graduate level research

Research and Writing at Graduate Level

Any program leading to the Master of Arts fosters the student’s transition into a profession. Students learn how to discuss ideas in a particular discipline as professionals among professionals. To attain this goal, graduate students routinely engage in research and writing where correct documentation of sources signifies much more than the avoidance of plagiarism. Research and writing about scholarly discoveries signal the graduate student’s membership in a professional community.

Thus research papers written for graduate courses will differ from those written for undergraduate courses. The graduate student’s research paper will sustain deeper analysis of a topic at greater length and with narrower focus than the undergraduate paper. Graduate research papers will employ a significant scope of sources that are current, authoritative, and recognized within a particular area of study. Additionally, the graduate research paper demonstrates the student’s ability to identify appropriate topics related to course material and to exercise independence in both research and writing.

Graduate-level papers will also demonstrate the student’s ability to document all sources accurately and to edit carefully for standard American English. Students should refer to  The MLA Handbook for Writers of Research Papers , 8th Edition (ISBN 978-1-60329-262-7), if they have questions about documentation, though some courses may ask students to follow the Chicago Manual of Style or the Publication Manual of the American Psychological Association .

To prepare students for the level of research and writing required in graduate courses, professors incorporate into their classes instruction in bibliography and methodology appropriate to course content. Professors will assist students to access and learn how to access and evaluate scholarly materials. Professors may further provide rubrics or specific requirements about the nature and originality of the research and writing expected in fulfillment of a particular assignment.

For information on academic misconduct and plagiarism, see the Honor Code section of the Graduate Student Handbook.

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Tips and Techniques for Effective Database Research

Research tips.

• Conducting a Literature Review
• Literature Search Essentials
• Brief Guide to Resources for Research
• Masters Projects, Theses, & Dissertations
• Communication Theories
• Methodology
• Research Resources
• Primary & Secondary Sources
• Citation Styles & Tools
• Annotated Bibliography
• Data Sets - Qualitative - Quantitative
• Research Assistantships, Project Proposals, Defenses and Finishing up
• Quick Reference

How do you find an article if you have a citation or if the library subscribes to a specific journal?

• From the Journalism Library Web site: https://library.missouri.edu/journalism/  
• Under "Quick Links" (vertical navigation menu on the left), choose the “ Find a Specific Article/Journal ” link
• Type in the journal title from the citation.
• Choose the “Find it at MU” button
• If the library subscribes to the journal or a database containing the journal, you will be presented with a list of choices that might include holdings information (range of dates available, if it is available in print or microform).
• Based on the date listed in the citation, choose the most appropriate link to locate the journal.
• If you choose an online database, you may filter by date or search within the publication.
• If the journal is not available online, but the library has print copies, choose the " Check MERLIN for paper copies" link.  You will be taken to the online catalog where you can locate the "call number" and locate it in the library stacks.
• If MU Libraries does not subscribe to the print or online journal, or doesn't own the volume and issue that you need, you may request it through Interlibrary loan (ILL) .  A link to the scanned article will be sent to you from ILL fairly quickly, depending on its availability.

How do find out if a journal is "scholarly," "peer reviewed" or "refereed"?

• The journal title may include the word "Journal" or perhaps the word "Research." 
• The author's academic credentials/affiliation will typically be listed at the beginning of the article.
• The article will typically include an abstract (summary) at the beginning of the article.
• The article will describe an original study (experiment) or will provide a literature review that evaluates research by other scholars.
• The article's list of cited references will be provided at the end of the article. This list is often labeled with the terms "References" or "Works Cited."
• The article is usually quite long.

Once you have decided on a research topic:

• Work from the general to the specific
• Create a list of concept terms that you want to search.
• Translate your topic into the subject language of the databases and catalogs you use--check your topic words against a thesaurus or subject heading list.
• Take advantage of subject headings and descriptors found by exploiting the database thesaurus or subject guide.  Using subject specific "controlled language" will add precision to your search
• Exploit bibliographies.  These may lead you to other important resources.
• Record what you find and where you found it--- write out a complete citation for each source you find; you may need it again later. You can use a program like  EndNote  or  Zotero  to help with this. 

What is the most appropriate place to begin research on a topic?

• That depends on the subject area or your approach to the topic. 
• Make sure that you browse the Journalism Research Guide for databases grouped by subject.
• Discover @ MU
• Google Scholar
• ProQuest Database Collection (28 databases)
• Search ProQuest Dissertation Abstracts or MOSpace for research on your topic
• Factiva  
• Proquest Newsstand

How can you create quality search strings to get the most out of the databases?

• Most databases will allow you to create a “search history.”
• Create a list of quality concept search terms. 
• Search each concept individually and then use Boolean Logic operators to combine them.
• Examples:  journalist  OR  reporter  OR  photographer  OR  correspondent =  S1  (the first set of combined terms)
• Examples:  post traumatic stress  OR  PTSD  OR  Trauma =  S2  ( the second set of combined terms)
• Examples:   S1  AND  S2  yields articles containing information about more than one type of journalist and trauma which might include PTSD
• Example:  Mexico  NOT  New Mexico

How can I keep track of all these resources? 

• Use a bibliographic manager like  Endnote  or  Zotero.
• Many databases provide server space for you to save your searches.
• Save your searches and results so that you can revisit them or share them.

How can I make sure that I don’t miss reading any new articles on my topic?

• Most databases will provide the opportunity to create alerts.
• Use your saved searches to create alerts to send any new articles on your topic to you either via email or rss.

