part of research paper

How to Write a Research Paper: Parts of the Paper

• Choosing Your Topic
• Citation & Style Guides This link opens in a new window
• Critical Thinking
• Evaluating Information
• Parts of the Paper
• Writing Tips from UNC-Chapel Hill
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Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

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

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

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

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

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

Examples of Thesis Statements from Purdue OWL

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

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

More about writing a literature review. . .

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

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

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

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Writing Research Papers

• Research Paper Structure

Whether you are writing a B.S. Degree Research Paper or completing a research report for a Psychology course, it is highly likely that you will need to organize your research paper in accordance with American Psychological Association (APA) guidelines.  Here we discuss the structure of research papers according to APA style.

Major Sections of a Research Paper in APA Style

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. 1  Many will also contain Figures and Tables and some will have an Appendix or Appendices.  These sections are detailed as follows (for a more in-depth guide, please refer to " How to Write a Research Paper in APA Style ”, a comprehensive guide developed by Prof. Emma Geller). 2

What is this paper called and who wrote it? – the first page of the paper; this includes the name of the paper, a “running head”, authors, and institutional affiliation of the authors.  The institutional affiliation is usually listed in an Author Note that is placed towards the bottom of the title page.  In some cases, the Author Note also contains an acknowledgment of any funding support and of any individuals that assisted with the research project.

One-paragraph summary of the entire study – typically no more than 250 words in length (and in many cases it is well shorter than that), the Abstract provides an overview of the study.

Introduction

What is the topic and why is it worth studying? – the first major section of text in the paper, the Introduction commonly describes the topic under investigation, summarizes or discusses relevant prior research (for related details, please see the Writing Literature Reviews section of this website), identifies unresolved issues that the current research will address, and provides an overview of the research that is to be described in greater detail in the sections to follow.

What did you do? – a section which details how the research was performed.  It typically features a description of the participants/subjects that were involved, the study design, the materials that were used, and the study procedure.  If there were multiple experiments, then each experiment may require a separate Methods section.  A rule of thumb is that the Methods section should be sufficiently detailed for another researcher to duplicate your research.

What did you find? – a section which describes the data that was collected and the results of any statistical tests that were performed.  It may also be prefaced by a description of the analysis procedure that was used. If there were multiple experiments, then each experiment may require a separate Results section.

What is the significance of your results? – the final major section of text in the paper.  The Discussion commonly features a summary of the results that were obtained in the study, describes how those results address the topic under investigation and/or the issues that the research was designed to address, and may expand upon the implications of those findings.  Limitations and directions for future research are also commonly addressed.

List of articles and any books cited – an alphabetized list of the sources that are cited in the paper (by last name of the first author of each source).  Each reference should follow specific APA guidelines regarding author names, dates, article titles, journal titles, journal volume numbers, page numbers, book publishers, publisher locations, websites, and so on (for more information, please see the Citing References in APA Style page of this website).

Tables and Figures

Graphs and data (optional in some cases) – depending on the type of research being performed, there may be Tables and/or Figures (however, in some cases, there may be neither).  In APA style, each Table and each Figure is placed on a separate page and all Tables and Figures are included after the References.   Tables are included first, followed by Figures.   However, for some journals and undergraduate research papers (such as the B.S. Research Paper or Honors Thesis), Tables and Figures may be embedded in the text (depending on the instructor’s or editor’s policies; for more details, see "Deviations from APA Style" below).

Supplementary information (optional) – in some cases, additional information that is not critical to understanding the research paper, such as a list of experiment stimuli, details of a secondary analysis, or programming code, is provided.  This is often placed in an Appendix.

Variations of Research Papers in APA Style

Although the major sections described above are common to most research papers written in APA style, there are variations on that pattern.  These variations include: 

• Literature reviews – when a paper is reviewing prior published research and not presenting new empirical research itself (such as in a review article, and particularly a qualitative review), then the authors may forgo any Methods and Results sections. Instead, there is a different structure such as an Introduction section followed by sections for each of the different aspects of the body of research being reviewed, and then perhaps a Discussion section. 
• Multi-experiment papers – when there are multiple experiments, it is common to follow the Introduction with an Experiment 1 section, itself containing Methods, Results, and Discussion subsections. Then there is an Experiment 2 section with a similar structure, an Experiment 3 section with a similar structure, and so on until all experiments are covered.  Towards the end of the paper there is a General Discussion section followed by References.  Additionally, in multi-experiment papers, it is common for the Results and Discussion subsections for individual experiments to be combined into single “Results and Discussion” sections.

Departures from APA Style

In some cases, official APA style might not be followed (however, be sure to check with your editor, instructor, or other sources before deviating from standards of the Publication Manual of the American Psychological Association).  Such deviations may include:

• Placement of Tables and Figures  – in some cases, to make reading through the paper easier, Tables and/or Figures are embedded in the text (for example, having a bar graph placed in the relevant Results section). The embedding of Tables and/or Figures in the text is one of the most common deviations from APA style (and is commonly allowed in B.S. Degree Research Papers and Honors Theses; however you should check with your instructor, supervisor, or editor first). 
• Incomplete research – sometimes a B.S. Degree Research Paper in this department is written about research that is currently being planned or is in progress. In those circumstances, sometimes only an Introduction and Methods section, followed by References, is included (that is, in cases where the research itself has not formally begun).  In other cases, preliminary results are presented and noted as such in the Results section (such as in cases where the study is underway but not complete), and the Discussion section includes caveats about the in-progress nature of the research.  Again, you should check with your instructor, supervisor, or editor first.
• Class assignments – in some classes in this department, an assignment must be written in APA style but is not exactly a traditional research paper (for instance, a student asked to write about an article that they read, and to write that report in APA style). In that case, the structure of the paper might approximate the typical sections of a research paper in APA style, but not entirely.  You should check with your instructor for further guidelines.

Workshops and Downloadable Resources

• For in-person discussion of the process of writing research papers, please consider attending this department’s “Writing Research Papers” workshop (for dates and times, please check the undergraduate workshops calendar).

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – empirical research) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 3.
• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 26.  

External Resources

• Formatting APA Style Papers in Microsoft Word
• How to Write an APA Style Research Paper from Hamilton University
• WikiHow Guide to Writing APA Research Papers
• Sample APA Formatted Paper with Comments
• Sample APA Formatted Paper
• Tips for Writing a Paper in APA Style

1 VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.) (pp. 41-60).  Washington, DC: American Psychological Association.

2 geller, e. (2018).  how to write an apa-style research report . [instructional materials]. , prepared by s. c. pan for ucsd psychology.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Scientific and Scholarly Writing

• Literature Searches
• Tracking and Citing References

Parts of a Scientific & Scholarly Paper

Introduction.

• Writing Effectively
• Where to Publish?
• Capstone Resources

Different sections are needed in different types of scientific papers (lab reports, literature reviews, systematic reviews, methods papers, research papers, etc.). Projects that overlap with the social sciences or humanities may have different requirements. Generally, however, you'll need to include:

INTRODUCTION (Background)

METHODS SECTION (Materials and Methods)

What is a title

Titles have two functions: to identify the main topic or the message of the paper and to attract readers.

The title will be read by many people. Only a few will read the entire paper, therefore all words in the title should be chosen with care. Too short a title is not helpful to the potential reader. Too long a title can sometimes be even less meaningful. Remember a title is not an abstract. Neither is a title a sentence.

What makes a good title?

A good title is accurate, complete, and specific. Imagine searching for your paper in PubMed. What words would you use?

• Use the fewest possible words that describe the contents of the paper.
• Avoid waste words like "Studies on", or "Investigations on".
• Use specific terms rather than general.
• Use the same key terms in the title as the paper.
• Watch your word order and syntax.

The abstract is a miniature version of your paper. It should present the main story and a few essential details of the paper for readers who only look at the abstract and should serve as a clear preview for readers who read your whole paper. They are usually short (250 words or less).

The goal is to communicate:

•  What was done?
•  Why was it done?
•  How was it done?
•  What was found?

A good abstract is specific and selective. Try summarizing each of the sections of your paper in a sentence two. Do the abstract last, so you know exactly what you want to write.

• Use 1 or more well developed paragraphs.
• Use introduction/body/conclusion structure.
• Present purpose, results, conclusions and recommendations in that order.
• Make it understandable to a wide audience.
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Parts of a Research Paper

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Inhaltsverzeichnis

• 1 Parts of a Research Paper: Definition
• 3 Research Paper Structure
• 4 Research Paper Examples
• 5 Research Paper APA Formatting
• 6 In a Nutshell

Parts of a Research Paper: Definition

The point of having specifically defined parts of a research paper is not to make your life as a student harder. In fact, it’s very much the opposite. The different parts of a research paper have been established to provide a structure that can be consistently used to make your research projects easier, as well as helping you follow the proper scientific methodology.

This will help guide your writing process so you can focus on key elements one at a time. It will also provide a valuable outline that you can rely on to effectively structure your assignment. Having a solid structure will make your research paper easier to understand, and it will also prepare you for a possible future as a researcher, since all modern science is created around similar precepts.

Have you been struggling with your academic homework lately, especially where it concerns all the different parts of a research paper? This is actually a very common situation, so we have prepared this article to outline all the key parts of a research paper and explain what you must focus as you go through each one of the various parts of a research paper; read the following sections and you should have a clearer idea of how to tackle your next research paper effectively.

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What are the main parts of a research paper?

There are eight main parts in a research paper :

• Title (cover page)

Introduction

• Literature review
• Research methodology
• Data analysis
• Reference page

If you stick to this structure, your end product will be a concise, well-organized research paper.

Do you have to follow the exact research paper structure?

Yes, and failing to do so will likely impact your grade very negatively. It’s very important to write your research paper according to the structure given on this article. Follow your research paper outline   to avoid a messy structure. Different types of academic papers have very particular structures. For example, the structure required for a literature review is very different to the structure required for a scientific research paper.

What if I'm having trouble with certain parts of a research paper?

If you’re having problems with some parts of a research paper, it will be useful to look at some examples of finished research papers in a similar field of study, so you will have a better idea of the elements you need to include. Read a step-by-step guide for writing a research paper, or take a look at the section towards the end of this article for some research paper examples. Perhaps you’re just lacking inspiration!

Is there a special formatting you need to use when citing sources?

Making adequate citations to back up your research is a key consideration in almost every part of a research paper. There are various formatting conventions and referencing styles that should be followed as specified in your assignment. The most common is APA formatting, but you could also be required to use MLA formatting. Your professor or supervisor should tell you which one you need to use.

What should I do once I have my research paper outlined?

If you have created your research paper outline, then you’re ready to start writing. Remember, the first copy will be a draft, so don’t leave it until the last minute to begin writing. Check out some tips for overcoming writer’s block if you’re having trouble getting started.

Research Paper Structure

There are 8 parts of a research paper that you should go through in this order:

The very first page in your research paper should be used to identify its title, along with your name, the date of your assignment, and your learning institution. Additional elements may be required according to the specifications of your instructors, so it’s a good idea to check with them to make sure you feature all the required information in the right order. You will usually be provided with a template or checklist of some kind that you can refer to when writing your cover page .

This is the very beginning of your research paper, where you are expected to provide your thesis statement ; this is simply a summary of what you’re setting out to accomplish with your research project, including the problems you’re looking to scrutinize and any solutions or recommendations that you anticipate beforehand.

Literature Review

This part of a research paper is supposed to provide the theoretical framework that you elaborated during your research. You will be expected to present the sources you have studied while preparing for the work ahead, and these sources should be credible from an academic standpoint (including educational books, peer-reviewed journals, and other relevant publications). You must make sure to include the name of the relevant authors you’ve studied and add a properly formatted citation that explicitly points to their works you have analyzed, including the publication year (see the section below on APA style citations ).

Research Methodology

Different parts of a research paper have different aims, and here you need to point out the exact methods you have used in the course of your research work. Typical methods can range from direct observation to laboratory experiments, or statistical evaluations. Whatever your chosen methods are, you will need to explicitly point them out in this section.

Data Analysis

While all the parts of a research paper are important, this section is probably the most crucial from a practical standpoint. Out of all the parts of a research paper, here you will be expected to analyze the data you have obtained in the course of your research. This is where you get your chance to really shine, by introducing new data that may contribute to building up on the collective understanding of the topics you have researched. At this point, you’re not expected to analyze your data yet (that will be done in the subsequent parts of a research paper), but simply to present it objectively.

From all the parts of a research paper, this is the one where you’re expected to actually analyze the data you have gathered while researching. This analysis should align with your previously stated methodology, and it should both point out any implications suggested by your data that might be relevant to different fields of study, as well as any shortcomings in your approach that would allow you to improve you results if you were to repeat the same type of research.

As you conclude your research paper, you should succinctly reiterate your thesis statement along with your methodology and analyzed data – by drawing all these elements together you will reach the purpose of your research, so all that is left is to point out your conclusions in a clear manner.

Reference Page

The very last section of your research paper is a reference page where you should collect the academic sources along with all the publications you consulted, while fleshing out your research project. You should make sure to list all these references according to the citation format specified by your instructor; there are various formats now in use, such as MLA, Harvard and APA, which although similar rely on different citation styles that must be consistently and carefully observed.

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Research Paper Examples

When you’re still learning about the various parts that make up a research paper, it can be useful to go through some examples of actual research papers from your exact field of study. This is probably the best way to fully grasp what is the purpose of all the different parts.

We can’t provide you universal examples of all the parts of a research paper, since some of these parts can be very different depending on your field of study.

To get a clear sense of what you should cover in each part of your paper, we recommend you to find some successful research papers in a similar field of study. Often, you may be able to refer to studies you have gathered during the initial literature review.

There are also some templates online that may be useful to look at when you’re just getting started, and trying to grasp the exact requirements for each part in your research paper:

Research Paper APA Formatting

When you write a research paper for college, you will have to make sure to add relevant citation to back up your major claims. Only by building up on the work of established authors will you be able to reach valuable conclusions that can be taken seriously on a academic context. This process may seem burdensome at first, but it’s one of the essential parts of a research paper.

The essence of a citation is simply to point out where you learned about the concepts and ideas that make up all the parts of a research paper. This is absolutely essential, both to substantiate your points and to allow other researchers to look into those sources in cause they want to learn more about some aspects of your assignment, or dig deeper into specific parts of a research paper.

There are several citation styles in modern use, and APA citation is probably the most common and widespread; you must follow this convention precisely when adding citations to the relevant part of a research paper. Here is how you should format a citation according to the APA style.

In a Nutshell

• There are eight different parts of a research paper that you will have to go through in this specific order.
• Make sure to focus on the different parts of a research paper one at a time, and you’ll find it can actually make the writing process much easier.
• Producing a research paper can be a very daunting task unless you have a solid plan of action; that is exactly why most modern learning institutions now demand students to observe all these parts of a research paper.
• These guidelines are not meant to make student’s lives harder, but actually to help them stay focused and produce articulate and thoughtful research that could make an impact in their fields of study.

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• Research guides

Writing an Educational Research Paper

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

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

Title/Cover Page

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

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

Introduction and Statement of the Problem

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

Limitations of Study

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

Methodology

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

Literature Review

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

Main Body of Paper/Argument

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

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

Works Cited/Bibliography

See the Citation guide .

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

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What are the 5 parts of the research paper

A regular research paper usually has five main parts, though the way it’s set up can change depending on what a specific assignment or academic journal wants. Here are the basic parts;

Introduction:  This part gives an overview of what the research is about, states the problem or question being studied, and explains why the study is important. It often includes background info, context, and a quick look at the research to show why this study is needed.

Literature Review:  In this part, the author looks at and summarizes existing research and writings on the chosen topic. This review helps spot gaps in what we already know and explains why a new study is necessary. It also sets up the theory and hypotheses for the research.

Methodology:  The methodology section describes how the research was done – the plan, methods, and steps used to collect and analyze data. It should be detailed enough for others to repeat the study.

Results:  This part shares what was found in the study based on the analyzed data. The results are often shown using tables, figures, and stats. It’s important to present the data accurately and without adding personal interpretations or discussions.

Discussion:  Here, the results are explained in the context of the research question and existing literature. The discussion looks at what the findings mean, acknowledges any limits to the study, and suggests where future research could go. This is where the researcher can analyze, critique, and connect the results.

Besides these main sections, research papers usually have other parts like a title page, abstract, acknowledgments, and references. The structure might change a bit depending on the subject or type of research, but these five parts are generally found in academic research papers.

What is the structure of a research paper

A research paper usually follows a set format, including these parts:

Title Page:  This page has the research paper’s title, the author’s name, where they’re affiliated (like a school), and often the date.

Abstract:  The abstract is a short summary of the whole research paper. It quickly talks about the research question, methods, results, and conclusions. It’s usually limited to a specific number of words.

Introduction:  This part introduces what the research is about. It states the main question, gives background info, and explains why the study is important. Often, it ends with a thesis statement or research hypothesis.

Literature Review:  In this section, the author looks at and talks about other research and writings on the same topic. It helps to place the study in the context of what we already know, finding gaps, and explaining why this new research is needed.

Methodology:  Here, the research plan is described. It explains how data was collected and analyzed, including details like who participated, what tools were used, and what statistical methods were applied. The goal is to provide enough info so others can do the same study.

Results:  The results section shows what was found in the study based on the analyzed data. Tables, figures, and stats often help present the data. This part should be objective and report the results without personal interpretations.

Discussion:  The discussion explains what the results mean in the context of the research question and existing literature. It looks at the implications of the findings, talks about any study limitations, and suggests where future research could go. This is where the author analyzes and connects the results.

Conclusion:  The conclusion sums up the key findings of the study and stresses their importance. It might also suggest practical uses and areas for further investigation.

References (or Bibliography):  This part lists all the sources cited in the paper, following a specific citation style like APA, MLA, or Chicago, as required by academic or publication guidelines.

Appendices:  Extra materials, like raw data, questionnaires, or added info, can be put in the appendices.

Remember, the requirements for each section can vary based on the guidelines given by the instructor, school, or the journal where the paper might be published. Always check the specific requirements for the research paper you’re working on.

What are the 10 common parts of a research paper list in proper order

Here are the ten main parts of a research paper, listed in the right order:

Title Page:  This page has the title of the research paper, the author’s name, where they’re affiliated (like a school), and the date.

Abstract:  The abstract gives a short summary of the research, covering the main question, methods, results, and conclusions.

Introduction:  This part introduces what the research is about. It states the main question, gives background info, and explains why the study is important.

Literature Review:  In this section, the author looks at and talks about other research and writings on the same topic. It helps place the study in the context of what we already know and explains why this new research is needed.

Methodology:  Here, the research plan is described. It explains how data was collected and analyzed, including details like who participated, what tools were used, and what statistical methods were applied.

Results:  The results section shows what was found in the study based on the analyzed data. This part should be objective and report the results without personal interpretations.

Discussion:  The discussion explains what the results mean in the context of the research question and existing literature. It looks at the implications of the findings, talks about any study limitations, and suggests where future research could go.

References (or Bibliography):  This part lists all the sources cited in the paper, following a specific citation style as required by academic or publication guidelines.

Always check the specific requirements and guidelines given for the research paper you’re working on, as they can vary based on the instructor, school, or the journal where the paper might be published.

How long should a research paper be

The length of a research paper can vary a lot, depending on factors like the academic level, the type of research, and the specific instructions from the instructor or the target journal. Here are some general guidelines;

Undergraduate Level:  Research papers at the undergraduate level, usually range from 10 to 20 pages, although this can change based on the requirements of the specific course.

Master’s Level:  Master’s level research papers are generally longer, often falling between 20 to 40 pages. However, the length can vary depending on the subject and the program.

Ph.D. Level:  Ph.D. dissertations or research papers are typically even longer, often going beyond 50 pages and sometimes reaching several hundred pages. The length is influenced by how deep and extensive the research is.

Journal Articles:  For research papers meant for academic journal publication, the length is usually specified by the journal’s guidelines. In many cases, journal articles range from 5,000 to 8,000 words, but this can differ.

It’s really important to stick to the specific guidelines given by the instructor or the target journal. If there aren’t specific guidelines, think about how complex your research is and how in-depth your analysis needs to be to properly address the research question.

Also, some instructors might specify the length in terms of word count instead of pages. In these cases, the word count can vary, but a common range might be 2,000 to 5,000 words for undergraduate papers, 5,000 to 10,000 words for master’s level papers, and 10,000 words or more for Ph.D. dissertations.

What are 3 formatting guidelines from APA

The American Psychological Association (APA) has special rules for how to set up your research paper. Here are three important rules;

Title Page:  Make a title page with the title of your paper, your name, and where you’re affiliated (like your school). Put the title in the middle, and your name and school below it in the middle too. In the top right corner, put a short version of the title and the page number.

In-Text Citations:  When you mention a source in your paper, use the author’s last name and the year of publication in brackets. For example, if you talk about a book by Smith from 2020, you write (Smith, 2020). If you quote directly, add the page number too, like this: (Smith, 2020, p. 45).

References Page:  Make a references page at the end listing all the sources you talked about in your paper. Arrange them alphabetically by the author’s last name. For books, use this format: Author, A. A. (Year of publication). Research Title: Capital letters also appear in the subheading. Publisher. For journal articles, it’s like this: Author, A. A. (Year of publication). Title of article. Title of Journal, volume number(issue number), page range. DOI or URL. Each entry should be indented right.

