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How to Write a Research Essay

Last Updated: January 12, 2023 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 384,258 times.

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

Researching a Topic

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

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

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

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

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

Organizing your Essay

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

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

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

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

Writing your Essay

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

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

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

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

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

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

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

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

Community Q&A

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

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

You Might Also Like

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

About This Article

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

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11.1 The Purpose of Research Writing

Learning objectives.

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

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

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

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

Reasons for Research

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

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

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

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

Research Writing and the Academic Paper

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

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

Research Writing at Work

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

Writing at Work

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

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

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

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

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

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

Step 2: Planning and Scheduling

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

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

Step 3: Conducting Research

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

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

Step 4: Organizing Research and the Writer’s Ideas

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

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

Step 5: Drafting Your Paper

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

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

Step 6: Revising and Editing Your Paper

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

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

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

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

Key Takeaways

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

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

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Elements of a Research Essay

Stephanie Ojeda Ponce

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

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

The Purpose or Goal

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

Examples: Purpose and Goal for Research Essays

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

Your Claim or Thesis

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

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

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

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

One or More Reasons

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

Examples: Reasons in Hypothetical Essays or Term Papers

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

Evidence for Each Reason

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

Examples: Evidence for Reasons in Hypothetical Essays or Term Papers

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

Others’ Objections, Counterarguments, or Alternative Solutions

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

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

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

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

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

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

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

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

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

Response to Others’ Objections, Counterarguments, or Alternative Solutions

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

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

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

Adaptations

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

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

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Research Essays: Overview

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

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

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

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

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

Key Features

A singular focus and clear perspective.

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

Developing a Singular Focus and Clear Perspective

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

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

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

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

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

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

Formal Writing Style

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

Informative Tone and Objective Stance

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

Credible Evidence That Suits Your Purpose

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

A Logical Structure

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

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

Drafting Checklists

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

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

Writing and Revising

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

Sources Used to Create this Chapter

Parts of this chapter were remixed from:

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

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

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Research Essay

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

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

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

Step 1: Getting Started

A: understand your assignment 1%.

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

B:  Conduct preliminary research 3%   

Do some general reading about your topic to figure out:

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

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

C:  Narrow your topic 3%

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

D: Develop a research question 3%

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

Step 2: Research

A: design your research strategy 5%.

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

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

B: Find and evaluate sources 10%

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

C: Conduct research 20%

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

Step3: Organizing your essay

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

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

B: Develop a thesis statement 3%

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

C: Outline the structure of your paper 4%

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

Step 4: Writing the first draft

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

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

Step 5: Revising and proofreading

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

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

B: Revise your draft 5%

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

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

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

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

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

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

Tips for writing: 

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

Style Guides:

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

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• How to Do Research for an Excellent Essay: The Complete Guide

One of the biggest secrets to writing a good essay is the Boy Scouts’ motto: ‘be prepared’. Preparing for an essay – by conducting effective research – lays the foundations for a brilliant piece of writing, and it’s every bit as important as the actual writing part. Many students skimp on this crucial stage, or sit in the library not really sure where to start; and it shows in the quality of their essays. This just makes it easier for you to get ahead of your peers, and we’re going to show you how. In this article, we take you through what you need to do in order to conduct effective research and use your research time to best effect.

Allow enough time

First and foremost, it’s vital to allow enough time for your research. For this reason, don’t leave your essay until the last minute . If you start writing without having done adequate research, it will almost certainly show in your essay’s lack of quality. The amount of research time needed will vary according to whether you’re at Sixth Form or university, and according to how well you know the topic and what teaching you’ve had on it, but make sure you factor in more time than you think you’ll need. You may come across a concept that takes you longer to understand than you’d expected, so it’s better to allow too much time than too little.

Read the essay question and thoroughly understand it

If you don’t have a thorough understanding of what the essay question is asking you to do, you put yourself at risk of going in the wrong direction with your research. So take the question, read it several times and pull out the key things it’s asking you to do. The instructions in the question are likely to have some bearing on the nature of your research. If the question says “Compare”, for example, this will set you up for a particular kind of research, during which you’ll be looking specifically for points of comparison; if the question asks you to “Discuss”, your research focus may be more on finding different points of view and formulating your own.

Begin with a brainstorm

Start your research time by brainstorming what you already know. Doing this means that you can be clear about exactly what you’re already aware of, and you can identify the gaps in your knowledge so that you don’t end up wasting time by reading books that will tell you what you already know. This gives your research more of a direction and allows you to be more specific in your efforts to find out certain things. It’s also a gentle way of introducing yourself to the task and putting yourself in the right frame of mind for learning about the topic at hand.

Achieve a basic understanding before delving deeper

If the topic is new to you and your brainstorm has yielded few ideas, you’ll need to acquire a basic understanding of the topic before you begin delving deeper into your research. If you don’t, and you start by your research by jumping straight in at the deep end, as it were, you’ll struggle to grasp the topic. This also means that you may end up being too swayed by a certain source, as you haven’t the knowledge to question it properly. You need sufficient background knowledge to be able to take a critical approach to each of the sources you read. So, start from the very beginning. It’s ok to use Wikipedia or other online resources to give you an introduction to a topic, though bear in mind that these can’t be wholly relied upon. If you’ve covered the topic in class already, re-read the notes you made so that you can refresh your mind before you start further investigation.

