making research paper

How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

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

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

Overview: Writing A Research Paper

What (exactly) is a research paper.

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

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

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

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

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

Overview: The 3-Stage Process

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

These three steps are:

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

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

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

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

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

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

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

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

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

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

Step 2: Develop a structure and outline

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

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

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

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

• Introduction
• Literature review
• Methodology

Let’s take a look at each of these.

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

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

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

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

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

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

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

Step 3: Write and refine

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

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

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

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

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

Recap: Key Takeaways

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

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

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

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• How to write a research paper

Last updated

11 January 2024

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

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

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

• What is a research paper?

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

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

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

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

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

• How long should a research paper be?

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

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

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

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

1. Gaining a deep understanding of any expectations

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

This preparation step entails

Deeply understanding the task or assignment

Being clear about the expected format and length

Familiarizing yourself with the citation and referencing requirements 

Understanding any defined limits for your research contribution

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

2. Choose your research topic

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

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

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

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

3. Gather preliminary research

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

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

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

4. Define your research question

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

5. Write a thesis statement

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

A strong thesis statement is:

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

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

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

Here are three thesis statement examples from different disciplines:

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

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

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

6. Conduct in-depth research

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

7. Determine supporting evidence

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

8. Write a research paper outline

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

9. Write your first draft

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

10. Cite your sources correctly

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

11. Ensure your work is original

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

12. Revise, edit, and proofread

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

• The best research paper format 

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

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

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

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

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

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

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

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

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

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

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

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

• General style and formatting guidelines

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

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

Here’s how each style guide is typically used:

Chicago Manual of Style (CMOS):

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

American Psychological Association (APA):

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

Modern Language Association (MLA):

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

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

Citing sources

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

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

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

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

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

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

10 research paper writing tips:

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

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

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

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

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

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

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

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

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

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

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

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

7 research tips 

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

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

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

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

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

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

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

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

• The real-world impact of research papers

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

How do I publish my research paper? 

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

What is a good opening sentence for a research paper? 

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

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

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

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

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

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How to Write a Research Paper

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

Research Paper Fundamentals

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

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

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

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

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

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

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

How to Prepare and Plan Out Writing a Research Paper

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

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

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

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

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

How to Manage Time Effectively

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

"Research Paper Planner: Timeline" (Baylor University)

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

"Research Paper Planner" (UCLA)

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

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

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

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

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

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

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

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

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

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

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

CrashCourse Video: "Sociology Research Methods" (YouTube)

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

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

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

"Research Hypothesis" (Oakland Univ.)

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

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

"Types of Research Designs" (USC)

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

"Major Research Methods" (YouTube)

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

"Humanities Research Strategies" (USC)

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

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

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

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

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

How to Determine the Best Methodology for You

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

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

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

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

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

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

Google Scholar

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

"Gathering Appropriate Information" (Texas Gateway)

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

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

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

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

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

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

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

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

"Topic vs. Sentence Outlines" (UC Berkeley)

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

"Types of Outlines and Samples" (Purdue OWL)

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

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

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

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

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

"Outlining" (Harvard)

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

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

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

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

Rough Draft Assignment (Duke of Definition)

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

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

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

Using Proper Citations

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

Chicago Manual of Style Citation Guide

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

APA Citation Guide

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

MLA Citation Guide

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

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

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

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

"Script for Workshop on Revision" (Vanderbilt University)

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

"Revising Your Paper" (Univ. of Washington)

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

"Revising Drafts" (UNC Writing Center)

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

Conferencing with Writing Tutors and Instructors

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

"Getting Feedback" (UNC Writing Center)

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

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

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

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

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

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

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

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

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

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

Final Draft Checklist (Everett C.C.)

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

"How to Proofread Your Final Draft" (YouTube)

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

"Proofreading Tips" (Georgia Southern-Armstrong)

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

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

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

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

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

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

"Teaching Students to Write Good Papers" (Yale)

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

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

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

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

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

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

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

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How to Write a Research Paper

Last Updated: February 18, 2024 Fact Checked

This article was co-authored by Chris Hadley, PhD . Chris Hadley, PhD is part of the wikiHow team and works on content strategy and data and analytics. Chris Hadley earned his PhD in Cognitive Psychology from UCLA in 2006. Chris' academic research has been published in numerous scientific journals. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 4,182,458 times.

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

Sample Research Papers and Outlines

Researching Your Topic

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

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

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

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

Drafting Your Essay

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

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

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

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

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

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

Revising Your Paper

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

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

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

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

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

Community Q&A

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

You Might Also Like

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

About This Article

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

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Research Paper: A step-by-step guide: 1. Getting Started

• 1. Getting Started
• 2. Topic Ideas
• 3. Thesis Statement & Outline
• 4. Appropriate Sources
• 5. Search Techniques
• 6. Taking Notes & Documenting Sources
• 7. Evaluating Sources
• 8. Citations & Plagiarism
• 9. Writing Your Research Paper

Let's Get Started

We are here to help.

Writing research papers is an important part of your college learning experience, training you to research and write effectively. However, if you don't know how to start, writing a research paper can be a daunting task. Don't worry! We will guide you through the process. The sections in this step-by-step guide allow you to learn at your own pace. Revisit the information as much as you need. Let's get started!

What Is a Research Paper?

A research paper is an expanded essay that presents your investigation and argument on a focused topic based on the information you gathered. It demonstrates not only your understanding of available information from experts in the area of your research, but also your evaluation and insight on the subject matter through an orderly and logical presentation of your argument.

What Are the Qualities of a Good Research Paper?

Make sure you know the requirements of your specific assignment. But in general, a good research paper will have the following qualities:

• A strong and focused thesis statement
• Logically organized a rguments and main points
• Each main point is supported by persuasive facts and examples
• Opposing viewpoints are included and rebutted, showing why the author's argument is more valid
• The paper shows the author's understanding of the topic and the material being used
• The work is original, not plagiarized 
• Every source is correctly documented and credited in a recognized citation style
• The paper is written in clear language in a style suitable for college research

Need help with your research paper?  A librarian can help guide you through the process of research.

Here are ways to contact a librarian:

• Email the library at [email protected]
• Find the librarian best suited for your subject area
• Use our 24/7 chat service (use the chat box on the right)

Ebooks on Writing

Looking for a really detailed guide?  Try these ebooks:

Research Paper Process

Following the research process will help you with your paper.

Select a Topic 

Find Background Information

Formulate a Thesis Statement

Create an Outline

Locate and Retrieve Materials

Evaluate Information

Write the Paper

Review Paper and Citations

• Next: 2. Topic Ideas >>
• Last Updated: Apr 18, 2023 12:12 PM
• URL: https://butte.libguides.com/ResearchPaper

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How to write your first research paper.

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

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

1. Schedule your writing time in Outlook

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

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

2. start with an outline.

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

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

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

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

3. continue with drafts.

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

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

3.1. Starting with Materials and Methods

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3.2. writing results section.

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

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

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

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

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

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

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

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

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

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

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

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

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

3.3. now it is time for your introduction.

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

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

Adapted from Swales and Feak [ 11 ].

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

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

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

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

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

3.4. discussion of the results.

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

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

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

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

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

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

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

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

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

4. choosing the best working revision strategies.

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

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

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

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

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

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

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

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

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

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

5. it is time to submit.

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

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

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

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Research Paper Format – Types, Examples and Templates

Table of Contents

Research paper format is an essential aspect of academic writing that plays a crucial role in the communication of research findings . The format of a research paper depends on various factors such as the discipline, style guide, and purpose of the research. It includes guidelines for the structure, citation style, referencing , and other elements of the paper that contribute to its overall presentation and coherence. Adhering to the appropriate research paper format is vital for ensuring that the research is accurately and effectively communicated to the intended audience. In this era of information, it is essential to understand the different research paper formats and their guidelines to communicate research effectively, accurately, and with the required level of detail. This post aims to provide an overview of some of the common research paper formats used in academic writing.

Research Paper Formats

Research Paper Formats are as follows:

• APA (American Psychological Association) format
• MLA (Modern Language Association) format
• Chicago/Turabian style
• IEEE (Institute of Electrical and Electronics Engineers) format
• AMA (American Medical Association) style
• Harvard style
• Vancouver style
• ACS (American Chemical Society) style
• ASA (American Sociological Association) style
• APSA (American Political Science Association) style

APA (American Psychological Association) Format

Here is a general APA format for a research paper:

• Title Page: The title page should include the title of your paper, your name, and your institutional affiliation. It should also include a running head, which is a shortened version of the title, and a page number in the upper right-hand corner.
• Abstract : The abstract is a brief summary of your paper, typically 150-250 words. It should include the purpose of your research, the main findings, and any implications or conclusions that can be drawn.
• Introduction: The introduction should provide background information on your topic, state the purpose of your research, and present your research question or hypothesis. It should also include a brief literature review that discusses previous research on your topic.
• Methods: The methods section should describe the procedures you used to collect and analyze your data. It should include information on the participants, the materials and instruments used, and the statistical analyses performed.
• Results: The results section should present the findings of your research in a clear and concise manner. Use tables and figures to help illustrate your results.
• Discussion : The discussion section should interpret your results and relate them back to your research question or hypothesis. It should also discuss the implications of your findings and any limitations of your study.
• References : The references section should include a list of all sources cited in your paper. Follow APA formatting guidelines for your citations and references.

Some additional tips for formatting your APA research paper:

• Use 12-point Times New Roman font throughout the paper.
• Double-space all text, including the references.
• Use 1-inch margins on all sides of the page.
• Indent the first line of each paragraph by 0.5 inches.
• Use a hanging indent for the references (the first line should be flush with the left margin, and all subsequent lines should be indented).
• Number all pages, including the title page and references page, in the upper right-hand corner.

APA Research Paper Format Template

APA Research Paper Format Template is as follows:

Title Page:

• Title of the paper
• Author’s name
• Institutional affiliation
• A brief summary of the main points of the paper, including the research question, methods, findings, and conclusions. The abstract should be no more than 250 words.

Introduction:

• Background information on the topic of the research paper
• Research question or hypothesis
• Significance of the study
• Overview of the research methods and design
• Brief summary of the main findings
• Participants: description of the sample population, including the number of participants and their characteristics (age, gender, ethnicity, etc.)
• Materials: description of any materials used in the study (e.g., survey questions, experimental apparatus)
• Procedure: detailed description of the steps taken to conduct the study
• Presentation of the findings of the study, including statistical analyses if applicable
• Tables and figures may be included to illustrate the results

Discussion:

• Interpretation of the results in light of the research question and hypothesis
• Implications of the study for the field
• Limitations of the study
• Suggestions for future research

References:

• A list of all sources cited in the paper, in APA format

Formatting guidelines:

• Double-spaced
• 12-point font (Times New Roman or Arial)
• 1-inch margins on all sides
• Page numbers in the top right corner
• Headings and subheadings should be used to organize the paper
• The first line of each paragraph should be indented
• Quotations of 40 or more words should be set off in a block quote with no quotation marks
• In-text citations should include the author’s last name and year of publication (e.g., Smith, 2019)

APA Research Paper Format Example

APA Research Paper Format Example is as follows:

The Effects of Social Media on Mental Health

University of XYZ

This study examines the relationship between social media use and mental health among college students. Data was collected through a survey of 500 students at the University of XYZ. Results suggest that social media use is significantly related to symptoms of depression and anxiety, and that the negative effects of social media are greater among frequent users.

Social media has become an increasingly important aspect of modern life, especially among young adults. While social media can have many positive effects, such as connecting people across distances and sharing information, there is growing concern about its impact on mental health. This study aims to examine the relationship between social media use and mental health among college students.