Remember, these are just a few important rules from APA. It’s crucial to check the official APA Publication Manual or the latest APA style guide for all the details and rules. Also, the rules might be a bit different for different types of sources, so pay attention to what APA says about each one.

What are the 4 major sections of a research paper

A research paper usually has four main parts;

Introduction:  This part gets things started. It talks about what the research is about, gives some background info, and states the main question or idea. It’s important to show why the study matters.

Methods (or Methodology):  The methods part explains how the research was done. It covers things like the plan, who took part, how data was collected, and how it was analyzed. The goal is to give enough detail so someone else could do the same study.

Results:  The results section shows what was found in the research. It includes the raw data, stats, and any other info needed to answer the main question. It should be objective and focused on just reporting what happened, without adding personal thoughts.

Discussion:  In the discussion part, the results are explained. It looks at what the findings mean in the context of the main question and other research. It talks about the impact of the results, mentions any study limits, and suggests where more research could go. This is where the researcher shares insights, makes conclusions, and talks about why the study is important.

Even though these four parts are common, the way they are set up can change. It depends on what the instructor, school, or journal wants. Always check the specific guidelines for the research paper you’re working on.

How do you write a reference page in APA format

In APA format, the reference page is super important in a research paper. It’s like a big list that shows all the sources mentioned in the paper. Here are the basic rules for making a reference page in APA format:

Heading:  At the top, center the title “References” without making it bold, italicized, underlined, or using quotation marks.

Format for Entries:  Each source follows a special format based on its type (like a book, journal article, or website). 

For a book, the setup is

• Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher.

For a journal article, it’s

• Author, A. A. (Year of publication). Title of article. Title of Journal, volume number(issue number), page range. DOI or URL

Alphabetical Order:  Organize the sources chronologically by the last name of the primary writer. If there’s no author, use the title for sorting, ignoring words like “A,” “An,” or “The.”

Hanging Indentation:  Each entry has a hanging indentation. This means the first line starts on the left, and the following lines are indented by 0.5 inches.

Italicize Titles:  Italicize the titles of bigger things like books and journals. For example:  Title of the Book  or  Title of the Journal .

Use Proper Capitalization:  Only capitalize the first word of the title, the first word after a colon in the subtitle, and any special names.

Remember these examples;

Book:  Author, A. A. (Year of publication). Title of work: Capital letter also for subheading. Publisher.

Journal Article:  Author, A. A. (Year of publication). Title of article. Title of Journal, volume number(issue number), page range. DOI or URL.

To make sure you get the latest information, check the APA rules.

What is the purpose of the Introduction section in a research paper

The Introduction section of a research paper serves several crucial purposes;

• Contextualization:  It provides background information to help readers understand the broader context of the research. This may include the historical development of the topic, relevant theoretical frameworks, or existing gaps in knowledge.
• Problem Statement:  The introduction outlines the specific problem or question that the research aims to address. It helps to articulate the gap in current knowledge or identify a need for further investigation.
• Justification and Significance:  The section explains why the research is important and how it contributes to the existing body of knowledge. It highlights the potential impact and significance of the study.
• Objectives or Hypothesis:  The introduction often states the research objectives or formulates a hypothesis, providing a clear roadmap for what the study aims to achieve or test.
• Scope and Limitations:  It defines the boundaries of the research, outlining what the study includes and excludes. This helps readers understand the context within which the research findings should be interpreted.
• Research Questions:  The introduction may pose specific questions that the research seeks to answer. These questions guide the reader in understanding the focus and purpose of the study.
• Overview of Methodology:  While detailed methods are typically discussed in a separate section, the introduction may provide a brief overview of the research design, methods, and data collection techniques.
• Thesis Statement:  In some cases, the introduction concludes with a concise thesis statement that encapsulates the main argument or purpose of the research paper.

Overall, the Introduction sets the stage for the research, engaging the reader’s interest, providing necessary context, and establishing the rationale for the study. It is a critical component that helps readers understand the importance of the research and motivates them to continue reading the paper.

How should the Literature Review be structured in a research paper

The structure of a literature review in a research paper typically follows a systematic and organized approach. Here’s a general guideline on how to structure a literature review;

Introduction

• Provide an overview of the topic and its significance.
• Clearly state the purpose of the literature review (e.g., identifying gaps, providing background).
• Mention the criteria used for including or excluding specific studies.

Organizing Themes or Categories

• Group relevant literature into themes or categories based on common themes, concepts, or methodologies.
• This could be chronological, thematic, methodological, or a combination, depending on the nature of the research.

Chronological Order  

• If your topic has a historical development, consider presenting studies chronologically to show the evolution of ideas or research in the field.

Thematic Organization

• Group studies based on common themes, concepts, or theoretical frameworks. Each theme could represent a section in your literature review.

Methodological Approach

• Discuss studies based on their research methods. This can be particularly relevant if your research involves comparing or contrasting different methodologies.

Critical Analysis

• Critically evaluate each study, discussing its strengths and weaknesses.
• Identify patterns, inconsistencies, or gaps in the existing literature.
• Highlight the significance of each study to your research question or topic.
• Summarize the key findings and insights from each study.
• Discuss how the studies relate to one another and contribute to the overall understanding of the topic.

Gaps and Limitations

• Identify gaps in the literature and areas where further research is needed.
• Discuss the limitations of existing studies.
• Summarize the main points of the literature review.
• Emphasize the contribution of the literature review to your research.
• Provide a smooth transition to the next section of your research paper.

Remember to use clear and concise language throughout the literature review. Each section should flow logically, with a clear connection between paragraphs. Additionally, ensure that you cite all relevant studies and sources using the appropriate citation style (e.g., APA, MLA).

What information should be included in the Methodology section of a research paper

The Methodology section of a research paper provides a detailed description of the procedures and techniques used to conduct the study. It should offer sufficient information for other researchers to replicate the study and verify the results. Here’s a comprehensive guide on what information should be included in the Methodology section;

Research Design

• Specify the overall design of the study (e.g., experimental, observational, survey, case study).
• Justify why the chosen design is appropriate for addressing the research question.

Participants or Subjects

• Clearly describe the characteristics of the participants (e.g., demographics, sample size).
• Explain the criteria for participant selection and recruitment.

Sampling Procedure

• Detail the sampling method used (e.g., random sampling, stratified sampling).
• Provide information on how participants were recruited and consented.
• Identify and define the independent and dependent variables.
• Describe any control variables or confounding factors.

Instrumentation or Materials

• Specify the tools, instruments, or materials used to collect data (e.g., surveys, questionnaires, equipment).
• Include information on the reliability and validity of instruments, if applicable.
• Outline the step-by-step process of data collection.
• Include details on the experimental setup, if applicable.
• Describe any pre-testing, training, or pilot studies conducted.

Data Collection

• Explain how data were collected, including the timeframe.
• Detail any procedures to ensure data accuracy and reliability.

Data Analysis

• Specify the statistical or analytical methods used to analyze the data.
• Justify the choice of statistical tests or analytical tools.

Ethical Considerations

• Discuss any ethical issues and how they were addressed (e.g., informed consent, confidentiality, institutional review board approval).
• State whether the study followed ethical guidelines and standards.

Validity and Reliability

• Talk about the measures undertaken to guarantee the reliability and accuracy of the research.
• Provide information on any measures taken to control extraneous variables.

Limitations:  Acknowledge any limitations of the study that may affect the generalizability of the results.

Statistical Significance:  If applicable, report the criteria used for determining statistical significance.

The Methodology section should be written in a clear and concise manner, providing enough detail for others to replicate the study. Additionally, it is crucial to adhere to the guidelines of the chosen citation style (e.g., APA, MLA) when documenting sources and references related to the methodology.

Why is the Results section important in scientific research papers

The Results section in scientific research papers is critical for several reasons;

• Presentation of Findings:  The Results section is where researchers present the outcomes of their study. It includes raw data, measurements, observations, and any other information gathered during the research process.
• Objectivity and Transparency:  By providing raw data and statistical analyses, the Results section ensures transparency and objectivity. Other researchers should be able to review the data and draw their own conclusions.
• Verification and Replicability:  Results allow other researchers to verify the study’s findings. Replicability is a fundamental principle in science, and a clear presentation of results facilitates the replication of experiments or studies by other researchers.
• Support or Refutation of Hypotheses:  The Results section is where researchers can determine whether their findings support or refute their initial hypotheses. This is a crucial step in the scientific method and contributes to the accumulation of knowledge in a particular field.
• Basis for Discussion and Interpretation:  The data presented in the Results section serve as the foundation for the subsequent Discussion section. Researchers interpret the results, discuss their implications, and relate them to existing literature. Without clear and accurate results, the discussion lacks a solid basis.
• Scientific Progress:  Reporting results allows the scientific community to advance. Other researchers can build upon the findings, either by confirming or challenging them, which contributes to the overall progress of scientific knowledge.
• Peer Review Process:  The Results section is a key component in the peer review process. Other experts in the field assess the validity and significance of the results before the paper is accepted for publication.
• Data Integrity and Research Ethics:  By presenting the raw data, researchers demonstrate the integrity of their work. It also allows for scrutiny regarding research ethics, ensuring that data collection and analysis were conducted ethically and rigorously.
• Support for Funding and Grants:  Clear and compelling results are often necessary when seeking funding or grants. Funding agencies and institutions need to see that the research is producing meaningful and impactful results.
• Communication of Findings to a Wider Audience:  The Results section, along with other parts of the research paper, contributes to the communication of findings to a broader audience, including scientists, educators, policymakers, and the general public.

In summary, the Results section is crucial because it is the primary means through which researchers communicate their findings to the scientific community and beyond. It plays a central role in the scientific method by providing a platform for the objective presentation and interpretation of data, fostering transparency, verification, and further research.

How do you properly format and present tables and figures in the Results section of the research paper

Properly formatting and presenting tables and figures in the Results section is essential for conveying information clearly and effectively. Here are some guidelines to follow;

Title and Numbering

• Provide a clear and concise title for each table.
• Number tables sequentially (e.g., Table 1, Table 2).

Headings and Subheadings

• Use clear and descriptive column and row headings.
• If the table is large, consider using subheadings to organize the data.

Alignment and Consistency

• Align text consistently within columns (e.g., left-align text, center numeric data).
• Maintain consistency in formatting throughout the table.
• Include footnotes to explain abbreviations, symbols, or provide additional context.
• Use superscript numbers or symbols for footnotes and explain them below the table.

Units of Measurement

• Clearly specify units of measurement for numerical data.
• Place units in the column or row headings or provide a separate row for units.

Formatting Numbers

• Use consistent decimal places and significant figures.
• Consider rounding numbers appropriately for clarity.

Empty Cells

• Avoid leaving empty cells; use dashes or other symbols to indicate missing data.
• Clearly state if a value is not applicable.

Reference in Text

• Reference each table in the text and briefly discuss key findings.
• Use the table number in parentheses (e.g., (Table 1)).

Caption and Numbering

• Provide a descriptive caption for each figure.
• Number figures sequentially (e.g., Figure 1, Figure 2).

Clarity of Graphics

• Ensure that the graphic is clear, legible, and appropriately sized.
• Use high-resolution images or create easily interpretable graphs.

Axes and Labels

• Clearly label all axes with the appropriate units.
• Use descriptive axis labels that convey the nature of the data.
• Include a legend if the figure includes different elements (e.g., lines, symbols).
• Ensure the legend is placed in a way that does not obscure the data.

Color and Contrast

• Use color strategically, considering accessibility for readers with color vision deficiencies.
• Ensure sufficient contrast for all elements in black-and-white printing.

Annotations

• If necessary, add annotations to highlight specific points or trends.
• Use arrows, labels, or other indicators for emphasis.

Consistent Style

• Maintain a consistent style across multiple figures within the same paper.
• Use similar fonts, colors, and scales for a cohesive presentation.
• Reference each figure in the text and briefly discuss key findings.
• Use the figure number in parentheses (e.g., (Figure 1)).

Remember, clarity and consistency are key. Ensure that tables and figures are easy to understand without the need for additional explanation. Additionally, follow the formatting guidelines of the specific journal or publication you are submitting to, as they may have specific requirements for tables and figures.

What is the significance of the Discussion section in a research paper

The Discussion section in a research paper holds significant importance as it allows researchers to interpret their findings, relate them to existing knowledge, and draw meaningful conclusions. Here are several key aspects highlighting the significance of the Discussion section;

• Interpretation of Results:  The Discussion section provides an opportunity to explain and interpret the results obtained in the study. Researchers can clarify the meaning of their findings and elaborate on their implications.
• Comparison with Previous Research:  Researchers can compare their results with existing literature to highlight similarities, differences, or advancements in knowledge. This contributes to the ongoing dialogue within the scientific community.
• Addressing Research Questions or Hypotheses:  The Discussion section allows researchers to address the initial research questions or hypotheses stated in the introduction. They can evaluate whether their findings support or refute the proposed hypotheses.
• Contextualizing Results:  Researchers can place their results in the broader context of the field. This involves discussing how the study contributes to existing knowledge and understanding, emphasizing its significance.
• Identification of Patterns and Trends:  Patterns and trends observed in the data can be explored and explained in the Discussion section. Researchers can discuss the reasons behind these patterns and their implications for the research question.
• Limitations and Potential Biases:  Acknowledging the limitations of the study is crucial in the Discussion section. Researchers can openly discuss any constraints, biases, or methodological issues that may have affected the results.
• Alternative Explanations:  Researchers should consider alternative explanations for their findings and discuss why these alternatives were ruled out or how they might impact the interpretation of the results.
• Implications for Future Research:  The Discussion section often includes suggestions for future research directions. Researchers can propose areas that need further exploration or recommend modifications to the study design for more robust investigations.
• Practical and Theoretical Implications:  Researchers can discuss the practical implications of their findings, addressing how the results may be applied in real-world situations. They can also explore the theoretical implications, contributing to the development or refinement of theoretical frameworks.
• Synthesis of Key Points:  The Discussion section serves as a synthesis of the key points of the paper, bringing together the results and their interpretation. It offers a cohesive and comprehensive understanding of the study’s outcomes.
• Contributions to the Field:  Researchers can articulate the unique contributions of their study to the field. This is important for demonstrating the value of the research within the broader scholarly context.

In essence, the Discussion section is where researchers engage in a thoughtful and critical analysis of their results, connecting them to the wider body of knowledge and providing insights that go beyond the raw data presented in the Results section. It is a crucial component that adds depth and context to the research paper, allowing readers to fully grasp the implications and significance of the study.

What elements should be included in the Conclusion of a research paper

The Conclusion section of a research paper serves to summarize the main findings, restate the significance of the study, and offer insights derived from the research. Here are the key elements that should be included in the Conclusion;

Summary of Key Findings

• Provide a concise recap of the main results obtained in the study.
• Highlight the most important and relevant findings that address the research question or hypothesis.

Restatement of Research Objectives or Hypotheses

• Remind the reader of the initial research objectives or hypotheses stated in the introduction.
• Discuss how the findings either support or challenge these objectives.

Significance of the Study

• Reinforce the importance and relevance of the research within the broader context of the field.
• Clearly articulate the contribution of the study to existing knowledge and its potential impact.

Implications for Practice

• Discuss any practical implications of the findings for real-world applications.
• Address how the results may inform decision-making or practices in relevant areas.

Implications for Future Research

• Suggest areas for further exploration and research based on the limitations or gaps identified in the current study.
• Provide recommendations for researchers interested in building on the current findings.

Integration with Existing Literature

• Connect the study’s results with existing literature and research in the field.
• Discuss how the findings either align with or challenge previous studies.

Limitations and Caveats

• Acknowledge and discuss the limitations of the study.
• Provide a balanced assessment of the study’s constraints and potential sources of bias.

Reflection on Methodology

• Reflect on the appropriateness and effectiveness of the research methodology.
• Discuss any challenges encountered during the research process and how they may have influenced the results.

Conclusion Statement

• Offer a conclusive statement summarizing the overall implications of the study.
• Clearly state the main takeaway or message that readers should derive from the research.

Closing Thoughts

• Conclude with any final thoughts, reflections, or remarks that enhance the overall understanding of the research.
• Consider leaving the reader with a thought-provoking statement or a call to action related to the study’s findings.

Avoid New Information:  The conclusion is not the place to introduce new information or data. It should focus on summarizing and synthesizing existing content.

Brevity and Clarity

• Keep the conclusion concise while ensuring clarity and coherence.
• Use straightforward language to communicate key points without unnecessary complexity.

So, the Conclusion section is the final opportunity to leave a lasting impression on the reader. It should effectively wrap up the research paper by summarizing the key elements and providing a sense of closure while encouraging further consideration of the study’s implications.

How do you write an effective Abstract that summarizes the key aspects of the research

Writing an effective abstract is crucial as it serves as a concise summary of your research, providing readers with a quick overview of the study’s key aspects. Here are some guidelines to help you write an impactful abstract;

• Understand the Purpose:  Recognize that the abstract is a standalone summary of your research, and readers may use it to decide whether to read the full paper. It should convey the main points and significance of your study.
• Follow Structure Guidelines:  Different journals and disciplines may have specific guidelines for abstracts. Ensure that you are aware of any required structure or word limit set by the journal or conference you are submitting to.
• Start with a Clear Context:  Begin your abstract by providing a brief context for your research. Clearly state the background or problem that your study addresses.
• State the Research Question or Objective:  Clearly articulate the research question, objective, or hypothesis that your study aims to address. Be concise but informative.
• Describe the Methods:  Briefly outline the research methods used in your study. Include key details such as study design, participants, materials, and procedures.
• Present Key Results:  Summarize the main findings of your research. Highlight the most important and relevant results that answer your research question.
• Include Quantitative Information:  If applicable, provide quantitative information such as effect sizes, statistical significance, or numerical data that convey the magnitude and importance of the results.
• Convey Interpretation and Significance:  Interpret the results briefly and discuss their significance. Explain how your findings contribute to the existing body of knowledge in the field.
• Highlight Key Conclusions:  Clearly state the conclusions drawn from your study. This is not the place for introducing new information; rather, it’s a summary of the primary outcomes.
• Avoid Abbreviations and Jargon:  Keep the abstract accessible to a broad audience by avoiding unnecessary abbreviations or discipline-specific jargon. Use language that can be easily understood by readers from diverse backgrounds.
• Be Concise and Specific:  Strive for brevity while ensuring that you cover all essential aspects of your research. Use specific and precise language to convey your points.
• Check for Clarity and Coherence:  Ensure that the abstract flows logically and that each sentence contributes to the overall understanding of your research. Check for clarity and coherence in your writing.
• Keywords:  Include relevant keywords in your abstract. These terms should capture the essential topics of your research and aid in the discoverability of your paper in databases and search engines.
• Proofread Carefully:  Eliminate grammatical errors, typos, or any unclear language. A well-written abstract demonstrates attention to detail and professionalism.
• Meet Word Limit Requirements:  If there is a word limit, adhere to it. Concision is crucial in abstract writing, and exceeding the word limit may result in important information being omitted.
• Review and Revise:  Once you have drafted your abstract, review it critically. Ask yourself if it effectively conveys the main points of your research and if it would pique the interest of potential readers.

The abstract is often the first (and sometimes only) part of your research paper that readers will see. Therefore, crafting a clear, concise, and compelling abstract is essential for drawing attention to your work and encouraging further exploration.

What is the difference between the Abstract and the Executive Summary in a research paper

The abstract and the executive summary serve similar purposes in providing a concise overview of a document, but they are typically used in different contexts and for different types of documents. Here are the key differences between an abstract and an executive summary;

Usage:  Commonly used in academic and scholarly writing, such as research papers, articles, and conference presentations.

• Summarizes the entire research paper, including background, methodology, results, and conclusions.
• Generally includes information about the research question, methods, key findings, and implications.
• Primarily aimed at an academic audience, including researchers, scholars, and students.
• Serves as a standalone summary for individuals seeking a quick understanding of the research without reading the entire paper.

Length:  Typically limited to a specific word count or length, often ranging from 150 to 250 words for academic papers.

Keywords:  May include keywords that highlight the main topics of the research for indexing and search purposes.

Location:  Positioned at the beginning of the research paper, providing readers with a preview of the study.

Executive Summary

Usage:  More commonly found in business and professional documents, such as business plans, proposals, and reports.

• Summarizes the key points of a longer document, focusing on the most critical information for decision-makers.
• Often includes an overview of the purpose, methodology, major findings, recommendations, and potential actions.
• Intended for a business or managerial audience, including executives, stakeholders, or decision-makers.
• Aids busy professionals in quickly grasping the main points of a document without delving into the details.

Length:  Can vary in length but is generally longer than an abstract, often spanning a page or more.

Keywords:  May not always include specific keywords for indexing, as the primary focus is on communicating essential information to decision-makers.

Location:  Typically placed at the beginning of a business document, allowing executives to quickly understand the document’s purpose and key recommendations.

In summary, while both the abstract and the executive summary serve the purpose of providing a brief overview, they are tailored to different audiences and contexts. The abstract is more common in academic settings, summarizing research papers, while the executive summary is often used in business and professional documents to distill key information for decision-makers.

How should citations and references be formatted in the References or Bibliography section

The formatting of citations and references in the References or Bibliography section of a research paper depends on the citation style specified by the journal, publication, or academic institution. Different disciplines and publications may have preferences for specific citation styles, such as APA (American Psychological Association), MLA (Modern Language Association), Chicago, Harvard, or others.

