parts of a high school research paper

How to Write a Research Paper as a High School Student

By Carly Taylor

Senior at Stanford University

6 minute read

Read our guide to learn why you should write a research paper and how to do so, from choosing the right topic to outlining and structuring your argument.

What is a research paper?

A research paper poses an answer to a specific question and defends that answer using academic sources, data, and critical reasoning. Writing a research paper is an excellent way to hone your focus during a research project , synthesize what you’re learning, and explain why your work matters to a broader audience of scholars in your field.

The types of sources and evidence you’ll see used in a research paper can vary widely based on its field of study. A history research paper might examine primary sources like journals and newspaper articles to draw conclusions about the culture of a specific time and place, whereas a biology research paper might analyze data from different published experiments and use textbook explanations of cellular pathways to identify a potential marker for breast cancer.

However, researchers across disciplines must identify and analyze credible sources, formulate a specific research question, generate a clear thesis statement, and organize their ideas in a cohesive manner to support their argument. Read on to learn how this process works and how to get started writing your own research paper.

Choosing your topic

Tap into your passions.

A research paper is your chance to explore what genuinely interests you and combine ideas in novel ways. So don’t choose a subject that simply sounds impressive or blindly follow what someone else wants you to do – choose something you’re really passionate about! You should be able to enjoy reading for hours and hours about your topic and feel enthusiastic about synthesizing and sharing what you learn.

We've created these helpful resources to inspire you to think about your own passion project . Polygence also offers a passion exploration experience where you can dive deep into three potential areas of study with expert mentors from those fields.

Ask a difficult question

In the traditional classroom, top students are expected to always know the answers to the questions the teacher asks. But a research paper is YOUR chance to pose a big question that no one has answered yet, and figure out how to make a contribution to answering that question. So don’t be afraid if you have no idea how to answer your question at the start of the research process — this will help you maintain a motivational sense of discovery as you dive deeper into your research. If you need inspiration, explore our database of research project ideas .

Be as specific as possible

It’s essential to be reasonable about what you can accomplish in one paper and narrow your focus down to an issue you can thoroughly address. For example, if you’re interested in the effects of invasive species on ecosystems, it’s best to focus on one invasive species and one ecosystem, such as iguanas in South Florida , or one survival mechanism, such as supercolonies in invasive ant species . If you can, get hands on with your project.

You should approach your paper with the mindset of becoming an expert in this topic. Narrowing your focus will help you achieve this goal without getting lost in the weeds and overwhelming yourself.

Would you like to write your own research paper?

Polygence mentors can help you every step of the way in writing and showcasing your research paper

Preparing to write

Conduct preliminary research.

Before you dive into writing your research paper, conduct a literature review to see what’s already known about your topic. This can help you find your niche within the existing body of research and formulate your question. For example, Polygence student Jasmita found that researchers had studied the effects of background music on student test performance, but they had not taken into account the effect of a student’s familiarity with the music being played, so she decided to pose this new question in her research paper.

Pro tip: It’s a good idea to skim articles in order to decide whether they’re relevant enough to your research interest before committing to reading them in full. This can help you spend as much time as possible with the sources you’ll actually cite in your paper.

Skimming articles will help you gain a broad-strokes view of the different pockets of existing knowledge in your field and identify the most potentially useful sources. Reading articles in full will allow you to accumulate specific evidence related to your research question and begin to formulate an answer to it.

Draft a thesis statement

Your thesis statement is your succinctly-stated answer to the question you’re posing, which you’ll make your case for in the body of the paper. For example, if you’re studying the effect of K-pop on eating disorders and body image in teenagers of different races, your thesis may be that Asian teenagers who are exposed to K-pop videos experience more negative effects on their body image than Caucasian teenagers.

Pro Tip: It’s okay to refine your thesis as you continue to learn more throughout your research and writing process! A preliminary thesis will help you come up with a structure for presenting your argument, but you should absolutely change your thesis if new information you uncover changes your perspective or adds nuance to it.

Create an outline

An outline is a tool for sketching out the structure of your paper by organizing your points broadly into subheadings and more finely into individual paragraphs. Try putting your thesis at the top of your outline, then brainstorm all the points you need to convey in order to support your thesis.

Pro Tip : Your outline is just a jumping-off point – it will evolve as you gain greater clarity on your argument through your writing and continued research. Sometimes, it takes several iterations of outlining, then writing, then re-outlining, then rewriting in order to find the best structure for your paper.

Writing your paper

Introduction.

Your introduction should move the reader from your broad area of interest into your specific area of focus for the paper. It generally takes the form of one to two paragraphs that build to your thesis statement and give the reader an idea of the broad argumentative structure of your paper. After reading your introduction, your reader should know what claim you’re going to present and what kinds of evidence you’ll analyze to support it.

Topic sentences

Writing crystal clear topic sentences is a crucial aspect of a successful research paper. A topic sentence is like the thesis statement of a particular paragraph – it should clearly state the point that the paragraph will make. Writing focused topic sentences will help you remain focused while writing your paragraphs and will ensure that the reader can clearly grasp the function of each paragraph in the paper’s overall structure.

Transitions

Sophisticated research papers move beyond tacking on simple transitional phrases such as “Secondly” or “Moreover” to the start of each new paragraph. Instead, each paragraph flows naturally into the next one, with the connection between each idea made very clear. Try using specifically-crafted transitional phrases rather than stock phrases to move from one point to the next that will make your paper as cohesive as possible.

In her research paper on Pakistani youth in the U.S. , Polygence student Iba used the following specifically-crafted transition to move between two paragraphs: “Although the struggles of digital ethnography limited some data collection, there are also many advantages of digital data collection.” This sentence provides the logical link between the discussion of the limitations of digital ethnography from the prior paragraph and the upcoming discussion of this techniques’ advantages in this paragraph.

Your conclusion can have several functions:

To drive home your thesis and summarize your argument

To emphasize the broader significance of your findings and answer the “so what” question

To point out some questions raised by your thesis and/or opportunities for further research

Your conclusion can take on all three of these tasks or just one, depending on what you feel your paper is still lacking up to this point.

Citing sources

Last but not least, giving credit to your sources is extremely important. There are many different citation formats such as MLA, APA, and Chicago style. Make sure you know which one is standard in your field of interest by researching online or consulting an expert.

You have several options for keeping track of your bibliography:

Use a notebook to record the relevant information from each of your sources: title, author, date of publication, journal name, page numbers, etc.

Create a folder on your computer where you can store your electronic sources

Use an online bibliography creator such as Zotero, Easybib, or Noodletools to track sources and generate citations

You can read research papers by Polygence students under our Projects tab. You can also explore other opportunities for high school research .

If you’re interested in finding an expert mentor to guide you through the process of writing your own independent research paper, consider applying to be a Polygence scholar today!

Your research paper help even you to earn college credit , get published in an academic journal , contribute to your application for college , improve your college admissions chances !

Feeling Inspired?

Interested in doing an exciting research project? Click below to get matched with one of our expert mentors!

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write a Research Paper in High School

What’s covered:, how to pick a compelling research paper topic, how to format your research paper, tips for writing a research paper, do research paper grades impact your college chances.

A research paper can refer to a broad range of expanded essays used to explain your interpretation of a topic. This task is highly likely to be a common assignment in high school , so it’s always better to get a grasp on this sooner than later. Getting comfortable writing research papers does not have to be difficult, and can actually be pretty interesting when you’re genuinely intrigued by what you’re researching. 

Regardless of what kind of research paper you are writing, getting started with a topic is the first step, and sometimes the hardest step. Here are some tips to get you started with your paper and get the writing to begin! 

Pick A Topic You’re Genuinely Interested In

Nothing comes across as half-baked as much as a topic that is evidently uninteresting, not to the reader, but the writer. You can only get so far with a topic that you yourself are not genuinely happy writing, and this lack of enthusiasm cannot easily be created artificially. Instead, read about things that excite you, such as some specific concepts about the structure of atoms in chemistry. Take what’s interesting to you and dive further with a research paper. 