Participants: Participants were 500 college students at the University of XYZ, recruited through online advertisements and flyers posted on campus. Participants ranged in age from 18 to 25, with a mean age of 20.5 years. The sample was 60% female, 40% male, and 5% identified as non-binary or gender non-conforming.

Data was collected through an online survey administered through Qualtrics. The survey consisted of several measures, including the Patient Health Questionnaire-9 (PHQ-9) for depression symptoms, the Generalized Anxiety Disorder-7 (GAD-7) for anxiety symptoms, and questions about social media use.

Procedure :

Participants were asked to complete the online survey at their convenience. The survey took approximately 20-30 minutes to complete. Data was analyzed using descriptive statistics, correlations, and multiple regression analysis.

Results indicated that social media use was significantly related to symptoms of depression (r = .32, p < .001) and anxiety (r = .29, p < .001). Regression analysis indicated that frequency of social media use was a significant predictor of both depression symptoms (β = .24, p < .001) and anxiety symptoms (β = .20, p < .001), even when controlling for age, gender, and other relevant factors.

The results of this study suggest that social media use is associated with symptoms of depression and anxiety among college students. The negative effects of social media are greater among frequent users. These findings have important implications for mental health professionals and educators, who should consider addressing the potential negative effects of social media use in their work with young adults.

References :

References should be listed in alphabetical order according to the author’s last name. For example:

• Chou, H. T. G., & Edge, N. (2012). “They are happier and having better lives than I am”: The impact of using Facebook on perceptions of others’ lives. Cyberpsychology, Behavior, and Social Networking, 15(2), 117-121.
• Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among U.S. adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17.

Note: This is just a sample Example do not use this in your assignment.

MLA (Modern Language Association) Format

MLA (Modern Language Association) Format is as follows:

• Page Layout : Use 8.5 x 11-inch white paper, with 1-inch margins on all sides. The font should be 12-point Times New Roman or a similar serif font.
• Heading and Title : The first page of your research paper should include a heading and a title. The heading should include your name, your instructor’s name, the course title, and the date. The title should be centered and in title case (capitalizing the first letter of each important word).
• In-Text Citations : Use parenthetical citations to indicate the source of your information. The citation should include the author’s last name and the page number(s) of the source. For example: (Smith 23).
• Works Cited Page : At the end of your paper, include a Works Cited page that lists all the sources you used in your research. Each entry should include the author’s name, the title of the work, the publication information, and the medium of publication.
• Formatting Quotations : Use double quotation marks for short quotations and block quotations for longer quotations. Indent the entire quotation five spaces from the left margin.
• Formatting the Body : Use a clear and readable font and double-space your text throughout. The first line of each paragraph should be indented one-half inch from the left margin.

MLA Research Paper Template

MLA Research Paper Format Template is as follows:

• Use 8.5 x 11 inch white paper.
• Use a 12-point font, such as Times New Roman.
• Use double-spacing throughout the entire paper, including the title page and works cited page.
• Set the margins to 1 inch on all sides.
• Use page numbers in the upper right corner, beginning with the first page of text.
• Include a centered title for the research paper, using title case (capitalizing the first letter of each important word).
• Include your name, instructor’s name, course name, and date in the upper left corner, double-spaced.

In-Text Citations

• When quoting or paraphrasing information from sources, include an in-text citation within the text of your paper.
• Use the author’s last name and the page number in parentheses at the end of the sentence, before the punctuation mark.
• If the author’s name is mentioned in the sentence, only include the page number in parentheses.

Works Cited Page

• List all sources cited in alphabetical order by the author’s last name.
• Each entry should include the author’s name, title of the work, publication information, and medium of publication.
• Use italics for book and journal titles, and quotation marks for article and chapter titles.
• For online sources, include the date of access and the URL.

Here is an example of how the first page of a research paper in MLA format should look:

Headings and Subheadings

• Use headings and subheadings to organize your paper and make it easier to read.
• Use numerals to number your headings and subheadings (e.g. 1, 2, 3), and capitalize the first letter of each word.
• The main heading should be centered and in boldface type, while subheadings should be left-aligned and in italics.
• Use only one space after each period or punctuation mark.
• Use quotation marks to indicate direct quotes from a source.
• If the quote is more than four lines, format it as a block quote, indented one inch from the left margin and without quotation marks.
• Use ellipses (…) to indicate omitted words from a quote, and brackets ([…]) to indicate added words.

Works Cited Examples

• Book: Last Name, First Name. Title of Book. Publisher, Publication Year.
• Journal Article: Last Name, First Name. “Title of Article.” Title of Journal, volume number, issue number, publication date, page numbers.
• Website: Last Name, First Name. “Title of Webpage.” Title of Website, publication date, URL. Accessed date.

Here is an example of how a works cited entry for a book should look:

Smith, John. The Art of Writing Research Papers. Penguin, 2021.

MLA Research Paper Example

MLA Research Paper Format Example is as follows:

Your Professor’s Name

Course Name and Number

Date (in Day Month Year format)

Word Count (not including title page or Works Cited)

Title: The Impact of Video Games on Aggression Levels

Video games have become a popular form of entertainment among people of all ages. However, the impact of video games on aggression levels has been a subject of debate among scholars and researchers. While some argue that video games promote aggression and violent behavior, others argue that there is no clear link between video games and aggression levels. This research paper aims to explore the impact of video games on aggression levels among young adults.

Background:

The debate on the impact of video games on aggression levels has been ongoing for several years. According to the American Psychological Association, exposure to violent media, including video games, can increase aggression levels in children and adolescents. However, some researchers argue that there is no clear evidence to support this claim. Several studies have been conducted to examine the impact of video games on aggression levels, but the results have been mixed.

Methodology:

This research paper used a quantitative research approach to examine the impact of video games on aggression levels among young adults. A sample of 100 young adults between the ages of 18 and 25 was selected for the study. The participants were asked to complete a questionnaire that measured their aggression levels and their video game habits.

The results of the study showed that there was a significant correlation between video game habits and aggression levels among young adults. The participants who reported playing violent video games for more than 5 hours per week had higher aggression levels than those who played less than 5 hours per week. The study also found that male participants were more likely to play violent video games and had higher aggression levels than female participants.

The findings of this study support the claim that video games can increase aggression levels among young adults. However, it is important to note that the study only examined the impact of video games on aggression levels and did not take into account other factors that may contribute to aggressive behavior. It is also important to note that not all video games promote violence and aggression, and some games may have a positive impact on cognitive and social skills.

Conclusion :

In conclusion, this research paper provides evidence to support the claim that video games can increase aggression levels among young adults. However, it is important to conduct further research to examine the impact of video games on other aspects of behavior and to explore the potential benefits of video games. Parents and educators should be aware of the potential impact of video games on aggression levels and should encourage young adults to engage in a variety of activities that promote cognitive and social skills.

Works Cited:

• American Psychological Association. (2017). Violent Video Games: Myths, Facts, and Unanswered Questions. Retrieved from https://www.apa.org/news/press/releases/2017/08/violent-video-games
• Ferguson, C. J. (2015). Do Angry Birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646-666.
• Gentile, D. A., Swing, E. L., Lim, C. G., & Khoo, A. (2012). Video game playing, attention problems, and impulsiveness: Evidence of bidirectional causality. Psychology of Popular Media Culture, 1(1), 62-70.
• Greitemeyer, T. (2014). Effects of prosocial video games on prosocial behavior. Journal of Personality and Social Psychology, 106(4), 530-548.

Chicago/Turabian Style

Chicago/Turabian Formate is as follows:

• Margins : Use 1-inch margins on all sides of the paper.
• Font : Use a readable font such as Times New Roman or Arial, and use a 12-point font size.
• Page numbering : Number all pages in the upper right-hand corner, beginning with the first page of text. Use Arabic numerals.
• Title page: Include a title page with the title of the paper, your name, course title and number, instructor’s name, and the date. The title should be centered on the page and in title case (capitalize the first letter of each word).
• Headings: Use headings to organize your paper. The first level of headings should be centered and in boldface or italics. The second level of headings should be left-aligned and in boldface or italics. Use as many levels of headings as necessary to organize your paper.
• In-text citations : Use footnotes or endnotes to cite sources within the text of your paper. The first citation for each source should be a full citation, and subsequent citations can be shortened. Use superscript numbers to indicate footnotes or endnotes.
• Bibliography : Include a bibliography at the end of your paper, listing all sources cited in your paper. The bibliography should be in alphabetical order by the author’s last name, and each entry should include the author’s name, title of the work, publication information, and date of publication.
• Formatting of quotations: Use block quotations for quotations that are longer than four lines. Indent the entire quotation one inch from the left margin, and do not use quotation marks. Single-space the quotation, and double-space between paragraphs.
• Tables and figures: Use tables and figures to present data and illustrations. Number each table and figure sequentially, and provide a brief title for each. Place tables and figures as close as possible to the text that refers to them.
• Spelling and grammar : Use correct spelling and grammar throughout your paper. Proofread carefully for errors.

Chicago/Turabian Research Paper Template

Chicago/Turabian Research Paper Template is as folows:

Title of Paper

Name of Student

Professor’s Name

I. Introduction

A. Background Information

B. Research Question

C. Thesis Statement

II. Literature Review

A. Overview of Existing Literature

B. Analysis of Key Literature

C. Identification of Gaps in Literature

III. Methodology

A. Research Design

B. Data Collection

C. Data Analysis

IV. Results

A. Presentation of Findings

B. Analysis of Findings

C. Discussion of Implications

V. Conclusion

A. Summary of Findings

B. Implications for Future Research

C. Conclusion

VI. References

A. Bibliography

B. In-Text Citations

VII. Appendices (if necessary)

A. Data Tables

C. Additional Supporting Materials

Chicago/Turabian Research Paper Example

Title: The Impact of Social Media on Political Engagement

Name: John Smith

Class: POLS 101

Professor: Dr. Jane Doe

Date: April 8, 2023

I. Introduction:

Social media has become an integral part of our daily lives. People use social media platforms like Facebook, Twitter, and Instagram to connect with friends and family, share their opinions, and stay informed about current events. With the rise of social media, there has been a growing interest in understanding its impact on various aspects of society, including political engagement. In this paper, I will examine the relationship between social media use and political engagement, specifically focusing on how social media influences political participation and political attitudes.

II. Literature Review:

There is a growing body of literature on the impact of social media on political engagement. Some scholars argue that social media has a positive effect on political participation by providing new channels for political communication and mobilization (Delli Carpini & Keeter, 1996; Putnam, 2000). Others, however, suggest that social media can have a negative impact on political engagement by creating filter bubbles that reinforce existing beliefs and discourage political dialogue (Pariser, 2011; Sunstein, 2001).

III. Methodology:

To examine the relationship between social media use and political engagement, I conducted a survey of 500 college students. The survey included questions about social media use, political participation, and political attitudes. The data was analyzed using descriptive statistics and regression analysis.

Iv. Results:

The results of the survey indicate that social media use is positively associated with political participation. Specifically, respondents who reported using social media to discuss politics were more likely to have participated in a political campaign, attended a political rally, or contacted a political representative. Additionally, social media use was found to be associated with more positive attitudes towards political engagement, such as increased trust in government and belief in the effectiveness of political action.

V. Conclusion:

The findings of this study suggest that social media has a positive impact on political engagement, by providing new opportunities for political communication and mobilization. However, there is also a need for caution, as social media can also create filter bubbles that reinforce existing beliefs and discourage political dialogue. Future research should continue to explore the complex relationship between social media and political engagement, and develop strategies to harness the potential benefits of social media while mitigating its potential negative effects.