Once you exhausted MU Libraries’ databases, try   Google Scholar

Use the advanced search feature and filter by date and any other measure that can help focus your search.

What other resources should I consider using?

• Keyword searches add breadth while subject heading/descriptor searches provide depth to your search.
• Social Sciences Research Network
• Open Access Institutional Repositories
• Networked Digital Libraries of Theses and Dissertations  (NDLTD) 
• Develop a research topic –one that is interesting to you, captures your attention and stimulates your curiosity.
• Read and explore background information. Perform a  literature review.
• Build an  annotated bibliography  using  Endnote , Reference Manager,  Zotero or other bibliographic tool.
• When is this paper/project due?
• Is information available on campus or through campus resources?
• Will you have to travel to access this information?
• Who is the audience for this research?
• How exhaustive should the research be? Class paper? Publishable paper/article? Thesis? Dissertation?
• Bibliographies
• Subject specific/scholarly
• Alternative resources
• Archival material/ primary sources
• Dissertations/Theses/Journalism Master’s Projects
• Biographies
• Dictionaries
• Style Guides
• Transcripts
• Government documents
• Original research
• Browse/scan books, journal articles, databases, archival research
• Interviews, surveys, etc. ( understand IRB policies )
• Interlibrary loan
• Telephone or email interview rather than traveling to a location for an interview.
• Local rather than distant archives
• Government records (government depository or online resources)
• Translator necessary?
• Create a schedule of when research/field work needs to be completed, review/bibliography to be completed, journal submission deadlines, etc. based on deadlines.
• Exploit database thesauri
• Understand controlled vocabulary
• Understand and use Boolean logic effectively
• Apply search strategies in various information retrieval systems.
• Implement and use database/article alert systems
• Assesses quantity, quality and relevance of search results.
• Examine and compare information from various sources, evaluating reliability, validity, accuracy, authority, timeliness, point-of-view and bias.
• Recognize cultural, physical, or other context within which information was created and understand the impact of context on interpreting information.
• Summarize and synthesize information.
• Draw conclusions based upon information gathered.
• Test hypotheses/theories with discipline-appropriate techniques.
• Validate your understanding and interpretation of information through dialogue with other graduate students, subject area experts and professionals.
• Organize the content in a manner that supports the purposes and format of the paper/thesis/article; analyze the content within the framework of the discipline.
• Effectively incorporate data, images, etc. as appropriate.
• Communicate clearly, accurately citing resources, demonstrating an understanding of intellectual property, copyright, and fair use of copyrighted material.
• Finish your research project by deadline.

Some content based on:  Information Literacy Competency Standards for Journalism Students and Professionals.

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• Last Updated: Jun 19, 2024 3:22 PM
• URL: https://libraryguides.missouri.edu/journalismgradstudents

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• Proposal Writing
• Research Proposal
• Research Writing

A Guide to Writing Graduate Level Research Proposals

This is a student-focused guide to writing graduate level research proposals.It links out to several websites and videos which explain the process. 

The intent of this guide is to outline the potential uses and major sections of research proposals. This guide is aimed at graduate students early in their studies who do not have experience writing proposals at the graduate level. The supervisor’s preferences and requirements should always be considered first, in conjunction with requirements and deadlines of the School of Graduate and Postgraduate Studies found here thesis and project/paper . A research proposal is a proposed plan for conducting a research project which is used to ensure the focus and viability. Writing out the details of our ideas in a proposal requires planning the major steps involved. 

Situations when a Research Proposal is Used

The proposal is frequently used as a preliminary assignment for a term paper. It helps the professor make sure the plan and resources are appropriate, so that the paper has a good possibility of being successfully completed.

When approaching potential Master’s or PhD supervisors and/or committee members, a research proposal is presented to give them an idea of the project, so they can determine whether it aligns with their research interests. 

When already working with a supervisor and/or committee members, they can review the proposal and offer extremely valuable feedback. For this reason, graduate students are required to write a research proposal and have it reviewed and approved by their supervisor and readers or committee members prior to starting a major research project (MRP) Master's project/major paper or a master’s thesis Master's thesis . 

A formal research proposal is required in preparation for the PhD candidacy exam. This should be done according to the guidelines on PhD thesis and candidacy , the supervisor and committee members’ requirements. 

Research ethics approval is required prior to conducting research involving humans. A research proposal is included in a research ethics application. Ontario Tech University has a well-developed Research Ethics Board website with all the necessary information on the ethics approval process. 

Research proposals are frequently used in writing scholarship or grant applications, such as Graduate Student External Awards . Many external award applications require a research proposal which is used to evaluate the proposed research project for funding.  

Including a Rationale

A research proposal communicates the topic under investigation, how it will be undertaken, steps and resources needed, and potential outcomes. More specifically, it should include a rationale for the choice of methodological approach. The rationale should be based on books and peer-reviewed articles by current authors. Another option is to propose two distinct methodological approaches, so that the supervisory committee can provide feedback about which approach they find the most suitable. 

Finally, writing the proposal helps the researcher deepen their knowledge of the subject through writing and develop their argument. A research proposal should be convincing and persuasive. It should make readers think your proposal is worth supervising, approving, funding, and carrying out. 

Dr Cecile Badenhorst, professor in the Faculty of Education at Memorial University of Newfoundland explains the purpose of a research proposal. 

What is the PURPOSE of a research proposal

By C. Badenhorst, All Rights Reserved.

