METHODS
The zebra finches used in this study were in three colonies in the lab of Dr. J.R. Baylis at the University of Wisconsin, Madison. Each colony contained between thirty and forty individual birds of both sexes, a variety of ages and several plumage types. All animals wore colored leg bands for individual identification and all had been exposed to grass, green embroidery floss and white dog fur as nesting material previous to this study. The colonies were housed in separate rooms, each approximately 17m3 and each contained eight artificial nest boxes. All behavioral observations were made from outside the colony rooms through one-way mirrors.
The methods begin by indicating where the research organisms were obtained.
Specific examples about the organisms are included, e.g. number of organisms, sexes, ages, and morphology.
Previous exposure to colored nest material is described. How organisms were housed, including specific dimensions of cages, etc. and the physical conditions of light and temperature, is also included.
Red, black, orange and light green DMC four-ply cotton embroidery floss was cut into 2.5 cm pieces. During each trial, twenty-five pieces of each color were separated and spread out over the floor of the colony. After the birds had been exposed to the material for a total of two hours, any remaining strands of floss on the floor were collected. The number of strands of each color was counted. It was assumed all other strands (not on the floor) had been used in nest construction. Data from the three colonies were pooled and an X goodness-of-fit test was used to determine whether the number of strands of each color used in nest construction different from an expected ratio of 1:1:1:1 (which would indicate no preference).
The types of test materials used are described in detail, as are the methods.
Description of methods includes assumptions made and type of analysis to be performed on the data.
RESULTS | |
More green material was removed by the finches than red, more red than black and more black than orange. The ratio between material of different colors used in nest construction differed significantly from the expected 1:1:1:1 (X =63.44, df=3, p<.005). When colors were compared in pairs, the difference between values for green and red were not significantly different (X =117, df=1, p>.5). However, the values for black and orange were significantly different (X =36.38, df=1, p<.005). |
The author interprets the data for the reader in text form. The author does not expect the reader to interpret the results from a table of data, but instead provides his/her interpretation for the reader. |
DISCUSSION | The discussion provides an explanation of what the results mean relative to the original purpose and/or hypothesis stated in the introduction. |
The results from these experiments suggest that zebra finches do in fact have color preferences with regard to nesting material. Contrary to the predictions made by generalizing Burley’s studies (1981, 1982), however, the zebra finches used in this study preferred green, red or black nesting material to orange. These results are similar to those of Collias and Collias (1981) who showed that weaver birds preferred green nesting material. |
Results are compared to those from other studies. Plausible reasons/hypotheses are proposed to explain the results. |
It is possible that zebra finches prefer green material to red, black and orange because green is more similar to the color of the grasses commonly used as nesting material in their natural environment. This interpretation, however, does not explain the preference for red and black materials over orange. | Limitations to the proposed hypotheses are also provided. |
Alternatively, it is possible that the strong preference shown for green material may be a result of imprinting on the color of the nests they grew up in. It has been shown, for example, that parental plumage color has a strong effect on mate selection in male (but not female) zebra finches (Walter, 1973). All of the birds used in this study have been exposed to grass, green embroidery floss and white dog fur in nests. If as suggested by Morris (1954) males collect most of the nesting material, imprinting could have a strong effect on the numbers of colored strands collected in this study. This hypothesis could be tested by raising zebra finches in nests containing different colors of nesting materials and testing them in adulthood for preference in nest material color. When setting up this experiment, it was noted that zebra finches seem particularly apprehensive about new objects placed in the colony. It is also possible, therefore, that the preference for green nest material was simply due to its familiarity. | Alternative hypotheses are also provided, and evidence from literature is given in support of the alternate hypothesis.
Future studies are proposed to help further knowledge in the area. |
REFERENCES | |
Burley, N. 1981 Sex-ratio manipulation and selection for attractiveness. 211: 721-722. Burley, N. 1982 Influence of colour-banding on the nonspecific preference of zebra finches. . 30: 444-445. (Additional references deleted for brevity.) | All references cited in the body of the paper are listed alphabetically by last name of the first author. Only references cited in the body of the paper are listed here. See the Introductory Biology 151-152 manual for complete information on how to reference supporting literature both in the body of the paper and in the reference list. |
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The objective of writing a research paper is manifold, serving both educational and intellectual pursuits. Primarily, it aims to educate the author, providing a rigorous framework through which they engage deeply with a topic, hone their research and analytical skills, and learn the art of academic writing. Beyond personal growth, the research paper serves the broader academic community by contributing to the collective pool of knowledge, offering fresh perspectives, and stimulating further research. It is a medium through which scholars communicate ideas, findings, and theories, thereby fostering an ongoing dialogue that propels the advancement of science, humanities, and other fields of study.
Research papers can be categorized into various types, each with distinct objectives and methodologies. The most common types include:
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A research paper is an academic piece of writing, so you need to follow all the requirements and standards. Otherwise, it will be impossible to get the high results. To make it easier for you, we have analyzed the structure and peculiarities of a sample research paper on the topic ‘Child Abuse’.
The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.
To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is easier for you to present the ideas logically, without jumping from one thought to another.
In the outline, you need to name all the parts of your paper. That is to say, an introduction, main body, conclusion, bibliography, some papers require abstract and proposal as well.
A good outline will serve as a guide through your paper making it easier for the reader to follow your ideas.
Ii. estimates of child abuse: methodological limitations, iii. child abuse and neglect: the legalities, iv. corporal punishment versus child abuse, v. child abuse victims: the patterns, vi. child abuse perpetrators: the patterns, vii. explanations for child abuse, viii. consequences of child abuse and neglect, ix. determining abuse: how to tell whether a child is abused or neglected, x. determining abuse: interviewing children, xi. how can society help abused children and abusive families, introduction.
An introduction should include a thesis statement and the main points that you will discuss in the paper.
A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view through the whole piece of work:
‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood.’
Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on their caretakers, and are unable to protect themselves from these acts.
Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by their families are not always the positive building blocks for which one would hope.
In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4 children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is a substantial one.
In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The evidence include all the data and material you have found, analyzed and systematized. You can support your point of view with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is right, and make the reader interested in the topic.
In this example, a writer analyzes the issue of child abuse: different statistical data, controversies regarding the topic, examples of the problem and the consequences.
Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).
Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse, leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).
While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as, at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”
Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural values, and community standards can influence the application of legal statutes. In addition, several states distinguish between failure to provide based on financial inability and failure to provide for no apparent financial reason.
Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials.
Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior, emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse is almost always present when other types of abuse are identified.
Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child (Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity (District of Columbia).
One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,” “causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability, disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed under most state statutes (e.g., state of Florida child abuse statute).
Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher). Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).
One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence. Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.
In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13 per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96% more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants (younger than age 1) (National Child Abuse and Neglect Data System, 2006).
Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per 100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor. Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).
One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication. This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small. Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being the result of abuse.
Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%, and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and 42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33% of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).
There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for physical punishment along with a lack of cultural support for helping parents here in the United States.
The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea that people who abuse their children have something wrong with their individual personality or biological makeup. Such psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want and need limits, these parents are unable to set them or adhere to them.)
Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower frustration tolerance, and increased stress).
The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally, less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically, parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child, they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average” situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder [ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything, including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being more difficult, are more likely to be victims of child abuse.
Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse increase when unskilled parents must contend with difficult children.
Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward siblings or a parent), those interactions and violent family members become the representations and role models for their future familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.
What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children, interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as methods of discipline.
Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.). Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition to being nonviolent in their family interactions.
Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically, such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater risk for child abuse.
Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of recommendations, the culture of corporal punishment persists.
Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married, couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have children and that they will love having children. But, after children are born, there is not much support for couples who have trouble adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help, and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the risks for child abuse in society.
The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an investigation must be conducted.
Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships, as well as the sabotaging of any current ones.
Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are thus not resilient and do not resume a “normal life” after the abuse has ended.
Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated victimizations.
Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas, 2004).
Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called “dysfunctional sexual behavior”—and have many sexual partners.
Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization. In the next section, these developmental delays are discussed as a means of identifying children who may be abused.
There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less likely injuries may signal instances of child abuse.
While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name a few), are good examples of the types of bruises children do not give themselves.
Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees, or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s) or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.
Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of damages rarely happen by accident.
Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the whole hand or those to the buttocks are also unlikely to happen as a result of an accident.
Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous areas and across many milestones.
As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.
Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow. This includes both verbal and nonverbal means of communication.
Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions. They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not, begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or “playing house.”
Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained and thus may be unable to control their bladders.
Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent toileting accidents.
Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior and impulse control, which, again, can be discerned in various ages of children.
Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help children express the types of abuse of which they may be victims.
Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform interviewers about the circumstances of abusive instances.
A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full stop in your research. You need to persuade the reader in your opinion.
Never add any new information in the conclusion. You can present solutions to the problem and you dwell upon the results, but only if this information has been already mentioned in the main body.
Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong, but in the grander scheme of things that is really not so bad.
Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding. When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up with more children and families.
Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition, Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be raised in nonviolent, emotionally satisfying families, and thus become better adults.
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This page contains sample papers formatted in seventh edition APA Style. The sample papers show the format that authors should use to submit a manuscript for publication in a professional journal and that students should use to submit a paper to an instructor for a course assignment. You can download the Word files to use as templates and edit them as needed for the purposes of your own papers.
Most guidelines in the Publication Manual apply to both professional manuscripts and student papers. However, there are specific guidelines for professional papers versus student papers, including professional and student title page formats. All authors should check with the person or entity to whom they are submitting their paper (e.g., publisher or instructor) for guidelines that are different from or in addition to those specified by APA Style.
The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.
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These sample papers demonstrate APA Style formatting standards for different professional paper types. Professional papers can contain many different elements depending on the nature of the work. Authors seeking publication should refer to the journal’s instructions for authors or manuscript submission guidelines for specific requirements and/or sections to include.
Sample papers are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 2 and the Concise Guide Chapter 1
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These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.
APA does not set formal requirements for the nature or contents of an APA Style student paper. Students should follow the guidelines and requirements of their instructor, department, and/or institution when writing papers. For instance, an abstract and keywords are not required for APA Style student papers, although an instructor may request them in student papers that are longer or more complex. Specific questions about a paper being written for a course assignment should be directed to the instructor or institution assigning the paper.
Although published articles differ in format from manuscripts submitted for publication or student papers (e.g., different line spacing, font, margins, and column format), articles published in APA journals provide excellent demonstrations of APA Style in action.
APA journals began publishing papers in seventh edition APA Style in 2020. Professional authors should check the author submission guidelines for the journal to which they want to submit their paper for any journal-specific style requirements.
Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020, Journal of Experimental Psychology: General , 149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.
Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020, Psychology of Popular Media , 10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.
Mixed methods professional paper template: Adapted from “‘I Am a Change Agent’: A Mixed Methods Analysis of Students’ Social Justice Value Orientation in an Undergraduate Community Psychology Course,” by D. X. Henderson, A. T. Majors, and M. Wright, 2019, Scholarship of Teaching and Learning in Psychology , 7 (1), 68–80. ( https://doi.org/10.1037/stl0000171 ). Copyright 2019 by the American Psychological Association.
Literature review professional paper template: Adapted from “Rethinking Emotions in the Context of Infants’ Prosocial Behavior: The Role of Interest and Positive Emotions,” by S. I. Hammond and J. K. Drummond, 2019, Developmental Psychology , 55 (9), pp. 1882–1888 ( https://doi.org/10.1037/dev0000685 ). Copyright 2019 by the American Psychological Association.
Review professional paper template: Adapted from “Joining the Conversation: Teaching Students to Think and Communicate Like Scholars,” by E. L. Parks, 2022, Scholarship of Teaching and Learning in Psychology , 8 (1), pp. 70–78 ( https://doi.org/10.1037/stl0000193 ). Copyright 2020 by the American Psychological Association.
Barbara j. hoogenboom.
1 Grand Valley State University, Grand Rapids, MI, USA
2 University of Wichita, Wichita, KS, USA
Successful production of a written product for submission to a peer‐reviewed scientific journal requires substantial effort. Such an effort can be maximized by following a few simple suggestions when composing/creating the product for submission. By following some suggested guidelines and avoiding common errors, the process can be streamlined and success realized for even beginning/novice authors as they negotiate the publication process. The purpose of this invited commentary is to offer practical suggestions for achieving success when writing and submitting manuscripts to The International Journal of Sports Physical Therapy and other professional journals.