Here are general guidelines for formatting citations and references in common citation styles;

• Book:  Author, A. A. (Year of publication).  Title of work: C apital letters also appear in the subtitle. Publisher.
• Journal Article:  Author, A. A. (Year of publication). Title of article.  Title of Journal, volume number (issue number), page range. DOI or URL
• Webpage:  Author, A. A. (Year, Month Day of publication). Title of webpage. Website Name. URL
• Book:  Author’s Last Name, First Name.  Title of Book . Publisher, Publication Year.
• Journal Article:  Author’s Last Name, First Name. “Title of Article.”  Title of Journal , vol. number, no. number, Year, pages. Database name or URL.
• Webpage:  Author’s Last Name, First Name. “Title of Webpage.” Website Name, publication date, URL.

Chicago Style

• Book:  Author’s First Name Last Name.  Title of Book . Place of publication: Publisher, Year.
• Journal Article:  Author’s First Name Last Name. “Title of Article.”  Title of Journal  vol. number, no. number (Year): pages.
• Webpage:  Author’s First Name Last Name. “Title of Webpage.” Name of Website. URL

Harvard Style

• Book:  Author’s Last Name, First Initial(s). (Year)  Title of Book . Place of publication: Publisher.
• Journal Article:  Author’s Last Name, First Initial(s). (Year) ‘Title of Article.’  Title of Journal , Volume number (Issue number), Page range.
• Webpage:  Author’s Last Name, First Initial(s). (Year) ‘Title of Webpage.’ Available at: URL (Accessed: Day Month Year).

Always check the specific guidelines provided by the journal or publication you are submitting to, as they may have variations or preferences within a particular citation style. Additionally, consider using citation management tools like Zotero, EndNote, or Mendeley to streamline the citation process and ensure accuracy.

What is the role of the Acknowledgments section in a research paper

The Acknowledgments section in a research paper serves the purpose of expressing gratitude and recognizing individuals, institutions, or organizations that contributed to the research or the development of the paper. It is a way for the authors to acknowledge the support, assistance, and resources they received during the research process. Here are the key roles of the Acknowledgments section;

• Recognition of Contributions:  The Acknowledgments section provides an opportunity for authors to acknowledge the contributions of individuals who directly or indirectly supported the research. This can include colleagues, mentors, advisors, and peers.
• Expression of Gratitude:  Authors use this section to express gratitude for any assistance, guidance, or resources received. It is a way to show appreciation for the collaborative and supportive efforts of others.
• Mentioning Funding Sources:  If the research was funded by grants or scholarships, authors typically acknowledge the funding sources in this section. This includes government agencies, private foundations, or other organizations that provided financial support.
• Recognition of Technical Assistance:  Authors may acknowledge individuals or organizations that provided technical assistance, such as help with data analysis, laboratory techniques, or specialized equipment.
• Acknowledging Institutional Support:  Authors may express gratitude to their affiliated institutions for providing facilities, libraries, or other resources that facilitated the research.
• Thanking Reviewers or Editors:  In some cases, authors express appreciation for the feedback and constructive criticism received from peer reviewers during the publication process. This acknowledgment is often included in the Acknowledgments or sometimes in the opening of the paper.
• Acknowledging Personal Support:  Authors may use this section to acknowledge personal support from family members, friends, or anyone who has supported them during the research process.
• Maintaining Professional Courtesy:  Including an Acknowledgments section is also a matter of professional courtesy. It recognizes the collaborative and communal nature of research and emphasizes the importance of acknowledging those who contributed to the work.
• Ethical Considerations:  The Acknowledgments section can also serve as a platform for authors to clarify any potential conflicts of interest or ethical considerations related to the research.
• Humanizing the Research Process:  By acknowledging the human aspects of the research journey, the Acknowledgments section adds a personal touch to the paper, making it more relatable and emphasizing the collective effort involved in scholarly work.

It’s essential to strike a balance in the Acknowledgments section, being specific and genuine in expressing gratitude without making it overly lengthy. While it is a place to acknowledge various forms of support, it should remain focused on those contributions that directly impacted the research and its successful completion.

How do you determine the appropriate length for each section of a research paper

Determining the appropriate length for each section of a research paper involves considering several factors, including the type of paper, the guidelines provided by the target journal or publication, and the complexity of the research. While there are no fixed rules, the following general principles can help guide you;

• Follow Journal Guidelines:  Journals often provide specific guidelines on the preferred structure and length of each section. Always refer to the submission guidelines of the target journal to ensure that your paper adheres to their requirements.
• Consider the Type of Paper:  The length of each section can vary based on the type of paper. For example, a review article may have a more extensive literature review section compared to an original research paper. Understand the conventions for the type of paper you are writing.
• Adhere to Standard Structures:  Research papers typically follow standard structures such as Introduction, Literature Review, Methodology, Results, Discussion, and Conclusion. While the length of each section may vary, maintaining a coherent structure is important for readability and understanding.
• Prioritize Key Information:  Focus on presenting key information in each section. Avoid unnecessary details and ensure that the content is relevant to the research question or objective.
• Consider the Significance of Sections:  Sections like the Methods and Results, which present the core of your research, may require more detailed explanations. The Introduction and Conclusion, while important, may be more concise.
• Balance and Proportion:  Aim for a balanced distribution of content across sections. Avoid overemphasizing one section at the expense of others. Each section should contribute meaningfully to the overall narrative.
• Review Similar Publications:  Examine research papers published in the target journal or similar venues. Analyze the length of sections in these papers to get a sense of the expectations for your own paper.
• Be Mindful of Word Limits:  Some journals or conferences set word limits for articles. Be aware of these limits and allocate space accordingly. If there is a word limit, prioritize clarity and conciseness.
• Consider Reader Engagement:  Readers appreciate a clear and well-structured paper. Aim for sections that are informative without being overly detailed. Engage your readers and maintain their interest throughout the paper.
• Revise and Edit:  After drafting your paper, review and edit each section critically. Remove redundancies, unnecessary details, or content that does not directly contribute to the main message of each section.
• Seek Feedback:  Obtain feedback from peers, colleagues, or mentors. Others' perspectives can help identify areas where content could be expanded or condensed.

Note that the appropriate length for each section can vary based on the specific requirements of your research and the expectations of the target audience. Strive for clarity, coherence, and relevance in each section to ensure that your research paper effectively communicates its purpose and findings.

Should the title of a research paper be included in the Abstract

Yes, the title of a research paper is typically included in the abstract. The abstract serves as a concise summary of the entire research paper, providing readers with an overview of the study’s purpose, methods, results, and conclusions. Including the title in the abstract helps readers immediately identify the topic and focus of the research.

The standard structure of an abstract often includes the following elements;

• Title:  The title of the research paper is usually presented at the top of the abstract. It is written in the same way it appears in the full paper.
• Introduction or Background:  A brief statement that introduces the research question or problem addressed in the study.
• Methods:  A summary of the research methods employed, including the study design, participants, materials, and procedures.
• Results:  A concise presentation of the key findings of the study.
• Conclusion or Implications:  A discussion of the study’s conclusions, implications, or potential applications.

While the abstract aims to be succinct, it should still provide enough information for readers to understand the main components and contributions of the research. The inclusion of the title ensures that readers can quickly identify the specific topic of interest and decide whether the paper aligns with their interests or research needs.

What are the key components of the Introduction, Methods, Results, and Discussion (IMRAD) structure

The IMRAD structure is a commonly used format in scientific and academic writing, organizing research papers into distinct sections: Introduction, Methods, Results, and Discussion. Each section serves a specific purpose in presenting and communicating the research. Here are the key components of each section;

The Introduction section of a research paper typically includes the following components:

Background or Context

• Provides a brief overview of the research area, establishing the context for the study.
• Identifies the gap or problem in existing knowledge that the research aims to address.

Research Question or Hypothesis

• Clearly states the main research question or hypothesis that the study seeks to answer.
• Provides focus and direction for the research.

Objectives or Aims

• Outlines the specific objectives or aims of the study, detailing what the research intends to achieve.
• Explains the importance of the research and its potential contributions to the field.
• Highlights the relevance of addressing the identified gap or problem.

Review of Literature

• Summarizes relevant literature and previous studies related to the research topic.
• Provides the theoretical framework and context for the study.

The Methods section details the research design, participants, materials, and procedures used in the study;

Study Design

• Describes the overall design of the research (e.g., experimental, observational, survey).
• Justifies why the chosen design is appropriate for addressing the research question.
• Provides information about the participants or subjects involved in the study.
• Describes the criteria for participant selection and recruitment.
• Explains the method used for sampling and participant recruitment.
• Details how the sample represents the target population.
• Identifies and defines the independent and dependent variables.
• Describes any control variables or confounding factors.
• Specifies the tools, instruments, or materials used for data collection.
• Includes information on the reliability and validity of instruments.
• Outlines the step-by-step process of data collection.
• Includes any steps taken to ensure data accuracy and reliability.

The Results section presents the raw data and findings of the study:

Data Presentation

• Displays the gathered information in a structured and straightforward way.
• Utilizes tables, figures, and graphs to enhance data visualization.

Statistical Analyses

• Describes the statistical methods used to analyze the data.
• Presents statistical results, including significance levels.

Key Findings

• Summarizes the main findings of the study.
• Highlights any patterns, trends, or significant outcomes.

The Discussion section interprets the results, relates them to existing literature, and discusses their implications:

Interpretation of Results

• Offers a detailed interpretation of the study’s findings.
• Discusses how the results address the research question or hypothesis.

Comparison with Previous Research

• Compares the current findings with previous studies in the field.
• Discusses similarities, differences, or advancements in knowledge.

Limitations

• Acknowledges any limitations or constraints of the study.
• Addresses potential sources of bias or error.

Implications

• Discusses the broader implications of the findings.
• Explores the practical, theoretical, or policy implications.

Recommendations for Future Research

• Suggests directions for future research based on the study’s limitations or gaps identified.
• Provides guidance for researchers interested in building on the current findings.

The IMRAD structure is widely used because it provides a logical and organized framework for presenting research in a clear and systematic manner. Following this structure helps readers navigate the paper easily and understand the research process and outcomes.

How do you choose appropriate keywords for a research paper

Selecting appropriate keywords for a research paper is essential for enhancing the paper’s discoverability in databases and search engines. Here are steps to help you choose effective keywords;

• Identify Key Concepts:  Identify the main concepts and topics addressed in your research. These concepts should represent the core elements of your study.
• Use Specific Terms:  Choose keywords that are specific and closely related to your research. Avoid overly broad terms that may result in irrelevant search results.
• Consider Synonyms and Variations:  Think about synonyms, alternative terms, and variations of your key concepts. Different researchers and databases may use different terminology.
• Include Related Terms:  Consider terms that are closely related to your main concepts. This can include broader or narrower terms, related disciplines, or alternative phrasing.
• Review Existing Literature:  Look at relevant articles and papers in your field. Identify the keywords used in these papers, as they may be suitable for your own research.
• Check Subject Headings:  Explore the use of standardized subject headings or controlled vocabulary in the specific database or catalog you are using. These terms can help improve precision.
• Use Thesauruses and Databases:  Consult thesauruses or controlled vocabulary lists provided by databases like PubMed, ERIC, or PsycINFO. These tools can suggest standardized terms used in the literature.
• Think About Variations in Language:  Consider variations in language and spelling that may be used by researchers or authors in different regions or fields.
• Include Acronyms and Abbreviations:  If applicable, include acronyms or abbreviations commonly used in your field. This ensures that researchers using these terms can find your paper.
• Be Mindful of Trends:  Stay informed about emerging trends and terminology in your field. Include keywords that reflect the current discourse.
• Use a Mix of Broad and Specific Terms:  Include a mix of broad and specific terms to cater to different levels of search specificity.
• Think About Alternative Spellings:  Consider alternative spellings, particularly if certain terms may have multiple accepted spellings.
• Use Keywords Consistently:  Ensure consistency in the use of keywords throughout your paper, including the title, abstract, and body. This helps search engines and databases index your paper accurately.
• Test and Refine:  Test the effectiveness of your chosen keywords by conducting searches in relevant databases. If the results are too broad or narrow, adjust your keywords accordingly.
• Include Geographic and Temporal Keywords:  If relevant, include keywords related to geographic locations or time periods. This can be important for studies with a regional or historical focus.

Collaborate and Seek Feedback:  Discuss your chosen keywords with colleagues or mentors. They may offer valuable insights and suggestions.

Remember that the goal is to use keywords that accurately represent your research and align with the terminology used by others in your field. Using a combination of precise, specific terms and broader, related concepts ensures that your paper reaches a diverse audience interested in your research area.

When is it necessary to include a supplementary materials section in a research paper

A Supplementary Materials section in a research paper is included when there is additional information or content that is important for a comprehensive understanding of the research but is too extensive or detailed to be included in the main body of the paper. Here are situations when it is necessary or advisable to include a Supplementary Materials section;

• Extensive Data Sets:  When the dataset or raw data is extensive and detailed, it may be included as supplementary materials. This allows interested readers or researchers to access and analyze the data more thoroughly.
• Complex Methodology Details:  If the methodology used in the study is complex and detailed, providing additional explanations, schematics, or step-by-step procedures in the Supplementary Materials section can enhance clarity without overwhelming the main text.
• Additional Figures and Tables:  If there are numerous figures, tables, or other graphical elements that contribute to the study but may interrupt the flow of the main text, they can be placed in the Supplementary Materials.
• Extended Literature Reviews:  In cases where the literature review is extensive but not directly tied to the main narrative, an extended literature review or additional references can be placed in the Supplementary Materials.
• Code and Algorithms:  For studies involving computer code, algorithms, or detailed mathematical proofs, including these in the Supplementary Materials allows readers interested in the technical details to access and review them.
• Participant Details or Additional Experiments:  If there are extensive details about participants (e.g., demographics, characteristics) or additional experiments that are relevant but not critical to the main argument, they can be included in the Supplementary Materials.
• Supporting Information for Analyses:  Supporting information for statistical analyses, sensitivity analyses, or robustness checks can be included in the Supplementary Materials.
• Audio-Visual Material:  For studies involving audio-visual material (e.g., sound clips, video recordings), the Supplementary Materials section is an appropriate place to include these additional resources.
• Appendices:  Appendices that contain supplementary information, such as questionnaires, interview transcripts, or additional results, can be placed in the Supplementary Materials.
• Ethical Approvals and Permissions:  Copies of ethical approvals, permissions, or other documentation that may be required but are not integral to the main narrative can be included in the Supplementary Materials.
• Supplementary Text:  Additional explanations, derivations, or details that provide depth but might disrupt the main flow of the paper can be included in the Supplementary Materials.
• Additional Results or Analyses:  If there are secondary or exploratory analyses that are interesting but not crucial to the primary findings, they can be presented in the Supplementary Materials.

In general, the Supplementary Materials section is a flexible space that allows authors to include content that supports the main argument without overwhelming the main text. However, it’s crucial to ensure that the main paper remains coherent and self-contained, with the Supplementary Materials serving as supplementary, rather than essential, information. Authors should always check the specific guidelines of the journal they are submitting to regarding the inclusion of supplementary materials.

What is the difference between a research paper and a review article, and how does it affect the structure

A research paper and a review article serve different purposes in academic writing, and they differ in terms of their objectives, content, and structure.

Research Paper

Purpose: Objective Research Contribution:  A research paper presents the findings of original research or experimentation. It aims to contribute new knowledge to a specific field or address a research question or hypothesis.

Content: Empirical Data:  Research papers typically include detailed descriptions of the study’s methodology, data collection, and analysis. They present empirical data and discuss the implications of the results.

Structure: IMRAD Structure:  Research papers often follow the IMRAD structure (Introduction, Methods, Results, and Discussion), providing a systematic and organized presentation of the research process and outcomes.

Citations: Primary Literature:  Citations primarily include references to the original research, emphasizing the direct sources of data and information.

Audience: Specialized Audience:  Research papers are often written for a specialized audience, such as researchers, scholars, and professionals in the specific field of study.

Review Article

Purpose: Synthesis of Existing Literature:  A review article aims to summarize, evaluate, and synthesize existing literature on a specific topic. It provides an overview of the current state of knowledge in a particular area.

Content: Analysis and Evaluation:  Review articles analyze and evaluate the findings of multiple studies, offering a comprehensive perspective on the topic. They may include historical context, theoretical frameworks, and discussions of trends.

Structure: Varied Structure:  Review articles may have a more flexible structure compared to research papers. While they often include an introduction and conclusion, the body of the article may be organized thematically, chronologically, or by methodological approach.

Citations: Secondary Literature:  Citations in a review article primarily refer to existing literature, summarizing and citing multiple sources to provide a comprehensive overview.

Audience: Wider Audience:  Review articles are often written to appeal to a broader audience, including students, researchers, and professionals seeking a comprehensive understanding of a specific topic.

Structural Differences

• Introduction:  In a research paper, the introduction clearly defines the research question or hypothesis. In a review article, the introduction provides context for the broader topic, explaining why the review is important.
• Methods and Results:  Research papers include detailed sections on methods and results, describing the study design, data collection, and findings. Review articles do not typically have dedicated sections for methods and results but may include methodological considerations in the text.
• Discussion:  In a research paper, the discussion interprets the study’s results and discusses their implications. In a review article, the discussion synthesizes and interprets the findings from multiple studies, offering insights and identifying gaps in the existing literature.
• Conclusion:  The conclusion of a research paper summarizes the study’s main findings and their significance. In a review article, the conclusion often emphasizes the key themes, trends, or unresolved questions in the field.

While these distinctions are general, it’s important to note that the specific structure and requirements can vary based on the guidelines of the target journal or publication. Authors should always refer to the submission guidelines when preparing a research paper or a review article.

How do you write an effective thesis statement in the Introduction section

An effective thesis statement in the introduction serves as a concise and clear summary of the main point or claim of your research paper. It provides direction to the reader, outlining the purpose and focus of your study. Here are some guidelines on how to write an effective thesis statement in the introduction;

• Clarity and Conciseness:  Ensure that your thesis statement is clear, concise, and directly addresses the main point of your paper. Avoid vague or ambiguous language.
• Specificity:  Be specific about the topic or issue you are addressing. Clearly state the aspect of the subject that your paper will focus on.
• One Main Idea:  A thesis statement should convey one main idea or argument. Avoid trying to cover too many topics or issues in a single thesis statement.
• Declarative Statement:  Formulate your thesis as a declarative statement rather than a question. Your thesis should present a claim that you will support or argue throughout the paper.
• Position and Argument:  Clearly express your position on the topic and provide a brief overview of the argument you will make. This helps set the tone for the rest of the paper.
• Scope of the Paper:  Indicate the scope of your paper by mentioning the specific aspects, factors, or elements that your research will explore.
• Preview of Main Points:  If applicable, provide a brief preview of the main points or arguments that will be developed in the body of the paper. This helps to guide the reader through your paper.
• Avoid Ambiguity:  Steer clear of vague or general statements that could be interpreted in various ways. Your thesis should be straightforward and unambiguous.
• Relevance:  Take into account the prospective audience’s requirements and areas of interest. Your thesis statement should resonate with your readers and make them interested in your paper.
• Reflect Your Stance:  If your research involves taking a stance on an issue, make sure your thesis reflects your position clearly. This helps readers understand your perspective from the outset.
• Revise and Refine:  After drafting your thesis statement, review and refine it. Ensure that it accurately reflects the content and focus of your paper.
• Tailor to Your Paper’s Purpose:  Adjust your thesis statement based on the type of paper you are writing (e.g., argumentative, analytical, expository). Tailor it to suit the purpose of your paper.
• Consider Length:  While a thesis statement is typically a concise sentence or two, its length may vary depending on the complexity of your topic and the length of your paper. Aim for clarity and brevity.

Here’s an example to illustrate these principles;

In an essay about the impact of social media on mental health:

Weak Thesis Statement

“Social media has both positive and negative effects on mental health."

Strong Thesis Statement

“While social media provides a platform for communication and connection, its impact on mental health is a growing concern, as evidenced by the rise in anxiety and depression rates among frequent users."

The strong thesis statement is specific, takes a clear position, and provides a glimpse into the key points that will be explored in the paper.

What is the role of the Hypothesis in the Methods section, and when is it necessary

The hypothesis in the Methods section of a research paper serves as a clear and testable statement predicting the expected outcome of your study. It is typically included in studies that follow an experimental or quantitative research design. The role of the hypothesis is to guide the research process, facilitate the design of the study, and provide a basis for statistical analysis. Here’s when and how to include a hypothesis in the Methods section;

When is it Necessary

• Experimental or Quantitative Research:  Hypotheses are most commonly included in studies that involve experimental or quantitative research designs. These types of studies aim to measure, manipulate, or observe variables to test specific relationships.
• Testable Predictions:  If your research involves making specific, testable predictions about the relationship between variables, a hypothesis is necessary. It provides a clear expectation of what the study aims to demonstrate or investigate.
• Guidance for Study Design:  A hypothesis guides the design of the study by framing the research question in a way that can be empirically tested. It helps define the variables and conditions under investigation.
• Statistical Analysis:  In quantitative research, a hypothesis is essential for statistical analysis. It allows for the use of statistical tests to determine whether the observed results are consistent with the expected outcome stated in the hypothesis.