If you need some ideas, check out our post on 52 interesting research paper topics .

The Topic Must Be A Focal Point

Your topic can almost be considered as the skeletal structure of the research paper. But in order to better understand this we need to understand what makes a good topic. Here’s an example of a good topic:

How does the amount of pectin in a vegetable affect its taste and other qualities?

This topic is pretty specific in explaining the goals of the research paper. If I had instead written something more vague such as Factors that affect taste in vegetables , the scope of the research immediately increased to a more herculean task simply because there is more to write about, some of which is overtly unnecessary. This is avoided by specifications in the topic that help guide the writer into a focused path.

By creating this specific topic, we can route back to it during the writing process to check if we’re addressing it often, and if we are then our writing is going fine! Otherwise, we’d have to reevaluate the progression of our paper and what to change. A good topic serves as a blueprint for writing the actual essay because everything you need to find out is in the topic itself, it’s almost like a sort of plan/instruction. 

Formatting a research paper is important to not only create a “cleaner” more readable end product, but it also helps streamline the writing process by making it easier to navigate. The following guidelines on formatting are considered a standard for research papers, and can be altered as per the requirements of your specific assignments, just check with your teacher/grader!

Start by using a standard font like Times New Roman or Arial, in 12 or 11 sized font. Also, add one inch margins for the pages, along with some double spacing between lines. These specifications alone get you started on a more professional and cleaner looking research paper.

Paper Citations 

If you’re creating a research paper for some sort of publication, or submission, you must use citations to refer to the sources you’ve used for the research of your topic. The APA citation style, something you might be familiar with, is the most popular citation style and it works as follows:

Author Last Name, First Initial, Publication Year, Book/Movie/Source title, Publisher/Organization

This can be applied to any source of media/news such as a book, a video, or even a magazine! Just make sure to use citation as much as possible when using external data and sources for your research, as it could otherwise land you in trouble with unwanted plagiarism. 

Structuring The Paper

Structuring your paper is also important, but not complex either. Start by creating an introductory paragraph that’s short and concise, and tells the reader what they’re going to be reading about. Then move onto more contextual information and actual presentation of research. In the case of a paper like this, you could start with stating your hypothesis in regard to what you’re researching, or even state your topic again with more clarification!

As the paper continues you should be bouncing between views that support and go against your claim/hypothesis to maintain a neutral tone. Eventually you will reach a conclusion on whether or not your hypothesis was valid, and from here you can begin to close the paper out with citations and reflections on the research process.

Talk To Your Teacher

Before the process of searching for a good topic, start by talking to your teachers first! You should form close relations with them so they can help guide you with better inspiration and ideas.

Along the process of writing, you’re going to find yourself needing help when you hit walls. Specifically there will be points at which the scope of your research could seem too shallow to create sizable writing off of it, therefore a third person point of view could be useful to help think of workarounds in such situations. 

You might be writing a research paper as a part of a submission in your applications to colleges, which is a great way to showcase your skills! Therefore, to really have a good chance to showcase yourself as a quality student, aim for a topic that doesn’t sell yourself short. It would be easier to tackle a topic that is not as intense to research, but the end results would be less worthwhile and could come across as lazy. Focus on something genuinely interesting and challenging so admissions offices know you are a determined and hard-working student!

Don’t Worry About Conclusions

The issue many students have with writing research papers, is that they aren’t satisfied with arriving at conclusions that do not support their original hypothesis. It’s important to remember that not arriving at a specific conclusion that your hypothesis was planning on, is totally fine! The whole point of a research paper is not to be correct, but it’s to showcase the trial and error behind learning and understanding something new. 

If your findings clash against your initial hypothesis, all that means is you’ve arrived at a new conclusion that can help form a new hypothesis or claim, with sound reasoning! Getting rid of this mindset that forces you to warp around your hypothesis and claims can actually improve your research writing by a lot!

Colleges won’t ever see the grades for individual assignments, but they do care a bit more about the grades you achieve in your courses. Research papers may play towards your overall course grade based on the kind of class you’re in. Therefore to keep those grades up, you should try your absolute best on your essays and make sure they get high-quality reviews to check them too!

Luckily, CollegeVine’s peer review for essays does exactly that! This great feature allows you to get your essay checked by other users, and hence make a higher-quality essay that boosts your chances of admission into a university. 

Want more info on your chances for college admissions? Check out CollegeVine’s admissions calculator, an intuitive tool that takes numerous factors into account as inputs before generating your unique chance of admission into an institute of your selection!

Related CollegeVine Blog Posts

• Research guides

Writing an Educational Research Paper

Research paper sections, customary parts of an education research paper.

There is no one right style or manner for writing an education paper. Content aside, the writing style and presentation of papers in different educational fields vary greatly. Nevertheless, certain parts are common to most papers, for example:

Title/Cover Page

Contains the paper's title, the author's name, address, phone number, e-mail, and the day's date.

Not every education paper requires an abstract. However, for longer, more complex papers abstracts are particularly useful. Often only 100 to 300 words, the abstract generally provides a broad overview and is never more than a page. It describes the essence, the main theme of the paper. It includes the research question posed, its significance, the methodology, and the main results or findings. Footnotes or cited works are never listed in an abstract. Remember to take great care in composing the abstract. It's the first part of the paper the instructor reads. It must impress with a strong content, good style, and general aesthetic appeal. Never write it hastily or carelessly.

Introduction and Statement of the Problem

A good introduction states the main research problem and thesis argument. What precisely are you studying and why is it important? How original is it? Will it fill a gap in other studies? Never provide a lengthy justification for your topic before it has been explicitly stated.

Limitations of Study

Indicate as soon as possible what you intend to do, and what you are not going to attempt. You may limit the scope of your paper by any number of factors, for example, time, personnel, gender, age, geographic location, nationality, and so on.

Methodology

Discuss your research methodology. Did you employ qualitative or quantitative research methods? Did you administer a questionnaire or interview people? Any field research conducted? How did you collect data? Did you utilize other libraries or archives? And so on.

Literature Review

The research process uncovers what other writers have written about your topic. Your education paper should include a discussion or review of what is known about the subject and how that knowledge was acquired. Once you provide the general and specific context of the existing knowledge, then you yourself can build on others' research. The guide Writing a Literature Review will be helpful here.

Main Body of Paper/Argument

This is generally the longest part of the paper. It's where the author supports the thesis and builds the argument. It contains most of the citations and analysis. This section should focus on a rational development of the thesis with clear reasoning and solid argumentation at all points. A clear focus, avoiding meaningless digressions, provides the essential unity that characterizes a strong education paper.

After spending a great deal of time and energy introducing and arguing the points in the main body of the paper, the conclusion brings everything together and underscores what it all means. A stimulating and informative conclusion leaves the reader informed and well-satisfied. A conclusion that makes sense, when read independently from the rest of the paper, will win praise.

Works Cited/Bibliography

See the Citation guide .

Education research papers often contain one or more appendices. An appendix contains material that is appropriate for enlarging the reader's understanding, but that does not fit very well into the main body of the paper. Such material might include tables, charts, summaries, questionnaires, interview questions, lengthy statistics, maps, pictures, photographs, lists of terms, glossaries, survey instruments, letters, copies of historical documents, and many other types of supplementary material. A paper may have several appendices. They are usually placed after the main body of the paper but before the bibliography or works cited section. They are usually designated by such headings as Appendix A, Appendix B, and so on.

• << Previous: Choosing a Topic
• Next: Find Books >>
• Last Updated: Dec 5, 2023 2:26 PM
• Subjects: Education
• Tags: education , education_paper , education_research_paper

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Research paper

How to Create a Structured Research Paper Outline | Example

Published on August 7, 2022 by Courtney Gahan . Revised on August 15, 2023.

A research paper outline is a useful tool to aid in the writing process , providing a structure to follow with all information to be included in the paper clearly organized.

A quality outline can make writing your research paper more efficient by helping to:

• Organize your thoughts
• Understand the flow of information and how ideas are related
• Ensure nothing is forgotten

A research paper outline can also give your teacher an early idea of the final product.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Research paper outline example, how to write a research paper outline, formatting your research paper outline, language in research paper outlines.