Working through your reading list

If you’ve been given a reading list to work from, be organised in how you work through each of the items on it. Try to get hold of as many of the books on it as you can before you start, so that you have them all easily to hand, and can refer back to things you’ve read and compare them with other perspectives. Plan the order in which you’re going to work through them and try to allocate a specific amount of time to each of them; this ensures that you allow enough time to do each of them justice and that focus yourself on making the most of your time with each one. It’s a good idea to go for the more general resources before honing in on the finer points mentioned in more specialised literature. Think of an upside-down pyramid and how it starts off wide at the top and becomes gradually narrower; this is the sort of framework you should apply to your research.

Ask a librarian

Library computer databases can be confusing things, and can add an extra layer of stress and complexity to your research if you’re not used to using them. The librarian is there for a reason, so don’t be afraid to go and ask if you’re not sure where to find a particular book on your reading list. If you’re in need of somewhere to start, they should be able to point you in the direction of the relevant section of the library so that you can also browse for books that may yield useful information.

Use the index

If you haven’t been given specific pages to read in the books on your reading list, make use of the index (and/or table of contents) of each book to help you find relevant material. It sounds obvious, but some students don’t think to do this and battle their way through heaps of irrelevant chapters before finding something that will be useful for their essay.

Taking notes

As you work through your reading, take notes as you go along rather than hoping you’ll remember everything you’ve read. Don’t indiscriminately write down everything – only the bits that will be useful in answering the essay question you’ve been set. If you write down too much, you risk writing an essay that’s full of irrelevant material and getting lower grades as a result. Be concise, and summarise arguments in your own words when you make notes (this helps you learn it better, too, because you actually have to think about how best to summarise it). You may want to make use of small index cards to force you to be brief with what you write about each point or topic. We’ve covered effective note-taking extensively in another article, which you can read here . Note-taking is a major part of the research process, so don’t neglect it. Your notes don’t just come in useful in the short-term, for completing your essay, but they should also be helpful when it comes to revision time, so try to keep them organised.

Research every side of the argument

Never rely too heavily on one resource without referring to other possible opinions; it’s bad academic practice. You need to be able to give a balanced argument in an essay, and that means researching a range of perspectives on whatever problem you’re tackling. Keep a note of the different arguments, along with the evidence in support of or against each one, ready to be deployed into an essay structure that works logically through each one. If you see a scholar’s name cropping up again and again in what you read, it’s worth investigating more about them even if you haven’t specifically been told to do so. Context is vital in academia at any level, so influential figures are always worth knowing about.

Keep a dictionary by your side

You could completely misunderstand a point you read if you don’t know what one important word in the sentence means. For that reason, it’s a good idea to keep a dictionary by your side at all times as you conduct your research. Not only does this help you fully understand what you’re reading, but you also learn new words that you might be able to use in your forthcoming essay or a future one . Growing your vocabulary is never a waste of time!

Start formulating your own opinion

As you work through reading these different points of view, think carefully about what you’ve read and note your own response to different opinions. Get into the habit of questioning sources and make sure you’re not just repeating someone else’s opinion without challenging it. Does an opinion make sense? Does it have plenty of evidence to back it up? What are the counter-arguments, and on balance, which sways you more? Demonstrating your own intelligent thinking will set your essay apart from those of your peers, so think about these things as you conduct your research.

Be careful with web-based research

Although, as we’ve said already, it’s fine to use Wikipedia and other online resources to give you a bit of an introduction to a topic you haven’t covered before, be very careful when using the internet for researching an essay. Don’t take Wikipedia as gospel; don’t forget, anybody can edit it! We wouldn’t advise using the internet as the basis of your essay research – it’s simply not academically rigorous enough, and you don’t know how out of date a particular resource might be. Even if your Sixth Form teachers may not question where you picked up an idea you’ve discussed in your essays, it’s still not a good habit to get into and you’re unlikely to get away with it at a good university. That said, there are still reliable academic resources available via the internet; these can be found in dedicated sites that are essentially online libraries, such as JSTOR. These are likely to be a little too advanced if you’re still in Sixth Form, but you’ll almost certainly come across them once you get to university.

Look out for footnotes

In an academic publication, whether that’s a book or a journal article, footnotes are a great place to look for further ideas for publications that might yield useful information. Plenty can be hidden away in footnotes, and if a writer is disparaging or supporting the ideas of another academic, you could look up the text in question so that you can include their opinion too, and whether or not you agree with them, for extra brownie points.

