two paragraphs, if possible.
• Conclusions should directly correspond to research discussed in the essay body. In other words, make sure your conclusions logically connect to the rest of your essay and provide explanations when necessary.
• If your topic is complex and involves lots of details, you should consider including a brief summary of the main points of your research in your conclusion.

• Making changes to the discussion and conclusion sections instead of the introduction often requires a less extensive rewrite. Doing this also prevents you from removing anything from the beginning of your essay that could accidentally make subsequent portions of your writing seem out of place.
• It is okay to revise your thesis once you've finished the first draft of your essay! People's views often change once they've done research on a topic. Just make sure you don't end up straying too far from your assigned topic if you do this.
• You don't necessarily need to wait until you've finished your entire draft to do this step. In fact, it is a good idea to revisit your thesis regularly as you write. This can save you a lot of time in the end by helping you keep your essay content on track.

• Computer software such as EndNote is available for making citation organization as easy and quick as possible. You can create a reference library and link it to your document, adding in-text citations as you write; the program creates a formatted works cited section at the end of your document.
• Be aware of the formatting requirements of your chosen style guide for works cited sections and in-text citations. Reference library programs like EndNote have hundreds of pre-loaded formats to choose from.

• Create a catchy title. Waiting until you have finished your essay before choosing a title ensures that it will closely match the content of your essay. Research papers don't always take on the shape we expect them to, and it's easier to match your title to your essay than vice-versa.
• Read through your paper to identify and rework sentences or paragraphs that are confusing or unclear. Each section of your paper should have a clear focus and purpose; if any of yours seem not to meet these expectations, either rewrite or discard them.
• Review your works cited section (at the end of your essay) to ensure that it conforms to the standards of your chosen or assigned style format. You should at least make sure that the style is consistent throughout this section.
• Run a spell checker on your entire document to catch any spelling or grammar mistakes you may not have noticed during your read-through. All modern word processing programs include this function.

• Note that revising your draft is not the same as proofreading it. Revisions are done to make sure the content and substantive ideas are solid; editing is done to check for spelling and grammar errors. Revisions are arguably a more important part of writing a good paper.
• You may want to have a friend, classmate, or family member read your first draft and give you feedback. This can be immensely helpful when trying to decide how to improve upon your first version of the essay.
• Except in extreme cases, avoid a complete rewrite of your first draft. This will most likely be counterproductive and will waste a lot of time. Your first draft is probably already pretty good -- it likely just needs some tweaking before it is ready to submit.

Community Q&A

• Avoid use of the word "I" in research essay writing, even when conveying your personal opinion about a subject. This makes your writing sound biased and narrow in scope. Thanks Helpful 0 Not Helpful 0
• Even if there is a minimum number of paragraphs, always do 3 or 4 more paragraphs more than needed, so you can always get a good grade. Thanks Helpful 0 Not Helpful 0

• Never plagiarize the work of others! Passing off others' writing as your own can land you in a lot of trouble and is usually grounds for failing an assignment or class. Thanks Helpful 12 Not Helpful 1

You Might Also Like

• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/choosing_a_topic.html
• ↑ https://libguides.mit.edu/select-topic
• ↑ https://www.indeed.com/career-advice/career-development/research-objectives
• ↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/organization/Organizing-an-Essay
• ↑ https://www.lynchburg.edu/academics/writing-center/wilmer-writing-center-online-writing-lab/the-writing-process/organizing-your-paper/
• ↑ https://www.mla.org/MLA-Style
• ↑ http://www.apastyle.org/
• ↑ https://writing.wisc.edu/Handbook/PlanResearchPaper.html
• ↑ https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
• ↑ https://openoregon.pressbooks.pub/wrd/back-matter/creating-a-works-cited-page/

About This Article

The best way to write a research essay is to find sources, like specialty books, academic journals, and online encyclopedias, about your topic. Take notes as you research, and make sure you note which page and book you got your notes from. Create an outline for the paper that details your argument, various sections, and primary points for each section. Then, write an introduction, build the body of the essay, and state your conclusion. Cite your sources along the way, and follow the assigned format, like APA or MLA, if applicable. To learn more from our co-author with an English Ph.D. about how to choose a thesis statement for your research paper, keep reading! Did this summary help you? Yes No

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4 Research Essay

Jeffrey Kessler

By the end of this chapter, you will be able to do the following:

• Construct a thesis based upon your research
• Use critical reading strategies to analyze your research
• Defend a position in relation to the range of ideas surrounding a topic
• Organize your research essay in order to logically support your thesis

I. Introduction

The goal of this book has been to help demystify research and inquiry through a series of genres that are part of the research process. Each of these writing projects—the annotated bibliography, proposal, literature review, and research essay—builds on each other. Research is an ongoing and evolving process, and each of these projects help you build towards the next.

In your annotated bibliography, you started your inquiry into a topic, reading widely to define the breadth of your inquiry. You recorded this by summarizing and/or evaluating  the first sources you examined. In your proposal, you organized a plan and developed pointed questions to pursue and ideas to research. This provided a good sense of where you might continue to explore. In your literature review, you developed a sense of the larger conversations around your topic and assessed the state of existing research. During each of these writing projects, your knowledge of your topic grew, and you became much more informed about its key issues.

You’ve established a topic and assembled sources in conversation with one another. It’s now time to contribute to that conversation with your own voice. With so much of your research complete, you can now turn your focus to crafting a strong research essay with a clear thesis. Having the extensive knowledge that you have developed across the first three writing projects will allow you to think more about putting the pieces of your research together, rather than trying to do research at the same time that you are writing.

This doesn’t mean that you won’t need to do a little more research. Instead, you might need to focus strategically on one or two key pieces of information to advance your argument, rather than trying to learn about the basics of your topic.

But what about a thesis or argument? You may have developed a clear idea early in the process, or you might have slowly come across an important claim you want to defend or a critique you want to make as you read more into your topic. You might still not be sure what you want to argue. No matter where you are, this chapter will help you navigate the genre of the research essay. We’ll examine the basics of a good thesis and argument, different ways to use sources, and strategies to organize your essay.

While this chapter will focus on the kind of research essay you would write in the college classroom, the skills are broadly applicable. Research takes many different forms in the academic, professional, and public worlds. Depending on the course or discipline, research can mean a semester-long project for a class or a few years’ worth of research for an advanced degree. As you’ll see in the examples below, research can consist of a brief, two-page conclusion or a government report that spans hundreds of pages with an overwhelming amount of original data.

Above all else, good research is engaged with its audience to bring new ideas to light based on existing conversations. A good research essay uses the research of others to advance the conversation around the topic based on relevant facts, analysis, and ideas.

II. Rhetorical Considerations: Contributing to the Conversation

The word “essay” comes from the French word essayer , or “attempt.” In other words, an essay is an attempt—to prove or know or illustrate something. Through writing an essay, your ideas will evolve as you attempt to explore and think through complicated ideas. Some essays are more exploratory or creative, while some are straightforward reports about the kind of original research that happens in laboratories.

Most research essays attempt to argue a point about the material, information, and data that you have collected. That research can come from fieldwork, laboratories, archives, interviews, data mining, or just a lot of reading. No matter the sources you use, the thesis of a research essay is grounded in evidence that is compelling to the reader.

Where you described the conversation in your literature review, in your research essay you are contributing to that conversation with your own argument. Your argument doesn’t have to be an argument in the cable-news-social-media-shouting sense of the word. It doesn’t have to be something that immediately polarizes individuals or divides an issue into black or white. Instead, an argument for a research essay should be a claim, or, more specifically, a claim that requires evidence and analysis to support. This can take many different forms.

Example 4.1: Here are some different types of arguments you might see in a research essay:

• Critiquing a specific idea within a field
• Interrogating an assumption many people hold about an issue
• Examining the cause of an existing problem
• Identifying the effects of a proposed program, law, or concept
• Assessing a historical event in a new way
• Using a new method to evaluate a text or phenomenon
• Proposing a new solution to an existing problem
• Evaluating an existing solution and suggesting improvements

These are only a few examples of the kinds of approaches your argument might take. As you look at the research you have gathered throughout your projects, your ideas will have evolved. This is a natural part of the research process. If you had a fully formed argument before you did any research, then you probably didn’t have an argument based on strong evidence. Your research now informs your position and understanding, allowing you to form a stronger evidence-based argument.

Having a good idea about your thesis and your approach is an important step, but getting the general idea into specific words can be a challenge on its own. This is one of the most common challenges in writing: “I know what I want to say; I just don’t know how to say it.”

Example 4.2: Here are some sample thesis statements. Examine them and think about their arguments.

Whether you agree, disagree, or are just plain unsure about them, you can imagine that these statements require their authors to present evidence, offer context, and explain key details in order to argue their point.

• Artificial intelligence (AI) has the ability to greatly expand the methods and content of higher education, and though there are some transient shortcomings, faculty in STEM should embrace AI as a positive change to the system of student learning. In particular, AI can prove to close the achievement gap often found in larger lecture settings by providing more custom student support.
• I argue that while the current situation for undocumented college students remains tumultuous, there are multiple routes—through financial and social support programs like the Fearless Undocumented Alliance—that both universities and colleges can utilize to support students affected by the reality of DACA’s shortcomings.

While it can be argued that massive reform of the NCAA’s bylaws is needed in the long run, one possible immediate improvement exists in the form of student-athlete name, image, and likeness rights. The NCAA should amend their long-standing definition of amateurism and allow student athletes to pursue financial gains from the use of their names, images, and likenesses, as is the case with amateur Olympic athletes.

Each of these thesis statements identifies a critical conversation around a topic and establishes a position that needs evidence for further support. They each offer a lot to consider, and, as sentences, are constructed in different ways.

Some writing textbooks, like They Say, I Say (2017), offer convenient templates in which to fit your thesis. For example, it suggests a list of sentence constructions like “Although some critics argue X, I will argue Y” and “If we are right to assume X, then we must consider the consequences of Y.”

More Resources 4.1: Templates

Templates can be a productive start for your ideas, but depending on the writing situation (and depending on your audience), you may want to expand your thesis beyond a single sentence (like the examples above) or template. According to Amy Guptill in her book Writing in Col lege (2016) , a good thesis has four main elements (pp. 21-22). A good thesis:

• Makes a non-obvious claim
• Poses something arguable
• Provides well-specified details
• Includes broader implications

Consider the sample thesis statements above. Each one provides a claim that is both non-obvious and arguable. In other words, they present something that needs further evidence to support—that’s where all your research is going to come in. In addition, each thesis identifies specifics, whether these are teaching methods, support programs, or policies. As you will see, when you include those specifics in a thesis statement, they help project a starting point towards organizing your essay.

Finally, according to Guptill, a good thesis includes broader implications. A good thesis not only engages the specific details of its argument, but also leaves room for further consideration. As we have discussed before, research takes place in an ongoing conversation. Your well-developed essay and hard work won’t be the final word on this topic, but one of many contributions among other scholars and writers. It would be impossible to solve every single issue surrounding your topic, but a strong thesis helps us think about the larger picture. Here’s Guptill:

Putting your claims in their broader context makes them more interesting to your reader and more impressive to your professors who, after all, assign topics that they think have enduring significance. Finding that significance for yourself makes the most of both your paper and your learning. (p. 23)

Thinking about the broader implications will also help you write a conclusion that is better than just repeating your thesis (we’ll discuss this more below).

Example 4.3: Let’s look at an example from above:

This thesis makes a key claim about the rights of student athletes (in fact, shortly after this paper was written, NCAA athletes became eligible to profit from their own name, image, and likeness). It provides specific details, rather than just suggesting that student athletes should be able to make money. Furthermore, it provides broader context, even giving a possible model—Olympic athletes—to build an arguable case.

Remember, that just like your entire research project, your thesis will evolve as you write. Don’t be afraid to change some key terms or move some phrases and clauses around to play with the emphasis in your thesis. In fact, doing so implies that you have allowed the research to inform your position.

Example 4.4: Consider these examples about the same topic and general idea. How does playing around with organization shade the argument differently?

• Although William Dowling’s amateur college sports model reminds us that the real stakeholders are the student athletes themselves, he highlights that the true power over student athletes comes from the athletic directors, TV networks, and coaches who care more about profits than people.
• While William Dowling’s amateur college sports model reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, his plan does not seem feasible because it eliminates the reason many people care about student athletes in the first place: highly lucrative bowl games and March Madness.
• Although William Dowling’s amateur college sports model has student athletes’ best interests in mind, his proposal remains unfeasible because financial stakeholders in college athletics, like athletic directors, TV networks, and coaches, refuse to let go of their power.

When you look at the different versions of the thesis statements above, the general ideas remain the same, but you can imagine how they might unfold differently in a paper, and even  how those papers might be structured differently. Even after you have a good version of your thesis, consider how it might evolve by moving ideas around or changing emphasis as you outline and draft your paper.

More Resources 4.2: Thesis Statements

Looking for some additional help on thesis statements? Try these resources:

• How to Write a Thesis Statement
• Writing Effective Thesis Statements. 

Library Referral: Your Voice Matters!

(by Annie R. Armstrong)

If you’re embarking on your first major college research paper, you might be concerned about “getting it right.” How can you possibly jump into a conversation with the authors of books, articles, and more, who are seasoned experts in their topics and disciplines? The way they write might seem advanced, confusing, academic, irritating, and even alienating. Try not to get discouraged. There are techniques for working with scholarly sources to break them down and make them easier to work with (see How to Read a Scholarly Article ). A librarian can work with you to help you find a variety of source types that address your topic in a meaningful way, or that one specific source you may still be trying to track down.

Furthermore, scholarly experts are not the only voices welcome at the research table! This research paper and others to come are an invitation to you to join the conversation; your voice and lived experience give you one-of-a-kind expertise equipping you to make new inquiries and insights into your topic. Sure, you’ll need to wrestle how to interpret difficult academic texts and how to piece them together. That said, your voice is an integral and essential part of the puzzle. All of those scholarly experts started closer to where you are than you might think.

III. The Research Essay Across the Disciplines

Example 4.5: Academic and Professional Examples

These examples are meant to show you how this genre looks in other disciplines and professions. Make sure to follow the requirements for your own class or to seek out specific examples from your instructor in order to address the needs of your own assignment.

