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Organizing Your Social Sciences Research Paper

Glossary of research terms.

• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

This glossary is intended to assist you in understanding commonly used terms and concepts when reading, interpreting, and evaluating scholarly research. Also included are common words and phrases defined within the context of how they apply to research in the social and behavioral sciences.

• Acculturation -- refers to the process of adapting to another culture, particularly in reference to blending in with the majority population [e.g., an immigrant adopting American customs]. However, acculturation also implies that both cultures add something to one another, but still remain distinct groups unto themselves.
• Accuracy -- a term used in survey research to refer to the match between the target population and the sample.
• Affective Measures -- procedures or devices used to obtain quantified descriptions of an individual's feelings, emotional states, or dispositions.
• Aggregate -- a total created from smaller units. For instance, the population of a county is an aggregate of the populations of the cities, rural areas, etc. that comprise the county. As a verb, it refers to total data from smaller units into a large unit.
• Anonymity -- a research condition in which no one, including the researcher, knows the identities of research participants.
• Baseline -- a control measurement carried out before an experimental treatment.
• Behaviorism -- school of psychological thought concerned with the observable, tangible, objective facts of behavior, rather than with subjective phenomena such as thoughts, emotions, or impulses. Contemporary behaviorism also emphasizes the study of mental states such as feelings and fantasies to the extent that they can be directly observed and measured.
• Beliefs -- ideas, doctrines, tenets, etc. that are accepted as true on grounds which are not immediately susceptible to rigorous proof.
• Benchmarking -- systematically measuring and comparing the operations and outcomes of organizations, systems, processes, etc., against agreed upon "best-in-class" frames of reference.
• Bias -- a loss of balance and accuracy in the use of research methods. It can appear in research via the sampling frame, random sampling, or non-response. It can also occur at other stages in research, such as while interviewing, in the design of questions, or in the way data are analyzed and presented. Bias means that the research findings will not be representative of, or generalizable to, a wider population.
• Case Study -- the collection and presentation of detailed information about a particular participant or small group, frequently including data derived from the subjects themselves.
• Causal Hypothesis -- a statement hypothesizing that the independent variable affects the dependent variable in some way.
• Causal Relationship -- the relationship established that shows that an independent variable, and nothing else, causes a change in a dependent variable. It also establishes how much of a change is shown in the dependent variable.
• Causality -- the relation between cause and effect.
• Central Tendency -- any way of describing or characterizing typical, average, or common values in some distribution.
• Chi-square Analysis -- a common non-parametric statistical test which compares an expected proportion or ratio to an actual proportion or ratio.
• Claim -- a statement, similar to a hypothesis, which is made in response to the research question and that is affirmed with evidence based on research.
• Classification -- ordering of related phenomena into categories, groups, or systems according to characteristics or attributes.
• Cluster Analysis -- a method of statistical analysis where data that share a common trait are grouped together. The data is collected in a way that allows the data collector to group data according to certain characteristics.
• Cohort Analysis -- group by group analytic treatment of individuals having a statistical factor in common to each group. Group members share a particular characteristic [e.g., born in a given year] or a common experience [e.g., entering a college at a given time].
• Confidentiality -- a research condition in which no one except the researcher(s) knows the identities of the participants in a study. It refers to the treatment of information that a participant has disclosed to the researcher in a relationship of trust and with the expectation that it will not be revealed to others in ways that violate the original consent agreement, unless permission is granted by the participant.
• Confirmability Objectivity -- the findings of the study could be confirmed by another person conducting the same study.
• Construct -- refers to any of the following: something that exists theoretically but is not directly observable; a concept developed [constructed] for describing relations among phenomena or for other research purposes; or, a theoretical definition in which concepts are defined in terms of other concepts. For example, intelligence cannot be directly observed or measured; it is a construct.
• Construct Validity -- seeks an agreement between a theoretical concept and a specific measuring device, such as observation.
• Constructivism -- the idea that reality is socially constructed. It is the view that reality cannot be understood outside of the way humans interact and that the idea that knowledge is constructed, not discovered. Constructivists believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.
• Content Analysis -- the systematic, objective, and quantitative description of the manifest or latent content of print or nonprint communications.
• Context Sensitivity -- awareness by a qualitative researcher of factors such as values and beliefs that influence cultural behaviors.
• Control Group -- the group in an experimental design that receives either no treatment or a different treatment from the experimental group. This group can thus be compared to the experimental group.
• Controlled Experiment -- an experimental design with two or more randomly selected groups [an experimental group and control group] in which the researcher controls or introduces the independent variable and measures the dependent variable at least two times [pre- and post-test measurements].
• Correlation -- a common statistical analysis, usually abbreviated as r, that measures the degree of relationship between pairs of interval variables in a sample. The range of correlation is from -1.00 to zero to +1.00. Also, a non-cause and effect relationship between two variables.
• Covariate -- a product of the correlation of two related variables times their standard deviations. Used in true experiments to measure the difference of treatment between them.
• Credibility -- a researcher's ability to demonstrate that the object of a study is accurately identified and described based on the way in which the study was conducted.
• Critical Theory -- an evaluative approach to social science research, associated with Germany's neo-Marxist “Frankfurt School,” that aims to criticize as well as analyze society, opposing the political orthodoxy of modern communism. Its goal is to promote human emancipatory forces and to expose ideas and systems that impede them.
• Data -- factual information [as measurements or statistics] used as a basis for reasoning, discussion, or calculation.
• Data Mining -- the process of analyzing data from different perspectives and summarizing it into useful information, often to discover patterns and/or systematic relationships among variables.
• Data Quality -- this is the degree to which the collected data [results of measurement or observation] meet the standards of quality to be considered valid [trustworthy] and  reliable [dependable].
• Deductive -- a form of reasoning in which conclusions are formulated about particulars from general or universal premises.
• Dependability -- being able to account for changes in the design of the study and the changing conditions surrounding what was studied.
• Dependent Variable -- a variable that varies due, at least in part, to the impact of the independent variable. In other words, its value “depends” on the value of the independent variable. For example, in the variables “gender” and “academic major,” academic major is the dependent variable, meaning that your major cannot determine whether you are male or female, but your gender might indirectly lead you to favor one major over another.
• Deviation -- the distance between the mean and a particular data point in a given distribution.
• Discourse Community -- a community of scholars and researchers in a given field who respond to and communicate to each other through published articles in the community's journals and presentations at conventions. All members of the discourse community adhere to certain conventions for the presentation of their theories and research.
• Discrete Variable -- a variable that is measured solely in whole units, such as, gender and number of siblings.
• Distribution -- the range of values of a particular variable.
• Effect Size -- the amount of change in a dependent variable that can be attributed to manipulations of the independent variable. A large effect size exists when the value of the dependent variable is strongly influenced by the independent variable. It is the mean difference on a variable between experimental and control groups divided by the standard deviation on that variable of the pooled groups or of the control group alone.
• Emancipatory Research -- research is conducted on and with people from marginalized groups or communities. It is led by a researcher or research team who is either an indigenous or external insider; is interpreted within intellectual frameworks of that group; and, is conducted largely for the purpose of empowering members of that community and improving services for them. It also engages members of the community as co-constructors or validators of knowledge.
• Empirical Research -- the process of developing systematized knowledge gained from observations that are formulated to support insights and generalizations about the phenomena being researched.
• Epistemology -- concerns knowledge construction; asks what constitutes knowledge and how knowledge is validated.
• Ethnography -- method to study groups and/or cultures over a period of time. The goal of this type of research is to comprehend the particular group/culture through immersion into the culture or group. Research is completed through various methods but, since the researcher is immersed within the group for an extended period of time, more detailed information is usually collected during the research.
• Expectancy Effect -- any unconscious or conscious cues that convey to the participant in a study how the researcher wants them to respond. Expecting someone to behave in a particular way has been shown to promote the expected behavior. Expectancy effects can be minimized by using standardized interactions with subjects, automated data-gathering methods, and double blind protocols.
• External Validity -- the extent to which the results of a study are generalizable or transferable.
• Factor Analysis -- a statistical test that explores relationships among data. The test explores which variables in a data set are most related to each other. In a carefully constructed survey, for example, factor analysis can yield information on patterns of responses, not simply data on a single response. Larger tendencies may then be interpreted, indicating behavior trends rather than simply responses to specific questions.
• Field Studies -- academic or other investigative studies undertaken in a natural setting, rather than in laboratories, classrooms, or other structured environments.
• Focus Groups -- small, roundtable discussion groups charged with examining specific topics or problems, including possible options or solutions. Focus groups usually consist of 4-12 participants, guided by moderators to keep the discussion flowing and to collect and report the results.
• Framework -- the structure and support that may be used as both the launching point and the on-going guidelines for investigating a research problem.
• Generalizability -- the extent to which research findings and conclusions conducted on a specific study to groups or situations can be applied to the population at large.
• Grey Literature -- research produced by organizations outside of commercial and academic publishing that publish materials, such as, working papers, research reports, and briefing papers.
• Grounded Theory -- practice of developing other theories that emerge from observing a group. Theories are grounded in the group's observable experiences, but researchers add their own insight into why those experiences exist.
• Group Behavior -- behaviors of a group as a whole, as well as the behavior of an individual as influenced by his or her membership in a group.
• Hypothesis -- a tentative explanation based on theory to predict a causal relationship between variables.
• Independent Variable -- the conditions of an experiment that are systematically manipulated by the researcher. A variable that is not impacted by the dependent variable, and that itself impacts the dependent variable. In the earlier example of "gender" and "academic major," (see Dependent Variable) gender is the independent variable.
• Individualism -- a theory or policy having primary regard for the liberty, rights, or independent actions of individuals.
• Inductive -- a form of reasoning in which a generalized conclusion is formulated from particular instances.
• Inductive Analysis -- a form of analysis based on inductive reasoning; a researcher using inductive analysis starts with answers, but formulates questions throughout the research process.
• Insiderness -- a concept in qualitative research that refers to the degree to which a researcher has access to and an understanding of persons, places, or things within a group or community based on being a member of that group or community.
• Internal Consistency -- the extent to which all questions or items assess the same characteristic, skill, or quality.
• Internal Validity -- the rigor with which the study was conducted [e.g., the study's design, the care taken to conduct measurements, and decisions concerning what was and was not measured]. It is also the extent to which the designers of a study have taken into account alternative explanations for any causal relationships they explore. In studies that do not explore causal relationships, only the first of these definitions should be considered when assessing internal validity.
• Life History -- a record of an event/events in a respondent's life told [written down, but increasingly audio or video recorded] by the respondent from his/her own perspective in his/her own words. A life history is different from a "research story" in that it covers a longer time span, perhaps a complete life, or a significant period in a life.
• Margin of Error -- the permittable or acceptable deviation from the target or a specific value. The allowance for slight error or miscalculation or changing circumstances in a study.
• Measurement -- process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
• Meta-Analysis -- an analysis combining the results of several studies that address a set of related hypotheses.
• Methodology -- a theory or analysis of how research does and should proceed.
• Methods -- systematic approaches to the conduct of an operation or process. It includes steps of procedure, application of techniques, systems of reasoning or analysis, and the modes of inquiry employed by a discipline.
• Mixed-Methods -- a research approach that uses two or more methods from both the quantitative and qualitative research categories. It is also referred to as blended methods, combined methods, or methodological triangulation.
• Modeling -- the creation of a physical or computer analogy to understand a particular phenomenon. Modeling helps in estimating the relative magnitude of various factors involved in a phenomenon. A successful model can be shown to account for unexpected behavior that has been observed, to predict certain behaviors, which can then be tested experimentally, and to demonstrate that a given theory cannot account for certain phenomenon.
• Models -- representations of objects, principles, processes, or ideas often used for imitation or emulation.
• Naturalistic Observation -- observation of behaviors and events in natural settings without experimental manipulation or other forms of interference.
• Norm -- the norm in statistics is the average or usual performance. For example, students usually complete their high school graduation requirements when they are 18 years old. Even though some students graduate when they are younger or older, the norm is that any given student will graduate when he or she is 18 years old.
• Null Hypothesis -- the proposition, to be tested statistically, that the experimental intervention has "no effect," meaning that the treatment and control groups will not differ as a result of the intervention. Investigators usually hope that the data will demonstrate some effect from the intervention, thus allowing the investigator to reject the null hypothesis.
• Ontology -- a discipline of philosophy that explores the science of what is, the kinds and structures of objects, properties, events, processes, and relations in every area of reality.
• Panel Study -- a longitudinal study in which a group of individuals is interviewed at intervals over a period of time.
• Participant -- individuals whose physiological and/or behavioral characteristics and responses are the object of study in a research project.
• Peer-Review -- the process in which the author of a book, article, or other type of publication submits his or her work to experts in the field for critical evaluation, usually prior to publication. This is standard procedure in publishing scholarly research.
• Phenomenology -- a qualitative research approach concerned with understanding certain group behaviors from that group's point of view.
• Philosophy -- critical examination of the grounds for fundamental beliefs and analysis of the basic concepts, doctrines, or practices that express such beliefs.
• Phonology -- the study of the ways in which speech sounds form systems and patterns in language.
• Policy -- governing principles that serve as guidelines or rules for decision making and action in a given area.
• Policy Analysis -- systematic study of the nature, rationale, cost, impact, effectiveness, implications, etc., of existing or alternative policies, using the theories and methodologies of relevant social science disciplines.
• Population -- the target group under investigation. The population is the entire set under consideration. Samples are drawn from populations.
• Position Papers -- statements of official or organizational viewpoints, often recommending a particular course of action or response to a situation.
• Positivism -- a doctrine in the philosophy of science, positivism argues that science can only deal with observable entities known directly to experience. The positivist aims to construct general laws, or theories, which express relationships between phenomena. Observation and experiment is used to show whether the phenomena fit the theory.
• Predictive Measurement -- use of tests, inventories, or other measures to determine or estimate future events, conditions, outcomes, or trends.
• Principal Investigator -- the scientist or scholar with primary responsibility for the design and conduct of a research project.
• Probability -- the chance that a phenomenon will occur randomly. As a statistical measure, it is shown as p [the "p" factor].
• Questionnaire -- structured sets of questions on specified subjects that are used to gather information, attitudes, or opinions.
• Random Sampling -- a process used in research to draw a sample of a population strictly by chance, yielding no discernible pattern beyond chance. Random sampling can be accomplished by first numbering the population, then selecting the sample according to a table of random numbers or using a random-number computer generator. The sample is said to be random because there is no regular or discernible pattern or order. Random sample selection is used under the assumption that sufficiently large samples assigned randomly will exhibit a distribution comparable to that of the population from which the sample is drawn. The random assignment of participants increases the probability that differences observed between participant groups are the result of the experimental intervention.
• Reliability -- the degree to which a measure yields consistent results. If the measuring instrument [e.g., survey] is reliable, then administering it to similar groups would yield similar results. Reliability is a prerequisite for validity. An unreliable indicator cannot produce trustworthy results.
• Representative Sample -- sample in which the participants closely match the characteristics of the population, and thus, all segments of the population are represented in the sample. A representative sample allows results to be generalized from the sample to the population.
• Rigor -- degree to which research methods are scrupulously and meticulously carried out in order to recognize important influences occurring in an experimental study.
• Sample -- the population researched in a particular study. Usually, attempts are made to select a "sample population" that is considered representative of groups of people to whom results will be generalized or transferred. In studies that use inferential statistics to analyze results or which are designed to be generalizable, sample size is critical, generally the larger the number in the sample, the higher the likelihood of a representative distribution of the population.
• Sampling Error -- the degree to which the results from the sample deviate from those that would be obtained from the entire population, because of random error in the selection of respondent and the corresponding reduction in reliability.
• Saturation -- a situation in which data analysis begins to reveal repetition and redundancy and when new data tend to confirm existing findings rather than expand upon them.
• Semantics -- the relationship between symbols and meaning in a linguistic system. Also, the cuing system that connects what is written in the text to what is stored in the reader's prior knowledge.
• Social Theories -- theories about the structure, organization, and functioning of human societies.
• Sociolinguistics -- the study of language in society and, more specifically, the study of language varieties, their functions, and their speakers.
• Standard Deviation -- a measure of variation that indicates the typical distance between the scores of a distribution and the mean; it is determined by taking the square root of the average of the squared deviations in a given distribution. It can be used to indicate the proportion of data within certain ranges of scale values when the distribution conforms closely to the normal curve.
• Statistical Analysis -- application of statistical processes and theory to the compilation, presentation, discussion, and interpretation of numerical data.
• Statistical Bias -- characteristics of an experimental or sampling design, or the mathematical treatment of data, that systematically affects the results of a study so as to produce incorrect, unjustified, or inappropriate inferences or conclusions.
• Statistical Significance -- the probability that the difference between the outcomes of the control and experimental group are great enough that it is unlikely due solely to chance. The probability that the null hypothesis can be rejected at a predetermined significance level [0.05 or 0.01].
• Statistical Tests -- researchers use statistical tests to make quantitative decisions about whether a study's data indicate a significant effect from the intervention and allow the researcher to reject the null hypothesis. That is, statistical tests show whether the differences between the outcomes of the control and experimental groups are great enough to be statistically significant. If differences are found to be statistically significant, it means that the probability [likelihood] that these differences occurred solely due to chance is relatively low. Most researchers agree that a significance value of .05 or less [i.e., there is a 95% probability that the differences are real] sufficiently determines significance.
• Subcultures -- ethnic, regional, economic, or social groups exhibiting characteristic patterns of behavior sufficient to distinguish them from the larger society to which they belong.
• Testing -- the act of gathering and processing information about individuals' ability, skill, understanding, or knowledge under controlled conditions.
• Theory -- a general explanation about a specific behavior or set of events that is based on known principles and serves to organize related events in a meaningful way. A theory is not as specific as a hypothesis.
• Treatment -- the stimulus given to a dependent variable.
• Trend Samples -- method of sampling different groups of people at different points in time from the same population.
• Triangulation -- a multi-method or pluralistic approach, using different methods in order to focus on the research topic from different viewpoints and to produce a multi-faceted set of data. Also used to check the validity of findings from any one method.
• Unit of Analysis -- the basic observable entity or phenomenon being analyzed by a study and for which data are collected in the form of variables.
• Validity -- the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid.
• Variable -- any characteristic or trait that can vary from one person to another [race, gender, academic major] or for one person over time [age, political beliefs].
• Weighted Scores -- scores in which the components are modified by different multipliers to reflect their relative importance.
• White Paper -- an authoritative report that often states the position or philosophy about a social, political, or other subject, or a general explanation of an architecture, framework, or product technology written by a group of researchers. A white paper seeks to contain unbiased information and analysis regarding a business or policy problem that the researchers may be facing.