Vii. References:

• Delli Carpini, M. X., & Keeter, S. (1996). What Americans know about politics and why it matters. Yale University Press.
• Pariser, E. (2011). The filter bubble: What the Internet is hiding from you. Penguin.
• Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon & Schuster.
• Sunstein, C. R. (2001). Republic.com. Princeton University Press.

IEEE (Institute of Electrical and Electronics Engineers) Format

IEEE (Institute of Electrical and Electronics Engineers) Research Paper Format is as follows:

• Title : A concise and informative title that accurately reflects the content of the paper.
• Abstract : A brief summary of the paper, typically no more than 250 words, that includes the purpose of the study, the methods used, the key findings, and the main conclusions.
• Introduction : An overview of the background, context, and motivation for the research, including a clear statement of the problem being addressed and the objectives of the study.
• Literature review: A critical analysis of the relevant research and scholarship on the topic, including a discussion of any gaps or limitations in the existing literature.
• Methodology : A detailed description of the methods used to collect and analyze data, including any experiments or simulations, data collection instruments or procedures, and statistical analyses.
• Results : A clear and concise presentation of the findings, including any relevant tables, graphs, or figures.
• Discussion : A detailed interpretation of the results, including a comparison of the findings with previous research, a discussion of the implications of the results, and any recommendations for future research.
• Conclusion : A summary of the key findings and main conclusions of the study.
• References : A list of all sources cited in the paper, formatted according to IEEE guidelines.

In addition to these elements, an IEEE research paper should also follow certain formatting guidelines, including using 12-point font, double-spaced text, and numbered headings and subheadings. Additionally, any tables, figures, or equations should be clearly labeled and referenced in the text.

AMA (American Medical Association) Style

AMA (American Medical Association) Style Research Paper Format:

• Title Page: This page includes the title of the paper, the author’s name, institutional affiliation, and any acknowledgments or disclaimers.
• Abstract: The abstract is a brief summary of the paper that outlines the purpose, methods, results, and conclusions of the study. It is typically limited to 250 words or less.
• Introduction: The introduction provides a background of the research problem, defines the research question, and outlines the objectives and hypotheses of the study.
• Methods: The methods section describes the research design, participants, procedures, and instruments used to collect and analyze data.
• Results: The results section presents the findings of the study in a clear and concise manner, using graphs, tables, and charts where appropriate.
• Discussion: The discussion section interprets the results, explains their significance, and relates them to previous research in the field.
• Conclusion: The conclusion summarizes the main points of the paper, discusses the implications of the findings, and suggests future research directions.
• References: The reference list includes all sources cited in the paper, listed in alphabetical order by author’s last name.

In addition to these sections, the AMA format requires that authors follow specific guidelines for citing sources in the text and formatting their references. The AMA style uses a superscript number system for in-text citations and provides specific formats for different types of sources, such as books, journal articles, and websites.

Harvard Style

Harvard Style Research Paper format is as follows:

• Title page: This should include the title of your paper, your name, the name of your institution, and the date of submission.
• Abstract : This is a brief summary of your paper, usually no more than 250 words. It should outline the main points of your research and highlight your findings.
• Introduction : This section should introduce your research topic, provide background information, and outline your research question or thesis statement.
• Literature review: This section should review the relevant literature on your topic, including previous research studies, academic articles, and other sources.
• Methodology : This section should describe the methods you used to conduct your research, including any data collection methods, research instruments, and sampling techniques.
• Results : This section should present your findings in a clear and concise manner, using tables, graphs, and other visual aids if necessary.
• Discussion : This section should interpret your findings and relate them to the broader research question or thesis statement. You should also discuss the implications of your research and suggest areas for future study.
• Conclusion : This section should summarize your main findings and provide a final statement on the significance of your research.
• References : This is a list of all the sources you cited in your paper, presented in alphabetical order by author name. Each citation should include the author’s name, the title of the source, the publication date, and other relevant information.

In addition to these sections, a Harvard Style research paper may also include a table of contents, appendices, and other supplementary materials as needed. It is important to follow the specific formatting guidelines provided by your instructor or academic institution when preparing your research paper in Harvard Style.

Vancouver Style

Vancouver Style Research Paper format is as follows:

The Vancouver citation style is commonly used in the biomedical sciences and is known for its use of numbered references. Here is a basic format for a research paper using the Vancouver citation style:

• Title page: Include the title of your paper, your name, the name of your institution, and the date.
• Abstract : This is a brief summary of your research paper, usually no more than 250 words.
• Introduction : Provide some background information on your topic and state the purpose of your research.
• Methods : Describe the methods you used to conduct your research, including the study design, data collection, and statistical analysis.
• Results : Present your findings in a clear and concise manner, using tables and figures as needed.
• Discussion : Interpret your results and explain their significance. Also, discuss any limitations of your study and suggest directions for future research.
• References : List all of the sources you cited in your paper in numerical order. Each reference should include the author’s name, the title of the article or book, the name of the journal or publisher, the year of publication, and the page numbers.

ACS (American Chemical Society) Style

ACS (American Chemical Society) Style Research Paper format is as follows:

The American Chemical Society (ACS) Style is a citation style commonly used in chemistry and related fields. When formatting a research paper in ACS Style, here are some guidelines to follow:

• Paper Size and Margins : Use standard 8.5″ x 11″ paper with 1-inch margins on all sides.
• Font: Use a 12-point serif font (such as Times New Roman) for the main text. The title should be in bold and a larger font size.
• Title Page : The title page should include the title of the paper, the authors’ names and affiliations, and the date of submission. The title should be centered on the page and written in bold font. The authors’ names should be centered below the title, followed by their affiliations and the date.
• Abstract : The abstract should be a brief summary of the paper, no more than 250 words. It should be on a separate page and include the title of the paper, the authors’ names and affiliations, and the text of the abstract.
• Main Text : The main text should be organized into sections with headings that clearly indicate the content of each section. The introduction should provide background information and state the research question or hypothesis. The methods section should describe the procedures used in the study. The results section should present the findings of the study, and the discussion section should interpret the results and provide conclusions.
• References: Use the ACS Style guide to format the references cited in the paper. In-text citations should be numbered sequentially throughout the text and listed in numerical order at the end of the paper.
• Figures and Tables: Figures and tables should be numbered sequentially and referenced in the text. Each should have a descriptive caption that explains its content. Figures should be submitted in a high-quality electronic format.
• Supporting Information: Additional information such as data, graphs, and videos may be included as supporting information. This should be included in a separate file and referenced in the main text.
• Acknowledgments : Acknowledge any funding sources or individuals who contributed to the research.

ASA (American Sociological Association) Style

ASA (American Sociological Association) Style Research Paper format is as follows:

• Title Page: The title page of an ASA style research paper should include the title of the paper, the author’s name, and the institutional affiliation. The title should be centered and should be in title case (the first letter of each major word should be capitalized).
• Abstract: An abstract is a brief summary of the paper that should appear on a separate page immediately following the title page. The abstract should be no more than 200 words in length and should summarize the main points of the paper.
• Main Body: The main body of the paper should begin on a new page following the abstract page. The paper should be double-spaced, with 1-inch margins on all sides, and should be written in 12-point Times New Roman font. The main body of the paper should include an introduction, a literature review, a methodology section, results, and a discussion.
• References : The reference section should appear on a separate page at the end of the paper. All sources cited in the paper should be listed in alphabetical order by the author’s last name. Each reference should include the author’s name, the title of the work, the publication information, and the date of publication.
• Appendices : Appendices are optional and should only be included if they contain information that is relevant to the study but too lengthy to be included in the main body of the paper. If you include appendices, each one should be labeled with a letter (e.g., Appendix A, Appendix B, etc.) and should be referenced in the main body of the paper.

APSA (American Political Science Association) Style

APSA (American Political Science Association) Style Research Paper format is as follows:

• Title Page: The title page should include the title of the paper, the author’s name, the name of the course or instructor, and the date.
• Abstract : An abstract is typically not required in APSA style papers, but if one is included, it should be brief and summarize the main points of the paper.
• Introduction : The introduction should provide an overview of the research topic, the research question, and the main argument or thesis of the paper.
• Literature Review : The literature review should summarize the existing research on the topic and provide a context for the research question.
• Methods : The methods section should describe the research methods used in the paper, including data collection and analysis.
• Results : The results section should present the findings of the research.
• Discussion : The discussion section should interpret the results and connect them back to the research question and argument.
• Conclusion : The conclusion should summarize the main findings and implications of the research.
• References : The reference list should include all sources cited in the paper, formatted according to APSA style guidelines.

In-text citations in APSA style use parenthetical citation, which includes the author’s last name, publication year, and page number(s) if applicable. For example, (Smith 2010, 25).

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write a Research Paper – A Complete Guide

You must have heard about Research Paper , right? But do you ever think about to write one? If yes, then you must come across various questions like, “What are the approaches for writing a Research Paper” or “What is the format of a Research Paper?” or many more. No worries!! In this article we will guide you about all the aspects of writing a Research Paper.

Firstly, let us understand what exactly a research paper is. A research paper is a piece of document written by students, professionals or others on a particular topic with a deep and genuine research study. However, writing a research paper is not a kind of task that has to be done in a few days. It takes a lot of research work and study. But you must note that the skills that you develop while writing a research paper will be very helpful to you in achieving your career goals. The approaches for Writing an Effective Research paper are listed below:

1. Choose the Topic

The first step while writing a research paper is to decide the topic. You can pen down various topics and can choose one of them as per your relevancy. While looking for a topic, you can ask several questions to yourself as – “Am I comfortable with this domain?” or “Will I be able to do deep research study of this topic?” or “What innovative stuff I can provide in this particular field?” , etc. And if you find a positive response from your side, go for that topic. Also, discuss the topic with your mentors and guides to know the worthiness of the topic.

2. Narrowing the Topic

After choosing the topic, you must check whether it is quite specific or general. If the topic is very broad, then you have to explore more to narrow down the topic as the research paper should be more topic-specific rather than being generic. You can consult with your mentor and guide regarding this.

3. Gather the Information

Here the most important part comes! You must have to dive into the world of research study. In today’s era, the Internet is the best source to get any information. Although, all the information provided on the Internet is not reliable so you have to explore more and more from various sources. It must be remembered that the research strategy should be in specific directions and meet the required objectives. There are various other sources from where you can get the relevant information as you can discuss it with your mentors, study the journals, etc.

4. Filtration and Drafting of Information

Once you have done with the information gathering process, now you have a lot of information about the topic. So what you have to do is deeply analyze the information and filter it down. You have to avoid all the unnecessary stuff for a genuine research paper. After filtration, there is a need to draft all the information in a structured way for final writing (it can be formal or informal) . In the drafting process, all the aspects are covered like information accuracy, no spelling error, no unnecessary information, etc. Also, proofread it once to check the relevancy of the content with the topic.

Now, you have to write all this gathered information in the Research Paper Outline which consists of:

Apart from the Research Paper, for any type of content, the title is the primary thing that grabs the attention of the readers. In numerous instances, the readers decide whether to read your article or not just by looking at the title. The title of the research paper should be very catchy and expressive. It must signify the main objective of the research paper in just a few words. A research paper generally has a title length of around 15-20 words. Also, try to avoid unnecessary phrases from the title such as ‘Research based on…’ or ‘Paper for…’ , etc.

2. Abstract

The abstract is like a summary of your research paper. It helps the reader to understand what the research paper is all about by briefly explaining the key findings documented in the research paper. The word length of it should be around 200-250 words.

3. Introduction

The ‘Introduction’ section must have adequate information about the topic which thoroughly depicts the purpose of your study. The topic should be clearly explained and the reason for the study of that particular topic can be described in this section. Also, try to explain the points that why your research paper is worth to study for your readers. Keep an eye on spelling and grammar mistakes and maintain the simplicity and accuracy of sentences and phrases.

