are the parts of a research paper

How to Write a Research Paper: Parts of the Paper

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

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

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

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

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

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

Examples of Thesis Statements from Purdue OWL

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

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

More about writing a literature review. . .

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

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

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

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

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Parts of a Research Paper

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Inhaltsverzeichnis

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

Parts of a Research Paper: Definition

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

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

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

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What are the main parts of a research paper?

There are eight main parts in a research paper :

• Title (cover page)

Introduction

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

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

Do you have to follow the exact research paper structure?

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

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

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

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

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

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

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

Research Paper Structure

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

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

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

Literature Review

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

Research Methodology

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

Data Analysis

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

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

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

Reference Page

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

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Research Paper Examples

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

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

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

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

Research Paper APA Formatting

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

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

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

In a Nutshell

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

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Writing Research Papers

• Research Paper Structure

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

Major Sections of a Research Paper in APA Style

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

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

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

Introduction

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

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

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

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

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

Tables and Figures

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

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

Variations of Research Papers in APA Style

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

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

Departures from APA Style

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

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

Workshops and Downloadable Resources

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

Downloadable Resources

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

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

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

External Resources

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

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

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

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• Formatting Research Papers
• Using Databases and Finding References
• What Types of References Are Appropriate?
• Evaluating References and Taking Notes
• Citing References
• Writing a Literature Review
• Writing Process and Revising
• Improving Scientific Writing
• Academic Integrity and Avoiding Plagiarism
• Writing Research Papers Videos

Scientific and Scholarly Writing

• Literature Searches
• Tracking and Citing References

Parts of a Scientific & Scholarly Paper

Introduction.

• Writing Effectively
• Where to Publish?
• Capstone Resources

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

INTRODUCTION (Background)

METHODS SECTION (Materials and Methods)

What is a title

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

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

What makes a good title?

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

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

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

The goal is to communicate:

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

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

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

Writing an Educational Research Paper

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

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

Title/Cover Page

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

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

Introduction and Statement of the Problem

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

Limitations of Study

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

Methodology

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

Literature Review

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

Main Body of Paper/Argument

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

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

Works Cited/Bibliography

See the Citation guide .

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

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Research Paper Structure: A Comprehensive Guide

Table of Contents

Writing a research paper is a daunting task, but understanding its structure can make the process more manageable and lead to a well-organized, coherent paper. This article provides a step-by-step approach to crafting a research paper, ensuring your work is not only informative but also structured for maximum impact.

Introduction

In any form of written communication, content structure plays a vital role in facilitating understanding. A well-structured research paper provides a framework that guides readers through the content, ensuring they grasp the main points efficiently. Without a clear structure, readers may become lost or confused, leading to a loss of interest and a failure to comprehend the intended message.

When it comes to research papers, structure is particularly important due to the complexity of the subject matter. Research papers often involve presenting and analyzing large amounts of data, theories, and arguments. Without a well-defined structure, readers may struggle to navigate through this information overload, resulting in a fragmented understanding of the topic.

How Structure Enhances Clarity and Coherence

A well-structured research paper not only helps readers follow the flow of ideas but also enhances the clarity and coherence of the content. By organizing information into sections, paragraphs, and sentences, researchers can present their thoughts logically and systematically. This logical organization allows readers to easily connect ideas, resulting in a more coherent and engaging reading experience.

One way in which structure enhances clarity is by providing a clear roadmap for readers to follow. By dividing the research paper into sections and subsections, researchers can guide readers through the different aspects of the topic. This allows readers to anticipate the flow of information and mentally prepare themselves for the upcoming content.

In addition, a well-structured research paper ensures that each paragraph serves a specific purpose and contributes to the overall argument or analysis. By clearly defining the main idea of each paragraph and providing supporting evidence or examples, researchers can avoid confusion and ensure that their points are effectively communicated.

Moreover, a structured research paper helps researchers maintain a consistent focus throughout their writing. By organizing their thoughts and ideas, researchers can ensure that they stay on track and avoid going off on tangents. This not only improves the clarity of the paper but also helps maintain the reader's interest and engagement.

Components of a Research Paper Structure

Title and abstract: the initial impression.

The title and abstract are the first elements readers encounter when accessing a research paper. The title should be concise, informative, and capture the essence of the study. For example, a title like "Exploring the Impact of Climate Change on Biodiversity in Tropical Rainforests" immediately conveys the subject matter and scope of the research. The abstract, on the other hand, provides a brief overview of the research problem, methodology, and findings, enticing readers to delve further into the paper. In a well-crafted abstract, researchers may highlight key results or implications of the study, giving readers a glimpse into the value of the research.

Introduction: Setting the Stage

The introduction serves as an invitation for readers to engage with the research paper. It should provide background information on the topic, highlight the research problem, and present the research question or thesis statement. By establishing the context and relevance of the study, the introduction piques readers' interest and prepares them for the content to follow. For instance, in a study on the impact of social media on mental health, the introduction may discuss the rise of social media platforms and the growing concerns about its effects on individuals' well-being. This contextual information helps readers understand the significance of the research and why it is worth exploring further.

Furthermore, the introduction may also outline the objectives of the study, stating what the researchers aim to achieve through their research. This helps readers understand the purpose and scope of the study, setting clear expectations for what they can expect to learn from the paper.

Literature Review: Building the Foundation

The literature review is a critical component of a research paper, as it demonstrates the researcher's understanding of existing knowledge and provides a foundation for the study. It involves reviewing and analyzing relevant scholarly articles, books, and other sources to identify gaps in research and establish the need for the current study. In a comprehensive literature review, researchers may summarize key findings from previous studies, identify areas of disagreement or controversy, and highlight the limitations of existing research.

Moreover, the literature review may also discuss theoretical frameworks or conceptual models that have been used in previous studies. By examining these frameworks, researchers can identify the theoretical underpinnings of their study and explain how their research fits within the broader academic discourse. This not only adds depth to the research paper but also helps readers understand the theoretical context in which the study is situated.

Methodology: Detailing the Process

The research design, data collection methods, and analysis techniques used in the study are described in the methodology section. It should be presented clearly and concisely, allowing readers to understand how the research was conducted and evaluated. A well-described methodology ensures the study's reliability and allows other researchers to replicate or build upon the findings.

Within the methodology section, researchers may provide a detailed description of the study population or sample, explaining how participants were selected and why they were chosen. This helps readers understand the generalizability of the findings and the extent to which they can be applied to a broader population.

In addition, researchers may also discuss any ethical considerations that were taken into account during the study. This could include obtaining informed consent from participants, ensuring confidentiality and anonymity, and following ethical guidelines set by relevant professional organizations. By addressing these ethical concerns, researchers demonstrate their commitment to conducting research in an ethical and responsible manner.

Results: Presenting the Findings

The results section represents the study findings. Researchers should organize their results in a logical manner, using tables, graphs, and descriptive statistics to support their conclusions. The results should be presented objectively, without interpretation or analysis. For instance, for a study on the effectiveness of a new drug in treating a specific medical condition, researchers may present the percentage of patients who experienced positive outcomes, along with any statistical significance associated with the results.

In addition to presenting the main findings, researchers may also include supplementary data or sub-analyses that provide further insights into the research question. This could include subgroup analyses, sensitivity analyses, or additional statistical tests that help explore the robustness of the findings.

Discussion: Interpreting the Results

In the discussion section, researchers analyze and interpret the results in light of the research question or thesis statement. This is an opportunity to explore the implications of the findings, compare them with existing literature, and offer insights into the broader significance of the study. The discussion should be supported by evidence and it is advised to avoid speculation.

Researchers may also discuss the limitations of their study, acknowledging any potential biases or confounding factors that may have influenced the results. By openly addressing these limitations, researchers demonstrate their commitment to transparency and scientific rigor.

Conclusion: Wrapping It Up

The conclusion provides a concise summary of the research paper, restating the main findings and their implications. It should also reflect on the significance of the study and suggest potential avenues for future research. A well-written conclusion leaves a lasting impression on readers, highlighting the importance of the research and its potential impact. By summarizing the key takeaways from the study, researchers ensure that readers walk away with a clear understanding of the research's contribution to the field.

Tips for Organizing Your Research Paper

Starting with a strong thesis statement.

A strong and clear thesis statement serves as the backbone of your research paper. It provides focus and direction, guiding the organization of ideas and arguments throughout the paper. Take the time to craft a well-defined thesis statement that encapsulates the core message of your research.