“The whole of science is nothing more than a refinement of everyday thinking” Albert Einstein
Conducting scientific and clinical research is only the beginning of the scholarship of discovery. In order for the results of research to be accessible to other professionals and have a potential effect on the greater scientific community, it must be written and published. Most clinical and scientific discovery is published in peer‐reviewed journals, which are those that utilize a process by which an author's peers, or experts in the content area, evaluate the manuscript. Following this review the manuscript is recommended for publication, revision or rejection. It is the rigor of this review process that makes scientific journals the primary source of new information that impacts clinical decision‐making and practice. 1 , 2
The task of writing a scientific paper and submitting it to a journal for publication is a time‐consuming and often daunting task. 3 , 4 Barriers to effective writing include lack of experience, poor writing habits, writing anxiety, unfamiliarity with the requirements of scholarly writing, lack of confidence in writing ability, fear of failure, and resistance to feedback. 5 However, the very process of writing can be a helpful tool for promoting the process of scientific thinking, 6 , 7 and effective writing skills allow professionals to participate in broader scientific conversations. Furthermore, peer review manuscript publication systems requiring these technical writing skills can be developed and improved with practice. 8 Having an understanding of the process and structure used to produce a peer‐reviewed publication will surely improve the likelihood that a submitted manuscript will result in a successful publication.
Clear communication of the findings of research is essential to the growth and development of science 3 and professional practice. The culmination of the publication process provides not only satisfaction for the researcher and protection of intellectual property, but also the important function of dissemination of research results, new ideas, and alternate thought; which ultimately facilitates scholarly discourse. In short, publication of scientific papers is one way to advance evidence‐based practice in many disciplines, including sports physical therapy. Failure to publish important findings significantly diminishes the potential impact that those findings may have on clinical practice. 9
To begin it might be interesting to learn why reviewers accept manuscripts! Reviewers consider the following five criteria to be the most important in decisions about whether to accept manuscripts for publication: 1) the importance, timeliness, relevance, and prevalence of the problem addressed; 2) the quality of the writing style (i.e., that it is well‐written, clear, straightforward, easy to follow, and logical); 3) the study design applied (i.e., that the design was appropriate, rigorous, and comprehensive); 4) the degree to which the literature review was thoughtful, focused, and up‐to‐date; and 5) the use of a sufficiently large sample. 10 For these statements to be true there are also reasons that reviewers reject manuscripts. The following are the top five reasons for rejecting papers: 1) inappropriate, incomplete, or insufficiently described statistics; 2) over‐interpretation of results; 3) use of inappropriate, suboptimal, or insufficiently described populations or instruments; 4) small or biased samples; and 5) text that is poorly written or difficult to follow. 10 , 11 With these reasons for acceptance or rejection in mind, it is time to review basics and general writing tips to be used when performing manuscript preparation.
“Begin with the end in mind” . When you begin writing about your research, begin with a specific target journal in mind. 12 Every scientific journal should have specific lists of manuscript categories that are preferred for their readership. The IJSPT seeks to provide readership with current information to enhance the practice of sports physical therapy. Therefore the manuscript categories accepted by IJSPT include: Original research; Systematic reviews of literature; Clinical commentary and Current concept reviews; Case reports; Clinical suggestions and unique practice techniques; and Technical notes. Once a decision has been made to write a manuscript, compose an outline that complies with the requirements of the target submission journal and has each of the suggested sections. This means carefully checking the submission criteria and preparing your paper in the exact format of the journal to which you intend to submit. Be thoughtful about the distinction between content (what you are reporting) and structure (where it goes in the manuscript). Poor placement of content confuses the reader (reviewer) and may cause misinterpretation of content. 3 , 5
It may be helpful to follow the IMRaD format for writing scientific manuscripts. This acronym stands for the sections contained within the article: Introduction, Methods, Results, and Discussion. Each of these areas of the manuscript will be addressed in this commentary.
Many accomplished authors write their results first, followed by an introduction and discussion, in an attempt to “stay true” to their results and not stray into additional areas. Typically the last two portions to be written are the conclusion and the abstract.
The ability to accurately describe ideas, protocols/procedures, and outcomes are the pillars of scientific writing . Accurate and clear expression of your thoughts and research information should be the primary goal of scientific writing. 12 Remember that accuracy and clarity are even more important when trying to get complicated ideas across. Contain your literature review, ideas, and discussions to your topic, theme, model, review, commentary, or case. Avoid vague terminology and too much prose. Use short rather than long sentences. If jargon has to be utilized keep it to a minimum and explain the terms you do use clearly. 13
Write with a measure of formality, using scientific language and avoiding conjunctions, slang, and discipline or regionally specific nomenclature or terms (e.g. exercise nicknames). For example, replace the term “Monster walks” with “closed‐chain hip abduction with elastic resistance around the thighs”. You may later refer to the exercise as “also known as Monster walks” if you desire.
Avoid first person language and instead write using third person language. Some journals do not ascribe to this requirement, and allow first person references, however, IJSPT prefers use of third person. For example, replace “We determined that…” with “The authors determined that….”.
For novice writers, it is really helpful to seek a reading mentor that will help you pre‐read your submission. Problems such as improper use of grammar, tense, and spelling are often a cause of rejection by reviewers. Despite the content of the study these easily fixed errors suggest that the authors created the manuscript with less thought leading reviewers to think that the manuscript may also potentially have erroneous findings as well. A review from a second set of trained eyes will often catch these errors missed by the original authors. If English is not your first language, the editorial staff at IJSPT suggests that you consult with someone with the relevant expertise to give you guidance on English writing conventions, verb tense, and grammar. Excellent writing in English is hard, even for those of us for whom it is our first language!
Use figures and graphics to your advantage . ‐ Consider the use of graphic/figure representation of data and important procedures or exercises. Tables should be able to stand alone and be completely understandable at a quick glance. Understanding a table should not require careful review of the manuscript! Figures dramatically enhance the graphic appeal of a scientific paper. Many formats for graphic presentation are acceptable, including graphs, charts, tables, and pictures or videos. Photographs should be clear, free of clutter or extraneous background distractions and be taken with models wearing simple clothing. Color photographs are preferred. Digital figures (Scans or existing files as well as new photographs) must be at least 300dpi. All photographs should be provided as separate files (jpeg or tif preferred) and not be embedded in the paper. Quality and clarity of figures are essential for reproduction purposes and should be considered before taking images for the manuscript.
A video of an exercise or procedure speaks a thousand words. Please consider using short video clips as descriptive additions to your paper. They will be placed on the IJSPT website and accompany your paper. The video clips must be submitted in MPEG‐1, MPEG‐2, Quicktime (.mov), or Audio/Video Interface (.avi) formats. Maximum cumulative length of videos is 5 minutes. Each video segment may not exceed 50 MB, and each video clip must be saved as a separate file and clearly identified. Formulate descriptive figure/video and Table/chart/graph titles and place them on a figure legend document. Carefully consider placement of, naming of, and location of figures. It makes the job of the editors much easier!
Avoid Plagiarism and inadvertent lack of citations. Finally, use citations to your benefit. Cite frequently in order to avoid any plagiarism. The bottom line: If it is not your original idea, give credit where credit is due . When using direct quotations, provide not only the number of the citation, but the page where the quote was found. All citations should appear in text as a superscripted number followed by punctuation. It is the authors' responsibility to fully ensure all references are cited in completed form, in an accurate location. Please carefully follow the instructions for citations and check that all references in your reference list are cited in the paper and that all citations in the paper appear correctly in the reference list. Please go to IJSPT submission guidelines for full information on the format for citations.
Sometimes written as an afterthought, the abstract is of extreme importance as in many instances this section is what is initially previewed by readership to determine if the remainder of the article is worth reading. This is the authors opportunity to draw the reader into the study and entice them to read the rest of the article. The abstract is a summary of the article or study written in 3 rd person allowing the readers to get a quick glance of what the contents of the article include. Writing an abstract is rather challenging as being brief, accurate and concise are requisite. The headings and structure for an abstract are usually provided in the instructions for authors. In some instances, the abstract may change slightly pending content revisions required during the peer review process. Therefore it often works well to complete this portion of the manuscript last. Remember the abstract should be able to stand alone and should be as succinct as possible. 14
The introduction is one of the more difficult portions of the manuscript to write. Past studies are used to set the stage or provide the reader with information regarding the necessity of the represented project. For an introduction to work properly, the reader must feel that the research question is clear, concise, and worthy of study.
A competent introduction should include at least four key concepts: 1) significance of the topic, 2) the information gap in the available literature associated with the topic, 3) a literature review in support of the key questions, 4) subsequently developed purposes/objectives and hypotheses. 9
When constructing a review of the literature, be attentive to “sticking” or “staying true” to your topic at hand. Don't reach or include too broad of a literature review. For example, do not include extraneous information about performance or prevention if your research does not actually address those things. The literature review of a scientific paper is not an exhaustive review of all available knowledge in a given field of study. That type of thorough review should be left to review articles or textbook chapters. Throughout the introduction (and later in the discussion!) remind yourself that a paper, existing evidence, or results of a paper cannot draw conclusions, demonstrate, describe, or make judgments, only PEOPLE (authors) can. “The evidence demonstrates that” should be stated, “Smith and Jones, demonstrated that….”
Conclude your introduction with a solid statement of your purpose(s) and your hypothesis(es), as appropriate. The purpose and objectives should clearly relate to the information gap associated with the given manuscript topic discussed earlier in the introduction section. This may seem repetitive, but it actually is helpful to ensure the reader clearly sees the evolution, importance, and critical aspects of the study at hand See Table 1 for examples of well‐stated purposes.
Examples of well-stated purposes by submission type.
Type of Submission | Example purpose |
---|---|
Original Research | Therefore, the purpose of this study was to describe the volume of pitching for pitchers from multiple college teams at the Division I level. |
Systematic Review of the Literature | Therefore, the purpose of this systematic review was to investigate the association between training characteristics and running related injuries. |
Clinical Commentary/Current Concepts Report | The purpose of this clinical commentary is to examine the risk factors contributing to the high recurrence rate of hamstring injuries, and propose a unique rehabilitation strategy addressing these factors in order to decrease the rate of reinjury. |
Case Report | The purpose of this case report is to describe the non-surgical management of a professional athlete with the characteristic signs and symptoms of a sports hernia. |
Clinical Suggestion | The purpose of this clinical commentary is to review types of integumentary wounds that may occur in sport, and their acute management. |
The methods section should clearly describe the specific design of the study and provide clear and concise description of the procedures that were performed. The purpose of sufficient detail in the methods section is so that an appropriately trained person would be able to replicate your experiments. 15 There should be complete transparency when describing the study. To assist in writing and manuscript preparation there are several checklists or guidelines that are available on the IJSPT website. The CONSORT guidelines can be used when developing and reporting a randomized controlled trial. 16 The STARD checklist was developed for designing a diagnostic accuracy study. 17 The PRISMA checklist was developed for use when performing a meta‐analyses or systematic review. 18 A clear methods section should contain the following information: 1) the population and equipment used in the study, 2) how the population and equipment were prepared and what was done during the study, 3) the protocol used, 4) the outcomes and how they were measured, 5) the methods used for data analysis. Initially a brief paragraph should explain the overall procedures and study design. Within this first paragraph there is generally a description of inclusion and exclusion criteria which help the reader understand the population used. Paragraphs that follow should describe in more detail the procedures followed for the study. A clear description of how data was gathered is also helpful. For example were data gathered prospectively or retrospectively? Who if anyone was blinded, and where and when was the actual data collected?
Although it is a good idea for the authors to have justification and a rationale for their procedures, these should be saved for inclusion into the discussion section, not to be discussed in the methods section. However, occasionally studies supporting components of the methods section such as reliability of tests, or validation of outcome measures may be included in the methods section.
The final portion of the methods section will include the statistical methods used to analyze the data. 19 This does not mean that the actual results should be discussed in the methods section, as they have an entire section of their own!
Most scientific journals support the need for all projects involving humans or animals to have up‐to‐date documentation of ethical approval. 20 The methods section should include a clear statement that the researchers have obtained approval from an appropriate institutional review board.