Don’t save doing all your own references until last

If you’re still in Sixth Form, you might not yet be required to include academic references in your essays, but for the sake of a thorough guide to essay research that will be useful to you in the future, we’re going to include this point anyway (it will definitely come in useful when you get to university, so you may as well start thinking about it now!). As you read through various books and find points you think you’re going to want to make in your essays, make sure you note down where you found these points as you go along (author’s first and last name, the publication title, publisher, publication date and page number). When you get to university you will be expected to identify your sources very precisely, so it’s a good habit to get into. Unfortunately, many students forget to do this and then have a difficult time of going back through their essay adding footnotes and trying to remember where they found a particular point. You’ll save yourself a great deal of time and effort if you simply note down your academic references as you go along. If you are including footnotes, don’t forget to add each publication to a main bibliography, to be included at the end of your essay, at the same time.

Putting in the background work required to write a good essay can seem an arduous task at times, but it’s a fundamental step that can’t simply be skipped. The more effort you put in at this stage, the better your essay will be and the easier it will be to write. Use the tips in this article and you’ll be well on your way to an essay that impresses!

To get even more prepared for essay writing you might also want to consider attending an Oxford Summer School .

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Writing based on Texts

Research writing: definition & process, what is research writing.

The research writing process mirrors the general movement of the writing process—prewriting, writing, revising—since any research essay is primarily “essay” first. This is a key concept to remember. Research adds support to your own analysis and insights that you offer in your thesis, topic sentences, and units of support. Research should not supplant or take over your own thoughts; it simply adds validity and credibility to your argument.

With this key concept in mind—that any research essay is an “essay” first and foremost—know that research writing adds some additional stages to the writing process, related to developing a research question and finding, evaluating, and working with sources.

The Research Writing Trap

Research Writing Process

So, how might the research writing process unfold? One important difference between the writing and research writing processes can be the addition of a specific pre-thesis step: developing a research question. A research question provides some focus so that you are not indiscriminately researching a broad topic. You may start by prewriting to develop a research question. Or you may start by reading overview sources to get a sense of the scope of a topic  and to help narrow that topic in order to develop a research question. No matter how you start the research writing process, you’ll move back and forth among prewriting, researching, and writing during the process. You’ll revisit, repeat, and/or reorder stages in the process as needed.

The research writing process includes the following stages:

• develop a research question
• complete preliminary research using overview sources to either help develop, hone, or answer your research question
• complete fuller research
• answer your research question by developing a thesis based on your own thoughts and research
• develop topic sentences and units of support to validate the assertion in your own thesis
• draft and revise your research essay
• document your sources

Look at a visual representation of the Research Writing Process .

The two videos below clearly discuss research writing processes. Both comment on the importance of planning before you actually start to write a draft, a concept that this text discusses more fully in the page on Synthesizing Sources. And both offer some suggestions about the time needed to move through the research writing process (note that the first video is geared toward students pursuing a master’s degree, so the essay length and thus the timing may be a bit more than what you will experience).

Developing a Research Question – Initiating the Research Writing Process

Developing a good, solid research question is key to research writing. Sometimes a research question occurs naturally, but often it takes work; it can be one of the hardest parts of writing a strong research essay. Creating a research question doesn’t happen all at once. You may move back and forth between prewriting and preliminary research, skimming overview sources to get a sense of how you might narrow a topic, whether the topic is researchable, and what types of supporting sources might exist. Research question development is a gradual process that usually happens in stages: choosing a topic, narrowing a topic, and then progressively asking questions that create more of a focus, ending with a working research question.

Choosing a Topic

If you are able to choose your topic, find a topic that interests you. If your topic is assigned, try thinking about an aspect of that topic you find most interesting. You’ll spend a good amount of time working on this essay. Make sure that the topic engages your interest.

Keep in mind that your final topic and research question most likely will not occur to you simply by thinking about it. You’ll usually need to do preliminary research by skimming general overview sources such as websites, books, and/or encyclopedias. You’ll eventually move to more focused research; use any reading of overview sources to find one smaller, intriguing aspect of your topic. A usable, appropriately-narrowed topic and research question usually occurs as the result of skimming, reading, and thinking about what you’ve read.

Narrowing a Topic

This is just what the heading says—you eventually need a manageable topic, one that you can deal with in some depth in an essay. For example, a topic such as the history of the labor movement in the U.S. is too broad for a medium-length essay; you’d need to write a book. Once you have an idea for a topic, brainstorm ways of specifying that topic. For example, you might want to focus on labor initiatives in the 1940s, or you might want to compare and contrast two specific labor negotiation techniques. It’s useful to brainstorm and list multiple ways of narrowing a topic so that, even when you’re doing preliminary research in overview sources, you have some focus.

Moving from Topic to Research Question

No matter what your topic is, you’ll most likely narrow further to a research question by asking increasingly focused questions about your topic, and by evaluating the language in each question to determine if it can be more specific and thus more narrow. As you can see in the chart below, you can start with a topic, narrow the topic, and then ask increasingly focused questions to develop a viable research question.

The video below explains how to create a viable research question.

Issue-Based Research Question

Many research writing assignments will ask for your insights on an issue. An issue is “a debatable question that lends itself to an analytical response providing reasons why,” as opposed to a topic or question that lends itself to a purely descriptive response.