How to Include a Hypothesis in the Methods Section

• Placement:  The hypothesis is typically presented early in the Methods section, after the introduction of the research question or objective. It sets the stage for the reader to understand the specific aim of the study.
• Clear Statement:  State your hypothesis clearly and concisely. Use language that is unambiguous and directly addresses the relationship or effect you are investigating.
• Null and Alternative Hypotheses:  If applicable, include both null and alternative hypotheses. The null hypothesis represents the absence of an effect, while the alternative hypothesis states the expected effect.
• Directionality:  If your research involves a directional prediction (e.g., an increase or decrease in a variable), specify this in your hypothesis. If the prediction is non-directional, state it as such.
• Variables and Relationships:  Clearly define the variables involved in the hypothesis and the expected relationship between them. This helps readers understand the scope of your study.
• Testable:  Ensure that your hypothesis is testable. This means that it should be possible to collect data and perform statistical analyses to determine whether the observed results support or reject the hypothesis.

Research Question: Does a new drug reduce blood pressure in hypertensive patients?

Null Hypothesis (H0)

“The new medication had no apparent impact on blood pressure readings between those with hypertension receiving it and those receiving a placebo. "

Alternative Hypothesis (H1)

“Hypertensive patients who receive the new drug will show a significant reduction in blood pressure levels compared to those who receive a placebo."

Including a hypothesis in the Methods section provides a clear roadmap for the research, helping both researchers and readers understand the anticipated outcomes and objectives of the study. Keep in mind that not all studies require hypotheses, especially in qualitative or exploratory research where the emphasis may be on understanding phenomena rather than testing specific predictions.

How should limitations and future research directions be addressed in a research paper

Addressing limitations and proposing future research directions is an important aspect of the Discussion section in a research paper. These sections allow you to acknowledge the constraints of your study and suggest avenues for further investigation. Here are guidelines on how to effectively address limitations and future research directions;

Addressing Limitations

• Be Transparent and Honest:  Clearly and honestly acknowledge the limitations of your study. This demonstrates transparency and helps readers understand the scope of your research.
• Link to Methodology:  Connect limitations to specific aspects of your methodology. Discuss any constraints in data collection, sample size, experimental design, or other methodological considerations.
• Consider External Validity:  Address external validity by discussing the generalizability of your findings. Be explicit about the population to which your results can be applied and any potential limitations in generalizing the results to broader contexts.
• Recognize Data Limitations:  If there are limitations in the data used in your study, such as missing information or reliance on self-report measures, acknowledge these shortcomings and discuss their potential impact on the results.
• Discuss Sampling Issues:  If your study involves a specific sample that may not be fully representative of the broader population, discuss the implications of this limitation.
• Address Potential Biases:  Identify and discuss any biases that might have affected your study, whether they are selection biases, response biases, or other forms of bias. Be clear about the potential impact on the study’s validity.
• Account for Confounding Variables:  If there are confounding variables that could have influenced your results, acknowledge these and discuss how they may have affected the interpretation of your findings.
• Highlight Practical Constraints:  If your study faced practical constraints such as time, resources, or access to certain populations, discuss how these limitations might have influenced the study’s outcomes.

Proposing Future Research Directions

• Connect to Current Findings:  Tie your future research suggestions to the current findings of your study. Identify gaps in knowledge or areas where further investigation is needed based on your results.
• Specify Research Questions:  Clearly formulate specific research questions or hypotheses for future studies. This provides a roadmap for researchers interested in building on your work.
• Consider Different Methodologies:  Propose different methodologies or research designs that could address the limitations of your current study. This could involve using different data collection methods, expanding the sample size, or employing new experimental approaches.
• Explore Unanswered Questions:  Identify unanswered questions that arose during your study and propose ways to explore and answer them in future research.
• Extend to Different Populations:  Discuss how future research could extend your findings to different populations, contexts, or settings. Consider the external validity of your study and suggest ways to enhance it.
• Examine Long-Term Effects:  If your study was short-term or focused on immediate outcomes, suggest research directions that explore long-term effects or consequences.
• Address Cross-Cultural Perspectives:  If applicable, propose future research that explores cross-cultural perspectives or comparisons to enhance the generalizability of findings.
• Integrate Interdisciplinary Approaches:  Consider interdisciplinary approaches by proposing collaborations with researchers from other disciplines. This can enrich the scope and depth of future research.
• Highlight Emerging Technologies:  If relevant, discuss how emerging technologies or methodologies could be employed in future research to address limitations and enhance the study’s robustness.
• Encourage Replication:  Emphasize the importance of replication studies to validate and verify your findings. This contributes to the cumulative nature of scientific knowledge.

By effectively addressing limitations and proposing future research directions, you contribute to the ongoing scholarly conversation, guide fellow researchers, and demonstrate a nuanced understanding of the complexities within your field of study.

What is the meaning of a research paper outline

Types of research paper outlines

What is a research paper

What should be the length of a research paper

What is the best format to write a research paper

How to prepare a research paper outline

What are the steps for writing a research paper

How to incorporate data and statistics in research papers

What is a research paper with an example

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What can be the topics for a research paper

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Focus: Education — Career Advice

How to write your first research paper.

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

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

1. Schedule your writing time in Outlook

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

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

2. start with an outline.

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

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

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

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

3. continue with drafts.

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

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

3.1. Starting with Materials and Methods

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3.2. writing results section.

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

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

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

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

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

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

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

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

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

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

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

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

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

3.3. now it is time for your introduction.

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

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

Adapted from Swales and Feak [ 11 ].

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

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

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

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

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

3.4. discussion of the results.

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

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

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

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

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

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

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

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

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

4. choosing the best working revision strategies.

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

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

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

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

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

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

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

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

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

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

5. it is time to submit.

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

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

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Research Paper

29 December 2023

last updated

A research paper is a product of seeking information, analysis, human thinking, and time. Basically, when scholars want to get answers to questions, they start to search for information to expand, use, approve, or deny findings. In simple words, research papers are results of processes by considering writing works and following specific requirements. Besides, scientists research and expand many theories, developing social or technological aspects of human science. However, in order to write relevant papers, they need to know a definition of the research, structure, characteristics, and types.

Definition of What Is a Research Paper and Its Meaning

A research paper is a common assignment. It comes to a situation when students, scholars, and scientists need to answer specific questions by using sources. Basically, a research paper is one of the types of papers where scholars analyze questions or topics , look for secondary sources , and write papers on defined themes. For example, if an assignment is to write a research paper on some causes of global warming or any other topic, a person must write a research proposal on it, analyzing important points and credible sources . Although essays focus on personal knowledge, writing a research paper means analyzing sources by following academic standards. Moreover, scientists must meet the structure of research papers. Therefore, writers need to analyze their research paper topics , start to research, cover key aspects, process credible articles, and organize final studies properly.

The Structure of a Research Work

The structure of research papers depends on assignment requirements. In fact, when students get their assignments and instructions, they need to analyze specific research questions or topics, find reliable sources , and write final works. Basically, the structure of research papers consists of the abstract , outline , introduction , literature review , methodology, results , discussion, recommendations, limitations, conclusion , acknowledgments , and references. However, students may not include some of these sections because of assigned instructions that they have and specific types of research papers. For instance, if instructions of papers do not suppose to conduct real experiments, the methodology section can be skipped because of the data’s absence. In turn, the structure of the final work consists of:

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🔸 The First Part of a Research Study

Abstract or an executive summary means the first section of a research paper that provides the study’s purpose, research questions or suggestions, main findings with conclusions. Moreover, this paragraph of about 150 words should be written when the whole work is finished already. Hence, abstract sections should describe key aspects of studies, including discussions about the relevance of findings.

Outline serves as a clear map of the structure of a research study.

Introduction provides the main information on problem statements, the indication of methodology, important findings, and principal conclusion. Basically, this section of a research paper covers rationales behind the work or background research, explanation of the importance, defending its relevance, a brief description of experimental designs, defined research questions, hypotheses, or key aspects.

🔸 Literature Review and Research or Experiment

Literature Review is needed for the analysis of past studies or scholarly articles to be familiar with research questions or topics. Hence, this section summarizes and synthesizes arguments and ideas from scholarly sources without adding new contributions. In turn, this part is organized around arguments or ideas, not sources.

Methodology or Materials and Methods covers explanations of research designs. Basically, techniques for gathering information and other aspects related to experiments must be described in a research paper. For instance, students and scholars document all specialized materials and general procedures. In this case, individuals may use some or all of the methods in further studies or judge the scientific merit of the work. Moreover, scientists should explain how they are going to conduct their experiments.

Results mean the gained information or data after the research or experiment. Basically, scholars should present and illustrate their findings. Moreover, this section may include tables or figures.

🔸 Analysis of Findings

Discussion is a section of a research paper where scientists review the information in the introduction part, evaluate gained results, or compare it with past studies. In particular, students and scholars interpret gained data or findings in appropriate depth. For example, if results differ from expectations at the beginning, scientists should explain why that may have happened. However, if results agree with rationales, scientists should describe theories that the evidence is supported.

Recommendations take its roots from a discussion section where scholars propose potential solutions or new ideas based on obtained results in a research paper. In this case, if scientists have any recommendations on how to improve this research so that other scholars can use evidence in further studies, they must write what they think in this section.

Limitations mean a consideration of research weaknesses and results to get new directions. For instance, if researchers found any limitations of studies that could affect experiments, scholars must not use such knowledge because of the same mistakes. Moreover, scientists should avoid contradicting results, and, even more, they must write it in this section.

🔸 The Final Part of a Conducted Research

Conclusion includes final claims of a research paper based on findings. Basically, this section covers final thoughts and the summary of the whole work. Moreover, this section may be used instead of limitations and recommendations that would be too small by themselves. In this case, scientists do not need to use headings for recommendations and limitations. Also, check out conclusion examples .

Acknowledgments or Appendix may take different forms, from paragraphs to charts. In this section, scholars include additional information on a research paper.

References mean a section where students, scholars, or scientists provide all used sources by following the format and academic rules.

Research Characteristics

Any type of work must meet some standards. By considering a research paper, this work must be written accordingly. In this case, the main characteristics of research papers are the length, style, format, and sources. Firstly, the length of research work defines the number of needed sources to analyze. Then, the style must be formal and covers impersonal and inclusive language. In turn, the format means academic standards of how to organize final works, including its structure and norms. Finally, sources and their number define works as research papers because of the volume of analyzed information. Hence, these characteristics must be considered while writing research papers.

Types of Research Papers

In general, the length of assignments can be different because of instructions. For example, there are two main types of research papers, such as typical and serious works. Firstly, a typical research paper may include definitive, argumentative, interpretive, and other works. In this case, typical papers are from 2 to 10 pages, where students analyze research questions or specific topics. Then, a serious research study is the expanded version of typical works. In turn, the length of such a paper is more than 10 pages. Basically, such works cover a serious analysis with many sources. Therefore, typical and serious works are two types of research papers.

Typical Research Papers

Basically, typical research works depend on assignments, the number of sources, and the paper’s length. So, a typical research paper is usually a long essay with the analyzed evidence. For example, students in high school and colleges get such assignments to learn how to research and analyze topics. In this case, they do not need to conduct serious experiments with the analysis and calculation of data. Moreover, students must use the Internet or libraries in searching for credible secondary sources to find potential answers to specific questions. As a result, students gather information on topics and learn how to take defined sides, present unique positions, or explain new directions. Hence, typical research papers require an analysis of primary and secondary sources without serious experiments or data.

Serious Research Studies

Although long papers require a lot of time for finding and analyzing credible sources, real experiments are an integral part of research work. Firstly, scholars at universities need to analyze the information from past studies to expand or disapprove of researched topics. Then, if scholars want to prove specific positions or ideas, they must get real evidence. In this case, experiments can be surveys, calculations, or other types of data that scholars do personally. Moreover, a dissertation is a typical serious research paper that young scientists write based on the research analysis of topics, data from conducted experiments, and conclusions at the end of work. Thus, serious research papers are studies that take a lot of time, analysis of sources with gained data, and interpretation of results.

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Parts of a Research Paper

One of the most important aspects of science is ensuring that you get all the parts of the written research paper in the right order.

This article is a part of the guide:

• Outline Examples
• Example of a Paper
• Write a Hypothesis
• Introduction

Browse Full Outline

• 1 Write a Research Paper
• 2 Writing a Paper
• 3.1 Write an Outline
• 3.2 Outline Examples
• 4.1 Thesis Statement
• 4.2 Write a Hypothesis
• 5.2 Abstract
• 5.3 Introduction
• 5.4 Methods
• 5.5 Results
• 5.6 Discussion
• 5.7 Conclusion
• 5.8 Bibliography
• 6.1 Table of Contents
• 6.2 Acknowledgements
• 6.3 Appendix
• 7.1 In Text Citations
• 7.2 Footnotes
• 7.3.1 Floating Blocks
• 7.4 Example of a Paper
• 7.5 Example of a Paper 2
• 7.6.1 Citations
• 7.7.1 Writing Style
• 7.7.2 Citations
• 8.1.1 Sham Peer Review
• 8.1.2 Advantages
• 8.1.3 Disadvantages
• 8.2 Publication Bias
• 8.3.1 Journal Rejection
• 9.1 Article Writing
• 9.2 Ideas for Topics

You may have finished the best research project on earth but, if you do not write an interesting and well laid out paper, then nobody is going to take your findings seriously.

The main thing to remember with any research paper is that it is based on an hourglass structure. It begins with general information and undertaking a literature review , and becomes more specific as you nail down a research problem and hypothesis .

Finally, it again becomes more general as you try to apply your findings to the world at general.

Whilst there are a few differences between the various disciplines, with some fields placing more emphasis on certain parts than others, there is a basic underlying structure.

These steps are the building blocks of constructing a good research paper. This section outline how to lay out the parts of a research paper, including the various experimental methods and designs.

The principles for literature review and essays of all types follow the same basic principles.

Reference List

For many students, writing the introduction is the first part of the process, setting down the direction of the paper and laying out exactly what the research paper is trying to achieve.

For others, the introduction is the last thing written, acting as a quick summary of the paper. As long as you have planned a good structure for the parts of a research paper, both approaches are acceptable and it is a matter of preference.

A good introduction generally consists of three distinct parts:

• You should first give a general presentation of the research problem.
• You should then lay out exactly what you are trying to achieve with this particular research project.
• You should then state your own position.

Ideally, you should try to give each section its own paragraph, but this will vary given the overall length of the paper.

1) General Presentation

Look at the benefits to be gained by the research or why the problem has not been solved yet. Perhaps nobody has thought about it, or maybe previous research threw up some interesting leads that the previous researchers did not follow up.

Another researcher may have uncovered some interesting trends, but did not manage to reach the significance level , due to experimental error or small sample sizes .

2) Purpose of the Paper

The research problem does not have to be a statement, but must at least imply what you are trying to find.

Many writers prefer to place the thesis statement or hypothesis here, which is perfectly acceptable, but most include it in the last sentences of the introduction, to give the reader a fuller picture.

3) A Statement of Intent From the Writer

The idea is that somebody will be able to gain an overall view of the paper without needing to read the whole thing. Literature reviews are time-consuming enough, so give the reader a concise idea of your intention before they commit to wading through pages of background.

In this section, you look to give a context to the research, including any relevant information learned during your literature review. You are also trying to explain why you chose this area of research, attempting to highlight why it is necessary. The second part should state the purpose of the experiment and should include the research problem. The third part should give the reader a quick summary of the form that the parts of the research paper is going to take and should include a condensed version of the discussion.

This should be the easiest part of the paper to write, as it is a run-down of the exact design and methodology used to perform the research. Obviously, the exact methodology varies depending upon the exact field and type of experiment .

There is a big methodological difference between the apparatus based research of the physical sciences and the methods and observation methods of social sciences. However, the key is to ensure that another researcher would be able to replicate the experiment to match yours as closely as possible, but still keeping the section concise.

You can assume that anybody reading your paper is familiar with the basic methods, so try not to explain every last detail. For example, an organic chemist or biochemist will be familiar with chromatography, so you only need to highlight the type of equipment used rather than explaining the whole process in detail.

In the case of a survey , if you have too many questions to cover in the method, you can always include a copy of the questionnaire in the appendix . In this case, make sure that you refer to it.

This is probably the most variable part of any research paper, and depends on the results and aims of the experiment.

For quantitative research , it is a presentation of the numerical results and data, whereas for qualitative research it should be a broader discussion of trends, without going into too much detail.

For research generating a lot of results , then it is better to include tables or graphs of the analyzed data and leave the raw data in the appendix, so that a researcher can follow up and check your calculations.

A commentary is essential to linking the results together, rather than just displaying isolated and unconnected charts and figures.

It can be quite difficult to find a good balance between the results and the discussion section, because some findings, especially in a quantitative or descriptive experiment , will fall into a grey area. Try to avoid repeating yourself too often.

It is best to try to find a middle path, where you give a general overview of the data and then expand on it in the discussion - you should try to keep your own opinions and interpretations out of the results section, saving that for the discussion later on.

This is where you elaborate on your findings, and explain what you found, adding your own personal interpretations.

Ideally, you should link the discussion back to the introduction, addressing each point individually.

It’s important to make sure that every piece of information in your discussion is directly related to the thesis statement , or you risk cluttering your findings. In keeping with the hourglass principle, you can expand on the topic later in the conclusion .

The conclusion is where you build on your discussion and try to relate your findings to other research and to the world at large.

In a short research paper, it may be a paragraph or two, or even a few lines.

In a dissertation, it may well be the most important part of the entire paper - not only does it describe the results and discussion in detail, it emphasizes the importance of the results in the field, and ties it in with the previous research.

Some research papers require a recommendations section, postulating the further directions of the research, as well as highlighting how any flaws affected the results. In this case, you should suggest any improvements that could be made to the research design .

No paper is complete without a reference list , documenting all the sources that you used for your research. This should be laid out according to APA , MLA or other specified format, allowing any interested researcher to follow up on the research.

One habit that is becoming more common, especially with online papers, is to include a reference to your own paper on the final page. Lay this out in MLA, APA and Chicago format, allowing anybody referencing your paper to copy and paste it.

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Your Ultimate Guide To Parts of a Research Paper

Students should know the different parts of a research paper before they start the writing process. Research paper writing is an important task in the academic world. But, many learners don’t know much about the research paper structure when asked to complete this task. Essentially, many learners don’t know about the components of a research paper. Unfortunately, this can ruin the overall quality of their work.

So, what are the basic parts of a research paper? Well, there are five major sections of a research paper. These are the parts that you will find in any paper. However, the number of research paper parts can always vary depending on the nature and length of the work.

The Basic Parts of a Research Paper

Perhaps, you’re wondering, what are the 5 parts of research paper? Well, this article will answer your question. The basic parts to a research paper are the introduction, method, results, discussion, and conclusion. However, a research paper can include other parts like the abstract, discussion, and reference list.

Although a student can be writing on a single topic, each part of research paper requires specific information. That’s why different research paper sections exist. It’s, therefore, important that students learn about the information that should go to different sections of research paper.

Research Paper Introduction

The introduction is one of the most important parts of an APA research paper. This is the section that gives the paper a direction. It tells the readers what the paper will attempt to achieve. The introduction of a research paper is the section where the writer states their thesis argument and research problem. What do you intend to study and what makes it important?

An ideal introduction of a research paper should: Provide a general research problem presentation Layout what you will try to achieve with your work State your position on the topic

Perhaps, you may have always wondered, what are the major parts of an argumentative research paper? Well, the introduction is one of these sections because it tells the readers about your position on the topic.

The Methods Section of a Research Paper

This is also called the methodology part of a research paper. It states the methodology and design used to conduct research. The methodology used in every paper will vary depending on the research type and field.

For instance, social sciences use observation methods to collect data while physical sciences may use apparatus. Such variations should be considered when learning how to write a methods section of a research paper. However, the most important thing is to ensure that other researchers can replicate the performed research using similar methods for verification purposes.

The assumption is that the person that will read the paper knows the basic research methods that you use to gather information and write the paper. Therefore, don’t go into detail trying to explain the methods. For instance, biochemists or organic chemists are familiar with methods like chromatography. Therefore, you should just highlight the equipment that you used instead of explaining the entire process.

If you did a survey, include a questionnaire copy in the appendix if you included too many questions. Nevertheless, refer your readers to the questionnaire in the appendix section whenever you think it’s necessary. Use the internet to learn how to write the methods section of a research paper if still unsure about the best way to go about this section. You can also c ontact us to get professional writing help  online.  

The Results Section of a Research Paper

The content that you include in this section will depend on the aims and results of your research. If you’re writing a quantitative research paper, this section will include a presentation of numerical data and results. When writing a qualitative research paper, this section should include discussions of different trends. However, you should not go into details.

A good results section of a research paper example will include graphs or tables of analyzed data. Raw data can also be included in the appendix to enable other researchers to follow it up and check calculations. Commentary can also be included to link results together instead of displaying unconnected and isolated figures and charts. Striking a balance between the results section and the discussion section can be difficult for some students. That’s because some of the findings, especially in descriptive or quantitative research fall into the grey area. Additionally, you should avoid repetition in your results section.

Therefore, find a middle ground where you can provide a general overview of your data so that you can expand it in your discussion section. Additionally, avoid including personal interpretations and opinions into this section and keep it for the discussion part.

The Discussion Section of a Research Paper

Some people confuse the results section with the discussion section. As such, they wonder what goes in the discussion section of a research paper. Essentially, elaborating your findings in the results section will leave you with nothing to include in the discussion section. Therefore, try to just present your findings in the result section without going into details.

Just like the name suggests, the discussion section is the place where you discuss or explain your findings or results. Here, you tell readers more about what you found. You can also add personal interpretations. Your discussion should be linked to the introduction and address every initial point separately.