In most journals the results section is separate from the discussion section. It is important that you clearly distinguish your results from your discussion. The results section should describe the results only. The discussion section should put those results into a broader context. Report your results neutrally, as you “found them”. Again, be thoughtful about content and structure. Think carefully about where content is placed in the overall structure of your paper. It is not appropriate to bring up additional results, not discussed in the results section, in the discussion. All results must first be described/presented and then discussed. Thus, the discussion should not simply be a repeat of the results section. Carefully discuss where your information is similar or different from other published evidence and why this might be so. What was different in methods or analysis, what was similar?
As previously stated, stick to your topic at hand, and do not overstretch your discussion! One of the major pitfalls in writing the discussion section is overstating the significance of your findings 4 or making very strong statements. For example, it is better to say: “Findings of the current study support….” or “these findings suggest…” than, “Findings of the current study prove that…” or “this means that….”. Maintain a sense of humbleness, as nothing is without question in the outcomes of any type of research, in any discipline! Use words like “possibly”, “likely” or “suggests” to soften findings. 12
Do not discuss extraneous ideas, concepts, or information not covered by your topic/paper/commentary. Be sure to carefully address all relevant results, not just the statistically significant ones or the ones that support your hypotheses. When you must resort to speculation or opinion, be certain to state that up front using phrases such as “we therefore speculate” or “in the authors' opinion”.
Remember, just as in the introduction and literature review, evidence or results cannot draw conclusions, just as previously stated, only people, scientists, researchers, and authors can!
Finish with a concise, 3‐5 sentence conclusion paragraph. This is not just a restatement of your results, rather is comprised of some final, summative statements that reflect the flow and outcomes of the entire paper. Do not include speculative statements or additional material; however, based upon your findings a statement about potential changes in clinical practice or future research opportunities can be provided here.
Writing for publication can be a challenging yet satisfying endeavor. The ability to examine, relate, and interlink evidence, as well as to provide a peer‐reviewed, disseminated product of your research labors can be rewarding. A few suggestions have been offered in this commentary that may assist the novice or the developing writer to attempt, polish, and perfect their approach to scholarly writing.
Writing a scientific paper.
"methods checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..
The purpose is to provide enough detail that a competent worker could repeat the experiment. Many of your readers will skip this section because they already know from the Introduction the general methods you used. However careful writing of this section is important because for your results to be of scientific merit they must be reproducible. Otherwise your paper does not represent good science.
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Written by Joanna Kimmerly-Smith
You've done the research. You've carefully recorded your lab results and compiled a list of relevant sources. You've even written a draft of your scientific, technical, or medical paper, hoping to get published in a reputable journal. But how do you format your paper to ensure that every detail is correct? If you're a scientific researcher or co-author looking to get your research published, read on to find out how to format your paper.
While it's true that you'll eventually need to tailor your research for your target journal, which will provide specific author guidelines for formatting the paper (see, for example, author guidelines for publications by Elsevier , PLOS ONE , and mBio ), there are some formatting rules that are useful to know for your initial draft. This article will explore some of the formatting rules that apply to all scientific writing, helping you to follow the correct order of sections ( IMRaD ), understand the requirements of each section, find resources for standard terminology and units of measurement, and prepare your scientific paper for publication.
The four main elements of a scientific paper can be represented by the acronym IMRaD: introduction, methods, results, and discussion. Other sections, along with a suggested length,* are listed in the table below.
|
|
|
|
Cover Page | 1 page | Discussion | 4–6 pages |
Abstract | 1 paragraph (100–300 words) | Conclusion | 1 paragraph |
Keywords | 3–7 words (approx.) | Acknowledgments | 1–2 sentences |
Introduction | 1–2 pages | Conflicts of Interest/Originality Statement | 1 sentence |
Methods | 2–3 pages | References | 20–50 sources (2–4 pages) |
Results | 6–8 pages | Appendix/Supplementary Information | 1–5 appendices |
* Length guidelines are taken from https://www.elsevier.com/connect/11-steps-to-structuring-a-science-paper-editors-will-take-seriously#step6 .
Now, let's go through the main sections you might have to prepare to format your paper.
On the first page of the paper, you must present the title of the paper along with the authors' names, institutional affiliations, and contact information. The corresponding author(s) (i.e., the one[s] who will be in contact with the reviewers) must be specified, usually with a footnote or an asterisk (*), and their full contact details (e.g., email address and phone number) must be provided. For example:
Dr. Clara A. Bell 1, * and Dr. Scott C. Smith 2
1 University of Areopagitica, Department of Biology, Sometown, Somecountry
2 Leviathan University, Department of Biochemistry and Biomedical Sciences, Sometown, Somecountry
FORMATTING TIPS:
In this summary of your research, you must state your subject (i.e., what you did) and encapsulate the main findings and conclusions of your paper.
Below the abstract, include a list of key terms to help other researchers locate your study. Note that "keywords" is one word (with no space) and is followed by a colon:
Keywords : paper format, scientific writing.
This is the reader's first impression of your paper, so it should be clear and concise. Include relevant background information on your topic, using in-text citations as necessary. Report new developments in the field, and state how your research fills gaps in the existing research. Focus on the specific problem you are addressing, along with its possible solutions, and outline the limitations of your study. You can also include a research question, hypothesis, and/or objectives at the end of this section.
This is the part of your paper that explains how the research was done. You should relate your research procedures in a clear, logical order (i.e., the order in which you conducted the research) so that other researchers can reproduce your results. Simply refer to the established methods you used, but describe any procedures that are original to your study in more detail.
Now that you've explained how you gathered your research, you've got to report what you actually found. In this section, outline the main findings of your research. You need not include too many details, particularly if you are using tables and figures. While writing this section, be consistent and use the smallest number of words necessary to convey your statistics.
In this section, you interpret your findings for the reader in relation to previous research and the literature as a whole. Present your general conclusions, including an assessment of the strengths and weaknesses of the research and the implications of your findings. Resolve the hypothesis and/or research question you identified in the introduction.
This section is sometimes included in the last paragraph of the discussion. Explain how your research fits within your field of study, and identify areas for future research.
Write a brief paragraph giving credit to any institution responsible for funding the study (e.g., through a fellowship or grant) and any individual(s) who contributed to the manuscript (e.g., technical advisors or editors).
Some journals require a statement attesting that your research is original and that you have no conflicts of interest (i.e., ulterior motives or ways in which you could benefit from the publication of your research). This section only needs to be a sentence or two long.
Here you list citation information for each source you used (i.e., author names, date of publication, title of paper/chapter, title of journal/book, and publisher name and location). The list of references can be in alphabetical order (author–date style of citation) or in the order in which the sources are presented in the paper (numbered citations). Follow your style guide; if no guidelines are provided, choose a citation format and be consistent .
In this optional section, you can present nonessential information that further clarifies a point without burdening the body of the paper. That is, if you have too much data to fit in a (relatively) short research paper, move anything that's not essential to this section.
Aside from the overall format of your paper, there are still other details to watch out for. The sections below cover how to present your terminology, equations, tables and figures, measurements, and statistics consistently based on the conventions of scientific writing.
Stay consistent with the terms you use. Generally, short forms can be used once the full term has been introduced:
One way to ensure consistency is to use standard scientific terminology. You can refer to the following resources, but if you're not sure which guidelines are preferred, check with your target journal.
Italics must be used correctly for scientific terminology. Here are a couple of formatting tips:
Whether in mathematical, scientific, or technical papers, equations follow a conventional format. Here are some tips for formatting your calculations:
X + Y = 1 (1)
In Equation 1, X represents . . .
In equation (1), X represents . . .
(Note also that you should use italics for variables.)
Do you have any tables, graphs, or images in your research? If so, you should become familiar with the rules for referring to tables and figures in your scientific paper. Some examples are presented below.
Figure 1. Classification of author roles.
Figure 2: taxonomy of paper keywords
Although every journal has slightly different formatting guidelines, most agree that the gold standard for units of measurement is the International System of Units (SI) . Wherever possible, use the SI. Here are some other tips for formatting units of measurement:
When presenting statistical information, you must provide enough specific information to accurately describe the relationships among your data. Nothing is more frustrating to a reviewer than vague sentences about a variable being significant without any supporting details. The author guidelines for the journal Nature recommend that the following be included for statistical testing: the name of each statistical analysis, along with its n value; an explanation of why the test was used and what is being compared; and the specific alpha levels and P values for each test.
Angel Borja, writing for Elsevier publications, described the statistical rules for article formatting as follows:
Remember, you must be prepared to justify your findings and conclusions, and one of the best ways to do this is through factual accuracy and the acknowledgment of opposing interpretations, data, and/or points of view.
Even though you may not look forward to the process of formatting your research paper, it's important to present your findings clearly, consistently, and professionally. With the right paper format, your chances of publication increase, and your research will be more likely to make an impact in your field. Don't underestimate the details. They are the backbone of scientific writing and research.
One last tip: Before you submit your research, consider using our academic editing service for expert help with paper formatting, editing, and proofreading. We can tailor your paper to specific journal guidelines at your request.
Image source: 85Fifteen/ Unsplash.com
Hire an expert academic editor , or get a free sample, about the author.
Joanna's passion for English literature (proven by her M.A. thesis on Jane Austen) is matched by her passion to help others with their writing (shown by her role as an in-house editor with Scribendi). She enjoys lively discussions about plot, character, and nerdy TV shows with her husband, and she loves singing almost as much as she loves reading. Isn't music another language after all?
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In this article I will show you how to write a research paper using the four LEAP writing steps. The LEAP academic writing approach is a step-by-step method for turning research results into a published paper .
The LEAP writing approach has been the cornerstone of the 70 + research papers that I have authored and the 3700+ citations these paper have accumulated within 9 years since the completion of my PhD. I hope the LEAP approach will help you just as much as it has helped me to make an real, tangible impact with my research.
I designed the LEAP writing approach not only for merely writing the papers. My goal with the writing system was to show young scientists how to first think about research results and then how to efficiently write each section of the research paper.
In other words, you will see how to write a research paper by first analyzing the results and then building a logical, persuasive arguments. In this way, instead of being afraid of writing research paper, you will be able to rely on the paper writing process to help you with what is the most demanding task in getting published – thinking.
The four research paper writing steps according to the LEAP approach:
I will show each of these steps in detail. And you will be able to download the LEAP cheat sheet for using with every paper you write.
But before I tell you how to efficiently write a research paper, I want to show you what is the problem with the way scientists typically write a research paper and why the LEAP approach is more efficient.
Writing a research paper can be tough, especially for a young scientist. Your reasoning needs to be persuasive and thorough enough to convince readers of your arguments. The description has to be derived from research evidence, from prior art, and from your own judgment. This is a tough feat to accomplish.
The figure below shows the sequence of the different parts of a typical research paper. Depending on the scientific journal, some sections might be merged or nonexistent, but the general outline of a research paper will remain very similar.
Here is the problem: Most people make the mistake of writing in this same sequence.
While the structure of scientific articles is designed to help the reader follow the research, it does little to help the scientist write the paper. This is because the layout of research articles starts with the broad (introduction) and narrows down to the specifics (results). See in the figure below how the research paper is structured in terms of the breath of information that each section entails.
For a scientist, it is much easier to start writing a research paper with laying out the facts in the narrow sections (i.e. results), step back to describe them (i.e. write the discussion), and step back again to explain the broader picture in the introduction.
For example, it might feel intimidating to start writing a research paper by explaining your research’s global significance in the introduction, while it is easy to plot the figures in the results. When plotting the results, there is not much room for wiggle: the results are what they are.
Starting to write a research papers from the results is also more fun because you finally get to see and understand the complete picture of the research that you have worked on.
Most importantly, following the LEAP approach will help you first make sense of the results yourself and then clearly communicate them to the readers. That is because the sequence of writing allows you to slowly understand the meaning of the results and then develop arguments for presenting to your readers.
I have personally been able to write and submit a research article in three short days using this method.
You have worked long hours on a research project that has produced results and are no doubt curious to determine what they exactly mean. There is no better way to do this than by preparing figures, graphics and tables. This is what the first LEAP step is focused on – diving into the results.