As you will see, different disciplines use language very differently, including citation practices, use of footnotes and endnotes, and in-text references. (Review Chapter 3 for citation practices as disciplinary conventions.) You may find some STEM research to be almost unreadable, unless you are already an expert in that field and have a highly developed knowledge of the key terms and ideas in that field. STEM fields often rely on highly technical language and assume a high level of knowledge in the field. Similarly, humanities research can be hard to navigate if you don’t have a significant background in the topic or material.

As we’ve discussed, highly specialized research assumes its readers are other highly specialized researchers. Unless you read something like The Journ al of American Medicine on a regular basis, you usually learn about scientific or medical breakthroughs when they are reported by another news outlet, where a reporter makes the highly technical language of a scientific discovery more accessible for non-specialists.

Even if you are not an expert in multiple disciplines of study, you will find that research essays contain a lot of similarities in their structure and organization. Most research essays have an abstract that summarizes the entire article at the beginning. Introductions provide the necessary setup for the article. Body sections can vary. Some essays include a literature review section that describes the state of research about the topic. Others might provide background or a brief history. Many essays in the sciences will have a methodology section that explains how the research was conducted, including details such as lab procedures, sample sizes, control populations, conditions, and survey questions. Others include long analyses of primary sources, sets of data, or archival documents. Most essays end with conclusions about what further research needs to be completed or what their research further implies.

As you examine some of the different examples, look at the variations in arguments and structures. Just as in reading research about your own topic, you don’t need to read each essay from start to finish. Browse through different sections and see the different uses of language and organization that are possible.

IV. Research Strategies: When is Enough?

At this point, you know a lot about your topic. You’ve done a lot of research to complete your first three writing projects, but when do you have enough sources and information to start writing? Really, it depends.

If you’re writing a dissertation, you may have spent months or years doing research and still feel like you need to do more or to wait a few months until that next new study is published. If you’re writing a research essay for a class, you probably have a schedule of due dates for drafts and workshops. Either way, it’s better to start drafting sooner rather than later. Part of doing research is trying on ideas and discovering things throughout the drafting process.

That’s why you’ve written the other projects along the way instead of just starting with a research essay. You’ve built a foundation of strong research to read about your topic in the annotated bibliography, planned your research in the proposal, and understood the conversations around your topic in the literature review. Now that you are working on your research essay, you are far enough along in the research process where you might need a few more sources, but you will most likely discover this as you are drafting your essay. In other words, get writing and trust that you’ll discover what you need along the way.

V. Reading Strategies: Forwarding and Countering

Using sources is necessary to a research essay, and it is essential to think about how you use them. At this point in your research, you have read, summarized, analyzed, and made connections across many sources. Think back to the literature review. In that genre, you used your sources to illustrate the major issues, topics, and/or concerns among your research. You used those sources to describe and make connections between them.

For your research essay, you are putting those sources to work in a different way: using them in service of supporting your own contribution to the conversation. According to Joseph Harris in his book Rewriting (2017), we read texts in order to respond to them: “drawing from, commenting on, adding to […] the works of others” (p. 2). The act of writing, according to Harris, takes place among the different texts we read and the ways we use them for our own projects. Whether a source provides factual information or complicated concepts, we use sources in different ways. Two key ways to do so for Harris are forwarding and countering .

Forwarding a text means taking the original concept or idea and applying it to a new context. Harris writes: “In forwarding a text you test the strength of its insights and the range and flexibility of its phrasings. You rewrite it through reusing some of its key concepts and phrasings” (pp. 38-39). This is common in a lot of research essays. In fact, Harris identifies different types of forwarding:

• Illustrating: using a source to explain a larger point
• Authorizing: appealing to another source for credibility
• Borrowing: taking a term or concept from one context or discipline and using it in a new one
• Extending: expanding upon a source or its implications

It’s not enough in a research essay to include just sources with which you agree. Countering a text means more than just disagreeing with it, but it allows you to do more with a text that might not initially support your argument. This can include for Harris:

• Arguing the other side: oftentimes called “including a naysayer” or addressing objections
• Uncovering values: examining assumptions within the text that might prove problematic or reveal interesting insights
• Dissenting: finding the problems in or the limits of an argument (p. 58)

While the categories above are merely suggestions, it is worth taking a moment to think a little more about sources with which you might disagree. The whole point of an argument is to offer a claim that needs to be proved and/or defended. Essential to this is addressing possible objections. What might be some of the doubts your reader may have? What questions might a reasonable person have about your argument? You will never convince every single person, but by addressing and acknowledging possible objections, you help build the credibility of your argument by showing how your own voice fits into the larger conversation—if other members of that conversation may disagree.

VI. Writing Strategies: Organizing and Outlining

At this point you likely have a draft of a thesis (or the beginnings of one) and a lot of research, notes, and three writing projects about your topic. How do you get from all of this material to a coherent research essay? The following section will offer a few different ideas about organizing your essay. Depending on your topic, discipline, or assignment, you might need to make some necessary adjustments along the way, depending on your audience. Consider these more as suggestions and prompts to help in the writing and drafting of your research essay.

Sometimes, we tend to turn our research essay into an enthusiastic book report: “Here are all the cool things I read about my topic this semester!” When you’ve spent a long time reading and thinking about a topic, you may feel compelled to include every piece of information you’ve found. This can quickly overwhelm your audience. Other times, we as writers may feel so overwhelmed with all of the things we want to say that we don’t know where to start.

Writers don’t all follow the same processes or strategies. What works for one person may not always work for another, and what worked in one writing situation (or class) may not be as successful in another. Regardless, it’s important to have a plan and to follow a few strategies to get writing. The suggestions below can help get you organized and writing quickly. If you’ve never tried some of these strategies before, it’s worth seeing how they will work for you.

Think in Sections, Not Paragraphs

For smaller papers, you might think about what you want to say in each of the five to seven paragraphs that paper might require. Sometimes writing instructors even tell students what each paragraph should include. For longer essays, it’s much easier to think about a research essay in sections, or as a few connected short papers. In a short essay, you might need a paragraph to provide background information about your topic, but in longer essays—like the ones you have read for your project—you will likely find that you need more than a single paragraph, sometimes a few pages.

You might think about the different types of sections you have encountered in the research you have already gathered. Those types of sections might include: introduction, background, the history of an issue, literature review, causes, effects, solutions, analysis, limits, etc. When you consider possible sections for your paper, ask yourself, “What is the purpose of this section?” Then you can start to think about the best way to organize that information into paragraphs for each section.

Build an Outline

After you have developed what you want to argue with your thesis (or at least a general sense of it), consider how you want to argue it. You know that you need to begin with an introduction (more on that momentarily). Then you’ll likely need a few sections that help lead your reader through your argument.

Your outline can start simple. In what order are you going to divide up your main points? You can slowly build a larger outline to include where you will discuss key sources, as well as what are the main claims or ideas you want to present in each section. It’s much easier to move ideas and sources around when you have a larger structure in place.

Example 4.6: A Sample Outline for a Research Paper

• College athletics is a central part of American culture
• Few of its viewers fully understand the extent to which players are mistreated
• Thesis: While William Dowling’s amateur col lege sports model does not seem feasible to implement in the twenty-first century, his proposal reminds us that the real stakeholders in college athletics are not the athletic directors, TV networks, and coaches, but the students themselves, who deserve th e chance to earn a quality education even more than the chance to play ball.
• While many student athletes are strong students, many D-1 sports programs focus more on elite sports recruits than academic achievement
• Quotes from coaches and athletic directors about revenue and building fan bases (ESPN)
• Lowered admissions standards and fake classes (Sperber)
• Scandals in academic dishonesty (Sperber and Dowling)
• Some elite D-1 athletes are left in a worse place than where they began
• Study about athletes who go pro (Knight Commission, Dowling, Cantral)
• Few studies on after-effects (Knight Commission)
• Dowling imagines an amateur sports program without recruitment, athletic scholarships, or TV contracts
• Without the presence of big money contracts and recruitment, athletics programs would have less temptation to cheat in regards to academic dishonesty
• Knight Commission Report
• Is there any incentive for large-scale reform?
• Is paying student athletes a real possibility?

Some writers don’t think in as linear a fashion as others, and starting with an outline might not be the first strategy to employ. Other writers rely on different organizational strategies, like mind mapping, word clouds, or a reverse outline.

More Resources 4.3: Organizing Strategies

At this point, it’s best to get some writing done, even if writing is just taking more notes and then organizing those notes. Here are a few more links to get your thoughts down in some fun and engaging ways:

• Concept Mapping
• The Mad Lib from Hell: Three Alternatives to Traditional Outlining
• Thinking Outside the Formal Outline
• Mind Mapping in Research
• Reverse Outlining

Start Drafting in the Middle

This may sound odd to some people, but it’s much easier to get started by drafting sections from the middle of your paper instead of starting with the introduction. Sections that provide background or more factual information tend to be more straightforward to write. Sections like these can even be written as you are still finalizing your argument and organizational structure.

If you’ve completed the three previous writing projects, you will likely also funnel some of your work from those projects into the final essay. Don’t just cut and paste entire chunks of those other assignments. That’s called self-plagiarism, and since those assignments serve different purposes in different genres, they won’t fit naturally into your research essay. You’ll want to think about how you are using the sources and ideas from those assignments to serve the needs of your argument. For example, you may have found an interesting source for your literature review paper, but that source may not help advance your final paper.

Draft your Introduction and Conclusion towards the End

Your introduction and conclusion are the bookends of your research essay. They prepare your reader for what’s to come and help your reader process what they have just read. The introduction leads your reader into your paper’s research, and the conclusion helps them look outward towards its implications and significance.

Many students think you should write your introduction at the beginning of the drafting stage because that is where the paper starts. This is not always the best idea. An introduction provides a lot of essential information, including the paper’s method, context, organization, and main argument. You might not have all of these details figured out when you first start drafting your paper. If you wait until much later in the drafting stage, the introduction will be much easier to write. In fact, most academic writers and researchers wait until the rest of their project—a paper, dissertation, or book—is completed before they write the introduction.

A good introduction does not need to be long. In fact, short introductions can impressively communicate a lot of information about a paper when the reader is most receptive to new information. You don’t need to have a long hook or anecdote to catch the reader’s attention, and in many disciplines, big, broad openings are discouraged. Instead, a good introduction to a research essay usually does the following:

• defines the scope of the paper
• indicates its method or approach
• gives some brief context (although more significant background may be saved for a separate section)
• offers a road map

If we think about research as an ongoing conversation, you don’t need to think of your conclusion as the end—or just a repetition of your argument. No matter the topic, you won’t have the final word, and you’re not going to tie up a complicated issue neatly with a bow. As you reach the end of your project, your conclusion can be a good place to reflect about how your research contributes to the larger conversations around your issue.

Think of your conclusion as a place to consider big questions. How does your project address some of the larger issues related to your topic? How might the conversation continue? How might it have changed? You might also address limits to existing research. What else might your readers want to find out? What do we need to research or explore in the future?

You need not answer every question. You’ve contributed to the conversation around your topic, and this is your opportunity to reflect a little about that. Still looking for some additional strategies for introductions and conclusions? Try this additional resource:

More Resources 4.4: Introductions and Conclusions

If you’re a bit stuck on introductions and conclusions, check out these helpful links:

• Introductions & Writing Effective Introductions
• Guide to Writing Introductions and Conclusions
• Conclusions & Writing Effective Conclusions

Putting It All Together

This chapter is meant to help you get all the pieces together. You have a strong foundation with your research and lots of strategies at your disposal. That doesn’t mean you might not still feel overwhelmed. Two useful strategies are making a schedule and writing out a checklist.

You likely have a due date for your final draft, and maybe some additional dates for submitting rough drafts or completing peer review workshops. Consider expanding this schedule for yourself. You might have specific days set aside for writing or for drafting a certain number of words or pages. You can also schedule times to visit office hours, the library, or the writing center (especially if your writing center takes appointments—they fill up quickly at the end of the semester!). The more you fill in specific dates and smaller goals, the more likely you will be to complete them. Even if you miss a day that you set aside to write four hundred words, it’s easier to make that up than saying you’ll write an entire draft over a weekend and not getting much done.

Another useful strategy is assembling a checklist, as you put together all the pieces from your research, citations, key quotes, data, and different sections. This allows you to track what you have done and what you still need to accomplish. You might review your assignment’s requirements and list them out so you know when you’ve hit the things like required sources or minimum length. It also helps remind you towards the end to review things like your works cited and any other key grammar and style issues you might want to revisit.

You’re much closer to completing everything than you think. You have all the research, you have all the pieces, and you have a good foundation. You’ve developed a level of understanding of the many sources you have gathered, along with the writing projects you have written. Time to put it all together and join the conversation.

Key Takeaways

• Your research essay adds to the conversation surrounding your topic.
• Begin drafting your essay and trust that your ideas will continue to develop and evolve.
• As you assemble your essay, rely on what works for you, whether that is outlining, mindmapping, checklists, or anything else.
• You have come far. The end is in sight.

Clemson Libaries. (2016). “Joining the (Scholarly) Conversation.”  YouTube . https://www.youtube.com/watch?v=79WmzNQvAZY

Fosslien, L. Remember how much progress you’ve made [Image].

Graff, G. & Birkenstein, C. (2017). They Say, I Say: The Moves that Matter in Academic Writing . W. W. Norton and Co.

Guptill, A. (2016). Constructing the Thesis and Argument—From the Ground Up : Writing in College . Open SUNY Textbooks.

Harris, Joseph. Rewriting: How to Do Things with Texts . Second Edition. Utah State University Press, 2017.

Writing for Inquiry and Research Copyright © 2023 by Jeffrey Kessler is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Elements of a Research Essay

Stephanie Ojeda Ponce

This section is an overview of the elements or parts of a research essay. Scholarly essays are long. There are several different styles of research essays and each have their own structure. For the argument-driven research essay, these are the main elements:

• Purpose or research question
• Your claim or thesis.
• One or more reasons for your thesis.
• Evidence for each reason.
• Others’ objections, counterarguments, or alternative solutions.
• Your acknowledgment of others’ objections, counterarguments, or alternative solutions.
• Your response to others’ objections, counterarguments, or alternative solutions.

