what have you learned in research essay

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11.1 The Purpose of Research Writing

Learning objectives.

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

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

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

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

Reasons for Research

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

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

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

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

Research Writing and the Academic Paper

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

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

Research Writing at Work

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

Writing at Work

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

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

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

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

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

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

Step 2: Planning and Scheduling

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

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

Step 3: Conducting Research

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

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

Step 4: Organizing Research and the Writer’s Ideas

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

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

Step 5: Drafting Your Paper

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

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

Step 6: Revising and Editing Your Paper

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

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

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

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

Key Takeaways

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

Chapter 11 Writing from Research: What Will I Learn?

11.1 the purpose of research writing, learning objectives.

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

Reasons for Research

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

Research Writing and the Academic Paper

Research Writing at Work

Writing at Work

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

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

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

As you may recall from Chapter 8 "The Writing Process: How Do I Begin?" , to narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question A broad, open-ended question that a writer uses to guide the research process. In the research paper, the writer attempts to answer the question thoughtfully. —a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis The first thesis statement a writer uses while outlining an assignment. A working thesis statement may change during the writing process. . You may use your research question and your working thesis to create a research proposal A brief document that includes a writer’s main research question, related subquestions, working thesis, and plan for gathering information. . In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

Step 2: Planning and Scheduling

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

Step 3: Conducting Research

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

Your sources will include both primary sources Research sources that provide raw information or data without commentary or interpretation, such as surveys, interviews, and historical documents. and secondary sources Research sources that provide information and include some analysis or interpretation of the information. Scholarly journals and magazine articles are usually considered secondary sources. . Primary sources provide firsthand information or raw data. For example, surveys, in-person interviews, and historical documents are primary sources. Secondary sources, such as biographies, literary reviews, or magazine articles, include some analysis or interpretation of the information presented. As you conduct research, you will take detailed, careful notes about your discoveries. You will also evaluate the reliability of each source you find.

Step 4: Organizing Research and the Writer’s Ideas

Step 5: Drafting Your Paper

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

Step 6: Revising and Editing Your Paper

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

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

Key Takeaways

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

11.2 Steps in Developing a Research Proposal

Identify the steps in developing a research proposal.
Choose a topic and formulate a research question and working thesis.
Develop a research proposal.

Writing a good research paper takes time, thought, and effort. Although this assignment is challenging, it is manageable. Focusing on one step at a time will help you develop a thoughtful, informative, well-supported research paper.

Your first step is to choose a topic and then to develop research questions, a working thesis, and a written research proposal. Set aside adequate time for this part of the process. Fully exploring ideas will help you build a solid foundation for your paper.

Choosing a Topic

When you choose a topic for a research paper, you are making a major commitment. Your choice will help determine whether you enjoy the lengthy process of research and writing—and whether your final paper fulfills the assignment requirements. If you choose your topic hastily, you may later find it difficult to work with your topic. By taking your time and choosing carefully, you can ensure that this assignment is not only challenging but also rewarding.

Writers understand the importance of choosing a topic that fulfills the assignment requirements and fits the assignment’s purpose and audience. (For more information about purpose and audience, see Chapter 6 "Writing Paragraphs: Separating Ideas and Shaping Content" .) Choosing a topic that interests you is also crucial. You instructor may provide a list of suggested topics or ask that you develop a topic on your own. In either case, try to identify topics that genuinely interest you.

After identifying potential topic ideas, you will need to evaluate your ideas and choose one topic to pursue. Will you be able to find enough information about the topic? Can you develop a paper about this topic that presents and supports your original ideas? Is the topic too broad or too narrow for the scope of the assignment? If so, can you modify it so it is more manageable? You will ask these questions during this preliminary phase of the research process.

Identifying Potential Topics

Sometimes, your instructor may provide a list of suggested topics. If so, you may benefit from identifying several possibilities before committing to one idea. It is important to know how to narrow down your ideas into a concise, manageable thesis. You may also use the list as a starting point to help you identify additional, related topics. Discussing your ideas with your instructor will help ensure that you choose a manageable topic that fits the requirements of the assignment.

In this chapter, you will follow a writer named Jorge, who is studying health care administration, as he prepares a research paper. You will also plan, research, and draft your own research paper.

Jorge was assigned to write a research paper on health and the media for an introductory course in health care. Although a general topic was selected for the students, Jorge had to decide which specific issues interested him. He brainstormed a list of possibilities.

If you are writing a research paper for a specialized course, look back through your notes and course activities. Identify reading assignments and class discussions that especially engaged you. Doing so can help you identify topics to pursue.

Set a timer for five minutes. Use brainstorming or idea mapping to create a list of topics you would be interested in researching for a paper about the influence of the Internet on social networking. Do you closely follow the media coverage of a particular website, such as Twitter? Would you like to learn more about a certain industry, such as online dating? Which social networking sites do you and your friends use? List as many ideas related to this topic as you can.

Narrowing Your Topic

Once you have a list of potential topics, you will need to choose one as the focus of your essay. You will also need to narrow your topic. Most writers find that the topics they listed during brainstorming or idea mapping are broad—too broad for the scope of the assignment. Working with an overly broad topic, such as sexual education programs or popularized diets, can be frustrating and overwhelming. Each topic has so many facets that it would be impossible to cover them all in a college research paper. However, more specific choices, such as the pros and cons of sexual education in kids’ television programs or the physical effects of the South Beach diet, are specific enough to write about without being too narrow to sustain an entire research paper.

A good research paper provides focused, in-depth information and analysis. If your topic is too broad, you will find it difficult to do more than skim the surface when you research it and write about it. Narrowing your focus The process of identifying a specific angle from which to approach a broad topic in order to limit it and make it more manageable. is essential to making your topic manageable. To narrow your focus, explore your topic in writing, conduct preliminary research, and discuss both the topic and the research with others.

Exploring Your Topic in Writing

“How am I supposed to narrow my topic when I haven’t even begun researching yet?” In fact, you may already know more than you realize. Review your list and identify your top two or three topics. Set aside some time to explore each one through freewriting. (For more information about freewriting, see Chapter 8 "The Writing Process: How Do I Begin?" .) Simply taking the time to focus on your topic may yield fresh angles.

Jorge knew that he was especially interested in the topic of diet fads, but he also knew that it was much too broad for his assignment. He used freewriting to explore his thoughts so he could narrow his topic. Read Jorge’s ideas.

Conducting Preliminary Research

Another way writers may focus a topic is to conduct preliminary research Research conducted early in the writing process for the purpose of exploring a topic and narrowing the focus. . Like freewriting, exploratory reading can help you identify interesting angles. Surfing the web and browsing through newspaper and magazine articles are good ways to start. Find out what people are saying about your topic on blogs and online discussion groups. Discussing your topic with others can also inspire you. Talk about your ideas with your classmates, your friends, or your instructor.

Jorge’s freewriting exercise helped him realize that the assigned topic of health and the media intersected with a few of his interests—diet, nutrition, and obesity. Preliminary online research and discussions with his classmates strengthened his impression that many people are confused or misled by media coverage of these subjects.

Jorge decided to focus his paper on a topic that had garnered a great deal of media attention—low-carbohydrate diets. He wanted to find out whether low-carbohydrate diets were as effective as their proponents claimed.

At work, you may need to research a topic quickly to find general information. This information can be useful in understanding trends in a given industry or generating competition. For example, a company may research a competitor’s prices and use the information when pricing their own product. You may find it useful to skim a variety of reliable sources and take notes on your findings.

The reliability of online sources varies greatly. In this exploratory phase of your research, you do not need to evaluate sources as closely as you will later. However, use common sense as you refine your paper topic. If you read a fascinating blog comment that gives you a new idea for your paper, be sure to check out other, more reliable sources as well to make sure the idea is worth pursuing.

Review the list of topics you created in Note 11.18 "Exercise 1" and identify two or three topics you would like to explore further. For each of these topics, spend five to ten minutes writing about the topic without stopping. Then review your writing to identify possible areas of focus.

Set aside time to conduct preliminary research about your potential topics. Then choose a topic to pursue for your research paper.

Collaboration

Please share your topic list with a classmate. Select one or two topics on his or her list that you would like to learn more about and return it to him or her. Discuss why you found the topics interesting, and learn which of your topics your classmate selected and why.

A Plan for Research

Your freewriting and preliminary research have helped you choose a focused, manageable topic for your research paper. To work with your topic successfully, you will need to determine what exactly you want to learn about it—and later, what you want to say about it. Before you begin conducting in-depth research, you will further define your focus by developing a research question A broad, open-ended question that a writer uses to guide the research process. In the research paper, the writer attempts to answer the question thoughtfully. , a working thesis, and a research proposal.

Formulating a Research Question

In forming a research question, you are setting a goal for your research. Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.

To determine your research question, review the freewriting you completed earlier. Skim through books, articles, and websites and list the questions you have. (You may wish to use the 5WH strategy to help you formulate questions. See Chapter 8 "The Writing Process: How Do I Begin?" for more information about 5WH questions.) Include simple, factual questions and more complex questions that would require analysis and interpretation. Determine your main question—the primary focus of your paper—and several subquestions that you will need to research to answer your main question.

Here are the research questions Jorge will use to focus his research. Notice that his main research question has no obvious, straightforward answer. Jorge will need to research his subquestions, which address narrower topics, to answer his main question.

Using the topic you selected in Note 11.24 "Exercise 2" , write your main research question and at least four to five subquestions. Check that your main research question is appropriately complex for your assignment.

Constructing a Working ThesIs

A working thesis concisely states a writer’s initial answer to the main research question. It does not merely state a fact or present a subjective opinion. Instead, it expresses a debatable idea or claim that you hope to prove through additional research. Your working thesis is called a working thesis The first, preliminary thesis statement that a writer uses while outlining an essay. A working thesis statement may change during the writing process. for a reason—it is subject to change. As you learn more about your topic, you may change your thinking in light of your research findings. Let your working thesis serve as a guide to your research, but do not be afraid to modify it based on what you learn.

Jorge began his research with a strong point of view based on his preliminary writing and research. Read his working thesis statement, which presents the point he will argue. Notice how it states Jorge’s tentative answer to his research question.

One way to determine your working thesis is to consider how you would complete sentences such as I believe or My opinion is . However, keep in mind that academic writing generally does not use first-person pronouns. These statements are useful starting points, but formal research papers use an objective voice.

Write a working thesis statement that presents your preliminary answer to the research question you wrote in Note 11.27 "Exercise 3" . Check that your working thesis statement presents an idea or claim that could be supported or refuted by evidence from research.

Creating a Research Proposal

A research proposal A brief document that includes a writer’s main research question, related subquestions, working thesis, and plan for gathering information. is a brief document—no more than one typed page—that summarizes the preliminary work you have completed. Your purpose in writing it is to formalize your plan for research and present it to your instructor for feedback. In your research proposal, you will present your main research question, related subquestions, and working thesis. You will also briefly discuss the value of researching this topic and indicate how you plan to gather information.

When Jorge began drafting his research proposal, he realized that he had already created most of the pieces he needed. However, he knew he also had to explain how his research would be relevant to other future health care professionals. In addition, he wanted to form a general plan for doing the research and identifying potentially useful sources. Read Jorge’s research proposal.

Before you begin a new project at work, you may have to develop a project summary document that states the purpose of the project, explains why it would be a wise use of company resources, and briefly outlines the steps involved in completing the project. This type of document is similar to a research proposal. Both documents define and limit a project, explain its value, discuss how to proceed, and identify what resources you will use.

Writing Your Own Research Proposal

Now you may write your own research proposal, if you have not done so already. Follow the guidelines provided in this lesson.

Developing a research proposal involves the following preliminary steps: identifying potential ideas, choosing ideas to explore further, choosing and narrowing a topic, formulating a research question, and developing a working thesis.
A good topic for a research paper interests the writer and fulfills the requirements of the assignment.
Defining and narrowing a topic helps writers conduct focused, in-depth research.
Writers conduct preliminary research to identify possible topics and research questions and to develop a working thesis.
A good research question interests readers, is neither too broad nor too narrow, and has no obvious answer.
A good working thesis expresses a debatable idea or claim that can be supported with evidence from research.
Writers create a research proposal to present their topic, main research question, subquestions, and working thesis to an instructor for approval or feedback.

11.3 Managing Your Research Project

Identify reasons for outlining the scope and sequence of a research project.
Recognize the steps of the research writing process.
Develop a plan for managing time and resources to complete the research project on time.
Identify organizational tools and strategies to use in managing the project.

The prewriting you have completed so far has helped you begin to plan the content of your research paper—your topic, research questions, and preliminary thesis. It is equally important to plan out the process of researching and writing the paper. Although some types of writing assignments can be completed relatively quickly, developing a good research paper is a complex process that takes time. Breaking it into manageable steps is crucial. Review the steps outlined at the beginning of this chapter.

Steps to Writing a Research Paper

Schedule and plan time for research and writing.
Organize research

You have already completed step 1. In this section, you will complete step 2. The remaining steps fall under two broad categories—the research phase The first phase of a research project in which the writer gathers and organizes information. A good rule of thumb is to allot half the available time for research. of the project (steps 3 and 4) and the writing phase The second phase of a research project in which the writer drafts, revises, and edits the paper. Plan to spend half the time available on this phase. (You may spend additional time if your instructor reviews your rough draft and provides feedback.) (steps 5 and 6). Both phases present challenges. Understanding the tasks involved and allowing enough time to complete each task will help you complete your research paper on time with a minimal amount of stress.

Planning Your Project

Each step of a research project requires time and attention. Careful planning helps ensure that you will keep your project running smoothly and produce your best work. Set up a project schedule A document outlining the tasks involved in each step of the research project with a target date for completing each step. that shows when you will complete each step. Think about how you will complete each step and what project resources The documents, tools, or people that a writer relies on to complete a research project. Examples of project resources include library databases, personal computers, style guides, and tutors. you will use. Resources may include anything from library databases and word-processing software to interview subjects and writing tutors.

To develop your schedule, use a calendar and work backward from the date your final draft is due. Generally, it is wise to divide half of the available time on the research phase of the project and half on the writing phase. For example, if you have a month to work, plan for two weeks for each phase. If you have a full semester, plan to begin research early and to start writing by the middle of the term. You might think that no one really works that far ahead, but try it. You will probably be pleased with the quality of your work and with the reduction in your stress level.

As you plan, break down major steps into smaller tasks if necessary. For example, step 3, conducting research, involves locating potential sources, evaluating their usefulness and reliability, reading, and taking notes. Defining these smaller tasks makes the project more manageable by giving you concrete goals to achieve.

Jorge had six weeks to complete his research project. Working backward from a due date of May 2, he mapped out a schedule for completing his research by early April so that he would have ample time to write. Jorge chose to write his schedule in his weekly planner to help keep himself on track.

Review Jorge’s schedule. Key target dates are shaded. Note that Jorge planned times to use available resources by visiting the library and writing center and by meeting with his instructor.

Working backward from the date your final draft is due, create a project schedule. You may choose to write a sequential list of tasks or record tasks on a calendar.
Check your schedule to be sure that you have broken each step into smaller tasks and assigned a target completion date to each key task.
Review your target dates to make sure they are realistic. Always allow a little more time than you think you will actually need.

Plan your schedule realistically, and consider other commitments that may sometimes take precedence. A business trip or family visit may mean that you are unable to work on the research project for a few days. Make the most of the time you have available. Plan for unexpected interruptions, but keep in mind that a short time away from the project may help you come back to it with renewed enthusiasm. Another strategy many writers find helpful is to finish each day’s work at a point when the next task is an easy one. That makes it easier to start again.

When you create a project schedule at work, you set target dates for completing certain tasks and identify the resources you plan to use on the project. It is important to build in some flexibility. Materials may not be received on time because of a shipping delay. An employee on your team may be called away to work on a higher-priority project. Essential equipment may malfunction. You should always plan for the unexpected.

Staying Organized

Although setting up a schedule is easy, sticking to one is challenging. Even if you are the rare person who never procrastinates, unforeseen events may interfere with your ability to complete tasks on time. A self-imposed deadline may slip your mind despite your best intentions. Organizational tools—calendars, checklists, note cards, software, and so forth—can help you stay on track.

Throughout your project, organize both your time and your resources systematically. Review your schedule frequently and check your progress. It helps to post your schedule in a place where you will see it every day. Both personal and workplace e-mail systems usually include a calendar feature where you can record tasks, arrange to receive daily reminders, and check off completed tasks. Electronic devices such as smartphones have similar features.

Organize project documents in a binder or electronic folder, and label project documents and folders clearly. Use note cards or an electronic document to record bibliographical information for each source you plan to use in your paper. Tracking this information throughout the research process can save you hours of time when you create your references page.