Elliot, Mark, Fairweather, Ian, Olsen, Wendy Kay, and Pampaka, Maria. A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press, 2016; Free Social Science Dictionary. Socialsciencedictionary.com [2008]. Glossary. Institutional Review Board. Colorado College; Glossary of Key Terms. Writing@CSU. Colorado State University; Glossary A-Z. Education.com; Glossary of Research Terms. Research Mindedness Virtual Learning Resource. Centre for Human Servive Technology. University of Southampton; Miller, Robert L. and Brewer, John D. The A-Z of Social Research: A Dictionary of Key Social Science Research Concepts London: SAGE, 2003; Jupp, Victor. The SAGE Dictionary of Social and Cultural Research Methods . London: Sage, 2006.

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How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Table of contents

Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

• Read it carefully, looking for anything confusing you might need to clarify with your professor.
• Identify the assignment goal, deadline, length specifications, formatting, and submission method.
• Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

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There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

• A paper following the chronology of World War II would not be original or specific enough.
• A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

• Is there anything people seem to overlook in the sources you research?
• Are there any heated debates you can address?
• Do you have a unique take on your topic?
• Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

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A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

• Maintaining forward momentum — write now, perfect later.
• Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
• Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

• topic sentences against the thesis statement;
• topic sentences against each other, for similarities and logical ordering;
• and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

• Offer new arguments or essential information
• Take up any more space than necessary
• Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

• Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
• Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
• Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
• If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

• Confirm that your paper completes every task specified in your assignment sheet.
• Check for logical organization and flow of paragraphs.
• Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

• each sentence helps support the topic sentence.
• no unnecessary or irrelevant information is present.
• all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading  or create an APA title page .