4. Procedures and Methods

This section is the core of the Research Paper as your actual study work, research findings, methodologies, approaches and all are stated here. Be specific about your topic and try to avoid unnecessary information. You can use tables, flowcharts, pie charts, etc. for showing the statistics.

The ‘Result’ section consists of all the outcomes of your research. Here, all the outcomes of the research procedure are stated and noted down for further process. Analyze and filter the data obtained after performing research procedures and make it presentable in the form of tables, graphs or charts. The word length of this section can be varied as per the rest of the sections.

6. Conclusion

The ‘Conclusion’ section leads back to the introduction section as whatever you stated there, now you have to describe it evidently that how you achieved it. It will be based on the outcomes of the research study and methodologies (which you have already mentioned in the ‘Result’ section) . It is a summarization of the outcomes of your research work.

7. Recommendation

The ‘Recommendation’ section is not mandatory and it is created as per the requirement and relevancy with your research paper. But keep in mind that whatever you mention in this section, it must be logical and based on your research analysis. You just can’t throw random things, that you think might be useful, in this section.

In context of Research Paper , it will be beneficial to understand the scenario of ‘Scholarly Articles’ . Scholarly Articles refers to those journal articles which are written by scholars or someone who is an expert in a particular field. If you are looking for a research document for a specific topic, these articles prove to be very helpful and much more relevant. You can find these articles on Google Scholar .

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5 tips to enhance your research paper’s visibility and altmetric score.

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I previously wrote about the importance of attracting public attention to scientific research . In today’s world, where billions of people are attached to their digital devices watching the very addictive but often useless TikTok content or receiving instant gratification by engaging in meaningless debates about celebrities, scientists need to find creative ways to have their research noticed. Popularizing scientific research helps inspire the younger generations to go into science and provide the general public with a sense of optimism enabling the government to channel more resources into science. People do need inspiration. But very often, even very important scientific breakthroughs requiring many years, hard work, skill, funding, and genuine serendipity go largely unnoticed by the general public.

One of the best ways to measure expert and public attention is the cumulative Altmetric Attention Score , originally developed by Digital Science and adopted by many prestigious publishers, including Nature Publishing Group. Every Nature paper and the papers published by pretty much every credible publisher are tracked by Digital Science by the Document Object Identification (DOI) or the Unique Resource Locator (URL) . While Altmetric has many limitations, for example, it does not track LinkedIn posts and may not adequately cover the impact of top-tier media coverage, at the moment it is the blueprint for tracking attention.

Altmetric Score in The Age of Generative AI

Media attention is likely to be very important in the age of generative AI. Many modern generative systems, such as ChatGPT, Claude, Mistral, and Gemini, as well as hundreds of Large Language Models (LLMs) in China, use the data from the same sources referenced in Altmetric to learn. The more times generative systems see the same concept presented in different contexts, the better they learn. So if you want to contribute to the training of AI systems that may thank you for it in the future - Altmetric is the way to go.

So what can a research group do to ensure they are communicating their findings effectively and increasing the visibility of their research to ensure it gets reflected in the Altmetric Attention Score?

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Altmetric openly discloses the weights of the various sources and the scoring algorithm is relatively straightforward. It is easy to learn, and there are multiple online resources providing advice on how to share your research in ways that will be captured by Altmetric. Cambridge University Press published a guideline to Altmetric for the authors on how to popularize their research with Altmetric in mind. Wolters Kluwer put out a guide and the editor of Toxicology and Pathology wrote a comprehensive overview of Altmetric and how to use it. Surprisingly, this overview got an Altmetric Attention Score of only 4 at the time of the writing, but was cited 137 times according to Google Scholar .

Altmetric monitors social networks, including X (formerly Twitter), Facebook, and Reddit; all major top-tier mainstream media, mainstream science blogs, policy documents, patents, Wikipedia articles, peer review websites, F1000, Syllabi, X (formerly Twitter), tracked Facebook pages, Reddit, one of the Stack Exchange sites, and Youtube. Unfortunately, several powerful platforms, including LinkedIn, are not currently tracked.

The popularity of the paper depends on many factors. Firstly, it has to be novel, trendy, and newsworthy. You are unlikely to get high Altmetric Score with a boring topic. Secondly, papers coming out of popular labs in top-tier academic institutions and in top journals are likely to attract more attention. Often, the communications officers in these academic institutions work closely with the media to amplify notable research. Celebrity companies, for example, Google DeepMind, consistently get higher coverage.

Screenshot of the Altmetric Attention Score "Flower" showing several tracked sources

Here are the five tips for increasing the visibility of your work and ensuring that reach is tracked and reflected by Altmetric:

1. Understand How Altmetric System Works

Congratulations, if you read this article and looked at what sources are tracked by Altmetric. Most likely, you got the basics and will be able to get a “balanced flower” by making a press release, tweeting the DOI of the paper on X, posting a video overview of your paper on Youtube, announcing on Reddit (I still need to learn how to do this).

To understand how Altmetric works, I emailed a few questions to Miguel Garcia, Director of Product and Data Analytics Hub at Digital Science and my first question was wether the Altmetric algorithm is open source. “The Altmetric Attention Score's calculation is not open source but we try to provide as much information as possible around how we calculate it here, and are currently considering what steps we might take to make our algorithms more transparent.” He also provided a link to how the Altmetric Attention Score is calculated.

Many professionals use LinkedIn as the primary social media resource and I was wondering why Altmetric stopped tracking it. Bad news - technical reasons prevent tracking DOIs on LinkedIn. Good news - they are actively seeking ways to appropriately track mentions on LinkedIn and we may see some news toward the end of the year.

My other big question was how does Altmetric count tweets and retweets on X. What if there are many posts from the same account? Miguel’s response was: “Re-tweets count less than original tweets. In addition to that, modifiers are applied to the type of account that is tweeting in order to reduce the weight of the tweet in situations where we find signals of bias or promiscuity (for example a journal publisher only tweeting their own articles). Besides that, we have conditions around the maximum number of retweets in order to limit the maximum impact they would have.”

So tweeting the article many times will not help you. But if other scientists tweet you paper with a DOI - these tweets will get counted. So tweet others as you would like to be tweeted.

2. Make a Press Release and Distribute to Science-focused Media

If your paper is significant, for example, you elucidated novel disease biology, discovered a new drug, developed a new fancy algorithm, designed a new material, or developed a new application for a quantum computer, it is worthwhile investing some time and resources in writing a press release. If you are working for an academic institution, most likely they have a communications office that will help you. If you do not have this luxury, you will need to learn how to write a press release. Plenty of free online guides cover the basics of press release writing. And press releases are one area where ChatGPT and other generative tools do surprisingly well. Upload your paper and ask it to write a press release, check for errors or exaggerations, edit, and you are ready to go. Just make sure to include the DOI and the URL of your paper. A proper business press release on BusinessWire or PRNewswire may cost several thousand dollars. In my opinion, these resources are dramatically overcharging while providing little service. I don't remember a case where a journalist picked up our news based on a commercial press release. But these releases are often reposted by other online press release distributors and the boost to Altmetric may be considerable. The default news release distribution service for research news is EurekAlert. This resource may sometimes result in journalistic coverage as many reporters are using it for science news. There are many free resources you can use if you do not have any budget.

Once the press release is issued, share it with the media. Share the resulting news coverage via your social networks and contacts. Many journalists track the popularity of their news articles and giving them several thousand extra views from professional audience and increasing their social following increases the chances that they will cover the next important research paper.

3. Make a Blog Post

Writing a blog post can be longer and more comprehensive than the press release. Make sure to add fancy diagrams and graphical explainers. You can share the blog post with the journalists at the same time as the press release. Your blog may serve as a source of inspiration for third party news coverage. Make sure to reference the DOI and URL of your paper.

If your paper is in one of the Nature journals, consider writing a “Behind the Paper" blog post on Nature Bioengineering Community. Surprisingly, these blogs are rarely picked up by Altmetric but may serve as a source of inspiration for the journalists and social media influencers. Plus, it is a resource by the Nature Publishing Group.

4. Tweet and Ask Your Team Members to Tweet

Each post on X gives you a quarter of an Altmetric point. If your paper goes viral on X, your Altmetric score can be considerable. Plus, once journalists notice that it went viral, they will be more likely to cover the story, further increasing the score.

Try to choose the time of the post, the hashtags, and the images wisely. Since Elon Musk took over X and opened the algorithm it became very transparent and easy to optimize for. Here are the top 10 tips for boosting attention for a post on X. Make sure to include the DOI or the URL of the paper for Altmetric to find the post.

5. Experiment, Learn, Repeat

My highest Altmetric Attention Score core to date was around 1,500 for a paper in Nature Biotechnology published in 2019, where we used a novel method for designing small molecules called Generative Tensorial Reinforcement Learning (GENTRL) to generate new molecules with druglike properties that got synthesized and tested all the way into mice. In 2024, we went further and showed that an AI-generated molecule for an AI-discovered target was tested all the way up to Phase II human trials, but the paper published in Nature Biotechnology, let’s call it the TNIK paper , has achieved a score ofjust over 600 to date. So what has changed and what can we learn from these two papers?

The popularity of the paper depends on many factors. Ones which capture the public imagination or have widespread appeal are of course, much more likely to gain traction online. When we published the GENTRL paper in 2019, Generative AI was in its infancy, and there are pretty much no other companies that I heard of at the intersection of generative AI and drug discovery. We also published multiple articles in this field in the years leading to that paper and many key opinion leaders (KOLs) followed us. That following included a small army of generative AI skeptics who not only contributed to multiple rejections in peer-reviewed journals but also openly criticized this approach in social networks. This criticism also helped boost the Altmetric Score and bring more attention to the study. So first learning from this exercise - negative publicity helps overall publicity. As long as you are certain that your research results are honest - leave room for criticism and even help expose your paper’s weaknesses. Critics are your greatest Altmetric boosters. Since readers and, by extension journalists, react to negative news and drama stronger than to positive news, critical reviews will boost your Altmetric as long as the DOI or URL of the paper is properly referenced.

Secondly, papers coming out of popular labs in top-tier academic institutions and in top journals are likely to attract more attention. Often, the communications officers in these academic institutions work closely with the media to amplify notable research. Celebrity companies, for example, Google DeepMind, always get a higher level of coverage. For example, the AlphaFold paper published in July 2021 in Nature got an Altmetric Attention Score of over 3,500 . Even though I have not seen any drugs out of AlphaFold reaching preclinical candidate status, I predict the popularity of this tool will result in the first Nobel Prize in this area. Therefore, in order to become famous and popularize your research more effectively, it is a good idea to build up the public profile of yourself and your work. For example, Kardashians are famous for being famous .

Be careful with Wikipedia. I made a mistake explaining the importance of Wikipedia to students when lecturing on the future of generative AI, and one or two of them got banned for expanding the articles with paper references. Wikipedia requires that these are added by independent editors rather than the authors of papers themselves, but if some editors do not like it, they will not go deep or investigate - they will assume wrongdoing. So it is better to avoid even talking about Wikipedia. References there should happen naturally and often some of the more popular papers get picked up and referenced by veteran editors.

Experimenting with Altmetric will also help you explore new strategies for popularizing scientific research and develop new strategies for inspiring people to learn or even get into the new exciting field. UNESCO estimates that there was just over 8 million full-time equivalent (FTE) researchers in 2018 globally. Only a fraction of these are in biotechnology - less than 0.01% of the global population. If you motivate a million students to go into biotechnology by popularizing your research, you double this number.