Revisit the schedule you created in Note 11.42 "Exercise 1" . Transfer it into a format that will help you stay on track from day to day. You may wish to input it into your smartphone, write it in a weekly planner, post it by your desk, or have your e-mail account send you daily reminders. Consider setting up a buddy system with a classmate that will help you both stay on track.

Some people enjoy using the most up-to-date technology to help them stay organized. Other people prefer simple methods, such as crossing off items on a checklist. The key to staying organized is finding a system you like enough to use daily. The particulars of the method are not important as long as you are consistent.

Anticipating Challenges

Do any of these scenarios sound familiar? You have identified a book that would be a great resource for your project, but it is currently checked out of the library. You planned to interview a subject matter expert on your topic, but she calls to reschedule your meeting. You have begun writing your draft, but now you realize that you will need to modify your thesis and conduct additional research. Or you have finally completed your draft when your computer crashes, and days of hard work disappear in an instant.

These troubling situations are all too common. No matter how carefully you plan your schedule, you may encounter a glitch or setback. Managing your project effectively means anticipating potential problems, taking steps to minimize them where possible, and allowing time in your schedule to handle any setbacks.

Many times a situation becomes a problem due only to lack of planning. For example, if a book is checked out of your local library, it might be available through interlibrary loan, which usually takes a few days for the library staff to process. Alternatively, you might locate another, equally useful source. If you have allowed enough time for research, a brief delay will not become a major setback.

You can manage other potential problems by staying organized and maintaining a take-charge attitude. Take a minute each day to save a backup copy of your work on a portable hard drive. Maintain detailed note cards and source cards as you conduct research—doing so will make citing sources in your draft infinitely easier. If you run into difficulties with your research or your writing, ask your instructor for help, or make an appointment with a writing tutor.

Identify five potential problems you might encounter in the process of researching and writing your paper. Write them on a separate sheet of paper. For each problem, write at least one strategy for solving the problem or minimizing its effect on your project.

In the workplace, documents prepared at the beginning of a project often include a detailed plan for risk management. When you manage a project, it makes sense to anticipate and prepare for potential setbacks. For example, to roll out a new product line, a software development company must strive to complete tasks on a schedule in order to meet the new product release date. The project manager may need to adjust the project plan if one or more tasks fall behind schedule.

To complete a research project successfully, a writer must carefully manage each phase of the process and break major steps into smaller tasks.
Writers can plan a research project by setting up a schedule based on the deadline and by identifying useful project resources.
Writers stay focused by using organizational tools that suit their needs.
Anticipating and planning for potential setbacks can help writers avoid those setbacks or minimize their effect on the project schedule.

11.4 Strategies for Gathering Reliable Information

Distinguish between primary and secondary sources.
Identify strategies for locating relevant print and electronic resources efficiently.
Identify instances when it is appropriate to use human sources, such as interviews or eyewitness testimony.
Identify criteria for evaluating research resources.
Understand why many electronic resources are not reliable.

Now that you have planned your research project, you are ready to begin the research. This phase can be both exciting and challenging. As you read this section, you will learn ways to locate sources efficiently, so you have enough time to read the sources, take notes, and think about how to use the information.

Of course, the technological advances of the past few decades—particularly the rise of online media—mean that, as a twenty-first-century student, you have countless sources of information available at your fingertips. But how can you tell whether a source is reliable? This section will discuss strategies for evaluating sources critically so that you can be a media-savvy researcher.

In this section, you will locate and evaluate resources for your paper and begin taking notes. As you read, begin gathering print and electronic resources, identify at least eight to ten sources by the time you finish the chapter, and begin taking notes on your research findings.

Locating Useful Resources

When you chose a paper topic and determined your research questions, you conducted preliminary research to stimulate your thinking. Your research proposal included some general ideas for how to go about your research—for instance, interviewing an expert in the field or analyzing the content of popular magazines. You may even have identified a few potential sources. Now it is time to conduct a more focused, systematic search for informative primary and secondary sources.

Using Primary and Secondary Sources

Writers classify research resources in two categories: primary sources and secondary sources. Primary sources are direct, firsthand sources of information or data. For example, if you were writing a paper about the First Amendment right to freedom of speech, the text of the First Amendment in the Bill of Rights would be a primary source.

Other primary sources include the following:

Research articles
Literary texts
Historical documents such as diaries or letters
Autobiographies or other personal accounts

Secondary sources discuss, interpret, analyze, consolidate, or otherwise rework information from primary sources. In researching a paper about the First Amendment, you might read articles about legal cases that involved First Amendment rights, or editorials expressing commentary on the First Amendment. These sources would be considered secondary sources because they are one step removed from the primary source of information.

The following are examples of secondary sources:

Magazine articles
Biographical books
Literary and scientific reviews
Television documentaries

Your topic and purpose determine whether you must cite both primary and secondary sources in your paper. Ask yourself which sources are most likely to provide the information that will answer your research questions. If you are writing a research paper about reality television shows, you will need to use some reality shows as a primary source, but secondary sources, such as a reviewer’s critique, are also important. If you are writing about the health effects of nicotine, you will probably want to read the published results of scientific studies, but secondary sources, such as magazine articles discussing the outcome of a recent study, may also be helpful.

Once you have thought about what kinds of sources are most likely to help you answer your research questions, you may begin your search for print and electronic resources. The challenge here is to conduct your search efficiently. Writers use strategies to help them find the sources that are most relevant and reliable while steering clear of sources that will not be useful.

Finding Print Resources

Print resources include a vast array of documents and publications. Regardless of your topic, you will consult some print resources as part of your research. (You will use electronic sources as well, but it is not wise to limit yourself to electronic sources only, because some potentially useful sources may be available only in print form.) Table 11.1 "Library Print Resources" lists different types of print resources available at public and university libraries.

Table 11.1 Library Print Resources

Resource Type	Description	Example(s)
Reference works	Reference works provide a summary of information about a particular topic. Almanacs, encyclopedias, atlases, medical reference books, and scientific abstracts are examples of reference works. In some cases, reference books may not be checked out of a library. Note that reference works are many steps removed from original primary sources and are often brief, so these should be used only as a starting point when you gather information.	published by the American Psychiatric Association
Nonfiction books	Nonfiction books provide in-depth coverage of a topic. Trade books, biographies, and how-to guides are usually written for a general audience. Scholarly books and scientific studies are usually written for an audience that has specialized knowledge of a topic.
Periodicals and news sources	These sources are published at regular intervals—daily, weekly, monthly, or quarterly. Newspapers, magazines, and academic journals are examples. Some periodicals provide articles on subjects of general interest, while others are more specialized.
Government publications	Federal, state, and local government agencies publish information on a variety of topics. Government publications include reports, legislation, court documents, public records, statistics, studies, guides, programs, and forms.	published by the Philadelphia Chamber of Commerce
Business and nonprofit publications	Businesses and nonprofit organizations produce publications designed to market a product, provide background about the organization, provide information on topics connected to the organization, or promote a cause. These publications include reports, newsletters, advertisements, manuals, brochures, and other print documents.

Some of these resources are also widely available in electronic format. In addition to the resources noted in the table, library holdings may include primary texts such as historical documents, letters, and diaries.

Businesses, government organizations, and nonprofit organizations produce published materials that range from brief advertisements and brochures to lengthy, detailed reports. In many cases, producing these publications requires research. A corporation’s annual report may include research about economic or industry trends. A charitable organization may use information from research in materials sent to potential donors.

Regardless of the industry you work in, you may be asked to assist in developing materials for publication. Often, incorporating research in these documents can make them more effective in informing or persuading readers.

As you gather information, strive for a balance of accessible, easy-to-read sources and more specialized, challenging sources. Relying solely on lightweight books and articles written for a general audience will drastically limit the range of useful, substantial information. On the other hand, restricting oneself to dense, scholarly works could make the process of researching extremely time-consuming and frustrating.

Make a list of five types of print resources you could use to find information about your research topic. Include at least one primary source. Be as specific as possible—if you have a particular resource or type of resource in mind, describe it.

To find print resources efficiently, first identify the major concepts and terms you will use to conduct your search—that is, your keywords . These, along with the research questions you identified in Chapter 11 "Writing from Research: What Will I Learn?" , Section 11.2 "Steps in Developing a Research Proposal" , will help you find sources using any of the following methods:

Using the library’s online catalog or card catalog
Using periodicals indexes and databases
Consulting a reference librarian

You probably already have some keywords in mind based on your preliminary research and writing. Another way to identify useful keywords is to visit the Library of Congress’s website at http://id.loc.gov/authorities . This site allows you to search for a topic and see the related subject headings used by the Library of Congress, including broader terms, narrower terms, and related terms. Other libraries use these terms to classify materials. Knowing the most-used terms will help you speed up your keyword search.

Jorge used the Library of Congress site to identify general terms he could use to find resources about low-carb dieting. His search helped him identify potentially useful keywords and related topics, such as carbohydrates in human nutrition, glycemic index, and carbohydrates—metabolism. These terms helped Jorge refine his search.

Knowing the right keywords can sometimes make all the difference in conducting a successful search. If you have trouble finding sources on a topic, consult a librarian to see whether you need to modify your search terms.

Visit the Library of Congress’s website at http://id.loc.gov/authorities and conduct searches on a few terms related to your topic.

Review your search results and identify six to eight additional terms you might use when you conduct your research.
Print out the search results or save the results to your research folder on your computer or portable storage device.

Using Periodicals, Indexes, and Databases

Library catalogs can help you locate book-length sources, as well as some types of nonprint holdings, such as CDs, DVDs, and audio books. To locate shorter sources, such as magazine and journal articles, you will need to use a periodical index A regularly updated print publication that indexes the articles published in selected newspapers, magazines, and journals and provides publication information. or an online periodical database A regularly updated online database that indexes the articles published in selected newspapers, magazines, and journals and provides publication information. Databases may focus on general news publications or on specific subject areas. Usually databases provide summary information about an article; often they allow users to access the full text of an article. . These tools index the articles that appear in newspapers, magazines, and journals. Like catalogs, they provide publication information about an article and often allow users to access a summary or even the full text of the article.

Print indexes may be available in the periodicals section of your library. Increasingly, libraries use online databases that users can access through the library website. A single library may provide access to multiple periodical databases. These can range from general news databases to specialized databases. Table 11.2 "Commonly Used Indexes and Databases" describes some commonly used indexes and databases.

Table 11.2 Commonly Used Indexes and Databases

Resource	Format	Contents
	Print	Guide to articles published in the
ProQuest	Online	Database that archives content from newspapers, magazines, and dissertations
Psychlit, PsycINFO	Online	Databases that archive content from journals in psychology and psychiatry
Business Source Complete	Online	Database that archives business-related content from magazines and journals
MEDLINE, PubMed	Online	Databases that archive articles in medicine and health
EBSCOhost	Online	General database that provides access to articles on a wide variety of topics

Reading Popular and Scholarly Periodicals

When you search for periodicals, be sure to distinguish among different types. Mass-market publications, such as newspapers and popular magazines, differ from scholarly publications in their accessibility, audience, and purpose.

Newspapers and magazines are written for a broader audience than scholarly journals. Their content is usually quite accessible and easy to read. Trade magazines Magazines that address topics relevant to a particular industry. that target readers within a particular industry may presume the reader has background knowledge, but these publications are still reader-friendly for a broader audience. Their purpose is to inform and, often, to entertain or persuade readers as well.

Scholarly or academic journals Periodicals that address topics in a specialized field and are geared toward an audience with prior expertise in the field. are written for a much smaller and more expert audience. The creators of these publications assume that most of their readers are already familiar with the main topic of the journal. The target audience is also highly educated. Informing is the primary purpose of a scholarly journal. While a journal article may advance an agenda or advocate a position, the content will still be presented in an objective style and formal tone. Entertaining readers with breezy comments and splashy graphics is not a priority.

Because of these differences, scholarly journals are more challenging to read. That doesn’t mean you should avoid them. On the contrary, they can provide in-depth information unavailable elsewhere. Because knowledgeable professionals carefully review the content before publication, scholarly journals are far more reliable than much of the information available in popular media. Seek out academic journals along with other resources. Just be prepared to spend a little more time processing the information.

Periodicals databases are not just for students writing research papers. They also provide a valuable service to workers in various fields. The owner of a small business might use a database such as Business Source Premiere to find articles on management, finance, or trends within a particular industry. Health care professionals might consult databases such as MedLine to research a particular disease or medication. Regardless of what career path you plan to pursue, periodicals databases can be a useful tool for researching specific topics and identifying periodicals that will help you keep up with the latest news in your industry.

Consulting a Reference Librarian

Sifting through library stacks and database search results to find the information you need can be like trying to find a needle in a haystack. If you are not sure how you should begin your search, or if it is yielding too many or too few results, you are not alone. Many students find this process challenging, although it does get easier with experience. One way to learn better search strategies is to consult a reference librarian.

Reference librarians are intimately familiar with the systems libraries use to organize and classify information. They can help you locate a particular book in the library stacks, steer you toward useful reference works, and provide tips on how to use databases and other electronic research tools. Take the time to see what resources you can find on your own, but if you encounter difficulties, ask for help. Many university librarians hold virtual office hours and are available for online chatting.

Visit your library’s website or consult with a reference librarian to determine what periodicals indexes or databases would be useful for your research. Depending on your topic, you may rely on a general news index, a specialized index for a particular subject area, or both. Search the catalog for your topic and related keywords. Print out or bookmark your search results.

Identify at least one to two relevant periodicals, indexes, or databases.
Conduct a keyword search to find potentially relevant articles on your topic.
Save your search results. If the index you are using provides article summaries, read these to determine how useful the articles are likely to be.
Identify at least three to five articles to review more closely. If the full article is available online, set aside time to read it. If not, plan to visit our library within the next few days to locate the articles you need.

One way to refine your keyword search is to use Boolean operators. These operators allow you to combine keywords, find variations on a word, and otherwise expand or limit your results. Here are some of the ways you can use Boolean operators:

Combine keywords with and or + to limit results to citations that include both keywords—for example, diet + nutrition .
Combine keywords with not or - to search for the first word without the second. This can help you eliminate irrelevant results based on words that are similar to your search term. For example, searching for obesity not childhood locates materials on obesity but excludes materials on childhood obesity.
Enclose a phrase in quotation marks to search for an exact phrase, such as “ morbid obesity .”
Use parentheses to direct the order of operations in a search string. For example, since Type II diabetes is also known as adult-onset diabetes, you could search (Type II or adult-onset) and diabetes to limit your search results to articles on this form of the disease.
Use a wildcard symbol such as # , ? , or $ after a word to search for variations on a term. For instance, you might type diabet# to search for information on diabetes and diabetics. The specific symbol used varies with different databases.

Finding and Using Electronic Resources

With the expansion of technology and media over the past few decades, a wealth of information is available to you in electronic format. Some types of resources, such as a television documentary, may only be available electronically. Other resources—for instance, many newspapers and magazines—may be available in both print and electronic form. The following are some of the electronic sources you might consult:

Online databases
Popular web search engines
Websites maintained by businesses, universities, nonprofit organizations, or government agencies
Newspapers, magazines, and journals published on the web
Audio books
Industry blogs
Radio and television programs and other audio and video recordings
Online discussion groups

The techniques you use to locate print resources can also help you find electronic resources efficiently. Libraries usually include CD-ROMs, audio books, and audio and video recordings among their holdings. You can locate these materials in the catalog using a keyword search. The same Boolean operators used to refine database searches can help you filter your results in popular search engines.

Using Internet Search Engines Efficiently

When faced with the challenge of writing a research paper, some students rely on popular search engines as their first source of information. Typing a keyword or phrase into a search engine instantly pulls up links to dozens, hundreds, or even thousands of related websites—what could be easier? Unfortunately, despite its apparent convenience, this research strategy has the following drawbacks to consider:

Results do not always appear in order of reliability. The first few hits that appear in search results may include sites whose content is not always reliable, such as online encyclopedias that can be edited by any user. Because websites are created by third parties, the search engine cannot tell you which sites have accurate information.
Results may be too numerous for you to use. The amount of information available on the web is far greater than the amount of information housed within a particular library or database. Realistically, if your web search pulls up thousands of hits, you will not be able to visit every site—and the most useful sites may be buried deep within your search results.
Search engines are not connected to the results of the search. Search engines find websites that people visit often and list the results in order of popularity. The search engine, then, is not connected to any of the results. When you cite a source found through a search engine, you do not need to cite the search engine. Only cite the source.