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions  to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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Synonyms of research

• as in investigation
• as in to explore
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Thesaurus Definition of research

 (Entry 1 of 2)

Synonyms & Similar Words

• investigation
• exploration
• examination
• inquisition
• disquisition
• questionnaire
• interrogation
• reinvestigation
• soul - searching
• cross - examination
• questionary
• self - examination
• self - reflection
• self - exploration
• going - over
• self - scrutiny
• self - questioning

Thesaurus Definition of research  (Entry 2 of 2)

• investigate
• look (into)
• inquire (into)
• delve (into)
• check up on
• skim (through)
• thumb (through)
• reinvestigate

Examples of research in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'research.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Thesaurus Entries Near research

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“Research.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/research. Accessed 19 Aug. 2024.

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What Is a Research Paper?

• An Introduction to Punctuation

Olivia Valdes was the Associate Editorial Director for ThoughtCo. She worked with Dotdash Meredith from 2017 to 2021.

• B.A., American Studies, Yale University

A research paper is a common form of academic writing . Research papers require students and academics to locate information about a topic (that is, to conduct research ), take a stand on that topic, and provide support (or evidence) for that position in an organized report.

The term research paper may also refer to a scholarly article that contains the results of original research or an evaluation of research conducted by others. Most scholarly articles must undergo a process of peer review before they can be accepted for publication in an academic journal.

Define Your Research Question

The first step in writing a research paper is defining your research question . Has your instructor assigned a specific topic? If so, great—you've got this step covered. If not, review the guidelines of the assignment. Your instructor has likely provided several general subjects for your consideration. Your research paper should focus on a specific angle on one of these subjects. Spend some time mulling over your options before deciding which one you'd like to explore more deeply.

Try to choose a research question that interests you. The research process is time-consuming, and you'll be significantly more motivated if you have a genuine desire to learn more about the topic. You should also consider whether you have access to all of the resources necessary to conduct thorough research on your topic, such as primary and secondary sources .

Create a Research Strategy 

Approach the research process systematically by creating a research strategy. First, review your library's website. What resources are available? Where will you find them? Do any resources require a special process to gain access? Start gathering those resources—especially those that may be difficult to access—as soon as possible.

Second, make an appointment with a reference librarian . A reference librarian is nothing short of a research superhero. He or she will listen to your research question, offer suggestions for how to focus your research, and direct you toward valuable sources that directly relate to your topic.

Evaluate Sources

Now that you've gathered a wide array of sources, it's time to evaluate them. First, consider the reliability of the information. Where is the information coming from? What is the origin of the source? Second, assess the  relevance  of the information. How does this information relate to your research question? Does it support, refute, or add context to your position? How does it relate to the other sources you'll be using in your paper? Once you have determined that your sources are both reliable and relevant, you can proceed confidently to the writing phase. 

Why Write Research Papers? 

The research process is one of the most taxing academic tasks you'll be asked to complete. Luckily, the value of writing a research paper goes beyond that A+ you hope to receive. Here are just some of the benefits of research papers. 

• Learning Scholarly Conventions:  Writing a research paper is a crash course in the stylistic conventions of scholarly writing. During the research and writing process, you'll learn how to document your research, cite sources appropriately, format an academic paper, maintain an academic tone, and more.
• Organizing Information: In a way, research is nothing more than a massive organizational project. The information available to you is near-infinite, and it's your job to review that information, narrow it down, categorize it, and present it in a clear, relevant format. This process requires attention to detail and major brainpower.
• Managing Time: Research papers put your time management  skills to the test. Every step of the research and writing process takes time, and it's up to you to set aside the time you'll need to complete each step of the task. Maximize your efficiency by creating a research schedule and inserting blocks of "research time" into your calendar as soon as you receive the assignment. 
• Exploring Your Chosen Subject:  We couldn't forget the best part of research papers—learning about something that truly excites you. No matter what topic you choose, you're bound to come away from the research process with new ideas and countless nuggets of fascinating information. 

The best research papers are the result of genuine interest and a thorough research process. With these ideas in mind, go forth and research. Welcome to the scholarly conversation!

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Term Paper vs Research Paper: What’s the Difference?

by  Antony W

June 27, 2024

It’s easy to confuse term and research paper for the same thing because they have a number of elements that easily overlap. However, there are features that set them apart. In this term paper versus research paper guide, we look at the similarities and differences so you never confuse the two assignments for the same thing ever again.

What is a Research Paper?

We can define a research paper as an academic piece of assignment that requires a student to investigate subject methodically and theoretically and present their findings on the topic. Notably, research papers focus on analyzing issues (or problems) within a specific course.

In other words, when your professor asks you to write a research paper, they expect you to study a specific problem. More often than not, the problem under investigation is one that either has had questionable results in the past or hasn’t had an extensive coverage in the already existing studies.

What is a Term Paper?

A term paper , on the other hand, is an assignment issued to test student’s knowledge on a given subject or themes after a given duration of studies.

The type of assignment you write in the case of a term paper will vary depending on your instructor’s preference. They may ask you to write an essay , complete a test, or do some school work linked to the theme you’ve explored in a classroom setting.

You will write a term paper near the end of a class, and what you score for the assignment will count in that specific subject’s final grades.

Term Paper vs Research Paper: What Are The Key Differences?

Many elements easily overlap between a term paper and a research paper, but that doesn’t mean they’re 100% similar to one another. You need to learn the differences so that you never confuse between these two types of assignments.

The table below indicates the apparent differences between a term paper and a research paper.

These differences may not be clear at a first glance, so it often helps to do a lookup when in doubt.

Let’s take this even further by explaining these similarities and differences in more details so that you have more insights on the same.

Term Paper Vs Research Paper: Similarities

Topic selection.

The criterion for topic selection is the same for term and research paper. Your instructor can either assign you a topic to work on or ask you to choose one yourself, with the option to identify your own topic being the most common option.

If your instructor has given you the freedom to choose a topic yourself, make sure the subject you pick relates to the discussion had and study material issued in class.

Requirements

Both term and research paper need to adhere to academic formatting and referencing style. You’ll find these requirements clearly indicated in the assignments’ instructions. If your instructor doesn’t give you a formatting and referencing style to use, stick to MLA or APA.

A Term Paper Can Be a Research Assignment

We understand that this can bring a lot of confusion, but it’s important to note that a term paper can also be a research assignment. If your instructor has asked you to investigate a topic based on existing evidence by using a methodological approach in a 10-page term paper, they’re most likely asking you to write a research assignment.

Term Paper vs Research Paper: Understanding the Differences

Structural differences.

One clear difference between term paper and a research paper is the components that go into the assignment.

A research paper should have an introduction, literature review, methodology, results (or findings), discussion (or analysis), conclusion, and reflection (optional).

You won’t have a question to explore in a term paper and it doesn’t include a hypothesis either. The assignment doesn’t require appendices, but your instructor may ask you to include an annotated bibliography in the term paper.

Differences in Goals

The goal of a research paper assignment is to solve a specific problem. Often, you’ll have to study existing literature to find gaps or contradictions and then suggest solutions based on your findings. 

A term paper, on the other hand, seeks to test your knowledge on a topic. The emphasis is on testing your understanding of a given subject or theme discussed in classroom.

Differences in Length

A term paper is longer than a typical essay, but it won’t be as voluminous as a research paper. In fact, term papers hardly ever go beyond 20 pages, and the shortest ones that Help for Assessment writers have worked on are as short as 1,000 words.

A research paper is longer than a term paper, with the number of pages ranging between 10 and 40 give or take, if not more at least.

Term papers tend to be shorter because, in part, they’re a bridge between essays and research works, and mostly because they don’t presuppose serious data collection and detailed analysis.

Differences in Deadlines and Grades

The word term, in respect to academic assignments, refers to a finite period within which a task should be complete. Therefore, in essence, a term paper is an assessment given at the very end of a course, and it often determines a student’s final grades.

A research paper may or may not influence your final grade depending on the instructions given – or your professor’s preference.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Reference management. Clean and simple.

What is a research paper?

A research paper is a paper that makes an argument about a topic based on research and analysis.

Any paper requiring the writer to research a particular topic is a research paper. Unlike essays, which are often based largely on opinion and are written from the author's point of view, research papers are based in fact.

A research paper requires you to form an opinion on a topic, research and gain expert knowledge on that topic, and then back up your own opinions and assertions with facts found through your thorough research.

➡️ Read more about  different types of research papers .

What is the difference between a research paper and a thesis?

A thesis is a large paper, or multi-chapter work, based on a topic relating to your field of study.

A thesis is a document students of higher education write to obtain an academic degree or qualification. Usually, it is longer than a research paper and takes multiple years to complete.

Generally associated with graduate/postgraduate studies, it is carried out under the supervision of a professor or other academic of the university.

A major difference between a research paper and a thesis is that:

• a research paper presents certain facts that have already been researched and explained by others
• a thesis starts with a certain scholarly question or statement, which then leads to further research and new findings

This means that a thesis requires the author to input original work and their own findings in a certain field, whereas the research paper can be completed with extensive research only.

➡️ Getting ready to start a research paper or thesis? Take a look at our guides on how to start a research paper or how to come up with a topic for your thesis .

Frequently Asked Questions about research papers

Take a look at this list of the top 21 Free Online Journal and Research Databases , such as ScienceOpen , Directory of Open Access Journals , ERIC , and many more.

Mason Porter, Professor at UCLA, explains in this forum post the main reasons to write a research paper:

• To create new knowledge and disseminate it.
• To teach science and how to write about it in an academic style.
• Some practical benefits: prestige, establishing credentials, requirements for grants or to help one get a future grant proposal, and so on.

Generally, people involved in the academia. Research papers are mostly written by higher education students and professional researchers.

Yes, a research paper is the same as a scientific paper. Both papers have the same purpose and format.

A major difference between a research paper and a thesis is that the former presents certain facts that have already been researched and explained by others, whereas the latter starts with a certain scholarly question or statement, which then leads to further research and new findings.

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Term Papers versus Research Papers and How to Write them

Rachel r.n..

• November 30, 2023
• How to Guides

College and university students often have to do writing assignments that involve a lot of research, planning, and writing. While many students know about research papers, only a few really understand what a term paper is and how to write one.