The Purpose or Goal

Sometimes your professor will give you the research question, but probably more often you will need to develop your own research topic. Even though you are likely writing an essay for an assignment or as part of a class, you are also developing your own purpose for the research and writing. This part of the essay may not be written down, but it can be helpful to keep in mind a purpose or overall question. That question might even be something you answer through your research, but don’t have

Examples: Purpose and Goal for Research Essays

• How do at least some animals’ bones help control their weight?
• Did the death of his beloved daughter have any effect on the writings of Mark Twain?

Your Claim or Thesis

You write the claim or thesis–it doesn’t come directly from a source. Instead, it is the conclusion you come to in answer to your question after you’ve read/listened to/viewed some sources. So it is a statement, not a question or a hypothesis that you plan to prove or disprove with your research.

After you’ve read/listened to/viewed more sources, you may need to change your thesis. That happens all the time–not because you did anything wrong but because you learned more.

Examples: Claims (or Theses) for Hypothetical Essays or Term Papers

• Bone cells monitor whether more or less weight is pressing down on the skeleton and send biochemical signals to appetite centers in their brains to turn appetite down or up, accordingly.
• Mark Twain wrote more urgently and with less humor during the four years immediately after the death of his daughter.

One or More Reasons

You write what you believe makes your claim or thesis (the answer to your research question) true. That’s your reason or reasons. Each reason is a summary statement of evidence you found in your research. The kinds of evidence considered convincing varies by discipline, so you will be looking at different sources, depending on your discipline. How many reasons you need depends on how complex your thesis and subject matter are, what you found in your sources, and how long your essay or research paper must be. It’s always a good idea to write your reasons in a way that is easy for your audience to understand and be persuaded by.

Examples: Reasons in Hypothetical Essays or Term Papers

• Animals (including humans) have a biological tendency to regain any weight that they lose and lose any weight that they gain, seemingly in an effort to maintain whatever weight they have sustained for some time. Skeletons are logical places where any gains or losses could be noted, and recent studies seem to show that osteocytes (a kind of bone cell) are involved in whether appetites go up or down after weight gain or loss.
• My content analysis and a comparison of publication rates four years before and after Mark Twain’s daughter died indicate that his writing was more urgent and less humorous for four years after. It is reasonable to conclude that her death caused that change.

Evidence for Each Reason

You write this also. This is the evidence you summarized earlier as each reason your thesis is true. You will be directly quoting, paraphrasing, and summarizing your sources to make the case that your answer to your research question is correct, or at least reasonable.

Examples: Evidence for Reasons in Hypothetical Essays or Term Papers

• Report the results of studies about osteocyctes’ possible effect on weight grain or loss.
• Report the results of your comparison of writing content and publication rate before and after Twain’s daughter’s death.

Others’ Objections, Counterarguments, or Alternative Solutions

Do any of your sources not agree with your thesis? You’ll have to bring those up in your research paper. In addition, put yourself in your readers’ shoes. What might they not find logical in your argument? In other words, which reason(s) and corresponding evidence might they find lacking? Did you find clues to what these could be in your sources? Or maybe you can imagine them thinking some aspect of what you think is evidence doesn’t make sense.

Examples: Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers

• Imagine that some readers might think: The hormone leptin is released by fat cells when they are added to animals’ bodies so it is leptin that tells appetite centers to turn down when weight is gained.
• Imagine that some readers might think: Computerized content analysis tools are sort of blunt instruments and shouldn’t be used to do precise work like this.

Your Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions

So what will you write to bring up each of those objections, counterarguments, and alternative solutions? Some examples:

• I can imagine skeptics wanting to point out…
• Perhaps some readers would say…
• I think those who come from XYZ would differ with me…

It all depends on what objections, counterarguments, and alternative solutions your audience or your imagination come up with.

Examples: Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

• Some readers may point out that the hormone leptin, which is released by fat cells, signals appetite centers to lower the appetite when weight is gained.
• Readers may think that a computerized content analysis tool cannot do justice to the subtleties of text.

Response to Others’ Objections, Counterarguments, or Alternative Solutions

You must write your response to each objection, counterargument, or alternative solution brought up or that you’ve thought of. (You’re likely to have found clues for what to say in your sources.) The reason you have to include this is that you can’t very easily convince your audience until you show them how your claim stacks up against the opinions and reasoning of other people who don’t at the moment agree with you.

Examples: Response to Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

• But leptin must not be the entire system, since many animals do keep on the new weight.
• Unlike other content tools, the XYZ Content Analysis Measure is able to take into account an author’s tone.

Adaptations

This page has been adapted from Where you Get the Components from Choosing & Using Sources: A Guide to Academic Research Copyright © 2015 by Teaching & Learning, Ohio State University Libraries. CC BY 4.0 DEED .

Reading and Writing Research for Undergraduates Copyright © 2023 by Stephanie Ojeda Ponce is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Research Essay

The main goal of a research paper is to investigate a particular issue and provide new perspectives or solutions. The writer uses their own original research and/or evaluation of others' research to present a unique, sound, and convincing argument.

Although the final version of a research paper should be well-organized, logical, and clear, the path to writing one is not a straight line. It involves research, critical thinking, source evaluation, organization, and writing. These stages are not linear; instead, the writer weaves back and forth, and the paper's focus and argument grows and changes throughout the process.

Click on the Timeline for a visual representation of the timeline. Click on the Checklist for a document containing the checklist items for a research essay.

According to your start and end dates ( 2024-06-05 to 2024-06-28 ), you have 23 days to finish your assignment.

Step 1: Getting Started Complete by Fri Jun 07, 2024

A: understand your assignment 1%.

Determine exactly what the assignment is asking you to do. Read the assignment carefully to determine the topic, purpose, audience, format, and length. For more information, see the Writing and Communication Centre's resource  Understanding your assignment .

B:  Conduct preliminary research 3%   

Do some general reading about your topic to figure out:

• what are the current issues in your subject area?
• is there enough information for you to proceed?

See the Library's resource  Conduct preliminary research (PDF) .

C:  Narrow your topic 3%

Use traditional journalistic questions (who, what, where, when, why) to focus on a specific aspect of your topic. It will make your paper more manageable, and you will be more likely to succeed in writing something with depth. Read more about  Developing and narrowing a research topic (PDF) .

D: Develop a research question 3%

A research question guides your research. It provides boundaries, so that when you gather resources you focus only on information that helps to answer your question. See the Writing and Communication Centre's resource  Develop a research question (PDF) .

Step 2: Research Complete by Sat Jun 15, 2024

A: design your research strategy 5%.

List the types of literature that may contain useful information for your topic, and isolate the main concepts. Use these concepts to build a list of relevant/useful search terms. For more information, see the Library's resource on Effective research strategies (PDF) .  

This Search statement worksheet (PDF) can help you organize your research strategy.

B: Find and evaluate sources 10%

Not all sources are equally useful. The content of sources you choose must be relevant and current, and you need to make sure you're using academically valid sources such as peer-reviewed journal articles and books. See the Library's resource on  Evaluating your search results critically  and the  RADAR Evaluation Method (PDF) .

C: Conduct research 20%

Gather your information and keep careful track of your sources as you go along. See the Library's resource  Conducting research and note taking (PDF) .

Step3: Organizing your essay Complete by Tue Jun 18, 2024

A: move from research to writing: how to think 8%  .

This critical step involves using the information you've gathered to form your own ideas. This resource can help you get the most out of what you're reading: Reading and listening critically . You've read a good deal of information and now you have to analyze and synthesize it into something new and worth writing about. See How to think: move from research to writing (PDF) for the kind of questions that can guide you through this process.

B: Develop a thesis statement 3%

A strong thesis statement is the cornerstone of a good research essay. Your thesis needs to be clean, concise, focused, and supportable. In most cases, it should also be debatable.

C: Outline the structure of your paper 4%

Organize your ideas and information into topics and subtopics. Outline the order in which you will write about the topics. For more information on how create a good outline, see  Two ways to create an outline: graphic and linear .

Step 4: Writing the first draft Complete by Sun Jun 23, 2024

Time to get writing! A first draft is a preliminary attempt to get ideas down on paper. It's okay if your ideas aren't completely formed yet. Let go of perfection and write quickly. You can revise later.

For additional help, check out the Writing and Communication Centre's resource on  Writing a first draft .

Step 5: Revising and proofreading Complete by Fri Jun 28, 2024

A: evaluate your first draft and conduct additional research as needed 10%.

Determine if there are any gaps in your draft. Do you have enough evidence to support your arguments? If you don't, you should conduct further research.

B: Revise your draft 5%

Print out your paper and work from a hard copy. Read it carefully and look for higher order problems first, such as organization, structure, and argument development. For more help with these higher order issues, check out the tips for revision . 

C: Evaluate your second draft and rewrite as needed 5%

Narrow your focus to paragraph-level issues such as evidence, analysis, flow, and transitions. To improve your flow and transitions, see the Writing and Communication Centre's resource on Transition words .

D: Proofread and put your paper into its final format 5%

Last step! Read carefully to catch all those small errors. Here are some tips on Proofreading strategies . Also take time to make sure your paper adheres to the conventions of the style guide you're using. Think about titles, margins, page numbers, reference lists, and citations.

The University of Waterloo's Writing and Communication Centre has a number of resources that can help you in revising and proofreading. 

Tips for writing: 

• Active and passive voice (PDF)
• Writing concisely (PDF)
• Writing checklist (PDF)

Style Guides:

• APA style guide (PDF)
• Chicago author-date style guide (PDF)
• IEEE style guide (PDF)
• MLA style guide

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Research Essays: Overview

The further you go in college, the more research you will do, and the more research essays you will write. Being able to collect and synthesize research into our own writing are among the most important skills we learn in college. Finding and using research sources are skills that you will use throughout your professional and personal lives. For this reason, it’s important that you learn early in college to successfully compose an academic research essay.

Composing a complex and thoroughly researched essay provides opportunities for you to develop your critical thinking skills. No research essay can be successful without careful consideration of how evidence fits together into a cohesive whole. Writing an effective research essay also enhances our credibility as writers and communicators. Once you’re able to connect the research dots in order to make logical points about some larger significance, then you are better equipped to understand the world around you as well as help others understand the world around them, too.

Academic research essays are formal essays that engage with complex questions, research, and issues. When you write a research essay, you will go beyond just talking about a topic and transition to making informed claims about a topic. Readers expect that an academic research essays will have a clear focus, address a significant issue, include insightful research evidence, and explore the implications of the issue being addressed.

Before you begin writing a research essay, however, you need to conduct some research. The below chapters will help you better understand and navigate the research process:

• Starting Your Research Process
• Search Strategies
• Evaluating Information
• The Ethics of Information

Key Features

A singular focus and clear perspective.

Many writers enter college believing that broad, generalized topics are easier to research and write about: this could not be farther from the truth. Choosing a broad topic gives you, as well as your reader, no clear direction. You will find yourself aimlessly sifting through thousands of search results, struggling to pull disparate sources together into a logically organized essay. These challenges can be avoided by deciding on a singular focus and clear perspective early in the process.

Developing a Singular Focus and Clear Perspective

Imagine you are interested in animal conservation. That’s a good start, but far too broad of a topic for a research essay. From this initial interest, you might:

• Identify a specific type of animal. Let’s go with lions.
• Identify a specific type of lion. Let’s choose African lions.

At this point, you have a singular focus: African lions. But you’re not done. African lions is still too broad for a research topic. You need a clear perspective. From here, you might:

• Identify a serious threat to the lions. Let’s go with illegal hunting.
• Develop a perspective on the illegal hunting of African lions. Let’s try the impact of illegal hunting on African lion populations.

Now you would have a topic with singular focus and clear perspective that is researchable and will be much easier to organize into an effective essay.

As you develop your own research essay topic, use the above walkthrough to help develop a singular focus and clear perspective.

Formal Writing Style

While some of the writing you do in college will be more informal, such as personal essays or online discussions, academic research essays require us to adopt a formal writing style as we engage with complex questions, research, and issues. If you write your research essay the way you write text messages or how you chat with your friends, your readers will find your essay to be much less credible. In order to be taken seriously, you want your writing to come off as professional and authoritative rather than casual and underdeveloped.

Informative Tone and Objective Stance

While you will write argumentatively at various times throughout your college career, your purpose when writing an academic research essay is typically to inform, and this means that your stance should be objective. Since your goal is to inform, you will need to make clear claims about why readers need to know this information. As you write a research essay, you may provide new information on a known subject, provide historical context, clear up misconceptions, introduce the audience to something unknown, or develop a profile of a person, place, or object. Even though you should remain objective, research essays are usually written for a specific audience and purpose, so it’s your job to define the purpose and decide what kinds of information your audience needs and how best to present that information.

Credible Evidence That Suits Your Purpose

Without taking the necessary time to seek out and collect credible evidence about your topic, your research essay is unlikely to successfully inform readers. Academic research essays should rely almost exclusively on evidence in each section and paragraph, and the credibility and relevance of that evidence should be made clear to your reader. It’s your job to find not just any evidence related to your topic, but the evidence that suits your purpose for your audience. Your evidence, the information you use to support your main points, will most likely include a mix of sources from the college’s library collection as well as credible materials from the internet. Also keep in mind that you will, and should, find many more sources during your research process than you ultimately use in your essay. The first sources we find are rarely the best sources to use. It’s your job to identify which sources are are most suited for your topic and purpose.

A Logical Structure

Research essays need to be logically organized with a clear structure that creates connections between the different parts of your essay. When organizing a research essay, you will need to make careful rhetorical choices about the order in which you introduce ideas, define key terms, provide background information, and address key issues for your audience. Readers expect that research essays will guide them through the information logically, and your structure will be how you ensure that readers understand how topics and subtopics relate to your main focus.

As we write research essays, it’s vital that we use a detailed citation process in order to demonstrate to our readers where our supporting evidence comes from and why it’s credible. This process will involve citations at the end of your essay, but also, and just as importantly, in-text citations throughout your essay. Using in-text citations and signal phrases is necessary to successfully guide readers through the information you have collected in your essay. Without in-text citations, readers are completely lost as to where the information came from, why it’s credible, and how it connects to the main topic.

Drafting Checklists

These questions should help guide you through the stages of drafting your research essay.