For example:

issue = Should the U.S. public school system require competence in a foreign language as one of the requirements for a high school diploma?

vs. topic = foreign language teaching

vs. question that lends itself to a descriptive response = What are the steps in foreign language acquisition at certain ages?

You may be able to answer your debatable issue question (in other words, you may be able to create a working thesis) before you search for evidence in library sources, or you may need to search for evidence first in order to refine and specify your research question, before you find research that answers the question. Either way is fine; you may use different approaches for different research situations.

Developing a Research Question in Action

Suppose you want to write research essay on some aspect of World War II. The material written on World War II has filled whole libraries, so you obviously won’t be able to complete a research essay on all of WWII in just a few weeks. The first question to ask yourself, to create a topic, is: “What aspect of WWII am I interested in understanding better?”

• Strategies?
• Major characters?
• Specific battles?

Let’s say you want to understand more about WWII weapons. You consult a couple of encyclopedia articles on WWII weapons and discover that the general categories of weapons at that time were tanks, artillery, and firearms. Each of these categories includes several dozen to several hundred specific weapons. Can you cover all of these in one essay? Yes, if you write a sentence on each one. But then you’re not really writing a research essay; you’re writing a list. You need to go deep, not wide. No one, including you, wants to read a paper that treats a great deal of material in a very superficial manner.

You continue to survey general information sources on WWII weapons. You read a little bit on each of the categories listed in the Second-Level Narrowing tab and decide that the one you are most interested in is artillery. OK, but what kind?

• Surface-to-air missiles (SAMS)?
• Machine guns?
• Anti-aircraft guns (Flaks)?

As you continue to do preliminary research, you learn that air defense tactics and the various models of anti-aircraft guns were extremely critical in various battles, so you decide to focus on that. Yet look at the terminology: “critical in various battles.” You won’t be able to write a brief essay on the role of anti-aircraft guns in all battles of WWII. So the next logical step is to pursue more preliminary research (e.g., websites, encyclopedias) to determine some of the major battles of WWII where the use of anti-aircraft guns were critical. You remember hearing something about “the Blitz” of London, so you look that up and decide to focus on the role of anti-aircraft guns in defending London from German planes.

Here are some ideas for your research question:

• How questions:  How were anti-aircraft guns used in the defense of London through the Blitz?
• Why questions:  Why were anti-aircraft guns initially limited in their ability to defend London during the Blitz?
• What questions:  What were the initial and later strategies for deploying anti-aircraft guns during the Blitz of London?

As you continue to work, you might find yourself combining some of these into a single question. For example, “What changes were made in the technology and deployment of anti-aircraft guns during the Blitz that allowed them to be used more effectively as the Blitz wore on?”

Notice that the question above allows you to go deep with a single, limited topic and master some important information in one area of weapons and those weapons used in WWII. By the time you’re finished writing this essay, you’ll be a semi-expert on the Blitz of London and the use of anti-aircraft guns by the British during that period.

Your areas of interest are racism in the U.S., technology in medicine and health care, and independent film-making. After doing some prewriting and preliminary research on each, you decide you want to learn more about racially motivated police violence. You develop the following working questions:

• Are police officers likely to make judgments about citizens based on their race?
• Have police forces instituted policies to avoid racism?
• Who is most vulnerable to police violence?
• Who is responsible for overseeing the police?

You realize that you need to narrow the focus to develop a more viable path of inquiry, eventually ending up with the research question:

• Over the last 30 years, what populations are most likely to experience police violence in the U.S.?

You start to research in order to answer this narrow question. However, after completing more research, you discover that your answers are coming quite readily and consistently: young black men are significantly more vulnerable to become victims of police violence. You realize that you’re not really saying anything new, so you have to tweak your path of inquiry.

You circle back to do more freewriting and research to find sources that disagree with this conclusion or add new layers to the answers you’ve found. You eventually discover that there are a handful of police organizations that have made genuine efforts to confront racism in their practices. These groups are working actively against racial violence. You reorient your research question as follows:

• Have anti-racist police trainings and strategies been effective in reducing individual or institutional racism over the last 30 years?

The following video offers a summary of how to develop a research question, and offers some additional research question characteristics as well as leading into the next step: how to work with a research question.

Moving from Research Question to Working Thesis

Once you have your research question and have done some research, make sure to create a working thesis. Your working thesis needs a topic and an assertion in the angle, the same as a thesis for any essay.

To continue with the same examples from above:

Your working thesis answers your research question.  The elements in the angle are based on specifics that you found during your research.  For example, researching Vietnamese food, you might have found that butter, which was not a traditional element in Vietnamese cuisine, was introduced by the French, as well as baguettes, which now accompany many Vietnamese dishes.

An Alternative Research Writing Process

Although there are elements that stay the same in any writing process, there is no one way to write – you will find the way that works best for you.  The idea is to not jump into research writing, which often results in falling into that research writing trap described above, and/or creating a research essay that’s a broad “report” on a topic instead of a focused argument about an issue.