A general web search can provide a helpful overview of a topic and may pull up genuinely useful resources. To get the most out of a search engine, however, use strategies to make your search more efficient. Use multiple keywords and Boolean operators to limit your results. Click on the Advanced Search link on the homepage to find additional options for streamlining your search. Depending on the specific search engine you use, the following options may be available:

Limit results to websites that have been updated within a particular time frame.
Limit results by language or country.
Limit results to scholarly works available online.
Limit results by file type.
Limit results to a particular domain type, such as .edu (school and university sites) or .gov (government sites). This is a quick way to filter out commercial sites, which can often lead to more objective results.

Use the Bookmarks or Favorites feature of your web browser to save and organize sites that look promising.

Using Other Information Sources: Interviews

With so many print and electronic media readily available, it is easy to overlook another valuable information resource: other people. Consider whether you could use a person or group as a primary source. For instance, you might interview a professor who has expertise in a particular subject, a worker within a particular industry, or a representative from a political organization. Interviews can be a great way to get firsthand information.

To get the most out of an interview, you will need to plan ahead. Contact your subject early in the research process and explain your purpose for requesting an interview. Prepare detailed questions. Open-ended questions, rather than questions with simple yes-or-no answers, are more likely to lead to an in-depth discussion. Schedule a time to meet, and be sure to obtain your subject’s permission to record the interview. Take careful notes and be ready to ask follow-up questions based on what you learn.

If scheduling an in-person meeting is difficult, consider arranging a telephone interview or asking your subject to respond to your questions via e-mail. Recognize that any of these formats takes time and effort. Be prompt and courteous, avoid going over the allotted interview time, and be flexible if your subject needs to reschedule.

Evaluating Research Resources

As you gather sources, you will need to examine them with a critical eye. Smart researchers continually ask themselves two questions: “Is this source relevant to my purpose?” and “Is this source reliable?” The first question will help you avoid wasting valuable time reading sources that stray too far from your specific topic and research questions. The second question will help you find accurate, trustworthy sources.

Determining Whether a Source Is Relevant

At this point in your research process, you may have identified dozens of potential sources. It is easy for writers to get so caught up in checking out books and printing out articles that they forget to ask themselves how they will use these resources in their research. Now is a good time to get a little ruthless. Reading and taking notes takes time and energy, so you will want to focus on the most relevant sources.

To weed through your stack of books and articles, skim their contents. Read quickly with your research questions and subtopics in mind. Table 11.3 "Tips for Skimming Books and Articles" explains how to skim to get a quick sense of what topics are covered. If a book or article is not especially relevant, put it aside. You can always come back to it later if you need to.

Table 11.3 Tips for Skimming Books and Articles

Tips for Skimming Books	Tips for Skimming Articles

Determining Whether a Source Is Reliable

All information sources are not created equal. Sources can vary greatly in terms of how carefully they are researched, written, edited, and reviewed for accuracy. Common sense will help you identify obviously questionable sources, such as tabloids that feature tales of alien abductions, or personal websites with glaring typos. Sometimes, however, a source’s reliability—or lack of it—is not so obvious. For more information about source reliability, see Chapter 12 "Writing a Research Paper" .

To evaluate your research sources, you will use critical thinking skills consciously and deliberately. You will consider criteria such as the type of source, its intended purpose and audience, the author’s (or authors’) qualifications, the publication’s reputation, any indications of bias or hidden agendas, how current the source is, and the overall quality of the writing, thinking, and design.

Evaluating Types of Sources

The different types of sources you will consult are written for distinct purposes and with different audiences in mind. This accounts for other differences, such as the following:

How thoroughly the writers cover a given topic
How carefully the writers research and document facts
How editors review the work
What biases or agendas affect the content

A journal article written for an academic audience for the purpose of expanding scholarship in a given field will take an approach quite different from a magazine feature written to inform a general audience. Textbooks, hard news articles, and websites approach a subject from different angles as well. To some extent, the type of source provides clues about its overall depth and reliability. Table 11.4 "Source Rankings" ranks different source types.

Table 11.4 Source Rankings


These sources provide the most in-depth information. They are researched and written by subject matter experts and are carefully reviewed.	or

These sources are often useful. However, they do not cover subjects in as much depth as high-quality sources, and they are not always rigorously researched and reviewed. Some, such as popular magazine articles or company brochures, may be written to market a product or a cause. Use them with caution.	or the Public Broadcasting Service

These sources should be avoided. They are often written primarily to attract a large readership or present the author’s opinions and are not subject to careful review.

Free online encyclopedias and wikis may seem like a great source of information. They usually appear among the first few results of a web search. They cover thousands of topics, and many articles use an informal, straightforward writing style. Unfortunately, these sites have no control system for researching, writing, and reviewing articles. Instead, they rely on a community of users to police themselves. At best, these sites can be a starting point for finding other, more trustworthy sources. Never use them as final sources.

Evaluating Credibility and Reputability

Even when you are using a type of source that is generally reliable, you will still need to evaluate the author’s credibility and the publication itself on an individual basis. To examine the author’s credibility The extent to which an author’s writing about a topic is believable or trustworthy. Writers evaluate credibility by considering the author’s professional expertise or academic qualifications on the topic. —that is, how much you can believe of what the author has to say—examine his or her credentials. What career experience or academic study shows that the author has the expertise to write about this topic?

Keep in mind that expertise in one field is no guarantee of expertise in another, unrelated area. For instance, an author may have an advanced degree in physiology, but this credential is not a valid qualification for writing about psychology. Check credentials carefully.

Just as important as the author’s credibility is the publication’s overall reputability. Reputability A publication’s established reputation as a respectable, reliable source of information. refers to a source’s standing and reputation as a respectable, reliable source of information. An established and well-known newspaper, such as the New York Times or the Wall Street Journal , is more reputable than a college newspaper put out by comparatively inexperienced students. A website that is maintained by a well-known, respected organization and regularly updated is more reputable than one created by an unknown author or group.

If you are using articles from scholarly journals, you can check databases that keep count of how many times each article has been cited in other articles. This can be a rough indication of the article’s quality or, at the very least, of its influence and reputation among other scholars.

Checking for Biases and Hidden Agendas

Whenever you consult a source, always think carefully about the author’s or authors’ purpose in presenting the information. Few sources present facts completely objectively. In some cases, the source’s content and tone are significantly influenced by biases or hidden agendas.

Bias Favoritism or prejudice toward a particular person or group. Writers critically examine research sources for biases. refers to favoritism or prejudice toward a particular person or group. For instance, an author may be biased against a certain political party and present information in a way that subtly—or not so subtly—makes that organization look bad. Bias can lead an author to present facts selectively, edit quotations to misrepresent someone’s words, and distort information.

Hidden agendas Goals that are not immediately obvious but that influence the way an author presents the facts in a piece of writing. are goals that are not immediately obvious but influence how an author presents the facts. For instance, an article about the role of beef in a healthy diet would be questionable if it were written by a representative of the beef industry—or by the president of an animal-rights organization. In both cases, the author would likely have a hidden agenda.

As Jorge conducted his research, he read several research studies in which scientists found significant benefits to following a low-carbohydrate diet. He also noticed that many studies were sponsored by a foundation associated with the author of a popular series of low-carbohydrate diet books. Jorge read these studies with a critical eye, knowing that a hidden agenda might be shaping the researchers’ conclusions.

Using Current Sources

Be sure to seek out sources that are current, or up to date. Depending on the topic, sources may become outdated relatively soon after publication, or they may remain useful for years. For instance, online social networking sites have evolved rapidly over the past few years. An article published in 2002 about this topic will not provide current information. On the other hand, a research paper on elementary education practices might refer to studies published decades ago by influential child psychologists.

When using websites for research, check to see when the site was last updated. Many sites publish this information on the homepage, and some, such as news sites, are updated daily or weekly. Many nonfunctioning links are a sign that a website is not regularly updated. Do not be afraid to ask your professor for suggestions if you find that many of your most relevant sources are not especially reliable—or that the most reliable sources are not relevant.

Evaluating Overall Quality by Asking Questions

When you evaluate a source, you will consider the criteria previously discussed as well as your overall impressions of its quality. Read carefully, and notice how well the author presents and supports his or her statements. Stay actively engaged—do not simply accept an author’s words as truth. Ask questions to determine each source’s value. Checklist 11.1 lists ten questions to ask yourself as a critical reader.

Checklist 11.1

Source Evaluation

Is the type of source appropriate for my purpose? Is it a high-quality source or one that needs to be looked at more critically?
Can I establish that the author is credible and the publication is reputable?
Does the author support ideas with specific facts and details that are carefully documented? Is the source of the author’s information clear? (When you use secondary sources, look for sources that are not too removed from primary research.)
Does the source include any factual errors or instances of faulty logic?
Does the author leave out any information that I would expect to see in a discussion of this topic?
Do the author’s conclusions logically follow from the evidence that is presented? Can I see how the author got from one point to another?
Is the writing clear and organized, and is it free from errors, clichés, and empty buzzwords? Is the tone objective, balanced, and reasonable? (Be on the lookout for extreme, emotionally charged language.)
Are there any obvious biases or agendas? Based on what I know about the author, are there likely to be any hidden agendas?
Are graphics informative, useful, and easy to understand? Are websites organized, easy to navigate, and free of clutter like flashing ads and unnecessary sound effects?
Is the source contradicted by information found in other sources? (If so, it is possible that your sources are presenting similar information but taking different perspectives, which requires you to think carefully about which sources you find more convincing and why. Be suspicious, however, of any source that presents facts that you cannot confirm elsewhere.)

The critical thinking skills you use to evaluate research sources as a student are equally valuable when you conduct research on the job. If you follow certain periodicals or websites, you have probably identified publications that consistently provide reliable information. Reading blogs and online discussion groups is a great way to identify new trends and hot topics in a particular field, but these sources should not be used for substantial research.

Use a search engine to conduct a web search on your topic. Refer to the tips provided earlier to help you streamline your search. Evaluate your search results critically based on the criteria you have learned. Identify and bookmark one or more websites that are reliable, reputable, and likely to be useful in your research.

Managing Source Information

As you determine which sources you will rely on most, it is important to establish a system for keeping track of your sources and taking notes. There are several ways to go about it, and no one system is necessarily superior. What matters is that you keep materials in order; record bibliographical information you will need later; and take detailed, organized notes.

Keeping Track of Your Sources

Think ahead to a moment a few weeks from now, when you’ve written your research paper and are almost ready to submit it for a grade. There is just one task left—writing your list of sources.

As you begin typing your list, you realize you need to include the publication information for a book you cited frequently. Unfortunately, you already returned it to the library several days ago. You do not remember the URLs for some of the websites you used or the dates you accessed them—information that also must be included in your bibliography. With a sinking feeling, you realize that finding this information and preparing your bibliography will require hours of work.

This stressful scenario can be avoided. Taking time to organize source information now will ensure that you are not scrambling to find it at the last minute. Throughout your research, record bibliographical information for each source as soon as you begin using it. You may use pen-and-paper methods, such as a notebook or note cards, or maintain an electronic list. (If you prefer the latter option, many office software packages include separate programs for recording bibliographic information.)

Table 11.5 "Details for Commonly Used Source Types" shows the specific details you should record for commonly used source types. Use these details to develop a working bibliography A preliminary list of sources that a writer maintains during the research process and later uses to develop the references section in the research paper. —a preliminary list of sources that you will later use to develop the references section of your paper. You may wish to record information using the formatting system of the American Psychological Association (APA) or the Modern Language Association (MLA), which will save a step later on. (For more information on APA and MLA formatting, see Chapter 13 "APA and MLA Documentation and Formatting" .)

Table 11.5 Details for Commonly Used Source Types

Source Type	Necessary Information
Book	Author(s), title and subtitle, publisher, city of publication, year of publication
Essay or article published in a book	Include all the information you would for any other book. Additionally, record the essay’s or article’s title, author(s), the pages on which it appears, and the name of the book’s editor(s).
Periodical	Author(s), article title, publication title, date of publication, volume and issue number, and page numbers
Online source	Author(s) (if available), article or document title, organization that sponsors the site, database name (if applicable), date of publication, date you accessed the site, and URL
Interview	Name of person interviewed, method of communication, date of interview

Your research may involve less common types of sources not listed in Table 11.5 "Details for Commonly Used Source Types" . For additional information on citing different sources, see Chapter 13 "APA and MLA Documentation and Formatting" .

Create a working bibliography using the format that is most convenient for you. List at least five sources you plan to use. Continue to add sources to your working bibliography throughout the research process.

To make your working bibliography even more complete, you may wish to record additional details, such as a book’s call number or contact information for a person you interviewed. That way, if you need to locate a source again, you have all the information you need right at your fingertips. You may also wish to assign each source a code number to use when taking notes (1, 2, 3, or a similar system).

Taking Notes Efficiently

Good researchers stay focused and organized as they gather information from sources. Before you begin taking notes, take a moment to step back and think about your goal as a researcher—to find information that will help you answer your research question. When you write your paper, you will present your conclusions about the topic supported by research. That goal will determine what information you record and how you organize it.

Writers sometimes get caught up in taking extensive notes, so much so that they lose sight of how their notes relate to the questions and ideas they started out with. Remember that you do not need to write down every detail from your reading. Focus on finding and recording details that will help you answer your research questions. The following strategies will help you take notes efficiently.

Use Headings to Organize Ideas

Whether you use old-fashioned index cards or organize your notes using word-processing software, record just one major point from each source at a time, and use a heading to summarize the information covered. Keep all your notes in one file, digital or otherwise. Doing so will help you identify connections among different pieces of information. It will also help you make connections between your notes and the research questions and subtopics you identified earlier.

Know When to Summarize, Paraphrase, or Directly Quote a Source

Your notes will fall under three categories—summary notes, paraphrased information, and direct quotations from your sources. Effective researchers make choices about which type of notes is most appropriate for their purpose.

Summary notes Notes that condense the main ideas in a source to a few sentences or a short paragraph. A summary is considerably shorter than the original text. sum up the main ideas in a source in a few sentences or a short paragraph. A summary is considerably shorter than the original text and captures only the major ideas. Use summary notes when you do not need to record specific details but you intend to refer to broad concepts the author discusses.
Paraphrased notes Notes from a source that restate a fact or idea in the writer’s own words. restate a fact or idea from a source using your own words and sentence structure.
Direct quotations In notes, direct quotations use the exact wording found in the original source and enclose the quoted material in quotation marks. use the exact wording used by the original source and enclose the quoted material in quotation marks. It is a good strategy to copy direct quotations when an author expresses an idea in an especially lively or memorable way. However, do not rely exclusively on direct quotations in your note taking.

Most of your notes should be paraphrased from the original source. Paraphrasing as you take notes is usually a better strategy than copying direct quotations, because it forces you to think through the information in your source and understand it well enough to restate it. In short, it helps you stay engaged with the material instead of simply copying and pasting. Synthesizing will help you later when you begin planning and drafting your paper. (For detailed guidelines on summarizing, paraphrasing, and quoting, see Chapter 11 "Writing from Research: What Will I Learn?" , Section 11.6 "Writing from Research: End-of-Chapter Exercises" .)

Maintain Complete, Accurate Notes

Regardless of the format used, any notes you take should include enough information to help you organize ideas and locate them instantly in the original text if you need to review them. Make sure your notes include the following elements:

Heading summing up the main topic covered
Author’s name, a source code, or an abbreviated source title
Page number
Full URL of any pages buried deep in a website

Throughout the process of taking notes, be scrupulous about making sure you have correctly attributed each idea to its source. Always include source information so you know exactly which ideas came from which sources. Use quotation marks to set off any words for phrases taken directly from the original text. If you add your own responses and ideas, make sure they are distinct from ideas you quoted or paraphrased.

Finally, make sure your notes accurately reflect the content of the original text. Make sure quoted material is copied verbatim. If you omit words from a quotation, use ellipses to show the omission and make sure the omission does not change the author’s meaning. Paraphrase ideas carefully, and check your paraphrased notes against the original text to make sure that you have restated the author’s ideas accurately in your own words.

Use a System That Works for You

There are several formats you can use to take notes. No technique is necessarily better than the others—it is more important to choose a format you are comfortable using. Choosing the format that works best for you will ensure your notes are organized, complete, and accurate. Consider implementing one of these formats when you begin taking notes:

Use index cards. This traditional format involves writing each note on a separate index card. It takes more time than copying and pasting into an electronic document, which encourages you to be selective in choosing which ideas to record. Recording notes on separate cards makes it easy to later organize your notes according to major topics. Some writers color-code their cards to make them still more organized.
Use note-taking software. Word-processing and office software packages often include different types of note-taking software. Although you may need to set aside some time to learn the software, this method combines the speed of typing with the same degree of organization associated with handwritten note cards.
Maintain a research notebook. Instead of using index cards or electronic note cards, you may wish to keep a notebook or electronic folder, allotting a few pages (or one file) for each of your sources. This method makes it easy to create a separate column or section of the document where you add your responses to the information you encounter in your research.
Annotate your sources. This method involves making handwritten notes in the margins of sources that you have printed or photocopied. If using electronic sources, you can make comments within the source document. For example, you might add comment boxes to a PDF version of an article. This method works best for experienced researchers who have already thought a great deal about the topic because it can be difficult to organize your notes later when starting your draft.