• Definition of measles
• Rise in cases in recent years in places the disease was previously eliminated or had very low rates of infection
• Figures: Number of cases per year on average, number in recent years. Relate to immunization
• Symptoms and timeframes of disease
• Risk of fatality, including statistics
• How measles is spread
• Immunization procedures in different regions
• Different regions, focusing on the arguments from those against immunization
• Immunization figures in affected regions
• High number of cases in non-immunizing regions
• Illnesses that can result from measles virus
• Fatal cases of other illnesses after patient contracted measles
• Summary of arguments of different groups
• Summary of figures and relationship with recent immunization debate
• Which side of the argument appears to be correct?

Prevent plagiarism. Run a free check.

Follow these steps to start your research paper outline:

• Decide on the subject of the paper
• Write down all the ideas you want to include or discuss
• Organize related ideas into sub-groups
• Arrange your ideas into a hierarchy: What should the reader learn first? What is most important? Which idea will help end your paper most effectively?
• Create headings and subheadings that are effective
• Format the outline in either alphanumeric, full-sentence or decimal format

There are three different kinds of research paper outline: alphanumeric, full-sentence and decimal outlines. The differences relate to formatting and style of writing.

• Alphanumeric
• Full-sentence

An alphanumeric outline is most commonly used. It uses Roman numerals, capitalized letters, arabic numerals, lowercase letters to organize the flow of information. Text is written with short notes rather than full sentences.

• Sub-point of sub-point 1

Essentially the same as the alphanumeric outline, but with the text written in full sentences rather than short points.

• Additional sub-point to conclude discussion of point of evidence introduced in point A

A decimal outline is similar in format to the alphanumeric outline, but with a different numbering system: 1, 1.1, 1.2, etc. Text is written as short notes rather than full sentences.

• 1.1.1 Sub-point of first point
• 1.1.2 Sub-point of first point
• 1.2 Second point

To write an effective research paper outline, it is important to pay attention to language. This is especially important if it is one you will show to your teacher or be assessed on.

There are four main considerations: parallelism, coordination, subordination and division.

Parallelism: Be consistent with grammatical form

Parallel structure or parallelism is the repetition of a particular grammatical form within a sentence, or in this case, between points and sub-points. This simply means that if the first point is a verb , the sub-point should also be a verb.

Example of parallelism:

• Include different regions, focusing on the different arguments from those against immunization

Coordination: Be aware of each point’s weight

Your chosen subheadings should hold the same significance as each other, as should all first sub-points, secondary sub-points, and so on.

Example of coordination:

• Include immunization figures in affected regions
• Illnesses that can result from the measles virus

Subordination: Work from general to specific

Subordination refers to the separation of general points from specific. Your main headings should be quite general, and each level of sub-point should become more specific.

Example of subordination:

Division: break information into sub-points.

Your headings should be divided into two or more subsections. There is no limit to how many subsections you can include under each heading, but keep in mind that the information will be structured into a paragraph during the writing stage, so you should not go overboard with the number of sub-points.

Ready to start writing or looking for guidance on a different step in the process? Read our step-by-step guide on how to write a research paper .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Gahan, C. (2023, August 15). How to Create a Structured Research Paper Outline | Example. Scribbr. Retrieved April 4, 2024, from https://www.scribbr.com/research-paper/outline/

Is this article helpful?

Courtney Gahan

Other students also liked, research paper format | apa, mla, & chicago templates, writing a research paper introduction | step-by-step guide, writing a research paper conclusion | step-by-step guide, what is your plagiarism score.

How to Write a Research Paper: Parts of the Paper

• Choosing Your Topic
• Citation & Style Guides This link opens in a new window
• Critical Thinking
• Evaluating Information
• Parts of the Paper
• Writing Tips from UNC-Chapel Hill
• Librarian Contact

Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

• << Previous: Evaluating Information
• Next: Research >>
• Last Updated: Feb 13, 2024 8:35 AM
• URL: https://libguides.ucc.edu/research_paper

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

Affiliation.

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

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

Publication types

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

Grants and funding

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

Scaffolding Methods for Research Paper Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

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

Featured Resources

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

From Theory to Practice

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

Common Core Standards

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

State Standards

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

NCTE/IRA National Standards for the English Language Arts

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

Materials and Technology

Computers with Internet access and printing capability

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

Preparation

Student objectives.

Students will

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

Session 1: Research Question

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

Session 2: Literature Review—Search

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

Session 3: Literature Review—Notes

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

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

Session 4: Analysis

Session 5: original research.

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

Session 6: Results (optional)

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

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

Add new comment

• Print this resource

Explore Resources by Grade

• Kindergarten K

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

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

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

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

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

Teaching the Research Paper: 3 Critical Steps to Take

Teaching the research paper: find credible sources.

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

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

Teaching the Research Paper: Create Questions

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

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

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

Teaching the Research Paper: Brainstorm Key Words

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

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

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

Teaching the Research Paper: A Research Paper Writing Instructional Unit

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

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

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

Research Paper Teaching Unit

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

Read more about teaching the research paper

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

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

Is there a part 2?

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

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

SUBSCRIBE NOW

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Yale J Biol Med
• v.84(3); 2011 Sep

Focus: Education — Career Advice

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.

• Hayes JR. In: The Science of Writing: Theories, Methods, Individual Differences, and Applications. Levy CM, Ransdell SE, editors. Mahwah, NJ: Lawrence Erlbaum; 1996. A new framework for understanding cognition and affect in writing; pp. 1–28. [ Google Scholar ]
• Silvia PJ. How to Write a Lot. Washington, DC: American Psychological Association; 2007. [ Google Scholar ]
• Whitesides GM. Whitesides’ Group: Writing a Paper. Adv Mater. 2004; 16 (15):1375–1377. [ Google Scholar ]
• Soto D, Funes MJ, Guzmán-García A, Warbrick T, Rotshtein T, Humphreys GW. Pleasant music overcomes the loss of awareness in patients with visual neglect. Proc Natl Acad Sci USA. 2009; 106 (14):6011–6016. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Hofmann AH. Scientific Writing and Communication. Papers, Proposals, and Presentations. New York: Oxford University Press; 2010. [ Google Scholar ]
• Zeiger M. Essentials of Writing Biomedical Research Papers. 2nd edition. San Francisco, CA: McGraw-Hill Companies, Inc.; 2000. [ Google Scholar ]
• Martínez I. Native and non-native writers’ use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing. 2005; 14 (3):174–190. [ Google Scholar ]
• Rodman L. The Active Voice In Scientific Articles: Frequency And Discourse Functions. Journal Of Technical Writing And Communication. 1994; 24 (3):309–331. [ Google Scholar ]
• Tarone LE, Dwyer S, Gillette S, Icke V. On the use of the passive in two astrophysics journal papers with extensions to other languages and other fields. English for Specific Purposes. 1998; 17 :113–132. [ Google Scholar ]
• Penrose AM, Katz SB. Writing in the sciences: Exploring conventions of scientific discourse. New York: St. Martin’s Press; 1998. [ Google Scholar ]
• Swales JM, Feak CB. Academic Writing for Graduate Students. 2nd edition. Ann Arbor: University of Michigan Press; 2004. [ Google Scholar ]
• Hess DR. How to Write an Effective Discussion. Respiratory Care. 2004; 29 (10):1238–1241. [ PubMed ] [ Google Scholar ]
• Belcher WL. Writing Your Journal Article in 12 Weeks: a guide to academic publishing success. Thousand Oaks, CA: SAGE Publications; 2009. [ Google Scholar ]
• Single PB. Demystifying Dissertation Writing: A Streamlined Process of Choice of Topic to Final Text. Virginia: Stylus Publishing LLC; 2010. [ Google Scholar ]
• Faigley L, Witte SP. Analyzing revision. Composition and Communication. 1981; 32 :400–414. [ Google Scholar ]
• Flower LS, Hayes JR, Carey L, Schriver KS, Stratman J. Detection, diagnosis, and the strategies of revision. College Composition and Communication. 1986; 37 (1):16–55. [ Google Scholar ]
• Young BR. In: A Tutor’s Guide: Helping Writers One to One. Rafoth B, editor. Portsmouth, NH: Boynton/Cook Publishers; 2005. Can You Proofread This? pp. 140–158. [ Google Scholar ]

Upcoming Summer 2024 Application Deadline is April 14, 2024.  