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American Parkinson Disease Association

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Tracking the Impact of APDA-funded Parkinson’s Research

APDA and Research Projects: Making a Difference

APDA proudly invests in the most promising clinicians and scientific projects focused on the discovery of the cause(s) and finding the cure(s) for Parkinson’s disease (PD). APDA is committed to scientific research and has been a funding partner in many major PD scientific breakthroughs, investing nearly $55 million in research since 1961. We are very proud of the impact our research funds have made in the past .

What are some past APDA Research Projects?

Many APDA-funded researchers have successfully leveraged pilot data to secure multimillion-dollar grants through the National Institutes of Health and other funding partners. You can learn more about our research program in our research video . You can also read more about our past researchers and how APDA grants have been vital in their ongoing work:

• Where Are They Now?: Drs. Cao, Xu, and Chen
• Where Are They Now?: Drs. Rocha, Paul, Srinivasan
• 2022 Research Successes: Drs. Kumar, Daniel, and Branson

Every year, our Scientific Advisory Board meets in the spring to select the scientists that will receive APDA research funding. You can read about how a scientist develops a project .

APDA’s Newly-Funded 2023 Research Awardees

Our current group of grantees is working on exciting projects ranging from understanding the molecular underpinnings of anxiety in PD to testing the use of augmented reality in treating freezing of gait. Our grantees send us six-month and 12-month progress reports to keep us up to date on how their projects are progressing.

It is important to note that research advances can be slow, and the impact of our grant money given in one year may only be felt in a later year.

In an ideal world, we would be able to trace our research money from grant to a new treatment, but that is hard to do for many reasons:

• Usually, it is not one research project that leads to a new treatment but a contribution over time from many different projects.
• APDA often funds projects that are early in the pipeline and are focused on a more basic understanding of PD biology. These projects are essential to build our knowledge that will lead to new treatments, but the earlier on in the research pipeline we fund, the less likely we will be able to follow the line from the money to the treatment.

Tracking the Impact of APDA-funded Research

How do we know whether our Parkinson’s research investment has been put to good use? There are alternate markers that the research community uses to determine if research has been successful.

Here are various ways that APDA uses to understand the impact of our grant money:

• Number of papers published in the medical literature that acknowledge APDA funding.
• Not all medical journals are considered on par with each other. Some are more selective in the research papers that they accept than others.
• The research community has created a metric called the Impact Factor, to measure how impactful a journal’s research is.
• A journal’s Impact Factor is the average number of times articles published in the journal in the past two years have been cited in other journals. It is calculated by dividing the total number of citations in a two-year period by the total number of articles published in those two years. The higher the number, the more impactful the journal. In general, an Impact Factor of 10 or higher is considered remarkable, while above 3 is considered very good.
• APDA can track how often the research paper is cited in subsequent research, a measure of how important the work has been to other research. As time goes on, the number of citations typically increases. For example, while APDA funded work from 2022 was so far only cited 42 times, APDA funded work from 2020 was cited 1,648 times, and work from 2021 was cited 728 times.

Academic Journals and ADPA-Funded Research

In 2021, 58 APDA-funded research articles were published in academic journals, investigating various aspects of PD, including the cell biology of LRRK2, whether Levodopa response is a valid indicator of PD, and plasma-borne indicators of inflammasome activity in PD patients. These studies were published in various journals with Impact Factors ranging from 1.62 to 41.38 with an average of 7.92. To date, they have been cited by 728 other research articles. 

The number of papers and citations varies from year to year (based on a wide variety of factors).

Here is the citation record for the APDA papers from the past three years

Apda-funded research papers, here are some specific examples of research papers that apda has proudly funded, research discovers new role of alpha synuclein.

In June 2022, Dr. Vikram Khurana, one of APDA’s Geroge C. Cotzias Fellowship awardees published a paper in Cell entitled: The Parkinson’s disease protein alpha-synuclein is a modulator of processing bodies and mRNA stability . We highlighted this important work which described a new function for alpha-synuclein, the protein that abnormally accumulates in the brains of people with PD. Traditionally, alpha-synuclein was known to be involved in transport, or moving materials around the neuron, but this paper showed that it also interacted with structures in the cell called P-bodies, cell machinery that regulates gene expression. The paper also showed evidence that mutations that interfere with P-bodies can increase the risk of PD. The impact factor of the Cell is 66.85. This paper has been cited seven times since publication.

Genetic Predisposition and Exposures to Environmental Toxins Research

In June 2021, the laboratory of Dr. Tim Greenamyre, the medical director of the APDA Center for Advanced Research at University of Pittsburgh and member of APDA’s Scientific Advisory Board published a paper in Neurobiology of Disease entitled : The industrial solvent trichloroethylene induces LRRK2 kinase activity and dopaminergic neurodegeneration in a rat model of Parkinson’s disease . In this paper, the relationship between a genetic predisposition to PD and exposure to an environmental toxin was studied. The impact factor of Neurobiology of Disease is 5.23 and this paper was cited 10 times since publication.

Research on Sex-specific Cognitive Differences in Parkinson Disease

In April 2020, Dr. Elizabeth Disbrow , an APDA Research grantee, published a paper entitled: Sex specific cognitive differences in Parkinson disease in the journal NPJ Parkinson’s Disease . The paper demonstrated that there are cognitive differences between men and women with PD with men having significantly greater executive and processing speed impairments compared to females despite no differences in demographic variables or other measures of disease severity. The impact factor of NPJ Parkinson’s Disease is 9.304 and this paper has been cited 26 times since publication.

We continue to be very mindful of the impact of our funding and make every effort to maximize the effect of the dollars that we give to advance our understanding of PD.  

Tips and Takeaways

• APDA proudly invests in research that advances our understanding of PD.
• In addition to the research reports submitted by our grantees, we track the impact of our investment by monitoring the publication of the results of the studies that we fund, the quality of the journals that the results are published in and the number of times the results were cited in other research.
• APDA continues to fund research because of the  generous donations  we receive from dedicated people like you. If you would like to support critical work like this, please consider  donating  of any size today.
• To learn more about APDA’s research funding, please visit the  What We Fund  section of our website.

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• Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a  problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Table of contents

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

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

Published on 17.4.2024 in Vol 26 (2024)

Comparing Contact Tracing Through Bluetooth and GPS Surveillance Data: Simulation-Driven Approach

Authors of this article:

Original Paper

• Weicheng Qian 1 , PhD   ; 
• Aranock Cooke 1   ; 
• Kevin Gordon Stanley 1 , PhD   ; 
• Nathaniel David Osgood 1, 2, 3 , PhD  

1 Department of Computer Science, University of Saskatchewan, Saskatoon, SK, Canada

2 Department of Community Health & Epidemiology, University of Saskatchewan, Saskatoon, SK, Canada

3 Bioengineering Division, University of Saskatchewan, Saskatoon, SK, Canada

Corresponding Author:

Weicheng Qian, PhD

Department of Computer Science

University of Saskatchewan

110 Science Place

Saskatoon, SK, S7N 5C9

Phone: 1 3069661947

Email: [email protected]

Background: Accurate and responsive epidemiological simulations of epidemic outbreaks inform decision-making to mitigate the impact of pandemics. These simulations must be grounded in quantities derived from measurements, among which the parameters associated with contacts between individuals are notoriously difficult to estimate. Digital contact tracing data, such as those provided by Bluetooth beaconing or GPS colocating, can provide more precise measures of contact than traditional methods based on direct observation or self-reporting. Both measurement modalities have shortcomings and are prone to false positives or negatives, as unmeasured environmental influences bias the data.

Objective: We aim to compare GPS colocated versus Bluetooth beacon–derived proximity contact data for their impacts on transmission models’ results under community and types of diseases.

Methods: We examined the contact patterns derived from 3 data sets collected in 2016, with participants comprising students and staff from the University of Saskatchewan in Canada. Each of these 3 data sets used both Bluetooth beaconing and GPS localization on smartphones running the Ethica Data (Avicenna Research) app to collect sensor data about every 5 minutes over a month. We compared the structure of contact networks inferred from proximity contact data collected with the modalities of GPS colocating and Bluetooth beaconing. We assessed the impact of sensing modalities on the simulation results of transmission models informed by proximate contacts derived from sensing data. Specifically, we compared the incidence number, attack rate, and individual infection risks across simulation results of agent-based susceptible-exposed-infectious-removed transmission models of 4 different contagious diseases. We have demonstrated their differences with violin plots, 2-tailed t tests, and Kullback-Leibler divergence.

Results: Both network structure analyses show visually salient differences in proximity contact data collected between GPS colocating and Bluetooth beaconing, regardless of the underlying population. Significant differences were found for the estimated attack rate based on distance threshold, measurement modality, and simulated disease. This finding demonstrates that the sensor modality used to trace contact can have a significant impact on the expected propagation of a disease through a population. The violin plots of attack rate and Kullback-Leibler divergence of individual infection risks demonstrated discernible differences for different sensing modalities, regardless of the underlying population and diseases. The results of the t tests on attack rate between different sensing modalities were mostly significant ( P <.001).

Conclusions: We show that the contact networks generated from these 2 measurement modalities are different and generate significantly different attack rates across multiple data sets and pathogens. While both modalities offer higher-resolution portraits of contact behavior than is possible with most traditional contact measures, the differential impact of measurement modality on the simulation outcome cannot be ignored and must be addressed in studies only using a single measure of contact in the future.

Introduction

Sensing modality of colocation for disease transmission models.

Infectious diseases have imposed a heavy burden on the global population throughout human history [ 1 , 2 ]. The COVID-19 pandemic has brought the threat of contagious diseases into sharp focus. With 6.95 million deaths; 769 million confirmed cases globally as of August 8, 2023 [ 3 ]; and an estimated >US $16 trillion in lost economic activity [ 4 ] for the United States alone, the COVID-19 pandemic has been one of the defining global crises of the 21st century [ 5 ].

Epidemiological models date back over a century [ 6 - 8 ] but have become more useful through leveraging sophisticated algorithms [ 9 , 10 ] and increasing computing power [ 11 , 12 ]. Epidemiological models to predict, plan, and respond to pandemics and outbreaks can inform decision-making to mitigate the impact of infectious diseases [ 6 - 8 ]. Epidemiological models require well-grounded physical and behavioral factors to provide reasonable estimates of disease spread [ 13 ]. Linking a population’s spatial behavior to infectious events that aids or inhibits the spread of disease is particularly difficult.

For airborne contagious diseases such as measles [ 14 ] or COVID-19 [ 5 ], a key enabler for disease spread is colocation (being in the same location at the same time). The effective spatial volume for COVID-19 is determined by aerosol dynamics and is often approximated at 2 m (6.56 ft) [ 15 ]. Measuring colocation can be conducted by self-reporting, as is commonly used in classic contact tracing and direct observation and counts [ 16 ], or by electronic means [ 17 - 19 ].

A total of 2 primary modalities for determining colocation using electronic devices exist: measurements based on estimating the distance from one person to another directly (beaconing) and measurements based on estimating the location of each person of interest within a coordinate system and calculating distances (localizing). Devices can be bespoke, such as the sociometric badge [ 20 - 22 ], or can leverage existing technologies such as Bluetooth(BT)–enabled phones, beacons, or dongles [ 23 - 26 ]. Localization techniques use systems such as GPS to place every user at a specific location at a specific time [ 27 , 28 ] and can be piggybacked on existing smartphones or mined from some social media platforms [ 29 - 31 ].