If you’re confused about the differences or wondering if there’s any distinction between the two, you’re not alone. Many students can’t tell a research paper apart from a term paper and end up not doing as well as they could.

In this short guide about term papers versus research papers, we’ll break down the differences and similarities of these common assignments in college and university. This will help clear up any confusion and get you ready for the work ahead.

Why is it important to know the difference between a research paper and a term paper?

Well, first things first, these two papers serve different purposes and have different structures. When you compare an essay to a research paper, you’ll notice that an essay is simpler. It usually involves discussing a specific problem based on personal observations.

On the other hand, a research paper is a more serious task. It requires a thorough analysis of a topic from various perspectives, and the writer needs to study credible and relevant sources.

Now, once you grasp the essential difference between an essay and a research paper, let’s look at how to understand the distinction between a term paper and a research paper. Knowing the nature of these papers is crucial for figuring out how to organize your writing and meet your professor’s requirements.

Now that we have a solid overview, let’s explore the nuances of term papers and research papers in more detail.

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What You'll Learn

What is a Term Paper?

A term paper is an important academic writing assignment that students undertake at the end of an academic term . It involves extensive research and analysis of a particular subject, demonstrating a student’s knowledge and understanding of the course material. Term papers can take various forms, such as reports, essays, or reviews, but they all require adherence to high academic standards.

Unlike research papers, term papers may not always require a thesis statement. Instead, they focus on summarizing and synthesizing the concepts and information learned throughout the term. Term papers provide an opportunity for students to showcase their comprehension of the course material and their ability to apply critical thinking skills to analyze and discuss the topics covered.

Completing a term paper successfully requires thorough research, organization, and clear writing. It is important to gather relevant sources, cite them properly, and present the findings in a coherent manner. Term papers are typically assigned towards the end of the term, giving students enough time to delve into the subject matter and produce a well-researched and well-structured paper.

What is a Research Paper?

A research paper is an academic document that involves the systematic investigation of a specific research topic . It requires comprehensive research, data analysis, and the formation of meaningful conclusions. Research papers can include primary research through experiments, surveys, or interviews, or rely on secondary sources such as books, scholarly articles, or online databases.

Research papers are typically longer and more in-depth than term papers, and they often require a thesis statement to guide the research process. The structure and format of a research paper can vary based on the discipline and the specific requirements set by the instructor or academic institution. However, research papers generally include sections such as an introduction, literature review, methodology, results, discussion, and conclusion .

When writing a research paper, it is important to choose a specific research topic that aligns with your academic interests and goals. Conducting thorough research and critically analyzing the collected data are crucial steps in the research process. The findings and conclusions drawn from the research should contribute to the existing knowledge within the field and provide valuable insights for further study

Related blog article: A Comprehensive Guide to Writing a Nursing Research Paper

Key Characteristics of a Research Paper:

• Systematic investigation of a specific research topic
• Comprehensive research and data analysis
• Inclusion of primary or secondary sources
• Potentially longer and more in-depth than term papers
• Structured with sections such as introduction, literature review, methodology, results, discussion, and conclusion
• Contribution to existing knowledge within the field

By understanding the purpose and characteristics of research papers, students can effectively conduct research, analyze data, and contribute to their chosen academic field.

Key Differences Between Term Papers and Research Papers

When it comes to academic assignments, term papers and research papers are often mentioned interchangeably. However, there are distinct differences between the two in terms of purpose , approach , topic selection , level of research , references and sources , paper length , structure and organization , and time of assignment .

A term paper aims to summarize course material and evaluate a student’s understanding of the topics studied. On the other hand, a research paper requires original research and analysis of a specific topic to contribute to existing knowledge within a field.

Approach and Topic Selection

Term papers tend to have a more general approach, focusing on summarizing the material learned throughout a semester, while research papers require a more specific and in-depth analysis of a chosen topic. Term papers are often assigned by professors, while research papers allow students to select their own topics.

Level of Research

Term papers mostly rely on secondary sources, such as textbooks and scholarly articles, to support arguments and provide evidence. In contrast, research papers require more extensive research , often relying on a combination of primary sources and secondary sources.

References and Sources

Term papers typically use a limited number of sources for referencing, while research papers require a comprehensive list of sources and citations. Research papers also commonly include a literature review section to provide a context for the research topic.

Paper Length and Structure

Term papers are generally shorter in length compared to research papers. They usually follow a traditional essay structure with an introduction, body paragraphs, and a conclusion. Research papers, on the other hand, can be more extensive and often include additional sections such as an abstract, literature review, methodology, results, and discussion.

Time of Assignment

Term papers are often assigned at the end of a semester, serving as a comprehensive assessment of what students have learned. Research papers, however, can be assigned at any point during an academic term, depending on the course requirements and objectives.

Understanding these key differences is crucial for students to meet the specific requirements of term papers and research papers. It allows them to approach the assignments with the appropriate level of research , structure their papers effectively, and deliver a successful academic output.

The Purpose of Term Papers

Term papers serve a specific purpose in academia, as they are designed to summarize the course material learned during a semester and evaluate a student’s knowledge and understanding of the topics studied. They are a way for students to demonstrate their comprehension of the subject matter through written analysis and arguments. Term papers play a crucial role in assessing what students have learned and serve as a culmination and reflection of the knowledge acquired throughout the term.

When writing a term paper, the primary goal is to summarize the course material accurately. This requires a thorough understanding of the topics covered, as well as the ability to condense and synthesize the information into a coherent and concise written document. Term papers allow students to showcase their ability to analyze, evaluate, and draw connections between different concepts discussed in class.

Furthermore, term papers also serve as an opportunity for students to express their own thoughts and insights on the subject matter. While summarizing the course material is essential, term papers also provide an avenue for students to critically engage with the content, offering their own perspectives, interpretations, and arguments based on their understanding of the material.

Key Components of a Term Paper

When writing a term paper, there are key components that should be included to effectively fulfill its purpose. These components include:

• A clear introduction that provides an overview of the topic and sets the context for the paper.
• A well-structured body that presents and analyzes the course material, drawing connections between different concepts.
• Evidence-based arguments that support the student’s understanding and interpretation of the material.
• Proper citation and referencing of sources used to avoid plagiarism.
• A conclusion that summarizes the main points and demonstrates the student’s mastery of the course material.

Benefits of Writing Term Papers

While writing term papers may seem like a daunting task, they offer several benefits to students. Firstly, term papers provide an opportunity for students to develop and enhance their research, analysis, and writing skills. By engaging in extensive research and synthesizing information, students strengthen their ability to critically evaluate sources and draw meaningful conclusions.

In addition, term papers also foster independent thinking and intellectual growth. They allow students to explore topics of interest in greater depth, encouraging curiosity and a deeper understanding of the subject matter. Term papers also cultivate effective communication skills, as students must articulate their ideas clearly and persuasively through written expression.

Overall, the purpose of term papers is to challenge students to engage with the course material, apply critical thinking skills, and effectively communicate their understanding. Through this process, students develop essential academic skills and gain a deeper appreciation for the subject matter.

The Purpose of Research Papers

Research papers serve a distinct purpose in academia: to conduct original research and analyze a specific topic. Through in-depth investigation and critical analysis, researchers aim to contribute to the existing body of knowledge within a given field. By delving into their chosen subject matter, researchers generate new insights, ideas, and arguments that can shape and advance their field of study.

Unlike term papers, which focus on summarizing course material , research papers require researchers to embark on their own intellectual journey. They formulate research questions, gather relevant data, and analyze findings to draw meaningful conclusions. This process often involves reviewing existing literature, designing and conducting experiments, or studying real-world phenomena. By engaging in original research, researchers contribute valuable knowledge that expands the understanding of their chosen topic and fosters academic growth.

The analysis and interpretation of research findings are essential components of a research paper. Researchers critically evaluate their data, draw connections between different pieces of information, and explore the implications of their findings. This rigorous examination allows for the development of new theories, the validation of existing hypotheses, and the exploration of alternative perspectives. Through their work, researchers contribute to the ongoing dialogue in their field and inspire future studies and discoveries.

Research papers provide a platform for researchers to share their discoveries, insights, and theories. Through the analysis and interpretation of original research findings, researchers contribute valuable knowledge to their field and advance the collective understanding of a specific topic.

Tips for Writing Term Papers and Research Papers

Writing term papers and research papers can be challenging tasks, but with the right approach and techniques, you can successfully complete these academic assignments. Here are some tips to help you write your term papers and research papers effectively:

1. Develop a clear outline:

Before you start writing your paper, it’s essential to create a well-structured outline. This will serve as a roadmap for your writing and help you organize your thoughts and arguments. Your outline should include the main sections and subheadings that you plan to cover in your paper.

2. Conduct thorough research:

Both term papers and research papers require extensive research to support your arguments and provide evidence. Make sure to gather relevant sources from reputable academic journals, books, and credible websites. Take detailed notes and keep track of your sources for proper citation.

3. Analyze and synthesize your findings:

Once you have gathered all the necessary research materials, analyze and synthesize the information. Identify key findings, arguments, and supporting evidence. Look for patterns and connections between different sources to develop a comprehensive understanding of your topic.

4. Follow proper structure and organization:

Ensure that your paper follows the appropriate structure and organization . Use clear and concise paragraphs to present your ideas and provide smooth transitions between different sections. Introduction, body paragraphs, and conclusion should be well-defined and logically connected.

Remember to cite all your sources properly to avoid plagiarism and maintain academic integrity. By following these tips, you can improve your writing skills and produce high-quality term papers and research papers.

What is the difference between term papers and research papers?

Term papers focus on summarizing course material and evaluating a student’s understanding, while research papers require original research and analysis of a specific topic.

What is a term paper?

A term paper is an assignment completed by college students at the  end of an academic term . It involves extensive research and focuses on a particular subject.

What is a research paper?

A research paper is an  academic document  that involves the  systematic investigation  of a specific research topic. It requires comprehensive research, data analysis, and the formation of meaningful conclusions.

What are the key differences between term papers and research papers?

Term papers are more general in approach and summarize course material, while research papers require more specific research and analysis. Term papers are often assigned at the end of a semester, while research papers can be assigned at any point. Term papers typically use secondary sources, while research papers require original research and often rely on primary sources. Additionally, the structure and organization of term papers and research papers can differ.