Choose one of the methods from the list to use for taking notes. Continue gathering sources and taking notes. In the next section, you will learn strategies for organizing and synthesizing the information you have found.

A writer’s use of primary and secondary sources is determined by the topic and purpose of the research. Sources used may include print sources, such as books and journals; electronic sources, such as websites and articles retrieved from databases; and human sources of information, such as interviews.
Strategies that help writers locate sources efficiently include conducting effective keyword searches, understanding how to use online catalogs and databases, using strategies to narrow web search results, and consulting reference librarians.
Writers evaluate sources based on how relevant they are to the research question and how reliable their content is.
Skimming sources can help writers determine their relevance efficiently.
Writers evaluate a source’s reliability by asking questions about the type of source (including its audience and purpose); the author’s credibility, the publication’s reputability, the source’s currency, and the overall quality of the writing, research, logic, and design in the source.
In their notes, effective writers record organized, complete, accurate information. This includes bibliographic information about each source as well as summarized, paraphrased, or quoted information from the source.

11.5 Critical Thinking and Research Applications

Analyze source materials to determine how they support or refute the working thesis.
Identify connections between source materials and eliminate redundant or irrelevant source materials.
Select information from sources to begin answering the research questions.
Determine an appropriate organizational structure for the research paper that uses critical analysis to connect the writer’s ideas and information taken from sources.

At this point in your project, you are preparing to move from the research phase to the writing phase. You have gathered much of the information you will use, and soon you will be ready to begin writing your draft. This section helps you transition smoothly from one phase to the next.

Beginning writers sometimes attempt to transform a pile of note cards into a formal research paper without any intermediary step. This approach presents problems. The writer’s original question and thesis may be buried in a flood of disconnected details taken from research sources. The first draft may present redundant or contradictory information. Worst of all, the writer’s ideas and voice may be lost.

An effective research paper focuses on the writer’s ideas—from the question that sparked the research process to how the writer answers that question based on the research findings. Before beginning a draft, or even an outline, good writers pause and reflect. They ask themselves questions such as the following:

How has my thinking changed based on my research? What have I learned?
Was my working thesis on target? Do I need to rework my thesis based on what I have learned?
How does the information in my sources mesh with my research questions and help me answer those questions? Have any additional important questions or subtopics come up that I will need to address in my paper?
How do my sources complement each other? What ideas or facts recur in multiple sources?
Where do my sources disagree with each other, and why?

In this section, you will reflect on your research and review the information you have gathered. You will determine what you now think about your topic. You will synthesize To combine different elements in order to create something new. When writing a research paper, writers synthesize information to arrive at new ideas or conclusions. , or put together, different pieces of information that help you answer your research questions. Finally, you will determine the organizational structure that works best for your paper and begin planning your outline.

Review the research questions and working thesis you developed in Chapter 11 "Writing from Research: What Will I Learn?" , Section 11.2 "Steps in Developing a Research Proposal" . Set a timer for ten minutes and write about your topic, using your questions and thesis to guide your writing. Complete this exercise without looking over your notes or sources. Base your writing on the overall impressions and concepts you have absorbed while conducting research. If additional, related questions come to mind, jot them down.

Selecting Useful Information

At this point in the research process, you have gathered information from a wide variety of sources. Now it is time to think about how you will use this information as a writer.

When you conduct research, you keep an open mind and seek out many promising sources. You take notes on any information that looks like it might help you answer your research questions. Often, new ideas and terms come up in your reading, and these, too, find their way into your notes. You may record facts or quotations that catch your attention even if they did not seem immediately relevant to your research question. By now, you have probably amassed an impressively detailed collection of notes.

You will not use all of your notes in your paper.

Good researchers are thorough. They look at multiple perspectives, facts, and ideas related to their topic, and they gather a great deal of information. Effective writers, however, are selective. They determine which information is most relevant and appropriate for their purpose. They include details that develop or explain their ideas—and they leave out details that do not. The writer, not the pile of notes, is the controlling force. The writer shapes the content of the research paper.

While working through Chapter 11 "Writing from Research: What Will I Learn?" , Section 11.4 "Strategies for Gathering Reliable Information" , you used strategies to filter out unreliable or irrelevant sources and details. Now you will apply your critical-thinking skills to the information you recorded—analyzing how it is relevant, determining how it meshes with your ideas, and finding how it forms connections and patterns.

When you create workplace documents based on research, selectivity remains important. A project team may spend months conducting market surveys to prepare for rolling out a new product, but few managers have time to read the research in its entirety. Most employees want the research distilled into a few well-supported points. Focused, concise writing is highly valued in the workplace.

Identify Information That Supports Your Thesis

In Note 11.81 "Exercise 1" , you revisited your research questions and working thesis. The process of writing informally helped you see how you might begin to pull together what you have learned from your research. Do not feel anxious, however, if you still have trouble seeing the big picture. Systematically looking through your notes will help you.

Begin by identifying the notes that clearly support your thesis. Mark or group these, either physically or using the cut-and-paste function in your word-processing program. As you identify the crucial details that support your thesis, make sure you analyze them critically. Ask the following questions to focus your thinking:

Is this detail from a reliable, high-quality source? Is it appropriate for me to cite this source in an academic paper? The bulk of the support for your thesis should come from reliable, reputable sources. If most of the details that support your thesis are from less-reliable sources, you may need to do additional research or modify your thesis.
Is the link between this information and my thesis obvious—or will I need to explain it to my readers? Remember, you have spent more time thinking and reading about this topic than your audience. Some connections might be obvious to both you and your readers. More often, however, you will need to provide the analysis or explanation that shows how the information supports your thesis. As you read through your notes, jot down ideas you have for making those connections clear.
What personal biases or experiences might affect the way I interpret this information? No researcher is 100 percent objective. We all have personal opinions and experiences that influence our reactions to what we read and learn. Good researchers are aware of this human tendency. They keep an open mind when they read opinions or facts that contradict their beliefs.

It can be tempting to ignore information that does not support your thesis or that contradicts it outright. However, such information is important. At the very least, it gives you a sense of what has been written about the issue. More importantly, it can help you question and refine your own thinking so that writing your research paper is a true learning process.

Find Connections between Your Sources

As you find connections between your ideas and information in your sources, also look for information that connects your sources. Do most sources seem to agree on a particular idea? Are some facts mentioned repeatedly in many different sources? What key terms or major concepts come up in most of your sources regardless of whether the sources agree on the finer points? Identifying these connections will help you identify important ideas to discuss in your paper.

Look for subtler ways your sources complement one another, too. Does one author refer to another’s book or article? How do sources that are more recent build upon the ideas developed in earlier sources?

Be aware of any redundancies in your sources. If you have amassed solid support from a reputable source, such as a scholarly journal, there is no need to cite the same facts from an online encyclopedia article that is many steps removed from any primary research. If a given source adds nothing new to your discussion and you can cite a stronger source for the same information, use the stronger source.

Determine how you will address any contradictions found among different sources. For instance, if one source cites a startling fact that you cannot confirm anywhere else, it is safe to dismiss the information as unreliable. However, if you find significant disagreements among reliable sources, you will need to review them and evaluate each source. Which source presents a sounder argument or more solid evidence? It is up to you to determine which source is the most credible and why.

Finally, do not ignore any information simply because it does not support your thesis. Carefully consider how that information fits into the big picture of your research. You may decide that the source is unreliable or the information is not relevant, or you may decide that it is an important point you need to bring up. What matters is that you give it careful consideration.

As Jorge reviewed his research, he realized that some of the information was not especially useful for his purpose. His notes included several statements about the relationship between soft drinks that are high in sugar and childhood obesity—a subtopic that was too far outside of the main focus of the paper. Jorge decided to cut this material.

Reevaluate Your Working Thesis

A careful analysis of your notes will help you reevaluate your working thesis and determine whether you need to revise it. Remember that your working thesis was the starting point—not necessarily the end point—of your research. You should revise your working thesis if your ideas changed based on what you read. Even if your sources generally confirmed your preliminary thinking on the topic, it is still a good idea to tweak the wording of your thesis to incorporate the specific details you learned from research.

Jorge realized that his working thesis oversimplified the issues. He still believed that the media was exaggerating the benefits of low-carb diets. However, his research led him to conclude that these diets did have some advantages. Read Jorge’s revised thesis.

Synthesizing and Organizing Information

By now your thinking on your topic is taking shape. You have a sense of what major ideas to address in your paper, what points you can easily support, and what questions or subtopics might need a little more thought. In short, you have begun the process of synthesizing information—that is, of putting the pieces together into a coherent whole.

It is normal to find this part of the process a little difficult. Some questions or concepts may still be unclear to you. You may not yet know how you will tie all of your research together. Synthesizing information is a complex, demanding mental task, and even experienced researchers struggle with it at times. A little uncertainty is often a good sign! It means you are challenging yourself to work thoughtfully with your topic instead of simply restating the same information.

Use Your Research Questions to Synthesize Information

You have already considered how your notes fit with your working thesis. Now, take your synthesis a step further. Analyze how your notes relate to your major research question and the subquestions you identified in Chapter 11 "Writing from Research: What Will I Learn?" , Section 11.2 "Steps in Developing a Research Proposal" . Organize your notes with headings that correspond to those questions. As you proceed, you might identify some important subtopics that were not part of your original plan, or you might decide that some questions are not relevant to your paper.

Categorize information carefully and continue to think critically about the material. Ask yourself whether the sources are reliable and whether the connections between ideas are clear.

Remember, your ideas and conclusions will shape the paper. They are the glue that holds the rest of the content together. As you work, begin jotting down the big ideas you will use to connect the dots for your reader. (If you are not sure where to begin, try answering your major research question and subquestions. Add and answer new questions as appropriate.) You might record these big ideas on sticky notes or type and highlight them within an electronic document.

Jorge looked back on the list of research questions that he had written down earlier. He changed a few to match his new thesis, and he began a rough outline for his paper.

Review your research questions and working thesis again. This time, keep them nearby as you review your research notes.

Identify information that supports your working thesis.
Identify details that call your thesis into question. Determine whether you need to modify your thesis.
Use your research questions to identify key ideas in your paper. Begin categorizing your notes according to which topics are addressed. (You may find yourself adding important topics or deleting unimportant ones as you proceed.)
Write out your revised thesis and at least two or three big ideas.

You may be wondering how your ideas are supposed to shape the paper, especially since you are writing a research paper based on your research. Integrating your ideas and your information from research is a complex process, and sometimes it can be difficult to separate the two.

Some paragraphs in your paper will consist mostly of details from your research. That is fine, as long as you explain what those details mean or how they are linked. You should also include sentences and transitions that show the relationship between different facts from your research by grouping related ideas or pointing out connections or contrasts. The result is that you are not simply presenting information; you are synthesizing, analyzing, and interpreting it.

Plan How to Organize Your Paper

The final step to complete before beginning your draft is to choose an organizational structure. For some assignments, this may be determined by the instructor’s requirements. For instance, if you are asked to explore the impact of a new communications device, a cause-and-effect structure is obviously appropriate. In other cases, you will need to determine the structure based on what suits your topic and purpose. For more information about the structures used in writing, see Chapter 10 "Rhetorical Modes" .

The purpose of Jorge’s paper was primarily to persuade. With that in mind, he planned the following outline.

Review the organizational structures discussed in this section and Chapter 10 "Rhetorical Modes" . Working with the notes you organized earlier, follow these steps to begin planning how to organize your paper.

Create an outline that includes your thesis, major subtopics, and supporting points.
The major headings in your outline will become sections or paragraphs in your paper. Remember that your ideas should form the backbone of the paper. For each major section of your outline, write out a topic sentence stating the main point you will make in that section.
As you complete step 2, you may find that some points are too complex to explain in a sentence. Consider whether any major sections of your outline need to be broken up and jot down additional topic sentences as needed.
Review your notes and determine how the different pieces of information fit into your outline as supporting points.

Please share the outline you created with a classmate. Examine your classmate’s outline and see if any questions come to mind or if you see any area that would benefit from an additional point or clarification. Return the outlines to each other and compare observations.

The structures described in this section and Chapter 10 "Rhetorical Modes" can also help you organize information in different types of workplace documents. For instance, medical incident reports and police reports follow a chronological structure. If the company must choose between two vendors to provide a service, you might write an e-mail to your supervisor comparing and contrasting the choices. Understanding when and how to use each organizational structure can help you write workplace documents efficiently and effectively.

An effective research paper focuses on presenting the writer’s ideas using information from research as support.
Effective writers spend time reviewing, synthesizing, and organizing their research notes before they begin drafting a research paper.
It is important for writers to revisit their research questions and working thesis as they transition from the research phase to the writing phrase of a project. Usually, the working thesis will need at least minor adjustments.
To organize a research paper, writers choose a structure that is appropriate for the topic and purpose. Longer papers may make use of more than one structure.

11.6 Writing from Research: End-of-Chapter Exercises

In this chapter, you learned strategies for generating and narrowing a topic for a research paper. Review the following list of five general topics. Use freewriting and preliminary research to narrow three of these topics to manageable size for a five- to seven-page research paper. Save your list of topics in a print or electronic file, and add to it periodically as you identify additional areas of interest.

Illegal immigration in the United States
Bias in the media
The role of religion in educational systems
The possibility of life in outer space
Modern-day slavery around the world

Working with one of the topics you have identified, use the research skills you learned in this chapter to locate three to five potentially useful print or electronic sources of information about the topic. Create a list that includes the following:

One subject-specific periodicals database likely to include relevant articles on your topic
Two articles about your topic written for an educated general audience
At least one article about your topic written for an audience with specialized knowledge

Organize your list of resources into primary and secondary sources. What makes them such? Pick one primary source and one secondary source and write a sentence or two summarizing the information that they provide. Then answer these questions:

What type of primary source did you choose? Who wrote it, and why? Do you think this source provides accurate information, or is it biased in some way?
Where did the information in the secondary source come from? Was the author citing an initial study, piece of literature, or work of art? Where could you find the primary source?

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

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

Allow enough time

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

Read the essay question and thoroughly understand it

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

Begin with a brainstorm

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

Achieve a basic understanding before delving deeper

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

Working through your reading list

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

Ask a librarian

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

Use the index

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

Taking notes

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

Research every side of the argument

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

Keep a dictionary by your side

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

Start formulating your own opinion

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

Be careful with web-based research

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

Look out for footnotes

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

Don’t save doing all your own references until last

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

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

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

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Princeton Correspondents on Undergraduate Research

Tips for Writing about Your Research Experience (Even if You Don’t Think You Have Any)

If you’re someone who hasn’t yet done formal research in a university setting, one of the most intimidating parts of the process can be simply getting your foot in the door. Just like the way your options can seem very limited when applying for your first job, asking for a research position when you have no “experience” can seem discouraging — maybe even to the point of causing you to question whether you should apply in the first place. With that being said, there are some simple tips you can employ when applying for research positions to highlight the link between your existing interests and the work of the position for which you are applying.

Illustrated resume on a desk being held by anthropomorphic tiger paws/hands. Tiger is wearing a suit. Desk is covered in writing/working items like pens, reading glasses, and coffee.

First things first: tailor not just your cover letter (for applications that ask for it) but your resume to the position for which you are applying. Even if you’re just sending a casual email to a professor to ask about the research that they’re doing, as a rule, it never hurts to attach your resume. I also like to think that submitting a resume even without being asked to shows that you’re serious about doing research, and have taken the time to put together a thoughtful inquiry into a position. If you’ve never written a cover letter or resume before, don’t fret. The Center for Career Development has some great online resources to help you create one from scratch. If you are looking for more individualized help, you can also schedule an appointment to get one-on-one feedback on your application at any stage in the writing process.

One of the things that I’ve found, however, is that the single-page format of a resume often isn’t enough space to include all of the information about every single thing you’ve ever done. Rather than trying to jam as many impressive accomplishments as you can onto a page, your goal should be to create a resume that gives a cumulative sense of your interests and experiences as they relate to the position for which you are applying. One of my favorite ways to do this is to create a “Research” section. “But Kate, what if I don’t have any research experience?,” you ask. Remember that paper you wrote about a painting by Monet in your favorite class last semester? Write the title down, or even a sentence or two that summarizes your main argument. The art museum you’re hoping to do research at will love knowing that your interest in their current exhibition on Impressionism is rooted in classes you’ve taken and the projects you’ve done in them, no matter how new you may be to a topic. Your interest in a specific research position has to come from somewhere, and your resume is an important part of demonstrating this to others.