It’s also crucial to ensure that the information included in the discussion section is related to your thesis statement. If you don’t do that, you can cloud your findings. Essentially, the discussion section is the place where you show readers how your findings support your argument or thesis statement.

Do you want to write a paper that will impress the tutor to award you the top grade? This section should feature the most analysis and citations. It should also focus on developing your thesis rationally with a solid argument of all major points and clear reasoning. Therefore, avoid unnecessary and meaningless digressions and maintain a clear focus. Provide cohesion and unity to strengthen your research paper.

Research Paper Conclusion

This is the last major part of any research paper. It’s the section where you should build upon the discussion and refer the findings of your research to those of other researchers. The conclusion can have a single paragraph or even two. However, the conclusion can be the most important section of an entire paper when writing a dissertation. That’s because it can describe results while discussing them in detail. It can also emphasize why the results of the research project are important to the field. What’s more, it can tie the paper with previous studies.

In some papers, this section provides recommendations while calling for further research and highlighting flaws that may have affected the results of the study. Thus, this can be the section where the writer suggests improvements that can make the research design better.

Parts Of A Research Paper Explained

Though these are the major sections of a research paper, the reference list or bibliography is also very important. No research paper can be complete without a bibliography or reference list that documents the used sources. These sources should be documented according to the specified format. Thus, the format of the reference list can vary from APA to MLA, Chicago to Harvard, and other formats. Nevertheless, a research paper that features the five major sections and a reference list will be considered complete in most institutions even without the acknowledgment and abstract parts. The best way to get a high grade is to ask professionals ‘Can someone do my assignment for me now?’ and get your papers done on time. 

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How to Write a Research Paper Introduction (with Examples)

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1 What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

The introduction for a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your research topic
• Capture reader interest
• Summarize existing research
• Position your own approach
• Define your specific research problem and problem statement
• Highlight the novelty and contributions of the study
• Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

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The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

• Scope: The topic covered in the research paper
• Context: Background of your topic
• Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

• It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
• It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
• It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
• It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow. It offers an overview of what to expect when reading the main body of your paper.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

• What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
• What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
• What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address. Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

• Highlight the importance of the research field or topic
• Describe the background of the topic
• Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

• Reveal a gap in existing research or oppose an existing assumption
• Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

• State the purpose of your study
• Highlight the key characteristics of your study
• Describe important results
• Highlight the novelty of the study.
• Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

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Paperpal Copilot is a generative AI-powered academic writing assistant. It’s trained on millions of published scholarly articles and over 20 years of STM experience. Paperpal Copilot helps authors write better and faster with:

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With Paperpal Copilot, create a research paper introduction effortlessly. In this step-by-step guide, we’ll walk you through how Paperpal transforms your initial ideas into a polished and publication-ready introduction.

How to use Paperpal to write the Introduction section

Step 1: Sign up on Paperpal and click on the Copilot feature, under this choose Outlines > Research Article > Introduction

Step 2: Add your unstructured notes or initial draft, whether in English or another language, to Paperpal, which is to be used as the base for your content.

Step 3: Fill in the specifics, such as your field of study, brief description or details you want to include, which will help the AI generate the outline for your Introduction.

Step 4: Use this outline and sentence suggestions to develop your content, adding citations where needed and modifying it to align with your specific research focus.

Step 5: Turn to Paperpal’s granular language checks to refine your content, tailor it to reflect your personal writing style, and ensure it effectively conveys your message.

You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2 For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3 Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction. Topic introduction: This can include key definitions and a brief history of the topic. Research context and background: Offer the readers some general information and then narrow it down to specific aspects. Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought. Rationale for the study: This establishes the relevance of your study and establishes its importance. Importance of your research: The main contributions are highlighted to help establish the novelty of your study Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through. Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review. A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following: Introduces the topic – Establishes the study’s significance – Provides an overview of the relevant literature – Provides context for the study using literature – Identifies knowledge gaps However, remember to avoid making the following mistakes when writing a research paper introduction: Do not use studies from the literature review to aggressively support your research Avoid direct quoting Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript.

Remember the following key points for writing a good research paper introduction: 4

• Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
• Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
• Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
• Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

1. Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.

2. Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.

3. Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.

4. Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

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This article is part of the research topic.

Machine Learning for CyberSecurity

A Survey of Internet of Things (IoT) Security Threats and its Solutions Provisionally Accepted

• 1 Indian Institute of Technology Dhanbad, India

The final, formatted version of the article will be published soon.

The rapid proliferation of Internet of Things (IoT) devices across various industries has revolutionized the way we interact with technology. However, this widespread adoption has also brought about significant security challenges that must be addressed to ensure the integrity and confidentiality of data transmitted and processed by IoT systems. This survey paper delves into the diverse array of security threats faced by IoT devices and networks, ranging from data breaches and unauthorized access to physical tampering and denial-of-service attacks. By examining the vulnerabilities inherent in IoT ecosystems, we highlight the importance of implementing robust security measures to safeguard sensitive information and ensure the reliable operation of connected devices. Furthermore, we explore cutting-edge technologies such as blockchain, edge computing, and machine learning as potential solutions to enhance the security posture of IoT deployments. Through a comprehensive analysis of existing security frameworks and best practices, this paper aims to provide valuable insights for researchers, practitioners, and policymakers seeking to fortify the resilience of IoT systems in an increasingly interconnected world.

Keywords: Threats and Security in IoT, Blockchain for IOT security, Edge computing, fog computing, machine learning, Twofish Technology, Diffie-Hellman Encryption Technique

Received: 07 Mar 2024; Accepted: 18 Apr 2024.

Copyright: © 2024 Sahu and Mazumdar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Kaushik Mazumdar, Indian Institute of Technology Dhanbad, Dhanbad, 826004, Jharkhand, India

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Research Writing ~ How to Write a Research Paper

• Choosing A Topic
• Critical Thinking
• Domain Names
• Starting Your Research
• Writing Tips
• Parts of the Paper
• Edit & Rewrite
• Citations This link opens in a new window

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

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

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

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

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

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

Examples of thesis statements from Purdue OWL. . .

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

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

More about writing a literature review. . .  from The Writing Center at UNC-Chapel Hill More about summarizing. . . from the Center for Writing Studies at the University of Illinois-Urbana Champaign

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

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

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

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• Published: 18 April 2024

Implementation of peer support for people with severe mental health conditions in high-, middle- and low-income-countries: a theory of change approach

• Ramona Hiltensperger 1 ,
• Grace Ryan 2 ,
• Inbar Adler Ben-Dor 3 ,
• Ashleigh Charles 4 ,
• Ellen Epple 1 ,
• Jasmine Kalha 5 ,
• Palak Korde 5 ,
• Yasuhiro Kotera 4 ,
• Richard Mpango 6 , 7 ,
• Galia Moran 3 ,
• Annabel Sandra Mueller-Stierlin 1 ,
• Rebecca Nixdorf 8 ,
• Mary Ramesh 9 ,
• Donat Shamba 9 ,
• Mike Slade 10 , 4 ,
• Bernd Puschner 1   na1 &
• Juliet Nakku 6   na1  

BMC Health Services Research volume  24 , Article number:  480 ( 2024 ) Cite this article

Metrics details

Stakeholder engagement is essential to the design, implementation and evaluation of complex mental health interventions like peer support. Theory of Change (ToC) is commonly used in global health research to help structure and promote stakeholder engagement throughout the project cycle. Stakeholder insights are especially important in the context of a multi-site trial, in which an intervention may need to be adapted for implementation across very different settings while maintaining fidelity to a core model. This paper describes the development of a ToC for a peer support intervention to be delivered to people with severe mental health conditions in five countries as part of the UPSIDES trial.

One hundred thirty-four stakeholders from diverse backgrounds participated in a total of 17 workshops carried out at six UPSIDES implementing sites across high-, middle- and low-income settings (one site each in India, Israel, Uganda and Tanzania; two sites in Germany). The initial ToC maps created by stakeholders at each site were integrated into a cross-site ToC map, which was then revised to incorporate additional insights from the academic literature and updated iteratively through multiple rounds of feedback provided by the implementers.

The final ToC map divides the implementation of the UPSIDES peer support intervention into three main stages: preparation, implementation, and sustainability. The map also identifies three levels of actors involved in peer support: individuals (service users and peer support workers), organisations (and their staff members), and the public. In the UPSIDES trial, the ToC map proved especially helpful in characterising and distinguishing between (a) common features of peer support, (b) shared approaches to implementation and (c) informing adaptations to peer support or implementation to account for contextual differences.

Conclusions

UPSIDES is the first project to develop a multi-national ToC for a mental health peer support intervention. Stakeholder engagement in the ToC process helped to improve the cultural and contextual appropriateness of a complex intervention and ensure equivalence across sites for the purposes of a multi-site trial. It may serve as a blueprint for implementing similar interventions with a focus on recovery and social inclusion among people with mental ill-health across diverse settings.

Trial registration

ISRCTN26008944 (Registration Date: 30/10/2019).

Peer Review reports

Peer support is a complex mental health intervention in which people with lived experience of mental health conditions support others in their recovery [ 1 ]. Peer support is an established intervention in many high-income countries (HICs) [ 2 , 3 ], and has been rapidly spreading to other parts of the world [ 4 , 5 ]. Peer workers are employed in a variety of roles, for example in the provision of one-to-one support, facilitation of mutual support groups, or running mental health organisations and programmes [ 2 , 6 ]. In the following, we refer to peer support workers as persons in recovery from a serious mental health condition who are hired to offer services to others with serious mental health conditions individually and in groups.

One of the biggest challenges in implementing peer support is to provide the appropriate conditions for it to succeed and be sustained [ 7 ]. Key stakeholders can offer important insights into these conditions, how they might be improved, or indeed how the intervention itself may need to be adapted to accommodate them. At the same time, engagement of local stakeholders can help to increase buy-in and pave the way for more successful implementation [ 8 ]. While the benefits of stakeholder (and more specifically, service user) engagement are well-documented by mental health research studies from HICs [ 9 ], there is less research on the subject in low- and middle-income countries (LMICs) [ 8 ]. However, in the field of global mental health, Theory of Change (ToC) is well-recognised as a useful tool for engaging stakeholders in the design, implementation and evaluation of complex mental health interventions, including peer support [ 10 , 11 , 12 , 13 ].

ToC is a theory-driven method that seeks to understand how and why an intervention or programme works [ 14 ]. ToC is increasingly used for planning, implementing, and evaluating complex interventions [ 15 ]. In order to benefit from different forms of expertise, a ToC map is often developed in a participatory way, bringing together a range of stakeholders such as service users, health service planners, health professionals. Through different forms of group communication (e.g., workshops, interviews) knowledge exchange between researchers and stakeholders takes place. This knowledge is then integrated into a ToC map [ 16 ]. The map represents an explicit theory of how a programme will achieve short-term and intermediate outcomes on its way to impact and visualizes those hypothesized steps along causal pathways in the local context. Table 1 describes core components of ToC (adapted from De Silva et al. [ 16 ]) using a worked example of a recovery-oriented training programme for mental health professionals in a large city aimed at improving well-being of service users.

The ToC is modified throughout the whole implementation and evaluation of the programme, allowing for a continual process of reflection on how change happens [ 16 ]. The ToC approach has been proven to be practical and feasible in high-, middle- and low-income settings [ 15 ].

One of the first records of using ToC across several sites in LMICs comes from the PRIME research consortium [ 10 ] which developed mental health care plans to integrate mental health into primary care in Ethiopia, India, Nepal, South Africa and Uganda. A cross-country ToC map was adapted in ToC workshops at each site to develop site-specific ToC maps. Also, ToC has previously been employed to scale-up an evidence-based psychological intervention for Syrian refugees to several sites in Turkey [ 17 ]. In both ToC studies cited above, the ToCs were developed prior to implementation or scale-up. However, ToCs may also be refined as a project evolves, as illustrated by the Future Health Systems consortium’s multinational study in Bangladesh, India and Uganda [ 12 ]. The consortium describes learnings from developing separate ToCs for each study site and revising these two years after the start of the project. Revision and reflection were considered crucial to adapt to changes in the outer setting of implementation. Taken together, ToC is now increasingly being used by multinational consortia to address the particular challenges multi-site implementation presents.

The study at hand contributes a further example of the use of ToC in a multisite trial supporting collaborative, transnational work. ToC was an essential part of the international UPSIDES project [ 18 , 19 ] that scaled-up peer support interventions for people with severe mental health conditions at six study sites in a range of high-, middle- and low-resource settings. Conducting such a trial presents several challenges in the implementation of the intervention, such as engaging a very diverse range of stakeholders across all sites throughout the project, as well as the need to ensure fidelity to a core model while allowing for adaptation to different contexts. This paper describes the process by which local and cross-site ToC maps were developed within the UPSIDES project and revised over the course of the study, to provide general guidance for implementing peer support which can be applied in a variety of contexts, and to identify necessary local adaptations. It contributes to the growing literature on the application of ToC by international research consortia to help facilitate collaborative, transnational work and multi-site implementation.

The ToC maps were developed to guide the implementation and evaluation of the “Using Peer Support In Developing Empowering mental health Services (UPSIDES)” study [ 18 , 19 ] carried out at: 1) Ulm University’s Department of Psychiatry and Psychotherapy II in Günzburg (UUlm), Ulm, Germany (high income), 2) University Medical Centre Hamburg-Eppendorf and city-wide community services (UKE), Hamburg, Germany (high income), 3) Butabika National Referral Hospital (BU), Kampala, Uganda (low income), 4) Muhimbili National Hospital at the Department of Psychiatry and Mental Health (DS), Dar es Salaam, Tanzania (formerly low income, now lower-middle income), 5) two community rehabilitation organisations (“Kidum Proyektim Shikumiim” and “Enosh”) which provide services across the country, coordinated by Ben Gurion University (BGU), Be’er Sheva, Israel (high income), and 6) Hospital for Mental Health in Ahmedabad, Gujarat, India, coordinated by the Centre for Mental Health Law and Policy (PU), Pune, India (lower-middle income). The study sites varied in the types of services offered (including inpatient, outpatient, or community services), previous experiences with peer support, and organisational readiness prior to the implementation of the UPSIDES intervention. A detailed description of intervention development in the UPSIDES study is reported elsewhere [ 20 , 21 ]. More details on the overall UPSIDES research project are provided in other previous publications of the UPSIDES study group [ 7 , 19 , 22 ].

The development of the cross-site ToC map was achieved in three stages (Fig.  1 ).

Cross-site ToC development process in three stages

In Stage 1 (preparations), research workers at all study sites were trained by an UPSIDES consortium member (GR) with expertise in the use of ToC. Then, each UPSIDES study site established a Local Advisory Board (LAB) composed of local stakeholders. LAB members were purposively selected to represent diverse groups in line with guidance provided to all sites by the UPSIDES Implementation Plan [ 23 ], including: service user and carer representatives, clinical staff members, hospital directors and/or ministry of health representatives, local community leaders, traditional healers and/or religious leaders, as appropriate.

In Stage 2 (local ToC maps) each site conducted initial ToC workshops with LAB members between the end of 2018 and 2019. Facilitators’ guidance was provided in the UPSIDES Implementation Plan (see Appendix 6 on ToC workshops in the UPSIDES implementation manual [ 23 ], provided here as Supplementary file 1 ). The aims of these initial ToC workshops were to review the findings of the current stage analysis [ 7 ] and to develop a ToC tailored to the sites’ local circumstances to guide the development, implementation, and evaluation of the peer support intervention. Based on these initial workshops, the first drafts for local ToC maps were developed. These were then refined iteratively over the course of the project with additional workshops as needed throughout 2020 and 2021. During the lockdowns resulting from the COVID-19 pandemic some of these additional workshops were held online. Over the course of this process, the two German study sites developed a joint German ToC map for the implementation of UPSIDES peer support in Germany [ 24 ] which was used along with the other site-specific ToC maps for the development of the cross-site ToC. Workshops were held either in the local language or in English, depending on LAB members’ preferences. Bilingual research staff translated the local maps into English language where necessary, following a proportionate translation methodology which was developed as part of the UPSIDES project [ 25 ].

In Stage 3 (cross-site ToC map), a first draft for a cross-site ToC was drafted by RH and EE. The draft was then refined through several rounds of expert consultation with representatives of all sites and by all co-authors of this manuscript. In line with Breuer et al.’s Checklist for Reporting Theory of Change [ 15 ], this paper will describe the impact and long-term outcomes, the anticipated short- and medium-term outcomes along the process of change, the intervention components which happen at different stages of the pathway, assumptions about how change would occur, and additional ToC elements such as indicators, supporting research evidence, actors in the context, sphere of influence and timelines.

Participants

LAB members were invited to participate in the ToC workshops at each study site. As described above, sites were provided standardised guidance on the selection of LAB members. There was a wide variety in the types of stakeholders who ultimately joined LABs and participated in ToC workshops. These ranged from service user and carer representatives, to outpatient and community mental health care staff, clergy and spiritual healers (Table  2 ). Sites were instructed to conduct ToC workshops with of 5–15 stakeholders of the LABs with complementary expertise. The initial workshops were followed by additional site-specific workshops where needed. These additional workshops could be held for one of two possible reasons: 1) they were held with new participants representing other types of stakeholders to complement and update the ToC maps with additional perspectives, or 2) they were held in separate workshops tailored to specific stakeholder groups, with participants who would otherwise have struggled to participate more confidently and actively due to power imbalance within mental health care services.

Collection and synthesis of ToC data

The information used to develop the ToC maps was gathered through several workshops where key stakeholders came together to discuss what the ultimate impact of peer support will be, and then work backwards from that point to identify the key steps needed to bring about the previously identified impact. The workshops were led by facilitators who were researchers of the UPSIDES study consortium previously trained in conducting ToC workshops. To kick off the discussion, a facilitator asked the group a series of questions, such as: What real-world impact or change do we want to achieve with peer support? What outcomes are needed to achieve this impact? What interventions are needed to achieve these outcomes? As participants responded to these questions, the facilitator summarized their answers on sticky notes or loose sheets of paper and arranged them on a wall, large table, flip chart, or on the floor to provide a sense of the series of steps on the way to achieve the ultimate outcome. Some sites further collected information in the form of recordings and meeting minutes during the ToC workshops. All these sources of information were then further integrated into site-specific individual ToC maps by the researchers at each study site. Once all sites had produced their ToC maps, the elements of the site-specific maps were aggregated, compared, and categorized in Microsoft Excel to facilitate harmonisation into one cross-site ToC map. Aspects that were mentioned by many stakeholders and continued to be rated as important throughout the course of the study in several feedback rounds were prioritised for inclusion in the cross-site ToC map. The final cross-site ToC map was constructed using Microsoft PowerPoint. Table 2 provides an overview of all data sources and for what purpose they were collected.

A total of 17 workshops were held. Across all sites and workshops a total of 134 stakeholders from various backgrounds participated. Table 3 shows more details on the workshops and their participants.

The initial drafts of site-specific ToC maps along with an overview of main commonalities and differences between the initial drafts are provided in Supplementary file 2 . The drafts show various stages of elaboration up to this point in January 2020, when they were first submitted by the sites. All sites defined several outcomes to be achieved during implementation and have specified rationales, interventions, indicators and assumptions to varying degrees. UULM, UKE and BU have defined a clear final impact statement. UKE, BU, DS and BGU have also already identified causal links between the ToC elements. Based on all these ToC drafts, the cross-site ToC map that harmonises insights from all six site-specific maps was developed. The final cross-site ToC map is presented in Fig.  2 .

UPSIDES cross-site ToC map

Common elements across sites: the UPSIDES cross-site ToC map

The overall structure of the ToC map indicates a process over time to be read horizontally, with three main phases (from left to right, indicated by three columns): (1) preparation and pilot, (2) implementation, and (3) sustainability. Three main levels of actors are represented on the vertical axis from top to bottom: individuals (service users and peer support workers), organisations (and their staff members) and the public. The desired ultimate impact of the UPSIDES intervention to be achieved at all sites was identified through consensus as: “improved social inclusion and reduced stigma of people with severe mental health conditions through systemic and cultural change”.

The first step to achieve when preparing to implement UPSIDES peer support is to have a map of the working environment and community resources at the site in order to achieve suitable adaptation of the UPSIDES intervention to the local context. This is the precondition for several subsequent outcomes on different levels, namely: that the intervention reaches the target population and is easily accessible; there is a clear role description and guidelines for peer support workers (PSWs) specific to their local context; and staff members of the organisation in which the PSWs will be working know about the benefits and purposes of peer support. The next outcomes are the successful recruitment of service users (SUs) that are eligible and willing to participate, availability of prospective PSWs that match pre-defined criteria, as well as identification of staff members that will serve as allies for peer support in the organisation, promoting organisational readiness. Once these preparatory steps have been completed, practical implementation and the provision of peer support services can begin.