What is the purpose of a term paper?

The purpose of a term paper is to summarize the course material learned during the semester and evaluate a student’s knowledge and understanding of the topics studied.

What is the purpose of a research paper?

The purpose of a research paper is to conduct original research and analyze a specific topic. Research papers aim to contribute to the existing knowledge within a given field by conducting thorough research, analyzing data, and drawing meaningful conclusions.

What are some tips for writing term papers and research papers?

Some tips for  writing term papers  and research papers include developing an outline, conducting in-depth research, gathering and analyzing relevant sources, developing a thesis statement (if required), ensuring proper structure and organization, and citing all sources properly to avoid plagiarism.

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Effective Transition Words for Research Papers

What are transition words in academic writing?

A transition is a change from one idea to another idea in writing or speaking and can be achieved using transition terms or phrases. These transitions are usually placed at the beginning of sentences, independent clauses, and paragraphs and thus establish a specific relationship between ideas or groups of ideas. Transitions are used to enhance cohesion in your paper and make its logical development clearer to readers.

Types of Transition Words

Transitions accomplish many different objectives. We can divide all transitions into four basic categories:

• Additive transitions  signal to the reader that you are adding or referencing information
• Adversative transitions  indicate conflict or disagreement between pieces of information
• Causal transitions  point to consequences and show cause-and-effect relationships
• Sequential transitions  clarify the order and sequence of information and the overall structure of the paper

Additive Transitions

These terms signal that new information is being added (between both sentences and paragraphs), introduce or highlight information, refer to something that was just mentioned, add a similar situation, or identify certain information as important.

Adversative Transitions

These terms and phrases distinguish facts, arguments, and other information, whether by contrasting and showing differences; by conceding points or making counterarguments; by dismissing the importance of a fact or argument; or replacing and suggesting alternatives.

Causal Transitions

These terms and phrases signal the reasons, conditions, purposes, circumstances, and cause-and-effect relationships. These transitions often come after an important point in the research paper has been established or to explore hypothetical relationships or circumstances.

Sequential Transitions

These transition terms and phrases organize your paper by numerical sequence; by showing continuation in thought or action; by referring to previously-mentioned information; by indicating digressions; and, finally, by concluding and summing up your paper. Sequential transitions are essential to creating structure and helping the reader understand the logical development through your paper’s methods, results, and analysis.

How to Choose Transitions in Academic Writing

Transitions are commonplace elements in writing, but they are also powerful tools that can be abused or misapplied if one isn’t careful. Here are some ways to ensure you are using transitions effectively.

• Check for overused, awkward, or absent transitions during the paper editing process. Don’t spend too much time trying to find the “perfect” transition while writing the paper.
• When you find a suitable place where a transition could connect ideas, establish relationships, and make it easier for the reader to understand your point, use the list to find a suitable transition term or phrase.
• Similarly, if you have repeated some terms again and again, find a substitute transition from the list and use that instead. This will help vary your writing and enhance the communication of ideas.
• Read the beginning of each paragraph. Did you include a transition? If not, look at the information in that paragraph and the preceding paragraph and ask yourself: “How does this information connect?” Then locate the best transition from the list.
• Check the structure of your paper—are your ideas clearly laid out in order? You should be able to locate sequence terms such as “first,” “second,” “following this,” “another,” “in addition,” “finally,” “in conclusion,” etc. These terms will help outline your paper for the reader.

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What Is the Difference between Research Paper and Term Paper?

Attending a college, you are sure to write a number of essays and other types of papers. Sometimes it may be difficult to differentiate between the types of the papers. This differentiation is required when one is asked to write a specific type of the paper (either a research paper or a term paper), but it appears a problem for him/her. Why do students need to know the particular type of the paper before writing it? The reason is obvious: each paper type has a specific structure and the purpose. Everything’s clear with an essay, which is defined as a paper devoted to a particular problem and written in accordance with a specific structure: the introduction, the main body, and the conclusion. When speaking about a term paper and a research paper, understanding the differences is important in order to understand what should be written in a paper to meet the instructions. Trying to get the main distinguishing features between a research paper and a term paper, it is important to identify the basic common aspects. Both these types of the papers are aimed at showing students’ knowledge and understanding of a particular problem under analysis. The differences are presented below.

Research Paper

“Research is what I’m doing when I don’t know what I’m doing” Wernher von Braun

Here is a list of the points, which make a research paper different from other paper types

• A research paper is devoted to a problem within a specific course. Research papers are usually written to study some specific problem, which has not been covered effectively, which has some little research, or which results are doubtful. A research paper has a specific structure despite the subject. The title page, the table of contents, the introduction / background, the literature review, the methodology, the results, the discussion and the conclusions / recommendations. Each of these sections has specific guidelines for writing. No matter which problem is under research , the structure is the same.
• This type of paper writing requires some time for conducting a research and writing it. There are a lot of different types of research, interview, observation, questionnaire, survey, experiment, etc. Depending on the hypothesis and the purpose of the study, the research may take from a day to even the years.
• A research paper is usually a lengthy piece of writing. Usually research papers start from 10 pages and may be even 100 pages and more. One can rarely meet a research paper less than 10 pages as in this case it is impossible to explain the major points, to discuss the results and to prove the hypothesis.
• A research paper can cover the material studied during different years and laid out in various courses. Writing a research paper on a particular problem may require turning to the particular problems discussed in the past. The materials learned in the past may help in explaining some processes, discussing the background information and analyzing the literature on the issue.
• A term paper, being a part of a course, is usually completed after a specific period of studying. The course is usually divided into terms and themes. Having come to an end of a term, students are usually asked to take a test or to complete another task, which will show how well students have learnt the course material during the discussed time period. The grades for this task usually have a special value in the overall student’s grade.
• A term paper is aimed at checking students’ knowledge after some themes studied. Having completed a specific theme, students may also be asked to take a test, to write an essay, or to complete some task devoted to this particular theme.
• A term paper can be of any nature and structure. Opposing to a research paper with a specific structure, a term paper may be written in a form of an essay, it can have a questions-answers structure, it can be an article, a review, an annotated bibliography, a test, and even a research paper.
• A term paper can be of any length. It can be one page and 20 pages, no matter which topic is used and what type of the task is requested. Overall, each professor should select what kind of task fits better the specific topic which has been studied.
• A term paper involves the material studied during the course. Usually, a term paper covers the theme or the themes studied during the particular time period. The main purpose of such task is to show how well students have understood the material.

To the word, a task in a term paper can be to write a research paper, while it is impossible to have a task in a research paper to write a term paper. These two types of writing are different despite the fact that each student’s task is aimed at checking their knowledge. Educational process is very complicated and requires constant motivation and encouragement from the side of the professors. Students do want to receive new knowledge, but they need to know that this new knowledge is needed in the future. Moreover, some students may need the appreciation of their skills or some additional punishment, which may stimulate them for working harder.

Being aware of the differences between the term papers and the research papers, one may become a better student, improve his/her grades and enlarge the scope of knowledge and skills. Overall, the difference is usually explained by the teacher, but being in the process of studying new information one may miss these points and become frustrated. A term paper and a dissertation have different focus and display various experience of students. Only being aware of the purpose and the structure of the particular task one is sure to complete it successfully. Each student want to receive the highest grades and this article may be in use for those, who strive for higher grades and better knowledge.

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Writing a Research Paper

This page lists some of the stages involved in writing a library-based research paper.

Although this list suggests that there is a simple, linear process to writing such a paper, the actual process of writing a research paper is often a messy and recursive one, so please use this outline as a flexible guide.

Discovering, Narrowing, and Focusing a Researchable Topic

• Try to find a topic that truly interests you
• Try writing your way to a topic
• Talk with your course instructor and classmates about your topic
• Pose your topic as a question to be answered or a problem to be solved

Finding, Selecting, and Reading Sources

You will need to look at the following types of sources:

• library catalog, periodical indexes, bibliographies, suggestions from your instructor
• primary vs. secondary sources
• journals, books, other documents

Grouping, Sequencing, and Documenting Information

The following systems will help keep you organized:

• a system for noting sources on bibliography cards
• a system for organizing material according to its relative importance
• a system for taking notes

Writing an Outline and a Prospectus for Yourself

Consider the following questions:

• What is the topic?
• Why is it significant?
• What background material is relevant?
• What is my thesis or purpose statement?
• What organizational plan will best support my purpose?

Writing the Introduction

In the introduction you will need to do the following things:

• present relevant background or contextual material
• define terms or concepts when necessary
• explain the focus of the paper and your specific purpose
• reveal your plan of organization

Writing the Body

• Use your outline and prospectus as flexible guides
• Build your essay around points you want to make (i.e., don’t let your sources organize your paper)
• Integrate your sources into your discussion
• Summarize, analyze, explain, and evaluate published work rather than merely reporting it
• Move up and down the “ladder of abstraction” from generalization to varying levels of detail back to generalization

Writing the Conclusion

• If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
• If prior to your conclusion you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to add your points up, to explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction.
• Perhaps suggest what about this topic needs further research.

Revising the Final Draft

• Check overall organization : logical flow of introduction, coherence and depth of discussion in body, effectiveness of conclusion.
• Paragraph level concerns : topic sentences, sequence of ideas within paragraphs, use of details to support generalizations, summary sentences where necessary, use of transitions within and between paragraphs.
• Sentence level concerns: sentence structure, word choices, punctuation, spelling.
• Documentation: consistent use of one system, citation of all material not considered common knowledge, appropriate use of endnotes or footnotes, accuracy of list of works cited.

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6 Commonly Confused Research Terms

While writing your research paper, you would come across elements that are the building blocks of a research paper. However, these often technical and confusing terms in research papers may trip up early career researchers. They may find some terms or elements overlapping and may struggle to differentiate between them. Through this article, we aim to clear the deck for successful research writing by helping you understand commonly confused research terms.

1. Citations and references

One set of confusing terms in research is citations and references You All sources used in a paper must always be mentioned within or at the end of the research paper. Text taken verbatim from any source must have all the details of the source within the paper and alongside the text. In research paper terms, this is a citation. References, on the other hand, are the listed versions of all the sources – books, articles, documents, videos, interviews – that were consumed as a part of research and used for writing the research paper.