Detailed Outline of a Research Proposal

The Sections to Include in a Research Proposal

The research proposal should contain the following sections in sequential order (Badenhorst; 2019d; Reid et al., 2017): 

Introduction to the problem and background of the problem

Problem/Purpose statement and questions

Literature review

Methodology, data analysis and limitations

Research strategy (data collection)

Below Dr Cecile Badenhorst, a professor in the Faculty of Education at Memorial University of Newfoundland explains the elements of a research proposal. 

What goes into a Research Proposal

Major Sections in a Research Proposal

The following section describes each of the major sections in a research proposal in American Psychological Association APA referencing style . The specific formatting guidelines that are appropriate to your discipline (i.e., science, engineering, social sciences, education, or other) should be adhered to. Supervisors may also provide direction on the format style. The Ontario Tech Library provides guidance on citation according to different styles. 

[Title page]

Project working title and institution 

Name of principal investigator and/or student researcher

Names of members of the research team or supervisory committee

[Insert page break in the research proposal]

Abstract [75 to 150 words]

In the abstract, include a summary of the research proposal. Describe the goal of the project. Describe the anticipated participants. Describe the anticipated methodology and data collection methods. Explain how the data will be analyzed. Explain the potential implications of the potential results of the research project. Explain the importance of this project. 

Key words: Include several key words which might be useful in searching for this research project in future.

[Insert page break]

Introduction

The role of the introduction is to introduce the topic and purpose of the research. Explain the focus of the research and the motivation/rationale for the research. The researcher’s goals and orientation to the research should be explained. 

The introduction section should answer questions such as: Why should this research be conducted? Why should this research be conducted now? Why are you appropriate as the researcher? What will be accomplished with this research? What expectations do you have about this research? The introduction concludes with the inclusion of (a) working research question(s) and potential subquestions. 

Literature Review

The literature review section should provide the theoretical and research background to your topic. This section should illustrate what is known about this area and what the cornerstone authors have to say about this topic. The following clip explains the Purpose of the review of literature in the research proposal (Badenhorst, 2019b). Below, Dr. Cecile Badenhorst, professor in the Faculty of Education at Memorial University of Newfoundland, explains common components of the literature review in the research proposal (Badenhorst, 2019b). 

The topic of the review of literature should be divided into themes or chronological periods, as applicable. The themes are the subheadings in the main section of the review of literature. The following video clip about planning a literature review (Laurier Library, 2019) explains the process of finding themes and gaps in the literature, as well as strategies for undertaking the review of literature. Beneath each theme subheading, tell the story of that theme in your own words with frequent in-text citation for summary or paraphrase (Purdue Online Writing Lab, 2021). First, very briefly summarize the major studies, including the goal of the study, the participants (as applicable), the methodological approach or data collection method, the findings, and the implications. Next, present a synthesis of the findings. Discuss the findings of studies with similar findings while referring to the authors in an in-text citation by using two or more works in the same parentheses (Purdue Online Writing Lab, 2021). After that, critique any shortcomings or aspects of the research that may have been missed. 

In the final section of the review of literature, the gap in the research should be clearly indicated. Overtly state any aspects of the research topic that have been missed in the articles read for the review of literature. The following video clip from the UCLA library (2019) about Identifying Research Gaps in the literature. Follow these techniques to identify the area(s) with insufficient studies and highlight this in your proposal. 

 Finally, in the following video, Dr. Cecile Badenhorst, professor in the Faculty of Education at Memorial University of Newfoundland, gives a more detailed explanation of how to write the literature review section in a research proposal. 

Writing the literature Review for a research proposal

Methodology

In the methodology section, the writer details the approach to the research and the data collection. The headings and subheadings in the methodology section are explicitly stated. Clear rationales for the methodological approach and data collection choices are given. The following points should be explained sequentially, using headings and subheadings, as appropriate to the subject. 

Paradigm 

Use only for Faculties of Social Science and Humanities and Education. State the proposed paradigm and how it supports the proposed research question(s). Integrate references to sources discussing your paradigm here. 

The Role of the Researcher

This is a statement explaining the researcher’s positionality. This subsection is for qualitative research only. 

Proposed Participants

In this section, the researcher describes in detail the participants who will be recruited for the study, including information such as age range, gender, occupation. The researcher should consult the guidelines of the Ontario Tech REB regarding eligible participants.

Inclusion/exclusion criteria.

Here, the researcher explains the criteria for inclusion as a participant in the study, e.g, age or occupation. 

Recruitment strategies.

Here, the researcher explains the strategies that will be used to recruit the participants in the study. Will posters be used? Will word of mouth be used? Will ads be placed in a publication?

Target number of participants.

In this subsection, the researcher explains the number of participants they will ideally recruit for the study and includes a rationale. 

Data Collection Procedures

This section includes a rationale for the data collection procedures drawing on current literature in the field and methodological sources. Also included in this section are the number of times data is collected, the format used, as well as specifically when, where, and how the data collection will occur. The researcher should consult the guidelines of the Ontario Tech REB regarding data collection (University of Ontario Institute of Technology, 2022).

Data Management 

This section explains in detail the procedures to be followed for storing and analyzing the data collected. The researcher should consult the guidelines of the Ontario Tech REB regarding data storage (University of Ontario Institute of Technology, 2022).

Video Explaining the Methodology Section

In this video, Dr Cecile Badenhorst, professor in the Faculty of Education at Memorial University of Newfoundland, explains how to write the methodology section in the research proposal. 