To estimate the probabilities of disease transmission, the total number of interactions, dwell times, and spatial proximity must be measured to properly baseline the parameter estimates. Techniques from companies such as Ethica Data (Avicenna Research) [ 32 ] and other companies made possible by a Google-Apple partnership [ 33 ] can be used to obtain these data for target populations under transparent and ethical data acquisition practices. However, the underlying physical processes and mathematical treatment of beaconing and localization data are substantially different and have different failure modes. Previous research had not elucidated the disparities in the estimated contact patterns for the same population between techniques. It is simple to hypothesize that colocating and beaconing will yield different contact patterns, but it is less apparent how the differences will interact with disease dynamics and impact the overall simulation outcomes.

In this study, we examine the contact patterns derived from 3 previously collected data sets using both BT beaconing and GPS localization on smartphones running the Ethica Data app. We demonstrated that while the underlying contact patterns generated from colocating and beaconing are broadly similar, they contain salient differences. For each of the 4 pathogens marked by different dynamics, we compared the results of an agent-based simulation of a communicable disease outbreak for the pathogen parameterized with beaconing- and localization-derived contact patterns. The results demonstrated that the method used to estimate contact patterns can result in significant differences between estimates of the key outbreak parameters. We showed that GPS-based contact patterns estimate significantly fewer and less-severe outbreaks than BT-derived contact patterns for the same participant and device.

Literature Review

Transmission models for communicable diseases are based on the characterization of natural history of a condition and contact networks [ 13 ]. In addition to traditional population-based nonspatial approaches, agent-based transmission models can use individual-level contact records and behaviors to identify emergent patterns using a bottom-up approach [ 9 ].

Real-world proximity tracking has applications in contact tracing, location-based risk assessment, mobility tracking, and outbreak detection [ 34 ]. Deriving real-world proximity contact mainly falls into 2 categories: calculating the delta of measured absolute positions—with, for example, GPS-assisted and Wi-Fi network–assisted locationing [ 35 , 36 ]—and directly measuring the relative distance with, for example, BT [ 19 , 37 ] or radio frequency identification [ 38 ].

Exemplars of each of these 2 approaches—GPS and BT—have been studied for digital contact tracing and transmission simulation [ 15 , 34 ]. Recent comparisons between GPS- and BT-inferred proximity contact collection approaches focus on privacy preservation, adoption, and compliance rates [ 15 ]. In contrast, the accuracy of simulations with GPS- and BT-derived proximity contacts is yet to be quantified across different underlying populations and pathogens [ 37 ].

Advances in digital contact tracing have also contributed to disease parameter estimation. For example, at the beginning of the COVID-19 pandemic, researchers focused on estimating the basic reproduction number R 0 from limited and highly regionally dependent infection data. As the pandemic spread, data collection and reporting standards enabled the daily reporting of incident cases, active cases, and mortality for various geographic scales over time, allowing the estimation of the effective reproduction number R e [ 39 - 42 ].

BT Proximity

BT is a short-range communications protocol incorporated into most smartphones and is commonly used to pair with devices such as wireless headsets. By default, BT is configured to be in a quiescent state, not advertising its presence and only communicating with devices that have been paired. Before 2020, it was possible to lock an Android phone into a more active discovery mode, where a device would beacon approximately every 8 seconds, advertising its presence to other devices. While this functionality was intended to provide ease of initial device pairing, it could be repurposed to detect the proximity of 2 devices by registering when 1 device receives a discovery ping from another.

Studies [ 43 , 44 ] have investigated the use of BT to estimate the spatial proximity between devices representing people. The simplest methodology will be to create a proximity event between 2 devices if 1 device detects a discovery ping from the other or vice versa. The distance between the devices is a relevant parameter for determining a valid proximity event or contact in many applications. Researchers have typically used the Received Signal Strength Indicator (RSSI) as a proxy for distance [ 44 - 46 ], assuming an exponential falloff of signal strength with distance [ 47 , 48 ]. This approximation is confounded by reflections or transmissions off or through objects, meaning that RSSI cannot be strictly interpreted as distance, except in all but the most controlled conditions. RSSI values can plausibly be used to filter out contacts that are either far away or on the other side of a barrier, such as a wall.

The RSSI measures signal strength in decibel-milliwatts (dBm), where RSSI=0 is defined by a “Golden Receiver Power Range,” whose lower threshold level corresponds to a received power between −56 dBm and 6 dB above the actual sensitivity of the receiver, and whose upper threshold level is 20 dB above the lower threshold level to an accuracy of 6 dB. Beyond the lower and upper threshold, any positive RSSI value indicates how many dB the RSSI is above the upper limit, and any negative value indicates how many dB the RSSI is below the lower limit. Usually, a stronger signal strength (higher RSSI) indicates closer distances between 2 BT devices; however, orientation, barriers, and interference can attenuate the signal strength beyond what the distance would suggest [ 49 ]. Young [ 50 ] and the Android Beacon Library [ 51 ] contributed an RSSI to the distance function based on the Nexus 4 and Apple’s iBeacon performance, which is often used as a first approximation for similar location awareness services on modern smartphones:

Where RSSI 0 is the RSSI value at a 1-m (3.3 ft) distance.

GPS and Location Proximity

GPS receivers are standard on smartphones, enabling location-based services and route finding. Consumer-grade GPS receivers typically have a nominal accuracy of 10 m (32.8 ft) but can be subject to substantially larger errors due to environmental factors. Neither iOS nor Android uses pure GPS localization in their location estimation services. Both additionally use initial estimates from cell tower locations (assisted GPS) as well as fingerprinting-based localization using databases of detected Wi-Fi routers. As GPS receivers often take several seconds to obtain a position lock, even with assisted GPS, smartphone localization services tend to default to Wi-Fi–based localization initially and then switch to GPS as better location estimates become available. For simplicity of presentation, the term GPS refers to location estimation in this paper, regardless of whether it was obtained through GPS, assisted GPS, Wi-Fi fingerprinting, or some combination thereof.

Given location records, a dichotomous notion of proximity can be defined, in which 2 agents are considered proximate if they are in the same place at the same time. The precision and accuracy of the measurements and the context of the definition of proximity determine how close, in time and space, agents must be to be considered proximate or in contact. When using commodity smartphone localization hardware and services, accuracy below 5 m (16.4 ft) is rare [ 28 ], so spatial proximity has a strong lower resolution limit. Temporal resolution is substantially better—on the order of seconds—and is more likely to be limited by the measurement regime or application requirements. Elevation estimates are even less reliable than spatial estimates; therefore, commodity GPS receivers are often projected onto a 2D plane, introducing the potential for erroneous connections between people at the same location but on different floors of a building, for example.

While both GPS and BT can provide higher fidelity estimates of proximity and contact than traditional surveys or diaries, both are prone to false positives and negatives. Given 2 devices separated by a mutually proximate wall, ceiling, or floor, BT can still report contacts because the attenuation of RSSI will be such that they appear in contact but farther away. GPS is prone to false positives for detecting the proximity of communicable pathogens because the distance over which transmission can occur is smaller than the accuracy threshold for commodity devices. GPS proximity can only be interpreted as close enough that contact was possible, given the error in measurement, and not that contact actually occurred. BT can produce false negatives if the beaconing and listening cycles of the devices are misaligned, such that 1 device is beaconing while the other is asleep. GPS can lose signal or accuracy when indoors, causing false negative contacts by either having no location reported for an agent or exhibiting position inaccuracies that render inaccurate colocation calculations. While the underlying true contact dynamics for the same devices are identical, the differing failure modes of GPS and BT mean that data drawn from those data collection modalities may generate different contact networks, thereby suggesting different contact dynamics and ultimately different outbreak dynamics.

Agent-Based Susceptible-Exposed-Infectious-Removed Models

The susceptible-exposed-infectious-removed (SEIR) disease state model is a classic model used to characterize pathogen transmission and the natural history of infection across a range of communicable diseases. Disease state transitions are unidirectional in the order of susceptible, exposed, infectious, and removed. The initial state of the model specifies the amount of population in each disease state, and the rate of transition between disease states is subject to both disease-characteristic parameters (such as latent period and infectious period) and the contact network (such as preferential mixing and average contact rate). It is common for a specific disease, given surveillance data, to obtain more detailed models. For example, there are models of COVID-19 splitting the SEIR states into more states and rerouting transitions in states [ 52 , 53 ]. As our goal was to probe the impact of contact measurement modality, in accordance with the Occam's razor [ 54 ], which recommends a parsimonious model with the fewest assumptions that are necessary, we chose the simplest SEIR model.

Agent-based models (ABMs) incorporate individual interactions and track the state and state transitions through which each individual progresses. Unlike a stock and flow model, which uses differential equations to model the flow of individuals from one state to another in aggregate, an ABM knows the state of every agent individually at any time step of the simulation, and aggregate statistics, for example, on infections, are queried and computed during postprocessing. An agent-based SEIR model captures both individual disease state transitions based on disease-specific parameters such as the latent period, the infectious period, R 0 , as well as some abstraction of the contact behavior of the population. As the simulation of an infectious disease can capture emerging patterns in a bottom-up manner [ 9 ] and more faithfully reflect dynamics due to the proximity contact network than compartmental models, ABMs provide higher fidelity at the cost of computation when compared to stock and flow models. As an ABM can directly use a contact pattern as part of the simulation, it is the logical choice for examining the sensitivity of simulations to the contact detection methodology.

Data Set Description

For this study, we used 3 previously collected data sets, all of which were collected from the city of Saskatoon, a city in the midwestern Canadian province of Saskatchewan. In all these data sets, additional sensor modalities (eg, accelerometer, gyroscope, and Wi-Fi traces) were also collected, but only the BT traces, GPS traces, and battery data were used in this study. Battery data were used to identify gaps in data collection. If the phone is on and Ethica is running, then battery data were recorded, providing a more reliable way to assess the continuity of data collection than is possible with GPS, where signals can be obscured by the built environment but where the phone is still actively recording. The Saskatchewan Human Ethology Datasets (SHEDs) are a collection of pilot projects and technical trials taking place during the iEpi project—the academic precursor for the Ethica Data system—and associated postprocessing and methodological outcomes [ 55 , 56 ]. The SHEDs were exclusively collected from populations at the University of Saskatchewan in Saskatoon. The SHED7 data set was collected between July 11 and August 8, 2016, and included 61 students. The SHED8 data set was collected between September 25 and October 25, 2016, and included 74 students. The SHED9 data set was collected between October 28 and December 9, 2016, and included 88 students. These participants were part of a social science student study pool that included both undergraduate and graduate students and was weighted toward undergraduates.

Ethical Considerations

Data collection and analysis were conducted under written approval (BEH-14-203) from the University of Saskatchewan Human Behavioral Ethics Review Board. All data were collected with the informed consent of the participants and under the oversight of the University of Saskatchewan Human Behavioral Ethics Review Board.

No experimental manipulations were conducted during data collection. The studies did not undertake stratified sampling according to ethnicity, grade, or gender. The study did not proscribe participation by those connected with the department or research laboratories involved, and the study team informed colleagues in laboratories and the Department of Computer Science first. The awareness of potential study involvement can be assumed to have spread across social networks. For each study, participants joined using their own phones to install the Ethica app and consented to have sensor data collected over the study period. Although for all these 3 studies, both Android and iPhone users were welcome, because BT beaconing did not work reliably on an iPhone due to security settings, iPhone users were removed from the analysis, and all participants reported here are Android users. Each participant receives approximately a CAD $50 (US $38.6) honorarium at the end of a study, and the exact amount varies by study length.

All 3 SHED studies stored sensor data anonymously, and the sensor data associated with a participant were identified by a device-identity number. Despite measures such as encryptions being used to protect sensor data, high-velocity GPS data can allow a skilled practitioner to determine salient information about participants, such as place of work, residence, and daily habits. We circumvented this issue by committing to our own research ethics board and the participants that researchers who access the data must commit to writing requests subject to the review and approval of our ethics boards.