Click here to apply.

Featured Posts

10 Tips to Help You Win Stanford’s ProCo Competition in 2024

8 High School Entrepreneurship Programs You Should Check Out

10 Forensic Science Summer Camps for High School Students

10 Lab Internships For High School Students

7 Tips to Help You Win NASA's Space Apps Challenge

Ohio State University's YSP - Should You Consider It?

Why the Road to College Starts in Freshman Year – Part 1

10 Tips to Help You Win the PicoCTF Competition in 2024

Georgia Tech's Pre-College Program - Is it Worth It?

25+ Best Science Research Ideas for High School Students

How to do Research in High School: Everything You Need to Know

If you are passionate about a certain subject, doing research in that field is a fantastic way to explore your interests, set the building blocks for a future career, and stand out on college applications. However, for many students, the idea of conducting research seems daunting and inaccessible while in high school and the question of where to start remains a mystery. This guide’s goal is to provide a starter for any students interested in high school research.

Research experience for high school students: Why do research?

Research is a fantastic way to delve into a field of interest. Research students at Lumiere have investigated everything, from ways to detect ocean health, new machine learning algorithms, and the artists of the 19th century. Engaging in research means you can familiarize yourself with a professional environment and develop high-level research skills early on; working with experts means you might discover things you may have never dreamed of before. You are given a valuable opportunity to think ahead and ask yourself foundational questions:

“Is this what I want in a future career?”

“What do I like and dislike about this process?”

As a huge plus (and do not underestimate the value of this!), you will likely gain extremely valuable connections, mentors, and recommenders in working closely with your team.

Let’s face it, the college selection process is becoming more and more competitive each year and admission teams are always looking for new ways to distinguish strong candidates. Doing a research project shows that you are someone with passions and, more importantly, someone with a willingness to take the extra step and explore those passions. You showcase your abilities, ambition, work ethic, eagerness to learn, and professionalism, all at the same time. This will no doubt help you when the time for college applications rolls around.

How to do research in high school: finding opportunities

Now that we’ve covered the ‘why’, let’s cover the ‘how’! There are two ways you can go about this, and it’s a great idea to run these in parallel so that one can serve as a backup for the other.

1. Identify research opportunities and apply strategically: Some opportunities are recurring programs. Usually, these are advertised. These can be structured research programs or internships run by universities, non-profits or government departments.

Organization and preparation were key to my own application processes, so be sure to start thinking ahead. Note that most research programs take place in the summer and require applications that are due by January or February. Make a spreadsheet of programs you’d be interested in and take note of their application deadlines, cost, required materials, etc. Applications often have you write essays and submit recommendation letters, so you want to think about those in advance as well.

2. Cold email to find research opportunities that are not advertised: Another way to pursue research outside of the programs is to try contacting people directly and get involved in their research projects. This would mainly involve university faculty, but you might also find a mentor elsewhere; for instance, if you are interested in medical work, you could contact someone at your local hospital. If you are interested in government, you might reach out to your local representative. If you don’t have any personal connections with faculty members in your field, cold emailing them is the way to go. You’ll need to email a lot of researchers; chances are some are busy, some aren’t in need of interns, and some simply don’t check their emails. To up your chances, you should try reaching out to at least 25 people of interest.

For cold emailing, you’ll be asking for opportunities that may not be advertised. You’ll need to prepare an “email template” of sorts that you’ll be sending out to everyone. It should start with an introduction—who are you, where are you from, how do you know this person—and include a set of your skills and interests that you could bring to the table. Keep this email short, friendly and to the point. Don’t be afraid to follow-up if they don’t respond within the first two weeks! Your message might have just gotten lost in their inbox. You’ll also want to update your resumé to attach to the email be sure to include any relevant coursework, accomplishments, and experience in the field.

Types of research opportunities for high school students

1. do a structured research program in high school.

Structured research programs are excellent ways to gain experience under some top researchers and university faculty, and often include stays at actual labs or college campuses with a wide variety of peers, mentors, and faculty. Examples of some competitive research programs include Research Science Institute (RSI) hosted by MIT, the Summer Academy for Math and Science (SAMS) offered by Carnegie Mellon, and a program hosted by the Baker Institute at Rice University for students interested in political science. For more options, here’s a list of 24 programs for this upcoming summer that we’ve compiled for you!

Another great way of deep-diving into an area of your interest and doing university-level research is through 1-1 mentorship.

Lumiere Research Scholar Program

Founded by Harvard and Oxford researchers, Lumiere offers its own structured research programs in which ambitious high school students work 1-1 with top PhDs and develop and independent research paper.

Students have had the opportunity to work on customized research projects across STEM, social sciences, AI and business. Lumiere’s growing network of mentors currently has over 700, carefully selected PhDs from top universities who are passionate about leading the next generation of researchers. The program is fully virtual! You can find the application form here .

Also check out the Lumiere Research inclusion Foundation , a non-profit research program for talented, low-income students.

Veritas AI’s Summer Fellowship Program

Veritas AI has a range of AI programs for ambitious high school students , starting from close-group, collaborative learning to customized project pathways with 1:1 mentorship . The programs have been designed and run by Harvard graduate students & alumni.

In the AI Fellowship, you will create a novel AI project independently with the support of a mentor over 12-15 weeks. Examples of past projects can be found here .

Apply now !

2. Work with a professor in high school

Research typically asks for an advisor, professional, or mentor. So how does someone end up doing research with a researcher in high school? The very first thing you need to do is identify an area of interest. If you really enjoy biology at school, perfect. If you find history fascinating, you’ve found your topic. The important thing is that you’re truly interested in this area; any discipline is fair game!

3. Participate in competitions and fairs

There are many research competitions and fairs available for high school students to participate in. For example, the Davidson Institute offers cash scholarships for student projects in science, technology, engineering, mathematics, literature, music, or philosophy. The Regeneron International Science and Engineering Fair is a particularly well-known competition for students who have completed independent research projects. Research fairs are a great way to motivate students in pursuing their own interests, showing initiative and drive. Winning a competition also looks great on a resumé! Check out Lumiere’s guide to research competitions here .

4. Pursue your own passion projects

A passion project can mean more than just a presentation made for competition. For example, a student I know created an app to track music trends at our school and then analyzed the data on his own—just for fun! It was a great story to include on his future internship applications. Take a look at Lumiere’s guide for passion projects here .

5. Write a research paper

Once you’ve pursued your own research project, writing a research paper is a next great step. This way, you have a writing sample you’ll be able to send to colleges as an additional supplement, or to labs and researchers for future opportunities. It’s also a fantastic exercise in writing. We know that many high school students might struggle with learning how to write a research paper on their own. This is something you might work with your high school science teacher on, or with the guidance of a Lumiere mentor.

6. Research internships

These can be standalone or part of a research program. In looking for a more structured research experience, a research internship can be particularly valuable in building strong foundations in research. There are always tons of internship opportunities available in all different fields, some as specific as medical research . If you are wondering how to get a research internship in high school, then check out our blog posts and apply!

Things to keep in mind when working with a researcher.

You’ve gotten into a research program! Now you want to do the best job possible. There are a few things to keep in mind while conducting research.

1. Maintain a professional and friendly demeanor

Chances are, there are many things you don’t know or haven’t learned about this field. The important thing is to keep an open mind and remain eager to learn. Don’t be afraid to ask questions or to offer to help with anything, even if it’s not in your job description. Your mentor will appreciate your willingness to adapt, follow procedures, and engage with challenging material.