Your first task is to try out different ways of visually demonstrating the research results. In many fields, the central items of a journal paper will be charts that are based on the data generated during research. In other fields, these might be conceptual diagrams, microscopy images, schematics and a number of other types of scientific graphics which should visually communicate the research study and its results to the readers. If you have reasonably small number of data points, data tables might be useful as well.
Now that you have your data charts, graphics and tables laid out in front of you – describe what you see in them. Seek to answer the question: What have I found? Your statements should progress in a logical sequence and be backed by the visual information. Since, at this point, you are simply explaining what everyone should be able to see for themselves, you can use a declarative tone: The figure X demonstrates that…
The core aspect of your research paper is not actually the results; it is the explanation of their meaning. In the second LEAP step, you will do some heavy lifting by guiding the readers through the results using logic backed by previous scientific research.
To define the central message of your research paper, imagine how you would explain your research to a colleague in 20 seconds . If you succeed in effectively communicating your paper’s message, a reader should be able to recount your findings in a similarly concise way even a year after reading it. This clarity will increase the chances that someone uses the knowledge you generated, which in turn raises the likelihood of citations to your research paper.
In the discussion section you have to demonstrate why your research paper is worthy of publishing. In other words, you must now answer the all-important So what? question . How well you do so will ultimately define the success of your research paper.
Here are three steps to get started with writing the discussion section:
Since some readers might just skim through your research paper and turn directly to the conclusions, it is a good idea to make conclusion a standalone piece. In the first few sentences of the conclusions, briefly summarize the methodology and try to avoid using abbreviations (if you do, explain what they mean).
After this introduction, summarize the findings from the discussion section. Either paragraph style or bullet-point style conclusions can be used. I prefer the bullet-point style because it clearly separates the different conclusions and provides an easy-to-digest overview for the casual browser. It also forces me to be more succinct.
The objective is a short, clear statement defining the paper’s research goals. It can be included either in the final paragraph of the introduction, or as a separate subsection after the introduction. Avoid writing long paragraphs with in-depth reasoning, references, and explanation of methodology since these belong in other sections. The paper’s objective can often be written in a single crisp sentence.
When writing the methodology section, aim for a depth of explanation that will allow readers to reproduce the study . This means that if you are using a novel method, you will have to describe it thoroughly. If, on the other hand, you applied a standardized method, or used an approach from another paper, it will be enough to briefly describe it with reference to the detailed original source.
Remember to also detail the research population, mention how you ensured representative sampling, and elaborate on what statistical methods you used to analyze the results.
Step 3 of the LEAP writing approach is designed to entice the casual browser into reading your research paper. This advertising can be done with an informative title, an intriguing abstract, as well as a thorough explanation of the underlying need for doing the research within the introduction.
The introduction section should leave no doubt in the mind of the reader that what you are doing is important and that this work could push scientific knowledge forward. To do this convincingly, you will need to have a good knowledge of what is state-of-the-art in your field. You also need be able to see the bigger picture in order to demonstrate the potential impacts of your research work.
Think of the introduction as a funnel, going from wide to narrow, as shown in the figure below:
The abstract acts as your paper’s elevator pitch and is therefore best written only after the main text is finished. In this one short paragraph you must convince someone to take on the time-consuming task of reading your whole research article. So, make the paper easy to read, intriguing, and self-explanatory; avoid jargon and abbreviations.
The title is the ultimate summary of a research paper. It must therefore entice someone looking for information to click on a link to it and continue reading the article. A title is also used for indexing purposes in scientific databases, so a representative and optimized title will play large role in determining if your research paper appears in search results at all.
Highlights are three to five short bullet-point style statements that convey the core findings of the research paper. Notice that the focus is on the findings, not on the process of getting there.
A graphical abstract placed next to the textual abstract visually summarizes the entire research paper in a single, easy-to-follow figure. I show how to create a graphical abstract in my book Research Data Visualization and Scientific Graphics.
Sometimes it seems that nuclear fusion will stop on the star closest to us (read: the sun will stop to shine) before a submitted manuscript is published in a scientific journal. The publication process routinely takes a long time, and after submitting the manuscript you have very little control over what happens. To increase the chances of a quick publication, you must do your homework before submitting the manuscript. In the fourth LEAP step, you make sure that your research paper is published in the most appropriate journal as quickly and painlessly as possible.
The best way to find a journal for your research paper is it to review which journals you used while preparing your manuscript. This source listing should provide some assurance that your own research paper, once published, will be among similar articles and, thus, among your field’s trusted sources.
After this initial selection of hand-full of scientific journals, consider the following six parameters for selecting the most appropriate journal for your research paper (read this article to review each step in detail):
No one can write a finished research paper on their first attempt. Before submitting, make sure to take a break from your work for a couple of days, or even weeks. Try not to think about the manuscript during this time. Once it has faded from your memory, it is time to return and edit. The pause will allow you to read the manuscript from a fresh perspective and make edits as necessary.
I have summarized the most useful research paper editing tools in this article.
Begin the cover letter by stating the paper’s title and the type of paper you are submitting (review paper, research paper, short communication). Next, concisely explain why your study was performed, what was done, and what the key findings are. State why the results are important and what impact they might have in the field. Make sure you mention how your approach and findings relate to the scope of the journal in order to show why the article would be of interest to the journal’s readers.
I wrote a separate article that explains what to include in a cover letter here. You can also download a cover letter template from the article.
Reviewers will often ask for new experiments, extended discussion, additional details on the experimental setup, and so forth. In principle, your primary winning tactic will be to agree with the reviewers and follow their suggestions whenever possible. After all, you must earn their blessing in order to get your paper published.
Be sure to answer each review query and stick to the point. In the response to the reviewers document write exactly where in the paper you have made any changes. In the paper itself, highlight the changes using a different color. This way the reviewers are less likely to re-read the entire article and suggest new edits.
In cases when you don’t agree with the reviewers, it makes sense to answer more thoroughly. Reviewers are scientifically minded people and so, with enough logical and supported argument, they will eventually be willing to see things your way.
Imagine that you are back in grad school and preparing to take an exam on the topic: “How to write a research paper”. As an exemplary student, you would, most naturally, create a cheat sheet summarizing the subject… Well, I did it for you.
This one-page summary of the LEAP research paper writing technique will remind you of the key research paper writing steps. Print it out and stick it to a wall in your office so that you can review it whenever you are writing a new research paper.
Now that we have gone through the four LEAP research paper writing steps, I hope you have a good idea of how to write a research paper. It can be an enjoyable process and once you get the hang of it, the four LEAP writing steps should even help you think about and interpret the research results. This process should enable you to write a well-structured, concise, and compelling research paper.
Have fund with writing your next research paper. I hope it will turn out great!
The LEAP writing approach is a blueprint for writing research papers. But to be efficient and write papers that get cited, you need more than that.
My name is Martins Zaumanis and in my interactive course Research Paper Writing Masterclass I will show you how to visualize your research results, frame a message that convinces your readers, and write each section of the paper. Step-by-step.
And of course – you will learn to respond the infamous Reviewer No.2.
Hey! My name is Martins Zaumanis and I am a materials scientist in Switzerland ( Google Scholar ). As the first person in my family with a PhD, I have first-hand experience of the challenges starting scientists face in academia. With this blog, I want to help young researchers succeed in academia. I call the blog “Peer Recognized”, because peer recognition is what lifts academic careers and pushes science forward.
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Home » Research Paper Format – Types, Examples and Templates
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Research paper format is an essential aspect of academic writing that plays a crucial role in the communication of research findings . The format of a research paper depends on various factors such as the discipline, style guide, and purpose of the research. It includes guidelines for the structure, citation style, referencing , and other elements of the paper that contribute to its overall presentation and coherence. Adhering to the appropriate research paper format is vital for ensuring that the research is accurately and effectively communicated to the intended audience. In this era of information, it is essential to understand the different research paper formats and their guidelines to communicate research effectively, accurately, and with the required level of detail. This post aims to provide an overview of some of the common research paper formats used in academic writing.
Research Paper Formats are as follows:
Here is a general APA format for a research paper:
Some additional tips for formatting your APA research paper:
APA Research Paper Format Template is as follows:
Title Page:
Introduction:
Discussion:
References:
Formatting guidelines:
APA Research Paper Format Example is as follows:
The Effects of Social Media on Mental Health
University of XYZ
This study examines the relationship between social media use and mental health among college students. Data was collected through a survey of 500 students at the University of XYZ. Results suggest that social media use is significantly related to symptoms of depression and anxiety, and that the negative effects of social media are greater among frequent users.
Social media has become an increasingly important aspect of modern life, especially among young adults. While social media can have many positive effects, such as connecting people across distances and sharing information, there is growing concern about its impact on mental health. This study aims to examine the relationship between social media use and mental health among college students.
Participants: Participants were 500 college students at the University of XYZ, recruited through online advertisements and flyers posted on campus. Participants ranged in age from 18 to 25, with a mean age of 20.5 years. The sample was 60% female, 40% male, and 5% identified as non-binary or gender non-conforming.
Data was collected through an online survey administered through Qualtrics. The survey consisted of several measures, including the Patient Health Questionnaire-9 (PHQ-9) for depression symptoms, the Generalized Anxiety Disorder-7 (GAD-7) for anxiety symptoms, and questions about social media use.
Procedure :
Participants were asked to complete the online survey at their convenience. The survey took approximately 20-30 minutes to complete. Data was analyzed using descriptive statistics, correlations, and multiple regression analysis.
Results indicated that social media use was significantly related to symptoms of depression (r = .32, p < .001) and anxiety (r = .29, p < .001). Regression analysis indicated that frequency of social media use was a significant predictor of both depression symptoms (β = .24, p < .001) and anxiety symptoms (β = .20, p < .001), even when controlling for age, gender, and other relevant factors.
The results of this study suggest that social media use is associated with symptoms of depression and anxiety among college students. The negative effects of social media are greater among frequent users. These findings have important implications for mental health professionals and educators, who should consider addressing the potential negative effects of social media use in their work with young adults.
References :
References should be listed in alphabetical order according to the author’s last name. For example:
Note: This is just a sample Example do not use this in your assignment.
MLA (Modern Language Association) Format is as follows:
MLA Research Paper Format Template is as follows:
In-Text Citations
Works Cited Page
Here is an example of how the first page of a research paper in MLA format should look:
Headings and Subheadings
Works Cited Examples
Here is an example of how a works cited entry for a book should look:
Smith, John. The Art of Writing Research Papers. Penguin, 2021.
MLA Research Paper Format Example is as follows:
Your Professor’s Name
Course Name and Number
Date (in Day Month Year format)
Word Count (not including title page or Works Cited)
Title: The Impact of Video Games on Aggression Levels
Video games have become a popular form of entertainment among people of all ages. However, the impact of video games on aggression levels has been a subject of debate among scholars and researchers. While some argue that video games promote aggression and violent behavior, others argue that there is no clear link between video games and aggression levels. This research paper aims to explore the impact of video games on aggression levels among young adults.
Background:
The debate on the impact of video games on aggression levels has been ongoing for several years. According to the American Psychological Association, exposure to violent media, including video games, can increase aggression levels in children and adolescents. However, some researchers argue that there is no clear evidence to support this claim. Several studies have been conducted to examine the impact of video games on aggression levels, but the results have been mixed.
Methodology:
This research paper used a quantitative research approach to examine the impact of video games on aggression levels among young adults. A sample of 100 young adults between the ages of 18 and 25 was selected for the study. The participants were asked to complete a questionnaire that measured their aggression levels and their video game habits.
The results of the study showed that there was a significant correlation between video game habits and aggression levels among young adults. The participants who reported playing violent video games for more than 5 hours per week had higher aggression levels than those who played less than 5 hours per week. The study also found that male participants were more likely to play violent video games and had higher aggression levels than female participants.
The findings of this study support the claim that video games can increase aggression levels among young adults. However, it is important to note that the study only examined the impact of video games on aggression levels and did not take into account other factors that may contribute to aggressive behavior. It is also important to note that not all video games promote violence and aggression, and some games may have a positive impact on cognitive and social skills.
Conclusion :
In conclusion, this research paper provides evidence to support the claim that video games can increase aggression levels among young adults. However, it is important to conduct further research to examine the impact of video games on other aspects of behavior and to explore the potential benefits of video games. Parents and educators should be aware of the potential impact of video games on aggression levels and should encourage young adults to engage in a variety of activities that promote cognitive and social skills.