However, if you are familiar enough with a topic so that you do not need to do much preliminary research in order to create a thesis, you can start the process with a working thesis.  Just be sure that it’s focused and that it has a topic and an assertion in the angle, so that you can find relevant, specific research to back up your argument.

• Research Writing Process/Research Question, includes material adapted from College Writing and Excelsior Online Writing Lab; attributions below. Authored by : Susan Oaks. Project : Introduction to College Reading & Writing. License : CC BY-NC: Attribution-NonCommercial
• Developing a Research Question. Authored by : Susan Oaks. Located at : https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/chapter/how-to-develop-a-research-question/ . Project : College Writing. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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14.1: The Purpose of Research Writing

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• Amber Kinonen, Jennifer McCann, Todd McCann, & Erica Mead
• Bay College Library

Introduction

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

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

Whether you are a scientist, an artist, a paralegal, or a parent, you probably perform research in your everyday life. When your boss, your instructor, or a family member asks you a question that you do not know the answer to, you locate relevant information, analyze your findings, and share your results. Locating, analyzing, and sharing information are key steps in the research process, and in this chapter, you will learn more about each step.

Reasons for Research

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

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

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

Writing at Work

Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying the best way to perform a procedure, or learning about challenges and opportunities in your field of employment, you will use research techniques to guide your exploration. You may even need to create a written report of your findings. Because effective communication is essential to any company, employers seek to hire people who can write clearly and professionally. For example, a medical laboratory technician or information technology professional might do research to learn about the latest technological developments in either of these fields. A small business owner might conduct research to learn about the latest trends in his or her industry. A freelance magazine writer may need to research a given topic to write an informed, up-to-date article.

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

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

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

To narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question—a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis. You may use your research question and your working thesis to create a research proposal. In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

A topic might be too broad if it cannot be covered in detail in your assignment, if there is too much information (1000s of results), or all you can write is general statements. For example, the research question “What is communication?” is too broad for a four-page assignment. There is no way to adequately sum up all of the information about you will encounter about communication when trying to answer this question.

A topic might be too narrow if it can be discussed in great detail in less than the required size of your essay, or if there is little to no information or relevant results available. For example, the research question ‘What percentage of Ford Escorts were recalled in 2016 due to faulty airbags?” would be too narrow to adequately discuss in a four-page research paper. The question can be simply answered with a percentage, and the date of 2016 might be too current to retrieve enough research.

Step 2: Planning and Scheduling

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

During this step of the process, it is also a good idea to plan the resources and organizational tools you will use to keep yourself on track throughout the project. Flowcharts, calendars, and checklists can all help you stick to your schedule.

In addition, it may be helpful (and even required by some instructors) to construct an outline that serves as a blueprint for your project. The outline will include your thesis statement, the main ideas that will support your thesis, examples to illustrate those main ideas, and counterarguments. By constructing an outline, you are more likely to stay focused and not repeat key ideas.

Step 3: Conducting Research

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

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

Step 4: Organizing Research and the Writer’s Ideas

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

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

Step 5: Drafting Your Paper

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

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

Step 6: Revising and Editing Your Paper

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

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

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

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

key takeaways

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

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Writing a Research Paper

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The Research Paper

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

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

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

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

• Master Your Homework
• Do My Homework

Exploring the Research Essay: What Is It?

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

What is a Research Essay?

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

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

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

I. Introduction to the Research Essay

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

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

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

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

II. Defining a Research Essay

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

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

III. Exploring the Elements of a Research Essay

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

• Analyzing Sources:

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

• Organizing Ideas:

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

IV. Planning and Outlining Your Research Paper

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

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

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

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

V. Conducting Effective Library and Online Searches for Source Materials

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

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

VI. Integrating Sources into your Argument Structure

Using Sources to Strengthen Your Argument

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

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

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

VII. Crafting an Engaging Conclusion for your Writing

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

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

Doing Research: A New Researcher’s Guide pp 1–15 Cite as

What Is Research, and Why Do People Do It?

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  
• Open Access
• First Online: 03 December 2022

16k Accesses

Part of the book series: Research in Mathematics Education ((RME))

Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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Types of Research Papers: Overview

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A research paper is simply a piece of writing that uses outside sources. There are different types of research papers with varying purposes and expectations for sourcing.

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Essay on What Is Research?

It seems important to define what research is. According to the Oxford dictionary, research is the systematic investigation into and study of materials and sources, in order to establish facts and reach new conclusions.

Further to this, Frascati (2002) suggests that research is formal work which is undertaken systematically to increase wealth of knowledge, on topics such as: humanity, culture and society, and applying what is learnt to devise new applications. Research is normally undertaken through a cyclical scientific method. This consists of a sequence of steps to increase the amount of information that is known about a certain topic. It could possibly be conjectured that research is only valuable if answers are found, however it can also identify useful new relationships.