Creating an Outline: The Blueprint of Your Paper

An outline acts as a blueprint for your research paper, ensuring a logical flow of ideas and preventing disorganization. Divide your paper into sections and subsections, noting the main points and supporting arguments for each. This will help you maintain coherence and clarity throughout the writing process.

Balancing Depth and Breadth in Your Paper

When organizing your research paper, strike a balance between delving deeply into specific points and providing a broader overview. While depth is important for thorough analysis, too much detail can overwhelm readers. Consider your target audience and their level of familiarity with the topic to determine the appropriate level of depth and breadth for your paper.

By understanding the importance of research paper structure and implementing effective organizational strategies, researchers can ensure their work is accessible, engaging, and influential. A well-structured research paper not only communicates ideas clearly but also enhances the overall impact of the study. With careful planning and attention to detail, researchers can master the art of structuring their research papers, making them a valuable contribution to their field of study.

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

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

Research Paper

29 December 2023

last updated

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

Definition of What Is a Research Paper and Its Meaning

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

The Structure of a Research Work

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

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🔸 The First Part of a Research Study

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

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

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

🔸 Literature Review and Research or Experiment

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

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

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

🔸 Analysis of Findings

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

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

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

🔸 The Final Part of a Conducted Research

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

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

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

Research Characteristics

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

Types of Research Papers

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

Typical Research Papers

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

Serious Research Studies

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

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Parts of a Research Paper

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

This article is a part of the guide:

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

Browse Full Outline

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

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

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

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

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

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

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

Reference List

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

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

A good introduction generally consists of three distinct parts:

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

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

1) General Presentation

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

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

2) Purpose of the Paper

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

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

3) A Statement of Intent From the Writer

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Parts Of A Research Paper

• June 26, 2020
• Essay Guides and Topics

Here's What We'll Cover

You can only write an irrefutable research paper after acknowledging all the parts. How many parts are available in a research paper? It deems fit that you understand all the parts in depth.

No matter how excellent your writing skills are, it takes acknowledging the different parts of a research paper to keep the readers hooked. A research paper follows the hourglass structure.

The paper must present some general information first before you can add a literature review, hypothesis , or even your problem statement.

Why do I say this?

There is no definite manner or style of crafting and writing research papers. The field of study dictates the style of the paper. However, there are commonly known parts of a research paper and are pinpointed below.

Format On How To Write Parts Of A Research Paper

Introduction, limitations of the study, methodology, literature review, the main body.

• List of references

The cover page is also known as the title page. The page presents information about the research paper’s title.

The name of the student authoring the paper is always available on this page, the course unit, and the professor tutoring the course.

The dates when the research paper was presented must appear on the page as well.

An abstract is necessary to present a general overview of the research paper. Nonetheless, not all academic research papers necessitate an abstract.

Where one is required, it sticks within a word limit of 100-300 words. Through the abstract, readers grasp the central theme of the research and its essence.

When crafting the abstract , you should avoid using footnotes. Instead, you should present the significance of the research, the method used, the research questions , and the results of your research and findings.

Most importantly,

The abstract must be crafted carefully hence recording no mistakes. The abstract must appeal to the instructor as it’s the first thing they read apart from the title.

Your introduction helps the reader understand everything about the paper. You need to snatch the attention of the readers through your statement of the problem.

The thesis statement creates a trajectory that your research and paper follow. Endeavour to make readers understand what your topic focuses on and why it’s of great relevance to you.

How broad is the scope of your research paper? Readers ought to understand the areas that your paper focuses on and the ones it discounts.

There are so many factors that might limit your study from geographical location, time, gender, nationality, and many other factors.

As a research paper author, there is a need for you to make your research methodologies known. There are instances when you follow quantitative or qualitative research methods, and discussing the methods used makes your paper engaging.

How did you collect data? Some students interview people randomly, and others prepare and give out questionnaires.

Other researchers have written about the topic before. A literature review helps uncover what other researchers have identified.

Therefore, have a segment that presents what is already known and documented about the topic or subject matter.

The body of your research paper is the longest and showcases your arguments and findings. Therefore, when crafting the main body, you need to keep the thesis as your central area of focus.

The last thing that you need is missing the point or giving distorted and confusing information. Maintain a rational and sober argument .

The main body contains numerous citations in support of your arguments. To present a top-notch research paper, ensure to abhor meaningless parentheses.

 Conclusion

You need to give your arguments and paper a conclusive underscore. The conclusion part must be informative and extensively stimulating.

Your hypothesis and questions appearing in your introduction must receive an answer at this point. Readers may forget the words used in the body but never on the conclusion. Therefore, endeavor to maintain an exciting conclusion.

Here’s the point,

As a result, the readers will get contented by your arguments and the research paper at large.

For the sake of your readers, you should consider adding several appendices. The appendices help readers enlarge their understanding.

The appendices materials that you can avail include questionnaires, tables, maps, a list of terms, images, lengthy statistics, charts, letters, and any other supplementary information or material relevant to the topic.

  List of references

Finally, you need to have your list of references. The citations available in your paper must be cited as per their recommendations. Therefore, ensure to avail details of all your sources following alphabetical order. Ensure to follow the reference format demanded by your tutor.

Lets not forget,

Understanding the parts that make a research paper helps sharpen your skills. Therefore, understand and master all the above sections. Nonetheless, ensure to consider working on the components required by your tutor for your research paper.

An Example Showing Parts Of A Research Paper

What are the main parts of a research paper?

The mains parts of a research paper include; Abstract, Introduction, Limitation of the study, methodology, literature review, research findings and analysis, the discussion then finally bibliography/ references.

What are the parts of research introduction?

The research introduction should have the topic sentence, which presents the main idea of your paper, thesis statement, which states the primary purpose clearly, supporting sentences then finally a conclusion statement.

What are the parts of thesis?

The thesis has a basic structure, and it includes; an abstract, research methods and discussions, conclusion then finally references/ bibliography.

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Research Writing ~ How to Write a Research Paper

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

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

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

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

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

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

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

Examples of thesis statements from Purdue OWL. . .

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

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

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

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

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

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

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

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• Published: 27 March 2024

The effects of genetic and modifiable risk factors on brain regions vulnerable to ageing and disease

• Jordi Manuello   ORCID: orcid.org/0000-0002-9928-0924 1 , 2 ,
• Joosung Min   ORCID: orcid.org/0000-0002-5541-5014 3 ,
• Paul McCarthy 1 ,
• Fidel Alfaro-Almagro 1 ,
• Soojin Lee 1 , 4 ,
• Stephen Smith 1 ,
• Lloyd T. Elliott 3   na1 ,
• Anderson M. Winkler 5 , 6   na1 &
• Gwenaëlle Douaud   ORCID: orcid.org/0000-0003-1981-391X 1  

Nature Communications volume  15 , Article number:  2576 ( 2024 ) Cite this article

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• Genetics research
• Neuroscience
• Risk factors

We have previously identified a network of higher-order brain regions particularly vulnerable to the ageing process, schizophrenia and Alzheimer’s disease. However, it remains unknown what the genetic influences on this fragile brain network are, and whether it can be altered by the most common modifiable risk factors for dementia. Here, in ~40,000 UK Biobank participants, we first show significant genome-wide associations between this brain network and seven genetic clusters implicated in cardiovascular deaths, schizophrenia, Alzheimer’s and Parkinson’s disease, and with the two antigens of the XG blood group located in the pseudoautosomal region of the sex chromosomes. We further reveal that the most deleterious modifiable risk factors for this vulnerable brain network are diabetes, nitrogen dioxide – a proxy for traffic-related air pollution – and alcohol intake frequency. The extent of these associations was uncovered by examining these modifiable risk factors in a single model to assess the unique contribution of each on the vulnerable brain network, above and beyond the dominating effects of age and sex. These results provide a comprehensive picture of the role played by genetic and modifiable risk factors on these fragile parts of the brain.

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Introduction

The development of preventative strategies based on modifying risk factors might prove to be a successful approach in ensuring healthy ageing. Factors particularly scrutinised in dementia and unhealthy ageing have included cerebrovascular factors such as high blood pressure, diabetes and obesity, but also lifestyle ones such as alcohol consumption, and protective factors such as exercise 1 . Assessing these modifiable risk factors together makes it possible to identify the unique contribution of each of these factors on the brain or on cognitive decline. A Lancet commission, updated in 2020 to include, e.g., pollution for its possible role in the incidence of dementia 2 , examined the relative impact of 12 modifiable risk factors for dementia, and showed that these 12 factors may account for 40% of the cases worldwide 3 . Conversely, genetic factors are non-modifiable in nature, but can inform us about the mechanisms underlying the phenotypes of interest. These mechanisms sometimes can be shared across these phenotypes. For instance, genetic overlap has been found for Alzheimer’s and Parkinson’s diseases at a locus in the MAPT region 4 . Likewise, one of the most pleiotropic variants, in the SLC39A8 / ZIP8 gene, shows genome-wide associations with both schizophrenia and fluid intelligence, amongst many other phenotypes 5 , 6 .