What I would like to reassure you of is that it’s normal to be an undergraduate with very little research experience. The people reading your application —whether it be for an official program or even if it’s just a friendly email with a few questions— know that you are a student and will probably be excited to offer you guidance on how to get involved with more specific research projects even if all you have to offer at this point is enthusiasm for the topic. Working in a lab or with a professor on a research project is an opportunity designed to help you learn above all else, so it’s ok if you don’t know what you’re doing! It goes without saying that having little experience will make the final result of your research experience all the more worthwhile because of the potential to gain knowledge in ways you haven’t even imagined.

— Kate Weseley-Jones, Humanities Correspondent

How to Write a Research Essay

Last Updated: January 12, 2023 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 387,235 times.

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

Researching a Topic

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

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

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

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

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

Organizing your Essay

Step 1 Break up your essay into sub-topics.

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

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

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

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

Writing your Essay

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

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

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

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

Step 5 Revisit your thesis or objective.

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

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

Step 7 Put finishing touches on your essay.

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

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

Community Q&A

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

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

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

About This Article

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

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Writing Program at New College

Assignments - research question and reflection.

We have arrived at a crucial moment in the semester and in everyone’s individual inquiry process. Now that you have identified an issue you have identified as important, worked through several drafts of a research question, and drafted a narrative identifying your personal connection to this issue, the time has come to reflect on the process that has brought even greater focus to your original inquiry. In order to consider and assess your own learning thus far, we ask that you also write an informal but thoughtful reflection on the research question process. This assignment sheet recaps work accomplished thus far, details the short reflection essay assignment, and concludes with a sample Research Question Reflection.

The research question and reflection assignment has two parts:

1. Share your existing research question with members of the class. As a group, use these criteria (now familiar to you) to refine your research questions:

a. The question accurately reflects the issue about which you want to learn.

b. The question is neither too broad nor too narrow considering the time and resources you have for research. Be ambitious, but not too ambitious!

c. Key terms and phrases in the question reflect the language used by other researchers inquiring into the same issue(s). In other words, your question clearly participates in the existing scholarly conversation.

d. The question is effectively edited and free of sentence-level errors.

2. Write a brief (approx. 500 words) reflection on what you have learned in the research-question process. The goal of this writing is to record how your thinking about the issue may have developed or changed, and perhaps, how your thinking about the process of research itself has changed. As long as you communicate these ideas, you may take this short essay in any direction you like. You may write it as a narrative, the story or your research process. If you prefer, write more of a thesis-driven essay in which you make a careful case about what you’ve learned. And of course, you might find some other way of responding. Just make sure your response reflects on and communicates what you understand as the heart of your learning process thus far.

A successful response to this assignment will:

Include the initial research question, a final version, and a brief reflective essay
Present a final research question that is clear, well focused, and appropriate given our available time and resources this semester;
Include a reflective essay that clearly communicates the writer’s learning process, using important details from that process in illustration;
Be effectively edited

Sample Response to This Assignment

Josephine Student

ENG 102.12345

Spring 2012

Formal Research Question Assignment

Original Research Question: What can ASU do to prevent eating disorders?

Revised Research Question: How can ASU raise awareness about eating disorders as well as encourage people who may be suffering from eating disorders to seek help?

Reflection: Given the freedom to write a research on paper on any topic you wish might be a dream come true to other writing students; however, I found the lack of restrictions quite challenging. My mind went in 100 directions when given the assignment. I thought about world peace, vegetarianism, and dorm food. My first “real” topic then became starvation among African youth. After shooting down this topic because of its enormity and because my lack of personal connection, I decided to discuss eating disorders among college students – especially females. I have personal experience with this subject because I once suffered through a terrifying struggle with bulimia. Also, as a Community Assistant in a residential hall at Arizona State University, part of my job is to promote healthy life styles in general, including healthy eating habits. I admit that the process of starting, stopping, and reconfiguring my research question was frustrating, but I also came to realize the importance of that process. I can now speak from experience and with passion – through my personal connection to the research question – as well as read and analyze the research materials with a more critical and careful eye because of that first-hand experience.

The next problem I faced in formulating my research question was the broad scope of my question. I had always thought that bigger was better when it came to doing research. However, I quickly changed my mind about that after doing just a little bit of research. After spending thirty minutes rummaging through Google Scholar, I realized I was having difficulty pinpointing relative and important information. In addition, the hugeness of it all made it hard to find something I wanted to write about. It was at this moment I decided to talk specifically about and to female college students at Arizona State University. Since I am both a CA and a student at ASU, I decided to think about the project in terms of an actual program or presentation I could share with other students on campus.

Another thing I found in my initial research was a National Eating Disorders Awareness Week. Excited that I might be able to “do” something “real” with my research, I came up with “What can ASU do to prevent eating disorders?” I really thought this was my final question, but my faculty writing mentor made me see that the question implies a single, identifiable answer exists to the question. This is something even I knew was not possible. To avoid that frustration and to create a positive and proactive spin on the subject, I came up with this: How can ASU raise awareness about eating disorders as well as encourage people who may be suffering from eating disorders to seek help? The answers to my question will not only allow me to learn about ways to prevent eating disorders; my research allows me to think of ways other than writing an essay in order to share that information.

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Office of Undergraduate Research

My first research experience: being open to the unexpected, by claire fresher, peer research ambassador.

Many things surprised me when I started my first research opportunity. I didn’t know what to expect. I had heard a few things from upperclassmen about their own experiences and had attended a couple presentations from OUR, which is what got me interested in research in the first place, but I had no idea what my personal research experience was going to be like.

Something I hadn’t expected was how many people there are in a research group to support you and how willing people are to help. When I started my research position, I was introduced to a graduate student that worked in the lab station right next to mine. She showed me around the lab space and set me up on my computer. She was always there to ask quick questions or help me with any problems I encountered, as were the other people using the lab space, even if they weren’t in my specific lab group.

After a few weeks, I was given a partner who was also an undergraduate and I was introduced to the other undergraduates in the lab who I met at our weekly lab meetings where I got to hear what everyone was working on. I personally loved having a partner who could help me on the specific project I was assigned since I didn’t want to interrupt the other people in the lab with every question I had when they had other similar projects they were working on.

There was definitely a learning curve when I first started since I had never seen anything like this before. I started with basic literature research and began getting a better look into the broad topic which made it easier to really dive into the specific project that I was working on. In the beginning the work seemed a little intimidating but once I got comfortable in the lab space and knew I had people that could help me it was a lot easier to really get going and get into the really interesting parts, which is actually discovering new and exciting things!

I think the most important thing that I went into research with was being open to anything, and not being set on one way of learning or doing things. This was beneficial since it allowed me to be able to learn something completely new and be open to doing things differently than I had done before.

Throughout the course of my research experience, I know that I have changed in many ways. I learned how to work independently, how to be more analytical in my work, and how to ask the important questions that led to new discoveries. Research really has taught me to be open to the unexpected, and even welcome it, since being open has made me into a better researcher and student.

Claire is a junior majoring in Mechanical Engineering and minoring in Mathematics. Click here to learn more about Claire.

College & Research Libraries News ( C&RL News ) is the official newsmagazine and publication of record of the Association of College & Research Libraries, providing articles on the latest trends and practices affecting academic and research libraries.

C&RL News became an online-only publication beginning with the January 2022 issue.

Laura Andersen is collection development and public services librarian, e-mail: [email protected], and Beth Russell is digital technologies and e-learning librarian, e-mail: [email protected] at New York University Abu Dhabi Library in United Arab Emirates

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Lessons learned: Five pieces of advice for newbie researchers

Laura Andersen; Beth Russell

Academic librarians often conduct original research to fulfill tenure track requirements or their own professional development needs. Unlike the majority of other terminal degree programs, research methodology is not a required course in all Library Science graduate programs, leaving some librarians at a disadvantage. 1

After conducting our first research project as academic librarians, we realized we had taken some missteps and would have benefited from a primer that walked us through the basics. When administering our first survey, we discovered that an ample amount of forethought, planning, and investigation is essential. This article evaluates our first foray into research and provides accessible tips and guidelines for our colleagues.

We focused our project on the New York University Abu Dhabi (NYUAD) Library’s preference for e-books. Our library has the unique opportunity of building a new collection that capitalizes on the most recent developments in 21-century academic publishing. E-books suit our collection well because they do not require physical space and can be shared by the global NYU community. The NYUAD Library collection development policy thus states that e-books are considered as the first purchase option when available. If e-book collecting continues to grow exponentially, the NYUAD library may someday hold only one tenth of its projected 1 million monographs in print.

The NYUAD Library benefits from being part of the NYU library system: our patrons can borrow from the multi-million-volume collection at Bobst Library. While our ties with Bobst offer rich resources, we still need to build a collection to support the research and teaching at NYUAD.

Early in our first academic year (2010–11), faculty and students began expressing negative comments about library e-books. We found that some students tried to print entire e-books, while others did not like extended reading on a computer screen and viewed print books as a respite from being plugged in.

We established a research project with a threefold purpose: to determine if negative comments toward e-books were widespread or held only by a few; to gauge whether the library’s preference for e-books was truly serving the broader NYUAD user community; and to inform our collection development policy in order to better match our patrons’ preferences.

We conducted a survey of the NYUAD population (384 total: 147 students, 237 faculty and staff members) during the 2011 spring semester. With the survey completed by over half of our university population and 100 percent of our student body, we expected the data would answer our original research queries.

After analyzing the results, however, we realized that there were a few problems with our methodology. While we did learn a lot about patron e-book usage, our outcomes did not correspond well with our initial queries. Our survey experience taught us several things about the research process that we should have considered when planning.

Lessons learned

1) Establish a clear research focus and small goals. At the beginning of our project, we lacked clear purpose and a sense of urgency. We began with the general goal of wanting to learn about our community’s perceptions of e-books, and then following up with an article that evaluated these perceptions. We should have taken the advice we give students: focus your topic and get to work.

With summer fast approaching, we realized we might lose the opportunity of surveying our campus. Suddenly we had motivation. We chose the best time to offer the survey and worked backwards to develop a schedule: seek approval from our supervisors; secure an incentive for respondents; write and test the survey; advertise the survey; and explore options for survey distribution.

By mid-May, our survey was complete and the harder work of analyzing results began. As we discovered problems with manipulating the data, we became discouraged about the possibility of publishing our results. Could we still draw insightful and helpful conclusions?

The tide turned again, however, when the opportunity arose for an ACRL research writing consultation at the ALA Annual Conference. This meeting gave us the impetus to compile preliminary results of the survey and to outline the article we hoped to write. That meeting was very helpful, and our consultant, Aline Soules, offered an alternative approach on our topic, which resulted in this article.

Our next steps included submitting an article query and developing a writing plan. This was a challenge since the writing of our article coincided with the start of a new school year, but we set small goals and divided the work. The main lesson here: have a clear sense of direction and use external forces to motivate your writing process.

2) Garner support from colleagues. This lesson has two parts. First, the process of administering a survey, analyzing the results, and then writing an article is involved and time-consuming. As a result, it is beneficial to divide the work. Find a colleague who is interested in collaborating. Not only will the tasks be distributed, but your project will also benefit from the input and skills of others. Additionally, you will be motivated to complete the work as others hold you accountable.

Second, make sure you have your colleagues’ support. Explain your goals and ask their advice. In our case, this meant asking for our colleagues’ input on the survey and requesting financial support to purchase an incentive for respondents. Our supervisors were generous enough to offer an iPad, which was the perfect reward, considering the topic. We also asked our fellow librarians and staff to help advertise the survey and to offer technical support.

3) Do your homework. When most of us hear the phrase lit review, we groan. Library science literature is not known for being pleasure reading. It is essential, however, to find out what has been written about your topic to be sure you are adding something new to the conversation.

In our case, we found many articles about e-book usage but nothing specifically about returning to print after anti-e-book sentiment was discovered. The article “Why Aren’t E-Books Gaining More Ground in Academic Libraries” 2 surveys the literature on e-book usage, access, and acquisition. This article certainly informed our understanding of how other libraries are handling the e-book question, but it did not address our particular question. Reading the library literature assured us that we had a unique angle and that there appeared to be a gap in the literature.

We conducted further research when we decided on the new approach of writing about “lessons learned.” We found articles suggesting tips in the writing process, such as the one that suggests the benefits of working with colleagues in a dossier support group. 3 Since we were unable to find any article exactly like the one we wanted to write, we had the confidence to move forward with our query.

The bottom line: no one works in a vacuum. We are part of the larger world of academic libraries. When conducting research, engage the community by reading relevant literature and joining the larger conversation.

4) Know your software. NYU Libraries subscribe to Qualtrics, a Web-based survey tool. We created several test surveys to understand how the program worked and to make sure it would meet our needs. After the testing, we were confident that Qualtrics was a good choice; however, some glitches appeared while administering the survey and afterward when analyzing the results.

One issue occurred when offering the survey in the campus café. We had several laptops set up during lunch hours so we could take advantage of the midday crowd. We encouraged people to take turns using the laptops to complete the survey, but we soon realized that Qualtrics blocks repeat surveys in the same browser. A workaround was to run several browsers simultaneously and to refresh them after each survey, but this led to some scrambling on our part.

A larger issue emerged when analyzing our results. We originally decided to survey the entire campus community, including students, faculty, and staff. After looking at the results and trying to draw conclusions, we realized that to reflect our community’s e-book usage accurately we needed the ability to analyze the data by population. We understood after the fact that the majority of staff likely does not use library e-books, because the collection is primarily comprised of academic titles. Since nearly a quarter of respondents were staff (23%), including their responses dramatically skewed the results. We assumed it would be easy to remove staff responses and re-examine the data using only faculty and student input. However, after more closely examining the Qualtrics program, we discovered that there was no easy way to eliminate staff responses. Ultimately, we were left with data that did not accurately represent academic e-book preferences and uses. Spending more time working with Qualtrics initially would have helped us avoid this mistake and possibly given us the desired outcome.

5) Be prepared to respond. Finally, explore the ramifications of your research. Is your institution ready to respond to your results? How will your colleagues react to your findings? It is impossible to predict responses before conducting a survey; however, it is possible to discuss your research plans with your colleagues and to design your project in a way that will more likely yield viable indicators for change.

We designed our project in response to patron complaints about e-books. We did not think to pose the question, “If survey results indicate that our campus is resistant to e-books, could we really shift the collection development policy? What other options might be available?” In hindsight, it would have been helpful to consult our colleagues at NYU-New York to gauge whether there was room for change in e-book policies.

The results of our survey indicate that 71% of respondents only read library e-books a few times a year or not at all. The survey also finds that 43% of participants do not read library e-books, but this question was skewed by staff responses. Patrons’ major reasons for e-book frustration included discomfort with reading on electronic displays for extended time periods, network dependence, and the distraction of other online activities. The survey also reveals a desire for printing options and the ability to annotate.

While one respondent said, “E-books are incredibly convenient and in many circumstances are ideal for research,” another said, “I find it extremely difficult to quickly navigate ebooks [and I] “just print [the pages] anyway.”

The survey yielded a new set of questions: Are e-books easy for our patrons to locate? Would the use of e-books increase if they were available on all e-readers? Do we need e-books in more or different disciplines? The only clear finding that emerged from the survey was that 73% of respondents would like to know more about e-book access and usage.

Since e-books are a crucial building block to the NYUAD Library, they will remain the focus of the collection development policy. Our goal should not be how to change the policy; rather, we should aim toward better educating our readers in finding and using e-books.

The lesson learned: seek to understand the broader forces impacting your research topic in order to ask the appropriate questions. By customizing the project accordingly, your institution will be able to respond to the results.

As librarians conducting our first research study, we were excited to contribute to the conversation about e-book usage and preferences among university populations. We thought it was a good time to survey our campus on this topic after listening to comments from students and faculty, and we were confident that we would be able to survey a large percentage of our population. While we found the exercise valuable and it provided some insight into the e-book pulse at NYUAD, we did not achieve our intended outcome of informing our collection development policy.

As librarians new to the process, we learned that we would have benefited from structured planning, collegial support, reading the current literature in advance, testing (and re-testing) any survey tools, and ensuring that the environment is ready to respond to the results. While we were fortunate to have some of these pieces in place for our own project, a little more homework about the process of conducting research would have provided us with greater benefits in the end.