Significant reflection on the topic that is going to be researched should be undertaken before deciding which sampling method to use in order to ascertain data. Researchers organize their data collection methods by creating and defining a research problem. This helps to focus the research process so that conclusions can be drawn and reflected upon. It may also be necessary to formulate a research hypothesis which will be the reason for the research. This can be a null hypothesis, where the researcher tries to disprove a current theory or challenge it by forming a research/alternate hypothesis. An example of this would be that plants do not have a higher growth rate if planted in compost rather than soil. Alternatively, it can be a research hypothesis, where the researcher is showing an alternative way to explain a phenomenon. For example, it could be this study is designed to assess the hypothesis that sleep deprived people will perform worse on a test than individuals who are not sleep deprived. This is what the researcher would expect to happen, however the objective of the research is to prove whether the hypothesis is true or not.

Having established what the topic of the research is and written a specific hypothesis, it is necessary to look at the background data that will be used in the research. Data and information may be gleaned from different types of sources like books; medical journals; academic journals and literary papers; articles and debates; the internet and blogs; questionnaires; surveys; interviews and conversations; newspapers and Government papers and multimedia broadcasts.

Information from books will be more reliable but maybe outdated, as books take time to be published. Medical and academic journals may provide more recent data which can include information on new research, comparing it with empirical research which may be useful when researching specific hypotheses. Using the internet can be a useful source of information but may not be reliable. Verifying information on up to 4 different websites may be necessary in order to ascertain that the source is correct. Using internet sources such as from the Government, charities or educational and medical establishments should result in fairly reliable information being accrued. Blogs are now popular in the social domain as they are interactive and can help share ideas and opinions. However, the information from them may not always be valid as it depends on who is writing them and what is covered within the discussion. Newspapers are more likely to be up to the minute but the information may be biased and may just be an overview rather than being specific and detailed. The Government produces reports with statistical information; many of the reports are carried out independently, the results being published on line or can be obtained from the library. This suggests that this could be a dependable source of data. Nevertheless, a researcher should treat statistical data with care as it may have been manipulated mathematically.

There are two types of data that can be used in research: Primary and Secondary data. Primary data can be obtained from first hand observations; personal interviews; questionnaires and longitudinal case studies. The advantages of observations could be that it lessens the chance of bias from the person responding but it can be very time consuming and limiting. Personal interviews can be a very successful way of obtaining primary data as it allows detailed questions to be asked and responses given. This will cut down on anyone not responding to the interview but may be costly to arrange if it’s a face to face interview. Other disadvantages could be that the interviewer fabricates data or that the questions are not specific to the hypothesis.

Secondary research which has been collected by another researcher for a different purpose can be used for a different investigation. The advantage of this is that the data already exists so it saves time. Disadvantages are that the data may be out of date and is not specific enough for the purpose of the research being carried out.

Research can be divided into three different paradigms called quantitative, qualitative and mixed methods.

Quantitative research is a systematic process of collecting mathematical or statistical information which focuses on numbers .This raw data can be turned into graphical information and put into tables for analysis. This can be collected by means of questionnaires, experiments and psychometric tests. It is more scientifically based, and can be easily interpreted. The drawback of this method is it may not provide an in- depth description.

Qualitative research gathers information that is not numerical. It is descriptive data which can come in the form of diary accounts, questionnaires, interviews and case studies. This type of research is useful to individual researchers who may want to find out how people feel or think which may be useful in a counselling context. It can be difficult to analyse the findings and may need specialist knowledge to interpret it.

In addition, Creswell (2003) discusses mixed methods of research as a third method alongside quantitative and qualitative approaches. This means that a combination of each method will provide a better understanding of research problems.

When doing research it will be necessary to draw conclusions and compare what has been found out with the original hypothesis by writing a report. The researcher may include opinions and recommendations so that there is a formal record of their findings.

Creswell, J, W. (2003)  Research design: Qualitative, quantitative, and mixed methods approaches.  2nd edn. Thousand Oaks, CA: Sage.

OECD (2002)  Frascati Manual: proposed standard practice for surveys on research and experimental development.  6th edn.

Oxford University press (2013)  Oxford Dictionary . Available at:

http://oxforddictionaries.com/definition/english/research?q=research (Accessed: 25/4/2013).

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Matt Burgess

Steven Levy

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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Francis Collins: Why I’m going public with my prostate cancer diagnosis

I served medical research. now it’s serving me. and i don’t want to waste time..

Over my 40 years as a physician-scientist, I’ve had the privilege of advising many patients facing serious medical diagnoses. I’ve seen them go through the excruciating experience of waiting for the results of a critical blood test, biopsy or scan that could dramatically affect their future hopes and dreams.

But this time, I was the one lying in the PET scanner as it searched for possible evidence of spread of my aggressive prostate cancer . I spent those 30 minutes in quiet prayer. If that cancer had already spread to my lymph nodes, bones, lungs or brain, it could still be treated — but it would no longer be curable.

Why am I going public about this cancer that many men are uncomfortable talking about? Because I want to lift the veil and share lifesaving information, and I want all men to benefit from the medical research to which I’ve devoted my career and that is now guiding my care.

Five years before that fateful PET scan, my doctor had noted a slow rise in my PSA, the blood test for prostate-specific antigen. To contribute to knowledge and receive expert care, I enrolled in a clinical trial at the National Institutes of Health, the agency I led from 2009 through late 2021.