The next phase leads to the intermediate outcomes related to the initial implementation. In order to deliver peer support per protocol and to high quality, it is necessary to have trained PSWs in order for them to have the necessary knowledge and skills to perform their role. The establishment of a team of PSWs – rather than PSWs working on their own – is another important outcome along the way. Further, the site should establish mechanisms to ensure that peer support is safe for both PSWs and SUs and that SUs are appropriately matched to PSWs, considering diverse personal backgrounds. The next steps are to ensure that peer support is offered in a way that makes it empowering for both SUs and PSWs and ensures ongoing professional growth and advancement of PSWs. Also, regarding the organisation and its respective staff members, critical outcomes to ensure successful implementation at the site need to be achieved, such as organisational readiness to promote an enabling working environment for PSWs in which their expertise is recognised. This entails the preparedness of the mental health services, including for example leadership support, institutional development and resource allocation to integrate and support PSWs working in the institution. During this phase of initial implementation, transparent integration of peer support into the local network of mental health services and enhanced ownership and sustained commitment from the public, stakeholders, and funders need to be achieved. The processes up to this point can be initially piloted at a small scale to inform the further adaptation of the intervention as needed, to be repeated afterwards at a larger scale.

Once the initial implementation of peer support has been successful, several outcomes need to be achieved to ensure sustainability in the long-run. One important pre-condition for long-term sustainability is the availability of evidence of the intervention’s effectiveness in improving outcomes of SUs and PSWs. The continuous engagement of the public, funders, and other relevant stakeholders throughout the implementation phase will help to set the groundwork and inform plans for the long-term integration of peer support into services. With time a cultural shift within systems through the distinctive contribution of PSWs working within an organisation and working with clients in their communities will be achieved. This will help to foster reduced in-system stigma of mental ill-health and lead to PSWs becoming advocates for mental health awareness in the community. Successful initial implementation at one site may then also lead to a more diverse offer, for example through scale up to other institutions, cities or countries.

Various indicators were defined to check whether outcomes were achieved. Data were collected against these indicators either quantitatively (via routine monitoring and evaluation) or qualitatively (through focus group discussions).

Interventions

Several different interventions need to be carried out in order to achieve the outcomes described above. In the preparatory phase, these consist mainly of activities revolving around spreading and gathering information through piloting, focus group discussions, consultation with stakeholders, introductory presentations, and recruitment. Once the preparatory phase is concluded, then capacity-building activities (training PSWs, organisational readiness workshops, setting up a support system), as well as the involvement of SUs and wider public can commence (delivering peer support, networking, public engagement). The last intervention that is possible to be conducted during the official duration of the UPSIDES study is the conduct of the RCT which will help to achieve long-term outcomes for sustainable implementation. Generating gold-standard evidence of the effectiveness of peer support will help to advocate for long-term integration of peer support into mental health services.

Assumptions

There are several essential assumptions underlying the pathway of change at a given site. These include: sufficient demand for peer support as well as readiness and desire for change in the target population of service users; appropriate mind-set of the prospective PSWs (motivation, perseverance and readiness); the diversity of PSW team reflects the diversity of personal backgrounds among service users; a critical mass of staff members are willing to engage with PSWs; support from other relevant stakeholders; and PSWs are working in an organisation where they can work in teams with other staff members.

Rationales underlying the pathway of change are based on evidence generated from UPSIDES and other relevant studies of peer support. The rationales behind the ToC’s elements of organisational readiness, collaboration and local adaptations were derived from insights from UPSIDES focus group discussions with key stakeholders and mental health staff members which were especially important at the early phases. Further insights of previous studies on peer support informed the rationales behind the importance of a clear role description and the impact of peer support on different outcome variables.

Site-specific features and adaptations

A feature that was unique to the maps from Be’er Sheva, Hamburg, and Ulm was a stronger focus on collaboration with other mental health service providers or teams, whereas stakeholders at sites in Pune, Kampala and Dar es Salaam focused more on community integration. Further, workshop participants in Kampala and Pune discussed the form of reimbursement and its consequences, financial empowerment of PSWs through peer support work and other possible income generating activities apart from peer support work, whereas discussions in Be’er Sheva, Hamburg, and Ulm revolved more around the PSWs’ role as employees and professionalization rather than financial reimbursement.

Further, we saw differences in the levels of sustainability addressed in the workshops. The discussions in Ulm, Dar es Salaam and Pune revolved more around the integration in the institution and efforts to build a network for PSWs. The site-specific ToC maps in Butabika, Be’er Sheva and Hamburg also included more elements referring to sustainability, for example long-term employment, integration in routine mental health care or scale up to other institutions.

As a result of this study, a cross-site ToC map was developed which divides the implementation of the UPSIDES peer support intervention into three main stages (preparation, implementation, and sustainability), and identifies three levels of actors (individuals—i.e., service users and peer support workers—organisations, and the public). The cross-site ToC is a representation of shared intermediate outcomes, interventions and actors involved in the implementation of UPSIDES peer support across various study sites in diverse settings.

Key findings and interpretation

The cross-site impact statement that was formulated (“Improved social inclusion and reduced stigma of people with severe mental health conditions through systemic and cultural change”) reflects elements of the Conceptual framework of IMpacts of Recovery Innovations (IMRI), as it describes the intervention’s impact on future ways of being, thinking, interacting and operating in mental health systems and communities towards people with mental health conditions [ 26 ].

The UPSIDES cross-site ToC describes key factors and processes for the implementation of mental health peer support to achieve this impact across a range of high-, middle-, and low-income settings. Considering that peer support is an extremely flexible intervention that can and should be adapted to local circumstances [ 7 ], there was a need for stringent monitoring and evaluation (M&E) of the implementation processes across sites throughout the project implementation phase. The ToC approach helped to derive concrete steps for local implementation, to adapt the implementation to the different settings across study sites, and to develop protocols for sites’ M&E.

The main differences in local implementation as reflected in the site-specific maps can be explained by several factors, i.e., resource setting, different levels of readiness for implementing peer support, stigmatisation of people with mental health conditions, and strength of hierarchy within mental health systems. Workshops at sites located in HIC focused heavily around collaboration with other mental health service providers or teams, whereas stakeholders at sites in LMIC focused more on integrating peer support into the local community. This is in line with other research in the field that highlights the importance of the community when addressing mental health care in LMICs [ 27 ]. Further, the form of reimbursement and its consequences was an important topic for sites in LMIC. The financial situation of PSWs in LMICs might be more critical than that of their colleagues in HICs [ 28 ], most of whom receive at least some sort of social benefits [ 29 ]. Often in LMIC healthcare and other essential needs are paid for out-of-pocket [ 30 ]. Thus, for those who have lived experience of a mental health condition, reimbursement for peer support work can help to meet basic needs and enable longer-term improvements [ 31 ]. Taken together, it is unsurprising that the tangible community and monetary aspects of peer support work were more prominent in discussions in lower-income settings. The importance of resource availability was also reflected in the qualitative UPSIDES studies with stakeholders in LMICs [ 22 ]. By comparison, the discussions in HIC revolved more around the PSW’s role as an employee and their professionalization. PSWs in LMICs may be more warmly welcomed into severely understaffed mental health services, while in HICs, they may not be as readily accepted or regarded as competitors by other mental health professionals [ 32 , 33 ]. This discourse on professionalization is very much in accord with other research on lived experience implementation and relationships in HICs [ 34 ]. Further, the topic of collaboration and professionalization is more important in the integrated care system common in many HICs which attempts to coordinate across a wider range of services including those outside the health care system [ 35 ].

We also noticed some differences between the site-specific maps based on the level of previous experience with peer support and subsequently different levels of readiness at the site, as described in a previous UPSIDES publication on barriers and facilitators for implementation of peer support [ 7 ]. The discussions at sites with lower readiness for implementation (Ulm and Dar es Salaam) revolved more around integration into the institution and efforts to build a network for PSWs. The ToC maps of the sites with higher levels of readiness and several years of previous experience with implementing mental health peer support (Be’er Sheva, Butabika, Hamburg) through other projects and initiatives [ 36 , 37 , 38 ] included more elements referring to sustainability, for example long-term employment, integration into routine mental health care, or scale-up to other institutions.

Varying levels of stigmatisation of mental health and strength of hierarchy within the mental health system in the different workshop sites were an important challenge when planning the overall conduct of the workshops. Service users and caregivers often face high levels of stigma, leading to difficulties in actively engaging these two crucial types of stakeholders in research [ 8 , 39 ]. Further, strong hierarchical structures in the provision of mental health services also may add to challenges when involving different groups of stakeholders in a project [ 8 , 10 ]. In settings with high levels of stigmatization and strong hierarchies within the mental health institution, it was helpful to hold separate workshops with each stakeholder group, e.g., one with nurses, one with hospital board members, and one with carers and service user representatives, then synthesising all inputs into one ToC map afterwards. This helped participants to feel more confident and promoted their active participation during the workshops. Previous ToC research has reported similar findings regarding methods of engaging different stakeholder groups [ 10 ].

Implications

As a next step, the UPSIDES cross-site ToC map (particularly the indicators) will be used to guide further theory-driven analyses of the UPSIDES study regarding the impact of factors related to implementation on effectiveness, i. e. as a conceptual framework indicating moderators and mediators of effect on various outcomes guiding the process evaluation. By highlighting possible pathways of change on several levels (service users, peer support workers, organisations) it will also help to understand patterns and differences in effects across sites. For example, qualitative comparative analysis can be used to provide an integrated analysis of data as shown in previous ToC-driven evaluations [ 40 ].

Another use of this research on ToC is in facilitating evaluation of other peer support programmes. Our ToC may be instructive to other studies seeking to carry out routine M&E, as well as process evaluation, by suggesting indicators that may be important to assess.

The study also aids to identify knowledge gaps in the field and facilitates new concepts and assumptions to emerge. For example, the prominent influence of organisational readiness, the cooperation with other staff members and the peer support workers’ involvement in the community are important features of peer support, with need for more research in this area.

Strengths and limitations

Due to the pandemic, most workshops could not be held in-person in 2020 and 2021 after the initial ToC workshop. As a result, many site-specific maps could not be refined with stakeholders via in-person meetings. Therefore, the HIC sites in Israel and Germany conducted online meetings to discuss the current drafts of their site-specific map. Online workshops were feasible; however, in-person meetings were preferred since discussions flowed more easily and collective working with sticky notes and flipcharts promoted creativity and active involvement of all participants. Online workshops via video conferences were not feasible in the LMIC sites. Despite these challenges, the study at hand is one of few [ 12 ] which has revised and updated some of their site specific maps and the cross-site ToC map over the course of the study to incorporate important contextual changes (i.e., the pandemic) as well as key learnings from the implementation phase into the final map.

Another limitation is the considerable variation in interest and participation in the ToC workshops across the sites (e.g. 4 participants in PU vs. 74 participants in BGU). This can be partly explained by the difficulties with conducting follow-up workshops as result of the COVID-19 pandemic, as described above. Through ongoing expert consultation with colleagues from all study sites during the development of the cross-site ToC, we have tried to mitigate the over- and under-representation of stakeholders from different study sites.

No sociodemographic data of workshop participants apart from their professional background was available for this study which limits further interpretation of the workshop results in a broader socio-cultural context. For the purposes of the UPSIDES study, this did not impact successful use of the ToC for implementation and evaluation.

What makes this study stand out from previous research with ToC in several sites is that the cross-site map was derived from site-specific maps and not vice-versa, as is often the case [ 10 ]. This may represent both a limitation and a strength. When merging site-specific maps into one cross-site map, some details must inevitably be obscured for the map to concisely represent general processes of implementation. However, the strength of this approach is that sites develop their site-specific ToCs towards a shared goal unbiased by a cross-site map, allowing the sites to develop their ToCs independently and thereby fostering creativity and unique ideas. Having separate site-specific ToCs also helped to keep track of the differences in implementation that could plausibly affect site-specific outcomes, which can subsequently be explored through secondary analyses.

Another aspect that makes this ToC research stand out from others is that we were working with different languages mostly in non-Anglophone HICs and LMICs with a mixture of English and other local languages. The synthesis of maps of multilingual origin was challenging and there was a very real risk of losing information in translation. We have mitigated this risk by sticking to a pre-defined translation methodology and by conducting several feedback rounds with representatives of all sites.

Ultimately, all sites managed to include different stakeholder groups in the ToC process, leading to multi-faceted representation in all ToC maps. In addition, the concept of an explicitly participatory ToC that actively involves stakeholders from the outset differs from ToCs that were developed in other ways. Another strength of this study is that the ToC was developed as part of a research project with standardised operating procedures for data collection and reporting across all sites. Consequently, data collected against the indicators assigned to each outcome are available for further analyses across all sites.

The development of a cross-site ToC in UPSIDES helped to crystallise core elements of implementing and evaluating a peer support intervention across different socio-cultural, systemic and income-level settings. Through this participatory approach, stakeholders and study teams worked together to identify common approaches to implementation and measurement across all sites, while also determining local specifics and challenges that necessitate careful adaptation to the local setting. Successful local implementation while maintaining fidelity to some core elements is an essential precondition for a multi-site evaluation to be able to draw meaningful conclusions. The insights provided by the cross-site ToC will be used in the further evaluation of the UPSIDES peer support intervention. We believe that the ToC we have created also holds relevance for other research and policy initiatives aiming to implement peer support in various settings. Further, our ToC approach can inform and guide other multinational collaborations, contributing to the advancement of implementing evidence-based complex interventions in the realm of global mental health.

Availability of data and materials

Meeting minutes generated during the ToC workshops are not publicly available, as they contain information that could compromise the privacy of research participants.

Abbreviations

High Income Country

Low- and Middle-Income Country

Theory of Change

Using Peer Support In Developing Empowering mental health Services

Department of Psychiatry II, Ulm University, Ulm, Germany (study site)

Department of Psychiatry, University Medical Center Hamburg-Eppendorf, Hamburg, Germany (study site)

Butabika National Referral Hospital, Kampala, Uganda (study site)

Dar es Salaam, Tanzania (study site)

Department of Social Work, Ben Gurion University of the Negev, Be'er Sheva, Israel (study site)

Centre for Mental Health Law and Policy, Indian Law Society, Pune, India (study site)

Local Advisory Board

Peer support worker

Service user

Monitoring and Evaluation

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Acknowledgements

The study Using Peer Support In Developing Empowering Mental Health Services (UPSIDES) is a multicentre collaboration between the Department for Psychiatry and Psychotherapy II at Ulm University, Germany (Bernd Puschner, coordinator); the Institute of Mental Health at University of Nottingham, UK (Mike Slade); the Department of Psychiatry at University Hospital Hamburg-Eppendorf, Germany (Candelaria Mahlke); Butabika National Referral Hospital, Uganda (Juliet Nakku); the Centre for Global Mental Health at London School of Hygiene and Tropical Medicine, UK (Grace Ryan); Ifakara Health Institute, Dar es Salaam, Tanzania (Donat Shamba); the Department of Social Work at Ben Gurion University of the Negev, Be’er Sheva, Israel (Galia Moran); and the Centre for Mental Health Law and Policy, Pune, India (Jasmine Kalha).

We thank all stakeholders and Local Advisory Board members involved in the workshops for their valuable input and their continuing support throughout the duration of the study.

Open Access funding enabled and organized by Projekt DEAL. UPSIDES has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement no. 779263. This publication reflects only the authors’ views. The Commission is not responsible for any use that may be made of the information it contains. The funding body played no part in the study design, collection, decision to submit the report for publication, management, analysis, and interpretation of data, writing of the report, or the decision to submit the report for publication.

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Bernd Puschner and Juliet Nakku are equally contributing last author.

Authors and Affiliations

Department of Psychiatry II, Ulm University, Ulm, Germany

Ramona Hiltensperger, Ellen Epple, Annabel Sandra Mueller-Stierlin & Bernd Puschner

Centre for Global Mental Health, London School of Hygiene and Tropical Medicine, London, UK

Department of Social Work, Ben Gurion University of the Negev, Be’er Sheva, Israel

Inbar Adler Ben-Dor & Galia Moran

School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, UK

Ashleigh Charles, Yasuhiro Kotera & Mike Slade

Centre for Mental Health Law and Policy, Indian Law Society, Pune, India

Jasmine Kalha & Palak Korde

Butabika National Referral Hospital, Kampala, Uganda

Richard Mpango & Juliet Nakku

Department of Mental Health, School of Health Sciences, Soroti University, Soroti, Uganda

Richard Mpango

Department of Psychiatry and Psychotherapy, University Medical Center Hamburg-Eppendorf, Hamburg, Germany

Rebecca Nixdorf

Department of Health Systems Impact Evaluation and Policy, Ifakara Health Institute, Dar Es Salaam, Tanzania

Mary Ramesh & Donat Shamba

Health and Community Participation Division, Nord University, Namsos, Norway

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Contributions

RH coordinated the ToC workshops, collated their results, wrote the manuscript and drafted the cross-site ToC map. GR trained research workers across sites in using the ToC approach and supported the drafting of individual ToC maps and the cross-site ToC. EE supported the drafting of the cross-site ToC map and performed the graphical editing. RH, IABD, JK, AK, CM, GM, AMS, RN, MR, GR, DS and JN organised workshops in which site-specific ToC maps were drafted. All authors (RH, GR, IABD, AC, EE, JK, PK, YK, RM, GM, AMS, RN, MR, DS, MS, BP, JN) provided feedback to the cross-site ToC map, and read and approved the final manuscript.

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Correspondence to Ramona Hiltensperger .

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All studies within the first phase of UPSIDES have been approved by: Ulm University Ethics Commission (Application nr. 195/18), Mengo IRB Uganda (MH: 360; MH/REC/141/8/2018), National Institute for Medical Research Tanzania (NIMR/HQ/R.8a/Vol.IX/2982), Institutional Review Board, Ifakara Health Institute, Tanzania (IHI/IRB/No. 28–2018), Ärztekammer Hamburg, Germany (MC-230/18), Indian Council of Medical Research (Indo-foreign/66/M/2017-NCD-1), Indian Law Society (ILS/37/2018) and Human Subjects Research Committee of Ben-Gurion University (ref: 1621–2). Participants gave informed consent to participate in the study before taking part. Data collection and management took place in strict adherence with EU and national regulations to ensure data safety and participant anonymity. Special care was taken when transferring data between study sites, i. e. only completely anonymised and end-to-end encrypted files were shared among research staff.

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Hiltensperger, R., Ryan, G., Ben-Dor, I.A. et al. Implementation of peer support for people with severe mental health conditions in high-, middle- and low-income-countries: a theory of change approach. BMC Health Serv Res 24 , 480 (2024). https://doi.org/10.1186/s12913-024-10990-5

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• Published: 17 April 2024

Diversity-dependent speciation and extinction in hominins

• Laura A. van Holstein   ORCID: orcid.org/0000-0003-1222-9593 1 &
• Robert A. Foley   ORCID: orcid.org/0000-0003-0479-3039 1  

Nature Ecology & Evolution ( 2024 ) Cite this article

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• Biological anthropology

The search for drivers of hominin speciation and extinction has tended to focus on the impact of climate change. Far less attention has been paid to the role of interspecific competition. However, research across vertebrates more broadly has shown that both processes are often correlated with species diversity, suggesting an important role for interspecific competition. Here we ask whether hominin speciation and extinction conform to the expected patterns of negative and positive diversity dependence, respectively. We estimate speciation and extinction rates from fossil occurrence data with preservation variability priors in a validated Bayesian framework and test whether these rates are correlated with species diversity. We supplement these analyses with calculations of speciation rate across a phylogeny, again testing whether these are correlated with diversity. Our results are consistent with clade-wide diversity limits that governed speciation in hominins overall but that were not quite reached by the Australopithecus and Paranthropus subclade before its extinction. Extinction was not correlated with species diversity within the Australopithecus and Paranthropus subclade or within hominins overall; this is concordant with climate playing a greater part in hominin extinction than speciation. By contrast, Homo is characterized by positively diversity-dependent speciation and negatively diversity-dependent extinction—both exceedingly rare patterns across all forms of life. The genus Homo expands the set of reported associations between diversity and macroevolution in vertebrates, underscoring that the relationship between diversity and macroevolution is complex. These results indicate an important, previously underappreciated and comparatively unusual role of biotic interactions in Homo macroevolution, and speciation in particular. The unusual and unexpected patterns of diversity dependence in Homo speciation and extinction may be a consequence of repeated Homo range expansions driven by interspecific competition and made possible by recurrent innovations in ecological strategies. Exploring how hominin macroevolution fits into the general vertebrate macroevolutionary landscape has the potential to offer new perspectives on longstanding questions in vertebrate evolution and shed new light on evolutionary processes within our own lineage.

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The diversification of a lineage is the net output of speciation minus extinction. A theme that runs through much research into human evolution is whether the determinants of hominin diversification conform to or diverge from those seen in other taxa. At one extreme lie ideas such as Wolpoff’s ‘single species hypothesis’ 1 , which suggested that there can be no speciation in the hominin lineage, as its niche is ‘culture’. Culture, in Wolpoff’s view, is uniquely human and prevents boundaries between populations from occurring; hence, speciation was prohibited in hominins, but not in other clades. At the other extreme are interpretations that emphasize commonalities between patterns of hominin speciation and extinction and those of other clades 2 . Within this group, research interest has primarily been devoted to examining the role of climate in shaping hominin diversification 2 , 3 , 4 , 5 , 6 , 7 . What has received far less attention as a potential driver of hominin diversification than climate, however, is competition.