Sensor Data Processing

To evaluate the performance of each sensor in real-world scenarios, we needed to account for the impact of participant compliance. We defined the active period of a study with the start day as the first day when we have ≥80% of the participants’ battery reading and the end day as the first day with all following days having <80% of the participants’ battery reading. We retained participants who had at least 50% of the daily battery data. The descriptive statistics are presented in Table 1 .

Ethica’s multisensor sensing requests that the Android operating system perform sensor scanning and reading periodically. We call our requested period length, that is, each of the repeated 5-minute time windows, a duty cycle. For the location and BT contact data used in this study, Ethica records for 1 minute, starting every 5 minutes.

The BT discovery record from the Android application programming interface includes the discovered BT device’s MAC address and RSSI. After linking such discovery records to participant IDs in the smartphone BT MAC address table collected after consent and before the experiment started, we created a table of BT discovery records for eligible participants. Those RSSI values were filtered to include records associated with an RSSI stronger than the RSSI values associated with the desired distance thresholds and then aggregated maximum RSSI values for unique tuples of discovered participant and duty cycle (data collection epoch), resulting in the final BT contact record table. Although BT discovery records are directional, our use of unique tuples will consider a pair of participants potentially in contact if at least one’s BT device discovers that of the other.

Starting with raw GPS readings for each participant, we first discarded GPS readings with an accuracy radius larger than 10 m (32.8 ft) as being too inaccurate to allocate even approximate colocation estimates. For each participant, we used the median of their GPS readings within a duty cycle as the estimated geolocation of that participant. We then mapped the estimated GPS coordinates of latitude and longitude onto the Universal Transverse Mercator coordinates as the northing and easting with units of meters. For the sake of estimating interparticipant proximity, we used the Euclidean distance between the estimated geolocation for all pairs of participants within the same duty cycle as the estimated distance between pairs of participants. For each duty cycle, participants who lacked GPS readings within that duty cycle were considered as not being in contact with any of the other participants for the duration of that cycle.

Agent-Based SEIR Model

An agent-based SEIR simulation model was used to characterize pathogen transmission and describe the natural history of infection. The model assumed the following:

• There is no reinfection during the simulation period.
• The population is closed, and no births, deaths, and migrations occur during the simulation time horizon.
• The latent periods for diseases under consideration are similar to the incubation periods.
• During the infectious period, an infectious patient will have a constant hazard rate of transmission to every one of their currently contacted persons, normalizing passive shedding from active spread (eg, sneezing) over a contact period.
• There are no behavior changes in participants during the simulation period, conditional on the contact patterns measured. For small outbreaks, this is reasonable, but the COVID-19 pandemic has demonstrated the importance and magnitude of changes that can occur in hygienic personal protective behavior (eg, mask use) over the course of a pandemic.

We made use of a 4-fold duplication and concatenation of both GPS- and BT-inferred proximity contact data, such as successively replaying a movie, to allow the outbreak to run its course without running out of contact data.

All participants who connected to at least 1 other participant after filtering were included in the simulation ( Table 2 ). Each simulation starts with 1 initially exposed participant. We conducted multiple simulations with different random seeds to account for stochastics. Each simulation began with a single participant with an infection of the corresponding disease. All active participants were the initially exposed participants in turn, for 50 realizations each.

During the initialization of each simulation realization, incubation period and infectious period were drawn uniformly from the minimum-maximum range of corresponding parameters, as presented in Table 3 .

All diseases listed in Table 3 are investigated from a historical perspective, where estimates of the corresponding parameters are available.

a The sensing modality of Bluetooth and GPS are combined with distance thresholds of 8 m (26.2 ft) and 20 m (65.6 ft) in rows. For example, BT8 stands for proximity contacts inferred from Bluetooth-sensed distance within the threshold of 8 m (26.2 ft).

a Derived as midpoint of reported range.

b Derived range from different reports.

Simulation Configuration

For each SHED study, after preprocessing, we obtained GPS- and BT-inferred proximity contact data with distance-equivalent RSSI thresholds of −80 dBm (corresponding to approximately 8 m or 26.2 ft) and −90 dBm (approximately 20 m or 65.6 ft). A group of simulations for each of the 4 diseases—namely, influenza, COVID-19, measles, and norovirus—was run. Within each group of simulations sharing the same derived proximity contact data and disease parameters, we iterated each of the active participants as the initially exposed patient with 50 realizations, where each realization has a different predetermined random seed, resulting in 170,400 realizations across all data sets and conditions.

In our agent-based SEIR model, at any given time during the simulation, each agent resides in one of the 4 disease states (susceptible, exposed, infectious, or removed). At the start of the simulation, all agents, except the initially exposed agent, are susceptible. The transition from susceptible to exposed has a probability p when exposed to proximity to an infectious agent. Such occurrences of exposure are characterized by a Poisson process with a mean interarrival time of 5 minutes. The value assumed for p is derived from the disease-specific R 0 and the average empirically observed frequency of population contacts. The timing, the duration, and the pair of agents involved in each proximity contact are given by the proximity contact data fed to the simulation. The transitions of exposed-to-infectious and infectious-to-removed are timeouts with timers set as the corresponding latent period and infectious period as initialized for each individual.

Simulations were run on 2 servers, each with an Intel Xeon CPU E5-2690 v2 and 503 GB memory. Models were created in AnyLogic (version 8.1.0; The AnyLogic Company) and exported to a stand-alone Java application with OpenJDK (version 1.8.0_252; The OpenJDK Community) as the runtime environment. Analysis was conducted in R software (version 4.0.2; R Foundation for Statistical Computing) with major packages, including tidyverse (version 1.3.0), ggprah (version 2.0.5), and igraph (version 1.2.6), and in Python (version 3.8.0; Python Software Foundation) with major packages, including pandas (version 1.2.0), numpy (version 1.20.2), and scipy (version 1.6.1).

Evaluate Impacts on Transmission Models

We used the attack ratio as the metric to evaluate the impact of proximate contact data on transmission models. The attack ratio is the proportion of the total population that gets infected throughout the simulation. Although the ABM-SEIR can produce many estimates for different disease parameters given proximate contact data, the attack rate and individual risk of infection was chosen for simplicity, accessibility, and to serve as single summary statistics [ 65 , 66 ].

Attack Rates

The core research question of this study was whether and to what extent the differences in GPS- and BT-based proximity detection would alter the contact network and therefore the implied attack rate. We considered the attack rate θ defined as in the following equation:

Where I ( t ) is the number of infectious persons at time t , T is the end time of the simulation instance, and N is the population size. The attack rate θ denotes the proportion of the population that is infected throughout the simulation instance. As the response variable (denoted as Θ) to the controlled variables of the disease or pathogen M , the initial infectious individual ν ∈ V = { v 1 , v 2 ,..., v n }, n = ‖ V ‖ and collected proximity contact data D( ω , ε , V ). For the proximity contact data D( ω , ε , V ), ω ∈ {BT, GPS} is the sensor type, ε ∈ {8, 20} is the distance threshold of proximate contacts, and V is the underlying population. Therefore, with the ABM-SEIR model as P(∙) for a specific disease M and underlying population V , we can sample Θ∼P(Θ= θ | ω , ε , M , V ) with simulation realizations. While the initial infectious individual ν has been known to impact the attack rate Θ, investigation of that impact lies outside the scope of this paper.

Welch t Test

Assuming disease M and an underlying population V , the choice of an initial infectious individual ν is independent of the data collection configuration (sensor type ω and proximate distance threshold ε ). We were interested in the marginal probability, defined as in the following equation:

Limited by our knowledge of P( ν | M , V ), we assumed the initial infectious individual ν is chosen with uniform probability from the underlying population V , that is, P( ν | M , V ) =1 / ‖ V ‖. Consider θ as the sample mean from a sample, X i ∼ P(Θ| ν = v i , ω , ε , M , V ), i = 1,..., ‖ V ‖, and we sampled by repeating ‖ V ‖ simulations iterating every individual of the population V as the initial infectious individual. According to the central limit theorem, samples of θ∼P(Θ| ω , ε , M , V ) tend to be normally distributed to suffice the assumption of the Welch t test (2-tailed).

Pairwise t Test

Without assuming that the initial infectious individual ν is homogeneous among the underlying population V , that is, P( ν | M , V )=1/‖ V ‖, we could construct a pairwise t test by pairing the samples of attack rate having the same initial infectious individual μ , given sensor type ω and distance threshold ε , for each pair of disease M and underlying population V . In this case, we assumed the pairwise differences in the attack rate, such as for Θ i BT8-GPS20 = Θ BT8 – Θ GPS20 , are normally distributed, where Θ BT8 ∼ P(Θ| ν = v i , ω = BT, ε = 8, M , V ) and Θ GPS20 ∼ P(Θ| ν = v i , ω = GPS, ε = 20, M , V ).

Kullback-Leibler Divergence of Individual Infection Risks

Given the sensor type, proximate distance threshold, disease, and underlying population, we estimated the individual infection risk based on the Laplacian-smoothed rate of being infected across realizations, denoted by ρ v∈V ( ω , ε , M , V ). The likelihood of being the most likely infected individual for an individual v ∈ V follows P( v | ω , ε , M , V ), which can be estimated by normalizing vector ρ ={ ρ v | v ∈ V }. The Kullback-Leibler (KL) divergence was used to summarize the differences between pairs of sensor type and proximate distance threshold ( ω , ε ) within blocks by disease and the underlying population. For disease M and the underlying population V , we have

between sensing configurations ( w 1 , e 1 ) and ( w 2 , e 2 ), where

While the agent-based simulation uses dynamic contacts, some insight can be gained by examining the aggregate contact network of participants in each study. Figure 1 shows the aggregate contact networks for SHED7, SHED8, and SHED9 using BT and GPS at 8- and 20-m thresholds. If a connection ever occurred between 2 nodes given the protocol, a corresponding edge is drawn in the network, with the color of the edge proportional to the total contact duration over the course of the experiment between those nodes. Reflecting the Pareto-like distribution of contact duration, colors move from blue (weakly connected) to red (strongly connected) on a logarithmic scale, consistent with other human network observations [ 67 , 68 ]. As expected, most nodes appear to have weak connections compared to the highly connected dyads and triads in the network. The BT networks are denser and more highly connected than their GPS counterparts, implying a greater potential for disease spread. There is a greater preponderance of weak edges in the BT data sets than in their corresponding GPS counterparts. There is a modest increase in the number of edges between the 8- and 20-m thresholds for each data set.

Contact frequency (the rate at which contacts occur) and intercontact time (the time between contacts) are common aggregate distributions used to characterize contact data sets. Similar to many other data sets, both the BT and GPS demonstrate power law decay for the probability of contact duration and intercontact time ( Figure 2 ). GPS-based contact detection tends to infer more and shorter-duration contacts but exhibits truncated tails. In SHED7 and SHED9, the tail truncation leads to fewer long-duration contacts (>600 min) than BT. The intercontact times are similar for all data sets, but the BT distributions are skewed more heavily toward longer intercontact times than in the case of GPS. In contrast, for SHED8 and SHED9, BT tracking detects notably fewer moderately long contacts (those in the range of 50 min to 600 min). This may be due to localization noise–induced false positives in the GPS data set skewing the apparent contact durations higher.