One way to objectively and robustly assess susceptibility for unhealthy ageing is to look non-invasively at brain imaging markers 7 . Using a data-driven approach on a lifespan cohort, we previously identified an ensemble of higher-order, ‘transmodal’ brain regions that degenerates earlier and faster than the rest of the brain 8 . The very same areas also develop relatively late during adolescence, thus supporting the ‘last in, first out’ (LIFO) hypothesis, which posits that the process of age-related brain decline mirrors developmental maturation. Importantly, this network of brain regions further demonstrated heightened vulnerability to schizophrenia and Alzheimer’s disease, two disorders that impact on brain structure during adolescence and ageing respectively. Accordingly, this LIFO network was strongly associated with cognitive traits whose impairment is specifically related to these two disorders, namely fluid intelligence and long-term memory 8 .

Here, our main objective was to assess both the genetic and modifiable risk factors’ contributions to the vulnerability of these most fragile parts of the brain. We conducted a genome-wide association study on a prospective cohort of nearly 40,000 participants of the UK Biobank study who had received brain imaging, and in total evaluated the association between the LIFO brain network and 161 modifiable risk factors, classified according to 15 broad categories: blood pressure, cholesterol, diabetes, weight, alcohol consumption, smoking, depressive mood, inflammation, pollution, hearing, sleep, socialisation, diet, physical activity and education.

The vulnerable LIFO brain network in UK Biobank

Similar to our previously observed results 8 , the loadings of the LIFO brain network, i.e., the normalised grey matter volume in the network after regressing out the effects of all the other brain maps (see Methods), demonstrated a strong quadratic association with age in the UK Biobank cohort of 39,676 participants ( R 2  = 0.30, P  < 2.23 × 10 −308 , Fig.  1 ). These higher-order regions thus show an accelerated decrease of grey matter volume compared with the rest of the brain. Furthermore, these areas define a network mainly involved in behavioural tasks related to execution, working memory, and attention (Fig.  1 , Supplementary Information ).

Top left, spatial map of the LIFO network (in red-yellow, thresholded at Z  > 4 for visualisation) used to extract the loadings from every scanned participant from UK Biobank ( n  = 39,676). Top right, these LIFO loadings (in arbitrary units) show a strong quadratic association with age in the UK Biobank cohort, i.e. grey matter volume decreases quadratically with older age in these specific regions ( R 2  = 0.30, P  < 2.23 × 10 −308 ; inset: residual scatterplot). Bottom, the vulnerable network appears to encompass areas mainly involved in execution, working memory, and attention (using the BrainMap taxonomy 60 , and with the LIFO brain network thresholded at both Z  = 4 and Z  = 10, see  Supplementary Information ).

Genetic influences over the vulnerable LIFO brain network

Using a minor allele frequency filter of 1% and a –log 10 (P) threshold of 7.5, we found, in the 39,676 participants, genome-wide associations between the LIFO brain network and seven genetic clusters whose top variants were all replicated (Table  1 /Supplementary Data  1 , Fig.  2 ).

Top row, Manhattan plot showing the 7 significant genetic clusters associated with the LIFO brain network (–log 10 ( P ) > 7.5). Second and third rows, regional association plots of the top variants for each of the 5 autosomal genetic clusters: rs6540873 on chromosome (Chr) 1 ( KCNK2 ), rs13107325 on Chr4 ( SLC39A8 ), rs2677109 on Chr6 ( RUNX2 ) (as a proxy in high LD R 2  = 0.86 with indel 6:45442860_TA_T), rs12146713 on Chr12 ( NUAK1 ), and rs2532395 on Chr17 ( MAPT , KANSL1 )(highest variant after tri-allelic rs2693333; see Supplementary Data  4 for a complete list of significant variants in this 5th MAPT genetic cluster). Bottom row, regional association plots of the top variants for the two genetic clusters in the pseudo-autosomal region PAR1 of the X chromosome: rs312238 ( XG , CD99 ) and rs2857316 ( XG )(UK Biobank has no genotyped variants on the 3’ side). Based on Human Genome build hg19. P -values are derived from a two-sided linear association test.

The first autosomal genetic cluster, on chromosome 1, included two variants (lead variant: rs6540873, β  = 0.06, P  = 1.71 × 10 −8 , and rs1452628, with posterior probabilities of inclusion in the causal variant set of 0.56 and 0.45, respectively) close to, and eQTL of, KCNK2 ( TREK1 ). This gene regulates immune-cell trafficking into the central nervous system, controls inflammation, and plays a major role in the neuroprotection against ischemia. Of relevance, these two loci are in particular related in UK Biobank participants with the amount of alcohol consumed, insulin levels, inflammation with interleukin-8 levels, as well as, crucially, with late-onset Alzheimer’s disease (Table  1 /Supplementary Data  1 ).

The second autosomal genetic cluster on chromosome 4 was made of 7 loci, with the lead variant rs13107325 in an exon of SLC39A8/ZIP8 ( β  = 0.14, P  = 2.82 × 10 −13 , posterior probability: 0.99). This locus is one of the most pleiotropic SNPs identified in GWAS, and is, amongst many other associations, related in UK Biobank with cholesterol, blood pressure, weight, inflammation with C-reactive proteins levels, diabetes with insuline-like growth factor 1 levels, alcohol intake, sleep duration, and cognitive performance/impairment, including prospective memory (Table 1 /Supplementary Data  1 ).

The third locus was an indel in chromosome 6 in an intron, and eQTL, of RUNX2 (rs35187443, β  = 0.06, P  = 9.03 × 10 −9 ), which plays a key role in differentiating osteoblasts, and has been very recently shown to limit neurogenesis and oligodendrogenesis in a cellular model of Alzheimer’s disease 9 .

The fourth locus was a SNP in chromosome 12, in an intron of NUAK1 (rs12146713, β  = −0.10, P  = 1.26 × 10 −9 ), and remarkably its top association in UK Biobank was with the contrast between schizophrenia and major depressive disorder 10 , and it was also associated with insulin-like growth factor 1 levels (Table 1 /Supplementary Data  1 ).

The final genetic autosomal genetic cluster was made of 3,906 variants in the MAPT region. Its lead non-triallelic variant, rs2532395 ( β  = −0.09, P  = 3.56 × 10 −15 ) was more specifically <10 kb from KANSL1 and an eQTL of KANSL1 , MAPT and other genes in brain tissues (Table 1 /Supplementary Data  1 , Supplementary Data 4 ). This locus was also associated in UK Biobank with tiredness and alcohol intake. MAPT is in 17q21.31, a chromosomal band involved with a common chromosome 17 inversion 11 . Adding chromosome 17 inversion status as a confounder reduced the significance of the association ( β  = −0.15, P  = 8.45 × 10 −3 ). Since the genotype for rs2532395 was also strongly correlated with chromosome 17 inversion in our dataset (Pearson correlation r  = 0.98, P  < 2 × 10 −16 ), this would suggest that the association between MAPT and the LIFO network is not independent from chromosome 17 inversion. As this extended genetic region is known for its pathological association with many neurodegenerative disorders including Alzheimer’s disease, we investigated whether the LIFO brain regions mediated the effect of the MAPT genetic cluster (using the lead bi-allelic variant rs2532395) on Alzheimer’s disease (see Methods). Despite small average causal mediated effect (ACME) sizes, we found a significant effect for both the dominant model (ACME β  = 1.16 × 10 −4 ; 95% CI = [5.19 × 10 −5 , 1.99 × 10 −4 ]; P  = 4 × 10 −5 ) and the recessive model (ACME β  = 1.55 × 10 −4 ; 95% CI = [3.96 × 10 −5 , 3.74 × 10 −4 ]; P  = 4 × 10 −5 ; full output of the mediation package on the dominant and recessive models in  Supplementary Information ).