At first, there wasn’t much to worry about — targeted biopsies identified a slow-growing grade of prostate cancer that doesn’t require treatment and can be tracked via regular checkups, referred to as “active surveillance.” This initial diagnosis was not particularly surprising. Prostate cancer is the most commonly diagnosed cancer in men in the United States, and about 40 percent of men over age 65 — I’m 73 — have low-grade prostate cancer . Many of them never know it, and very few of them develop advanced disease.

Why am I going public about this cancer that many men are uncomfortable talking about? Because I want to lift the veil and share lifesaving information.

But in my case, things took a turn about a month ago when my PSA rose sharply to 22 — normal at my age is less than 5. An MRI scan showed that the tumor had significantly enlarged and might have even breached the capsule that surrounds the prostate, posing a significant risk that the cancer cells might have spread to other parts of the body.

New biopsies taken from the mass showed transformation into a much more aggressive cancer. When I heard the diagnosis was now a 9 on a cancer-grading scale that goes only to 10, I knew that everything had changed.

Thus, that PET scan, which was ordered to determine if the cancer had spread beyond the prostate, carried high significance. Would a cure still be possible, or would it be time to get my affairs in order? A few hours later, when my doctors showed me the scan results, I felt a rush of profound relief and gratitude. There was no detectable evidence of cancer outside of the primary tumor.

Later this month, I will undergo a radical prostatectomy — a procedure that will remove my entire prostate gland. This will be part of the same NIH research protocol — I want as much information as possible to be learned from my case, to help others in the future.

While there are no guarantees, my doctors believe I have a high likelihood of being cured by the surgery.

My situation is far better than my father’s when he was diagnosed with prostate cancer four decades ago. He was about the same age that I am now, but it wasn’t possible back then to assess how advanced the cancer might be. He was treated with a hormonal therapy that might not have been necessary and had a significant negative impact on his quality of life.

Because of research supported by NIH, along with highly effective collaborations with the private sector, prostate cancer can now be treated with individualized precision and improved outcomes.

As in my case, high-resolution MRI scans can now be used to delineate the precise location of a tumor. When combined with real-time ultrasound, this allows pinpoint targeting of the prostate biopsies. My surgeon will be assisted by a sophisticated robot named for Leonardo da Vinci that employs a less invasive surgical approach than previous techniques, requiring just a few small incisions.

Advances in clinical treatments have been informed by large-scale, rigorously designed trials that have assessed the risks and benefits and were possible because of the willingness of cancer patients to enroll in such trials.

I feel compelled to tell this story openly. I hope it helps someone. I don’t want to waste time.

If my cancer recurs, the DNA analysis that has been carried out on my tumor will guide the precise choice of therapies. As a researcher who had the privilege of leading the Human Genome Project , it is truly gratifying to see how these advances in genomics have transformed the diagnosis and treatment of cancer.

I want all men to have the same opportunity that I did. Prostate cancer is still the No. 2 cancer killer among men. I want the goals of the Cancer Moonshot to be met — to end cancer as we know it. Early detection really matters, and when combined with active surveillance can identify the risky cancers like mine, and leave the rest alone. The five-year relative survival rate for prostate cancer is 97 percent, according to the American Cancer Society , but it’s only 34 percent if the cancer has spread to distant areas of the body.

But lack of information and confusion about the best approach to prostate cancer screening have impeded progress. Currently, the U.S. Preventive Services Task Force recommends that all men age 55 to 69 discuss PSA screening with their primary-care physician, but it recommends against starting PSA screening after age 70.

Other groups, like the American Urological Association , suggest that screening should start earlier, especially for men with a family history — like me — and for African American men, who have a higher risk of prostate cancer. But these recommendations are not consistently being followed.

Our health-care system is afflicted with health inequities. For example, the image-guided biopsies are not available everywhere and to everyone. Finally, many men are fearful of the surgical approach to prostate cancer because of the risk of incontinence and impotence, but advances in surgical techniques have made those outcomes considerably less troublesome than in the past. Similarly, the alternative therapeutic approaches of radiation and hormonal therapy have seen significant advances.

A little over a year ago, while I was praying for a dying friend, I had the experience of receiving a clear and unmistakable message. This has almost never happened to me. It was just this: “Don’t waste your time, you may not have much left.” Gulp.

Having now received a diagnosis of aggressive prostate cancer and feeling grateful for all the ways I have benefited from research advances, I feel compelled to tell this story openly. I hope it helps someone. I don’t want to waste time.

Francis S. Collins served as director of the National Institutes of Health from 2009 to 2021 and as director of the National Human Genome Research Institute at NIH from 1993 to 2008. He is a physician-geneticist and leads a White House initiative to eliminate hepatitis C in the United States, while also continuing to pursue his research interests as a distinguished NIH investigator.

An earlier version of this article said prostate cancer is the No. 2 killer of men. It is the No. 2 cause of cancer death among men. The article has been updated.

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AI Index Report

Welcome to the seventh edition of the AI Index report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.