Writing the methods/METHODOLOGY sections in a research proposal

Ethical Considerations

In this section, clearly address any ethical considerations that have arisen in this proposed research project and explain how they will be dealt with. The following ethical considerations should be addressed sequentially, with clear rationales given: 

Are you doing research with humans? 

If yes, have you contacted the Research Ethics Board   about making an application for ethics approval (University of Ontario Institute of Technology, 2022)? 

The research proposal includes ethical procedures in accordance with the  Research Ethics Board requirements (University of Ontario Institute of Technology, 2022). 

Findings, Discussion, and Limitations

It is not necessary to include the sections titled Findings, Discussion, and Limitations as the study has not yet been conducted.

In the conclusion section, the researcher should explain why the proposed research would be valuable to the academic community. One could potentially mention the different communities it could positively affect.

In the references section, include a list of cornerstone works in this field. These works will have been discussed in the other sections. The references listed in the research proposal are the beginning of the reading list for the thesis or research project. The citation style specified by the supervisor should be followed, with APA, IEEE, Vancouver being the most common. If the researcher does not know how to reference a source, it is completely acceptable to ask questions of the supervisor or to make an appointment with a writing specialist . 

It is very important to use citation management software to keep your many sources organized and to facilitate citation and referencing.  The Ontario Tech library has information available about citation management tools (University of Ontario Institute of Technology, 2022b). You can also make an appointment with a Subject Librarian in your area to discuss this further. 

The appendices should include a draft of the timeline for project completion and graduation, and a budget, if applicable. Include any instruments, software, equipment, or books needed to complete the project. For example, if the project entails using specialized software that is not known to the potential audience of the proposal, include information about it here. Finally, ethics approval documents (consent forms, information letters, recruitment posters, recruitment emails) should be included in an appendix. Samples are available on the Ontario Tech Research Ethics Board site Resources   (University of Ontario Institute of Technology, 2022).

Badenhorst, C. (2019a, February 11). Writing the methodology sections in a research proposal [Video]. YouTube. https://youtu.be/dvwwMsOp-FY  

Badenhorst, C. (2019b, February 13). Writing the literature review for a research proposal [Video]. YouTube. https://youtu.be/t0YWbxkgZ_s  

Badenhorst, C. (2019c, February 28). What is the purpose of a research proposal? [Video]. YouTube. https://youtu.be/4jQd-1F1pWk  

Badenhorst, C. (2019d, February 28). What goes into a research proposal [Video]. YouTube. https://www.youtube.com/watch?v=SWWEWizA-XM

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th edition). Sage.

Laurier Library. (2019, March 29). Planning a literature review [video]. YouTube. https://youtu.be/FEhRApOQ_EQ  

Purdue Online Writing Lab. (2021). In-text citations: The basics. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html  

Purdue Online Writing Lab. (2021). In-Text Citations: Author/Authors. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html  

Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd edition). University of Toronto Press.

UCLA Library. (2019, October 15). Identifying research gaps [video]. YouTube. https://youtu.be/--jYdyFXGj8  

University of Ontario Institute of Technology. (2022). Welcome to the Ontario Tech Research Ethics Board. Research Ethics Board. https://research.ontariotechu.ca/reb/index.php  

University of Ontario Institute of Technology. (2022b, March 10). Citation management tools. Citation Management. https://guides.library.ontariotechu.ca/citation/management  

This work is a creation of the Ontario Tech University Student and Learning Centre and is subject to a CC-BY-NC license unless otherwise noted.

Version History

• Harvard Library
• Research Guides
• Faculty of Arts & Sciences Libraries

Literature: A Research Guide for Graduate Students and Faculty

Research dos & don'ts.

• Get Started
• Find a Database

DON'T reinvent the wheel

Many scholars have spent their entire careers in your field, watching its developments in print and in person. Learn from them! The library is full of specialized guides, companions, encyclopedias, dictionaries, bibliographies, histories and other "reference" sources that will help orient you to a new area of research. Similarly, every works cited list can be a gold mine of useful readings.

DO get to know your field

• Know Your Field , a module from Unabridged On Demand, offers tips, thought prompts, and links to resources for quickly learning about and staying current with an area of scholarly study.
• How do I find other sources that have cited a particular article or book? (Harvard Library FAQ) - also known as cited reference searching or reverse footnote-mining, this method helps you move forward from a really great source to the most recent scholarship on that same topic.
• Find Background (from the guide to Literary Research in Harvard Libraries) - how to find scholarly companions and guides that summarize and synthesize the research literature on a topic.
• Use HOLLIS to browse the literature section of the Loker Reading Room reference collection - Loker Reading Room, on the second floor of Widener, holds the most frequently consulted volumes of Widener's print reference collection. Use this browse to get a sense of the types of reference works that exist.
• James Harner's Literary Research Guide: an Annotated Listing of Reference Sources in English Literary Studies - a discontinued classic whose 2014 edition is now freely available on GitHub. For many topics, a decades-old reference source may still be the standard. This is especially true for the types of reference sources that are less likely to be published today, such as directories, inventories, and guides to collections.

DON'T treat every search box like Google or ChatGPT

Break free of the search habits that Google and generative AI have taught you! Learn to pay attention to how a search system operates and what is in it, and to adjust your search inputs accordingly.

Google and generative AI interfaces train you to type in your question as you would say it to another person. They give you the illusion of a search box that can read your thoughts and that access the entire internet. That's not what's actually happening, of course! Google is giving you the results others have clicked on most while generative AI is giving you the output that is most probable based on your input. Other search systems, like the library catalog, might be matching your search inputs to highly structured, human-curated data. They give the best results when you select specific keywords and make use of the database's specialized search tools.