2. Aim and objectives

These research paper terms might have similar meanings but when these terms are used in research, they should be considered separate. You may think of aims as the ultimate destination and objectives as the route you take to reach your destination. Here’s something to help understand these confusing terms in research. Aims refer to the outcome of the study – anything that you found out, could prove, or could conclude through your research. On the other hand, objectives are the ways in which you’re going to attain your research aims. Aims are broad in nature, while objectives are very specific and focused. Some types of manuscripts only require you to state an aim, others only objectives, and some require both.

3. Research methods and research methodology

Yes, these research paper terms are not interchangeable. Research methodology refers to the principles that guide you to pick the suitable methods for your research paper. For example, it helps you decide what kind of data analysis would help you achieve your aim – qualitative or quantitative. Research methods are the actual methods used to perform the experiments required to successfully complete your research paper. Depending on your research methodology, the research methods may vary including, but not limited to, observation, surveys, interviews, and laboratory experiments. So, be very careful when working with these two confusing terms in research and writing these sections.

4. Background of a study and introduction

It’s essential to understand these research paper terms to impress your readers – journal editors, fellow researchers, and your target audience. The background of a study is the missing piece of the existing literature’s puzzle. Its purpose is to state the significance of your study and the position of your research paper within the existing literature. It is not lengthy and helps the reader understand your topic of research with a wider perspective. Meanwhile, the introduction of a research paper is the opening section of your paper. It’s meant to set the context for the rest of the paper, establish the purpose of the study, and state the research question. So be sure not to mix up these confusing terms in research.

5. Implications and limitations

Another set of research paper terms that researchers often get confused about is implications and limitations. The ways in which your research findings can be helpful and may be applied are called implications, whereas the shortcomings or the way in which your research findings cannot be applied in real life are the limitations. Stating these two distinct research terms gives a holistic view of the applicability and scope of your research findings, and thus, having clarity on the meaning of these confusing terms in research is crucial.

6. Footnotes and endnotes

The last pair of research paper terms is footnotes and endnotes. Despite their self-explanatory names, this pair of confusing terms in research is a common source of error. Footnotes and endnotes are a way of providing additional information in your research paper. At times, authors may want to elaborate something they have written, but since adding an explanation within the main text may obstruct the flow, this information is added either at the bottom of the page or at the end of the research paper. Depending on the positioning, these additional notes are categorized as footnotes or endnotes when talking about research paper terms. As the names suggest, footnotes are mentioned at the bottom of the page, while endnotes are mentioned at the end of the research paper. Since both have the same function, it’s only a matter of choice which one you prefer to use. While footnotes make it convenient for the reader, having endnotes makes your paper clutter-free.

I hope reading this article helped you distinguish between these confusing terms in research. Moreover, as you gain experience by reading more research papers and writing more papers, you will get better at understanding these research paper terms and other nuances.

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Title Page Setup

A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.

Student title page

The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.

Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6

Related handouts

• Student Title Page Guide (PDF, 263KB)
• Student Paper Setup Guide (PDF, 3MB)

Student papers do not include a running head unless requested by the instructor or institution.

Follow the guidelines described next to format each element of the student title page.

Professional title page

The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example.

Follow the guidelines described next to format each element of the professional title page.

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Outcomes are estimated from bivariate and multivariable generalized estimating equation models. aOR, indicates adjusted odds ratio; GAD-7, Generalized Anxiety Disorder 7-item scale; PHQ-9, Patient Health Questionnaire 9-item scale; whiskers, 95% CIs.

eTable 1. Survey Instruments

eTable 2. Prevalence of Exposure Over Time

eTable 3. Prevalence of Outcomes Over Time by Exposure Group

eTable 4. E-Value Calculation for Association Between Puberty Blockers or Gender-Affirming Hormones and Mental Health Outcomes

eTable 5. Examining Association Between Puberty Blockers or Gender-Affirming Hormones and Mental Health Outcomes Separately

eTable 6. Bivariate Model Restricted to Youths Ages 13 to 17 Years

eTable 7. Multivariable Model Restricted to 90 Youths Ages 13 to 17 Years

eTable 8. Sensitivity Analyses using Patient Health Questionnaire 8-item Scale Score of 10 or Greater for Moderate to Severe Depression

eFigure 1. Schematic of Generalized Estimating Equation Model

eFigure 2. Association Between Receipt of Gender-Affirming Hormones or Puberty Blockers and Mental Health Outcomes

eReferences

• Medical Groups Defend Patient-Physician Relationship and Access to Adolescent Gender-Affirming Care JAMA Medical News & Perspectives April 19, 2022 This Medical News article discusses physicians’ advocacy to protect patients and the patient-physician relationship amid efforts by politicians to limit access or criminalize gender-affirming care. Bridget M. Kuehn, MSJ
• As Laws Restricting Health Care Surge, Some US Physicians Choose Between Fight or Flight JAMA Medical News & Perspectives June 13, 2023 In this Medical News article, 13 physicians and health care experts spoke with JAMA about the increasing efforts to criminalize evidence-based medical care in the US. Melissa Suran, PhD, MSJ
• Data Errors in eTables 2 and 3 JAMA Network Open Correction July 26, 2022
• Improving Mental Health Among Transgender and Gender-Diverse Youth JAMA Network Open Invited Commentary February 25, 2022 Brett Dolotina, BS; Jack L. Turban, MD, MHS

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Tordoff DM , Wanta JW , Collin A , Stepney C , Inwards-Breland DJ , Ahrens K. Mental Health Outcomes in Transgender and Nonbinary Youths Receiving Gender-Affirming Care. JAMA Netw Open. 2022;5(2):e220978. doi:10.1001/jamanetworkopen.2022.0978

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Mental Health Outcomes in Transgender and Nonbinary Youths Receiving Gender-Affirming Care

• 1 Department of Epidemiology, University of Washington, Seattle
• 2 Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle
• 3 School of Medicine, University of Washington, Seattle
• 4 Department of Psychiatry and Behavioral Medicine, Department of Adolescent and Young Adult Medicine, Seattle Children’s Hospital, Seattle, Washington
• 5 University of California, San Diego School of Medicine, Rady Children's Hospital
• 6 Division of Adolescent Medicine, Department of Pediatrics, Seattle Children’s Hospital, Seattle, Washington
• Invited Commentary Improving Mental Health Among Transgender and Gender-Diverse Youth Brett Dolotina, BS; Jack L. Turban, MD, MHS JAMA Network Open
• Medical News & Perspectives Medical Groups Defend Patient-Physician Relationship and Access to Adolescent Gender-Affirming Care Bridget M. Kuehn, MSJ JAMA
• Medical News & Perspectives As Laws Restricting Health Care Surge, Some US Physicians Choose Between Fight or Flight Melissa Suran, PhD, MSJ JAMA
• Correction Data Errors in eTables 2 and 3 JAMA Network Open

Question   Is gender-affirming care for transgender and nonbinary (TNB) youths associated with changes in depression, anxiety, and suicidality?

Findings   In this prospective cohort of 104 TNB youths aged 13 to 20 years, receipt of gender-affirming care, including puberty blockers and gender-affirming hormones, was associated with 60% lower odds of moderate or severe depression and 73% lower odds of suicidality over a 12-month follow-up.

Meaning   This study found that access to gender-affirming care was associated with mitigation of mental health disparities among TNB youths over 1 year; given this population's high rates of adverse mental health outcomes, these data suggest that access to pharmacological interventions may be associated with improved mental health among TNB youths over a short period.

Importance   Transgender and nonbinary (TNB) youths are disproportionately burdened by poor mental health outcomes owing to decreased social support and increased stigma and discrimination. Although gender-affirming care is associated with decreased long-term adverse mental health outcomes among these youths, less is known about its association with mental health immediately after initiation of care.

Objective   To investigate changes in mental health over the first year of receiving gender-affirming care and whether initiation of puberty blockers (PBs) and gender-affirming hormones (GAHs) was associated with changes in depression, anxiety, and suicidality.

Design, Setting, and Participants   This prospective observational cohort study was conducted at an urban multidisciplinary gender clinic among TNB adolescents and young adults seeking gender-affirming care from August 2017 to June 2018. Data were analyzed from August 2020 through November 2021.

Exposures   Time since enrollment and receipt of PBs or GAHs.

Main Outcomes and Measures   Mental health outcomes of interest were assessed via the Patient Health Questionnaire 9-item (PHQ-9) and Generalized Anxiety Disorder 7-item (GAD-7) scales, which were dichotomized into measures of moderate or severe depression and anxiety (ie, scores ≥10), respectively. Any self-report of self-harm or suicidal thoughts over the previous 2 weeks was assessed using PHQ-9 question 9. Generalized estimating equations were used to assess change from baseline in each outcome at 3, 6, and 12 months of follow-up. Bivariate and multivariable logistic models were estimated to examine temporal trends and investigate associations between receipt of PBs or GAHs and each outcome.

Results   Among 104 youths aged 13 to 20 years (mean [SD] age, 15.8 [1.6] years) who participated in the study, there were 63 transmasculine individuals (60.6%), 27 transfeminine individuals (26.0%), 10 nonbinary or gender fluid individuals (9.6%), and 4 youths who responded “I don’t know” or did not respond to the gender identity question (3.8%). At baseline, 59 individuals (56.7%) had moderate to severe depression, 52 individuals (50.0%) had moderate to severe anxiety, and 45 individuals (43.3%) reported self-harm or suicidal thoughts. By the end of the study, 69 youths (66.3%) had received PBs, GAHs, or both interventions, while 35 youths had not received either intervention (33.7%). After adjustment for temporal trends and potential confounders, we observed 60% lower odds of depression (adjusted odds ratio [aOR], 0.40; 95% CI, 0.17-0.95) and 73% lower odds of suicidality (aOR, 0.27; 95% CI, 0.11-0.65) among youths who had initiated PBs or GAHs compared with youths who had not. There was no association between PBs or GAHs and anxiety (aOR, 1.01; 95% CI, 0.41, 2.51).

Conclusions and Relevance   This study found that gender-affirming medical interventions were associated with lower odds of depression and suicidality over 12 months. These data add to existing evidence suggesting that gender-affirming care may be associated with improved well-being among TNB youths over a short period, which is important given mental health disparities experienced by this population, particularly the high levels of self-harm and suicide.

