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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
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On this site, you will find general information about MLA and APA format styles with specific requirements regarding title pages, headings, margins, and pagination. Regardless of the style manual you follow, use only standard fonts for your paper. Do not enlarge the font to make your paper appear longer; do not make the font smaller so you can fit your paper into the prescribed number of pages. Do not use a cursive or decorative font.

This site offers only examples of the more common citations students use. For a wider range of topics, you need to consult the MLA Handbook for Writers of Research Papers or the Publication Manual of the American Psychological Association. Both style books are available in the bookstore and at the library.

MLA Formats:

General format and title page: Your research paper needs to be typed and double-spaced on standard-sized paper (8.5 X 11 inches). Use one-inch margins on all four sides of each page. Unless your professor specifically calls for one, a title page is unnecessary. In place of a title page, MLA style requires a heading on the first page of your paper. The heading appears in the top, left corner of the first page, double-spaced. The heading includes your name, your professor's name, the course you are taking, and the date. Center your title one line below the heading. Double-space the title if it extends past the first line. Write your title in capital and lower-case letters. Do not underline your title or put it in quotation marks. The page number preceded by your last name should appear in the upper right corner one-half inch from the top. Do not use a hyphen, period, or any other punctuation with the page number. Use this example as a guide:

Headings: If your paper is long you may divide it into sections (for example, "Literature Review," "Research Method and Results," and "Discussion"). In some cases, you may divide one or more of those sections into other sections (for example, you might divide the second section listed above into "Participants," "Interview Protocol," and "Caveats"). Your purpose would be to improve clarity. Divisions might help a reader better follow a discussion that extends for twenty-five written pages. Consistently using the same style of heading for each level informs the reader whether the upcoming topic is a subtopic of the previous discussion or another central issue. Select a form for each level of division (for example, you might write Level 1 centered, caps and lower case; Level 2 flush left, lower case only, etc.); use the same form for the same level your paper. Regardless of the system you choose, the title on the title page should conform to MLA standards.

Margins and spacing: All margins should measure one inch. Page numbers will appear within the top margin, but no other text should extend past the one-inch margins. Indent five spaces to begin paragraphs. Double-space the text of your paper.

Pagination: Number all pages of your paper in the upper right corner, one-half inch from the top. Do not write -2- or p. 2. The number should appear by itself with no punctuation.

APA Formats

General format and title page: Your research paper needs to be typed, double-spaced on standard-sized paper (8.5 X 11 inches). Use one to one-and-a-half inch margins on all four sides of each page. APA (American Psychological Association) calls for a title page. A running head on this page is not necessary unless you are submitting your paper for publication. At the top of your title page, flush right and one-half inch from the top edge of the paper (inside your top margin), you will write what is called a "manuscript header." A manuscript header consists of one or two key words from you title followed by the page number (see example). Your title will appear centered on this page, written in capital and lower-case letters. If your title extends past one line, double-space between lines. Your name will appear centered and in capital and lower-case letters one double-spaced line below your title. Your university name (Oregon State University) will be placed one double-spaced line below your name. If you are a communication major, you also will include below the institution's name the title of your department. For example:

The pages of your manuscript should be numbered consecutively, beginning with the title page, as part of the manuscript header in the upper right corner of each page. Your references should begin on a separate page from the text of the paper under the label "References" (with no quotation marks, underlining, etc.), centered at the top of the page. Appendices and notes should be formatted similarly.

Headings: APA style prescribes five heading levels, but they vary according to the length of your paper. If you are writing a formal piece to be submitted to an undergraduate conference, closely consult the APA style book. For class papers, ask for your professor's preference. If no preference is given, follow the suggestions written in this section under MLA.

Margins and spacing: Leave margins of at least one inch on all sides of your paper. Page numbers will appear within the top margin, but no other text should extend into the margins. Indent five to seven spaces to begin paragraphs. Double-space the text of your paper.

Pagination: Page numbers should be placed in the top margin one inch from the right side of the paper. The number should appear by itself with no punctuation.

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Scientific Reports

What this handout is about.