After filtering the connections for the appropriate distance threshold (8 m and 20 m or approximately 26.2 ft and 65.6 ft), the agent-based simulation was run according to the protocol described in simulation configuration. Many runs do not produce an outbreak, with the initially exogenously infected individual being the only member of the network infected. This results in a zero-heavy bimodal distribution of cumulative infection counts per realization, with a Poisson spike at 0 cumulative endogenous infections (1 exogenous infection) and a second distribution describing the probability of an outbreak of a given size conditional on outbreak occurrence (ie, the probability of at least one endogenous infection). A stacked bar plot showing the ratio of runs in which further incidences beyond the initial infectious individual did or did not occur is shown in Figure 3 . The figure clearly shows a higher likelihood of an outbreak occurring with the BT data, as expected from the aggregate network diagrams and aggregate contact duration and frequency plots. The consistent difference in the probability of outbreak occurrence between the 2 conditions is our first substantial indication that the two means of measuring contact are not equivalent. To determine the impact of each dynamic contact pattern on the outbreaks themselves, the trials in which no endogenous infection occurred were removed, and statistical analysis was conducted on the distribution of outbreak severity conditional on outbreak occurrence.

The Bonferroni-corrected Shapiro-Wilk test was passed for each of the 50 samples of attack rate, denoted by θ, for every pair of disease M and the underlying population V , except for COVID-19, with contact records collected via GPS using a distance threshold of 20 over SHED8. The results of the Bonferroni-corrected Welch t test are presented in Table 4 .

a BT: Bluetooth.

Our predetermined α level was .05.

The results of Bonferroni-corrected pairwise t tests [ 69 ] between observed attack rates (having filtered out scenarios with 0 endogenous infections) across all simulation runs for a condition are presented in Table 5 .

These results confirm our hypothesis that BT- and GPS-based contact histories induce significantly different estimates of total disease burden across multiple simulated realizations. The primary comparisons are the BT8-GPS8 and the BT20-GPS20, with the others included for completeness. For SHED7 BT8-GPS8, the results are not significant. For all other diseases and data sets, the results are statistically significantly different. In the case of BT20-GPS20, all results are significantly different, with the exception of the SHED7 measles. While we suspected that the infectiousness of the disease would impact simulated outcomes, the results seem to be dominated by differences in the data set and contact measurement modality. Looking at the impact of resolution, some combinations of data set and disease are not significantly different, but for the most part, increasing the threshold increases the number of contacts, driving differences in simulated outcomes. The exception to this general rule seems to be SHED8 GPS8-GPS20, where increasing the threshold did not significantly alter the outcomes for most diseases and only marginally for measles.

Figure 4 shows the violin plots for the attack rates over each realization across all simulated conditions and provides insight into the statistical results from Table 5 . SHED7 consistently has lower attack rates for all diseases, with a smaller variance and mean than other data sources. The limited attack rate likely drives the similarity between the BT and the GPS. The denser SHED8 and SHED9 networks have substantially larger variance, leading to significant differences between the measurement modality conditions. The highly contagious measles virus, in particular, exhibits marked differences within the SHED8 and SHED9 data sets. In general, BT contact patterns have longer tails, indicating a greater possibility of larger outbreaks throughout the population. In cases where a substantial probability mass is contained in the tail, the median is also drawn higher, as in SHED8 with BT20 for measles.

Figure 5 shows the KL divergence on individual infection risks within blocks of disease and the underlying population. The individual infection risks are reflected by the likelihood of being the most likely infected individual between different sensing configurations, where a sensing configuration is a pair of selected sensor types and proximate distance thresholds. The distance threshold of proximate contact does not appear to impact GPS-collocated inferred proximity contacts in terms of individual infection risks, regardless of the underlying population. This invariance to distance thresholds suggests that the primary bottleneck lies in the GPS-colocation method’s inability to identify exact proximity contacts among a group of collocated individuals. Meanwhile, the BT-beaconing method may capture proximity contacts at certain distance thresholds (such as for SHED7 and SHED8), which can be important when considering droplet-based pathogen transmission. There seems to be a lower magnitude of KL divergence for BT8-BT20 and BT20-BT8. The KL divergence among pairs of different sensor types is similar regardless of the distance thresholds of proximate contact, suggesting that BT beaconing and GPS colocating collect different proximity contacts regardless of the resolution of the distance thresholds of proximate contacts. The magnitude of asymmetric | D KL ( p ‖ q ) – D KL ( q ‖ p )| shown in red lines is lower than either D KL ( p ‖ q ) or D KL ( q ‖ p ), indicating that the asymmetry of the KL divergence is not impairing our aforementioned analyses.

Disparate Results From GPS- and BT-Based Contact Tracking

Our results clearly indicate that GPS- and BT-based contact tracking yield disparate results for the same cohort under measurement. The ground truth contact network, while unknown, was the same for each data set—it was the same set of participants carrying a single phone measuring both quantities. Both BT- and GPS-derived contact measurements are estimates of the underlying contact pattern, admitting false positives (eg, BT contacts through a wall) and negatives (eg, a missed GPS contact because it occurred in an area of poor satellite reception). GPS-based contact tracking identifies fewer shorter contacts, leading to a significant decrease in expected outbreak intensity and the number of outbreaks, potentially because both participants need to have a sufficiently good location fix to estimate colocation. The denser contacts reported by BT-based contact tracking led to a higher probability of an outbreak and larger outbreaks, resulting in significantly different attack rates for most data sets and diseases. While there were conditions under which no significant differences were observed across the data collection modalities (particularly for SHED7 BT8-GPS8), differences were often significant enough to encourage caution in the uptake and interpretation of these sensed contact networks. GPS8 tends to underestimate the attack rate relative to the others (BT8, BT20, and GPS20), indicating the general inability of GPS colocating to capture proximate contacts within a short distance. Sensing configurations tend to estimate similar attack rates for infectious diseases without a comparatively high R 0 in a more distant underlying population, except for SHED9-measles. Our study cannot conclusively determine if the higher outbreak frequency and size in BT-derived networks is due to false positives in BT or false negatives in GPS, but based on the precision of commodity GPS receivers and their propensity to lose signal in large buildings, we suspected that the observed disparities are predominantly driven by GPS false negatives. If this suspicion is warranted, GPS location–based proximity measurement should be used in epidemiological simulations with caution and in a fashion that anticipates and accounts for the fact that the data collection modality used may be systemically underestimating contact. This is particularly true for the short contacts outside of normal contact networks that drive mixing.

The significance results were relatively insensitive to differences in simulated disease impacting differences in GPS and BT, but the data collection modality induced fewer differences in the results for less contagious diseases, such as seasonal influenza, than for more contagious diseases, such as measles. It is possible that weakly contagious diseases might not demonstrate differences, as outbreaks would be rare and limited in both GPS and BT networks. These findings hold for both a nominal 8-m and 20-m threshold for determining if contact has occurred. The thresholds chosen are already judicious and indicate participants being close enough during a measured portion to have come into close contact during a sensor sleep period, rather than explicitly detecting close contact. Comparing the within-sensor outcomes, the contact threshold impacted the simulated attack rate for most cases, with the exception of SHED8.

We used a stylized, agent-based SEIR model to determine the attack rate using both BT- and GPS-inferred temporal contact patterns. The stylized nature of the simulation implies that the results should be generally correct, but that more detailed models may diverge in the magnitude of the differences observed. SHED7, SHED8, and SHED9 are interesting data sets due to the multiple sensor modalities, but they are also highly biased, being drawn from a university social science participant pool comprised primarily of undergraduate students in the social and physical sciences. GPS or BT data from other demographics will almost certainly have different contact patterns, leading to different outcomes. At one extreme, institutionalized individuals (eg, in incarceration facilities or care homes) have limited mobility and would be expected to have much more convergent GPS and BT contact patterns. Perhaps not surprisingly, some of the worst COVID-19 outbreaks occurred in these institutional settings. Similarly, we analyzed 4 relatively contagious diseases and ignored diseases where a specific type of contact initiates infection, such as sexually transmitted or blood-borne diseases, or where disease propagation is slow or exhibits prolonged latent periods, such as with tuberculosis. As the definition of contact for such excluded diseases is substantially different from those analyzed in this study, the difference between GPS and BT contact patterns may be more or less pronounced. The process we have used to evaluate the differences should generalize to any contagious disease or measured contact pattern and can be used to evaluate the impact of novel contact detection algorithms or other novel diseases such as COVID-19 variants of concern.

While this study has made several meaningful contributions to the literature, particularly in highlighting divergent attack rates for GPS and BT measurements of the same underlying contact network, it is subject to notable limitations. We used 3 data sets drawn from a social sciences participant pool at our institution. These data sets included individuals who were often unknown to each other and likely produced more diffuse data sets than would have been expected had we used snowball or respondent-driven sampling or other socially connected recruiting techniques. Running a similar analysis on other data sets could provide more broadly generalizable or representative results. However, for reasonable privacy reasons, public data sets containing both GPS and BT records are not available, requiring additional measurement effort to extend this analysis. We used an agent-based SEIR model because it provided the most direct link between the data and the simulated diseases. We chose the stylized SEIR model to emphasize the role of evolving contact networks in other disease dynamics. These results could be extended to include more sophisticated disease models and compared against compartmental transmission models grounded in aggregate representations of the underlying contact network. The COVID-19 pandemic has driven innovation in contact tracing, and new measurement techniques based on dongles, beacons, or badges are now readily available. A similar analysis including these data sources could be valuable. Finally, we constrained our analysis to 4 canonical contagious diseases from a historical perspective with relatively well-parameterized behaviors. However, novel diseases will have novel disease parameters. An exploratory simulation study that outlined how diseases might be expected to behave over these contact networks using, for example, a random-walk through parameter space might be valuable in predicting new variants, existing diseases, or new diseases emerging from animal reservoirs.

Conclusions

Epidemiological models of disease propagation are an important tool in controlling and containing epidemic outbreaks. These models rely on the accurate measurement of key biological and behavioral parameters to ground the simulation results. Quantifying the characteristics of dynamic contact networks is a particularly challenging aspect of grounding these simulations. The significant differences in the predicted outcomes for contact networks demonstrated here between GPS- and BT-based contact tracking highlight the difficulty of grounding these simulations. Because of the nature of our data, we know that the contact networks being sought via measurement by BT and GPS should have been identical, as they corresponded to the same device held by the same individual as they went about their lives. The fact that the resulting contact networks and predicted attack rates were different indicates that these modalities are not interchangeable and that caution should be exercised by modelers employing these measures. While BT and GPS data provide more precise measurements than traditional surveys, they are still prone to error and disparate estimates of the underlying network structure and dynamics.

Acknowledgments

The authors would like to thank the Natural Sciences and Engineering Research Council of Canada for funding and Dr Regan Mandryk for her timely statistical advice. The authors would also like to thank Greg Oster and Mohammad Hashemian for their technical consulting and assistance. Finally, NDO would like to extend his gratitude to SYK for supporting his contributions.

Data Availability

Data cannot be made publicly because participant informed consent does not allow disclosure and because anonymized longitudinal location data can be reidentified through crosslinking by those skilled in spatial analysis. Data can be made available through a joint application to both the requester’s and the University of Saskatchewan ethics boards, outlining the intended secondary use of the data and processes for ensuring that reidentification does not occur. The latest contact information for the research ethics board (REB) can be found on the website of the University of Saskatchewan. Currently, the web page for the REB is available [ 70 ].

Conflicts of Interest

None declared.

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Abbreviations

Edited by A Mavragani; submitted 01.04.22; peer-reviewed by K Xu, I Zachary, A Angelucci, S Pesälä; comments to author 28.07.23; revised version received 15.11.23; accepted 27.02.24; published 17.04.24.

©Weicheng Qian, Aranock Cooke, Kevin Gordon Stanley, Nathaniel David Osgood. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 17.04.2024.

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