DO adjust your language

Searching often means thinking in someone else's language, whether it's the librarians who created HOLLIS's subject vocabularies, or the scholars whose works you want to find in JSTOR, or the people of another era whose ideas you're trying to find in historical newspapers. The Search Vocabulary page on the general topic guide for literary studies is a great place to start for subject vocabularies.

Learn more about searching:

• Database Search Tips from MIT: a great, concise introduction to Booleans, keywords v. subjects, and search fields
• Improve Your Search , a module from our library research intensive, Unabridged On Demand

Search technique handouts

• "Search Smarter" Bookmark Simple steps to improve your searching, plus a quick guide to the search commands HOLLIS uses
• Decoding a database A two-page guide to the most effective ways to quickly familiarize yourself with a new system.
• Optimize Your Search A 3-column review of the basic search-strategy differences between Google and systems like JSTOR or HOLLIS.

DON'T search in just one place

No search has everything. Each system is useful for some tasks and less so for others. Judicious triangulation is the key to success.

DO SEARCH A VARIETY OF RESOURCES

There's always one more site you could  search, but eventually you will experience diminishing returns. For most research projects, I recommend searching at least 4 types of systems:

• Your library catalog ,  HOLLIS
• A subject-specific scholarly index , such as the MLA International Bibliography , LION (Literature Online) , or the IMB (International Medieval Bibliography)
• A full-text collection of scholarship,  such as JSTOR or ProjectMuse
• One of Google's full-text searches,   Google Scholar or Google Books

DO look beyond the library's collections

The library purchases and licenses materials for your use. Harvard's collections are some of the best in the world. And yet: there is a lot more to discover beyond Harvard, from open-access projects on the open web to other institutions' archives and special collections. Schedule a conversation with a librarian to discover the best resources for your specific project.

• << Previous: Find a Database

Except where otherwise noted, this work is subject to a Creative Commons Attribution 4.0 International License , which allows anyone to share and adapt our material as long as proper attribution is given. For details and exceptions, see the Harvard Library Copyright Policy ©2021 Presidents and Fellows of Harvard College.

• Locations and Hours
• UCLA Library
• Research Guides
• Research Tips and Tools

Graduate-Level Research: Services, Resources and Tips

Researching funding for graduate students, beyond graduate school.

• Researching An Advisor
• Finding/Researching A Dissertation Topic
• Other Research Tips
• Submitting a Thesis/Dissertation

Quick Links

• Map of UCLA Libraries
• Library Hours UCLA Library hours may change so be sure to check the website . The Page and Pick Up Service is now offered for regular circulating books only in the Arts Library that are stored in YRL.
• Research Guides Guides on various topics created by UCLA Library Subject Specialists. Provides easy access to relevant resources available through the UCLA Library.
• Browse databases by subject

UC Library Search is the unified discovery and borrowing system for all 10 UC Campuses. Select the UCLA Library Catalog scope to search holdings of materials owned by the UCLA Library and other UCLA collections, whether online or in print. Does not contain full-text articles or article citations. Select the Articles, books and more scope to search for materials in all 10 UC campuses. More information in this guide .

• SRLF (Southern Regional Library Facility) Library materials, archives and manuscript collections are housed in SRLF, utilizing high-density shelving, the collections are stored in a climate-controlled environment designed to preserve the collections. Material can be retrieved for use in campus libraries or to be checked out.
• Research Help Links to online chat, email, in-person and telephone assistance.
• Off-Campus (VPN or Proxy Server) Access to Library eResources How to access licensed online content from off-campus.
• UCLA Schedule of Classes UCLA Schedule of Classes is archived online from 1997.

Welcome to UCLA!! As a graduate student you have a wealth of information and resources at your fingertips as you embark on your graduate career. This guide is an introduction to these treasures. If you cannot find what you need, there are reference librarians and subject specialists here to help you. Do not hesitate to contact us through email or by telephone.

These UCLA Division of Graduate Education pages provide information for both entering and continuing graduate students:

• Financial Support for Entering Graduate Students
• Graduate Student Support for Continuing Students
• Graduate and Postdoctoral Extramural Support Database

Filed your dissertation? Now what! Check out the links below, in addition to information available in your department.

• UCLA Career Center The UCLA Career Center provides a range of services that specifically address the career needs of Master’s and PhD students. Over the course of your UCLA graduate education you will develop advanced skills in teaching, research, leadership, collaboration, writing, publishing, international experience, and much more.

UC's open access repository. Contains books, journals, working papers, conference publications, postprints, theses, and dissertations.

• The Chronicle of Higher Education Find listings for academic jobs around the world.
• ORCID by Diane Mizrachi Last Updated Jul 28, 2023 84 views this year

ORCID (Open Researcher and Contributor ID) provides a persistent digital identifier that distinguishes you from every other researcher and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages

• Next: Researching An Advisor >>
• Last Updated: Jul 19, 2024 2:06 PM
• URL: https://guides.library.ucla.edu/grad

Graduate-level writing

When you're an undergraduate, writing at the graduate level may seem intimidating. Maybe your upper-level course professors say they expect graduate-level writing, or maybe you're planning to go to grad school, and you want to know what to expect. Ultimately, however, learning to write at the graduate level, no matter where you are in your academic career, will help you improve your writing skills.