The two last genetic clusters of 8 and 9 variants respectively were found on the X chromosome, notably in a pseudo-autosomal region (PAR1), which is interestingly hit at a higher rate than the rest of the genome ( P  = 1.56 × 10 −5 , see  Supplementary Information ). The top variants for these clusters were related to two homologous genes coding for the two antigens of the XG blood group: rs312238 ( β  = −0.05, P  = 1.77 × 10 −10 ) ~ 10 kb from, and an eQTL of, CD99/MIC2 , and rs2857316 ( β  = −0.08, P  = 2.27 × 10 −29 ) in an intron and eQTL of XG  (Table 1 /Supplementary Data  1 ). Since chromosome X has hardly been explored, we carried out our own association analyses between these two top variants and non-imaging variables in UK Biobank. Intriguingly, the first of these two PAR1 loci, rs312238, was found to be significantly associated in the genotyped participants who had not been scanned (out-of-sample analysis in n  = 374,230 UK Biobank participants) with nitrogen dioxide air pollution, our ‘best’ MRF for pollution (see below), and many other environmental, socioeconomic, and early life factors (such as urban or rural setting, distance from the coast, place of birth, number of siblings, breastfed as a baby, maternal smoking around birth), as well as health outcomes (Supplementary Data  2 ). In particular, amongst the more easily interpretable findings of the most associated variables with rs312238, the T allele of this locus was associated with two increased measures of deprivation and/or disability (worse socioeconomic status), the ‘Townsend deprivation index’ and the ‘Health score’, but also with ‘Nitrogen dioxide air pollution’, ‘Maternal smoking around birth’, as well as ‘Number of full brothers’ and ‘Number of full sisters’, thus showing consistent signs of association between this variant and these phenotypes.

We found that the heritability of the LIFO network was significant, with h 2  = 0.15 (se = 0.01). The genetic co-heritability between the LIFO network and Alzheimer’s disease or schizophrenia was not statistically significant (coefficient of co-heritability = −0.12, se = 0.10; P  = 0.23; coefficient of co-heritability = −0.16, se = 0.04, P  = 0.07, respectively).

Modifiable risk factors’ associations with the vulnerable LIFO brain network

Including the modifiable risk factors (MRFs) in a single general linear model allows us to assess the unique contribution of each factor on the LIFO brain network. Not all UK Biobank participants have data available for all of the MRF variables however. An analysis limited to those with complete data for all MRFs would be biased, and based on a relatively small, low-powered sample. We addressed this issue via a two-stage analysis in which: (i) we first identified which variable within each of the 15 MRF categories best represented associations of that category with the LIFO brain network loadings (based on two criteria: significance and <5% missing values), (ii) we investigated the unique contribution of that MRF category, over and above all other categories and the dominating effects of age and sex, to the LIFO loadings.

From the first stage of our analysis, 12 of the 15 categories of MRFs had at least one ‘best’ MRF, i.e., with a significant effect on the LIFO brain network and enough non-missing values across all scanned participants to be investigated further (Table  2 /Supplementary Data  3 ). The contribution of the MRFs on the vulnerable brain network differed vastly depending on whether confounding effects of age, sex and head size were taken into account. The effect size and significance of some MRFs diminished because of some clear collinearity with the confounders. For instance, for the category of blood pressure, the most significant MRF was first “systolic blood pressure, automatic (second) reading” ( r  = −0.20, P  < 2.23 × 10 −308 ), but after regressing out the confounders, the ‘best’ MRF for this category was “medication for blood pressure” ( r  = −0.05, P  = 7.55 × 10 −22 ). Conversely, regressing out the effects of age served to unmask the significant deleterious effects of pollution on the vulnerable brain regions, such as nitrogen dioxide air pollution or particulate matter air pollution (Table  2 /Supplementary Data  3 ).

When considered together in a single model in the second stage of the analysis, 3 best MRFs had an effect on the LIFO brain network that remained significant beyond the dominating effects of age and sex, and of the 9 other best MRFs: diabetes (“diabetes diagnosed by doctor”, r  = −0.05, P  = 1.13 × 10 −24 ), pollution (“nitrogen dioxide air pollution in 2005”, r  = −0.05, P  = 5.39 × 10 −20 ) and alcohol (“alcohol intake frequency”, r  = −0.04, P  = 3.81 × 10 −17 ) (Table  3 ). No MRFs showed any bias in their sub-sampling distribution, i.e., any significant difference between the original sample and the reduced sample of 35,527 participants who had values for all 18 variables considered (the 12 best MRFs and 6 confounders: age, sex, age 2 , age × sex, age 2  × sex, head size; Supplementary Information ). In total, the 12 best MRFs explained 1.5% of the effect on the vulnerable brain network ( F 12;35509  = 43.5).

While 6 out of the 7 genetic clusters associated with the LIFO network were correlated with many variables related to each of the 15 MRF categories, including diabetes, alcohol consumption and traffic pollution (Supplementary Data  1 ), we also found some genetic overlap between the very specific best MRF of “alcohol intake frequency” and the LIFO network in the pleiotropic rs13107325 variant (cluster 2), as well as rs17690703, part of the large genetic cluster 5 in MAPT (Supplementary Data  4 ). No genetic overlap was found for the precise “nitrogen dioxide air pollution in 2005” or “diabetes diagnosed by doctor”, nor for approximate variables.

This study reveals, in a cohort of nearly 40,000 UK Biobank participants, the genetic and modifiable risk factors’ associations with brain regions in a ‘last in, first out’ (LIFO) network that show earlier and accelerated ageing and are particularly vulnerable to disease processes such as that of Alzheimer’s disease 8 . Seven genetic clusters, two of which in the pseudo-autosomal region of the sex chromosomes coding for two antigens of the XG blood system, were found significantly associated and replicated genome-wide. In addition, after accounting for age and sex effects, diabetes, traffic-related pollution and alcohol were the most deleterious modifiable risk factors (MRFs) on these particularly vulnerable brain regions.

Three lead variants for our significant genetic clusters have been previously associated with ageing-related brain imaging measures in recent studies: one, in cluster 1, an eQTL of KCNK2 ( TREK1 ) 12 , 13 , whose increase in expression mediates neuroprotection during ischemia 14 , the ubiquitous rs13107325 (cluster 2), and one, in cluster 4, in an intron of NUAK1 ( ARK5 ) 15 , 16 , 17 , which has been associated with tau pathology 18 (Table  1 /Supplementary Data  1 ). On the other hand, of the seven genetic clusters, three were entirely novel (clusters 3, 6 and 7), and not found in other brain imaging studies, including our most recent work that expanded on our previous GWAS of all of the brain IDPs available in UK Biobank 19 by including more participants—in fact, the same number of participants as analysed in this present work—and, crucially, by also including the X chromosome 20 (Table  1 /Supplementary Data  1 ). This suggests that, beyond the genetic hits that were meaningfully associated with the LIFO brain network and an array of relevant risk factors, lifestyle variables and brain disorders, and found in a few other imaging GWAS, some of the genetic underpinnings of the LIFO network are intrinsically specific to it and to no other pre-existing imaging phenotype.

All five autosomal genetic clusters identified through the GWAS of the LIFO phenotype had relevant associations with risk factors for dementia (Results; Supplementary Data  1 ), including precisely two of the best MRFs (for clusters 2 and 5), and three of them directly related in UK Biobank to the two diseases showing a pattern of brain abnormalities following the LIFO network: schizophrenia (clusters 2 and 4) and Alzheimer’s disease (cluster 1) (Supplementary Data  1 ). In particular, cluster 2 has its lead variant rs13107325 in an exon of one of the most pleiotropic genes ZIP8 , which codes for a zinc and metal transporter. Considering the vulnerability of the LIFO brain network to adolescent-onset schizophrenia and its significant association with fluid intelligence that we previously demonstrated 8 , it is notable that this variant has been associated genome-wide with schizophrenia 6 , as well as intelligence, educational attainment and mathematics ability 5 , 21 . In line with the LIFO brain network being both prone to accelerated ageing and susceptible to Alzheimer’s disease, this genetic locus has also been associated genome-wide with well-known risk factors for dementia. These comprise alcohol—including the exact same variable of “alcohol intake frequency” as identified as one of the best MRFs—cholesterol, weight, sleep—including “sleep duration”—and blood pressure 22 , 23 , 24 , 25 , 26 , all of which significantly contribute to modulating the LIFO brain network when considered separately (Table  2 /Supplementary Data  3 ). Of relevance, this genetic locus is also associated to an increased risk of cardiovascular death 27 . Cluster 5, a large genetic cluster in the MAPT region (Microtubule-Associated Protein Tau), comprised in total 3906 significant variants (Supplementary Data  4 ). This genetic region plays a role in various neurodegenerative disorders related to mutations of the protein tau, such as frontotemporal dementia 28 and progressive supranuclear palsy 29 , but also, of particular pertinence to the LIFO brain network, Alzheimer’s and Parkinson’s disease, with a genetic overlap between these two diseases in a locus included in our significant cluster 5 (rs393152, β  = −0.09, P  = 6.35 × 10 −14 ) 4 . Despite the relatively low number of people with diagnosed Alzheimer’s disease in the genetic discovery cohort, we were able to establish—albeit with small effect sizes—a significant mediation role for the LIFO brain regions between the lead bi-allelic variant for cluster 5 and this Alzheimer’s diagnosis, suggesting once more the importance played by these vulnerable brain areas in unhealthy ageing.