2. Keep track of what’s happening

Open up your notes app or get a small journal to remember what has happened in each step of the process. I remember the hardest part of writing my college essays was the very beginning: trying to come up with a list of memorable moments to talk about. If you’re looking to write about your research experience in your college application, you need to remember the moments where you struggled, where you learned, where you almost gave up but didn’t, where you realized something, even the moment you first stepped into the lab! If you are given feedback: write that down! If you are asked to reflect on everything you learned: write that down! This will be incredibly important for now and for later.

3. Ask questions

Not only is your mentor there as a potential future recommender, but they are also there to help you learn as much as possible. Absorb as much as you can from them! Ask as many questions as you can about their career, their previous research, their education, their own moments of realization, etc. This will help you discover what this career really entails and what you might look for in navigating your own future career.

Making the most out of your research: How to publish a research paper in high school

A question we often get is whether or not you need to publish your research for you to mention it in your college application. While the answer is no, the experience is a great one to have and definitely allows your work to stand out amongst your peers. Lumiere has published a complete guide to publishing research in high school here . What’s important to keep in mind is that there are various journals that specifically accept high school research reports and papers, such as the Concord Review or the Journal of Emerging Investigators. In our articles below, we go through a detailed guide of what these journals are and how a student might best approach the submission process.

Useful guides for publishing a research paper in high school

The Concord Review: The Complete Guide To Getting In (lumiere-education.com)

The John Locke Essay Competition

The Complete Guide to the Journal of Emerging Investigators (lumiere-education.com)

Research is an incredibly rewarding learning experience for everyone. While high school may seem early, it’s always better to start sooner rather than later, both for your college applications and for your own personal progress. Although the process may seem daunting at first, we hope we’ve broken it down in a way that’s simple and digestible. And if you want extra support, the Lumiere Research Scholar Program is always here to help!

Amelia is a current junior at Harvard College studying art history with a minor in economics. She’s enthusiastic about music, movies, and writing, and is excited to help Lumiere’s students as much as she can!

Comentarios

University Library

• Research Guides

High School Research Guide

• MLA examples
• Databases at SSU
• Sonoma County Public Library
• Santa Rosa Junior College
• Internet Resources
• Current Events
• Chicago/Turabian

The source!

Citing Social Media

• Citing Social Media Guide by Boise State This guide by Boise State University, Albertsons Library, shows examples of citing Facebook, YouTube, and Twitter in MLA or APA style.

MLA Quick Links

• MLA in-text citations. (Purdue) How to document sources within the text of your paper.
• Sample MLA Paper (PDF) A PDF sample MLA formatted paper from Purdue OWL.
• Sample Works Cited Page (Purdue OWL) A sample of an MLA style Works Cited page.

MLA In-text Citations

MLA Examples:

The global debt crisis is having a strong impact on women and children in developing nations (Bronstein 74).

Bronstein contends the global debt crisis is having a strong impact on women and children in developing nations (74).

For electronic sources that have no page number, give the paragraph number (par. 4).

Examples of how to format sources for your works cited list.

Didn't find the example you were looking for?.

• << Previous: Chicago/Turabian
• Next: Plagiarism >>
• Last Updated: Dec 7, 2023 4:40 PM
• URL: https://libguides.sonoma.edu/highschool

Hire experienced tutors to satisfy your "write essay for me" requests.

Enjoy free originality reports, 24/7 support, and unlimited edits for 30 days after completion.

Need an essay writer for me? Connect now!

Feeling tired to write drafts on your own or you do not have ample ideas to write with? Be it anything, our writers are here to assist you with the best essay writing service. With our service, you will save a lot of time and get recognition for the academic assignments you are given to write. This will give you ample time to relax as well. Let our experts write for you. With their years of experience in this domain and the knowledge from higher levels of education, the experts can do brilliant essay writing even with strict deadlines. They will get you remarkable remarks on the standard of the academic draft that you will write with us.

Eloise Braun

Customer Reviews

Get access to the final draft

You will be notified once the essay is done. You will be sent a mail on your registered mail id about the details of the final draft and how to get it.

• Words to pages
• Pages to words

Customer Reviews

Diane M. Omalley

Our team of paper writers consists only of native speakers coming from countries such as the US or Canada. But being proficient in English isn't the only requirement we have for an essay writer. All professionals working for us have a higher degree from a top institution or are current university professors. They go through a challenging hiring process which includes a diploma check, a successful mock-task completion, and two interviews. Once the writer passes all of the above, they begin their training, and only after its successful completion do they begin taking "write an essay for me" orders.

Estelle Gallagher

Eloise Braun

First, you have to sign up, and then follow a simple 10-minute order process. In case you have any trouble signing up or completing the order, reach out to our 24/7 support team and they will resolve your concerns effectively.

Doctors can do more to help prevent gun violence, USF paper says

• Sam Ogozalek Times staff

Doctors can do more to help prevent gun violence and offer counseling on firearms safety, according to a review by University of South Florida researchers, including a medical student who survived the 2018 mass shooting at Marjory Stoneman Douglas High School in Parkland.

The review, published in February in the journal Advances in Pediatrics, noted that many doctors believe they should talk to patients about firearms, but often don’t because of time constraints, a lack of training and discomfort with the topic.

In Florida, a law passed in 2011 limited what questions doctors could ask patients about guns. But a federal appeals court found the restrictions to be unconstitutional and struck them down six years later.

The law “had a very chilling effect I think for a lot of providers,” said Cameron Nereim, one of the review’s authors and an assistant professor of pediatrics at USF who focuses on patients ages 12 to 25 in Tampa.

The review noted that the American Medical Association calls gun violence a public health crisis and firearm-related injuries were the leading cause of death for U.S. children in 2020, surpassing motor vehicle crashes.

Doctors can ask patients about whether guns are kept at home and if they are locked, unloaded and separated from ammunition, according to the review.

USF medical student Nikhita Nookala, who survived the shooting at Marjory Stoneman Douglas High School and covered it as a reporter at The Eagle Eye, the school’s student newspaper, contributed to the review.

The Tampa Bay Times spoke with Nereim and Nookala about their work, which was published with two other authors from North Carolina and Texas medical centers.

The interviews have been edited for clarity and length.

What are the major takeaways you hope physicians get from this paper?

Nookala: It’s important to assess patients’ risks and to see if you can do some harm reduction in terms of encouraging safe storage or just telling kids to be careful around guns.

It doesn’t have to be super political. It’s just about children’s safety at the end of the day.

The paper noted some of the major barriers to physicians counseling on firearms safety are the lack of formal training, lack of confidence that patients will follow their recommendations and low perceived self-efficacy. Are there any ways to address that?

Nereim: I think there are. ... One of the things is how do we do a better job of incorporating this into our training, whether that’s while you’re going through your residency program, while you’re going through your medical school, making sure these things are actually being plugged into our curricula.

Keep up with Tampa Bay’s top headlines

Subscribe to our free DayStarter newsletter

You’re all signed up!

Want more of our free, weekly newsletters in your inbox? Let’s get started.

Is there a particular stage of education where you think this would be best emphasized?

Nereim: I think medical school, before students have even differentiated in terms of what specialty or subspecialty they’ll be choosing, that’s a great opportunity to make sure we’re relaying this information.

In school so far, have people talked about gun violence as a public health issue?

Nookala: Everyone acknowledges that it’s become a problem and it’s getting worse. I think a lot of people feel very helpless because it’s something that is hard to bring up.

You’re not accusing someone of “You don’t store your gun safely, you’re putting your child in danger.” ... You want to (tread) the line of “Oh, you have guns in the home, that’s fine, are you storing them safely, are (you) using gun locks?”

It’s just small things that you can remind people, nicely, without discouraging them from coming back.

During routine visits, do you ask patients or patients’ parents whether there are guns in the home, if they are locked, securely unloaded (and) separated from ammunition?

Nereim: Yes, we do.

With the ongoing mental health crisis that’s involving young people ... I think it becomes even more critical that we do our due diligence and we ask those questions about things like firearm ownership ... how ammunition is being stored, what level of training the family members or the kids themselves have in terms of actually using these objects.