• How will you develop a singular focus and clear perspective on your topic?
• What are some subtopics or related ideas you might need to learn more about during your research?
• In other words, who do you want to share this information with? And why should they care about your research?
• Are there key terms or concepts you will need to define or describe?
• Where should try to find this evidence?
• Why should your audience care about this evidence?
• Why those sources and not others?
• How will you use those sources in your essay?
• What subtopics might you cover throughout your essay?
• How might your start your essay?
• How might you end your essay?

Writing and Revising

• Does your title or intro paragraph effectively establish your focus and perspective?
• Have you clearly made connections between your topic and subtopics?
• Have you presented your research in the best way to guide readers through the information?
• Does your conclusion offer readers intriguing final takeaways to consider?
• Would your readers be confused at any point?
• Would readers find your tone and style to be professional and authoritative? Or too casual and informal?
• Have you avoided using any slang or other informal language that would detract from your credibility?
• Have you written your essay from an objective stance that avoids using personal opinions or arguing a position?
• Have you created correct works cited entries for all your sources?
• Have you used signal phrases and in-text citations to integrate sources into your essay?
• Would readers question the credibility or relevance of any of your sources?

Sources Used to Create this Chapter

Parts of this chapter were remixed from:

• First-Year Composition: Writing as Inquiry and Argumentation , by Jackie Hoermann-Elliott and Kathy Quesenbury, which was published under a CC-BY 4.0 license.

Starting the Journey: An Intro to College Writing Copyright © by Leonard Owens III; Tim Bishop; and Scott Ortolano is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 4. The Introduction
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure and organization of the paper.

Key Elements of the Research Proposal. Prepared under the direction of the Superintendent and by the 2010 Curriculum Design and Writing Team. Baltimore County Public Schools.

Importance of a Good Introduction

Think of the introduction as a mental road map that must answer for the reader these four questions:

• What was I studying?
• Why was this topic important to investigate?
• What did we know about this topic before I did this study?
• How will this study advance new knowledge or new ways of understanding?

According to Reyes, there are three overarching goals of a good introduction: 1) ensure that you summarize prior studies about the topic in a manner that lays a foundation for understanding the research problem; 2) explain how your study specifically addresses gaps in the literature, insufficient consideration of the topic, or other deficiency in the literature; and, 3) note the broader theoretical, empirical, and/or policy contributions and implications of your research.

A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach. All introductions should conclude with a brief paragraph that describes the organization of the rest of the paper.

Hirano, Eliana. “Research Article Introductions in English for Specific Purposes: A Comparison between Brazilian, Portuguese, and English.” English for Specific Purposes 28 (October 2009): 240-250; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide. Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Reyes, Victoria. Demystifying the Journal Article. Inside Higher Education.

Structure and Writing Style

I.  Structure and Approach

The introduction is the broad beginning of the paper that answers three important questions for the reader:

• What is this?
• Why should I read it?
• What do you want me to think about / consider doing / react to?

Think of the structure of the introduction as an inverted triangle of information that lays a foundation for understanding the research problem. Organize the information so as to present the more general aspects of the topic early in the introduction, then narrow your analysis to more specific topical information that provides context, finally arriving at your research problem and the rationale for studying it [often written as a series of key questions to be addressed or framed as a hypothesis or set of assumptions to be tested] and, whenever possible, a description of the potential outcomes your study can reveal.

These are general phases associated with writing an introduction: 1.  Establish an area to research by:

• Highlighting the importance of the topic, and/or
• Making general statements about the topic, and/or
• Presenting an overview on current research on the subject.

2.  Identify a research niche by:

• Opposing an existing assumption, and/or
• Revealing a gap in existing research, and/or
• Formulating a research question or problem, and/or
• Continuing a disciplinary tradition.

3.  Place your research within the research niche by:

• Stating the intent of your study,
• Outlining the key characteristics of your study,
• Describing important results, and
• Giving a brief overview of the structure of the paper.

NOTE:   It is often useful to review the introduction late in the writing process. This is appropriate because outcomes are unknown until you've completed the study. After you complete writing the body of the paper, go back and review introductory descriptions of the structure of the paper, the method of data gathering, the reporting and analysis of results, and the conclusion. Reviewing and, if necessary, rewriting the introduction ensures that it correctly matches the overall structure of your final paper.

II.  Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the conceptual boundaries of your research . This is determined by the conscious exclusionary and inclusionary decisions you make about how to investigate the research problem. In other words, not only should you tell the reader what it is you are studying and why, but you must also acknowledge why you rejected alternative approaches that could have been used to examine the topic.

Obviously, the first limiting step was the choice of research problem itself. However, implicit are other, related problems that could have been chosen but were rejected. These should be noted in the conclusion of your introduction. For example, a delimitating statement could read, "Although many factors can be understood to impact the likelihood young people will vote, this study will focus on socioeconomic factors related to the need to work full-time while in school." The point is not to document every possible delimiting factor, but to highlight why previously researched issues related to the topic were not addressed.

Examples of delimitating choices would be:

• The key aims and objectives of your study,
• The research questions that you address,
• The variables of interest [i.e., the various factors and features of the phenomenon being studied],
• The method(s) of investigation,
• The time period your study covers, and
• Any relevant alternative theoretical frameworks that could have been adopted.

Review each of these decisions. Not only do you clearly establish what you intend to accomplish in your research, but you should also include a declaration of what the study does not intend to cover. In the latter case, your exclusionary decisions should be based upon criteria understood as, "not interesting"; "not directly relevant"; “too problematic because..."; "not feasible," and the like. Make this reasoning explicit!

NOTE:   Delimitations refer to the initial choices made about the broader, overall design of your study and should not be confused with documenting the limitations of your study discovered after the research has been completed.

ANOTHER NOTE: Do not view delimitating statements as admitting to an inherent failing or shortcoming in your research. They are an accepted element of academic writing intended to keep the reader focused on the research problem by explicitly defining the conceptual boundaries and scope of your study. It addresses any critical questions in the reader's mind of, "Why the hell didn't the author examine this?"

III.  The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction :

• Your introduction should clearly identify the subject area of interest . A simple strategy to follow is to use key words from your title in the first few sentences of the introduction. This will help focus the introduction on the topic at the appropriate level and ensures that you get to the subject matter quickly without losing focus, or discussing information that is too general.
• Establish context by providing a brief and balanced review of the pertinent published literature that is available on the subject. The key is to summarize for the reader what is known about the specific research problem before you did your analysis. This part of your introduction should not represent a comprehensive literature review--that comes next. It consists of a general review of the important, foundational research literature [with citations] that establishes a foundation for understanding key elements of the research problem. See the drop-down menu under this tab for " Background Information " regarding types of contexts.
• Clearly state the hypothesis that you investigated . When you are first learning to write in this format it is okay, and actually preferable, to use a past statement like, "The purpose of this study was to...." or "We investigated three possible mechanisms to explain the...."
• Why did you choose this kind of research study or design? Provide a clear statement of the rationale for your approach to the problem studied. This will usually follow your statement of purpose in the last paragraph of the introduction.

IV.  Engaging the Reader

A research problem in the social sciences can come across as dry and uninteresting to anyone unfamiliar with the topic . Therefore, one of the goals of your introduction is to make readers want to read your paper. Here are several strategies you can use to grab the reader's attention:

• Open with a compelling story . Almost all research problems in the social sciences, no matter how obscure or esoteric , are really about the lives of people. Telling a story that humanizes an issue can help illuminate the significance of the problem and help the reader empathize with those affected by the condition being studied.
• Include a strong quotation or a vivid, perhaps unexpected, anecdote . During your review of the literature, make note of any quotes or anecdotes that grab your attention because they can used in your introduction to highlight the research problem in a captivating way.
• Pose a provocative or thought-provoking question . Your research problem should be framed by a set of questions to be addressed or hypotheses to be tested. However, a provocative question can be presented in the beginning of your introduction that challenges an existing assumption or compels the reader to consider an alternative viewpoint that helps establish the significance of your study. 
• Describe a puzzling scenario or incongruity . This involves highlighting an interesting quandary concerning the research problem or describing contradictory findings from prior studies about a topic. Posing what is essentially an unresolved intellectual riddle about the problem can engage the reader's interest in the study.
• Cite a stirring example or case study that illustrates why the research problem is important . Draw upon the findings of others to demonstrate the significance of the problem and to describe how your study builds upon or offers alternatives ways of investigating this prior research.

NOTE:   It is important that you choose only one of the suggested strategies for engaging your readers. This avoids giving an impression that your paper is more flash than substance and does not distract from the substance of your study.

Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. University College Writing Centre. University of Toronto; Introduction. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Introductions. The Writing Center. University of North Carolina; Introductions. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Introductions, Body Paragraphs, and Conclusions for an Argument Paper. The Writing Lab and The OWL. Purdue University; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70; Resources for Writers: Introduction Strategies. Program in Writing and Humanistic Studies. Massachusetts Institute of Technology; Sharpling, Gerald. Writing an Introduction. Centre for Applied Linguistics, University of Warwick; Samraj, B. “Introductions in Research Articles: Variations Across Disciplines.” English for Specific Purposes 21 (2002): 1–17; Swales, John and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills and Tasks . 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004 ; Writing Your Introduction. Department of English Writing Guide. George Mason University.

Writing Tip

Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may appear appropriate because it is important to define specific terminology that readers may be unfamiliar with. However, anyone can look a word up in the dictionary and a general dictionary is not a particularly authoritative source because it doesn't take into account the context of your topic and doesn't offer particularly detailed information. Also, placed in the context of a particular discipline, a term or concept may have a different meaning than what is found in a general dictionary. If you feel that you must seek out an authoritative definition, use a subject specific dictionary or encyclopedia [e.g., if you are a sociology student, search for dictionaries of sociology]. A good database for obtaining definitive definitions of concepts or terms is Credo Reference .

Saba, Robert. The College Research Paper. Florida International University; Introductions. The Writing Center. University of North Carolina.

Another Writing Tip

When Do I Begin?

A common question asked at the start of any paper is, "Where should I begin?" An equally important question to ask yourself is, "When do I begin?" Research problems in the social sciences rarely rest in isolation from history. Therefore, it is important to lay a foundation for understanding the historical context underpinning the research problem. However, this information should be brief and succinct and begin at a point in time that illustrates the study's overall importance. For example, a study that investigates coffee cultivation and export in West Africa as a key stimulus for local economic growth needs to describe the beginning of exporting coffee in the region and establishing why economic growth is important. You do not need to give a long historical explanation about coffee exports in Africa. If a research problem requires a substantial exploration of the historical context, do this in the literature review section. In your introduction, make note of this as part of the "roadmap" [see below] that you use to describe the organization of your paper.

Introductions. The Writing Center. University of North Carolina; “Writing Introductions.” In Good Essay Writing: A Social Sciences Guide . Peter Redman. 4th edition. (London: Sage, 2011), pp. 63-70.

Yet Another Writing Tip

Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main arguments and conclusions and provide a brief description of the rest of the paper [the "roadmap"] that let's the reader know where you are going and what to expect. A roadmap is important because it helps the reader place the research problem within the context of their own perspectives about the topic. In addition, concluding your introduction with an explicit roadmap tells the reader that you have a clear understanding of the structural purpose of your paper. In this way, the roadmap acts as a type of promise to yourself and to your readers that you will follow a consistent and coherent approach to addressing the topic of inquiry. Refer to it often to help keep your writing focused and organized.

Cassuto, Leonard. “On the Dissertation: How to Write the Introduction.” The Chronicle of Higher Education , May 28, 2018; Radich, Michael. A Student's Guide to Writing in East Asian Studies . (Cambridge, MA: Harvard University Writing n. d.), pp. 35-37.

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11.1 The Purpose of Research Writing

Learning objectives.

• Identify reasons to research writing projects.
• Outline the steps of the research writing process.

Why was the Great Wall of China built? What have scientists learned about the possibility of life on Mars? What roles did women play in the American Revolution? How does the human brain create, store, and retrieve memories? Who invented the game of football, and how has it changed over the years?

You may know the answers to these questions off the top of your head. If you are like most people, however, you find answers to tough questions like these by searching the Internet, visiting the library, or asking others for information. To put it simply, you perform research.

Whether you are a scientist, an artist, a paralegal, or a parent, you probably perform research in your everyday life. When your boss, your instructor, or a family member asks you a question that you do not know the answer to, you locate relevant information, analyze your findings, and share your results. Locating, analyzing, and sharing information are key steps in the research process, and in this chapter, you will learn more about each step. By developing your research writing skills, you will prepare yourself to answer any question no matter how challenging.

Reasons for Research

When you perform research, you are essentially trying to solve a mystery—you want to know how something works or why something happened. In other words, you want to answer a question that you (and other people) have about the world. This is one of the most basic reasons for performing research.

But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper . A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

If you are curious about the possibility of life on Mars, for example, you might choose to research the topic. What will you do, though, when your research is complete? You will need a way to put your thoughts together in a logical, coherent manner. You may want to use the facts you have learned to create a narrative or to support an argument. And you may want to show the results of your research to your friends, your teachers, or even the editors of magazines and journals. Writing a research paper is an ideal way to organize thoughts, craft narratives or make arguments based on research, and share your newfound knowledge with the world.

Write a paragraph about a time when you used research in your everyday life. Did you look for the cheapest way to travel from Houston to Denver? Did you search for a way to remove gum from the bottom of your shoe? In your paragraph, explain what you wanted to research, how you performed the research, and what you learned as a result.

Research Writing and the Academic Paper

No matter what field of study you are interested in, you will most likely be asked to write a research paper during your academic career. For example, a student in an art history course might write a research paper about an artist’s work. Similarly, a student in a psychology course might write a research paper about current findings in childhood development.

Having to write a research paper may feel intimidating at first. After all, researching and writing a long paper requires a lot of time, effort, and organization. However, writing a research paper can also be a great opportunity to explore a topic that is particularly interesting to you. The research process allows you to gain expertise on a topic of your choice, and the writing process helps you remember what you have learned and understand it on a deeper level.

Research Writing at Work

Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying the best way to perform a procedure, or learning about challenges and opportunities in your field of employment, you will use research techniques to guide your exploration. You may even need to create a written report of your findings. And because effective communication is essential to any company, employers seek to hire people who can write clearly and professionally.

Writing at Work

Take a few minutes to think about each of the following careers. How might each of these professionals use researching and research writing skills on the job?