Finally, of the seven clusters, two were located in the pseudo-autosomal region (PAR1) of the sex chromosomes corresponding to the genes XG and CD99 , coding for the two antigens of the XG blood group. This blood group system has been largely neglected, its main contribution related to the mapping of the X chromosome itself, and its clinical role remains elusive 30 . In order to investigate further the possible role of these two variants of the XG blood group, we examined out-of-sample their associations with thousands of non-imaging phenotypes. This analysis revealed that the first of these two loci was significantly and consistently associated with early life factors, environmental factors and health outcomes, including particulate matter and nitrogen dioxide air pollution, the second most deleterious MRF to the LIFO brain network (Supplementary Data  2 ). Whether these associations are due to stratification or genotyping artefacts, or to the fact that this specific variant, which is inherited from a parent, has a parental impact that modulates the effect of early life environment of the UK Biobank participants, the so-called “nature of nurture”, will need further investigation 31 .

Intriguingly, an analysis revealed that the genes involved in the loci associated with the LIFO network (Table  1 /Supplementary Data  1 ) are enriched for the gene ontology terms of leucocyte extravasation, namely “positive regulation of neutrophil extravasation” ( P  = 4.75 × 10 −6 ) and “T cell extravasation” ( P  = 4.75 × 10 −6 ). This result held when removing the genes included in the MAPT extended region (with P  = 2.54 × 10 −6 and P  = 2.54 × 10 −6 , respectively). Leucocyte extravasation facilitates the immune and inflammatory response, and there has been renewed focus on the fact that a breakdown of the blood-brain barrier together with leukocyte extravasation might contribute to both Alzheimer’s disease and schizophrenia 32 , 33 . In line with the enrichment findings, 4 out of the 7 genetic clusters associated with the LIFO network are correlated in UK Biobank blood assays with percentage or count of immune cells (neutrophil, lymphocyte, platelet, monocyte, etc.; Supplementary Data  1 ).

Regarding MRFs’ effects on the LIFO brain network, diabetes and alcohol consumption have been consistently shown to be associated with both cerebral and cognitive decline 34 , 35 . On the other hand, pollution—and notably that of nitrogen oxides—has emerged more recently as a potential MRF for dementia 2 , 36 . In particular, the increase of dementia risk due to nitrogen oxide pollution, a proxy for traffic-related air pollution, seems to be enhanced by cardiovascular disease 37 . In this study, we found that nitrogen dioxide pollution has one of the most deleterious effects onto the fragile LIFO brain regions. This effect could only be unmasked by regressing out the effects of age and sex, as traffic-related air pollution is modestly inversely-correlated with age (Supplementary Data  5 ). It is also worth noting that including age and sex as confounding variables in the first stage of our analysis reduced considerably the contribution of what had appeared at first—before regression—as the most harmful risk factors: blood pressure, cholesterol and weight (Table  2 /Supplementary Data  3 ). Furthermore, the benefit of examining these MRFs in a single model in the second stage of our analysis is that we can assess the unique contribution of each of these factors on the LIFO brain network; in doing so, blood pressure, cholesterol and weight were no longer significant (Table  3 ).

One defining characteristic of the LIFO brain network is how much age explains its variance. Indeed, in the dataset covering most of the lifespan that was initially used to identify the LIFO and spatially define it 8 , age explained 50%. In the UK Biobank imaging project, where imaged participants are over 45 years old, age explained 30% (Fig.  1 ). It is thus perhaps unsurprising that, while the explained variance by each of the MRFs varies widely (Table  2 /Supplementary Data  3 ), it reduces notably once the effect of age and other confounders has been regressed out (without confounders included in the model: maximum 8.4%; with confounders: maximum 0.5%). Combined, the 12 best MRFs explained a significant 1.5% of the effect on the vulnerable brain network after regressing out age, head size and sex effects. Regarding the genetic hits, we found a significant heritability with h 2  = 0.15, in keeping with our results for structural brain phenotypes (except for subcortical and global brain volumes, which demonstrate higher heritability 19 ).

The uniqueness of this study relies on the fact that we combined the strengths of two different cohorts: the first, which revealed the LIFO grey matter network, is lifespan, demonstrating the mirroring of developmental and ageing processes in the LIFO brain areas, something that could never be achieved with UK Biobank because of its limited age range. Of note, for this initial work with the lifespan cohort 8 , we not only included grey matter partial volume images, as done in this current study, but also Freesurfer information of cortical thickness and surface area. The LIFO network showed no contribution from Freesurfer cortical thickness or area. This might hint at processes that only partial volume maps are able to detect due to the LIFO network’s specific localisation, including in the cerebellum and subcortical structures, which are not included in the area and thickness surface methods from Freesurfer.

Limitations of our study pertain to the nature of the data itself and the way each variable is encoded in the UK Biobank (binary, ordinal, categorical, continuous), the number of missing values, what is offered as variables for each modifiable risk factor category (e.g. we chose not to create any compound variables, such as the ratio of cholesterol levels or systolic and diastolic blood pressures), and the curation of each of these variables. Some of the factors might be proxies for another category, but including the ‘best’ ones in a single model alleviate these issues to some extent. Another limitation is the assumption in our models that each risk factor has a linear, additive effect on the vulnerable LIFO brain network. It is also important to note that cross-sectional and longitudinal patterns of brain ageing can differ, as has been shown for instance for adult span trajectories of episodic and semantic memory, especially in younger adults 38 . A recent study has also demonstrated a specific ‘brain age’ imaging measure to be more related to early life influences on brain structure than within-person rates of change in the ageing brain 39 . Further work will be needed to establish how the LIFO network data changes in terms of within-person trends, for instance by investigating the growing UK Biobank longitudinal imaging database. While we took care of assessing the replicability of our genetic results by randomly assigning a third of our dataset for such purposes (all our significant genetic hits were replicated), this was performed within the UK Biobank cohort that exhibits well-documented biases, being well-educated, less deprived, and healthier than the general population, especially for its imaging arm 40 . Independent replications will be needed to confirm the existence of the LIFO-associated genetic loci.

In conclusion, our study reveals the modifiable and non-modifiable factors associated with some of the most fragile parts of the brain particularly vulnerable to ageing and disease process. It shows that, above and beyond the effect of age and sex, the most deleterious modifiable risk factors to this brain network of higher-order regions are diabetes, pollution and alcohol intake. Genetic factors are related to immune and inflammatory response, tau pathology, metal transport and vascular dysfunction, as well as to the XG blood group system from the pseudo-autosomal region of the sex chromosomes, and meaningfully associated with relevant modifiable risk factors for dementia. The unprecedented genome-wide discovery of the two variants on the sex chromosomes in this relatively unexplored blood group opens the way for further investigation into its possible role in underlying unhealthy ageing.

Supplementary Information is available for this paper.

For the present work the imaging cohort of UK Biobank was used and we included 39,676 subjects who had been scanned and for whom the brain scans had been preprocessed at the time of the final set of analyses (M/F 47–53%; 44–82 years, mean age 64 ± 7 years; as of October 2020) 41 , 42 . Structural T1-weighted scans for each participant were processed using the FSL-VBM automated tool to extract their grey matter map 43 , 44 . The ‘last in, first out’ (LIFO) network of mainly higher-order brain regions was initially identified by performing a linked independent component analysis on the grey matter images of another, lifespan observational cohort of 484 subjects 8 , 45 , 46 . This map of interest, along with the other 69 generated by the analysis, was first realigned to the UK Biobank ‘standard’ space defined by the grey matter average across the first 15,000 participants, then regressed into the UK Biobank participants’ grey matter data, to extract weighted average values of grey matter normalised volume inside each of the z-maps, using the z-score as weighting factor. This made it possible to assess the unique contribution of this specific LIFO map, above and beyond all the rest of the brain represented in the other 69 maps. At the end of this process, we obtained a single imaging measure for each of the 39,676 participants, i.e. a ‘loading’ corresponding to their amount of grey matter normalised volume in the LIFO brain network.