Works Cited:
Chicago/Turabian Formate is as follows:
Chicago/Turabian Research Paper Template is as folows:
Title of Paper
Name of Student
Professor’s Name
I. Introduction
A. Background Information
B. Research Question
C. Thesis Statement
II. Literature Review
A. Overview of Existing Literature
B. Analysis of Key Literature
C. Identification of Gaps in Literature
III. Methodology
A. Research Design
B. Data Collection
C. Data Analysis
IV. Results
A. Presentation of Findings
B. Analysis of Findings
C. Discussion of Implications
V. Conclusion
A. Summary of Findings
B. Implications for Future Research
C. Conclusion
VI. References
A. Bibliography
B. In-Text Citations
VII. Appendices (if necessary)
A. Data Tables
C. Additional Supporting Materials
Title: The Impact of Social Media on Political Engagement
Name: John Smith
Class: POLS 101
Professor: Dr. Jane Doe
Date: April 8, 2023
I. Introduction:
Social media has become an integral part of our daily lives. People use social media platforms like Facebook, Twitter, and Instagram to connect with friends and family, share their opinions, and stay informed about current events. With the rise of social media, there has been a growing interest in understanding its impact on various aspects of society, including political engagement. In this paper, I will examine the relationship between social media use and political engagement, specifically focusing on how social media influences political participation and political attitudes.
II. Literature Review:
There is a growing body of literature on the impact of social media on political engagement. Some scholars argue that social media has a positive effect on political participation by providing new channels for political communication and mobilization (Delli Carpini & Keeter, 1996; Putnam, 2000). Others, however, suggest that social media can have a negative impact on political engagement by creating filter bubbles that reinforce existing beliefs and discourage political dialogue (Pariser, 2011; Sunstein, 2001).
III. Methodology:
To examine the relationship between social media use and political engagement, I conducted a survey of 500 college students. The survey included questions about social media use, political participation, and political attitudes. The data was analyzed using descriptive statistics and regression analysis.
Iv. Results:
The results of the survey indicate that social media use is positively associated with political participation. Specifically, respondents who reported using social media to discuss politics were more likely to have participated in a political campaign, attended a political rally, or contacted a political representative. Additionally, social media use was found to be associated with more positive attitudes towards political engagement, such as increased trust in government and belief in the effectiveness of political action.
V. Conclusion:
The findings of this study suggest that social media has a positive impact on political engagement, by providing new opportunities for political communication and mobilization. However, there is also a need for caution, as social media can also create filter bubbles that reinforce existing beliefs and discourage political dialogue. Future research should continue to explore the complex relationship between social media and political engagement, and develop strategies to harness the potential benefits of social media while mitigating its potential negative effects.
Vii. References:
IEEE (Institute of Electrical and Electronics Engineers) Research Paper Format is as follows:
In addition to these elements, an IEEE research paper should also follow certain formatting guidelines, including using 12-point font, double-spaced text, and numbered headings and subheadings. Additionally, any tables, figures, or equations should be clearly labeled and referenced in the text.
AMA (American Medical Association) Style Research Paper Format:
In addition to these sections, the AMA format requires that authors follow specific guidelines for citing sources in the text and formatting their references. The AMA style uses a superscript number system for in-text citations and provides specific formats for different types of sources, such as books, journal articles, and websites.
Harvard Style Research Paper format is as follows:
In addition to these sections, a Harvard Style research paper may also include a table of contents, appendices, and other supplementary materials as needed. It is important to follow the specific formatting guidelines provided by your instructor or academic institution when preparing your research paper in Harvard Style.
Vancouver Style Research Paper format is as follows:
The Vancouver citation style is commonly used in the biomedical sciences and is known for its use of numbered references. Here is a basic format for a research paper using the Vancouver citation style:
ACS (American Chemical Society) Style Research Paper format is as follows:
The American Chemical Society (ACS) Style is a citation style commonly used in chemistry and related fields. When formatting a research paper in ACS Style, here are some guidelines to follow:
ASA (American Sociological Association) Style Research Paper format is as follows:
APSA (American Political Science Association) Style Research Paper format is as follows:
In-text citations in APSA style use parenthetical citation, which includes the author’s last name, publication year, and page number(s) if applicable. For example, (Smith 2010, 25).
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Crafting a comprehensive research paper can be daunting. Understanding diverse citation styles and various subject areas presents a challenge for many.
Without clear examples, students often feel lost and overwhelmed, unsure of how to start or which style fits their subject.
Explore our collection of expertly written research paper examples. We’ve covered various citation styles and a diverse range of subjects.
So, read on!
Following a specific formatting style is essential while writing a research paper . Knowing the conventions and guidelines for each format can help you in creating a perfect paper. Here we have gathered examples of research paper for most commonly applied citation styles :
Social Media and Social Media Marketing: A Literature Review
APA (American Psychological Association) style is commonly used in social sciences, psychology, and education. This format is recognized for its clear and concise writing, emphasis on proper citations, and orderly presentation of ideas.
Here are some research paper examples in APA style:
Research Paper Example APA 7th Edition
MLA (Modern Language Association) style is frequently employed in humanities disciplines, including literature, languages, and cultural studies. An MLA research paper might explore literature analysis, linguistic studies, or historical research within the humanities.
Here is an example:
Found Voices: Carl Sagan
Chicago style is utilized in various fields like history, arts, and social sciences. Research papers in Chicago style could delve into historical events, artistic analyses, or social science inquiries.
Here is a research paper formatted in Chicago style:
Chicago Research Paper Sample
Harvard style is widely used in business, management, and some social sciences. Research papers in Harvard style might address business strategies, case studies, or social policies.
View this sample Harvard style paper here:
Harvard Research Paper Sample
A research paper has different parts. Each part is important for the overall success of the paper. Chapters in a research paper must be written correctly, using a certain format and structure.
The following are examples of how different sections of the research paper can be written.
The research proposal acts as a detailed plan or roadmap for your study, outlining the focus of your research and its significance. It's essential as it not only guides your research but also persuades others about the value of your study.
Example of Research Proposal
An abstract serves as a concise overview of your entire research paper. It provides a quick insight into the main elements of your study. It summarizes your research's purpose, methods, findings, and conclusions in a brief format.
Research Paper Example Abstract
A literature review summarizes the existing research on your study's topic, showcasing what has already been explored. This section adds credibility to your own research by analyzing and summarizing prior studies related to your topic.
Literature Review Research Paper Example
The methodology section functions as a detailed explanation of how you conducted your research. This part covers the tools, techniques, and steps used to collect and analyze data for your study.
Methods Section of Research Paper Example
How to Write the Methods Section of a Research Paper
The conclusion summarizes your findings, their significance and the impact of your research. This section outlines the key takeaways and the broader implications of your study's results.
Research Paper Conclusion Example
Research papers can be about any subject that needs a detailed study. The following examples show research papers for different subjects.
Preparing a history research paper involves investigating and presenting information about past events. This may include exploring perspectives, analyzing sources, and constructing a narrative that explains the significance of historical events.
View this history research paper sample:
Many Faces of Generalissimo Fransisco Franco
In sociology research, statistics and data are harnessed to explore societal issues within a particular region or group. These findings are thoroughly analyzed to gain an understanding of the structure and dynamics present within these communities.
Here is a sample:
A Descriptive Statistical Analysis within the State of Virginia
A science research paper involves explaining a scientific experiment or project. It includes outlining the purpose, procedures, observations, and results of the experiment in a clear, logical manner.
Here are some examples:
Science Fair Paper Format
What Do I Need To Do For The Science Fair?
Writing a psychology research paper involves studying human behavior and mental processes. This process includes conducting experiments, gathering data, and analyzing results to understand the human mind, emotions, and behavior.
Here is an example psychology paper:
The Effects of Food Deprivation on Concentration and Perseverance
Studying art history includes examining artworks, understanding their historical context, and learning about the artists. This helps analyze and interpret how art has evolved over various periods and regions.
Check out this sample paper analyzing European art and impacts:
European Art History: A Primer
Before you plan on writing a well-researched paper, make a rough draft. An outline can be a great help when it comes to organizing vast amounts of research material for your paper.
Here is an outline of a research paper example:
|
Here is a downloadable sample of a standard research paper outline:
Research Paper Outline
Want to create the perfect outline for your paper? Check out this in-depth guide on creating a research paper outline for a structured paper!
Here are some more samples of research paper for students to learn from:
Fiscal Research Center - Action Plan
Qualitative Research Paper Example
Research Paper Example Introduction
How to Write a Research Paper Example
Research Paper Example for High School
Now that you have explored the research paper examples, you can start working on your research project. Hopefully, these examples will help you understand the writing process for a research paper.
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If you’re preparing to write an academic research paper, our free research paper template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .
The template’s structure is based on the tried and trusted best-practice format for formal academic research papers. The template structure reflects the overall research process, ensuring your paper will have a smooth, logical flow from chapter to chapter.
The research paper template covers the following core sections:
Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included links to free resources to help you understand how to write each section.
The cleanly formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.
What format is the template (doc, pdf, ppt, etc.).
The research paper template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.
The template follows the standard best-practice structure for formal academic research papers, so it is suitable for the vast majority of degrees, particularly those within the sciences.
Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.
This template can be used for a research paper at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.
This depends entirely on your university’s specific requirements, so it’s best to check with them. We include generic word count ranges for each section within the template, but these are purely indicative.
If you’re still working on your research proposal, we’ve got a template for that here .
We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .
We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.
We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.
Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.
Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our private coaching services .
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
Published on November 19, 2022 by Jack Caulfield . Revised on January 20, 2023.
The formatting of a research paper is different depending on which style guide you’re following. In addition to citations , APA, MLA, and Chicago provide format guidelines for things like font choices, page layout, format of headings and the format of the reference page.
Scribbr offers free Microsoft Word templates for the most common formats. Simply download and get started on your paper.
APA | MLA | Chicago author-date | Chicago notes & bibliography
Upload your document to correct all your mistakes in minutes
Formatting an apa paper, formatting an mla paper, formatting a chicago paper, frequently asked questions about research paper formatting.
The main guidelines for formatting a paper in APA Style are as follows:
Watch the video below for a quick guide to setting up the format in Google Docs.
The image below shows how to format an APA Style title page for a student paper.
If you are submitting a paper for publication, APA requires you to include a running head on each page. The image below shows you how this should be formatted.
For student papers, no running head is required unless you have been instructed to include one.
APA provides guidelines for formatting up to five levels of heading within your paper. Level 1 headings are the most general, level 5 the most specific.
APA Style citation requires (author-date) APA in-text citations throughout the text and an APA Style reference page at the end. The image below shows how the reference page should be formatted.
Note that the format of reference entries is different depending on the source type. You can easily create your citations and reference list using the free APA Citation Generator.
Generate APA citations for free
Professional editors proofread and edit your paper by focusing on:
See an example
The main guidelines for writing an MLA style paper are as follows:
Check out the video below to see how to set up the format in Google Docs.
On the first page of an MLA paper, a heading appears above your title, featuring some key information:
A header appears at the top of each page in your paper, including your surname and the page number.
MLA in-text citations appear wherever you refer to a source in your text. The MLA Works Cited page appears at the end of your text, listing all the sources used. It is formatted as shown below.
You can easily create your MLA citations and save your Works Cited list with the free MLA Citation Generator.
Generate MLA citations for free
The main guidelines for writing a paper in Chicago style (also known as Turabian style) are:
Chicago doesn’t require a title page , but if you want to include one, Turabian (based on Chicago) presents some guidelines. Lay out the title page as shown below.
Chicago offers two citation styles : author-date citations plus a reference list, or footnote citations plus a bibliography. Choose one style or the other and use it consistently.
The reference list or bibliography appears at the end of the paper. Both styles present this page similarly in terms of formatting, as shown below.
To format a paper in APA Style , follow these guidelines:
The main guidelines for formatting a paper in MLA style are as follows:
The main guidelines for formatting a paper in Chicago style are to:
To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .
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.
Caulfield, J. (2023, January 20). Research Paper Format | APA, MLA, & Chicago Templates. Scribbr. Retrieved July 10, 2024, from https://www.scribbr.com/research-paper/research-paper-format/
Other students also liked, apa format for academic papers and essays, mla format for academic papers and essays, chicago style format for papers | requirements & examples, get unlimited documents corrected.