	Tysick, C. Babb, N. , “Perspectives on . . .Writing Support for Junior Faculty Librarians: A Case Study,”. 32, no. 1 ( 2006 ): 94 . Tysick and Babb write: “An analysis of 48 ALA-accredited MLS programs in the United States shows that 54 percent require students take a research methods course while only 10 percent require a thesis or project.”
	Slater, R. , “Why Aren’t E-Books Gaining More Ground in Academic Libraries? E-Book Use and Perceptions: A Review of Published Literature and Research,”. 4, no. 4 ( 2010 ): 305-331 –.
	Hanna, KA.. O’Brien, A. Petsche, KF.. , “Our Excellent Adventure: A Somewhat Irreverent Look at How Three Tenure Track Librarians Prepared Their Dossiers and Lived To Tell About It,”. 69, no. 9, ( 2008 ): 554-556 –.

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What can you learn from writing a research essay?

Research papers rely on facts, valuable information and thorough investigation. They help us draw conclusions, analyze information and find answers to questions we’re curious about. But, what happens to us during the process of writing a research paper?

When it comes to writing a research essay, most of the people feel like it involves too much work but not as much satisfaction. However, writing a research essay is beneficial and rewarding on so many different levels. You may not be aware of it, but during the process of writing a research essay, you continuously develop your cognitive skills and you learn from the entire experience.

Take a look at what is it that you learn when you’re writing a research essay.

1. You identify the unknown

Before you even start your research and the whole writing process, there is something you need to do.

You need to able to identify what is it that you’re trying to find out.

To put it simply: you need to be able to narrow your area of research to a couple of questions you’ll be trying to answer.

Although this may seem easy, in reality, people tend to lose their focus and fail to write a research paper with precise findings and clearly defined results.

Therefore, the first thing you’ll be able to learn from writing a research paper is:

to define the unknown
ask specific questions you need answers to
focus on the important
navigate the research in the right direction

These skills will come in handy not only in terms of writing but in your over-all problem-solving experience for the future.

2. You locate the information

Now that you know the questions you need to answer, it’s time for you to search for the information.

Research papers are based on findings published as a part of:

experiments
investigations
academic papers

But, you still need to learn where to look and who to trust.

You need to focus on authoritative sources such as libraries, online libraries, publications, Google Scholar, and other trustful sources.

In addition, in trying to find the information you need, you’ll learn how to:

navigate pages
use keywords
skim the text for information
recognize key information

Your research skills will become better and you’ll find it easier to draw distinguish quality information.

3. You organize the information

The essential part of writing a research paper is definitely knowing how to use all the information, facts and findings you’ve gathered and organized them into an essay.

The process of revising everything you’ve gathered and coming up with a way to make it a whole will help you learn:

how to structure an essay
how to organize your thoughts
how to brainstorm
how to prioritize
how to prove a point

Being able to reuse the data and put it into a form that you find most suiting for your research paper is useful and important. This will help you learn how to organize your thoughts and ideas in general and how to always stay on track.

4. You practice writing

A research paper is a serious piece of writing and it’s your task to make it impeccable. People who are going to read it need to be certain you are to be trusted and the information they find is valuable.

In order to achieve this, you have to take care of your writing accuracy.

This implies your text can have no spelling errors, grammar mistakes or funny sentence structures.

You need to ensure everything is written professionally and revised thoroughly.

The process of writing a research paper will teach you how to:

edit your work
proofread for mistakes
identify errors
provide a perfect piece of writing

You can try and do all of this on your own. If you feel you might struggle with any of the steps, you can always use online tools and services to help you.

For example, you can check out the custom research paper writing service WOWGrade.com and see how they can help you handle your writing issues.

5. You share the results

Even though research papers are based on previous findings, every new research paper needs to bring something new to light and draw some previously unknown conclusions.

In order for you to succeed in writing a research paper, you have to learn how to use the data you have, use the knowledge you have, combine the two and come to certain conclusions.

In addition, the main goal of the research paper is to present your results to the readers, the right way.

Writing a research paper will teach you how to:

use strong arguments
demonstrate
cite and quote

You’ll learn how to prove a point and what are the best ways for you to state your case. It will help you develop your presentation skills and learn how to showcase your way of thinking.

6. You develop intellectually

When you look back at the entire process of writing a research paper and you consider all the beneficial effects it has on you, it’s obvious you learn a lot from the experience.

However, the most important thing you gain from writing a research paper is that you develop intellectually.

From finding the problem and looking for information, to reaching a conclusion and presenting your results, the entire journey helps you developmental skills and expand your knowledge .

You finish writing the essay enriched and improved on so many levels.

A research essay is definitely so much more than finding the answer to the question. It’s not so much about the result as it is about the process. From the preparation to the presentation stage, you continue to learn and develop.

Everything you learn from writing a research paper stays with you forever. It helps you conquer further challenges and become a better person, intellectual and researcher.

Author: Linda Grandes ia a full-time blogger at Studyton.com and a true expert in writing. She is interested in a variety of topics starting from education and ending at modern art. That`s why the idea of her blog cannot be narrowed to one topic as well. Linda also has vast experience in editing texts and knows all the angles of academic and professional writing thanks to her productive cooperation with Studicus.com . Linda is a passionate traveler and she is eager to learn new things and meet new people.

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Knowledge Base
Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

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Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

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What Is a Research Design | Types, Guide & Examples

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USC Libraries
Research Guides

Organizing Your Social Sciences Research Paper

9. The Conclusion
Purpose of Guide
Design Flaws to Avoid
Independent and Dependent Variables
Glossary of Research Terms
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
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USC Libraries Tutorials and Other Guides
Bibliography

The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points derived from the findings of your study and, if applicable based on your analysis, explain new areas for future research. For most college-level research papers, two or three well-developed paragraphs is sufficient for a conclusion, although in some cases, more paragraphs may be required in describing the key findings and highlighting their significance.

Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University.

Importance of a Good Conclusion

A well-written conclusion provides important opportunities to demonstrate to the reader your understanding of the research problem. These include:

Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key findings in your analysis that advance new understanding about the research problem, that are unusual or unexpected, or that have important implications applied to practice.
Summarizing your thoughts and conveying the larger significance of your study . The conclusion is an opportunity to succinctly re-emphasize your answer to the "So What?" question by placing the study within the context of how your research advances past studies about the topic.
Identifying how a gap in the literature has been addressed . The conclusion can be where you describe how a previously identified gap in the literature [first identified in your literature review section] has been addressed by your research and why this contribution is significant.
Demonstrating the importance of your ideas . Don't be shy. The conclusion offers an opportunity to elaborate on the impact and significance of your findings. This is particularly important if your study approached examining the research problem from an unusual or innovative perspective.
Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing or contextualizing the research problem based on the results of your study.

Bunton, David. “The Structure of PhD Conclusion Chapters.” Journal of English for Academic Purposes 4 (July 2005): 207–224; Conclusions. The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Conclusions. The Writing Lab and The OWL. Purdue University; Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Structure and Writing Style

I. General Rules

The general function of your paper's conclusion is to restate the main argument . It reminds the reader of your main argument(s) strengths and reiterates the most important evidence supporting those argument(s). Do this by clearly summarizing the context, background, and the necessity of examining the research problem in relation to an issue, controversy, or a gap found in the literature. However, make sure that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your paper.

When writing the conclusion to your paper, follow these general rules:

Present your conclusions in clear, concise language. Re-state the purpose of your study, then describe how your findings differ or support those of other studies and why [i.e., describe what were the unique, new, or crucial contributions your study made to the overall research about your topic].
Do not simply reiterate your findings or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study.
Indicate opportunities for future research if you haven't already done so in the discussion section of your paper. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem but that further analysis should take place beyond the scope of your investigation.

Consider the following points to help ensure your conclusion is presented well:

If the argument or purpose 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 describe your main points and explain their significance.
Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data [this is opposite of the introduction, which begins with general discussion of the context and ends with a detailed description of the research problem].

The conclusion also provides a place for you to persuasively and succinctly restate the research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented. However, the nature of being introspective about the research you have conducted will depend on the topic and whether your professor wants you to express your observations in this way. If asked to think introspectively about the topic, do not delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply, not to guess at possible outcomes or make up scenarios not supported by the evidence.

II. Developing a Compelling Conclusion

Although an effective conclusion needs to be clear and succinct, it does not need to be written passively or lack a compelling narrative. Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following:

If your paper addresses a critical, contemporary problem, warn readers of the possible consequences of not attending to the problem proactively based on the evidence presented in your study.
Recommend a specific course or courses of action that, if adopted, could address a specific problem in practice or in the development of new knowledge leading to positive change.
Cite a relevant quotation or expert opinion already noted in your paper in order to lend authority and support to the conclusion(s) you have reached [a good source would be from a source cited in your literature review].
Explain the consequences of your research in a way that elicits action or demonstrates urgency in seeking change.
Restate a key statistic, fact, or visual image to emphasize the most important finding of your paper.
If your discipline encourages personal reflection, illustrate your concluding point by drawing from your own life experiences.
Return to an anecdote, an example, or a quotation that you presented in your introduction, but add further insight derived from the findings of your study; use your interpretation of results from your study to recast it in new or important ways.
Provide a "take-home" message in the form of a succinct, declarative statement that you want the reader to remember about your study.

III. Problems to Avoid

Failure to be concise Your conclusion section should be concise and to the point. Conclusions that are too lengthy often have unnecessary information in them. The conclusion is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, and other forms of analysis that you make. Strategies for writing concisely can be found here .

Failure to comment on larger, more significant issues In the introduction, your task was to move from the general [topic studied within the field of study] to the specific [the research problem]. However, in the conclusion, your task is to move the discussion from specific [your research problem] back to a general discussion framed around the implications and significance of your findings [i.e., how your research contributes new understanding or fills an important gap in the literature]. In short, the conclusion is where you should place your research within a larger context [visualize the structure of your paper as an hourglass--start with a broad introduction and review of the literature, move to the specific method of analysis and the discussion, conclude with a broad summary of the study's implications and significance].

Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. These are problems, deficiencies, or challenges encountered during your study. They should be summarized as a way of qualifying your overall conclusions. If you encountered negative or unintended results [i.e., findings that are validated outside the research context in which they were generated], you must report them in the results section and discuss their implications in the discussion section of your paper. In the conclusion, use negative or surprising results as an opportunity to explain their possible significance and/or how they may form the basis for future research.

Failure to provide a clear summary of what was learned In order to discuss how your research fits within your field of study [and possibly the world at large], you need to summarize briefly and succinctly how it contributes to new knowledge or a new understanding about the research problem. This element of your conclusion may be only a few sentences long, but it often represents the key takeaway for your reader.

Failure to match the objectives of your research Often research objectives in the social and behavioral sciences change while the research is being carried out due to unforeseen factors or unanticipated variables. This is not a problem unless you forget to go back and refine the original objectives in your introduction. As these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you presumably should know a good deal about it [perhaps even more than your professor!]. Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts! Don't undermine your authority as a researcher by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches that...." The overall tone of your conclusion should convey confidence to the reader concerning the validity and realiability of your research.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University; Freedman, Leora and Jerry Plotnick. Introductions and Conclusions. The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count. The Writer’s Handbook. Writing Center. University of Wisconsin Madison; Miquel, Fuster-Marquez and Carmen Gregori-Signes. “Chapter Six: ‘Last but Not Least:’ Writing the Conclusion of Your Paper.” In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research . John Bitchener, editor. (Basingstoke,UK: Palgrave Macmillan, 2010), pp. 93-105; Tips for Writing a Good Conclusion. Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Writing Conclusions. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization. Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining that they are reaching the end of your paper. You'll irritate your readers if you belabor the obvious.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your conclusion that was never referenced anywhere else in the paper. This is why the conclusion rarely has citations to sources that haven't been referenced elsewhere in your paper. If you have new information to present, add it to the discussion or other appropriate section of the paper. Note that, although no new information is introduced, the conclusion, along with the discussion section, is where you offer your most "original" contributions in the paper; the conclusion is where you describe the value of your research, demonstrate that you understand the material that you have presented, and position your findings within the larger context of scholarship on the topic, including describing how your research contributes new insights to that scholarship.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Conclusions. The Writing Center. University of North Carolina.

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What I’ve Learned About Research Designs

My Discovering Evidence class has taught me a lot about research in general and especially about research in the field of Social Work, and I can definitely see that what I’ve learned will be very helpful when I go to design and carry out my own research project over the next year and a half. Before changing my major to Social Work and taking this class, I was pre-med and majoring in Neuroscience. I’ve always liked science and math, and I did research with a post-doctoral researcher in an entomology lab on OSU’s campus during high school, designing and carrying out my own research project related to honeybees. I have, therefore, some experience with the basics of research designs in science, but what I find fascinating about research in the social sciences is how much more complex it all is. I think that society tends to see social sciences as “soft” or “easy” compared to “hard sciences” like chemistry and biology, but what I’ve learned, having had some experience in both now, is that social sciences are actually much more complicated because they involve human beings.

Using the terminology I’ve learned in my Discovering Evidence class, what I’m used to doing is quantitative research, which focuses on large sample sizes, controls, and other aspects of research which ensure the most accurate possible numerical results. This works for chemistry experiments, but in social sciences it does not capture the whole picture. In social sciences, qualitative research is often used because it acknowledges the humanity of participants, and results are often the words of participants rather than numbers which describe them. I’d never thought of this as a way to conduct research before learning about it in this class, but it certainly makes sense based on the goals of social science research. Qualitative research can even be used to empower participants, meaning that the process of conducting the research can have value, whereas quantitative research tends to just be focused on finding meaning in numerical results. Finally, we also learned that a lot of research in social work uses mixed methods, meaning that it combines both qualitative and quantitative research methods in order to most effectively achieve its purpose.

While before taking this class I probably would have been able to identify that there’s a difference between quantitative and qualitative research, I didn’t have the language to explain this distinction and certainly didn’t have enough awareness or knowledge to go about designing my own research based on an understanding of it. I have learned many other things in my Discovering Evidence class which I know will also be useful in designing my own research, ranging from how to go about effectively exploring the existing literature on an issue to how to understand statistics and use them to find meaning in the results of research. I know I will use many of the things I’ve learned in this class when I begin to look into choosing my own topic and designing a research study, but I think one of the most meaningful things I’ve learned is simply the difference between quantitative and qualitative research. Knowing that difference is helping me to understand my own strengths and weaknesses in social science research based on my background in strictly quantitative research in the hard sciences.

How to Answer the Essay Prompt "Describe a Challenge You Overcame"

How To Answer Tough College Essay Prompts

Late fall is officially college admissions season! Some students have already sent in their early decision applications and are working hard on those regular decision deadlines, which means it may be time to work on your essays.

These essays from the Common App , Coalition App , or your prospective school’s specific format can vary in topic, and you may get to choose what you write about. But no matter the school or set of schools to which you’re applying, you will likely come across a version of the “Describe a Challenge You Overcame” or “Overcoming a Challenge” essay prompt.

For some people, the answer to this could be evident. But if you have no idea what to write about, the first rule is:

Don’t panic

So many students are plagued with questions like: What if I’ve never overcome an obstacle? Is my life boring? What if I have nothing to write about, and the admissions officers hate me? What if they judge me for what I've been through?

Deep breath.

All of these fears are normal, but everyone has overcome some sort of challenge or obstacle, whether small or completely overwhelming. By being authentic to yourself, yours will be compelling to readers and help them get to know the kind of student you are now and will be at their college or university.

You will need more than panicking to help you write an essay. Remember that everyone has something valuable to say, and the obstacle you choose will matter less than your ability to write about it and highlight your resilience.

Brainstorm an authentic but impactful challenge

The first thing you'll need to do is think through some challenges you’ve faced .

A challenge can be as seemingly simple as learning to trust yourself after a failure in school or an extracurricular activity or as complicated as overcoming significant discrimination and prejudice.

You had to overcome a specific fear to succeed at an activity you love. You may have had to rebuild your life after losing a relative. Maybe your family moved, which shook up your life. Or, receiving one terrible grade or criticism led you to change your outlook on life and motivated you to work harder than ever.

Whatever the obstacle you face (no inventing, please), it should be impactful.

That means thinking of a challenge that changed something about you. As a result of overcoming this obstacle, you should have learned significant lessons about yourself or the world around you and made changes in your life.

Colleges and universities want to know what traits you possess that will help you succeed in college and your future career, so the obstacle you choose to share should have helped you develop one of your defining traits. They will care more about your reaction to this challenge, how it shaped you, and how you articulate it than what the problem was in the first place.

Generally, the obstacle you choose to share should also be pretty recent or have had a current impact on your life, rather than a challenge that happened when you were very young that doesn’t impact you today.