Human participants: UK Biobank has approval from the North West Multi-Centre Research Ethics Committee (MREC) to obtain and disseminate data and samples from the participants ( http://www.ukbiobank.ac.uk/ethics/ ), and these ethical regulations cover the work in this study. Written informed consent was obtained from all of the participants.

Modifiable risk factors selection

The following 15 categories of modifiable risk factors (MRFs) for dementia were investigated based on previous literature: blood pressure, diabetes, cholesterol, weight, alcohol, smoking, depression, hearing, inflammation, pollution, sleep, exercise, diet/supplementation, socialisation, and education. These included well-documented cerebrovascular risk factors, and in particular included all of the 12 modifiable risk factors considered in the updated Lancet commission on dementia, with the sole exception of traumatic brain injury 3 . For each category, several MRF variables from UK Biobank were very minimally pre-processed ( Supplementary Information ). In total, 161 MRF variables were obtained. To optimise the interpretability of the results, and to be able to relate them to previous findings, we did not carry out any data reduction, which would have prevented us from identifying exactly which variable—and subsequently, which genetic component for this specific variable—contribute to the effect. For these same reasons, we did not create any compound variable.

Statistical analyses

Genome-wide association study.

We followed the same protocol we had developed for the first genome-wide association study (GWAS) with imaging carried out on UK Biobank 19 . Briefly, we examined imputed UK Biobank genotype data 47 , and restricted the analysis to samples that were unrelated (thereby setting aside only ~450 participants), without aneuploidy and with recent UK ancestry. To account for population stratification, 40 genetic principal components were used in the genetic association tests as is recommended for UK Biobank genetic studies 19 , 20 , 47 . We excluded genetic variants with minor allele frequency <0.01 or INFO score <0.03 or Hardy-Weinberg equilibrium –log 10 ( P ) > 7. We then randomly split the samples into a discovery set with 2/3 of the samples ( n  = 22,128) and a replication set with 1/3 of the samples ( n  = 11,083). We also examined the X chromosome with the same filters, additionally excluding participants with sex chromosome aneuploidy: 12 in non-pseudoautosomal region (PAR) and 9 in PAR for the discovery set, 3 in non-PAR and 6 in PAR for the replication set. Variants were considered significant at –log 10 ( P ) > 7.5, and replicated at P  < 0.05.

Modifiable risk factor study

In the first stage, the general linear model was used to investigate, separately, the association between each of these 161 MRFs and the LIFO network loadings in all the scanned UK Biobank participants ( n  = 39,676). We ran each model twice: once as is, and once adding 6 confounders: age, age 2 , sex, age × sex, age 2 × sex, and head size, to estimate the contribution of these MRFs on the LIFO network above and beyond the dominating effects of age and sex. Sex was based on the population characteristics entry of UK Biobank. This is a mixture of the sex the NHS had recorded for the participant at recruitment, and updated self-reported sex. For the GWAS, both sex and genetic sex were used (the sample was excluded in case of a mismatch). In total, 32 variables tailored to structural imaging had been considered as possible confounders, and we retained those with the strongest association ( R 2  ≥ 0.01; see  Supplementary Information ). Socioeconomic status via the Townsend deprivation index was also considered as a possible confounding variable but explained little variance ( R 2  < 0.001) and thus was not included as a confounder.

MRFs were not considered further if they were not significant—not surviving Bonferroni-correction, i.e., P  > 1.55 × 10 −4 —and if more than 5% of the subjects had their MRF values missing. For each category, a single ‘best’ MRF was then selected as the variable with the highest R 2 among those remaining, after regressing out the confounding effects of age and sex.

In the second stage, all these best MRFs were then included in a single general linear model, together with the same 6 confounders used in the first stage, to assess the unique contribution of each factor on the LIFO brain network loadings. A prerequisite to carry out this single general linear model analysis was to only include participants who would have values for all best MRFs and confounders. This explains the additional criterion of only including MRFs that had no more than 5% of values missing, to ensure that the final sample of participants who had values for all these best and confounding factors would not be biased compared with the original sample—something we formally tested (see  Supplementary Information )—especially as data are not missing at random in UK Biobank, and exhibit some genetic structure 48 . The sample was therefore reduced to a total of 35,527 participants for this second stage analysis (M/F 17,290–18,237; 45–82 years, mean 64 ± 7 years). The effect of these best MRFs taken altogether was considered significant with a very conservative Bonferroni correction for multiple comparisons across all combinations of every possible MRF from each of the initial 15 MRF categories ( P  < 4.62 × 10 −17 , see  Supplementary Information for more details). In addition, both full and partial correlations were computed for the same set of best MRFs and confounders, in order to assess possible relationships between variables.

Post hoc genetic analyses

Chromosome 17 inversion.

We investigated chromosome 17 inversion status of the participants in the discovery cohort by considering their genotype on 32 variants that tag chromosome 17 inversion according to Steinberg et al. 11 . Of these 32 variants, 24 were present in our genetic data. We labelled the participants homozygous inverted, heterozygous, or homozygous direct (not inverted) when all 24 of these alleles indicated the same zygosity. This yielded an unambiguous inversion status for 21,969 participants (99% of the discovery cohort). To examine if the association between the non-triallelic lead variant of the MAPT genetic cluster (rs2532395, Table  1 /Supplementary Data  1 ) and the LIFO network was independent from this common inversion, we determined inversion/direct status of the discovery cohort and: 1. repeated the association test between rs2532395 and the LIFO phenotype, with chromosome 17 inversion status added as a confounder; and 2. correlated the genotype for rs2532395 with chromosome 17 inversion.

Causality within each genetic cluster

We used CAVIAR (Causal Variants Identification in Associated Regions 49 ) to assess causality of variants that passed the genome-wide significance threshold in each of the genetic clusters we report. CAVIAR uses a Bayesian model and the local linkage disequilibrium structure to assign posterior probabilities of causality to each variant in a region, given summary statistics for an association. We did not perform CAVIAR analysis on the genetic cluster on chromosome 17, as its non-triallelic lead variant (rs2532395) was strongly correlated with chromosome 17 inversion, and the LD matrix was large and low rank. We excluded the X chromosome loci from this analysis due to the difficulty in assessing LD in this chromosome.

Enrichment analysis

Based on the genes listed in the ‘Genes’ column of Table  1 /Supplementary Data  1 , we performed an enrichment analysis for the genes associated with the LIFO brain network using PANTHER 50 . PANTHER determines whether a gene function is overrepresented in a set of genes, according to the gene ontology consortium 51 , 52 .

Mediation analysis between MAPT top variant and Alzheimer’s disease, via the LIFO brain network

As the gene MAPT is associated with Alzheimer’s disease, and as we found a significant association between MAPT and the LIFO brain network, we examined to what extent the effect of MAPT is mediated by the LIFO brain regions. We conducted a mediation analysis using the counterfactual framework in which the average indirect effect of the treatment on the outcome through the mediator is nonparametrically identified (version 4.5.0 of the R package ‘mediation' 53 ). This is a general approach that encompasses the classical linear structural equation modelling framework for causal mediation, allowing both linear and non-linear relationships. In this analysis, the genotype for the lead bi-allelic variant of the MAPT association was used as the treatment, the LIFO loadings as the mediator, and Alzheimer’s disease diagnosis as the outcome.

From the ~43 K UK Biobank participants who had been scanned, we searched for those who had been diagnosed with Alzheimer’s disease specifically, regardless of whether this diagnosis occurred before, or after their brain scans. Based on hospital inpatient records (ICD10: F000, F001, F002, F009, G300, G301, G308, and G309 and ICD9: 3310) and primary care (GP) data (Eu00., Eu000, Eu001, Eu002, Eu00z, F110., F1100, F1101, Fyu30, X002x, X002y, X002z, X0030, X0031, X0032, X0033, XaIKB, XaIKC, and XE17j), we identified 65 such cases— UK Biobank being healthier than the general population, and those scanned showing an even stronger healthy bias—of which 34 were included in the discovery set after QC.

We considered two conditions for the effect of the treatment on the outcome. First, a dominant condition in which the minor allele is assumed to be dominant and for which at least one copy of the minor allele is considered treated. Second, a recessive condition in which the minor allele is assumed to be recessive. We considered that either condition was nominally significant if the confidence interval of the average causal mediated effect did not intersect zero, and had an associated P  < 0.05 ÷ 2 (correcting for the two conditions). We assessed confidence intervals and P -values using 50,000 bootstrapped samples.