Transgender and nonbinary (TNB) youths are disproportionately burdened by poor mental health outcomes, including depression, anxiety, and suicidal ideation and attempts. 1 - 5 These disparities are likely owing to high levels of social rejection, such as a lack of support from parents 6 , 7 and bullying, 6 , 8 , 9 and increased stigma and discrimination experienced by TNB youths. Multidisciplinary care centers have emerged across the country to address the health care needs of TNB youths, which include access to medical gender-affirming interventions, such as puberty blockers (PBs) and gender-affirming hormones (GAHs). 10 These centers coordinate care and help youths and their families address barriers to care, such as lack of insurance coverage 11 and travel times. 12 Gender-affirming care is associated with decreased rates of long-term adverse outcomes among TNB youths. Specifically, PBs, GAHs, and gender-affirming surgeries have all been found to be independently associated with decreased rates of depression, anxiety, and other adverse mental health outcomes. 13 - 16 Access to these interventions is also associated with a decreased lifetime incidence of suicidal ideation among adults who had access to PBs during adolescence. 17 Conversely, TNB youths who present to care later in adolescence or young adulthood experience more adverse mental health outcomes. 18 Despite this robust evidence base, legislation criminalizing and thus limiting access to gender-affirming medical care for minors is increasing. 19 , 20

Less is known about the association of gender-affirming care with mental health outcomes immediately after initiation of care. Several studies published from 2015 to 2020 found that receipt of PBs or GAHs was associated with improved psychological functioning 21 and body satisfaction, 22 as well as decreased depression 23 and suicidality 24 within a 1-year period. Initiation of gender-affirming care may be associated with improved short-term mental health owing to validation of gender identity and clinical staff support. Conversely, prerequisite mental health evaluations, often perceived as pathologizing by TNB youths, and initiation of GAHs may present new stressors that may be associated with exacerbation of mental health symptoms early in care, such as experiences of discrimination associated with more frequent points of engagement in a largely cisnormative health care system (eg, interactions with nonaffirming pharmacists to obtain laboratory tests, syringes, and medications). 25 Given the high risk of suicidality among TNB adolescents, there is a pressing need to better characterize mental health trends for TNB youths early in gender-affirming care. This study aimed to investigate changes in mental health among TNB youths enrolled in an urban multidisciplinary gender clinic over the first 12 months of receiving care. We also sought to investigate whether initiation of PBs or GAHs was associated with depression, anxiety, and suicidality.

This cohort study received approval from the Seattle Children’s Hospital Institutional Review Board. For youths younger than age 18 years, caregiver consent and youth assent was obtained. For youths ages 18 years and older, youth consent alone was obtained. The 12-month assessment was funded via a different mechanism than other survey time points; thus, participants were reconsented for the 12-month survey. The study follows the Strengthening the Reporting of Observational Studies in Epidemiology ( STROBE ) reporting guideline.

We conducted a prospective observational cohort study of TNB youths seeking care at Seattle Children’s Gender Clinic, an urban multidisciplinary gender clinic. After a referral is placed or a patient self-refers, new patients, their caregivers, or patients with their caregivers are scheduled for a 1-hour phone intake with a care navigator who is a licensed clinical social worker. Patients are then scheduled for an appointment at the clinic with a medical provider.

All patients who completed the phone intake and in-person appointment between August 2017 and June 2018 were recruited for this study. Participants completed baseline surveys within 24 hours of their first appointment and were invited to complete follow-up surveys at 3, 6, and 12 months. Youth surveys were used to assess most variables in this study; caregiver surveys were used to assess caregiver income. Participation and completion of study surveys had no bearing on prescribing of PBs or GAHs.

We assessed 3 internalizing mental health outcomes: depression, generalized anxiety, and suicidality. Depression was assessed using the Patient Health Questionnaire 9-item scale (PHQ-9), and anxiety was assessed using the Generalized Anxiety Disorder 7-item scale (GAD-7). We dichotomized PHQ-9 and GAD-7 scores into measures of moderate or severe depression and anxiety (ie, scores ≥10). 26 , 27 Self-harm and suicidal thoughts were assessed using PHQ-9 question 9 (eTable 1 in the Supplement ).

Participants self-reported if they had ever received GAHs, including estrogen or testosterone, or PBs (eg, gonadotropin-releasing hormone analogues) on each survey. We conducted a medical record review to capture prescription of androgen blockers (eg, spironolactone) and medications for menstrual suppression or contraception (ie, medroxyprogesterone acetate or levonorgestrel-releasing intrauterine device) during the study period.

We a priori considered potential confounders hypothesized to be associated with our exposures and outcomes of interest based on theory and prior research. Self-reported gender was ascertained on each survey using a 2-step question that asked participants about their current gender and their sex assigned at birth. If a participant’s self-reported gender changed across surveys, we used the gender reported most frequently by a participant (3 individuals identified as transmasculine at baseline and as nonbinary on all follow-up surveys). We collected data on self-reported race and ethnicity (available response options were Arab or Middle Eastern; Asian; Black or African American; Latinx; Native American, American Indian, or Alaskan Native or Native Hawaiian; Pacific Islander; and White), age, caregiver income, and insurance type. Race and ethnicity were assessed as potential covariates owing to known barriers to accessing gender-affirming care among transgender youth who are members of minority racial and ethnic groups. For descriptive statistics, Asian and Pacific Islander groups were combined owing to small population numbers. We included a baseline variable reflecting receipt of ongoing mental health therapy other than for the purpose of a mental health assessment to receive a gender dysphoria diagnosis. We included a self-report variable reflecting whether youths felt their gender identity or expression was a source of tension with their parents or guardians. Substance use included any alcohol, marijuana, or other drug use in the past year. Resilience was measured by the Connor-Davidson Resilience Scale (CD-RISC) 10-item score developed to measure change in an individual’s state resilience over time. 28 Resilience scores were dichotomized into high (ie, ≥median) and low (ie, <median). Prior studies of young adults in the US reported mean CD-RISC scores ranging from 27.2 to 30.1. 29 , 30

We used generalized estimating equations to assess change in outcomes from baseline at each follow-up point (eFigure 1 in the Supplement ). We used a logit link function to estimate adjusted odds ratio (aOR) for the association between variables and each mental health outcome. We initially estimated bivariate associations between potential confounders and mental health outcomes. Multivariable models included variables that were statistically significant in bivariate models. For all outcomes and models, statistical significance was defined as 95% CIs that did not contain 1.00. Reported P values are based on 2-sided Wald test statistics.

Model 1 examined temporal trends in mental health outcomes, with time (ie, baseline, 3, 6, and 12 months) modeled as a categorical variable. Model 2 estimated the association between receipt of PBs or GAHs and mental health outcomes adjusted for temporal trends and potential confounders. Receipt of PBs or GAHs was modeled as a composite binary time-varying exposure that compared mean outcomes between participants who had initiated PBs or GAHs and those who had not across all time points (eTable 2 in the Supplement ). All models used an independent working correlation structure and robust standard errors to account for the time-varying exposure variable.

We performed several sensitivity analyses. Because our data were from an observational cohort, we first considered the degree to which they were sensitive to unmeasured confounding. To do this, we calculated the E-value for the association between PBs or GAHs and mental health outcomes in model 2. The E-value is defined as the minimum strength of association that a confounder would need to have with both exposure and outcome to completely explain away their association (eTable 4 in the Supplement ). 31 Second, we performed sensitivity analyses on several subsets of youths. We separately examined the association of PBs and GAHs with outcomes of interest, although we a priori did not anticipate being powered to detect statistically significant outcomes owing to our small sample size and the relatively low proportion of youths who accessed PBs. We also conducted sensitivity analyses using the Patient Health Questionnaire 8-item scale (PHQ-8), in which the PHQ-9 question 9 regarding self-harm or suicidal thoughts was removed, given that we analyzed this item as a separate outcome. Lastly, we restricted our analysis to minor youths ages 13 to 17 years because they were subject to different laws and policies related to consent and prerequisite mental health assessments. We used R statistical software version 3.6.2 (R Project for Statistical Computing) to conduct all analyses. Data were analyzed from August 2020 through November 2021.

A total of 169 youths were screened for eligibility during the study period, among whom 161 eligible youths were approached. Nine youths or caregivers declined participation, and 39 youths did not complete consent or assent or did not complete the baseline survey, leaving a sample of 113 youths (70.2% of approached youths). We excluded 9 youths aged younger than 13 years from the analysis because they received different depression and anxiety screeners. Our final sample included 104 youths ages 13 to 20 years (mean [SD] age, 15.8 [1.6] years). Of these individuals, 84 youths (80.8%), 84 youths, and 65 youths (62.5%) completed surveys at 3, 6, and 12 months, respectively.

Our cohort included 63 transmasculine youths (60.6%), 27 transfeminine youths (26.0%), 10 nonbinary or gender fluid youths (9.6%), and 4 youths who responded “I don’t know” or did not respond to the gender identity question on all completed questionnaires (3.8%) ( Table 1 ). There were 4 Asian or Pacific Islander youths (3.8%), 3 Black or African American youths (2.9%); 9 Latinx youths (8.7%); 6 Native American, American Indian, or Alaskan Native or Native Hawaiian youths (5.8%); 67 White youths (64.4%); and 9 youths who reported more than 1 race or ethnicity (8.7%). Race and ethnicity data were missing for 6 youth (5.8%).

At baseline, 7 youths had ever received PBs or GAHs (including 1 youth who received PBs, 4 youths who received GAHs, and 2 youths who received both PBs and GAHs). By the end of the study, 69 youths (66.3%) had received PBs or GAHs (including 50 youths who received GAHs only [48.1%], 5 youths who received PBs only [4.8%], and 14 youths who received PBs and GAHs [13.5%]), while 35 youths had not received either PBs or GAHs (33.7%) (eTable 3 in the Supplement ). Among 33 participants assigned male sex at birth, 17 individuals (51.5%) had received androgen blockers, and among 71 participants assigned female sex at birth, 25 individuals (35.2%) had received menstrual suppression or contraceptives by the end of the study.