Read the 2024 AI Index Report

The AI Index report tracks, collates, distills, and visualizes data related to artificial intelligence (AI). Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.

The AI Index is recognized globally as one of the most credible and authoritative sources for data and insights on artificial intelligence. Previous editions have been cited in major newspapers, including the The New York Times, Bloomberg, and The Guardian, have amassed hundreds of academic citations, and been referenced by high-level policymakers in the United States, the United Kingdom, and the European Union, among other places. This year’s edition surpasses all previous ones in size, scale, and scope, reflecting the growing significance that AI is coming to hold in all of our lives.

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Ray Perrault

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Erik Brynjolfsson

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James Manyika

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Vanessa Parli

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Russell Wald

Staff members.

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Letter from the co-directors.

A decade ago, the best AI systems in the world were unable to classify objects in images at a human level. AI struggled with language comprehension and could not solve math problems. Today, AI systems routinely exceed human performance on standard benchmarks.

Progress accelerated in 2023. New state-of-the-art systems like GPT-4, Gemini, and Claude 3 are impressively multimodal: They can generate fluent text in dozens of languages, process audio, and even explain memes. As AI has improved, it has increasingly forced its way into our lives. Companies are racing to build AI-based products, and AI is increasingly being used by the general public. But current AI technology still has significant problems. It cannot reliably deal with facts, perform complex reasoning, or explain its conclusions.

AI faces two interrelated futures. First, technology continues to improve and is increasingly used, having major consequences for productivity and employment. It can be put to both good and bad uses. In the second future, the adoption of AI is constrained by the limitations of the technology. Regardless of which future unfolds, governments are increasingly concerned. They are stepping in to encourage the upside, such as funding university R&D and incentivizing private investment. Governments are also aiming to manage the potential downsides, such as impacts on employment, privacy concerns, misinformation, and intellectual property rights.

As AI rapidly evolves, the AI Index aims to help the AI community, policymakers, business leaders, journalists, and the general public navigate this complex landscape. It provides ongoing, objective snapshots tracking several key areas: technical progress in AI capabilities, the community and investments driving AI development and deployment, public opinion on current and potential future impacts, and policy measures taken to stimulate AI innovation while managing its risks and challenges. By comprehensively monitoring the AI ecosystem, the Index serves as an important resource for understanding this transformative technological force.

On the technical front, this year’s AI Index reports that the number of new large language models released worldwide in 2023 doubled over the previous year. Two-thirds were open-source, but the highest-performing models came from industry players with closed systems. Gemini Ultra became the first LLM to reach human-level performance on the Massive Multitask Language Understanding (MMLU) benchmark; performance on the benchmark has improved by 15 percentage points since last year. Additionally, GPT-4 achieved an impressive 0.97 mean win rate score on the comprehensive Holistic Evaluation of Language Models (HELM) benchmark, which includes MMLU among other evaluations.

Although global private investment in AI decreased for the second consecutive year, investment in generative AI skyrocketed. More Fortune 500 earnings calls mentioned AI than ever before, and new studies show that AI tangibly boosts worker productivity. On the policymaking front, global mentions of AI in legislative proceedings have never been higher. U.S. regulators passed more AI-related regulations in 2023 than ever before. Still, many expressed concerns about AI’s ability to generate deepfakes and impact elections. The public became more aware of AI, and studies suggest that they responded with nervousness.

Ray Perrault Co-director, AI Index

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6 Common Leadership Styles — and How to Decide Which to Use When

• Rebecca Knight

Being a great leader means recognizing that different circumstances call for different approaches.

Research suggests that the most effective leaders adapt their style to different circumstances — be it a change in setting, a shift in organizational dynamics, or a turn in the business cycle. But what if you feel like you’re not equipped to take on a new and different leadership style — let alone more than one? In this article, the author outlines the six leadership styles Daniel Goleman first introduced in his 2000 HBR article, “Leadership That Gets Results,” and explains when to use each one. The good news is that personality is not destiny. Even if you’re naturally introverted or you tend to be driven by data and analysis rather than emotion, you can still learn how to adapt different leadership styles to organize, motivate, and direct your team.

Much has been written about common leadership styles and how to identify the right style for you, whether it’s transactional or transformational, bureaucratic or laissez-faire. But according to Daniel Goleman, a psychologist best known for his work on emotional intelligence, “Being a great leader means recognizing that different circumstances may call for different approaches.”

• RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.

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Religious restrictions around the world

For more than a decade, Pew Research Center has been tracking global patterns in restrictions on religion – both those imposed by governments and hostilities committed by individuals and social groups. Scroll down to explore restrictions in 198 countries and territories, and see how each country’s restrictions have changed since 2007.

For more details on restrictions on religion around the world, read our latest report on the topic, “Globally, Government Restrictions on Religion Reached Peak Levels in 2021, While Social Hostilities Went Down.”  

Note: Government restrictions include laws, policies and actions by authorities that impinge on religious beliefs and practices, while social hostilities involving religion include actions by private individuals or groups in society that limit such practices.

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