Begin at the end

The opening sentence of your essay about overcoming a challenge should be compelling and make the reader want to continue. It can be tempting to tell the story chronologically, but it can sometimes be adequate to start with the ending or a positive memory.

So, think about when you overcame your challenge or realized that you had improved after facing an obstacle. You might even share a moment when you realized your chosen barrier significantly. Recount this moment as your introductory hook in some way.

You can even preview the lessons you learned in your introduction. That way, readers already know that you will share what you’ve learned rather than just share a story recounting a terrible moment or difficult challenge in your life. This can also make them want to keep reading to see how you got to that place.

Share context about the situation but make it brief

You want the reader to learn about you and your challenges rather than overdoing it in detail. They don't need to know every step of the process or every player in the story.

Of course, you should share the context behind what happened to you that challenged you and changed your life or perspective, but you should not dwell too much on the details. Provide only the ‘need to know’ moments and how they led to changes in your life.

With this kind of essay, readers want to know less about what happened and more about what you learned due to your experience.

Focus on what you learned

Your reflection about what you learned due to your experience should be your primary focus within your essay. This section will help readers understand how you’ve changed after facing your challenge or obstacle to become the stellar student you are today. It can also show the maturity and self-reflection colleges may seek in a student.

By sharing lessons learned in this type of essay, you also share how you will contribute to any college campus with your newly acquired traits and perspectives.

If you had to move from one city to another, perhaps you learned to be flexible or met new friends who helped you discover your fascination with science and technology. If you faced bullying, maybe you learned how to respect yourself without outside validation and gained resilience. Whatever the challenge, the lessons associated with overcoming it are most important.

Share actions you took as a result of overcoming the challenge

To help readers understand how you overcame the challenge and how the lessons you learned tangibly affected your life, you should also consider your actions after overcoming your obstacle.

For example, if you witnessed discrimination at school, you could have founded an anti-bullying campaign or student organization. If you lost a family member to a specific disease, you may have volunteered with an organization to help fund research for a cure.

Remember, all of this information needs to be authentic to your experience. Even the most minor actions can be impactful. So, truth is always best, even if you just learned to treat your family better or significantly improve your grades after facing this obstacle.

Connect the lessons you learned to your future

Finally, you can strengthen your response even more by connecting the lessons you learned and actions you took with your future goals.

Think about how you will show up in college after facing this challenge. And consider how you are better equipped now to achieve your future goals because of the lessons you learned. You can then tie this into how attending each college will help you reach those goals.

Seek support!

Admissions officers should never be the first people to read your essay. Get help from a teacher or college counselor, your parents or guardians, an online college essay writing site like Prompt , or fellow scholars like other NSHSS members before you hit "submit."

Have them read your essay and provide you with constructive feedback about content and structure. If you're stuck, you can ask for some "overcoming an obstacle" essay examples or ideas from those who know you well.

Then, submit your essay and enjoy that feeling of accomplishment!

Answering the essay prompt "Describe a Challenge You Overcame" offers a unique opportunity to showcase your resilience, growth, and problem-solving skills. By focusing on the specifics of the challenge, the steps you took to overcome it, and the lessons you learned, you'll answer the prompt effectively and make a lasting impression on the admissions team.

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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.


Paper title	Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms.
Author names	Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name.	Cecily J. Sinclair and Adam Gonzaga
Author affiliation	For a student paper, the affiliation is the institution where the student attends school. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author name(s).	Department of Psychology, University of Georgia
Course number and name	Provide the course number as shown on instructional materials, followed by a colon and the course name. Center the course number and name on the next double-spaced line after the author affiliation.	PSY 201: Introduction to Psychology
Instructor name	Provide the name of the instructor for the course using the format shown on instructional materials. Center the instructor name on the next double-spaced line after the course number and name.	Dr. Rowan J. Estes
Assignment due date	Provide the due date for the assignment. Center the due date on the next double-spaced line after the instructor name. Use the date format commonly used in your country.	October 18, 2020 18 October 2020
	Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header.	1

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.


Paper title	Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms.
Author names	Place one double-spaced blank line between the paper title and the author names. Center author names on their own line. If there are two authors, use the word “and” between authors; if there are three or more authors, place a comma between author names and use the word “and” before the final author name.	Francesca Humboldt
Author names	When different authors have different affiliations, use superscript numerals after author names to connect the names to the appropriate affiliation(s). If all authors have the same affiliation, superscript numerals are not used (see Section 2.3 of the for more on how to set up bylines and affiliations).	Tracy Reuter , Arielle Borovsky , and Casey Lew-Williams
Author affiliation	For a professional paper, the affiliation is the institution at which the research was conducted. Include both the name of any department and the name of the college, university, or other institution, separated by a comma. Center the affiliation on the next double-spaced line after the author names; when there are multiple affiliations, center each affiliation on its own line.	Department of Nursing, Morrigan University
Author affiliation	When different authors have different affiliations, use superscript numerals before affiliations to connect the affiliations to the appropriate author(s). Do not use superscript numerals if all authors share the same affiliations (see Section 2.3 of the for more).	Department of Psychology, Princeton University Department of Speech, Language, and Hearing Sciences, Purdue University
Author note	Place the author note in the bottom half of the title page. Center and bold the label “Author Note.” Align the paragraphs of the author note to the left. For further information on the contents of the author note, see Section 2.7 of the .	n/a
	The running head appears in all-capital letters in the page header of all pages, including the title page. Align the running head to the left margin. Do not use the label “Running head:” before the running head.	Prediction errors support children’s word learning
	Use the page number 1 on the title page. Use the automatic page-numbering function of your word processing program to insert page numbers in the top right corner of the page header.	1

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14 August 2024

Has your paper been used to train an AI model? Almost certainly

Elizabeth Gibney

You can also search for this author in PubMed Google Scholar

You have full access to this article via your institution.

Academic publisher Wiley has sold access to its research papers to firms developing large language models. Credit: Timon Schneider/Alamy

Academic publishers are selling access to research papers to technology firms to train artificial-intelligence (AI) models. Some researchers have reacted with dismay at such deals happening without the consultation of authors. The trend is raising questions about the use of published and sometimes copyrighted work to train the exploding number of AI chatbots in development.

Experts say that, if a research paper hasn’t yet been used to train a large language model (LLM), it probably will be soon. Researchers are exploring technical ways for authors to spot if their content being used.

AI models fed AI-generated data quickly spew nonsense

Last month, it emerged that the UK academic publisher Taylor & Francis, had signed a US$10-million deal with Microsoft, allowing the US technology company to access the publisher’s data to improve its AI systems. And in June, an investor update showed that US publisher Wiley had earned $23 million from allowing an unnamed company to train generative-AI models on its content.

Anything that is available to read online — whether in an open-access repository or not — is “pretty likely” to have been fed into an LLM already, says Lucy Lu Wang, an AI researcher at the University of Washington in Seattle. “And if a paper has already been used as training data in a model, there’s no way to remove that paper after the model has been trained,” she adds.

Massive data sets

LLMs train on huge volumes of data, frequently scraped from the Internet. They derive patterns between the often billions of snippets of language in the training data, known as tokens, that allow them to generate text with uncanny fluency.

Generative-AI models rely on absorbing patterns from these swathes of data to output text, images or computer code. Academic papers are valuable for LLM builders owing to their length and “high information density”, says Stefan Baack, who analyses AI training data sets at the Mozilla Foundation, a global non-profit organization in San Francisco, California that aims to keep the Internet open for all to access.

How does ChatGPT ‘think’? Psychology and neuroscience crack open AI large language models

Training models on a large body of scientific information also give them a much better ability to reason about scientific topics, says Wang, who co-created S2ORC, a data set based on 81.1 million academic papers. The data set was originally developed for text mining — applying analytical techniques to find patterns in data — but has since been used to train LLMs.

The trend of buying high-quality data sets is growing. This year, the Financial Times has offered its content to ChatGPT developer OpenAI in a lucrative deal, as has the online forum Reddit, to Google. And given that scientific publishers probably view the alternative as their work being scraped without an agreement, “I think there will be more of these deals to come,” says Wang.

Information secrets

Some AI developers, such as the Large-scale Artificial Intelligence Network, intentionally keep their data sets open, but many firms developing generative-AI models have kept much of their training data secret, says Baack. “We have no idea what is in there,” he says. Open-source repositories such as arXiv and the scholarly database PubMed of abstracts are thought to be “very popular” sources, he says, although paywalled journal articles probably have their free-to-read abstracts scraped by big technology firms. “They are always on the hunt for that kind of stuff,” he adds.

Proving that an LLM has used any individual paper is difficult, says Yves-Alexandre de Montjoye, a computer scientist at Imperial College London. One way is to prompt the model with an unusual sentence from a text and see whether the output matches the next words in the original. If it does, that is good evidence that the paper is in the training set. But if it doesn’t, that doesn’t mean that the paper wasn’t used — not least because developers can code the LLM to filter responses to ensure they don’t match training data too closely. “It takes a lot for this to work,” he says.

Robo-writers: the rise and risks of language-generating AI

Another method to check whether data are in a training set is known as membership inference attack. This relies on the idea that a model will be more confident about its output when it is seeing something that it has seen before. De Montjoye’s team has developed a version of this, called a copyright trap, for LLMs.

To set the trap, the team generates sentences that look plausible but are nonsense, and hides them in a body of work, for example as white text on a white background or in a field that’s displayed as zero width on a webpage. If an LLM is more ‘surprised’ — a measure known as its perplexity — by an unused control sentence than it is by the one hidden in the text, “that is statistical evidence that the traps were seen before”, he says.

Copyright questions

Even if it were possible to prove that an LLM has been trained on a certain text, it is not clear what happens next. Publishers maintain that, if developers use copyrighted text in training and have not sought a licence, that counts as infringement. But a counter legal argument says that LLMs do not copy anything — they harvest information content from training data, which gets broken up, and use their learning to generate new text.

AI is complicating plagiarism. How should scientists respond?

Litigation might help to resolve this. In an ongoing US copyright case that could be precedent-setting, The New York Times is suing Microsoft and ChatGPT’s developer OpenAI in San Francisco, California. The newspaper accuses the firms of using its journalistic content to train their models without permission.

Many academics are happy to have their work included in LLM training data — especially if the models make them more accurate. “I personally don’t mind if I have a chatbot who writes in the style of me,” says Baack. But he acknowledges that his job is not threatened by LLM outputs in the way that those of other professions, such as artists and writers, are.

Individual scientific authors currently have little power if the publisher of their paper decides to sell access to their copyrighted works. For publicly available articles, there is no established means to apportion credit or know whether a text has been used.

Some researchers, including de Montjoye, are frustrated. “We want LLMs, but we still want something that is fair, and I think we’ve not invented what this looks like yet,” he says.

Nature 632 , 715-716 (2024)

doi: https://doi.org/10.1038/d41586-024-02599-9

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Hackers may have stolen the Social Security numbers of every American. Here’s how to protect yourself

Closeup of a hand holding a Social Security card.

Copy Link URL Copied!

About four months after a notorious hacking group claimed to have stolen an extraordinary amount of sensitive personal information from a major data broker, a member of the group has reportedly released most of it for free on an online marketplace for stolen personal data.

The breach, which includes Social Security numbers and other sensitive data, could power a raft of identity theft, fraud and other crimes, said Teresa Murray, consumer watchdog director for the U.S. Public Interest Research Group.

For the record:

2:39 p.m. Aug. 15, 2024 A previous version of this article identified Teresa Murray as the consumer watchdog director for the U.S. Public Information Research Group. She works for the U.S. Public Interest Research Group.

“If this in fact is pretty much the whole dossier on all of us, it certainly is much more concerning” than prior breaches, Murray said in an interview. “And if people weren’t taking precautions in the past, which they should have been doing, this should be a five-alarm wake-up call for them.”

According to a class-action lawsuit filed in U.S. District Court in Fort Lauderdale, Fla., the hacking group USDoD claimed in April to have stolen personal records of 2.9 billion people from National Public Data, which offers personal information to employers, private investigators, staffing agencies and others doing background checks. The group offered in a forum for hackers to sell the data, which included records from the United States, Canada and the United Kingdom, for $3.5 million , a cybersecurity expert said in a post on X.

The lawsuit was reported by Bloomberg Law .

Last week, a purported member of USDoD identified only as Felice told the hacking forum that they were offering “ the full NPD database ,” according to a screenshot taken by BleepingComputer. The information consists of about 2.7 billion records, each of which includes a person’s full name, address, date of birth, Social Security number and phone number, along with alternate names and birth dates, Felice claimed.

Data of nearly all AT&T customers downloaded in security breach

Information on nearly all customers of the telecommunications giant AT&T was downloaded to a third-party platform in a 2022 security breach.

July 12, 2024

National Public Data didn’t respond to a request for comment, nor has it formally notified people about the alleged breach. It has, however, been telling people who contacted it via email that “we are aware of certain third-party claims about consumer data and are investigating these issues.”

In that email, the company also said that it had “purged the entire database, as a whole, of any and all entries, essentially opting everyone out.” As a result, it said, it has deleted any “non-public personal information” about people, although it added, “We may be required to retain certain records to comply with legal obligations.”

Several news outlets that focus on cybersecurity have looked at portions of the data Felice offered and said they appear to be real people’s actual information. If the leaked material is what it’s claimed to be, here are some of the risks posed and the steps you can take to protect yourself.

The threat of ID theft

The leak purports to provide much of the information that banks, insurance companies and service providers seek when creating accounts — and when granting a request to change the password on an existing account.

A few key pieces appeared to be missing from the hackers’ haul. One is email addresses, which many people use to log on to services. Another is driver’s license or passport photos, which some governmental agencies rely on to verify identities.

Still, Murray of PIRG said that bad actors could do “all kinds of things” with the leaked information, the most worrisome probably being to try to take over someone’s accounts — including those associated with their bank, investments, insurance policies and email. With your name, Social Security number, date of birth and mailing address, a fraudster could create fake accounts in your name or try to talk someone into resetting the password on one of your existing accounts.

“For somebody who’s really suave at it,” Murray said, “the possibilities are really endless.”

It’s also possible that criminals could use information from previous data breaches to add email addresses to the data from the reported National Public Data leak. Armed with all that, Murray said, “you can cause all kinds of chaos, commit all kinds of crimes, steal all kinds of money.”

Los Angeles County Dept. of Public Health at 2615 S Grand Ave #500, in Los Angeles.

Phishing attack hits L.A. County public health agency, jeopardizing 200,000-plus residents’ personal info

The personal information of more than 200,000 people in Los Angeles County was potentially exposed after a hacker used a phishing email to steal login credentials.

June 14, 2024

How to protect yourself

Data breaches have been so common over the years, some security experts say sensitive information about you is almost certainly available in the dark corners of the internet. And there are a lot of people capable of finding it; VPNRanks, a website that rates virtual private network services, estimates that 5 million people a day will access the dark web through the anonymizing TOR browser, although only a portion of them will be up to no good.

If you suspect that your Social Security number or other important identifying information about you has been leaked, experts say you should put a freeze on your credit files at the three major credit bureaus, Experian , Equifax and TransUnion . You can do so for free, and it will prevent criminals from taking out loans, signing up for credit cards and opening financial accounts under your name. The catch is that you’ll need to remember to lift the freeze temporarily if you are obtaining or applying for something that requires a credit check.

FILE - This June 19, 2017 file photo shows a person working on a laptop in North Andover, Mass. Cybercriminals shifted away from stealing individual consumers’ information in 2020 to focus on more profitable attacks on businesses. That's according to a report, Thursday, Jan. 28, 2021, from the Identity Theft Resource Center, a nonprofit that supports victims of identity crime. (AP Photo/Elise Amendola, File)

Technology and the Internet

Are you the victim of identity theft? Here’s what to do

If you’re a victim of identity thieves or a data hack, you need to act quickly. Here’s what to do to protect yourself.

Oct. 26, 2022

Placing a freeze can be done online or by phone, working with each credit bureau individually. PIRG cautions never to do so in response to an unsolicited email or text purporting to be from one of the credit agencies — such a message is probably the work of a scammer trying to dupe you into revealing sensitive personal information.

For more details, check out PIRG’s step-by-step guide to credit freezes .

You can also sign up for a service that monitors your accounts and the dark web to guard against identity theft, typically for a fee. If your data is exposed in a breach, the company whose network was breached will often provide one of these services for free for a year or more.

If you want to know whether you have something to worry about, multiple websites and service providers such as Google and Experian can scan the dark web for your information to see whether it’s out there. But those aren’t specific to the reported National Public Data breach. For that information, try a free tool from the cybersecurity company Pentester that offers to search for your information in the breached National Public Data files . Along with the search results, Pentester displays links to the sites where you can freeze your credit reports.