Undergraduate vs graduate expectations

Undergraduate and graduate level writing have a number of differences, but your undergraduate writing experience serves as a foundation for moving on to the graduate level.

Undergraduate

• Writing to prompts
• Presents what others have said
• Some exploratory research
• Some synthesis of sources
• General academic audience/professor
• Basic academic essay structure
• Some revision expected
• Writing done as an assessment
• Coming up with your own research question
• Enters the conversation with your own contribution
• Extensive and comprehensive research
• Extensive synthesis of many sources
• Audience of other scholars and professionals in the field
• Formatting specific to research papers or the field
• Multiple extensive revisions expected
• Writing done to contribute to the field

Overall purpose

There are two main paths for a graduate degree: professional and research. Professional graduate degrees (like a law degree, master's in social work or master's in business administration) prepare you for what is expected in a workplace in your field. Research graduate degrees (especially Ph.D.s) are generally meant for academia and participating in scholarly conversation.

Professional

• Case studies, memos, etc.
• For example, a social work or psychology professional degree will likely involve a lot of case studies. A law degree will involve legal memos and briefs.
• Each kind of writing will have its own specific requirements that you will need to understand.
• You will be able to find examples from your field to use as models for your own writing.
• Even professional degrees will still expect you to do some research.
• Research papers, proposals, conference papers, etc.
• The main point of a research degree is participating in your field as an academic rather than a practitioner (though you may do both).
• This will usually involve some sort of research paper, which may be more involved and in-depth than any you wrote as an undergrad.
• You may write research papers specifically to get them published in academic journals.
• You may write research proposals to ask to get your research funded.
• You may write conference papers to present at academic conferences.

Elements of graduate-level writing

At the graduate level your professors will generally expect you to demonstrate expertise, competence, and professionalism.

This will vary at least somewhat between programs, but most of the time, you can expect to write longer papers in grad school. Many master's degree course papers are supposed to be between 15 and 20 pages. Many graduate programs will ask you to write a thesis or capstone paper, which are going to be even longer.

The reason graduate papers tend to be longer is that they are expected to have greater depth . This will require a lot more knowledge and use of background material.

• For instance, you may remember a Core Humanities class where you wrote a paper about the Epic of Gilgamesh . If you go on to a history or literature graduate degree and write another paper about Gilgamesh, you won't just be expected to draw from the Epic of Gilgamesh . You'll need to know about ancient Mesopotamia and how the epic fits into the society, and you'll need to know about other similar poems or literature to engage in academic writing.

Basically, you will need to be able to draw a lot of knowledge and detail from many more sources.

Synthesizing outside sources

A lot of the depth required for research papers comes from synthesizing information from a lot of different sources. In graduate writing using 10 sources is considered a minimum, but you may find that the research you're doing requires more.

Synthesis asks how your sources work together. How are they in conversation with each other? What information can you draw out from multiple sources to draw a conclusion of your own?

• Returning to the Epic of Gilgamesh example—maybe you want to write about how well the roles of women in the Epic of Gilgamesh reflected societal expectations. Maybe you've found books and articles describing women's roles in ancient Mesopotamia. If one source talks about how the religion treats women and another talks about the household roles, you might discuss those together in terms of how the religion reflects household roles.

Reading and evaluating scholarly articles

Like synthesis, you may have some experience reading and evaluating scholarly articles, but graduate school will require even more. Specifically, you will need to develop a better understanding of how to evaluate and critique scholarly articles. It's important to be able to critique articles for multiple reasons:

• If you can identify gaps in the author's research, that might be an opportunity for you to fill that gap yourself with your own research.
• If the article has something that makes it less credible (for instance, less reliable or generalizable), then you want to know that, so you can use and contextualize the article properly in your own discussion.

Critical thinking

This was probably implied by all the previous elements, but graduate writing will stretch and develop your critical thinking skills. Critically thinking about your topic will allow you to write about your topic with length and depth, while synthesizing and critiquing your sources.

Logic and organization

Your paper as a whole will need to be logically organized. Because graduate papers tend to be long, they are often broken up into sections. These sections should connect logically and build on each other.

• For instance, a research paper often has the following sections in this order: introduction, literature review, methods, results, discussion and conclusion.

They go in that order because each of the previous sections provides context and information for the next.

• Develop an order that makes logical sense to you based on your goals. As long as each section builds on the previous, your readers will likely still be able to follow it.

Your arguments will also need to be logically organized. This means that each step of the logic chain is explained and also builds on each other.

• You need to be able to explain the logic forwards and backwards—this leads to this, which leads to this, that is because of that, which is because of that.

Try not to skip steps in the logic chain because that creates weak points in your argument.

Use of language

Your diction (word choice) should be professional, rather than casual or overdone. This usually requires an extensive vocabulary because part of being professional means choosing the right word to explain your concept. Do not just go to a thesaurus to find a fancy-sounding synonym. Words have nuance, and often the synonyms listed in a thesaurus have meanings that are just slightly different.

• Some fields have specific guidelines for usage, such as person-first language (e.g. “person with a disability” rather than “disabled person”).
• Understand usage in your field in order to appropriately discuss your topic.
• Sciences often expect the use of passive voice, while the humanities prefer active.
• Instead of  "What did ancient Mesopotamia believe about the roles of women?" state "Ancient Mesopotamia believed the roles of women were…".
• Avoid qualifiers like "I think" and "I believe," which soften your statement by introducing the idea that you might be wrong.
• You are making an argument and trying to present yourself as an authority, you want to show why your argument is credible.
• Figurative language can soften your authority by compromising your professionalism (even slightly).