• Medical laboratory technician
• Small business owner
• Information technology professional
• Freelance magazine writer

A medical laboratory technician or information technology professional might do research to learn about the latest technological developments in either of these fields. A small business owner might conduct research to learn about the latest trends in his or her industry. A freelance magazine writer may need to research a given topic to write an informed, up-to-date article.

Think about the job of your dreams. How might you use research writing skills to perform that job? Create a list of ways in which strong researching, organizing, writing, and critical thinking skills could help you succeed at your dream job. How might these skills help you obtain that job?

Steps of the Research Writing Process

How does a research paper grow from a folder of brainstormed notes to a polished final draft? No two projects are identical, but most projects follow a series of six basic steps.

These are the steps in the research writing process:

• Choose a topic.
• Plan and schedule time to research and write.
• Conduct research.
• Organize research and ideas.
• Draft your paper.
• Revise and edit your paper.

Each of these steps will be discussed in more detail later in this chapter. For now, though, we will take a brief look at what each step involves.

Step 1: Choosing a Topic

As you may recall from Chapter 8 “The Writing Process: How Do I Begin?” , to narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question —a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis . You may use your research question and your working thesis to create a research proposal . In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

Step 2: Planning and Scheduling

Before you start researching your topic, take time to plan your researching and writing schedule. Research projects can take days, weeks, or even months to complete. Creating a schedule is a good way to ensure that you do not end up being overwhelmed by all the work you have to do as the deadline approaches.

During this step of the process, it is also a good idea to plan the resources and organizational tools you will use to keep yourself on track throughout the project. Flowcharts, calendars, and checklists can all help you stick to your schedule. See Chapter 11 “Writing from Research: What Will I Learn?” , Section 11.2 “Steps in Developing a Research Proposal” for an example of a research schedule.

Step 3: Conducting Research

When going about your research, you will likely use a variety of sources—anything from books and periodicals to video presentations and in-person interviews.

Your sources will include both primary sources and secondary sources . Primary sources provide firsthand information or raw data. For example, surveys, in-person interviews, and historical documents are primary sources. Secondary sources, such as biographies, literary reviews, or magazine articles, include some analysis or interpretation of the information presented. As you conduct research, you will take detailed, careful notes about your discoveries. You will also evaluate the reliability of each source you find.

Step 4: Organizing Research and the Writer’s Ideas

When your research is complete, you will organize your findings and decide which sources to cite in your paper. You will also have an opportunity to evaluate the evidence you have collected and determine whether it supports your thesis, or the focus of your paper. You may decide to adjust your thesis or conduct additional research to ensure that your thesis is well supported.

Remember, your working thesis is not set in stone. You can and should change your working thesis throughout the research writing process if the evidence you find does not support your original thesis. Never try to force evidence to fit your argument. For example, your working thesis is “Mars cannot support life-forms.” Yet, a week into researching your topic, you find an article in the New York Times detailing new findings of bacteria under the Martian surface. Instead of trying to argue that bacteria are not life forms, you might instead alter your thesis to “Mars cannot support complex life-forms.”

Step 5: Drafting Your Paper

Now you are ready to combine your research findings with your critical analysis of the results in a rough draft. You will incorporate source materials into your paper and discuss each source thoughtfully in relation to your thesis or purpose statement.

When you cite your reference sources, it is important to pay close attention to standard conventions for citing sources in order to avoid plagiarism , or the practice of using someone else’s words without acknowledging the source. Later in this chapter, you will learn how to incorporate sources in your paper and avoid some of the most common pitfalls of attributing information.

Step 6: Revising and Editing Your Paper

In the final step of the research writing process, you will revise and polish your paper. You might reorganize your paper’s structure or revise for unity and cohesion, ensuring that each element in your paper flows into the next logically and naturally. You will also make sure that your paper uses an appropriate and consistent tone.

Once you feel confident in the strength of your writing, you will edit your paper for proper spelling, grammar, punctuation, mechanics, and formatting. When you complete this final step, you will have transformed a simple idea or question into a thoroughly researched and well-written paper you can be proud of!

Review the steps of the research writing process. Then answer the questions on your own sheet of paper.

• In which steps of the research writing process are you allowed to change your thesis?
• In step 2, which types of information should you include in your project schedule?
• What might happen if you eliminated step 4 from the research writing process?

Key Takeaways

• People undertake research projects throughout their academic and professional careers in order to answer specific questions, share their findings with others, increase their understanding of challenging topics, and strengthen their researching, writing, and analytical skills.
• The research writing process generally comprises six steps: choosing a topic, scheduling and planning time for research and writing, conducting research, organizing research and ideas, drafting a paper, and revising and editing the paper.

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

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Exploring the Research Essay: What Is It?

The research essay is a genre of academic writing that requires students to draw on evidence from a range of sources, synthesize the information, and then present their own analysis. As such, this type of essay can be used in both the humanities and social sciences disciplines as an effective tool for exploring various topics or ideas. This article will explore what constitutes a research essay and how best to approach its development by discussing key components such as source selection, evaluation criteria for evaluating sources, outlining techniques useful for structuring an argumentative paper with supporting evidence/facts gathered through research methods like interviews and surveys. Finally, we will discuss strategies relevant to refining your work prior submission.

What is a Research Essay?

A research essay is an in-depth analysis of a particular topic, drawing on sources to make and support the argument or assertions being made. It involves researching, structuring, analyzing data from scholarly articles and synthesizing information gathered into conclusions regarding the issue at hand. Generally speaking, it requires students to investigate existing knowledge of that topic by conducting primary or secondary research before providing their own interpretation through evidence-based arguments for which they are able to defend themselves if challenged about them.

• It requires investigating existing knowledge
• Analysis of data from scholarly articles
• Synthesizing information into conclusions

The ultimate aim of writing such essays is that students gain both deeper understanding and appreciation for their chosen subject matter as well as learn how to conduct valid academic inquiry within its domain – skills that could be applied not just during college but in later life too. To achieve this successfully, one needs good critical thinking abilities coupled with rigorous methodology while carrying out whatever task they set out do; also essential when constructing any type of paper related research project like a what research essay may be asked have written on many occasions over course study period .

I. Introduction to the Research Essay

The research essay is an essential part of the educational process. It allows students to explore a topic, evaluate sources, and develop their own argument regarding that topic in writing. While this type of essay often takes time and effort to complete, it can be immensely rewarding when done correctly.

• What Research Essay Is
• 1) : A written exploration of a particular subject;
• : An analysis involving primary or secondary sources;
• : The use of evidence from those sources to make arguments about the chosen topic.

For many college courses, one way for students to show what they have learned is through composing a research essay on the course’s topics. This type of assignment requires students not only think critically about their assigned material but also display their understanding by utilizing critical thinking skills as well as proper citation techniques throughout the paper. What makes this task unique compared with other types assignments are its scope—requiring multiple steps such as generating ideas based upon gathered data —allowing it differs from other forms like persuasive essays due mainly because instead relying solely on opinion; researchers must provide concrete facts sourced from reliable resources.

An effective research essay follows several distinct steps including choosing an appropriate focus (topic), researching relevant information pertaining to that topic using valid source material both online and offline while documenting all collected information accurately via note taking or another form ,analyzing collected data ,synthesizing findings into strong thesis statements which support main claims asserted during introduction . After doing so then finally completing draft before revising final version focusing on elements grammar, punctuation , coherence etc.. As end result student will receive grade based quality work produced representing level comprehension knowledge gained throughout semester/ year long learning experience .

II. Defining a Research Essay

Research Essays: Structure and Purpose A research essay is a form of academic writing that strives to investigate, interpret, and analyze various sources on a given topic in order to present the findings of an individual’s inquiry into what the research reveals. Generally, these essays are based on topics suggested by the instructor or chosen by students themselves but must adhere to specific guidelines regarding length and structure. The purpose of a research essay is twofold: firstly, it allows learners to explore their own interests while learning more about their topic; secondly, it encourages them as authors to develop a sense of originality within their writing. As such, they should be written with strong evidence-based claims supported through relevant secondary sources such as books and articles. In addition, since some topics may require multiple perspectives or opinions from experts in different fields – like history or philosophy for example – appropriate citations should also be included throughout the paper.

Organizing Information for Your Research Paper Once your chosen topic has been narrowed down enough for you write about successfully within set limits (i.e., number words/pages), begin gathering information related directly or indirectly towards your intended message(s). This means reading up extensively on everything related — online resources as well as physical texts available at libraries — before proceeding any further with outlining ideas or preparing drafts. It’s important here not only establish credible facts pertaining to what you want discuss but also recognize potential questions that can arise out discussions revolving around those same details. Doing so will help shape exactly how each paragraph flows naturally together in addressing one particular argument after another without making readers feel overwhelmed by too much information all once.

III. Exploring the Elements of a Research Essay

A research essay is an academic paper that requires the writer to find and evaluate evidence from sources in order to answer a particular question or prove their position on a topic. It must be composed of original thought supported by facts, as well as other data gathered through research.

• Analyzing Sources:

Before beginning the writing process, it’s important for students to understand what type of source material they should include in their work. In addition to primary sources such as texts and interviews, secondary resources like reviews and articles can provide background information related to the overall context of the topic being studied. Once sourced materials have been identified, careful analysis needs to take place so that reliable evidence may be effectively incorporated into your argumentation throughout the paper.

• Organizing Ideas:

Research essays require authors not only assess external sources but also develop effective internal structures for both organization and presentation purposes. Start with planning out how you want your ideas presented – whether through chronology or comparison/contrast techniques – then figure out what kind of evidence will help support each point made within your text body paragraphs.. Finally, remember that every part has its purpose; without one section working in conjunction with another (introduction-body-conclusion), then all together these pieces create something bigger than just “what research essay is” alone .

IV. Planning and Outlining Your Research Paper

The research essay is an effective way of demonstrating knowledge and writing skills, as it requires students to source information from various academic sources and organize them in a logical fashion. It’s important for students to plan ahead when working on this type of paper; outlining the content before diving into the research process will make it easier for writers to focus their attention on specific topics and avoid wasting time searching for irrelevant materials.

Creating an outline prior to beginning your project helps ensure that you stay organized throughout the whole writing process by establishing structure early-on. Additionally, having a clear map during your research can prevent you from getting sidetracked or overwhelmed by the amount of material available about what research essay is topic – allowing you to work smarter rather than harder!

• Start with listing out key points related to what research essay is.
• Outline each section of text – being sure indicate which pieces are necessary, additional examples etc.

Once all subtopics have been addressed: review all headings/subheadings, reread any relevant texts used while constructing your document – making adjustments where needed (this includes correcting errors such as grammar mistakes). Finally use peer review techniques if possible – enlisting another set eyes who can provide helpful feedback & suggestions so that the final product reflects highly polished quality work regarding what research essay is.

V. Conducting Effective Library and Online Searches for Source Materials

When researching for an essay, it is essential to be able to conduct effective library and online searches for source materials. To do this, there are a few key strategies that need to be employed in order for the research project to go smoothly:

• Start early – Allowing sufficient time when conducting your search allows you time if any problems arise.
• Make use of all available sources – Utilize both print and electronic sources such as books, journal articles, magazines and databases.

VI. Integrating Sources into your Argument Structure

Using Sources to Strengthen Your Argument

When writing a research essay, it is essential that you are able to draw upon and effectively integrate credible sources into your argument structure. Doing so helps to strengthen the credibility of your evidence-based arguments while simultaneously demonstrating an understanding of what research essays are all about: using facts and figures from reliable sources in order to support claims made throughout the paper.

One way of integrating source material into your argument structure is through summarizing or paraphrasing what has been said by someone else before directly quoting them in the text. By doing this, you can explain why their words should be taken seriously within your own essay’s context without disrupting its flow with too many quotes. Once this connection has been established between the two works, citing external sources appropriately becomes even more important – not only does it allow for verification of quoted material but also prevents plagiarism which could otherwise result when writing about what research essays are.

Additionally, another useful technique for reinforcing any existing connections between different pieces of evidence being used as part of an argument includes developing logical links; these ‘bridges’ serve as transitions between different subpoints so that there is little ambiguity regarding how one point follows on from another (and ultimately leads back towards building up a solid overall case). When done well, such interweaving makes possible much smoother lines of thought – providing further insight into exactly why something may be deemed true according to what research essays try prove at their core: finding truth beyond mere opinion through thoughtful consideration backed up by scholarly data.

VII. Crafting an Engaging Conclusion for your Writing

Crafting an effective conclusion for a research essay is essential to help make your writing memorable and engaging for the reader. To do this, there are certain steps you can take to ensure that your conclusion communicates the main points of the paper in an interesting way.

Firstly, it’s important that you review what research essay is: a detailed investigation into a specific question or topic with evidence gathered from both primary and secondary sources which aim to provide insight on how something works, has changed over time, or exists in current society. With this definition in mind it’s important to think about how conclusions typically include elements such as summarizing key arguments; providing closure by tying together all of the ideas discussed throughout; encouraging further thought on these topics through questions posed at readers; and inspiring actionable recommendations based off factual findings from within the paper itself. When crafting such a complex yet necessary element of any written piece being sure not to simply repeat words and phrases used elsewhere but rather synthesize them can be beneficial when looking back at one’s work later down line — particularly if substantial revisions need made after peer-review! In conclusion, it is evident that the research essay holds a unique and invaluable place in the modern academic setting. Not only does its structure provide students with an effective way to explore different ideas, but it also fosters critical thinking and analytical skills while helping to cultivate creativity. This comprehensive overview of what makes up a research essay has offered readers important insights into how they can effectively execute their own projects; hopefully this article will serve as a helpful resource for those seeking guidance when starting or continuing such endeavors.