Atlas Privacy, a company that helps people remove their personal information from data brokers, also offers a way to check whether your info was breached in the National Public Data hack.

As important as these steps are to stop people from opening new accounts in your name, they aren’t much help protecting your existing accounts. Oddly enough, those accounts are especially vulnerable to identity thieves if you haven’t signed up for online access to them, Murray said — that’s because it’s easier for thieves to create a login and password while pretending to be you than it is for them to crack your existing login and password.

Republican vice presidential candidate Sen. JD Vance, R-Ohio, left, and Republican presidential candidate former President Donald Trump, shake hands at a campaign rally at Georgia State University in Atlanta, Saturday, Aug. 3, 2024. (AP Photo/Ben Gray)

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Trump campaign says its emails were hacked

Former President Trump’s campaign says it has been hacked and is blaming Iranian actors, saying they stole and distributed sensitive internal documents.

Aug. 10, 2024

Of course, having strong passwords that are different for every service and changed periodically helps. Password manager apps offer a simple way to create and keep track of passwords by storing them in the cloud, essentially requiring you to remember one master password instead of dozens of long and unpronounceable ones. These are available both for free (such as Apple’s iCloud Keychain) and for a fee .

Beyond that, experts say it’s extremely important to sign up for two-factor authentication. That adds another layer of security on top of your login and password. The second factor is usually something sent or linked to your phone, such as a text message; a more secure approach is to use an authenticator app, which will keep you secure even if your phone number is hijacked by scammers .

Yes, scammers can hijack your phone number through techniques called SIM swaps and port-out fraud , causing more identity-theft nightmares. To protect you on that front, AT&T allows you to create a passcode restricting access to your account; T-Mobile offers optional protection against your phone number being switched to a new device, and Verizon automatically blocks SIM swaps by shutting down both the new device and the existing one until the account holder weighs in with the existing device.

Your worst enemy may be you

As much or more than hacked data, scammers also rely on people to reveal sensitive information about themselves. One common tactic is to pose as your bank, employer, phone company or other service provider with whom you’ve done business and then try to hook you with a text or email message.

Banks, for example, routinely tell customers that they will not ask for their account information by phone. Nevertheless, scammers have coaxed victims into providing their account numbers, logins and passwords by posing as bank security officers trying to stop an unauthorized withdrawal or some other supposedly urgent threat.

People may even get an official-looking email purportedly from National Public Data, offering to help them deal with the reported leak, Murray said. “It’s not going to be NPD trying to help. It’s going to be some bad guy overseas” trying to con them out of sensitive information, she said.

It’s a good rule of thumb never to click on a link or call a phone number in an unsolicited text or email. If the message warns about fraud on your account and you don’t want to simply ignore it, look up the phone number for that company’s fraud department (it’s on the back of your debit and credit cards) and call for guidance.

“These bad guys, this is what they do for a living,” Murray said. They might send out tens of thousands of queries and get only one response, but that response could net them $10,000 from an unwitting victim. “Ten thousand dollars in one day for having one hit with one victim, that’s a pretty good return on investment,” she said. “That’s what motivates them.”

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Lack of growth opportunities is a big reason why employees leave jobs. Here’s how to change that

By investing in employee growth, companies can reduce costly turnover and increase job satisfaction among employees of all ranks

Healthy Workplaces
Managing Human Capital

man and woman looking at equipment in factory

APA’s 2024 Work in America survey found that nearly a quarter (23%) of American workers are not satisfied with their opportunities for growth and development at their place of work. What’s worse is that this lack of opportunity for advancement is one of the top reasons why Americans quit their jobs , according to a 2022 survey by the Pew Research Center.

By investing in employee growth, companies can reduce costly turnover and increase job satisfaction among employees at all levels. Here are some key workplace strategies that successfully foster growth:

Quality training and mentoring

“Organizations should talk about the three Es: experience, expertise, and exposure,” said Jeff McHenry, PhD, principal of Seattle-based Rainier Leadership Solutions. An industrial-organizational (I/O) psychologist, McHenry works with companies to create a culture centered on employee growth. “To grow someone’s skills effectively, you need to provide them with assignments that stretch them,” he said. Design projects that involve multiple departments so employees can cross-pollinate their skills and understand the company’s bigger picture.

This management mindset is difficult for leaders who “hoard” their talent, added Rich Cober, PhD, an I/O psychologist and managing vice president at Gartner, a research and advisory firm that helps companies develop and implement human resource strategies. “To create an ecosystem of development—which is often on the experiential side—you have to give great workers the space to work in other areas.”

Pathways for career advancement

To keep top performers, more companies today are developing talent marketplaces—online portals where employees can see current openings, read job descriptions, and understand the organizational hierarchy. These tools allow employees to map out their personal career trajectory, said Tim McGonigle, vice president at the Human Resources Research Organization. What’s more, the tools provide organizational transparency, thus fostering inclusion and diversity.

“In the past, employees may have relied [solely] on a mentor/manager to help navigate their careers,” he said. With a career-path system, employees have accurate, up-to-date information to do it themselves.

Career-pathing tools also benefit employees who don’t aspire to be the CEO someday. “It’s good to think in terms of a career ladder but also think of a career lattice—with lateral moves,” Cober said. Companies “can win by showing employees a path to becoming stronger and well-rounded,” he said. “It’s important in a world where change is constant.”

Relevant, reciprocal feedback

“The holy grail of performance management is for leaders to have really good conversations with their people about how they’re doing,” Cober said. That involves managers giving frequent, honest assessments, but also listening when employees talk about their needs. “The pandemic has created a moment where there’s much more appreciation for the total person as an employee. If you take care of them and their families, they will perform better and be more engaged.”

A holistic approach also considers employees’ psychological well-being, he added. “Mental health used to be taboo, but companies now want an open dialogue about the support people need,” Cober said.

Learning and accomplishment

With an emphasis on learning, companies can create a fluid, flexible workforce. One approach is “upskilling,” internal programs that teach new skills or upgrade existing skills. Notably, upskilled workers are more likely to report career advancement into a good job, experts say.

Separately, offering college-tuition benefits helps employees earn a degree debt-free and accomplish long-term career goals . This benefit is particularly attractive to entry-level workers in fields like fast food, retail, and health care.

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Social media algorithms warp how people learn from each other, research shows

Assistant Professor of Management and Organizations, Northwestern University

Disclosure statement

William Brady does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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People’s daily interactions with online algorithms affect how they learn from others , with negative consequences including social misperceptions, conflict and the spread of misinformation, my colleagues and I have found.

People are increasingly interacting with others in social media environments where algorithms control the flow of social information they see. Algorithms determine in part which messages, which people and which ideas social media users see.

On social media platforms, algorithms are mainly designed to amplify information that sustains engagement , meaning they keep people clicking on content and coming back to the platforms. I’m a social psychologist , and my colleagues and I have found evidence suggesting that a side effect of this design is that algorithms amplify information people are strongly biased to learn from. We call this information “PRIME,” for prestigious, in-group, moral and emotional information.

In our evolutionary past, biases to learn from PRIME information were very advantageous: Learning from prestigious individuals is efficient because these people are successful and their behavior can be copied. Paying attention to people who violate moral norms is important because sanctioning them helps the community maintain cooperation .

But what happens when PRIME information becomes amplified by algorithms and some people exploit algorithm amplification to promote themselves? Prestige becomes a poor signal of success because people can fake prestige on social media. Newsfeeds become oversaturated with negative and moral information so that there is conflict rather than cooperation.

The interaction of human psychology and algorithm amplification leads to dysfunction because social learning supports cooperation and problem-solving, but social media algorithms are designed to increase engagement. We call this mismatch functional misalignment .

Why it matters

One of the key outcomes of functional misalignment in algorithm-mediated social learning is that people start to form incorrect perceptions of their social world. For example, recent research suggests that when algorithms selectively amplify more extreme political views, people begin to think that their political in-group and out-group are more sharply divided than they really are. Such “false polarization” might be an important source of greater political conflict .

Functional misalignment can also lead to greater spread of misinformation. A recent study suggests that people who are spreading political misinformation leverage moral and emotional information – for example, posts that provoke moral outrage – in order to get people to share it more. When algorithms amplify moral and emotional information, misinformation gets included in the amplification.

What other research is being done

In general, research on this topic is in its infancy, but there are new studies emerging that examine key components of algorithm-mediated social learning. Some studies have demonstrated that social media algorithms clearly amplify PRIME information .

Whether this amplification leads to offline polarization is hotly contested at the moment. A recent experiment found evidence that Meta’s newsfeed increases polarization , but another experiment that involved a collaboration with Meta found no evidence of polarization increasing due to exposure to their algorithmic Facebook newsfeed.

More research is needed to fully understand the outcomes that emerge when humans and algorithms interact in feedback loops of social learning. Social media companies have most of the needed data, and I believe that they should give academic researchers access to it while also balancing ethical concerns such as privacy.

What’s next

A key question is what can be done to make algorithms foster accurate human social learning rather than exploit social learning biases. My research team is working on new algorithm designs that increase engagement while also penalizing PRIME information . We argue that this might maintain user activity that social media platforms seek, but also make people’s social perceptions more accurate.

The Research Brief is a short take on interesting academic work.

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What I have learned in this class Essay Example
(PDF) An Essay on Learning
Reflective Essay Thesis Statement Examples
Summary of What I've Learned (300 Words)
What I have learned this year Essay Example
Draft For Research Paper Example : How to Write an APA Research Paper

COMMENTS

PDF Writing your Reflective Essay on Research Strategies
Your essay should be 500 to 750 words. • Use the reflective essay to communicate specifics about your improved understanding and use of library services, resources, and collections as they applied to your paper or project. • Explain what advancements you see in your library research and what skills, techniques or strategies you have learned.
What I've Learned Through Involvement in Research
Either way, research has a way of opening up a whole new world of ideas, thinking, and creativity. Before getting involved in research, I never could have imagined that I would have learned so much. Not just about science, but about how to think critically. Research has taught me how to problem solve, analyze, and think creatively.
11.1 The Purpose of Research Writing
You will need a way to put your thoughts together in a logical, coherent manner. You may want to use the facts you have learned to create a narrative or to support an argument. And you may want to show the results of your research to your friends, your teachers, or even the editors of magazines and journals. Writing a research paper is an ideal ...
Writing from Research: What Will I Learn?
Step 4: Organizing Research and the Writer's Ideas. When your research is complete, you will organize your findings and decide which sources to cite in your paper. You will also have an opportunity to evaluate the evidence you have collected and determine whether it supports your thesis, or the focus of your paper.
Organizing Your Social Sciences Research Assignments
Thinking About Reflective Thinking. Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered.
How to Do Research for an Excellent Essay: The Complete Guide
Allow enough time. First and foremost, it's vital to allow enough time for your research. For this reason, don't leave your essay until the last minute. If you start writing without having done adequate research, it will almost certainly show in your essay's lack of quality. The amount of research time needed will vary according to ...
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Working in a lab or with a professor on a research project is an opportunity designed to help you learn above all else, so it's ok if you don't know what you're doing! It goes without saying that having little experience will make the final result of your research experience all the more worthwhile because of the potential to gain ...
How to Write a Research Essay (with Pictures)
Download Article. 1. Break up your essay into sub-topics. You will probably need to address several distinct aspects of your research topic in your essay. This is an important tactic for producing a well-organized research essay because it avoids 'stream of consciousness' writing, which typically lacks order.
How to Improve Your Research Skills: 6 Research Tips
How to Improve Your Research Skills: 6 Research Tips. Written by MasterClass. Last updated: Aug 18, 2021 • 3 min read. Whether you're writing a blog post or a short story, you'll likely reach a point in your first draft where you don't have enough information to go forward—and that's where research comes in.
Introduction to Research for Essay Writing
There are 5 modules in this course. Course 4: Introduction to Research for Essay Writing. This is the last course in the Academic Writing specialization before the capstone project. By the end of this course, you will be able to complete all the steps in planning a research paper. After completing this course, you will be able to: - choose ...
Reflect on the Experience
Reflect on the Experience. The end of an experience is a great time to reflect on your learning. With every research experience you will gain new skills, learn more about the type of environment you enjoy being in, further explore your strengths and interests, and test out your motivation to further study or pursue a career in a field or ...
Assignments
This assignment sheet recaps work accomplished thus far, details the short reflection essay assignment, and concludes with a sample Research Question Reflection. The research question and reflection assignment has two parts: 1. Share your existing research question with members of the class. As a group, use these criteria (now familiar to you ...
11.1: The Purpose of Research Writing
Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper. A research paper presents an original thesis, or purpose statement, about a topic and develops that ...
My First Research Experience: Being Open to the Unexpected
Research really has taught me to be open to the unexpected, and even welcome it, since being open has made me into a better researcher and student. Claire is a junior majoring in Mechanical Engineering and minoring in Mathematics. Click here to learn more about Claire. This entry was posted in Peer Research Ambassadors, Student Research Blog .
Lessons learned: Five pieces of advice for newbie researchers
Lessons learned. 1) Establish a clear research focus and small goals. At the beginning of our project, we lacked clear purpose and a sense of urgency. We began with the general goal of wanting to learn about our community's perceptions of e-books, and then following up with an article that evaluated these perceptions.
What can you learn from writing a research essay?
Even though research papers are based on previous findings, every new research paper needs to bring something new to light and draw some previously unknown conclusions. In order for you to succeed in writing a research paper, you have to learn how to use the data you have, use the knowledge you have, combine the two and come to certain conclusions.
A Beginner's Guide to Starting the Research Process
Step 4: Create a research design. The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you'll use to collect and analyze it, and the location and timescale of your research. There are often many possible paths you can take to answering ...
Organizing Your Social Sciences Research Paper
The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points derived from the findings of your study and, if applicable based on your analysis, explain new areas for future research.
How to write about research in college applications
Additional Info (up to 650 words) Supplemental Essays (approx. 100-500 words) University of California Personal Insight Questions (PIQs) (350 words) Narrative or Montage Personal Statement (650 words) Some schools: Interviews. Some schools: Research submission. Some schools: Letters of rec from a research supervisor.
What I learned after conducting a research for my thesis
It takes time. Research involves reading hard-to-understand journals, synthesizing and writing, collecting data, analyzing data, and understand the research process itself. For me, I learned it as I was doing the work. I learn time management. I have to do time management for real this time.
What I've Learned About Research Designs
Using the terminology I've learned in my Discovering Evidence class, what I'm used to doing is quantitative research, which focuses on large sample sizes, controls, and other aspects of research which ensure the most accurate possible numerical results. This works for chemistry experiments, but in social sciences it does not capture the ...
How to Write the Princeton Supplemental Essay
how to write Princeton Supplemental Essay Prompt #1. Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the ...
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It will save you the time and effort of redoing everything later. Once you understand your goal the next steps in writing a research paper are as follows. 2. Choose your topic. If you haven't been assigned a topic for your research paper, you'll need to choose one. These are some questions you can ask yourself to narrow it down:
How to Answer the Essay Prompt "Describe a Challenge You Overcame"
You had to overcome a specific fear to succeed at an activity you love. You may have had to rebuild your life after losing a relative. Maybe your family moved, which shook up your life. Or, receiving one terrible grade or criticism led you to change your outlook on life and motivated you to work harder than ever.
Title case capitalization
In title case, major words are capitalized, and most minor words are lowercase. Major words are nouns, verbs (including linking verbs), adjectives, adverbs, pronouns, and all words of four letters or more.
Title page setup
If all authors have the same affiliation, superscript numerals are not used (see Section 2.3 of the Publication Manual for more on how to set up bylines and affiliations). Tracy Reuter 1, Arielle Borovsky 2, and Casey Lew-Williams 1. Author affiliation For a professional paper, the affiliation is the institution at which the research was conducted.
Has your paper been used to train an AI model? Almost certainly
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Hackers may have stolen the Social Security numbers of every American
According to a class-action lawsuit filed in U.S. District Court in Fort Lauderdale, Fla., the hacking group USDoD claimed in April to have stolen personal records of 2.9 billion people from ...
Lack of growth opportunities is a big reason why employees leave jobs
APA's 2024 Work in America survey found that nearly a quarter (23%) of American workers are not satisfied with their opportunities for growth and development at their place of work. What's worse is that this lack of opportunity for advancement is one of the top reasons why Americans quit their jobs, according to a 2022 survey by the Pew Research Center.
Social media algorithms warp how people learn from each other, research
Social media algorithms amplify extreme political views. Functional misalignment can also lead to greater spread of misinformation. A recent study suggests that people who are spreading political ...