Spelling, grammar and punctuation

Your undergraduate professors will likely have also expected excellent spelling, grammar, and punctuation, but those expectations will be heightened in graduate school. There are two major reasons for this.

• The first is professionalism because correct spelling, grammar and punctuation show that you took care with your writing.
• The second is that spelling, grammar and punctuation are all meant to facilitate clear communication, so incorrect use can muddle your meaning.

Sentence variety

Higher levels of writing require variation in sentence structure. This means understanding when to use shorter sentences, when to use longer sentences, and how to use longer sentences. Sentence variety helps keep readers engaged by avoiding the potential monotony of one kind of sentence; it also helps you decide how to communicate your point.

• Short sentences are punchy. They make your point quickly. They emphasize the point by letting it stand on its own.
• Long sentences connect multiple thoughts together, and they should therefore be used when you need to connect thoughts and ideas. Not all thoughts need to be connected, which is when short sentences are appropriate; however, when you want to demonstrate that your ideas should be connected closely, making them part of the same sentence shows that.

Concision is using only the words necessary to convey your idea, eliminating redundancy and removes extra words that might muddle your idea. Writing concisely will improve the clarity of your writing and allow you to communicate your thoughts more understandably.

If you have a graduate professor with a page or word count requirement, and you're not sure you'll be able to meet it, add more depth rather than more words . This can be done by doing more research or expanding your research question.

• You may be used to "padding" undergraduate papers. Maybe sometimes your professor gave you a page or word count requirement and you were concerned about being able to meet it, so perhaps you tried to explain things in multiple ways or tried to find other, not necessarily relevant, things to add. This is discouraged in graduate-level writing.

Correct and thorough citation

Academics really care about correct attribution. They care that authors are given credit where credit is due. This is why plagiarism is taken so seriously in academia, and why anyone who wants to contribute to scholarly conversations must ensure they are providing that credit.

You should cite any time an idea does not come purely from you.

• If you have an idea, but it was derived from an article you read, cite the article. If you are bringing up a concept you learned from an article, cite the article. Definitely, if you are discussing or quoting an outside source, cite the source. It is better to over-cite than under-cite.

Whatever citation style is used most commonly in your field, you will come to know very well. It may even be helpful to get your own copy of the citation manual. Graduate research will often require the study of some uncommon sources that have their own particular citation requirements.

Time management

Do not expect to write papers a day or two before.

• You will need time to do extensive research, write and revise.
• For a regular class assignment, you might want anywhere from a few days to a few weeks to revise
• For bigger projects like a thesis, a dissertation or a paper you're submitting to an academic journal, you will likely need months to revise.
• Make sure to plan that kind of time.

Davenport, D. (n.d.) Graduate Level Writing Tips: Definitions, Do's, and Don'ts. Purdue Online. https://online.purdue.edu/blog/communication/graduate-level-writing-tips

Graduate Level Writing . (n.d.) University of Maryland. https://www.umaryland.edu/media/umb/oaa/campus-life/writing-center/documents/Graduate-level-Writing.pdf

Heady, E. (2007). Introduction to Graduate Writing. Liberty University Graduate Writing Center. https://www.liberty.edu/media/1136/Introduction%20to%20Graduate%20Writing%20(full%20text).pdf

 Undergraduate vs. Graduate Writing . (n.d.) Bridgepoint Education. https://content.bridgepointeducation.com/curriculum/file/7ebeeaa0-dd79-4265-8c35-e44f93bb09a4/1/Undergraduate%20vs%20Graduate%20Writing.pdf

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Graduate Research vs. Undergraduate Research: Exploring the Differences

• by Matthew Morales
• October 31, 2023

Have you ever wondered how graduate research differs from undergraduate research? As you navigate the world of higher education, it’s important to understand the distinctions between these two levels of academic pursuit. Whether you’re a current undergraduate student considering your future options or a curious individual seeking knowledge, this blog post will shed light on the unique aspects of graduate research.

But before we dive into the specifics, let’s first clarify what it means to be a graduate. A graduate student is someone who has already completed a bachelor’s degree and has decided to pursue further studies in a specific field. With a master’s or doctoral degree in mind, they embark on a more advanced academic journey that involves in-depth research and specialized coursework.

Now that we’ve established the foundations, let’s uncover the key differences between graduate and undergraduate research. From the level of study to the depth of inquiry, this exploration will provide valuable insights into the distinct realms of academia at the graduate level. So, fasten your seatbelts and join us in unraveling the nuances of graduate research versus undergraduate research in 2023!

How is Graduate Research Different from Undergraduate Research

In the world of academia, research plays a crucial role in shaping new knowledge and pushing the boundaries of understanding. While both undergraduate and graduate students engage in research, there are significant differences between the two. Let’s delve into how graduate research differs from undergraduate research and what sets them apart.

Graduate research takes a deep dive into a specific field of study, whereas undergraduate research tends to cover a broader range of topics. Picture undergraduate research as a sampler platter at a restaurant, while graduate research is more like a five-course meal with each dish meticulously prepared and savored. Graduate students explore a single topic in great detail, allowing them to become experts in their field.

The Complexity:

While undergraduates may conduct research under the guidance of professors, graduate students are expected to work more independently and demonstrate critical thinking skills. Graduate research often involves complex methodologies , intricate data analysis , and the creation of new ideas or theories. It’s like going from solving a jigsaw puzzle with fifty pieces as an undergraduate to tackling a 1000-piece puzzle on your own as a graduate student.