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How To Write A Research Paper
Research Paper Example
Published on: Jun 12, 2021
Last updated on: Feb 6, 2024
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Writing a research paper is the most challenging task in a student's academic life. researchers face similar writing process hardships, whether the research paper is to be written for graduate or masters.
A research paper is a writing type in which a detailed analysis, interpretation, and evaluation are made on the topic. It requires not only time but also effort and skills to be drafted correctly.
If you are working on your research paper for the first time, here is a collection of examples that you will need to understand the paper’s format and how its different parts are drafted. Continue reading the article to get free research paper examples.
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A research paper typically consists of several key parts, including an introduction, literature review, methodology, results, and annotated bibliography .
When writing a research paper (whether quantitative research or qualitative research ), it is essential to know which format to use to structure your content. Depending on the requirements of the institution, there are mainly four format styles in which a writer drafts a research paper:
Letâs look into each format in detail to understand the fundamental differences and similarities.
If your instructor asks you to provide a research paper in an APA format, go through the example given below and understand the basic structure. Make sure to follow the format throughout the paper.
APA Research Paper Sample (PDF)
Another widespread research paper format is MLA. A few institutes require this format style as well for your research paper. Look at the example provided of this format style to learn the basics.
MLA Research Paper Sample (PDF)
Unlike MLA and APA styles, Chicago is not very common. Very few institutions require this formatting style research paper, but it is essential to learn it. Look at the example given below to understand the formatting of the content and citations in the research paper.
Chicago Research Paper Sample (PDF)
Learn how a research paper through Harvard formatting style is written through this example. Carefully examine how the cover page and other pages are structured.
Harvard Research Paper Sample (PDF)
A research paper is based on different parts. Each part plays a significant role in the overall success of the paper. So each chapter of the paper must be drafted correctly according to a format and structure.
Below are examples of how different sections of the research paper are drafted.
A research proposal is a plan that describes what you will investigate, its significance, and how you will conduct the study.
Research Proposal Sample (PDF)
An abstract is an executive summary of the research paper that includes the purpose of the research, the design of the study, and significant research findings.
It is a small section that is based on a few paragraphs. Following is an example of the abstract to help you draft yours professionally.
Abstract Research Paper Sample (PDF)
A literature review in a research paper is a comprehensive summary of the previous research on your topic. It studies sources like books, articles, journals, and papers on the relevant research problem to form the basis of the new research.
Writing this section of the research paper perfectly is as important as any part of it.
Literature Review in Research Sample (PDF)
The method section comes after the introduction of the research paper that presents the process of collecting data. Basically, in this section, a researcher presents the details of how your research was conducted.
Methods Section in Research Sample (PDF)
The conclusion is the last part of your research paper that sums up the writerâs discussion for the audience and leaves an impression. This is how it should be drafted:
Research Paper Conclusion Sample (PDF)
The research papers are not limited to a particular field. They can be written for any discipline or subject that needs a detailed study.
In the following section, various research paper examples are given to show how they are drafted for different subjects.
Are you a science student that has to conduct research? Here is an example for you to draft a compelling research paper for the field of science.
Science Research Paper Sample (PDF)
Conducting research and drafting a paper is not only bound to science subjects. Other subjects like history and arts require a research paper to be written as well. Observe how research papers related to history are drafted.
History Research Paper Sample (PDF)
If you are a psychology student, look into the example provided in the research paper to help you draft yours professionally.
Psychology Research Paper Sample (PDF)
Writing a research paper is based on a list of elements. If the writer is not aware of the basic elements, the process of writing the paper will become daunting. Start writing your research paper taking the following steps:
Once you have a plan in your hand, the actual writing procedure will become a piece of cake for you.
No matter which level you are writing a research paper for, it has to be well structured and written to guarantee you better grades.
If you are a college or a high school student, the examples in the following section will be of great help.
Research Paper Outline (PDF)
Pay attention to the research paper example provided below. If you are a college student, this sample will help you understand how a winning paper is written.
College Research Paper Sample (PDF)
Expert writers of CollegeEssay.org have provided an excellent example of a research paper for high school students. If you are struggling to draft an exceptional paper, go through the example provided.
High School Research Paper Sample (PDF)
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Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.
Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.
The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.
With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.
The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.
Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.
Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:
Furthermore, the abstract you submit should not reflect upon any of the following elements:
After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.
Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.
Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.
Informative and Descriptive are two kinds of abstracts often used in scientific writing.
A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.
To conclude, a descriptive abstract is:
An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.
A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.
In a nutshell, an informative abstract:
Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.
By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:
Research methodology, objectives and goals, limitations.
Let's go over them in detail.
The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.
It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:
While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.
Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.
In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.
The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.
In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.
In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.
One of the most important things you should adhere to is to spell out details and figures on the results of your research.
Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."
You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.
Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.
Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.
Your conclusion should include three essential components:
Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.
Abstract example #1.
Children’s consumption behavior in response to food product placements in movies.
The abstract:
"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."
Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:
"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."
The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students
"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."
There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.
If you find abstract writing a herculean task, here are the few tips to help you with it:
1. Always develop a framework to support your abstract
Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.
2. Review Other Abstracts
Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.
3. Avoid Jargon To the Maximum
When you write your abstract, focus on simplicity over formality. You should write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.
4. Focus on Your Research
It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.
Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.
The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.
The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.
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An abstract in research papers is a keyword-rich summary usually not exceeding 200-350 words. It can be considered the “face” of research papers because it creates an initial impression on the readers. While searching databases (such as PubMed) for research papers, a title is usually the first selection criterion for readers. If the title matches their search criteria, then the readers read the abstract, which sets the tone of the paper. Titles and abstracts are often the only freely available parts of research papers on journal websites. The pdf versions of full articles need to be purchased. Journal reviewers are often provided with only the title and abstract before they agree to review the complete paper. [ 1]
Abstracts in research papers provide readers with a quick insight into what the paper is about to help them decide whether they want to read it further or not. Abstracts are the main selling points of articles and therefore should be carefully drafted, accurately highlighting the important aspects. [ 2]
This article will help you identify the important components and provide tips on how to write an abstract in research papers effectively
An abstract in research papers can be defined as a synopsis of the paper. It should be clear, direct, self-contained, specific, unbiased, and concise. These summaries are published along with the complete research paper and are also submitted to conferences for consideration for presentation.
Abstracts are of four types and journals can follow any of these formats: [ 2]
Structured abstracts are used by most journals because they are more organized and have clear sections, usually including introduction/background; objective; design, settings, and participants (or materials and methods); outcomes and measures; results; and conclusion. These headings may differ based on the journal or the type of paper. Clinical trial abstracts should include the essential items mentioned in the CONSORT (Consolidated Standards Of Reporting Trials) guidelines.
Figure 1. Structured abstract example [3]
Unstructured abstracts are common in social science, humanities, and physical science journals. They usually have one paragraph and no specific structure or subheadings. These abstracts are commonly used for research papers that don’t report original work and therefore have a more flexible and narrative style.
Figure 2. Unstructured abstract example [3]
Descriptive abstracts are short (75–150 words) and provide an outline with only the most important points of research papers. They are used for shorter articles such as case reports, reviews, and opinions where space is at a premium, and rarely for original investigations. These abstracts don’t present the results but mainly list the topics covered.
Here’s a sample abstract . [ 4]
“Design of a Radio-Based System for Distribution Automation”
A new survey by the Maryland Public Utilities Commission suggests that utilities have not effectively explained to consumers the benefits of smart meters. The two-year study of 86,000 consumers concludes that the long-term benefits of smart meters will not be realized until consumers understand the benefits of shifting some of their power usage to off-peak hours in response to the data they receive from their meters. The study presents recommendations for utilities and municipal governments to improve customer understanding of how to use the smart meters effectively.
Keywords: smart meters, distribution systems, load, customer attitudes, power consumption, utilities
Informative abstracts (structured or unstructured) give a complete detailed summary, including the main results, of the research paper and may or may not have subsections.
Figure 3. Informative abstract example [5]
Abstracts in research have two main purposes—selection and indexing. [ 6,7]
Thus, a well-written, keyword-rich abstract can p ique readers’ interest and curiosity and help them decide whether they want to read the complete paper. It can also direct readers to articles of potential clinical and research interest during an online search.
Abstracts in research papers summarize the main points of an article and are broadly categorized into four or five sections. Here are some details on how to write an abstract .
This section should provide the following information:
The hypothesis or research question and objectives should be mentioned here. The Background sets the context for the rest of the paper and its length should be short so that the word count could be saved for the Results or other information directly pertaining to the study. The objective should be written in present or past simple tense.
Examples:
The antidepressant efficacy of desvenlafaxine (DV) has been established in 8-week, randomized controlled trials. The present study examined the continued efficacy of DV across 6 months of maintenance treatment . [ 1]
Objective: To describe gastric and breast cancer risk estimates for individuals with CDH1 variants.
This section should provide information on the processes used and should be written in past simple tense because the process is already completed.
A few important questions to be answered include:
Hazard ratios (HRs) were estimated for each cancer type and used to calculate cumulative risks and risks per decade of life up to age 80 years.
This section, written in either present or past simple tense, should be the longest and should describe the main findings of the study. Here’s an example of how descriptive the sentences should be:
Avoid: Response rates differed significantly between diabetic and nondiabetic patients.
Better: The response rate was higher in nondiabetic than in diabetic patients (49% vs 30%, respectively; P<0.01).
This section should include the following information:
Example: [ 8]
In total, 10.9% of students were reported to have favorable study skills. The minimum score was found for preparation for examination domain. Also, a significantly positive correlation was observed between students’ study skills and their Grade Point Average (GPA) of previous term (P=0.001, r=0.269) and satisfaction with study skills (P=0.001, r=0.493).
Here, authors should mention the importance of their findings and also the practical and theoretical implications, which would benefit readers referring to this paper for their own research. Present simple tense should be used here.
Examples: [ 1,8]
The 9.3% prevalence of bipolar spectrum disorders in students at an arts university is substantially higher than general population estimates. These findings strengthen the oft-expressed hypothesis linking creativity with affective psychopathology.
The findings indicated that students’ study skills need to be improved. Given the significant relationship between study skills and GPA, as an index of academic achievement, and satisfaction, it is necessary to promote the students’ study skills. These skills are suggested to be reinforced, with more emphasis on weaker domains.
In addition to knowing how to write an abstract , you should also know when to write an abstract . It’s best to write abstracts once the paper is completed because this would make it easier for authors to extract relevant parts from every section.
Abstracts are usually required for: [ 7]
Mostly, the author of the entire work writes the abstract (the first author, in works with multiple authors). However, there are professional abstracting services that hire writers to draft abstracts of other people’s work.
Here are some key steps on how to write an abstract in research papers: [ 9]
Keywords [ 2] are the important and repeatedly used words and phrases in research papers and can help indexers and search engines find papers relevant to your requirements. Easy retrieval would help in reaching a wider audience and eventually gain more citations. In the fields of medicine and health, keywords should preferably be chosen from the Medical Subject Headings (MeSH) list of the US National Library of Medicine because they are used for indexing. These keywords need to be different from the words in the main title (automatically used for indexing) but can be variants of the terms/phrases used in the title, abstract, and the main text. Keywords should represent the content of your manuscript and be specific to your subject area.
Basic tips for authors [ 10,11]
Few examples: [ 12]
Direct observation of nonlinear optics in an isolated carbon nanotube | molecule, optics, lasers, energy lifetime | single-molecule interaction, Kerr effect, carbon nanotube, energy level |
Region-specific neuronal degeneration after okadaic acid administration | neuron, brain, regional-specific neuronal degeneration, signaling | neurodegenerative diseases; CA1 region, hippocampal; okadaic acid; neurotoxins; MAP kinase signaling system; cell death |
Increases in levels of sediment transport at former glacial-interglacial transitions | climate change, erosion, plant effects | quaternary climate change, soil erosion, bioturbation |
Here are a few tips on how to write an abstract to ensure that your abstract is complete, concise, and accurate. [ 1,2]
Do not include:
Here’s a quick snapshot of all the important aspects of how to write an abstract . [2]
Q1. Do all journals have different guidelines for abstracts?