A large proportion of youths reported depressive and anxious symptoms at baseline. Specifically, 59 individuals (56.7%) had baseline PHQ-9 scores of 10 or more, suggesting moderate to severe depression; there were 22 participants (21.2%) scoring in the moderate range, 11 participants (10.6%) in the moderately severe range, and 26 participants (25.0%) in the severe range. Similarly, half of participants had a GAD-7 score suggestive of moderate to severe anxiety at baseline (52 individuals [50.0%]), including 20 participants (19.2%) scored in the moderate range, and 32 participants (30.8%) scored in the severe range. There were 45 youths (43.3%) who reported self-harm or suicidal thoughts in the prior 2 weeks. At baseline, 65 youths (62.5%) were receiving ongoing mental health therapy, 36 youths (34.6%) reported tension with their caregivers about their gender identity or expression, and 34 youths (32.7%) reported any substance use in the prior year. Lastly, we observed a wide range of resilience scores (median [range], 22.5 [1-38], with higher scores equaling more resiliency). There were no statistically significant differences in baseline characteristics by gender.

In bivariate models, substance use was associated with all mental health outcomes ( Table 2 ). Youths who reported any substance use were 4-fold as likely to have PHQ-9 scores of moderate to severe depression (aOR, 4.38; 95% CI, 2.10-9.16) and 2-fold as likely to have GAD-7 scores of moderate to severe anxiety (aOR, 2.07; 95% CI, 1.04-4.11) or report thoughts of self-harm or suicide in the prior 2 weeks (aOR, 2.06; 95% CI, 1.08-3.93). High resilience scores (ie, ≥median), compared with low resilience scores (ie, <median), were associated with lower odds of moderate or severe anxiety (aOR, 0.51; 95% CI, 0.26-0.999).

There were no statistically significant temporal trends in the bivariate model or model 1 ( Table 2 and Table 3 ). However, among all participants, odds of moderate to severe depression increased at 3 months of follow-up relative to baseline (aOR, 2.12; 95% CI, 0.98-4.60), which was not a significant increase, and returned to baseline levels at months 6 and 12 ( Figure ) prior to adjusting for receipt of PBs or GAHs.

We also examined the association between receipt of PBs or GAHs and mental health outcomes in bivariate and multivariable models (eFigure 2 in the Supplement ). After adjusting for temporal trends and potential confounders ( Table 4 ), we observed that youths who had initiated PBs or GAHs had 60% lower odds of moderate to severe depression (aOR, 0.40; 95% CI, 0.17-0.95) and 73% lower odds of self-harm or suicidal thoughts (aOR, 0.27; 95% CI, 0.11-0.65) compared with youths who had not yet initiated PBs or GAHs. There was no association between receipt of PBs or GAHs and moderate to severe anxiety (aOR, 1.01; 95% CI, 0.41-2.51). After adjusting for time-varying exposure of PBs or GAHs in model 2 ( Table 4 ), we observed statistically significant increases in moderate to severe depression among youths who had not received PBs or GAHs by 3 months of follow-up (aOR, 3.22; 95% CI, 1.37-7.56). A similar trend was observed for self-harm or suicidal thoughts among youths who had not received PBs or GAHs by 6 months of follow-up (aOR, 2.76; 95% CI, 1.22-6.26). Lastly, we estimated E-values of 2.56 and 3.25 for the association between receiving PGs or GAHs and moderate to severe depression and suicidality, respectively (eTable 4 in the Supplement ). Sensitivity analyses obtained comparable results and are presented in eTables 5 through 8 in the Supplement .

In this prospective clinical cohort study of TNB youths, we observed high rates of moderate to severe depression and anxiety, as well as suicidal thoughts. Receipt of gender-affirming interventions, specifically PBs or GAHs, was associated with 60% lower odds of moderate to severe depressive symptoms and 73% lower odds of self-harm or suicidal thoughts during the first year of multidisciplinary gender care. Among youths who did not initiate PBs or GAHs, we observed that depressive symptoms and suicidality were 2-fold to 3-fold higher than baseline levels at 3 and 6 months of follow-up, respectively. Our study results suggest that risks of depression and suicidality may be mitigated with receipt of gender-affirming medications in the context of a multidisciplinary care clinic over the relatively short time frame of 1 year.

Our findings are consistent with those of prior studies finding that TNB adolescents are at increased risk of depression, anxiety, and suicidality 1 , 11 , 32 and studies finding long-term and short-term improvements in mental health outcomes among TNB individuals who receive gender-affirming medical interventions. 14 , 21 - 24 , 33 , 34 Surprisingly, we observed no association with anxiety scores. A recent cohort study of TNB youths in Dallas, Texas, found that total anxiety symptoms improved over a longer follow-up of 11 to 18 months; however, similar to our study, the authors did not observe statistically significant improvements in generalized anxiety. 22 This suggests that anxiety symptoms may take longer to improve after the initiation of gender-affirming care. In addition, Olson et al 35 found that prepubertal TNB children who socially transitioned did not have increased rates of depression symptoms but did have increased rates of anxiety symptoms compared with children who were cisgender. Although social transition and access to gender-affirming medical care do not always go hand in hand, it is noteworthy that access to gender-affirming medical care and supported social transition appear to be associated with decreased depression and suicidality more than anxiety symptoms.

Time trends were not significant in our study; however, it is important to note that we observed a transient and nonsignificant worsening in mental health outcomes in the first several months of care among all participants and that these outcomes subsequently returned to baseline by 12 months. This is consistent with findings from a 2020 study 36 in an academic medical center in the northwestern US that observed no change in TNB adolescents’ GAD-7 or PHQ-9 scores from intake to first follow-up appointment, which occurred a mean of 4.7 months apart. Given that receipt of PBs or GAHs was associated with protection against depression and suicidality in our study, it could be that delays in receipt of medications is associated with initially exacerbated mental health symptoms that subsequently improve. It is also possible that mental health improvements associated with receiving these interventions may have a delayed onset, given the delay in physical changes after starting GAHs.

Few of our hypothesized confounders were associated with mental health outcomes in this sample, most notably receipt of ongoing mental health therapy and caregiver support; however, this is not surprising given that these variables were colinear with baseline mental health, which we adjusted for in all models. Substance use was the only variable associated with all mental health outcomes. In addition, youths with high baseline resilience scores were half as likely to experience moderate to severe anxiety as those with low scores. This finding suggests that substance use and resilience may be additional modifiable factors that could be addressed through multidisciplinary gender-affirming care. We recommend more granular assessment of substance use and resilience to better understand support needs (for substance use) and effective support strategies (for resilience) for TNB youths in future research.

This study has a number of strengths. This is one of the first studies to quantify a short-term transient increase in depressive symptoms experienced by TNB youths after initiating gender-affirming care, a phenomenon observed clinically by some of the authors and described in qualitative research. 37 Although we are unable to make causal statements owing to the observational design of the study, the strength of associations between gender-affirming medications and depression and suicidality, with large aOR values, and sensitivity analyses that suggest that these findings are robust to moderate levels of unmeasured confounding. Specifically, E-values calculated for this study suggest that the observed associations could be explained away only by an unmeasured confounder that was associated with both PBs and GAHs and the outcomes of interest by a risk ratio of 2-fold to 3-fold each, above and beyond the measured confounders, but that weaker confounding could not do so. 31

Our findings should be interpreted in light of the following limitations. This was a clinical sample of TNB youths, and there was likely selection bias toward youths with supportive caregivers who had resources to access a gender-affirming care clinic. Family support and access to care are associated with protection against poor mental health outcomes, and thus actual rates of depression, anxiety, and suicidality in nonclinical samples of TNB youths may differ. Youths who are unable to access gender-affirming care owing to a lack of family support or resources require particular emphasis in future research and advocacy. Our sample also primarily included White and transmasculine youths, limiting the generalizability of our findings. In addition, the need to reapproach participants for consent and assent for the 12-month survey likely contributed to attrition at this time point. There may also be residual confounding because we were unable to include a variable reflecting receipt of psychotropic medications that could be associated with depression, anxiety, and self-harm and suicidal thought outcomes. Additionally, we used symptom-based measures of depression, anxiety, and suicidality; further studies should include diagnostic evaluations by mental health practitioners to track depression, anxiety, gender dysphoria, suicidal ideation, and suicide attempts during gender care. 2

Our study provides quantitative evidence that access to PBs or GAHs in a multidisciplinary gender-affirming setting was associated with mental health improvements among TNB youths over a relatively short time frame of 1 year. The associations with the highest aORs were with decreased suicidality, which is important given the mental health disparities experienced by this population, particularly the high levels of self-harm and suicide. Our findings have important policy implications, suggesting that the recent wave of legislation restricting access to gender-affirming care 19 may have significant negative outcomes in the well-being of TNB youths. 20 Beyond the need to address antitransgender legislation, there is an additional need for medical systems and insurance providers to decrease barriers and expand access to gender-affirming care.

Accepted for Publication: January 10, 2022.

Published: February 25, 2022. doi:10.1001/jamanetworkopen.2022.0978

Correction: This article was corrected on July 26, 2022, to fix minor errors in the numbers of patients in eTables 2 and 3 in the Supplement.

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2022 Tordoff DM et al. JAMA Network Open .

Corresponding Author: Diana M. Tordoff, MPH, Department of Epidemiology, University of Washington, UW Box 351619, Seattle, WA 98195 ( [email protected] ).

Author Contributions : Diana Tordoff had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis. Diana Tordoff and Dr Wanta are joint first authors. Drs Inwards-Breland and Ahrens are joint senior authors.

Concept and design: Collin, Stepney, Inwards-Breland, Ahrens.

Acquisition, analysis, or interpretation of data: All authors.

Drafting of the manuscript: Tordoff, Wanta, Collin, Stepney, Inwards-Breland.

Critical revision of the manuscript for important intellectual content: Wanta, Collin, Stepney, Inwards-Breland, Ahrens.

Statistical analysis: Tordoff.

Obtained funding: Inwards-Breland, Ahrens.

Administrative, technical, or material support: Ahrens.

Supervision: Wanta, Inwards-Breland, Ahrens.

Conflict of Interest Disclosures: Diana Tordoff reported receiving grants from the National Institutes of Health National Institute of Allergy and Infectious Diseases unrelated to the present work and outside the submitted work. No other disclosures were reported.

Funding/Support: This study was supported Seattle Children’s Center for Diversity and Health Equity and the Pacific Hospital Preservation Development Authority.

Role of the Funder/Sponsor: The funders had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

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