How do those conversations normally go for you? Are they difficult?

Nereim: When you’re able to successfully create that nonjudgemental space ... the vast majority of patients and families are really receptive to the questions we’re asking.

Do you ask patients more often than not? Or do you ask their parents?

Nereim: I tend to do both.

Do you ask firearm-related questions in every visit with a patient, or do you only ask them with someone who would be considered high risk?

Nereim: I wouldn’t say we ask it at every visit. I think we’re getting better at making this more a universal thing that we’re screening for, in the same way that 15, 20 years ago we would make sure at every visit we’re asking “Are you wearing your safety helmet if you’re riding your bike? Are you buckling your seat belt if you’re riding in a car?” We’re moving in that direction.

It happens a lot more consistently in these higher-risk situations, so if you have a patient who’s experiencing mood symptoms, depression or maybe even anger, irritability, impulsive behaviors.

(The paper suggested) that physicians can link those at risk of gun violence to other programs that offer support in the community. Do you do that regularly? How common is that?

Nereim: It’s extremely common. ... In the space where I work, probably anywhere from 50 to 70% of patients may have some significant social need. ... A lot of young people confide in me that they’re fearful just to be outside and to be walking in the place where they live because there have been times where they’ve heard gunshots. Or they know there was a shooting that occurred in that same square, that same block.

As you can imagine, when you have these kinds of social needs that manifest over time, there can be pretty major health consequences.

Why is this research important to you?

Nookala: In the aftermath of the (Marjory Stoneman Douglas High School) shooting, the focus was on Parkland, and Parkland became this beacon of gun violence prevention. But the reality is that outside of that one incident, which was horrible, gun violence doesn’t really occur in cities like Parkland every day. It occurs in cities like Tampa every day in marginalized communities. … The focus needs to be shifted back to that.

Training to be a doctor, I wanted to know more about ways you could make changes on an interpersonal level with your patients without being involved in these really political movements that oftentimes (are) just kind of doing nothing or (do) a little something and it gets reversed a few years later. It’s frustrating to watch that.

Nereim: Violence leads to more violence. The only really, truly effective way for us to move forward as a society is we just have to realize that prevention is incredibly important. … I just don’t think we can ignore the role this is playing in the lives of our patients and their families.

Sam Ogozalek is a reporter covering the healthcare system and mental health. He can be reached at [email protected].

MORE FOR YOU

• Advertisement

ONLY AVAILABLE FOR SUBSCRIBERS

The Tampa Bay Times e-Newspaper is a digital replica of the printed paper seven days a week that is available to read on desktop, mobile, and our app for subscribers only. To enjoy the e-Newspaper every day, please subscribe.

• Share full article

For more audio journalism and storytelling, download New York Times Audio , a new iOS app available for news subscribers.

The Accidental Tax Cutter in Chief

President biden says he wants to rake in more money from corporations and high earners. but so far, he has cut more taxes than he’s raised..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Michael Barbaro. This is “The Daily.”

[THEME MUSIC]

Today, in his campaign for re-election, President Biden says that raising taxes is at the heart of his agenda. But as it turns out so far, he’s done the opposite as president. My colleague Jim Tankersley explains.

It’s Wednesday, April 3.

Jim, welcome back. We haven’t seen you since the State of the Union. Always a pleasure.

So, so great to be here. And yeah, I finally recovered from staying up all night with you guys.

Yeah, you don’t even know all night. You stopped and we kept going.

That’s true. I did. I got a robust three hours that night. You’re right.

[LAUGHS]:: So Jim, in your capacity as really the chief economic thinker covering this president, you recently came across something very surprising.

Yeah, it started with a pretty basic question for me. I like to do this crazy thing, Michael, where I like to take candidates’ promises and see if they’ve come true.

It’s a little bit wild, but it’s what I do for fun. And in this case, I wanted to look at a very central promise of President Biden’s campaign in 2020, which he has repeated while in office.

I promise you, I guarantee you we can build back, and build back better with an economy that rewards work, not wealth.

The promise was he was going to raise taxes.

But I tell you what I’m going to do, and I make no apologies for it. I’m going to ask the wealthiest Americans and the biggest corporations of the Fortune 500 companies, 91 making a collective billions of dollars, didn’t pay a single solitary penny in federal tax!

Not taxes on the middle class, not taxes on low income workers, but he was going to raise taxes on corporations and the rich.

But I’m going to make sure they pay their fair share!

He was going to make them pay their fair share. And he leaned into it.

Guess what? You’re going to start paying your fair share. I’m going to ask them to finally begin to pay the fair share. It’s not a punishment. Pay your fair share.

He said it over and over.

Fair share? Translation — it’s back to the failed policies of the 1970s.

Republicans loved this. They repeated it too. They told voters that the president was going to raise taxes.

Joe Biden bragging about raising taxes on corporations. That means less money for those very employers to hire people back.

They talked about all the ways in which corporate tax increases could rebound on workers.

Joe Biden will shut down your economy, raise taxes, wants a $4 trillion tax increase. He’s the only politician I’ve ever seen who said, we will raise your taxes. You’re supposed —

It was a very big part of the economic debate for the campaign.

And I wanted to know, is that true? Has that actually played out in the policy agenda the president has had?

So I asked some economists at the Tax Policy Center in Washington to run an analysis and just say, let’s look at all of the ways Biden has changed the tax code in all of those laws he’s signed, and ask, has he raised taxes as president? And it turns out the answer is he has not raised taxes.

On net, he has cut more taxes than he’s raised.

How much more has he cut taxes than raised them?

So by the math that economists use when they look at budgets, the traditional way of scoring tax changes, he has cut taxes by $600 billion on net.

Hmm. A lot of money, a lot of tax cuts.

It’s a lot of tax cuts. The president has been a net tax cutter.

So Jim, why and how did Biden end up cutting taxes, especially if his stated intent was to raise taxes?

Well, there’s two sides of this equation and two complementary explanations for what’s happened here. The first side is the tax increases that Biden ran on, he’s only done a couple of them. He has trillions of dollars of ideas for how to raise taxes on rich people and corporations. The Treasury Department publishes an entire book full of them every year called “The Green Book.”

But in the actual legislation he signed, there’s only been a couple, really. There was a tax on stock buybacks that companies do and then a new minimum tax for certain multinational corporations that have very low tax rates. Those add up to real money, but they are not, in the grand scheme of Biden’s tax increases, a really large amount of the agenda he’s proposed.

So explanation number one, he just hasn’t been that successful in passing tax increases, and there’s a lot of reasons for that. The biggest one is just the simplest one is that he’s just had a really hard time persuading members of Congress, including Democrats, to back some of his favorite tax increases. He wants to raise the corporate income tax rate, which President Trump cut in his 2017 tax bill. Biden wants to raise it to 28 percent from 21 percent. Congress has not had any appetite to go along with that.

He wanted to get rid of what’s called the carried interest loophole, a long-time white whale of Democratic policy making. But he could not get even 50 Democrats to go along with that. Senator Kyrsten Sinema of Arizona was opposed to it, and so it didn’t get included.

And he did some pieces of legislation on a bipartisan basis. And in those cases, Republicans were just not going to pay for anything by raising taxes, and so he had to take those off the table there. So it’s all added up to just not very much activity in Congress to raise taxes on what Biden wants to do.

Got it. So that’s the side of a ledger where Biden simply fails to increase taxes because he can’t get Congress to increase taxes.

Right. But there’s another side, which is also that Biden has signed into law a decent number of tax cuts.

And that starts from the very beginning. Just a couple of months into his presidency, if you’ll recall, we’re still in the depths of the COVID-19 pandemic, the economy is wobbling after it had started to rebound. Biden proposes what is essentially a stimulus bill.

And he includes some tax cuts in there, a tax cut for families, a child tax credit. And it also includes — you remember those direct checks that people got as part of that bill?

Yes, $1,400. I remember them.

Yes, those were technically tax cuts.