Associations between the LIFO brain network’s genetic hits and the MRFs

First, we reported in Table  1 / Supplementary Data  1 the significant associations between the LIFO genetic hits and UK Biobank variables related to the 15 categories listed for the MRFs. For this, we used the Open Targets Genetics website, which reports the GWAS carried out in UK Biobank ( https://genetics .opentargets.org/ ). Second, we assessed whether there was any genetic overlap between the known genetic components of the 3 best MRFs and the LIFO phenotype. Again, we used the Open Targets Genetics website outputs for these 3 very specific UK Biobank variables, and compared the significant hits for these 3 best MRFs within ±250 kbp of, or in high LD (>0.8) with, our own LIFO variants. If reported hits were limited, we also searched online for GWAS done on similar variables. Finally, we also included the list of significant hits for diabetes 54 , which focused on a potential genetic overlap between diabetes and Alzheimer’s disease.

Post hoc association for the sex chromosomes variants

The allele counts of each participant for two specific significant variants of the sex chromosomes not—or hardly—available in open databases such as https://genetics.opentargets.org/ 55 were further associated out-of-sample with all non-imaging phenotypes of UK Biobank ( n  = 16,924). This analysis was carried out in the entire genotyped, quality-controlled sample where participants who had been scanned were removed (final sample: 374,230 participants), taking into account the population structure (40 genetic principal components), as well as the confounding effects of age, sex, age x sex, age 2 and age 2 x sex. Results were corrected for multiple comparisons across all non-imaging phenotypes and the two variants.

Heritability

We examined the heritability of the LIFO phenotype, and the coheritability between the LIFO network and Alzheimer’s disease or schizophrenia using LDSC 56 . This method uses regression on summary statistics to determine narrow sense heritability h 2 of a trait, or the shared genetic architecture between two traits. LDSC corrects for bias LD structure using LD calculated from a reference panel (we used LD from the Thousand Genomes Project Phase 1 57 ). We obtained summary statistics for a meta-analysis of Alzheimer’s disease involving 71,880 cases and 383,378 controls 58 . The number of genetic variants in the intersection between the summary statistics was 1,122,435. For schizophrenia, the summary statistics were obtained from a meta-analysis involving 53,386 cases and 77,258 controls 59 . A total of 1,171,319 genetic variants were in the intersection with the summary statistics for LIFO. For both Alzheimer’s and schizophrenia, the X chromosome was not included in the heritability calculation, as it was excluded from the meta-analysis that we sourced the summary statistics from.

Reproducibility

No data was excluded for the MRF analyses. For the genetic analyses, these were restricted to samples that were unrelated, without aneuploidy and with recent UK ancestry (see above).

No statistical method was used to predetermine sample size. The experiments were not randomised. The Investigators were not blinded to allocation during experiments and outcome assessment.

Reporting summary

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

Data availability

All the FLICA decomposition maps − including the LIFO grey matter network − in UK Biobank standard space, the UK Biobank grey matter template, scripts, and the LIFO loadings for all of the participants are freely available on a dedicated webpage: open.win.ox.ac.uk/pages/douaud/ukb-lifo-flica/ .

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Acknowledgements

We are grateful to Profs Christian K. Tamnes, Lars T. Westlye, Kristine B. Walhovd and Anders M. Fjell, and Dr Andreas Engvig for providing the lifespan cohort which was used to initially derive the original ‘last in, first out’ brain network map, and to Prof Augustine Kong for helpful discussion on the associations between the PAR hit and early life and environmental factors. G.D. was supported by a UK MRC Career Development Fellowship (MR/K006673/1) and a Wellcome Collaborative Award (215573/Z/19/Z). S.S. was supported by Wellcome (203139/Z/16/Z; 215573/Z/19/Z). L.E. was funded by NSERC grants (RGPIN/05484-2019; DGECR/00118-2019) and a Michael Smith Health Research BC Scholar Award. A.M.W. received support through the NIH Intramural Research Program (ZIA-MH002781; ZIA-MH002782). This research was funded in whole, or in part, by the Wellcome Trust (215573/Z/19/Z; 203139/Z/16/Z; 203139/A/16/Z). For the purpose of Open Access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. This research was also supported by the NIHR Oxford Health Biomedical Research Centre (NIHR203316). The views expressed are those of the author(s) and not necessarily those of the NIHR or the Department of Health and Social Care. The Wellcome Centre for Integrative Neuroimaging is supported by core funding from the Wellcome Trust (203139/Z/16/Z and 203139/A/16/Z).

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These authors contributed equally: Lloyd T. Elliott, Anderson M. Winkler.

Authors and Affiliations

FMRIB Centre, Wellcome Centre for Integrative Neuroimaging (WIN), Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK

Jordi Manuello, Paul McCarthy, Fidel Alfaro-Almagro, Soojin Lee, Stephen Smith & Gwenaëlle Douaud

FOCUS Lab, Department of Psychology, University of Turin, Turin, Italy

Jordi Manuello

Department of Statistics and Actuarial Science, Simon Fraser University, Burnaby, Canada

Joosung Min & Lloyd T. Elliott

Pacific Parkinson’s Research Centre, The University of British Columbia, Vancouver, BC, Canada

National Institutes of Mental Health, National Institutes of Health, Bethesda, MD, USA

Anderson M. Winkler

Department of Human Genetics, University of Texas Rio Grande Valley, Brownsville, TX, USA

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G.D. conceived and supervised the work, and carried out some of the genetic and modifiable risk factors analyses. J.Ma. carried out most of the genetic and modifiable risk factors analyses. J.Mi., S.L., A.M.W., and L.T.E. carried out additional genetics analyses. G.D., P. McC., F.A.-A., S.S., and L.T.E. created/extracted the imaging and genetics data, and organised the non-imaging data and confound variables. L.T.E. co-supervised the genetic analyses. A.M.W. co-supervised the modifiable risk factor analyses. G.D. interpreted the results and wrote the paper. J.Ma., S.S., L.T.E., and A.M.W. revised the paper.

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Manuello, J., Min, J., McCarthy, P. et al. The effects of genetic and modifiable risk factors on brain regions vulnerable to ageing and disease. Nat Commun 15 , 2576 (2024). https://doi.org/10.1038/s41467-024-46344-2

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DOI : https://doi.org/10.1038/s41467-024-46344-2

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How to write a research methodology, why is a methods section important, step 1: explain your methodological approach, step 2: describe your data collection methods, step 3: describe your analysis method, step 4: evaluate and justify the methodological choices you made, tips for writing a strong methodology chapter, other interesting articles, frequently asked questions about methodology.

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Your methods section is your opportunity to share how you conducted your research and why you chose the methods you chose. It’s also the place to show that your research was rigorously conducted and can be replicated .

It gives your research legitimacy and situates it within your field, and also gives your readers a place to refer to if they have any questions or critiques in other sections.

You can start by introducing your overall approach to your research. You have two options here.

Option 1: Start with your “what”

What research problem or question did you investigate?

• Aim to describe the characteristics of something?
• Explore an under-researched topic?
• Establish a causal relationship?

And what type of data did you need to achieve this aim?

• Quantitative data , qualitative data , or a mix of both?
• Primary data collected yourself, or secondary data collected by someone else?
• Experimental data gathered by controlling and manipulating variables, or descriptive data gathered via observations?

Option 2: Start with your “why”

Depending on your discipline, you can also start with a discussion of the rationale and assumptions underpinning your methodology. In other words, why did you choose these methods for your study?

• Why is this the best way to answer your research question?
• Is this a standard methodology in your field, or does it require justification?
• Were there any ethical considerations involved in your choices?
• What are the criteria for validity and reliability in this type of research ? How did you prevent bias from affecting your data?

Once you have introduced your reader to your methodological approach, you should share full details about your data collection methods .

Quantitative methods

In order to be considered generalizable, you should describe quantitative research methods in enough detail for another researcher to replicate your study.

Here, explain how you operationalized your concepts and measured your variables. Discuss your sampling method or inclusion and exclusion criteria , as well as any tools, procedures, and materials you used to gather your data.

Surveys Describe where, when, and how the survey was conducted.

• How did you design the questionnaire?
• What form did your questions take (e.g., multiple choice, Likert scale )?
• Were your surveys conducted in-person or virtually?
• What sampling method did you use to select participants?
• What was your sample size and response rate?