Undergraduate research provides an introductory understanding of a subject, giving students a taste of what research entails. On the other hand, graduate research requires a more in-depth exploration, often leading to the creation of new knowledge. It’s like going from dipping your toe in a shallow stream as an undergraduate to diving headfirst into the deep ocean as a graduate student.

The Independence:

Undergraduate research is usually conducted in a structured environment with close supervision, whereas graduate research allows for greater independence. Graduate students are responsible for designing and executing their research projects, organizing their time efficiently, and making critical decisions. It’s like transitioning from driving a car under the watchful eye of an instructor as an undergraduate to confidently maneuvering the open road by yourself as a graduate student.

Graduate research demands a higher level of rigor compared to undergraduate research. The expectations for analysis and writing are elevated, and the standards are more exacting. Graduate students are pushed to question existing knowledge and contribute original ideas to the academic community. It’s like going from playing a friendly game of football with friends as an undergraduate to competing in a professional league as a graduate student.

The Contribution:

Undergraduate research often focuses on replicating existing studies or contributing incremental findings to the existing body of knowledge. In contrast, graduate research aims to make a substantial contribution to the field, whether by proposing new theories, discovering novel insights, or solving long-standing problems. It’s like going from being a supporting actor in a high school play as an undergraduate to headlining a Broadway production as a graduate student.

In summary, while undergraduate research provides a valuable introduction to the world of research, graduate research elevates the game to a whole new level. With its narrower focus, complex methodologies, and higher expectations, graduate research offers students an opportunity to make a lasting impact on their field. So, whether you’re an undergraduate considering your next steps or a graduate student embarking on your research journey, remember that while the transition may feel daunting, it’s also an exhilarating adventure filled with growth, discovery, and a few sleepless nights. Embrace the challenges, dive into the depths of knowledge, and let your research journey begin!

Graduate Research vs. Undergraduate research: FAQs

As you embark on your academic journey, you may find yourself wondering about the differences between graduate and undergraduate research. We’ve compiled a list of frequently asked questions to help shed some light on this topic. So, let’s dive in and get those burning questions answered!

What’s the Deal with Graduate Research

Q: what level is level 6.

A: Ah, level 6, the elusive grade that may leave you scratching your head. Well, fret not, my friend. Level 6 refers to the final year of an undergraduate degree program. It’s like reaching the top floor of a skyscraper, but still not quite reaching the penthouse.

Q: What is a Level 7 Bachelor Degree

A: A Level 7 Bachelor Degree is the shiny trophy you obtain after successfully completing an undergraduate program. It’s like earning a black belt in academia—the culmination of your hard work, sweat, and a fair amount of caffeine.

Graduating to the Next Level

Q: what makes you a graduate.

A: Ah, the moment when you spread your academic wings and officially become a graduate. To achieve this prestigious title, you must complete a Bachelor’s degree or its equivalent. It’s like leveling up in the game of life, where that hard-earned diploma becomes your +10 armor.

Q: What level is a Master’s degree

A: Welcome to the realm of higher education, my knowledge-hungry friend! A Master’s degree resides at level 7 on the academic ladder. It’s like discovering a hidden treasure chest full of specialized knowledge and increased career opportunities.

Q: What is a Level 7 Master’s

A: A Level 7 Master’s degree is the ultimate treasure you acquire after fulfilling the requirements of a challenging graduate program. It’s like obtaining a PhD in wizardry—okay, maybe not quite as magical, but close enough!

Different Strokes for Different Folks

Q: what’s the difference between an undergraduate and a graduate.

A: Ah, the eternal question! The main difference lies in the level of study. Undergraduate programs are like dipping your toes into the vast academic ocean. Graduate programs, on the other hand, plunge you headfirst into the deep waters, where you become a master of your chosen subject. It’s like upgrading from a learner swimmer to a synchronized diving champion!

Q: Do you need an undergraduate degree to get a graduate degree

A: Absolutely! An undergraduate degree is your ticket to the graduate realm. It’s like the mandatory training montage you see in movies—gotta start from the bottom before you can conquer the world. So grab your diploma and prepare to level up!

Graduate Research Revealed

Q: how is graduate research different from undergraduate research.

A: Oh, the wonders of research! Graduate research takes you on a whole new adventure compared to its undergraduate counterpart. It delves into uncharted territories, where you devise and execute original research projects to contribute new knowledge to your field. It’s like being Indiana Jones, minus the fedora and the threat of giant boulders.

The College Graduation Badge

Q: what degree makes you a college graduate.

A: An undergraduate degree, my friend! It’s like unlocking the achievement “Adventurer Extraordinaire” in the game of academia. Whether it’s a Bachelor of Arts or Science, that degree signifies your completion of a rigorous academic journey. Wear it with pride, for you have conquered the college world!

Voila! We’ve journeyed through a whirlwind of FAQs, unlocking the secrets of graduate research and its distinction from undergraduate research. Now armed with this knowledge, you can confidently navigate the academic landscape. Remember, education is a continuous quest for knowledge and growth, and you’re well on your way to becoming a master of your craft.

Until next time, happy researching!

*Disclaimer: This article is for informational purposes only. Always consult with academic advisors or program coordinators for specific details regarding academic requirements and degree levels.

• academic pursuit
• current undergraduate student
• friendly game
• graduate research
• key differences
• specific field
• undergraduate research

Matthew Morales

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