Competition occurs across taxonomic scales, from interindividual competition within populations 8 to intergroup competition within species 9 and interspecific competition 10 . Competition at each of these levels has been shown to act as an important driver of evolution at equal or higher scales 11 , 12 , 13 . Here we focus on interspecific competition for niches (hereafter ‘competition’) and its consequences above the species level. Although the concept of ‘niche’ has only rarely been formally defined in previous work on diversity-dependent speciation 14 , 15 , 16 , its implicit definition in previous work is that of a Hutchinsonian ecological niche 17 —an n -dimensional hypervolume describing all environmental resources and conditions required for species persistence. We adopt this conventional definition throughout this paper. The consequences of competition can include three processes: speciation, extinction and morphological change through, for example, character displacement 13 , 18 . There is some indirect evidence that competition resulted in morphological evolution in our lineage: competition between Homo and Paranthropus in East Africa probably led to character displacement in the mandibular premolar morphology of these two groups 19 . However, much less work has been devoted to exploring the effects of competition on hominin speciation or extinction.

Ecological competition with large carnivores is thought to have exerted a strong effect on hominin ranging patterns 20 , 21 , hunting behaviour 22 and, of particular interest at a macroevolutionary scale, geographic dispersals 23 , 24 . Although it is unknown whether competition with large carnivores had direct effects on hominin speciation or extinction, the link between dispersals and these macroevolutionary processes is well established 25 . Compared with competition between hominins and non-hominins, the dynamics and effects of competition between hominin species have received comparatively little attention. Although competition may have contributed to a pulse of hominin extinction around 1.5 million years ago 26 , and some recent reviews have used evidence for hominin sympatry in East and South Africa to suggest the possibility of competition 27 , 28 , an explicit investigation of the extent to which competition drove hominin diversification is lacking.

Competition has probably had a major role in animal diversification, however, leaving signals in correlations between species diversity, on the one hand, and speciation and extinction on the other 14 , 16 , 29 , 30 , 31 . Speciation can be both positively or negatively diversity dependent or occur independently of a clade’s own diversity. Under positive diversity dependence, speciation rates rise as a function of the novel evolutionary opportunities and interactions created by other species 32 . This pattern is exceptionally rare among all forms of life, however, having been reported only in island-dwelling beetles 33 , plants and arthropods 34 , and this latter case is contentious 35 , 36 . Instead, if a relationship exists between vertebrate speciation and diversity, this is usually negative 14 , 16 , 30 , 31 . There are two processes by which speciation may be negatively controlled by diversity: competition for (1) niche space, or (2) geographic space 15 . In both, speciation is regulated by bounded ecological opportunities. In classical Darwinian diversity dependence 16 , 37 , speciation into a niche occupied by a closely related species is prohibited, producing a negative relationship. At a higher level of taxonomic organization, models of asymptotic diversity predict slowdowns in speciation as a finite number of niches within an adaptive grade, or a finite number of ranges within bounded space, become occupied by closely related species as a clade grows 25 , 38 . However, findings of diversity-independent speciation in some clades has led to intense debate about whether negative diversity dependence is universal across vertebrates; the same is true for the related question of whether absolute limits to niches or geographic ranges even exist 39 , 40 .

The relationship between extinction and diversity has received less explicit empirical attention than that between speciation and diversity. However, when a relationship is reported, extinction is typically positively diversity dependent 41 , 42 . These patterns align with expectations based on theory. Under Darwinian diversity dependence, competition between ecologically similar species should result in extinction of outcompeted species 37 even in the absence of absolute limits to species diversity. Models of asymptotic diversity 16 , 43 predict increased rates of extinction as species diversity approaches an explicitly predicted diversity limit. Asymptotic diversity dynamics have been reported for multiple vertebrate clades 44 , 45 , although other studies have suggested that these trends are unclear among terrestrial vertebrates 32 . As is the case for speciation, then, there is some empirical evidence for a typical direction of the relationship between diversity and extinction—in this case, positive—but the universality of this pattern among vertebrates, too, remains an open question.

Hominin evolution is represented by a well-studied and rich fossil record and occurs across temporal and spatial scales that sit squarely at the expected intersection of climatic and competitive processes 46 . Therefore, exploring how hominin macroevolution fits into the general vertebrate macroevolutionary landscape has the potential to offer new perspectives on longstanding questions in vertebrate evolution, as well as addressing the comparative dearth of explicit research on diversity-dependent macroevolution in the hominin lineage.

Here we ask whether hominins also follow the pattern of diversity-dependent diversification that characterizes many other vertebrate clades. More specifically, we ask: were hominins characterized by negative diversity-dependent speciation and positive diversity-dependent extinction?

At which taxonomic level should these patterns be expected? Negative diversity-dependent speciation and positive diversity-dependent extinction at the level of the hominin clade as a whole would imply either that hominins were characterized by species’ inabilities to diverge ecologically from each other, as in Darwinian diversity dependence—and in an extension of Wolpoff’s ‘culture’ argument—or that hominins occupy a bounded set of niches in broader ecological context, as in asymptotic diversity dependence. One possibility is that hominin diversification is not diversity dependent, either because hominin speciation and extinction are purely climate-driven and not determined by diversity-mediated competitive dynamics 2 , 3 , 4 , 5 , 6 , 7 , or because the lineage was characterized by consistent ecological divergence, or because a limit to species diversity did not exist or was not reached. A second possibility is that hominins, overall, conform to the expected patterns. This would indicate a powerful and underappreciated role for interspecific competition in hominin evolution.

However, Darwinian diversity dependence 16 , 37 predicts stronger signals of diversity-dependent dynamics within and not across adaptive grades 15 , 16 , 37 , as species within adaptive grades should be more ecologically similar to each other. Given that there is strong support for Homo having occupied an adaptive grade distinct from earlier hominins 47 , 48 , we contrast the patterns found between Homo and Plio-Pleistocene non- Homo species ( Australopithecus and Paranthropus ). In addition to the two possible patterns described above, this comparison presents a third possibility: conflicting patterns between adaptive grades. Such a pattern will have resonance with the major issue of how far hominin evolution conforms to general evolutionary patterns, and why it might diverge.

Analyses based on speciation and extinction times

To explore whether species diversity predicts species origination and extinction, we ran birth–death models in a validated Bayesian framework 49 , 50 on five datasets of estimated times of species origination and extinction. The first dataset comprised published first and last appearance dates (FADs and LADs), which are conventionally used as proxies for times of species origination and extinction without accounting for variability in fossil preservation rates. The subsequent four datasets were based on our database of hominin fossil occurrences, recorded at two operational definitions of localities (at the finest-grained occurrence level available ( n  = 385 occurrences) and at the broadest occurrence level (that in which all occurrences at a site complex were merged into a single occurrence; n  = 267 occurrences)). We applied two sets of explicit fossil preservation rate priors (time-based variability and within-lifetime variability; both models also included between-lineage variability) to these two occurrence datasets, generating four new sets of times of species origination and extinction. As there were no differences in the direction of inferred relationships between these datasets, we report results for both models of preservation from the most fine-grained occurrence level here. Results for the broadest occurrence level are provided in Supplementary Table 1 .

Times of speciation and extinction estimated for fine-grained occurrences under (1) lineage- and time-based variability and (2) lineage- and within-species lifetime variability in fossil preservation rates are presented in Table 1 . Those for the same analyses across the broadest occurrence level are reported in Supplementary Table 2 . Speciation times were significantly different between the new dates estimated under both preservation rate priors and between dates estimated under preservation rate priors and the published FADs and LADs of fossil species (pairwise paired t -tests with Bonferroni correction, P  < 0.05). Extinction times did not differ significantly between dates estimated under both preservation rate priors, but both of these did differ significantly from the published FADs and LADs (pairwise paired t -tests with Bonferroni correction, P  < 0.05). Compared to published FADs, estimates of speciation and extinction times that account fossil preservation extended species’ lifespans. These models estimate that species originated, on average, 0.49 million years earlier (within-lifetime variability) and 0.37 million years earlier (time-based variability) than published dates suggest, and that they went extinct 0.27 million years later (within-lifetime variability) and 0.15 million years later (time-based variability) than published dates suggest (Fig. 1a and Table 1 ).

a , Species lifespans, comprising the time between speciation and extinction dates based on three datasets. Orange: published fossil FADs and LADs estimated without taking fossil preservation into account. Light blue: speciation and extinction dates estimated in a Bayesian framework incorporating time-based variability in fossil preservation rates. Dark blue: speciation and extinction dates estimated in a Bayesian framework incorporating within-lineage variability in fossil preservation rates. Note that these taxa are those the published dates and our new database have in common; actual analyses incorporated Homo ergaster in the no-preservation-prior dataset and Homo rudolfensis in the preservation prior datasets. Homo erectus s.l. refers to Homo erectus sensu lato. b , The Parins-Fukuchi et al. 87 phylogeny used in this study, with species coloured by taxonomic grouping (yellow: Homo; green: non- Homo ).

Across each of the three datasets, the results suggest at reasonable confidence that speciation was a negatively diversity-dependent process across the hominin clade as a whole (Fig. 2a and Table 2 ). The 50% credible intervals did not overlap with 0, although the 95% credible intervals did. In two models, >75% of the posterior distribution was negative. For non- Homo species, the signal was more diffuse. Although mean correlation parameter estimates were negative, the 50% credible interval overlapped with 0 in all cases (Fig. 2a ). By contrast, the results suggest at reasonable confidence that speciation in Homo was positively diversity-dependent across all three datasets (Fig. 2a and Table 2 ). In the model with no preservation priors, the 50% credible interval overlapped with 0, but the correlation parameter was positive in 67.9% of the iterations. In models incorporating fossil preservation variability, the 50% credible intervals did not overlap with 0, although the 95% credible intervals did (Fig. 2a ). In these models, the correlation parameter was positive in 78% and 83.8% of the iterations of the time-based preservation variability model and the within-lifetime preservation variability models, respectively.

a , Results from PyRate birth–death models, run across three datasets with different fossil preservation priors (no preservation priors: published FADs and LADs; time-based preservation variability, where preservation is allowed to vary every 1 million years—prior applied to fossil occurrence data from three databases; and within-lifetime preservation variability, where preservation rate is allowed to vary across a species’ lifespan—prior applied to fossil occurrence data from three databases). In the latter two models, the preservation rate was also allowed to vary between lineages. The posterior distribution of the correlation parameter is shown, with the 50% credible interval shaded and the 95% credible interval indicated by the outline. The mean correlation parameter is indicated by a thick line. Results for speciation are indicated in blue; those for extinction are shown in red. b , The relationship between diversity 500,000 years before tip height and speciation rate (tip DR) across the Parins-Fukuchi et al. 87 phylogeny. Shaded area indicates 95% confidence interval.

The strongest signal across both processes was that extinction in Homo was unexpectedly negatively diversity dependent. For all three models, >75% of the posterior distribution of the diversity correlation parameter was negative, and the 50% credible intervals did not overlap with 0; and in the two models incorporating fossil preservation variability, >99% of the distribution was negative (Fig. 2a and Table 2 ). The pattern in Homo stands in stark contrast to the lack of a strong signal within non- Homo or the hominin clade as a whole. Although the mean of the posterior distribution of the correlation parameter was positive in all but one model (non- Homo , no preservation priors), <75% of the posterior distributions for these models was positive, and the 50% and 95% credible intervals overlapped with 0 in all cases (Fig. 2a and Table 2 ).

Phylogeny-based analyses of speciation rate

To explore support for the results from models incorporating variability in fossil preservation versus those from the model without, we developed a complementary but independent analytical approach and calculated the speciation rate across a phylogeny. There was a statistically significant difference in the relationship between diversity and speciation between Homo and non- Homo groups (phylogenetic generalized least squares (GLS): difference between Homo and non- Homo regression slope, P  < 0.05). In non- Homo species, speciation rate decreased as a function of diversity, consistent with a negative diversity-dependent speciation regime, whereas Homo was characterized by a significant positive relationship between speciation rate and diversity (Fig. 1b ). Model outputs are provided in Supplementary Table 3 .

The differences between Homo and non- Homo are unlikely to be the consequence of higher undersampling of non- Homo species richness: the same result was obtained across 99% of trees with 12.5% increased non- Homo species richness and 98%, 95% and 94% of trees with 25%, 37.5% and 50% increased non- Homo species richness, respectively.

The phylogeny-based method performs reasonably well across small datasets; across the small trees simulated under a diversity-dependent process, it correctly inferred negative diversity dependence across 73% of the trees, and this remained 73% when up to 40% species were randomly removed from the phylogenies to simulate incomplete sampling. The method falsely identified a relationship between diversity and speciation across 31% of the simulated constant-rate birth–death trees, and this rose to 41% when up to 40% species were randomly removed from the phylogenies. In the incorrect sample of 31%, negative diversity dependence was inferred across nearly all trees (97%), and this did not change across the phylogenies across which incomplete sampling was simulated. Positive diversity-dependent speciation was incorrectly inferred across 0.02% of the complete simulated constant-rate birth–death trees and 0.3% of the trees across which incomplete sampling was simulated. Taken together, these results suggest that there can be reasonable but not total confidence that non- Homo speciation was characterized by negative diversity dependence; there is a 69% chance that it was not a false positive result across a tree generated under a non-diversity-dependent process. There is only a 0.02% chance that the positive diversity-dependent speciation of Homo is a methodological artefact.

We investigated whether hominin speciation and extinction are correlated with species diversity, as they are across many—but not all—vertebrate clades. Our results across the clade as a whole suggest that speciation was probably negatively regulated by diversity, and that this was also true for the group comprising Australopithecus and Paranthropus , although the signal was weaker in this subclade. By contrast, there is reasonably strong evidence that the relationship between speciation and diversity in the genus Homo diverges from that in other hominins and many other vertebrates: across two analytical approaches, Homo speciation was positively diversity dependent. Homo extinction, furthermore, showed a very strongly negatively diversity-dependent pattern, which differs from the lack of a relationship between extinction and diversity found both across hominins as a whole and in the Australopithecus and Paranthropus subgroup.

From a broader vertebrate perspective, the reasonably strong evidence for negative diversity-dependent speciation across the clade as a whole (mean 79% and 77% of the posterior distributions <0 for all Bayesian models and Bayesian models accounting for fossil preservation bias, respectively; Table 1 ), paired with the much more diffuse signal of negative diversity dependence in non- Homo (mean 62.8% and 60.5% of the posterior distributions <0 for all Bayesian models and Bayesian models accounting for fossil preservation bias, respectively, and a 69% chance that the patterns across the phylogeny were not false positives) echoes theoretical uncertainty about the taxonomic scale across which diversity dependence should operate 16 . Previous work in higher taxonomic groupings within birds and squamates found evidence of negative diversity-dependent speciation 14 , 29 , 31 , whereas work within terrestrial vertebrate orders, including Primates, recovered no such relationship 39 . Although our analyses were conducted at a lower scale, we recovered a corresponding pattern, with stronger evidence for diversity-dependent speciation at higher taxonomic scales. Turning to broader questions about whether ecological limits to species diversity are even to be expected 51 , the comparison between signal strength at the two scales we report here suggests that limits to diversity should exist at higher taxonomic levels. One potential explanation is that if limits to ecologically similar species diversity exist, subclades may often not reach these individually before extinction begins to outpace speciation. Through a Darwinian diversity-dependent lens, this ‘limit’ may simply reflect the point at which species are no longer able to diverge ecologically from one another 16 and so has more to do with the evolvability of the clade itself, whereas an asymptotic view holds that there is a set number of niches or limited geographic space to speciate into a priori. We cannot distinguish between these alternatives based on the models we present here, but our results are consistent with clade-wide diversity limits that governed speciation overall but were not quite reached by the non- Homo subclade before its extinction.

Notably, neither non- Homo subclade extinction nor that across the clade as a whole carried a strong signal of diversity dependence (Table 1 ). This aligns with previous work reporting an absence of diversity-dependent extinction—for example, the lack of empirical evidence for extinctions in ‘saturated’ communities following species invasions 52 . Previous work has made a strong case that hominin extinction is more closely linked to climate than hominin speciation 53 , and climate-driven extinction before a theoretical cap on diversity—whether Darwinian or asymptotic—was reached can explain these results.

Contrary to expectations, we found reasonably strong evidence for positively diversity-dependent speciation in Homo (mean 76.6% and 80.9% of the posterior distributions >0 for all Bayesian models and Bayesian models accounting for fossil preservation bias, respectively, and a 0.02% chance that the patterns across the phylogeny were false positives). This pattern is much rarer than negatively diversity-dependent speciation and non-diversity-related speciation across all forms of life, having been reported for only a few groups, including island-dwelling beetles 33 , plants and arthropods 34 , with this last case being contentious 35 , 36 . In the vertebrate context, then, our results not only expand the set of reported associations between diversity and speciation but, crucially, underscore previous findings that the relationship between speciation and diversity is complex 39 , 52 , 54 .

This complexity is no doubt at least in part the consequence of the fact that both extrinsic factors and intrinsic traits modify any feedback loop between species diversity and speciation 18 , 55 . One explanation that incorporates both is repeated dispersals. Homo is the only hominin genus to expand its range outside of Africa 56 , 57 , and recurrent expansions into new habitats that promote new adaptations, and therefore speciation, while source populations persist, will result in a positive correlation between speciation rate and diversity. This correlation may reflect no causal relationship between competition and speciation at all, but a complementary model is that high levels of competition between closely related and ecologically similar taxa in the ‘source’ location drove dispersal in the first place 58 , 59 . For example, Carbonell and colleagues 60 suggested that the earliest European hominins were competitively displaced from Africa by populations that developed the Acheulian.

A second and non-mutually exclusive explanation is that ‘diversity begets diversity’ 32 —that is, that existing species provide evolutionary pressure and opportunities for (the evolution of) new species 61 , 62 , 63 . Increased species diversity may produce interactions that can promote speciation and can extend species’ lifespans providing that the activities of the species upon which the niche of another is built persist. Species may create novel ecological opportunities for new species to exploit through ecosystem modification 64 , 65 , 66 . Ecosystem modification is particularly likely to lead to evolutionary consequences if it increases structural and resource heterogeneity 64 . Although the time-averaged nature of the fossil record makes it difficult to reconstruct the ecological effects of hominin behaviour, it is not unlikely that hominins, particularly those belonging to the genus Homo , were ecosystem engineers 67 , 68 , and that the ecological opportunities afforded by their behaviour promoted the appearance of novel hominin species. Behaviours that may have contributed particularly strongly to such dynamics are the use of fire 69 , which can cause widespread landscape modification, and the adoption of active and intensive hunting, which will have exerted new pressures on the distribution and population sizes of hominin prey 68 .

An adaptive ‘trait’ potentially critical to repeated geographic expansions—whether caused by competition or not—as well as creating ecological opportunities for new species and exploiting ecological opportunities afforded by other hominins, is technology 70 , 71 . Of course, lithic technology predates Homo 72 , but what can be said with some certainty is that neither Australopithecus and Paranthropus , nor other vertebrates, rely on stone tool technology to the same degree as Homo 73 . The suggestion that repeated and ratcheted technological innovation promoted speciation stands in stark contrast to Wolpoff’s single species hypothesis 1 .

However, it may be that Homo speciation merely appears to be positively diversity dependent because non- Homo taxa were present at the time of Homo species origination, and that it is not necessarily the presence of these taxa that resulted in Homo speciation. What is incongruous about this explanation, in the context of the evidence for negative diversity dependent speciation across the clade as a whole, is why the presence of these other species did not restrict Homo speciation as predicted. This overlap hints at competitive displacement from occupied niches, rather than the opportunistic replacement documented in, for example, carnivores 74 .

Homo is characterized, finally, by negative diversity-dependent extinction (mean 92.3% and 99.7% of the posterior distributions <0 for all Bayesian models and Bayesian models accounting for fossil preservation bias, respectively). To the best of our knowledge, this pattern has not been documented in other clades. It may be the case that negative diversity-dependent extinction is a statistical artefact of coeval extinction events unrelated to diversity—presumably precipitated by climate change 53 . Although we cannot rule this out, because we did not explicitly contrast the effects of climate and diversity in our models, there are problems with a climate-only explanation for this pattern. Given that Homo evolution occurred during a period of increased climatic deterioration and change 5 , 75 , 76 , and that estimated extinction times did not occur at exactly the same time, and both before and after episodes of major cooling (Table 1 ), it is difficult to pinpoint a single climatic event that underlies Homo extinctions. We propose two alternative explanations for this pattern. First, it may be the case that repeated innovations in adaptive strategies in Homo resulted in coeval competitive replacement of a number of species by a single innovator species. For instance, shifts in life history and dietary strategy within Homo erectus sensu lato 77 may have allowed this taxon to replace competitively early forms of Homo , and the same may have been true for the cognitive and behavioural innovations of Homo sapiens relative to Late Pleistocene hominins 78 . This echoes a recent point made by Bokma and colleagues 79 . A related explanation for late Pleistocene replacement by Homo sapiens is that most roughly coeval hominin extinctions are caused by climate, but that the extreme generalism of Homo sapiens prevents late-surviving forms from speciating 16 . These mechanisms, which may interact with climatic and environmental shifts which stimulated the adaptive novelties, would produce a negative diversity signal.