• If you are writing in a new discipline, you should always make sure to ask about conventions and expectations for introductions, just as you would for any other aspect of the essay. For example, while it may be acceptable to write a two-paragraph (or longer) introduction for your papers in some courses, instructors in other disciplines, such as those in some Government courses, may expect a shorter introduction that includes a preview of the argument that will follow.  
• In some disciplines (Government, Economics, and others), it’s common to offer an overview in the introduction of what points you will make in your essay. In other disciplines, you will not be expected to provide this overview in your introduction.  
• Avoid writing a very general opening sentence. While it may be true that “Since the dawn of time, people have been telling love stories,” it won’t help you explain what’s interesting about your topic.  
• Avoid writing a “funnel” introduction in which you begin with a very broad statement about a topic and move to a narrow statement about that topic. Broad generalizations about a topic will not add to your readers’ understanding of your specific essay topic.  
• Avoid beginning with a dictionary definition of a term or concept you will be writing about. If the concept is complicated or unfamiliar to your readers, you will need to define it in detail later in your essay. If it’s not complicated, you can assume your readers already know the definition.  
• Avoid offering too much detail in your introduction that a reader could better understand later in the paper.
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What is a Research Paper?

• Steps in Writing a Research Paper
• Critical Reading and Writing
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"Research paper." What image comes into mind as you hear those words: working with stacks of articles and books, hunting the "treasure" of others' thoughts? Whatever image you create, it's a sure bet that you're envisioning sources of information--articles, books, people, artworks. Yet a research paper is more than the sum of your sources, more than a collection of different pieces of information about a topic, and more than a review of the literature in a field. A research paper analyzes a perspective argues a point . Regardless of the type of research paper you are writing, your finished research paper should present your own thinking backed up by others' ideas and information.

To draw a parallel, a lawyer researches and reads about many cases and uses them to support his or her own case. A scientist reads many case studies to support an idea about a scientific principle. In the same way, a history student writing about the Vietnam War might read newspaper articles and books and interview veterans to develop and/or confirm a viewpoint and support it with evidence.

A research paper is an expanded essay that presents your own interpretation or evaluation or argument. When you write an essay, you use everything that you personally know and have thought about a subject. When you write a research paper you build upon what you know about the subject and make a deliberate attempt to find out what experts know. A research paper involves surveying a field of knowledge in order to find the best possible information in that field. And that survey can be orderly and focused, if you know how to approach it. Don't worry--you won't get lost in a sea of sources.

In fact, this guide is designed to help you navigate the research voyage, through developing a research question and thesis, doing the research, writing the paper, and correctly documenting your sources.

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Writing 2 (terhaar): research projects.

• Tab 1: Introduction
• Tab 2: The Research Assignment
• Tab 3: Getting Started
• Tab 4: Identifying and Locating Sources
• Tab 5: What To Do With Your Sources
• Tab 6: Writing the Research Essay
• Tab 7: Document Your Sources
• Tab 8: Wrap it up

Writing the Research Essay

Has your instructor assigned a complete (or partial) research essay or paper? Then read this tab for some helpful tips.

Writing a complete (or even a partial) paper can be challenging if you’ve never written one, but I (Terry) think it’s a good feeling to work your way through both the research and the paper. When you’re done, you can step back and look at everything you’ve accomplished: You’ve learned to conduct research, manage a lot of data and information, think deeply about a topic, enhance your organizational and writing skills, and consume gallons of caffeine. Awesome!

Here’s the bad news: There are many different types of research papers, including papers where the instructor wants you to:

Pose and answer a question. Sometimes called an analytical research paper. See description here Take a stand or position on a topic. Sometimes called an argumentative research paper. See description here and example here Prepare an annotated bibliography and/or interpret several sources. See description and example here and another example here and here Report on something (such as lab work). See description here or here Review research, compare and contrast theories and/or their applications. See example here

These essays have little in common, except they require research and they’re fairly large (and often time-consuming) assignments. Since we cannot address all types of research essays, we’ll show you how some students go wrong in general when communicating their research results:

1) Many students assume a college-level research essay is the same as a high school research essay, so they never read the assignment carefully and they fail to understand exactly what they’re expected to do. They often fail the assignment.

2) Many students do great research, but they never understand that the research was conducted in order to accomplish some goal, often an answer to a research question, so the paper wanders around somewhat aimlessly from one idea to the next and never seems to make a case for anything. The paper contains no real argument or takes no stand or reports no results. The paper gets a low grade.

3) Many students write an argument, sort of, but there’s so little supporting evidence that no one will agree with the argument (except the student’s best friends). The paper gets a low grade.

4) Many students write a well-supported argument, but provide so little background and context for the argument that the reader feels totally adrift trying to understand what’s going on. The paper gets a mediocre grade.

5) Many students write an argument, providing sufficient background and context, but the argument never seems to add up to much of anything. The reader is left scratching their head, unsure what to make of the paper. The paper might rise to a B-grade, but it has no chance of going higher.

How do you avoid these problems?

• << Previous: Tab 5: What To Do With Your Sources
• Next: Tab 7: Document Your Sources >>

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The land on which we gather is the unceded territory of the Awaswas-speaking Uypi Tribe. The Amah Mutsun Tribal Band, comprised of the descendants of indigenous people taken to missions Santa Cruz and San Juan Bautista during Spanish colonization of the Central Coast, is today working hard to restore traditional stewardship practices on these lands and heal from historical trauma.

The land acknowledgement used at UC Santa Cruz was developed in partnership with the Amah Mutsun Tribal Band Chairman and the Amah Mutsun Relearning Program at the UCSC Arboretum .

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Writing a Research Paper

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The Research Paper

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

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

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

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

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11.2: Getting Ready- Questions to Ask Yourself About Your Research Essay

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• Steven D. Krause
• Eastern Michigan University

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If you are coming to this chapter after working through some of the writing exercises in Part Two, “Exercises in the Process of Research,” then you are ready to dive into your research essay. By this point, you probably have done some combination of the following things:

• Thought about different kinds of evidence to support your research;
• Been to the library and the internet to gather evidence;
• Developed an annotated bibliography for your evidence;
• Written and revised a working thesis for your research;
• Critically analyzed and written about key pieces of your evidence;
• Considered the reasons for disagreeing and questioning the premise of your working thesis; and
• Categorized and evaluated your evidence.

In other words, you already have been working on your research essay through the process of research writing.

But before diving into writing a research essay, you need to take a moment to ask yourself, your colleagues, and your teacher some important questions about the nature of your project.

• What is the specific assignment?

It is crucial to consider the teacher’s directions and assignment for your research essay. The teacher’s specific directions will in large part determine what you are required to do to successfully complete your essay, just as they did with the exercises you completed in part two of this book.

If you have been given the option to choose your own research topic, the assignment for the research essay itself might be open-ended. For example:

Example \(\PageIndex{1}\):

Write a research essay about the working thesis that you have been working on with the previous writing assignments. Your essay should be about ten pages long, it should include ample evidence to support your point, and it should follow MLA style.

Some research writing assignments are more specific than this, of course. For example, here is a research writing assignment for a poetry class:

Example \(\PageIndex{2}\):

Write a seven to ten page research essay about one of the poets discussed in the last five chapters of our textbook and his or her poems. Besides your analysis and interpretation of the poems, be sure to cite scholarly research that supports your points. You should also include research on the cultural and historic contexts the poet was working within. Be sure to use MLA documentation style throughout your essay.

Obviously, you probably wouldn’t be able to write a research project about the problems of advertising prescription drugs on television in a History class that focused on the American Revolution.

• What is the main purpose of your research essay?

Has the goal of your essay been to answer specific questions based on assigned reading material and your research? Or has the purpose of your research been more open-ended and abstract, perhaps to learn more about issues and topics to share with a wider audience? In other words, is your research essay supposed to answer questions that indicate that you have learned about a set and defined subject matter (usually a subject matter which your teacher already more or less understands), or is your essay supposed to discover and discuss an issue that is potentially unknown to your audience, including your teacher.

The “demonstrating knowledge about a defined subject matter” purpose for research is quite common in academic writing. For example, a political science professor might ask students to write a research project about the Bill of Rights in order to help her students learn about the Bill of Rights and to demonstrate an understanding of these important amendments to the U.S. Constitution. But presumably, the professor already knows a fair amount the Bill of Rights, which means she is probably more concerned with finding out if you can demonstrate that you have learned and have formed an opinion about the Bill of Rights based on your research and study.

“Discovering and discussing an issue that is potentially unknown to your audience” is also a very common assignment, particularly in composition courses. As the examples included throughout The Process of Research Writing suggest, the subject matter for research essays that are designed to inform your audience about something new is almost unlimited.

Hyperlink: See Chapter 5: The Working Thesis Exercise” and the guidelines for “Working With Assigned Topics” and “Coming Up With a Topic of Your Own Idea.”

Even if all of your classmates have been researching a similar research idea, chances are your particular take on that idea has gone in a different direction. For example, you and some of your classmates might have begun your research by studying the effect on children of violence on television, either because that was a topic assigned by the teacher or because you simply shared an interest in the general topic. But as you have focused and refined this initially broad topic, you and your classmates will inevitably go into different directions, perhaps focusing on different genres (violence in cartoons versus live-action shows), on different age groups (the effect of violent television on pre-schoolers versus the effect on teen-agers), or on different conclusions about the effect of television violence in the first place (it is harmful versus there is no real effect).

• Who is the main audience for your research writing project?

Besides your teacher and your classmates, who are you trying to reach with your research? Who are you trying to convince as a result of the research you have done? What do you think is fair to assume that this audience knows or doesn’t know about the topic of your research project? Purpose and audience are obviously closely related because the reason for writing something has a lot to do with who you are writing it for, and who you are writing something for certainly has a lot to do with your purposes in writing in the first place.

In composition classes, it is usually presumed that your audience includes your teacher and your classmates. After all, one of the most important reasons you are working on this research project in the first place is to meet the requirements of this class, and your teacher and your classmates have been with you as an audience every step of the way.

Contemplating an audience beyond your peers and teachers can sometimes be difficult, but if you have worked through the exercises in Part Two of The Process of Research Writing, you probably have at least some sense of an audience beyond the confines of your class. For example, one of the purposes “Critique Exercise” in Chapter 7 is to explain to your readers why they might be interested in reading the text that you are critiquing. The goal of the “Antithesis Exercise” in Chapter 8 is to consider the position of those who would disagree with the position you are taking. So directly and indirectly, you’ve probably been thinking about your readers for a while now.

Still, it might be useful for you to try to be even more specific about your audience as you begin your research essay. Do you know any “real people” (friends, neighbors, relatives, etc.) who might be an ideal reader for your research essay? Can you at least imagine what an ideal reader might want to get out of reading your research essay?

I’m not trying to suggest that you ought to ignore your teacher and your classmates as your primary audience. But research essays, like most forms of writing, are strongest when they are intended for a more specific audience, either someone the writer knows or someone the writer can imagine. Teachers and classmates are certainly part of this audience, but trying to reach an audience of potential readers beyond the classroom and the assignment will make for a stronger essay.

• What sort of “voice” or “authority” do you think is appropriate for your research project?

Do you want to take on a personal and more casual tone in your writing, or do you want to present a less personal and less casual tone? Do you want to use first person, the “I” pronoun, or do you want to avoid it?

My students are often surprised to learn that it is perfectly acceptable in many types of research and academic writing for writers to use the first person pronoun, “I.” It is the tone I’ve taken with this textbook, and it is an approach that is very common in many fields, particularly those that tend to be grouped under the term “the humanities.

For example, consider this paragraph from Kelly Ritter’s essay “The Economics of Authorship: Online Paper Mills, Student Writers, and First-Year Composition,” which appeared in June 2005 issue of one of the leading journals in the field of composition and rhetoric, College Composition and Communication :

Example \(\PageIndex{3}\):

When considering whether, when, and how often to purchase an academic paper from an online paper-mill site, first-year composition students therefore work with two factors that I wish to investigate here in pursuit of answering the questions posed above: the negligible desire to do one’s own writing, or to be an author, with all that entails in this era of faceless authorship vis-á-vis the Internet; and the ever-shifting concept of “integrity,” or responsibility when purchasing work, particularly in the anonymous arena of online consumerism. (603, emphasis added)

Throughout her thoughtful and well-researched essay, Ritter uses first person pronouns (“I” and “my,” for example) when it is appropriate: “I think,” “I believe,” “my experiences,” etc.

This sort of use of the personal pronoun is not limited to publications in English studies. This example comes from the journal Law and Society Review (Volume 39, Issue 2, 2005), which is an interdisciplinary journal concerned with the connections between society and the law. The article is titled “Preparing to Be Colonized: Land Tenure and Legal Strategy in Nineteenth-Century Hawaii” and it was written by law professor Stuart Banner:

Example \(\PageIndex{4}\):

The story of Hawaii complicates the conventional account of colonial land tenure reform. Why did the land tenure reform movement of the late nineteenth and early twentieth centuries receive its earliest implementation in, of all places, Hawaii? Why did the Hawaiians do this to themselves? What did they hope to gain from it? This article attempts to answer these questions. At the end, I briefly suggest why the answers may shed some light on the process of colonization in other times and places, and thus why the answers may be of interest to people who are not historians of Hawaii. (275, emphasis added)

Banner uses both “I” and “my” throughout the article, again when it’s appropriate.

Even this cursory examination of the sort of writing academic writers publish in scholarly journals will demonstrate my point: academic journals routinely publish articles that make use of the first person pronoun. Writers in academic fields that tend to be called “the sciences” (chemistry, biology, physics, and so forth, but also more “soft” sciences like sociology or psychology) are more likely to avoid the personal pronoun or to refer to themselves as “the researcher,” “the author,” or something similar. But even in these fields, “I” does frequently appear.

The point is this: using “I” is not inherently wrong for your research essay or for any other type of academic essay. However, you need to be aware of your choice of first person versus third person and your role as a writer in your research project.

Generally speaking, the use of the first person “I” pronoun creates a greater closeness and informality in your text, which can create a greater sense of intimacy between the writer and the reader. This is the main reason I’ve used “I” in The Process of Research Writing: using the first person pronoun in a textbook like this lessens the distance between us (you as student/reader and me as writer), and I think it makes for easier reading of this material.

If you do decide to use a first person voice in your essay, make sure that the focus stays on your research and does not shift to you the writer. When teachers say “don’t use I,” what they are really cautioning against is the overuse of the word “I” such that the focus of the essay shifts from the research to “you” the writer. While mixing autobiography and research writing can be interesting (as I will touch on in the next chapter on alternatives to the research essay), it is not the approach you want to take in a traditional academic research essay.

The third person pronoun (and avoidance of the use of “I”) tends to have the opposite effect of the first person pronoun: it creates a sense of distance between writer and reader, and it lends a greater formality to the text. This can be useful in research writing because it tends to emphasize research and evidence in order to persuade an audience.