Experiments Share full details of the tools, techniques, and procedures you used to conduct your experiment.

• How did you design the experiment ?
• How did you recruit participants?
• How did you manipulate and measure the variables ?
• What tools did you use?

Existing data Explain how you gathered and selected the material (such as datasets or archival data) that you used in your analysis.

• Where did you source the material?
• How was the data originally produced?
• What criteria did you use to select material (e.g., date range)?

The survey consisted of 5 multiple-choice questions and 10 questions measured on a 7-point Likert scale.

The goal was to collect survey responses from 350 customers visiting the fitness apparel company’s brick-and-mortar location in Boston on July 4–8, 2022, between 11:00 and 15:00.

Here, a customer was defined as a person who had purchased a product from the company on the day they took the survey. Participants were given 5 minutes to fill in the survey anonymously. In total, 408 customers responded, but not all surveys were fully completed. Due to this, 371 survey results were included in the analysis.

• Information bias
• Omitted variable bias
• Regression to the mean
• Survivorship bias
• Undercoverage bias
• Sampling bias

Qualitative methods

In qualitative research , methods are often more flexible and subjective. For this reason, it’s crucial to robustly explain the methodology choices you made.

Be sure to discuss the criteria you used to select your data, the context in which your research was conducted, and the role you played in collecting your data (e.g., were you an active participant, or a passive observer?)

Interviews or focus groups Describe where, when, and how the interviews were conducted.

• How did you find and select participants?
• How many participants took part?
• What form did the interviews take ( structured , semi-structured , or unstructured )?
• How long were the interviews?
• How were they recorded?

Participant observation Describe where, when, and how you conducted the observation or ethnography .

• What group or community did you observe? How long did you spend there?
• How did you gain access to this group? What role did you play in the community?
• How long did you spend conducting the research? Where was it located?
• How did you record your data (e.g., audiovisual recordings, note-taking)?

Existing data Explain how you selected case study materials for your analysis.

• What type of materials did you analyze?
• How did you select them?

In order to gain better insight into possibilities for future improvement of the fitness store’s product range, semi-structured interviews were conducted with 8 returning customers.

Here, a returning customer was defined as someone who usually bought products at least twice a week from the store.

Surveys were used to select participants. Interviews were conducted in a small office next to the cash register and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.

• The Hawthorne effect
• Observer bias
• The placebo effect
• Response bias and Nonresponse bias
• The Pygmalion effect
• Recall bias
• Social desirability bias
• Self-selection bias

Mixed methods

Mixed methods research combines quantitative and qualitative approaches. If a standalone quantitative or qualitative study is insufficient to answer your research question, mixed methods may be a good fit for you.

Mixed methods are less common than standalone analyses, largely because they require a great deal of effort to pull off successfully. If you choose to pursue mixed methods, it’s especially important to robustly justify your methods.

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Next, you should indicate how you processed and analyzed your data. Avoid going into too much detail: you should not start introducing or discussing any of your results at this stage.

In quantitative research , your analysis will be based on numbers. In your methods section, you can include:

• How you prepared the data before analyzing it (e.g., checking for missing data , removing outliers , transforming variables)
• Which software you used (e.g., SPSS, Stata or R)
• Which statistical tests you used (e.g., two-tailed t test , simple linear regression )

In qualitative research, your analysis will be based on language, images, and observations (often involving some form of textual analysis ).

Specific methods might include:

• Content analysis : Categorizing and discussing the meaning of words, phrases and sentences
• Thematic analysis : Coding and closely examining the data to identify broad themes and patterns
• Discourse analysis : Studying communication and meaning in relation to their social context

Mixed methods combine the above two research methods, integrating both qualitative and quantitative approaches into one coherent analytical process.

Above all, your methodology section should clearly make the case for why you chose the methods you did. This is especially true if you did not take the most standard approach to your topic. In this case, discuss why other methods were not suitable for your objectives, and show how this approach contributes new knowledge or understanding.

In any case, it should be overwhelmingly clear to your reader that you set yourself up for success in terms of your methodology’s design. Show how your methods should lead to results that are valid and reliable, while leaving the analysis of the meaning, importance, and relevance of your results for your discussion section .

• Quantitative: Lab-based experiments cannot always accurately simulate real-life situations and behaviors, but they are effective for testing causal relationships between variables .
• Qualitative: Unstructured interviews usually produce results that cannot be generalized beyond the sample group , but they provide a more in-depth understanding of participants’ perceptions, motivations, and emotions.
• Mixed methods: Despite issues systematically comparing differing types of data, a solely quantitative study would not sufficiently incorporate the lived experience of each participant, while a solely qualitative study would be insufficiently generalizable.

Remember that your aim is not just to describe your methods, but to show how and why you applied them. Again, it’s critical to demonstrate that your research was rigorously conducted and can be replicated.

1. Focus on your objectives and research questions

The methodology section should clearly show why your methods suit your objectives and convince the reader that you chose the best possible approach to answering your problem statement and research questions .

2. Cite relevant sources

Your methodology can be strengthened by referencing existing research in your field. This can help you to:

• Show that you followed established practice for your type of research
• Discuss how you decided on your approach by evaluating existing research
• Present a novel methodological approach to address a gap in the literature

3. Write for your audience

Consider how much information you need to give, and avoid getting too lengthy. If you are using methods that are standard for your discipline, you probably don’t need to give a lot of background or justification.

Regardless, your methodology should be a clear, well-structured text that makes an argument for your approach, not just a list of technical details and procedures.

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

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles

Methodology

• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

In a scientific paper, the methodology always comes after the introduction and before the results , discussion and conclusion . The same basic structure also applies to a thesis, dissertation , or research proposal .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

Reliability and validity are both about how well a method measures something:

• Reliability refers to the  consistency of a measure (whether the results can be reproduced under the same conditions).
• Validity   refers to the  accuracy of a measure (whether the results really do represent what they are supposed to measure).

If you are doing experimental research, you also have to consider the internal and external validity of your experiment.

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

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• ACS Publications

Celebrate Earth Week 2024 With Resources from ACS Publications Journals

• Apr 8, 2024

In celebration of Earth Week 2024, ACS Publications invites you to explore a selection of resources on batteries and their role in environmental sustainability across our portfolio of journals.

Chemists Celebrate Earth Week is an annual event that takes place alongside Earth Day and celebrates the positive and crucial role that chemistry plays in the world.

This year, from April 21-27, we are turning our focus to all things batteries! To help celebrate this year's theme, "Get a Charge Out of Chemistry," ACS Publications invites you to explore the chemistry of batteries and their role in environmental sustainability with a curated selection of research and educational resources below.

Batteries are becoming increasingly vital in our rapidly evolving digital world. The content below showcases recent advancements and challenges in the field, providing insights into how chemists are working to advance sustainable battery technology and maintain a balance of efficiency, safety, and environmental impact.

Educational Resources and Tools from the Journal of Chemical Education

Through this selection of articles, students can examine the properties and uses of batteries, including fabricating batteries and investigating electrochemistry, as well as experiment with solar cells. With 101 volumes of interesting material on a wide variety of topics, the Journal of Chemical Education helps connect the classroom experience to the greater world.

Exploring and Fabricating Batteries

Using batteries to investigate electrochemistry, experimenting with solar cells.

Recent Developments in Materials for Redox Flow Batteries

Advances in Solid-State Batteries: Parts 1 and 2

Research and Development of Novel Secondary Batteries in Japan

Battery Safety and Recycling

Recent Research Advances in China: Batteries and Energy Storage

Call for Papers: Post-Lithium Battery Materials

Recently published battery research from acs journals, acs applied materials & interfaces.

Understanding Catalytic Mechanisms and Cathode Interface Kinetics in Nonaqueous Mg–CO 2 Batteries Rahul Jayan and Md Mahbubul Islam* DOI: 10.1021/acsami.3c09599

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ACS Energy Letters

Opportunities and Challenges of Lithium Ion Batteries in Automotive Applications Alvaro Masias*, James Marcicki, and William A. Paxton DOI: 10.1021/acsenergylett.0c02584

Emerging Era of Electrolyte Solvation Structure and Interfacial Model in Batteries Haoran Cheng, Qujiang Sun, Leilei Li, Yeguo Zou, Yuqi Wang, Tao Cai, Fei Zhao, Gang Liu, Zheng Ma, Wandi Wahyudi, Qian Li*, and Jun Ming* DOI: 10.1021/acsenergylett.1c02425

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