Accounting for variability in fossil preservation rates within and between lineages, and across time, resulted in longer estimated species lifespans (Fig. 1a ) than those based on published FADs and LADs, and these extended lifespans are more in line with the mammalian average of 1 million years 80 , 81 . That actual hominin fossil FADs and LADs do not fully represent species’ lifespans aligns with findings that hominin fossils are comparatively rare within mammal assemblages 82 . Further implications of these results relate to phylogeny: there are three sets of conventionally hypothesized ancestor–descendant relationships that our new origination and extinction times suggest cannot have occurred unless in the context of non-Hennigian speciation 83 , in which the ancestral species persists alongside its daughter species. Paranthropus boisei originated ~0.1 million years after its putative ancestor Paranthropus aethiopicus 84 , and they overlapped temporally for >0.5 million years. This latter pattern is also true for Homo heidelbergensis and Homo neanderthalensis , and for Australopithecus anamensis and Australopithecus afarensis 85 . In the case of Au. anamensis and Au. afarensis , our results echo recent evidence for the contemporaneity of the two species 86 . Further, the earlier origination date of Homo floresiensis aligns with that inferred across the Parins-Fukuchi et al. 87 phylogeny. Overall, these new datasets underscore previous calls 82 to account for incomplete sampling in analyses of hominin macroevolution. Our results suggest that using conventional FADs and LADs underestimates species’ temporal ranges, with attendant problems for the validity of conclusions.

Evolution is clearly a pluralistic process, with the attendant expectation that climatic processes and competition both influence vertebrate macroevolution. Disentangling their relative roles is an area of ongoing research 13 , 88 , 89 , and the first step in doing so in hominins was addressing the comparative dearth of explicit research on diversity-dependent macroevolution. The evidence for negative diversity dependence in speciation across the clade overall and the strong and unexpected evidence for the part that interspecific competition may have played in both speciation and extinction in the genus Homo are difficult to reconcile with conventional models that place exclusive emphasis on the role of climate in hominin macroevolution. Ultimately, the climatic ‘Court Jester’ must set the stage upon which the ‘Red Queen’ of interspecific competition ‘dances’ 90 , and our results point to a need to further explore the relationship between climate and competition, and how this relationship drove macroevolution, in our own lineage. Finally, an important effect of the inferred longer species lifespans is notably extended periods of temporal overlap between sympatric species, such as P. boisei and early Homo in East Africa 19 as well as Paranthropus robustus and Australopithecus africanus in South Africa. Extended periods of sympatry provide the context for interspecific competition at smaller scales, with effects at equivalent scales, such as microevolutionary morphological evolution driven by competition-mediated niche separation 10 , 13 , 91 . Our results, then, point to the need to further explore the possible effects of interspecific competition at all scales 16 .

In vertebrates, speciation is often negatively diversity dependent, and extinction is expected to show positive diversity dependence. Our results are consistent with diversity limits at the level of the hominin tribe that governed speciation in hominins overall, and with these not being quite reached by the Australopithecus and Paranthropus subclade before its extinction. There was no signal of diversity dependence in Australopithecus and Paranthropus subclade extinction, or that of hominins overall: this is concordant with climate playing a bigger part in hominin extinction than speciation. Homo emerged as an evolutionary outlier amongst its hominin and vertebrate relatives. There is strong evidence that Homo extinction was negatively diversity dependent. Whether this reflects a process of repeated replacements of numerous older forms by more modern species of Homo or simply a correlation with pulsed climatic events, or a more complex relationship between climate and diversity, are new questions raised by these results. Finally, speciation in Homo was found to be relatively robustly positively diversity dependent across two analytical approaches. We argue that the comparatively unusual pattern of positive diversity-dependent speciation we report is concordant with a set of underappreciated and non-mutually exclusive drivers of speciation in Homo : interspecific competition, repeated geographic expansions potentially driven by interspecific competition, and ecosystem engineering by other members of Homo opening up new niches. Whatever the exact processes driving these patterns, the results presented here suggest that Homo was characterized by comparatively unusual and unexpected macroevolutionary dynamics.

Data collection

Occurrence data and fads and lads.

Fossil occurrence data were obtained in November 2023 from the Paleobiology Database ( https://paleobiodb.org/#/ ), using a taxon search for ‘hominin’; the NOW Database 92 ; and the ROCEEH ROAD Database 93 . The taxonomy of the Paleobiology Database occurrence data was checked for spelling errors using the PyRate ‘check_names’ function 49 and manually for synonyms. Occurrence data from the three databases were merged. Duplicates were identified manually, and records with most up-to-date age estimates were retained. If occurrences did not have a specified accession number, duplicates were identified based on location (geological formation and/or member, latitude and longitude) in combination with inspection of specified source publications (if available). To account for differences in the three databases’ approach to defining occurrence localities (for example, Au. afarensis at Laetoli comprises two entries in the Paleobiology Database, both of which are composites of more than two find spots, whereas all find spots are separate entries in the NOW database), we took a hierarchical approach to recording occurrences, recording ‘Site complex’ (for example, the Woranso-Mille palaeoanthropological research area), ‘Site’ (for example, Taung), ‘Subsite’ (for example, localities or surface find spots within a ‘site’; subsite ‘type’ was also recorded), ‘Formation’ (for example, Koobi Fora) and ‘Stratigraphic unit’ (for example, Member 4). Not all occurrences had information for all variables: for example, the Mauer site is not part of a larger ‘Site’ complex. We supplemented and updated the merged database with occurrence information obtained from literature reviews of papers published after 2016 and cross-checked our database with occurrence information supplied in published overviews of research where available 84 , 94 , 95 .

Species’ published FADs and LADs, which are conventionally taken as speciation and extinction ‘times’, were taken from Wood and Boyle 96 and supplemented with dates of more recently published species in the manner described by van Holstein and Foley 97 .

We used the phylogeny with the best Akaike information criterion score from Parins-Fukuchi et al. 87 . In contrast to other hominin phylogenies 98 , 99 , 100 , this phylogeny combines probabilistic models of morphological evolution and fossil preservation to recover anagenetic relationships between hominin species. It therefore uniquely recovers ancestor–descendant relationships that are (1) likely to be more realistic than those on phylogenies that do not incorporate them, and (2) broadly accepted based on morphological evidence alone (for example, between Au. anamensis and Au. afarensis 85 ).

The species diversification rate, tip DR, of Jetz et al. 101 , which calculates the tip-specific speciation rate, was calculated for every tip using R code from Upham et al. 102 :

where DR is the tip DR for species i , N i is the number of edges between species I and the root, and l is the length of edge j (with j  = 1 being the edge closest to the extant tip). For each tip, the number of extant species at 500,000 years before the tip height was obtained using the ‘getExtant’ function in the phytools package 103 .

To determine whether speciation and extinction times were correlated with species diversity, we ran birth–death models, with diversity as predictor, in a validated Bayesian framework 49 , 50 on five datasets with estimated times of species origination and extinction. The first dataset was based on the conservative FADs and LADs estimated by Wood and Boyle 96 , with additions from van Holstein and Foley 97 , and thus incorporates no variability in fossil preservation rates. The subsequent four datasets were based on our new hominin occurrence database. From these data, we estimated four new sets of times of speciation and extinction with two sets of explicit fossil preservation rate priors and two operational definitions of localities (at the finest-grained occurrence level available ( n  = 385 occurrences) and at the broadest occurrence level (that is, with all occurrences at a site complex merged into a single occurrence; n  = 267 occurrences). As there were no differences in the direction of inferred relationships between these datasets, we report results for both models of preservation from the most fine-grained occurrence level; results for the broadest occurrence level are provided Supplementary Table 1 .

In the first dataset, we modelled fossil preservation as a function of a time-variable Poisson process. Preservation rates were allowed to vary every 1 million years. In the second dataset, we allowed fossil preservation to vary over the course of a species’ lifespan by modelling it with a non-homogeneous Poisson process of preservation 49 . This allowed us to take into account that fossils are less likely to form at the start and end of a species’ lifespan, as the number of individuals belonging to a species is low. In both datasets, fossil preservation was also allowed to vary between lineages by incorporating a gamma model of rate heterogeneity 49 . We generated ten replicates of estimated times of species origination and extinction for both preservation regimes using the Reversible Jump MCMC algorithm in the python programme PyRate 49 , to incorporate dating uncertainty into the results 104 . All analyses described below were then performed on the ten replicates, and results were joined into a single posterior sample.

We generated lineage-through-time estimates for all three datasets in PyRate. We then applied a PyRate birth–death model in which Homo and non- Homo speciation and extinction rates were determined by an exponential correlation to a time-variable predictor, in this case clade-wide lineage-through-time estimates for each set of times of origination and extinction. To compare these results with the pattern across the whole clade, we ran an exponential diversity-dependent birth–death model, in which the whole clade’s own diversity was used as the predictor variable. As the sample size was inevitably relatively small, we ran each model for 2,000,000 iterations, sampling every 1,000 iterations.

Analyses based on phylogeny

These analyses were performed in R 4.01 (ref. 105 ). To explore further the relationship between speciation and diversity—and, in particular, the difference between Homo and non- Homo species—we ran phylogenetic GLS regressions to determine whether there were differences between Homo and non- Homo in the relationship between speciation rates and previous clade-wide diversity:

where DR is the tip DR and SD is the phylogeny-based species diversity at 500,000 years before the tip.

The phylogenetic correlation structure of residual error in the phylogenetic GLS was accounted for in the nlme ‘correlation’ argument 106 . The model assumed a Brownian motion model for residual error structure, following previous work on regressions including speciation rates 101 , 107 , 108 . Non-contemporaneity of tips was represented in the nlme argument ‘weights’.

To test the ability of the phylogeny-based approach described above to correctly distinguish between diversity-dependent and non-diversity-dependent speciation, we simulated 1,000 phylogenies under a constant-rate birth–death process using the ‘pbtree’ function in the phytools package 103 , preserving extinct tips, and repeated the analyses described above for equation ( 2 ) to estimate how often diversity-dependent speciation was erroneously inferred across non-ultrametric trees generated under a non-diversity-dependent process. We then generated 1,000 phylogenies simulated under a diversity-dependent regime using the ‘ddsim’ function in the DDD package 109 . These phylogenies were simulated with birth and death rates and carrying capacities randomly drawn from a normal distribution with means that produced trees with similar tip numbers to those of the Parins-Fukuchi et al. 87 phylogeny in a trial run, and with a maximum tree height of 7, so as to produce similarly small phylogenies to the Parins-Fukuchi et al. 87 tree. We then randomly removed up to 40% of tips and repeated the analyses to investigate the sensitivity of results to incomplete sampling.

We also tested the sensitivity of the results of phylogeny-based analyses using equation (2) to the increased probability of species discovery towards the present 82 , which could have resulted in underrepresentation of non- Homo species relative to the younger Homo species included in the analyses. To do so, we generated 4,000 phylogenies with up to +50% non- Homo species added in random locations and with random tip heights to the original Parins-Fukuchi et al. 87 phylogeny, using the ‘bind_tip’ function in the phytools package 103 . We repeated the analyses described above for equation (2) and calculated the proportion of trees across which the original results were maintained.

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

All data are available on figshare: https://figshare.com/s/46fe37e09047513e31b0 (ref. 110 ).

Code availability

All code is available on figshare: https://figshare.com/s/46fe37e09047513e31b0 (ref. 110 ).

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We thank J. Saers and M. Mirazón-Lahr for insightful discussion of this manuscript. This work was supported by a Clare College (University of Cambridge) Junior Research Fellowship (2022-2025) awarded to L.v.H.

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At michigan state university, frib researchers lead team to merge nuclear physics experiments and astronomical observations to advance equation-of-state research, world-class particle-accelerator facilities and recent advances in neutron-star observation give physicists a new toolkit for describing nuclear interactions at a wide range of densities..

For most stars, neutron stars and black holes are their final resting places. When a supergiant star runs out of fuel, it expands and then rapidly collapses on itself. This act creates a neutron star—an object denser than our sun crammed into a space 13 to  18 miles wide. In such a heavily condensed stellar environment, most electrons combine with protons to make neutrons, resulting in a dense ball of matter consisting mainly of neutrons. Researchers try to understand the forces that control this process by creating dense matter in the laboratory through colliding neutron-rich nuclei and taking detailed measurements.

A research team—led by William Lynch and Betty Tsang at FRIB—is focused on learning about neutrons in dense environments. Lynch, Tsang, and their collaborators used 20 years of experimental data from accelerator facilities and neutron-star observations to understand how particles interact in nuclear matter under a wide range of densities and pressures. The team wanted to determine how the ratio of neutrons to protons influences nuclear forces in a system. The team recently published its findings in Nature Astronomy .

“In nuclear physics, we are often confined to studying small systems, but we know exactly what particles are in our nuclear systems. Stars provide us an unbelievable opportunity, because they are large systems where nuclear physics plays a vital role, but we do not know for sure what particles are in their interiors,” said Lynch, professor of nuclear physics at FRIB and in the Michigan State University (MSU) Department of Physics and Astronomy. “They are interesting because the density varies greatly within such large systems.  Nuclear forces play a dominant role within them, yet we know comparatively little about that role.” 

When a star with a mass that is 20-30 times that of the sun exhausts its fuel, it cools, collapses, and explodes in a supernova. After this explosion, only the matter in the deepest part of the star’s interior coalesces to form a neutron star. This neutron star has no fuel to burn and over time, it radiates its remaining heat into the surrounding space. Scientists expect that matter in the outer core of a cold neutron star is roughly similar to the matter in atomic nuclei but with three differences: neutron stars are much larger, they are denser in their interiors, and a larger fraction of their nucleons are neutrons. Deep within the inner core of a neutron star, the composition of neutron star matter remains a mystery. 

  “If experiments could provide more guidance about the forces that act in their interiors, we could make better predictions of their interior composition and of phase transitions within them. Neutron stars present a great research opportunity to combine these disciplines,” said Lynch.

Accelerator facilities like FRIB help physicists study how subatomic particles interact under exotic conditions that are more common in neutron stars. When researchers compare these experiments to neutron-star observations, they can calculate the equation of state (EOS) of particles interacting in low-temperature, dense environments. The EOS describes matter in specific conditions, and how its properties change with density. Solving EOS for a wide range of settings helps researchers understand the strong nuclear force’s effects within dense objects, like neutron stars, in the cosmos. It also helps us learn more about neutron stars as they cool.

“This is the first time that we pulled together such a wealth of experimental data to explain the equation of state under these conditions, and this is important,” said Tsang, professor of nuclear science at FRIB. “Previous efforts have used theory to explain the low-density and low-energy end of nuclear matter. We wanted to use all the data we had available to us from our previous experiences with accelerators to obtain a comprehensive equation of state.”   

Researchers seeking the EOS often calculate it at higher temperatures or lower densities. They then draw conclusions for the system across a wider range of conditions. However, physicists have come to understand in recent years that an EOS obtained from an experiment is only relevant for a specific range of densities. As a result, the team needed to pull together data from a variety of accelerator experiments that used different measurements of colliding nuclei to replace those assumptions with data. “In this work, we asked two questions,” said Lynch. “For a given measurement, what density does that measurement probe? After that, we asked what that measurement tells us about the equation of state at that density.”   

In its recent paper, the team combined its own experiments from accelerator facilities in the United States and Japan. It pulled together data from 12 different experimental constraints and three neutron-star observations. The researchers focused on determining the EOS for nuclear matter ranging from half to three times a nuclei’s saturation density—the density found at the core of all stable nuclei. By producing this comprehensive EOS, the team provided new benchmarks for the larger nuclear physics and astrophysics communities to more accurately model interactions of nuclear matter.

The team improved its measurements at intermediate densities that neutron star observations do not provide through experiments at the GSI Helmholtz Centre for Heavy Ion Research in Germany, the RIKEN Nishina Center for Accelerator-Based Science in Japan, and the National Superconducting Cyclotron Laboratory (FRIB’s predecessor). To enable key measurements discussed in this article, their experiments helped fund technical advances in data acquisition for active targets and time projection chambers that are being employed in many other experiments world-wide.   

In running these experiments at FRIB, Tsang and Lynch can continue to interact with MSU students who help advance the research with their own input and innovation. MSU operates FRIB as a scientific user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. FRIB is the only accelerator-based user facility on a university campus as one of 28 DOE-SC user facilities .  Chun Yen Tsang, the first author on the Nature Astronomy  paper, was a graduate student under Betty Tsang during this research and is now a researcher working jointly at Brookhaven National Laboratory and Kent State University. 

“Projects like this one are essential for attracting the brightest students, which ultimately makes these discoveries possible, and provides a steady pipeline to the U.S. workforce in nuclear science,” Tsang said.

The proposed FRIB energy upgrade ( FRIB400 ), supported by the scientific user community in the 2023 Nuclear Science Advisory Committee Long Range Plan , will allow the team to probe at even higher densities in the years to come. FRIB400 will double the reach of FRIB along the neutron dripline into a region relevant for neutron-star crusts and to allow study of extreme, neutron-rich nuclei such as calcium-68. 

Eric Gedenk is a freelance science writer.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.

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Leveraging gamers and video game technology can dramatically boost scientific research according to a new study published today in Nature Biotechnology .

4.5 million gamers around the world have advanced medical science by helping to reconstruct microbial evolutionary histories using a minigame included inside the critically and commercially successful video game, Borderlands 3 . Their playing has led to a significantly refined estimate of the relationships of microbes in the human gut. The results of this collaboration will both substantially advance our knowledge of the microbiome and improve on the AI programs that will be used to carry out this work in future.

Tracing the evolutionary relationships of bacteria

By playing Borderlands Science , a mini-game within the looter-shooter video game Borderlands 3 , these players have helped trace the evolutionary relationships of more than a million different kinds of bacteria that live in the human gut, some of which play a crucial role in our health. This information represents an exponential increase in what we have discovered about the microbiome up till now. By aligning rows of tiles which represent the genetic building blocks of different microbes, humans have been able to take on tasks that even the best existing computer algorithms have been unable to solve yet.

The project was led by McGill University researchers, developed in collaboration with Gearbox Entertainment Company , an award-winning interactive entertainment company, and Massively Multiplayer Online Science ( MMOS ) , a Swiss IT company connecting scientists to video games), and supported by the expertise and genomic material from the Microsetta Initiative led by Rob Knight from the Departments of Pediatrics, Bioengineering, and Computer Science & Engineering at the University of California San Diego.

Humans improve on existing algorithms and lay groundwork for the future

Not only have the gamers improved on the results produced by the existing programs used to analyze DNA sequences, but they are also helping lay the groundwork for improved AI programs that can be used in future.

“We didn’t know whether the players of a popular game like Borderlands 3 would be interested or whether the results would be good enough to improve on what was already known about microbial evolution. But we’ve been amazed by the results.” says Jérôme Waldispühl , an associate professor in McGill’s School of Computer Science and senior author on the paper published today. “In half a day, the Borderlands Science players collected five times more data about microbial DNA sequences than our earlier game, Phylo , had collected over a 10-year period.”

The idea for integrating DNA analysis into a commercial video game with mass market appeal came from Attila Szantner, an adjunct professor in McGill’s School of Computer Science and CEO and co-founder of MMOS . “As almost half of the world population is playing with videogames, it is of utmost importance that we find new creative ways to extract value from all this time and brainpower that we spend gaming,” says Szantner. “ Borderlands Science shows how far we can get by teaming up with the game industry and its communities to tackle the big challenges of our times.”

“Gearbox’s developers were eager to engage millions of Borderlands players globally with our creation of an appealing in-game experience to demonstrate how clever minds playing Borderlands are capable of producing tangible, useful, and valuable scientific data at a level not approachable with non-interactive technology and mediums,” said Randy Pitchford , founder and CEO of Gearbox Entertainment Company. “I'm proud that Borderlands Science has become one of the largest and most accomplished citizen science projects of all time, forecasting the opportunity for similar projects in future video games and pushing the boundaries of the positive effect that video games can make on the world.”

Relating microbes to disease and lifestyle

The tens of trillions of microbes that colonize our bodies play a crucial role in maintaining human health. But microbial communities can change over time in response to factors such as diet, medications, and lifestyle habits.

Because of the sheer number of microbes involved, scientists are still only in the early days of being able to identify which microorganisms are affected by, or can affect, which conditions.

Which is why the researchers’ project and the results from the gamers are so important.

“We expect to be able to use this information to relate specific kinds of microbes to what we eat, to how we age, and to the many diseases ranging from inflammatory bowel disease to Alzheimer’s that we now know microbes to be involved in,” adds Knight, who also directs the Center for Microbiome Innovation at the UC San Diego. “Because evolution is a great guide to function, having a better tree relating our microbes to one another gives us a more precise view of what they are doing within and around us.”

Building communities to advance knowledge

“Here we have 4.5 million people who contributed to science. In a sense, this result is theirs too and they should feel proud about it,” says Waldispühl . “It shows that we can fight the fear or misconceptions that members of the public may have about science and start building communities who work collectively to advance knowledge.”

“ Borderlands Science created an incredible opportunity to engage with citizen scientists on a novel and important problem, using data generated by a separate massive citizen science project,” adds Daniel McDonald, the Scientific Director of the Microsetta Initiative. “These results demonstrate the remarkable value of open access data, and the scale of what is possible with inclusive practices in scientific endeavors.”

“ Improving microbial phylogeny with citizen science within a mass-market video game ” by Roman Sarrazin-Gendron et al was published in Nature Biotechnology DOI: 10.1038/s41587-024-02175-6

The research was funded in part by Genome Canada and Génome Québec.

About McGill University

Founded in Montreal, Quebec, in 1821, McGill University is Canada’s top ranked medical doctoral university. McGill is consistently ranked as one of the top universities, both nationally and internationally. It is a world-renowned institution of higher learning with research activities spanning three campuses, 12 faculties, 14 professional schools, 300 programs of study and over 39,000 students, including more than 10,400 graduate students. McGill attracts students from over 150 countries around the world, its 12,000 international students making up 30% of the student body. Over half of McGill students claim a first language other than English, including approximately 20% of our students who say French is their mother tongue. 

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