So the stimulus bill starts with that. The next year, he passes this bill that is trying to accelerate manufacturing of things like semiconductors in the United States. That’s the CHIPS Act. And that includes some corporate tax cuts for companies that invest in the kind of manufacturing that Biden wants. This is industrial policy via carrots for corporations. And Biden is handing them out as part of this bill.

So tax cuts there. And then finally the Inflation Reduction Act, which includes the largest climate effort in American history is a bunch of corporate tax cuts at its core, tax cuts for manufacturing of solar panels, tax cuts for people to buy electric vehicles, tax cuts for all sorts of things tied to the transition from fossil fuels to lower emission sources of energy. And those tax cuts add up. They add up for corporations. They add up for individuals. And in the end, that full suite of tax cuts that he’s passed across all of this legislation outweighs the modest tax increases that were also included in the Inflation Reduction Act to reduce its cost.

Got it. So a very big reason why Biden ends up cutting taxes, beyond the fact that he’s not able to raise them through Congress, is that that’s what it took, according to those in his administration, to get American industry and American consumers to change their behavior in line with policy goals such as getting more domestic computer chip manufacturing and getting more people to buy electric vehicles they decided the way to do that was to give people tax breaks, which means he cut their taxes.

Right, people and companies. The president certainly has talked throughout the campaign about wanting to give middle class families a break. But he has also, in the process of crafting policy, really come to rely on tax cuts for people and for corporations as a way of achieving these policy goals. And in many cases, again, this is what he had to do to pass these bills through even Democrats in Congress.

Senator Joe Manchin of West Virginia didn’t want to just send money to companies that were making solar panels. He wanted there to be tax incentives for it. And so that is part of the reason why these were created as tax incentives. And so all of this adds up to more of a tax cutting record than you might have imagined when Biden was on the campaign trail.

I’m curious who really ended up benefiting from these tax cuts. You said they went to people and to corporations, but on the whole, did they end up reaching lower income Americans, middle income Americans, or the rich?

Well, we don’t have a full distributional analysis, which is what you’re asking for, of the entirety of Biden’s tax changes. But what we can say this — particularly the ones that were in that early stimulus bill, the recovery plan, those were very much targeted toward lower income and middle income Americans.

There were income limits on who could get things like the Child Tax Credit. Obviously, the direct payments went to people who were middle class or less. So the analysis of that would suggest that these were tax cuts for lower income people, for middle class people. And on the flip side, what I think we are likely to see with the electric vehicle credit through the Inflation Reduction Act is that while there are some income limits on who can qualify for that credit, that the people who end up claiming that credit tend to be the higher earners among the people who qualify.

Right. Who buys a Tesla, after all? Somebody with a fair amount of money.

Right, exactly. And of course, the corporate tax cuts go to companies, flow through to their shareholders. There’s a huge debate in the academic literature among politicians about how much of that benefit actually ends up going to their workers versus stays with shareholders. But we can broadly say that Joe Biden has done a lot for certain corporations who are trying to advance his manufacturing goals in particular to reduce their tax bills. And that is certainly not in line with the rhetoric you hear him talking about most of the time about making corporations pay their fair share. And the White House acknowledges this. I asked them about it. And they basically said, we think there’s a difference between just cutting the corporate tax rate in a way that helps anybody no matter what they’re doing and what we’re trying to do, which is basically reward corporations for accelerating the energy transition.

Understood. But where does this ultimately leave Biden’s campaign promise to make the tax code fairer and to make sure that the well-off in particular and corporations are paying their, what he calls, fair share?

Well, I think by Biden’s own measurements, by his own ambitions, he would have to agree that he is nowhere close to what he believes would be a fair share for corporations. Because Biden is still running on this. As he enters his re-election campaign, as it really heats up, a rematch with Donald Trump, the president is really leaning into this message of we need to do more. We need to raise more taxes on corporate America. It is time for these companies and for high earners to pay their fair share.

Right. I didn’t get it done in the first term. But if you elect me, I’ll get it done in the second.

Give me another shot, and this time, I promise, will be different.

[MUSIC PLAYING]

We’ll be right back.

So Jim, let’s talk about Biden’s tax raising plans for a theoretical second term and why anyone should have any faith that he could get it done, if there’s a second term, given the experience so far of his first term.

Yeah, well, man, there’s a lot of plans to talk about. I don’t think we can get through all of them, but we can certainly hit the highlights here. So we can start with the couple of things that Biden has been able to do to raise taxes on corporations. He wants to take those and then plus them up.

He’s put this new minimum tax on corporations. It’s a 15 percent minimum tax on certain multinationals. He now wants to raise that to 21 percent.

He wants to take that corporate stock buyback tax which is 1 percent right now, and he’d like to quadruple it to 4 percent. And then he goes after some things large and small. He wants to do new taxes that hit the use of corporate and private jets. He wants to do new taxes on companies that pay large amounts of compensation to their executives.

And then we get to some really big taxes on high earning individuals. So the president has said over and over again, he won’t raise taxes on anyone making less than $400,000 a year. But he’s got a bunch of taxes for the people above that. So he wants to raise the top marginal income tax rate. He wants to take it from 37 percent, which is the level set by President Trump’s 2017 tax law, and bring it back to 39.6 percent, which is what it was before. He also wants to impose what he calls a billionaires tax.

OK. It’s a 25 percent tax on the total value of all of the assets of anyone worth more than $100 million.

OK, wait. I have several questions about this.

First being a fact check, if it’s a billionaires tax, it’s interesting that it’s going after people who have just 100 million.

Yeah, I think most billionaires would be offended at the inclusion of 100 millionaires in that. Yes, totally agree. That is factually inaccurate, the name.

Right. But beyond that, this sounds very much like a wealth tax, which we don’t really have in our system.

Yeah, it’s a sort of wealth tax. The Biden people don’t call it a wealth tax, but it is a tax on something other than income that you report every year to the IRS as having been earned. It goes beyond just, oh, I got interest from my stock holdings or I made money from my job. It’s, oh, the value of my art collection increased last year, and now Biden’s going to tax me on that increase, even if I didn’t sell the art.

That’s a real change, and that reflects the president’s view that people with enough money to buy enormous art collections that appreciate enormously in value should be paying more in taxes.

Right. And of course, a tax like this is extremely perhaps maddeningly hard to actually pull off. It’s hard to get someone to describe their art collection’s value so that you can apply a 25 tax to it. So this might end up being more of a political statement than a practical tax.

Yeah, there’s also questions about whether it’s constitutional. So there’s all sorts of drama around this proposal, but it is certainly, if nothing else, a statement of the president’s intent to make people worth a lot of money pay a lot more in taxes.

OK, so that’s a lot of proposed tax increases, almost all of them focused on those who are rich and corporations. Overall, Jim, what stands out to you about this Biden term two tax increase plan?

I think we could very fairly say that it’s the largest tax increasing plan by a sitting president or a presidential nominee for a party in American history.

He wants to get a lot of money from corporations and people who earn or are worth a lot of money.

But the rub, of course, is it’s hard to see the Congressional math that lets Biden accomplish these tax increases, some of which, like you said, he couldn’t get done the first time. Why would we think he would get them done the second time even if he wins this fall?

Yeah, it would be really difficult. Biden would have to win in November. Democrats would have to take the House of Representatives back from Republicans, which is certainly possible. It’s very closely divided right now. And they’d need to hold at least 50 seats in the Senate. And then those 50 Democrats in the Senate would have to be willing to go along with far more in tax increases than Democrats were last time around.

So if there is a second term, it feels like we should assume it will be very difficult perhaps even quite unlikely he’s going to get to push through a lot of these taxes. Which makes me wonder, Jim, why is Biden running on a tax program that he knows has so little chance of becoming reality and when it’s pretty clear that he’s gotten a lot of stuff done without raising taxes? It turns out that’s not been all that essential to getting infrastructure or climate bills done. So why is he making this so central?

Several reasons. One of them is it’s very important to him rhetorically to talk about fiscal responsibility. Big parts of the Biden agenda, the CHIPS bill, the infrastructure bill, some other legislation, were not actually paid for. The spending and tax cuts were not offset by tax increases.