A1. Yes, all journals have their own specific guidelines for writing abstracts; a few examples are given in the following table. [ 6,13,14,15]
American Psychological Association | |
American Society for Microbiology | |
The Lancet | |
Journal of the American Medical Association |
Q2. What are the common mistakes to avoid when writing an abstract?
A2. Listed below are a few mistakes that authors may make inadvertently while writing abstracts.
An abstract is a summary, which should be created by paraphrasing your own work or writing in your own words. Extracting sentences from every section and combining them into one paragraph cannot be considered summarizing.
Journals have special instructions for writing abstracts, such as word limits and section headings. These should be followed strictly to avoid rejections.
Both too little and too much information could discourage readers. For instance, if the Background has very little information, the readers may not get sufficient context to appreciate your research. Similarly, incomplete information in the Methods and a text-heavy Results section without supporting numerical data may affect the credibility of your research.
Typically, abstracts shouldn’t include these elements—citations, URLs, and abbreviations. Only nonstandard abbreviations are allowed or those that would be more familiar to readers than the expansions.
Abstracts should strictly include only the same information mentioned in the main text. Any new information should first be added to the text and then to the abstract only if necessary or if permitted by the word limit.
Keywords are essential for indexing and searching and should be included to increase the frequency of retrieval and citation.
Q3. What is the difference between abstracts in research papers and conference abstracts? [16]
A3. The table summarizes the main differences between research and conference abstracts.
Context | Concise summary of ongoing or completed research presented at conferences | Summary of full research paper published in a journal |
Length | Shorter (150-250 words) | Longer (150-350 words) |
Audience | Diverse conference attendees (both experts & people with general interest) | People or other researchers specifically interested in the subject |
Focus | Intended to quickly attract interest; provides just enough information to highlight the significance, objectives, and impact; may briefly state methods and results | Deeper insight into the study; more detailed sections on methodology, results, and broader implications |
Publication venue | Not published independently but included in conference schedules, booklets, etc. | Published with the full research paper in academic journals, conference proceedings, research databases, etc. |
Citations | Allowed | Not allowed |
Thus, abstracts are essential “trailers” that can market your research to a wide audience. The better and more complete the abstract the more are the chances of your paper being read and cited. By following our checklist and ensuring that all key elements are included, you can create a well-structured abstract that summarizes your paper accurately.
References
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These endangered green and golden bell frogs ( Ranoidea aurea ) are relaxing in a mini sauna, a pile of bricks inside a cheap plastic greenhouse. The heat helps the animals to recover from chytridiomycosis, a deadly fungal disease that has been wiping out amphibian populations around the world. ( Nature | 6 min read , paywall)
“you should be careful when you step into their world.”.
Nobel-prizewinning chemist Morten Meldal says that older researchers can learn important lessons about diversity from younger generations. ( Nature | 10 min read )
doi: https://doi.org/10.1038/d41586-024-02148-4
Out of all the ferocious predators out there, why do bears seem so cute and cuddly? Maybe it’s because their fluffy round ears and big nose remind us of dogs . Or maybe it’s their human-like appearance, as evidenced by a viral video of a sun bear that people thought was a person in a costume.
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As a student, you are often required to complete numerous academic tasks, which can demand a lot of extra effort. Writing a research paper is one of these tasks. If researching for the topic isn't challenging enough, writing it down in a specific format adds another layer of difficulty. Having gone through this myself, I want to help you have a smoother journey in writing your research paper. I'll guide you through everything you need to know about writing a research paper, including how to write a research paper and all the necessary factors you need to consider while writing one.
Before beginning your research paper, start planning how you will organize your paper. Follow the specific order I have laid out to ensure you assemble everything correctly, cover all necessary components, and write more effectively. This method will help you avoid missing important elements and improve the overall quality of your paper.
Figures and Tables
Assemble all necessary visual aids to support your data and findings. Ensure they are labeled correctly and referenced appropriately in your text.
Detail the procedures and techniques used in your research. This section should be thorough enough to allow others to replicate your study.
Summarize the findings of your research without interpretation. Use figures and tables to illustrate your data clearly.
Interpret the results, discussing their implications and how they relate to your research question. Address any limitations and suggest areas for future research.
Summarize the key points of your research, restating the significance of your findings and their broader impact.
Introduction
Introduce the topic, provide background information, and state the research problem or hypothesis. Explain the purpose and scope of your study.
Write a concise summary of your research, including the objective, methods, results, and conclusion. Keep it brief and to the point.
Create a clear and informative title that accurately reflects the content and focus of your research paper.
Identify key terms related to your research that will help others find your paper in searches.
Acknowledgements
Thank those who contributed to your research, including funding sources, advisors, and any other significant supporters.
Compile a complete list of all sources cited in your paper, formatted according to the required citation style. Ensure every reference is accurate and complete.
There are multiple types of research papers, each with distinct characteristics, purposes, and structures. Knowing which type of research paper is required for your assignment is crucial, as each demands different preparation and writing strategies. Here, we will delve into three prominent types: argumentative, analytical, and compare and contrast papers. We will discuss their characteristics, suitability, and provide detailed examples to illustrate their application.
Characteristics:
An argumentative or persuasive paper is designed to present a balanced view of a controversial issue, but ultimately aims to persuade the reader to adopt the writer's perspective. The key characteristics of this type of paper include:
Purpose: The primary goal is to convince the reader to support a particular stance on an issue. This is achieved by presenting arguments, evidence, and refuting opposing viewpoints.
Structure: Typically structured into an introduction, a presentation of both sides of the issue, a refutation of the opposing arguments, and a conclusion that reinforces the writer’s position.
Tone: While the tone should be logical and factual, it should not be overly emotional. Arguments must be supported with solid evidence, such as statistics, expert opinions, and factual data.
Suitability:
Argumentative papers are suitable for topics that have clear, opposing viewpoints. They are often used in debates, policy discussions, and essays aimed at influencing public opinion or academic discourse.
Topic: "Should governments implement universal basic income?"
Pro Side: Universal basic income provides financial security, reduces poverty, and can lead to a more equitable society.
Con Side: It could discourage work, lead to higher government expenditure, and might not be a sustainable long-term solution.
Argument: After presenting both sides, the paper would argue that the benefits of reducing poverty and financial insecurity outweigh the potential drawbacks, using evidence from various studies and real-world examples.
Writing Tips:
Clearly articulate your position on the issue from the beginning.
Present balanced arguments by including credible sources that support both sides.
Refute counterarguments effectively with logical reasoning and evidence.
Maintain a factual and logical tone, avoiding excessive emotional appeals.
An analytical research paper is focused on breaking down a topic into its core components, examining various perspectives, and drawing conclusions based on this analysis. The main characteristics include:
Purpose: To pose a research question, collect data from various sources, analyze different viewpoints, and synthesize the information to arrive at a personal conclusion.
Structure: Includes an introduction with a clear research question, a literature review that summarizes existing research, a detailed analysis, and a conclusion that summarizes findings.
Tone: Objective and neutral, avoiding personal bias or opinion. The focus is on data and logical analysis.
Analytical research papers are ideal for topics that require detailed examination and evaluation of various aspects. They are common in disciplines such as social sciences, humanities, and natural sciences, where deep analysis of existing research is crucial.
Topic: "The impact of social media on mental health."
Research Question: How does social media usage affect mental well-being among teenagers?
Analysis: Examine studies that show both positive (e.g., social support) and negative (e.g., anxiety and depression) impacts of social media. Analyze the methodologies and findings of these studies.
Conclusion: Based on the analysis, conclude whether the overall impact is more beneficial or harmful, remaining neutral and presenting evidence without personal bias.
Maintain an objective and neutral tone throughout the paper.
Synthesize information from multiple sources, ensuring a comprehensive analysis.
Develop a clear thesis based on the findings from your analysis.
Avoid inserting personal opinions or biases.
Compare and contrast papers are used to analyze the similarities and differences between two or more subjects. The key characteristics include:
Purpose: To identify and examine the similarities and differences between two or more subjects, providing a comprehensive understanding of their relationship.
Structure: Can be organized in two ways:
Point-by-Point: Each paragraph covers a specific point of comparison or contrast.
Subject-by-Subject: Each subject is discussed separately, followed by a comparison or contrast.
Tone: Informative and balanced, aiming to provide a thorough and unbiased comparison.
Compare and contrast papers are suitable for topics where it is important to understand the distinctions and similarities between elements. They are commonly used in literature, history, and various comparative studies.
Topic: "Compare and contrast the leadership styles of Martin Luther King Jr. and Malcolm X."
Comparison Points: Philosophies (non-violence vs. militant activism), methods (peaceful protests vs. more radical approaches), and impacts on the Civil Rights Movement.
Analysis: Describe each leader's philosophy and method, then analyze how these influenced their effectiveness and legacy.
Conclusion: Summarize the key similarities and differences, and discuss how both leaders contributed uniquely to the movement.
Provide equal and balanced coverage to each subject.
Use clear criteria for comparison, ensuring logical and coherent analysis.
Highlight both similarities and differences, ensuring a nuanced understanding of the subjects.
Maintain an informative tone, focusing on objective analysis rather than personal preference.
Conduct Preliminary Research
Before we get started with the research, it's important to gather relevant information related to it. This process, also known as the primary research method, helps researchers gain preliminary knowledge about the topic and identify research gaps. Whenever I begin researching a topic, I usually utilize Google and Google Scholar. Another excellent resource for conducting primary research is campus libraries, as they provide a wealth of great articles that can assist with your research.
Now, let's see how WPS Office and AIPal can be great research partners:
Let's say that I have some PDFs which I have gathered from different sources. With WPS Office, these PDFs can be directly uploaded not just to extract key points but also to interact with the PDF with special help from WPS AI.
Step 1: Let's open the PDF article or research paper that we have downloaded on WPS Office.
Step 2: Now, click on the WPS AI widget at the top right corner of the screen.
Step 3: This will open the WPS PDF AI pane on the right side of the screen. Click on "Upload".
Step 4: Once the upload is complete, WPS PDF AI will return with the key points from the PDF article, which can then be copied to a fresh new document on WPS Writer.
Step 5: To interact further with the document, click on the "Inquiry" tab to talk with WPS AI and get more information on the contents of the PDF.
Research is incomplete without a Google search, but what exactly should you search for? AIPal can help you with these answers. AIPal is a Chrome extension that can help researchers make their Google searches and interactions with Chrome more effective and efficient. If you haven't installed AIPal on Chrome yet, go ahead and download the extension; it's completely free to use:
Step 1: Let's search for a term on Google related to our research.
Step 2: An AIPal widget will appear right next to the Google search bar, click on it.
Step 3: Upon clicking it, an AIPal window will pop up. In this window, you will find a more refined answer for your searched term, along with links most relevant to your search, providing a more refined search experience.
WPS AI can also be used to extract more information with the help of WPS Writer.
Step 1: We might have some information saved in a Word document, either from lectures or during preliminary research. We can use WPS AI within Writer to gain more insights.
Step 2: Select the entire text you want to summarize or understand better.
Step 3: Once the text is selected, a hover menu will appear. Click on the "WPS AI" icon in this menu.
Step 4: From the list of options, click on "Explain" to understand the content more deeply, or click on "Summarize" to shorten the paragraph.
Step 5: The results will be displayed in a small WPS AI window.
Develop the Thesis statement
To develop a strong thesis statement, start by formulating a central question your paper will address. For example, if your topic is about the impact of social media on mental health, your thesis statement might be:
"Social media use has a detrimental effect on mental health by increasing anxiety, depression, and loneliness among teenagers."
This statement is concise, contentious, and sets the stage for your research. With WPS AI, you can use the "Improve" feature to refine your thesis statement, ensuring it is clear, coherent, and impactful.
Write the First draft
Begin your first draft by focusing on maintaining forward momentum and clearly organizing your thoughts. Follow your outline as a guide, but be flexible if new ideas emerge. Here's a brief outline to get you started:
Using WPS AI’s "Make Longer" feature, you can quickly elaborate key ideas and points of your studies and articles into a descriptive format to include in your draft, saving time and ensuring clarity.
Compose Introduction, Body and Conclusion paragraphs
When writing a research paper, it’s essential to transform your key points into detailed, descriptive paragraphs. WPS AI can help you streamline this process by enhancing your key points, ensuring each section of your paper is well-developed and coherent. Here’s how you can use WPS AI to compose your introduction, body, and conclusion paragraphs:
Let's return to the draft and start composing our introduction. The introduction should provide the background of the research paper and introduce readers to what the research paper will explore.