(I should note that much of this textbook is presented in what is called second person voice, using the “you” pronoun. Second person is very effective for writing instructions, but generally speaking, I would discourage you from taking this approach in your research project.)

In other words, “first person” and “third person” are both potentially acceptable choices, depending on the assignment, the main purpose of your assignment, and the audience you are trying to reach. Just be sure to consistent—don’t switch between third person and first person in the same essay.

• What is your working thesis and how has it changed and evolved up to this point?

If you’ve worked through some of the exercises in part two of The Process of Research Writing, you already know how important it is to have an evolving working thesis. If you haven’t read this part of the textbook, you might want to do so before getting too far along with your research project. Chapter Five, “The Working Thesis Exercise,” is an especially important chapter to read and review.

Remember: a working thesis is one that changes and evolves as you write and research. It is perfectly acceptable to change your thesis in the writing process based on your research.

Exercise 10.1

Working alone or in small groups, answer these questions about your research essay before you begin writing it:

• What is the specific research writing assignment? Do you have written instructions from the teacher for this assignment? Are there any details regarding page length, arrangement, or the amount of support evidence that you need to address? In your own words, restate the assignment for the research essay.
• What is the purpose of the research writing assignment? Is the main purpose of your research essay to address specific questions, to provide new information to your audience, or some combination of the two?
• Who is the audience for your research writing assignment? Besides your teacher and classmates, who else might be interested in reading your research essay?
• What sort of voice are you going to use in your research essay? What do you think would be more appropriate for your project, first person or third person?
• What is your working thesis? Think back to the ways you began developing your working thesis in the exercises in part two of The Process of Research Writing. In what ways has your working thesis changed?

If you are working with a small group of classmates, do each of you agree with the basic answers to these questions? Do the answers to these questions spark other questions that you have and need to have answered by your classmates and your teacher before you begin your research writing project?

Once you have some working answers to these basic questions, it’s time to start thinking about actually writing the research essay itself. For most research essay projects, you will have to consider at least most of these components in the process:

• The Formal Outline
• The Introduction
• Background Information
• Evidence to Support Your Points
• Antithetical Arguments and Answers
• The Conclusion
• Works Cited or Reference Information

The rest of this chapter explains these parts of the research essay and it concludes with an example that brings these elements together.

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How to Write a Research Summary: Comprehensive Student Guide

With a Juris Bachelor's degree and a decade of legal practice, Darious Davson excels in creating compelling and authoritative academic papers in Law and Ethics. His work is a testament to his profound knowledge of the legal system and commitment to upholding ethical writing practices. So, this experienced paper writer is your top-tier pick!

A research summary is a short version of a long research paper. It stresses the important points of the original work and introduces the reader to the main results of the work. Hence, the reader can quickly grasp the main idea and conclusion without reading the document. We created this guide to simplify writing a well-researched summary. So, let us explain things simply and clearly.

What is a Research Summary, and Why Is It Important?

Let's start with some basic terminology. A research summary is the short form of the research paper that covers the major aspects of a major research project. It covers the research's main ideas, techniques, findings, and conclusions. The summary is central in that it enables other people to effortlessly understand the essentials of your writing in a short time.

So, what is a research summary? Now you know the answer. Abstracts can help decide whether the full research paper is relevant to their needs. Furthermore, these social channels are frequently used to share the research findings with a general audience who may not have time or need to read the full paper.

When to Write a Summary?

Your research summary should be written after you have completed your research. This is critical because you must be able to present your research findings concisely without leaving anything out. Summaries can be needed when academic materials are being assessed, like in college assignments or science periodicals.

They are effective when submitting research grants or presenting your work at conferences. By summarising your research clearly and concisely, you enable your audience to grasp the information more easily and quickly. This way, your readers will be able to perceive the value of your work and engage with it on a deeper level. As you can see, writing a research paper summary is not rocket science.

Formatting Guidelines for Research Paper Summaries

Properly formatting your research summary is a key point of readability and professionalism. It guarantees that the flow of your summary is kept to the standard of academic writing. Just stick to these rules:

• Use a clear, readable font like Times New Roman or Arial, size 12.
• Set margins to 1 inch on all sides.
• Keep the summary to one page, or about 250-300 words.
• Use double spacing to enhance readability.
• Align your text to the left; this makes it easier to read.
• Include a concise title at the top of your summary.

These guidelines help you build a good summary and help your audience understand your writing. A well-formatted summary allows readers to concentrate on the content, not the arrangement, making your research more effective. So, always try to learn how to summarize a research paper correctly.

Types of Research Paper Summaries

How to write a research summary – typical steps.

A research summary comprises several steps to produce an understandable and concise article. The summary systematically breaks down the research into bite-size pieces that allow the audience to grasp the study's core aspects. This helps preserve the authenticity and nature of the original research work in a way that is easy to understand.

Read the Text

Reading a research paper before you can start the summary is very important. Begin by reading the whole document thoroughly to get an understanding of the main issues and the objectives of the document. Look for the introductory and concluding paragraphs, which usually contain the major ideas and conclusions. Following this first reading, try to read through the text two or three more times to take a closer look at the research methods, data analysis, and some of the specific findings.

Here is how to write a research summary. Remembering the authors' key phrases and technical words is crucial – these words are like the foundation for understanding the research context accurately. So, master research paper summary writing every day!

Break the Text Down Into Sections

So, the next step is to split it into the logical parts of the paper. This part of the thesis is built around the main issues of the research: the research problem, the methodology, the findings, and the conclusions. This section should be assessed individually and about the overall research to determine the significance of each part.

Spend some time looking for the main idea in each part and trying to understand how they all come together to tell the research story. This process enables readers to comprehend the text better and organize the research summary meaningfully. Segmenting the text so that all key information is present in the summary and that the summarized work accurately represents the research makes this goal possible. Are you not ready to write on your own? Just say, “Write my essay for me!” We are always ready to assist!

Identify the Key Points in Each Section

The key points in each section are identified to create a powerful summary. This is the process of isolating the key details of utmost significance to the findings and the research objectives. So, stick to this research paper summary structure guide:

By identifying these main ideas, you can be certain that the summary covers the essence of the research, presenting a clear and concise version of the original paper. Now, you know how to write a research summary.

Write the Summary

The research summary is written to combine the main points you selected into a single but comprehensive paragraph. First, the main subject of the research will be set down, as well as its goals. A brief outline of the methodology will follow this to provide an overview of the study results. Last, the crucial results are indicated; only those data directly related to the research purpose.

Discuss the results of this study, and write the final remarks and the summary of the original paper. It is important to stay objective and avoid giving personal views or understanding. So, summarizing a research paper effectively is not that difficult.

Check the Summary Against the Article

Now that you have your summary, you must see if it matches the original article. This comparison makes sure that the summary is in line with the research and that any significant information is not left out or interpretation is not misplaced. Check if the summary keeps the original focus, especially concerning the research aims and outcomes. Here is how to write a research summary correctly.

Writing an effective research paper summary is paramount. Ensure there are no technical term errors and avoid personal interpretations or unnecessary details. This verification might involve reading more than once, concentrating on details such as precision, completeness, and readability. Besides, check out our latest article on mastering the research paper format for students!

Crucial Writing Tips to Follow

To write a good research summary, you must grasp the research content and know the skills that make a summary useful and interesting. Following several writing guidelines will ensure that your conclusion is relevant and brief. As a result, your summary will serve its purpose as a valuable academic tool.

Understand the Assignment

Summarizing research findings is crucial. Before submitting your summary, you should grasp all the assignment requirements. The purpose and the specific requirements are the first steps to figuring out your writing focus and approach. Here is what you should understand:

• Length: Check the required length to ensure your summary meets the guidelines.
• Format: Understand the formatting requirements, including font type, size, and margin specifications.
• Deadline: Know your deadline to manage your time effectively.

Knowledge of these elements helps you firmly establish the basis of your writing. It is a very helpful tool because it structures your work according to the needs of your assignment and ensures that the content of your summary is to the point and at the expected level. Here is how to write a research summary properly.

Identify Key Points

It is important to say that identifying the key points in the research may be the most vital part of writing a research summary. First, scrutinize the original article thoroughly, highlighting the central ideas and major findings. Be meticulous while working on the thesis statement because it is a core part of the paper and represents the essay's main idea. It is also essential to comprehend the methodology since the results are interpreted within the context of the methodology.

Use different research paper summary techniques. While emphasizing the data that directly reinforces the research findings, do not forget to include the results irrelevant to the main conclusion. Ensure you mention the talks about the effects and limitations of the obtained results. A powerful summary focuses on these important aspects.

Paraphrase Succinctly

The skill of paraphrasing is crucial for a research paper. According to the University of Connecticut, this process involves reformulating the original text to create a summary with the same meaning as the original but only in clear and short words. When paraphrasing, try to avoid using too many difficult words and expressions, but at the same time, do not let the main terms of the text and the results escape your attention.

Here is how to write a summary. Use synonyms and reword sentences to produce a text that is not a copy of the original. This prevents plagiarism and makes the content friendly and understandable to audiences of diverse backgrounds.

Focus on Structure

Do you need more research paper summary guidelines? Ok! The structure of a research summarization should allow the reader to read through it effortlessly and easily understand its contents. Begin by presenting an introduction that provides context by mentioning the research subject, purpose, and significance. Besides, you can always start with a proper research summary example. Every part should be presented one after the other, and the story should continue to the end using transitions that will aid the reader in following the summary easily.

Highlight the Significance and Implications

Here is what you should learn before checking research paper summary examples. Research summaries must always be written to highlight the importance of research and its wider implications. This emphasis facilitates readers to perceive how the study is important and related to the field. So, here is what you should do:

• Describe how the findings contribute to existing knowledge.
• Suggest how the results can be applied in real-world settings.
• Indicate potential directions for further investigation.
• Discuss how the study advances theoretical frameworks or concepts.

And stick to the research paper summary format. This will ensure that your summary reflects the research's outcomes and gives them a central role. It will also help strengthen your summary and make it more interesting and informative, directly linking the study to the wider field context.

Review and Revise

Last but not least, in writing a research summary is the revision and review of the document. This is a crucial step in summarizing, as it helps avoid inaccuracies, ambiguities, and lengthy sentences. First, read your abstract carefully to determine whether it reflects the original research without too much detail. Proofread for all the grammatical issues or phrases that can be misleading to the reader.

Besides, know all the tips for writing a research paper summary. Complying with the correct use of technical terms and formatting guidelines, if any, is essential. Ask a friend or a mentor to edit your summary; a new set of eyes can bring a new perspective and reveal things you would not have noticed.

Writing a Standout Summary: Things to Avoid

While writing a research summary, it's important to watch out for common pitfalls that can erode its quality and effectiveness. These errors will make your summary clearer and have the desired impact. Therefore, paying attention to them will help you summarize the research work precisely and accurately.

Plagiarism is a vital matter to consider when preparing any academic writing, particularly research summaries. It is the act of copying or taking someone else's ideas and expressions and presenting them as one's work without permission or acknowledgement. To avoid plagiarism, ensure that you paraphrase the original text by expressing the ideas in your own words and that the original sentence is unchanged.

So, find a good research summary example. Correct citation of the direct quotations and key concepts borrowed from the source material is also crucial. Utilizing plagiarism detection software may provide a means to verify that your work is plagiarism-free. Knowing and respecting intellectual property rights can safeguard academic integrity and stimulate in-depth knowledge and the true presentation of results.

Excessive Detail

The most common error while writing a summary is including too many details. In this case, a summary will be the most important part of the research, where the researcher only has to pay attention to the objectives, methodology, key outcomes, and conclusions. Avoid the temptation to wade into the pool of minor details and complex data that do not contribute to an overall understanding of the research's main outcomes.

Rather than mixing the two, it is appropriate to find a balance between economy and fullness by considering the details essential for the reader to grasp the significance and impact of the research. Maintaining the brevity and focus of the summary makes it easier to read. It ensures that it is useful to the audience, who may not need or want a superficial amount of detail. Here is how to write a good summary!

Biased Interpretation

Interpretation may be biased, and this can distort factual comprehension. It is seen as a situation when personal opinion or judgment interferes with the presentation of research results. Here is what you need to do:

• Avoid Personal Opinions: Keep interpretations neutral and based on the data.
• Stick to the Facts: Refer directly to the research for support.
• Use Neutral Language: Avoid emotionally charged or suggestive language.

It is essential to be as objective as possible, concentrating only on what the research data and results demonstrate. This method certifies the accuracy of the summary, which reflects the research without being distorted by personal views or external influences. Just stick to the research summary format.

Misrepresentation of Results

Incorrect misinformation in a research summary can grossly skew the perception of the research and its validity. This mistake could be made if the summary is skewed, important data is omitted, or the results are out of context. So, it is mandatory always to portray the research findings accurately and completely. Ensure that the data mentioned in the summary is the same as the data and conclusions of the research article.

Here is how to write a good summary. We should not jump to conclusions unsupported by the original research or leave out the negative results that are important in inferring the whole study's outcome. Accuracy and fidelity in data reproduction make the summary a trustworthy and credible source for academic and professional settings, thus ensuring the research is an authentic and ethical representation.

Incomplete Coverage

Now, you know how to write a summary. An incomplete summary is worthless because it fails to present all the information crucial to learning about the research. This problem can originate from the lack of detail regarding the important results, the failure to describe the research context, or the omission of the implications and limitations of the study. Besides, find a good research summary template for practicing.

The utmost attention should be paid to systematically presenting all research components, including hypothesis, methodology, results, and conclusions. Also, emphasize any limitations or boundaries of the research that make your topic area more effective. In addition to the above, this detail-oriented approach goes beyond the mere credibility of the summary.

What is the purpose of a research paper summary?

You must concisely overview a research study's main ideas, findings, and implications.

How long should a research paper summary be?

It should be about one page long, between 250 and 300 words. However, ask your professor first.

What are the key differences between summarizing and paraphrasing?

Summarizing involves condensing a large amount of information into a brief overview. Paraphrasing is rewording a specific text or idea without significantly shortening it.

How can I ensure objectivity and conciseness in a research paper summary?

You should stick to the facts, use neutral language, and highlight essential points of your research.