So they’re going to add to the debt.

Right. So they’re going to add to the debt. Same is true of the stimulus bill. But moving forward, the president has said that he’s going to pay for his agenda and he’s actually going to have some extra tax dollars coming in left over to help pay down future budget deficits. And on paper, it’s the way to pay for Biden’s other big, expansive plans that he hasn’t been able to do but wants to — universal child care, federal paid leave, investing in elder care, just a whole bunch of things that he still wants to do more — housing initiatives.

The president needs money to make a case that he’s being fiscally responsible, and this is the money that would do that.

So that’s one reason. Another reason is the calendar. Biden and his team are looking ahead to the end of 2025, and they know that if he wins another term, he will be in office at a rare moment in Washington, when basically tax policy has to be on the Congressional agenda.

Well, Republicans, when they passed their tax cuts in 2017, set a bunch of them to expire at the end of 2025 in order to lower the cost of the bill.

These are the Trump tax cuts.

The Trump tax cuts. And that includes all the tax cuts for individuals. So now that those are coming due, there’s going to be a fight in Washington over whether to extend them or make them permanent or change them in some way or just let them expire, and Democrats know there’s going to be a huge fight that will reach almost certainly the floor of the House and the Senate. And so Biden wants to be ready.

He wants to be ready with a suite of policy proposals that Democrats can basically pull off the shelf and try to use to put Republicans in a box. Basically say, we would like to keep taxes low or cut them further for low income workers, middle class workers. But we want to pay for that by raising taxes on the rich. You Republicans also want to do nice things for low and middle class workers, but you want to cut taxes for corporations and the rich, and we think that’s a political loser for you.

So Biden is ready with what they think will be a political winner for Democrats in this almost certain floor tax fight at the end of 2025.

And that brings us to the last reason why Biden is doing this, and maybe the most important, which is it’s really good politics.

Just explain that. Why is talking about tax increases, net tax increases, such good politics?

If you talk to Democratic pollsters, if you talk to people inside the White House, outside the White House, political strategists anywhere in Biden’s orbit, they all agree that the public loves the idea of forcing rich people and corporations to pay their, quote, “fair share.” It’s just become a winning and central political argument in Democratic campaigns, the idea that corporations avoid taxes, that rich people avoid taxes, and that Joe Biden is trying to position himself as a champion of the idea that they need to pay more. Those corporations and those rich people need to pay more, and he’s going to make it happen.

You’re describing this as something that is kind of a new political reality. Is that right?

Yeah, it’s evolved over the last decade or so I think. For a long time in Washington, the conventional wisdom was just couldn’t talk about tax increases of any kind. They were poison. There was a whole anti-tax movement that did a really good job of messaging that, and Democratic candidates got very scared of talking about raising taxes even on the very, very rich.

That started to turn over time. But it’s really changed. I think we saw in the 2020 election that the Democratic primary had just enormous amounts of taxes on corporations and the rich funding all sorts of policy proposals — Medicare for all and universal child care and trillions and trillions of dollars — and Democratic candidates like Liz Warren and Bernie Sanders competing to see who could tax corporations and the rich the most.

Biden is a product of that primary. He was one of the most moderate people in that group, but his proposals are really outside of the historical norm for Democratic candidates up until then. And that reflects the fact that pollsters have been doing all this research, finding that the American people, including independents and increasingly numbers of Republicans, just don’t think corporations pay their fair share and are open to the idea they should pay more.

This is really interesting, and it makes me think that what you’re really saying is that there might have been a time when a Democratic nominee like Joe Biden might have reveled in his image as an overall tax cutter. But that is not this moment, and that is not this candidate. He wants to be a tax increaser. He thinks that is where the politics are.

I think that’s exactly right when you think about tax increaser as tax increaser on the rich and on corporations. There’s two ways to be a successful populist politician. One of them is to be like Trump and run around saying you’re going to do enormous tax cuts for everybody, which is a Republican version of populism. Trump, my biggest tax cut in history, I’m going to do another huge, enormous tax cut. It’s going to be so big you won’t believe it.

There might have been a time when Democrats tried to follow that playbook. But Biden’s not doing that. He’s leaning into the other side of populism. He’s telling workers, hey, I’m on your side with these big companies. They’re trying to screw you, and I’m not going to stand for it. And so I’m going to raise their taxes. I’m going to make them pay more so that there’s more money for you, whether that’s more tax cuts or more programs or whatever.

And that is the Democratic version of populism right now, and that’s the one that Joe Biden is running on. And that’s why he’s so happy to talk about raising corporate taxes because it’s a way to tell workers, hey, I’m on your side.

Right. Even if that’s not what he’s done or ever may be able to do.

Yeah. Part of the problem with populism is that you make a lot of promises you can’t keep, and this certainly, in his first term, has been an area where the president has talked a much bigger game than he’s been able to execute. The second term might be different, but that doesn’t really matter for the campaign. What matters is the rhetoric.

Well, Jim, thank you very much. We appreciate it.

Thank you. Always a pleasure.

Here’s what else you need to know today. On Tuesday, Israel confirmed that it had carried out the airstrike that killed seven aid workers delivering food to civilians in Gaza. The attack, which occurred on Monday, struck a convoy run by the World Central Kitchen, a nonprofit group. At the time of the attack, the aid workers were traveling in clearly marked cars that designated them as non-combatants.

Israel’s Prime Minister Benjamin Netanyahu described the attack as unintentional and said that his government deeply regretted the deaths. In its own statement, World Central Kitchen called the strike unforgivable and said that as a result, it would suspend its aid work in Gaza, where millions of people are in dire need of both food and medicine.

Today’s episode was produced by Stella Tan and Mary Wilson with help from Michael Simon Johnson. It was edited by Lisa Chow, contains original music by Dan Powell and Marion Lozano, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Michael Barbaro. See you tomorrow.

• April 4, 2024   •   32:37 Israel’s Deadly Airstrike on the World Central Kitchen
• April 3, 2024   •   27:42 The Accidental Tax Cutter in Chief
• April 2, 2024   •   29:32 Kids Are Missing School at an Alarming Rate
• April 1, 2024   •   36:14 Ronna McDaniel, TV News and the Trump Problem
• March 29, 2024   •   48:42 Hamas Took Her, and Still Has Her Husband
• March 28, 2024   •   33:40 The Newest Tech Start-Up Billionaire? Donald Trump.
• March 27, 2024   •   28:06 Democrats’ Plan to Save the Republican House Speaker
• March 26, 2024   •   29:13 The United States vs. the iPhone
• March 25, 2024   •   25:59 A Terrorist Attack in Russia
• March 24, 2024   •   21:39 The Sunday Read: ‘My Goldendoodle Spent a Week at Some Luxury Dog ‘Hotels.’ I Tagged Along.’
• March 22, 2024   •   35:30 Chuck Schumer on His Campaign to Oust Israel’s Leader
• March 21, 2024   •   27:18 The Caitlin Clark Phenomenon

Hosted by Michael Barbaro

Featuring Jim Tankersley

Produced by Stella Tan and Mary Wilson

With Michael Simon Johnson

Edited by Lisa Chow

Original music by Dan Powell and Marion Lozano

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

In his campaign for re-election, President Biden has said that raising taxes on the wealthy and on big corporations is at the heart of his agenda. But under his watch, overall net taxes have decreased.

Jim Tankersley, who covers economic policy for The Times, explains.

On today’s episode

Jim Tankersley , who covers economic policy at the White House for The New York Times.

Background reading

An analysis prepared for The New York Times estimates that the tax changes President Biden has ushered into law will amount to a net cut of about $600 billion over four years.

“Does anybody here think the tax code’s fair?” For Mr. Biden, tax policy has been at the center of his efforts to make the economy more equitable.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Jim Tankersley writes about economic policy at the White House and how it affects the country and the world. He has covered the topic for more than a dozen years in Washington, with a focus on the middle class. More about Jim Tankersley

Advertisement