If your introduction feels too brief or lacks depth, use WPS AI’s "Make Longer" feature to expand on key points, adding necessary details and enhancing the overall narrative.
Once the introduction is completed, the next step is to start writing the body paragraphs and the conclusion of our research paper. Remember, the body paragraphs will incorporate everything about your research: methodologies, challenges, results, and takeaways.
If this paragraph is too lengthy or repetitive, WPS AI’s "Make Shorter" feature can help you condense it without losing essential information.
Write the Second Draft
In the second draft, refine your arguments, ensure logical flow, and check for clarity. Focus on eliminating any unnecessary information, ensuring each paragraph supports your thesis statement, and improving transitions between ideas. Incorporate feedback from peers or advisors, and ensure all citations are accurate and properly formatted. The second draft should be more polished and coherent, presenting your research in a clear and compelling manner.
WPS AI’s "Improve Writing" feature can be particularly useful here to enhance the overall quality and readability of your paper.
WPS Spellcheck can assist you in correcting spelling and grammatical errors, ensuring your paper is polished and professional. This tool helps you avoid common mistakes and enhances the readability of your paper, making a significant difference in the overall quality.
WPS Office is a phenomenal office suite that students find to be a major blessing. Not only is it a free office suite equipped with advanced features that make it competitive in the market, but it also includes a powerful AI that automates and enhances many tasks, including writing a research paper. In addition to improving readability with its AI Proofreader tool, WPS AI offers two features, "Insight" and "Inquiry", that can help you gather information and inspiration for your research paper:
Insight Feature:
The Insight feature provides deep insights and information on various topics and fields. It analyzes literature to extract key viewpoints, trends, and research directions. For instance, if you're writing a research paper on the impact of social media on mental health, you can use the Insight feature to gather a comprehensive overview of the latest studies, key arguments, and emerging trends in this field. This helps you build a solid foundation for your paper and ensure you are covering all relevant aspects.
Inquiry Feature:
The Inquiry feature allows you to ask specific questions related to your research topic. This helps you gather necessary background information and refine your research focus effectively. For example, if you need detailed information on how social media usage affects teenagers' self-esteem, you can use the Inquiry feature to ask targeted questions and receive relevant answers based on the latest research.
1. can any source be used for academic research.
No, it's essential to use credible and relevant sources. Here is why:
Developing a Strong Argument: Your research paper relies on evidence to substantiate its claims. Using unreliable sources can undermine your argument and harm the credibility of your paper.
Avoiding Inaccurate Information: The internet is abundant with data, but not all sources can be considered reliable. Credible sources guarantee accuracy.
To avoid plagiarism, follow these steps:
Keep Records of Your Sources: Maintain a record of all the sources you use while researching. This helps you remember where you found specific ideas or phrases and ensures proper attribution.
Quote and Paraphrase Correctly: When writing a paper, use quotation marks for exact words from a source and cite them properly. When paraphrasing, restate the idea in your own words and include a citation to acknowledge the original source.
Utilize a Plagiarism Checker: Use a plagiarism detection tool before submitting your paper. This will help identify unintentional plagiarism, ensuring your paper is original and properly referenced.
Adhere to the citation style guide (e.g., APA, MLA) specified by your instructor or journal. Properly citing all sources both within the text and in the bibliography or references section is essential for maintaining academic integrity and providing clear credit to the original authors. This practice also helps readers locate and verify the sources you've used in your research.
The length of a research paper depends on its topic and specific requirements. Generally, research papers vary between 4,000 to 6,000 words, with shorter papers around 2,000 words and longer ones exceeding 10,000 words. Adhering to the length requirements provided for academic assignments is essential. More intricate subjects or extensive research often require more thorough explanations, which can impact the overall length of the paper.
Writing a research paper involves managing numerous complicated tasks, such as ensuring the correct formatting, not missing any crucial information, and having all your data ready. The process of how to write a research paper is inherently challenging. However, if you are a student using WPS Office, the task becomes significantly simpler. WPS Office, especially with the introduction of WPS AI, provides all the resources you need to write the perfect research paper. Download WPS Office today and discover how it can transform your research paper writing experience for the better.
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How science REALLY works...
Misconception: Science is complete.
Correction: Science is an ongoing process. There is much more yet to learn. Read more about it.
Most typically in science, answering one question inspires deeper and more detailed questions for further research. Similarly, coming up with a fruitful idea to explain a previously anomalous observation frequently leads to new expectations and areas of research. So, in a sense, the more we know, the more we know what we don’t yet know. As our knowledge expands, so too does our awareness of what we don’t yet understand. For example, James Watson and Francis Crick’s proposal (based on evidence collected by Rosalind Franklin)that DNA takes the form of a double helix helped answer a burning question in biology about the chemical structure of DNA. And while it helped answer one question, it also generated new expectations (e.g., that DNA is copied via base pairing), raised many new questions (e.g., how does DNA store information?), and contributed to whole new fields of research (e.g., genetic engineering). Like this work on the structure of DNA, most scientific research generates new expectations, inspires new questions, and leads to new discoveries.
Niels Bohr built upon Ernest Rutherford’s work to develop the model of the atom most commonly portrayed in textbooks: a nucleus orbited by electrons at different levels. Despite the new questions it raised (e.g., why do orbiting, negatively-charged electrons not spiral into the positively-charged nucleus?), this model was powerful and, with further modification, led to a wide range of accurate predictions and new discoveries, including predicting the outcome of chemical reactions, determining the composition of distant stars, and conceiving of the atomic bomb.
Rutherford’s story continues as we examine each item on the Science Checklist. To find out how this investigation measures up to the last item of the checklist, read on.
Learn more about how investigations of the structure of DNA inspired new questions and further research in The structure of DNA: Cooperation and competition .
Science is embedded in the scientific community
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IMAGES
VIDEO
COMMENTS
Biology 151/152. The sample paper below has been compressed into the left-hand column on the pages below. In the right-hand column we have included notes explaining how and why the paper is written as it is. The title should describe the study. In other words, the title should give the reader a good idea of the purpose of the experiment.
Research paper examples are of great value for students who want to complete their assignments timely and efficiently. If you are a student in the university, your first stop in the quest for research paper examples will be the campus library where you can get to view the research sample papers of lecturers and other professionals in diverse fields plus those of fellow students who preceded ...
Definition: Research Paper is a written document that presents the author's original research, analysis, and interpretation of a specific topic or issue. It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new ...
The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.. Student sample paper with annotations (PDF, 5MB)
We describe here the basic steps to follow in writing a scientific article. We outline the main sections that an average article should contain; the elements that should appear in these sections, and some pointers for making the overall result attractive and acceptable for publication. 1.
Language in research paper outlines. 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.
Scientific Papers. Scientific papers are for sharing your own original research work with other scientists or for reviewing the research conducted by others. As such, they are critical to the ...
Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion. The second draft. The revision process. Research paper checklist. Free lecture slides.
Table of contents. Step 1: Introduce your topic. Step 2: Describe the background. Step 3: Establish your research problem. Step 4: Specify your objective (s) Step 5: Map out your paper. Research paper introduction examples. Frequently asked questions about the research paper introduction.
Scientific papers based on experimentation typically include five predominant sections: Abstract, Introduction, Methods, Results, and Discussion. This structure is a widely accepted approach to writing a research paper, and has specific sections that parallel the scientific method.
When you write your research paper you might want to copy words, pictures, diagrams, or ideas from one of your sources. It is OK to copy such information as long as you reference it with a citation. If the information is a phrase, sentence, or paragraph, then you should also put it in quotation marks. A citation and quotation marks tell the ...
Conducting scientific and clinical research is only the beginning of the scholarship of discovery. In order for the results of research to be accessible to other professionals and have a potential effect on the greater scientific community, it must be written and published. ... The task of writing a scientific paper and submitting it to a ...
However careful writing of this section is important because for your results to be of scientific merit they must be reproducible. Otherwise your paper does not represent good science. Goals: Describe equipment used and provide illustrations where relevant. "Methods Checklist" from: How to Write a Good Scientific Paper. Chris A. Mack. SPIE. 2018.
Keywords: paper format, scientific writing. FORMATTING TIPS: Check whether "Keywords" should be italicized and whether each term should be capitalized. Check the use of punctuation (e.g., commas versus semicolons, the use of the period at the end). Some journals (e.g., IEEE) provide a taxonomy of keywords.
Step 2: Explain the results. The core aspect of your research paper is not actually the results; it is the explanation of their meaning. In the second LEAP step, you will do some heavy lifting by guiding the readers through the results using logic backed by previous scientific research.
Here is an example of how the first page of a research paper in MLA format should look: [Your Name] [Instructor's Name] [Course Name] [Date] [Title in Title Case] [Text of your research paper begins here…] Headings and Subheadings. Use headings and subheadings to organize your paper and make it easier to read.
research topic, the progress of experiments, and data analyzing. Dr Connelly and her postdoc, Dr ... Sample Scientific Paper. Method and Materials To test our hypothesis, we used the chick embryo model. Mouse mammary tumor cells (4T1) and murine macrophages (J774A.1) or murine adipocytes (3T3-L1) were inoculated on the chick
Do not use a period after your title or after any heading in the paper (e.g., Works Cited). Begin your text on a new, double-spaced line after the title, indenting the first line of the paragraph half an inch from the left margin. Fig. 1. The top of the first page of a research paper.
Research Paper Example Outline. Before you plan on writing a well-researched paper, make a rough draft. An outline can be a great help when it comes to organizing vast amounts of research material for your paper. Here is an outline of a research paper example: I. Title Page. A. Title of the Research Paper.
If you're preparing to write an academic research paper, our free research paper template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples.. The template's structure is based on the tried and trusted best-practice format for formal academic research papers. The template structure reflects the overall ...
Formatting a Chicago paper. The main guidelines for writing a paper in Chicago style (also known as Turabian style) are: Use a standard font like 12 pt Times New Roman. Use 1 inch margins or larger. Apply double line spacing. Indent every new paragraph ½ inch. Place page numbers in the top right or bottom center.
Abstract Research Paper Example. An abstract is an executive summary of the research paper that includes the purpose of the research, the design of the study, and significant research findings. It is a small section that is based on a few paragraphs. Following is an example of the abstract to help you draft yours professionally.
Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of ...
An abstract in research papers is a keyword-rich summary usually not exceeding 200-350 words. It can be considered the "face" of research papers because it creates an initial impression on the readers. While searching databases (such as PubMed) for research papers, a title is usually the first selection criterion for readers.
Research paper readers need this kind of warmup, too. A good introduction, or intro, lives up to its name—it introduces readers to the topic. ... Or you could start by simply stating a fact that most people aren't aware of, which may be a better approach in scientific fields. ... Research paper introduction example.
Study reveals secrets of Cambridge's Laboratory of Molecular Biology. Plus, the first 3D-model brains with cells from several people and five new ways to catch gravitational waves.
Arguably, the most direct approach to azetidines is the [2+2]-cycloaddition of imines and alkenes, known as the aza Paternò-Büchi reaction ().Whereas [2+2]-cycloaddition reactions to form cyclobutanes (24, 25) and oxetanes (26, 27) have been well developed, the aza Paternò-Büchi reaction has remained limited because of challenges in capturing the imine excited state, which rapidly ...
As a student, you are often required to complete numerous academic tasks, which can demand a lot of extra effort. Writing a research paper is one of these tasks. If researching for the topic isn't challenging enough, writing it down in a specific format adds another layer of difficulty. Having gone through this myself, I want to help you have a smoother journey in writing your research ...
A SCIENCE PROTOTYPE: RUTHERFORD AND THE ATOM Niels Bohr. Photo credit: Wikimedia. Niels Bohr built upon Ernest Rutherford's work to develop the model of the atom most commonly portrayed in textbooks: a nucleus orbited by electrons at different levels. Despite the new questions it raised (e.g., why do orbiting, negatively-charged electrons not spiral into the positively-charged nucleus ...
Students are prepared to work in public health research or policy. Many graduates continue with further academic training, including pursuing a PhD or DrPH in public health or related fields. This STEM-designated program has a strong track record in training students in quantitative, qualitative, and mixed methods.