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Guest Essay

The Long-Overlooked Molecule That Will Define a Generation of Science

By Thomas Cech

Dr. Cech is a biochemist and the author of the forthcoming book “The Catalyst: RNA and the Quest to Unlock Life’s Deepest Secrets,” from which this essay is adapted.

From E=mc² to splitting the atom to the invention of the transistor, the first half of the 20th century was dominated by breakthroughs in physics.

Then, in the early 1950s, biology began to nudge physics out of the scientific spotlight — and when I say “biology,” what I really mean is DNA. The momentous discovery of the DNA double helix in 1953 more or less ushered in a new era in science that culminated in the Human Genome Project, completed in 2003, which decoded all of our DNA into a biological blueprint of humankind.

DNA has received an immense amount of attention. And while the double helix was certainly groundbreaking in its time, the current generation of scientific history will be defined by a different (and, until recently, lesser-known) molecule — one that I believe will play an even bigger role in furthering our understanding of human life: RNA.

You may remember learning about RNA (ribonucleic acid) back in your high school biology class as the messenger that carries information stored in DNA to instruct the formation of proteins. Such messenger RNA, mRNA for short, recently entered the mainstream conversation thanks to the role they played in the Covid-19 vaccines. But RNA is much more than a messenger, as critical as that function may be.

Other types of RNA, called “noncoding” RNAs, are a tiny biological powerhouse that can help to treat and cure deadly diseases, unlock the potential of the human genome and solve one of the most enduring mysteries of science: explaining the origins of all life on our planet.

Though it is a linchpin of every living thing on Earth, RNA was misunderstood and underappreciated for decades — often dismissed as nothing more than a biochemical backup singer, slaving away in obscurity in the shadows of the diva, DNA. I know that firsthand: I was slaving away in obscurity on its behalf.

In the early 1980s, when I was much younger and most of the promise of RNA was still unimagined, I set up my lab at the University of Colorado, Boulder. After two years of false leads and frustration, my research group discovered that the RNA we’d been studying had catalytic power. This means that the RNA could cut and join biochemical bonds all by itself — the sort of activity that had been thought to be the sole purview of protein enzymes. This gave us a tantalizing glimpse at our deepest origins: If RNA could both hold information and orchestrate the assembly of molecules, it was very likely that the first living things to spring out of the primordial ooze were RNA-based organisms.

That breakthrough at my lab — along with independent observations of RNA catalysis by Sidney Altman at Yale — was recognized with a Nobel Prize in 1989. The attention generated by the prize helped lead to an efflorescence of research that continued to expand our idea of what RNA could do.

In recent years, our understanding of RNA has begun to advance even more rapidly. Since 2000, RNA-related breakthroughs have led to 11 Nobel Prizes. In the same period, the number of scientific journal articles and patents generated annually by RNA research has quadrupled. There are more than 400 RNA-based drugs in development, beyond the ones that are already in use. And in 2022 alone, more than $1 billion in private equity funds was invested in biotechnology start-ups to explore frontiers in RNA research.

What’s driving the RNA age is this molecule’s dazzling versatility. Yes, RNA can store genetic information, just like DNA. As a case in point, many of the viruses (from influenza to Ebola to SARS-CoV-2) that plague us don’t bother with DNA at all; their genes are made of RNA, which suits them perfectly well. But storing information is only the first chapter in RNA’s playbook.

Unlike DNA, RNA plays numerous active roles in living cells. It acts as an enzyme, splicing and dicing other RNA molecules or assembling proteins — the stuff of which all life is built — from amino acid building blocks. It keeps stem cells active and forestalls aging by building out the DNA at the ends of our chromosomes.

RNA discoveries have led to new therapies, such as the use of antisense RNA to help treat children afflicted with the devastating disease spinal muscular atrophy. The mRNA vaccines, which saved millions of lives during the Covid pandemic, are being reformulated to attack other diseases, including some cancers . RNA research may also be helping us rewrite the future; the genetic scissors that give CRISPR its breathtaking power to edit genes are guided to their sites of action by RNAs.

Although most scientists now agree on RNA's bright promise, we are still only beginning to unlock its potential. Consider, for instance, that some 75 percent of the human genome consists of dark matter that is copied into RNAs of unknown function. While some researchers have dismissed this dark matter as junk or noise, I expect it will be the source of even more exciting breakthroughs.

We don’t know yet how many of these possibilities will prove true. But if the past 40 years of research have taught me anything, it is never to underestimate this little molecule. The age of RNA is just getting started.

Thomas Cech is a biochemist at the University of Colorado, Boulder; a recipient of the Nobel Prize in Chemistry in 1989 for his work with RNA; and the author of “The Catalyst: RNA and the Quest to Unlock Life’s Deepest Secrets,” from which this essay is adapted.

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Microsoft Research Forum

Quarterly Brief | June 2024

The Next Era of AI Research

Research advances are driving real-world impact faster than ever, with the latest advances in AI transforming the way we all live, work, and think.

In this episode, researchers dive into the importance of globally inclusive and equitable AI, share updates on AutoGen and MatterGen, explore novel use cases for AI, and more. Read more about this episode below, and register (opens in new tab) for the series.

“Today we are seeing so much AI research happening at the speed of conversation, to the point where even our top researchers feel that their heads are spinning, but working together, providing openness, providing greater access, we can see that we’ve made tremendous progress.” – Peter Lee, CVP, Microsoft Research & Incubations

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DIVE INTO OUR COLLECTION OF RESEARCH TALKS AND UPDATES

Keynote: Building Globally Equitable AI

Jacki O’Neill discusses the importance of creating globally equitable generative AI and will address the technical and socio-technical challenges that must be tackled to positively transform work futures worldwide.

Panel Discussion: Generative AI for Global Impact

Microsoft researchers discuss the challenges and opportunities of making AI more inclusive and impactful for everyone – from data that represents a broader range of communities and cultures, to novel use cases for AI that are globally relevant.

Lightning talks & essays

Informative talks and thought-provoking essays from researchers across Microsoft about fundamental AI advances, the impact of AI on health and natural sciences, the intersection of AI and society, and more.

Insights into the Challenges and Opportunities of Large Multi-Modal Models for Blind and Low Vision Users: A Case Study on CLIP

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Driving Industry Evolution: Exploring the Impact of Generative AI on Sector Transformation

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AutoGen Update: Complex Tasks and Agents

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Beyond the Forum

Research Forum is just a snapshot of the great work happening across the research community at Microsoft. Explore these links to learn more about the work of our researchers and their collaborators, the bold new ideas they’re exploring, and the impact they’ll achieve.

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NeurIPS Creative AI Track: Ambiguity

Following last year’s incredible success, we are thrilled to announce the NeurIPS 2024 Creative AI track. We invite research papers and artworks that showcase innovative approaches of artificial intelligence and machine learning in art, design, and creativity. 

Focused on the theme of Ambiguity, this year’s track seeks to highlight the multifaceted and complex challenges brought forth by application of AI to both promote and challenge human creativity. We welcome submissions that: question the use of private and public data; consider new forms of authorship and ownership; challenge notions of ‘real’ and ‘non-real’, as well as human and machine agency; and provide a path forward for redefining and nurturing human creativity in this new age of generative computing. 

We particularly encourage works that cross traditional disciplinary boundaries to propose new forms of creativity and human experience. Submissions must present original work that has not been published or is not currently being reviewed elsewhere.

Important Dates:

• August 2: Submission Deadline
• September 26: Decision 
• October 30: Final Camera-Ready Submission 

Call for Papers and Artworks

Papers (posters).

We invite submissions for research papers that propose original ideas or novel uses of AI and ML for creativity. The topics of research papers are not restricted to the theme of ambiguity. Please note that this track will not be part of the NeurIPS conference proceedings. If you wish to publish in the NeurIPS proceedings please submit your paper directly to the main track.

To submit: We invite authors to submit their papers. We expect papers to be 2-6 pages without including references . The formatting instructions and templates will become available soon. The submission portal will open sometime in July.

We invite the submission of creative work that showcases innovative use of AI and ML. We highly encourage the authors to focus on the theme of Ambiguity.  We invite submissions in all areas of creativity including visual art, music, performing art, film, design, architecture, and more in the format of video recording .  

NeurIPS is a prestigious AI/ML conference that tens of thousands researchers from academia and industry attend every year. Selected works at the Creative AI track will be presented on large display screens at the conference and the authors will have the opportunity to interact with the NeurIPS research community to germinate more collaborative ideas.

To submit:  We invite authors to submit their original work. An artwork submission requires the following:

• Description of the work and the roles of AI and ML 
• Description on how the theme of Ambiguity is addressed
• Biography of all authors including relevant prior works 
• Thumbnail image of the work (<100MB)
• 3-min video preview of the work (<100MB) 

Single-blind review policy

The names of the authors should be included in the submission. 

Conference policy

If a work is accepted at least one author must purchase a  Conference & Tutorials  registration and attend in person . For pricing visit the pricing page . For registration  information visit the registration page . The location of the conference is Vancouver and the authors are responsible for their travel arrangements and expenses. The conference does not provide travel funding. 

For updates, please check this website regularly.

To stay up-to-date with all future announcements, please join our mailing list [email protected] .

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Jean Oh roBot Intelligence Group Carnegie Melon University

Marcelo Coelho Design Intelligence Lab MIT

FinancialResearch.gov

Conferences, 2024 financial stability conference – call for papers.

Published: June 4, 2024

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The Federal Reserve Bank of Cleveland and the Office of Financial Research invite the submission of research and policy-oriented papers for the 2024 Financial Stability Conference on November 21–22, 2024. The conference will be held in person in Cleveland, Ohio, and virtually.

Markets and institutions, increasingly interconnected, are being challenged by the dizzying pace of changes in the financial system, accelerating the buildup of risk and threats to solvency. Regulatory adaptations add another layer of complexity to the issue. Increasingly sophisticated algorithms and the rise of generative artificial intelligence may create new vulnerabilities across the system as banks, nonbank financial institutions, and financial markets exploit nascent opportunities. The twelfth annual conference will explore how firms and markets can become resilient or even antifragile and how regulators can encourage and accommodate needed changes.

Conference Format

The conference will bring together policymakers, market participants, and researchers in two types of sessions:

• Policy Discussions These sessions include keynote addresses and panel discussions in which participants from industry, regulatory agencies, and academia share their insights.
• Research Forums These forums follow the format of an academic workshop and comprise sessions to discuss submitted papers.

We welcome submissions of research on topics related to potential financial stability risks faced by financial markets and institutions, sources of financial system resilience, and related public policy. Conference topics include but are not limited to the following:

Emerging Risks

As the financial system continues to evolve, new risks emerge along with new businesses, new strategies, and new technologies. Old problems take on new dimensions as fiscal and monetary policies adapt to new economic and political realities, thereby adding new stresses to regulatory frameworks that themselves struggle to adapt. As information technology moves risk out of closely regulated sectors, it also creates new vulnerabilities from cyber-attacks. A rapidly changing physical environment and the prospect of nonhuman intelligences add even more uncertainty.

• Financial stability concerns related to faster payments and equity transactions such as the implementation of t+1 settlement
• The financial stability implications of generative AI and deep learning
• Cryptocurrencies, smart contracts, and blockchain
• Cyber-attacks
• Climate risk
• Interaction of monetary policy with macroprudential supervision
• Sources of resilience in the financial sector

Financial Institutions

A riskier macroeconomic environment poses challenges for financial institutions and their supervisors. Risk management tools and strategies will be tested by fluctuations in inflation and output and by new regulations designed to mitigate vulnerabilities. Network effects, including interactions with a rapidly evolving fintech and crypto sector, may lead to further risks at a systemic level. How are institutions adapting to these risks and associated regulatory changes? How prepared are regulators and policymakers? Are existing microprudential and macroprudential toolkits sufficient?

• Bank lending to nonbank financial institutions (NBFI)
• Insurance markets
• Banking as a service (BaaS)
• Regional banks
• Interest rate risk
• Risks of rapid growth
• Unrealized losses on balance sheets and mark-to-market accounting
• Impact of reforms to lenders of last resort, deposit Insurance, capital rules, and the FHLB system

Financial Markets

Inflation and the associated responses of central banks around the world have contributed to stress to financial markets that has not been seen in the recent past. Financial stability threats may arise from resulting reallocations through volatility spikes, fire sales, and financial contagion. The continued development of algorithms, decentralized finance (DeFi), and complex artificial intelligence has the potential to add novel risks to financial markets. To what extent do investors recognize these risks, and how does recognition affect investors’ allocations? How does opacity resulting from deficiencies in reporting, risk management, and operation standards for these risks affect investor behavior?

• Risks associated with high levels and issuance of public debt (for example, recent volatility around Treasury funding announcements, concerns about primary dealers and principal trading firms, the SEC’s recent rule about what defines a dealer and what that might mean for Treasury markets)
• Short-term funding
• Implications of deficits, central bank balance sheet policies, and financial stability
• The impact of technological innovation on financial markets

Real Estate Markets

Real estate is often one of the sectors most affected by and can be a cause of financial instability. Construction and housing play a major role in the transmission of monetary policy, and real estate-based lending remains a major activity of banks, insurance companies, and mortgage companies. A complex and active securities market ties together financial institutions and markets in both residential and commercial real estate.

• Commercial real estate (CRE)
• Nonbank originators and servicers
• International contagion
• Implications of remote work and the impact of COVID-19
• Effects of monetary policy on real estate markets

Scientific Committee

• Vikas Agarwal, Georgia State University
• Marco Di Maggio, Harvard University
• Michael Fleming, Federal Reserve Bank of New York
• Rod Garratt, University of California, Santa Barbara
• Mariassunta Giannetti, Stockholm School of Economics
• Arpit Gupta, New York University, Stern School of Business
• Zhiguo He, Stanford University
• Zhaogang Song, Johns Hopkins University
• Russell R. Wermers, Robert H. Smith School of Business, The University of Maryland at College Park

Paper Submission Procedure

The deadline for submissions is Friday, July 5, 2024. Please submit completed papers through Conference Maker . Notification of acceptance will be provided by Friday, September 6, 2024. Final conference papers are due on Friday, November 1, 2024. In-person paper presentations are preferred. Questions should be directed to [email protected] .

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