This handout provides a general guide to writing reports about scientific research you’ve performed. In addition to describing the conventional rules about the format and content of a lab report, we’ll also attempt to convey why these rules exist, so you’ll get a clearer, more dependable idea of how to approach this writing situation. Readers of this handout may also find our handout on writing in the sciences useful.

Background and pre-writing

Why do we write research reports.

You did an experiment or study for your science class, and now you have to write it up for your teacher to review. You feel that you understood the background sufficiently, designed and completed the study effectively, obtained useful data, and can use those data to draw conclusions about a scientific process or principle. But how exactly do you write all that? What is your teacher expecting to see?

To take some of the guesswork out of answering these questions, try to think beyond the classroom setting. In fact, you and your teacher are both part of a scientific community, and the people who participate in this community tend to share the same values. As long as you understand and respect these values, your writing will likely meet the expectations of your audience—including your teacher.

So why are you writing this research report? The practical answer is “Because the teacher assigned it,” but that’s classroom thinking. Generally speaking, people investigating some scientific hypothesis have a responsibility to the rest of the scientific world to report their findings, particularly if these findings add to or contradict previous ideas. The people reading such reports have two primary goals:

  • They want to gather the information presented.
  • They want to know that the findings are legitimate.

Your job as a writer, then, is to fulfill these two goals.

How do I do that?

Good question. Here is the basic format scientists have designed for research reports:

  • Introduction

Methods and Materials

This format, sometimes called “IMRAD,” may take slightly different shapes depending on the discipline or audience; some ask you to include an abstract or separate section for the hypothesis, or call the Discussion section “Conclusions,” or change the order of the sections (some professional and academic journals require the Methods section to appear last). Overall, however, the IMRAD format was devised to represent a textual version of the scientific method.

The scientific method, you’ll probably recall, involves developing a hypothesis, testing it, and deciding whether your findings support the hypothesis. In essence, the format for a research report in the sciences mirrors the scientific method but fleshes out the process a little. Below, you’ll find a table that shows how each written section fits into the scientific method and what additional information it offers the reader.

Thinking of your research report as based on the scientific method, but elaborated in the ways described above, may help you to meet your audience’s expectations successfully. We’re going to proceed by explicitly connecting each section of the lab report to the scientific method, then explaining why and how you need to elaborate that section.

Although this handout takes each section in the order in which it should be presented in the final report, you may for practical reasons decide to compose sections in another order. For example, many writers find that composing their Methods and Results before the other sections helps to clarify their idea of the experiment or study as a whole. You might consider using each assignment to practice different approaches to drafting the report, to find the order that works best for you.

What should I do before drafting the lab report?

The best way to prepare to write the lab report is to make sure that you fully understand everything you need to about the experiment. Obviously, if you don’t quite know what went on during the lab, you’re going to find it difficult to explain the lab satisfactorily to someone else. To make sure you know enough to write the report, complete the following steps:

  • What are we going to do in this lab? (That is, what’s the procedure?)
  • Why are we going to do it that way?
  • What are we hoping to learn from this experiment?
  • Why would we benefit from this knowledge?
  • Consult your lab supervisor as you perform the lab. If you don’t know how to answer one of the questions above, for example, your lab supervisor will probably be able to explain it to you (or, at least, help you figure it out).
  • Plan the steps of the experiment carefully with your lab partners. The less you rush, the more likely it is that you’ll perform the experiment correctly and record your findings accurately. Also, take some time to think about the best way to organize the data before you have to start putting numbers down. If you can design a table to account for the data, that will tend to work much better than jotting results down hurriedly on a scrap piece of paper.
  • Record the data carefully so you get them right. You won’t be able to trust your conclusions if you have the wrong data, and your readers will know you messed up if the other three people in your group have “97 degrees” and you have “87.”
  • Consult with your lab partners about everything you do. Lab groups often make one of two mistakes: two people do all the work while two have a nice chat, or everybody works together until the group finishes gathering the raw data, then scrams outta there. Collaborate with your partners, even when the experiment is “over.” What trends did you observe? Was the hypothesis supported? Did you all get the same results? What kind of figure should you use to represent your findings? The whole group can work together to answer these questions.
  • Consider your audience. You may believe that audience is a non-issue: it’s your lab TA, right? Well, yes—but again, think beyond the classroom. If you write with only your lab instructor in mind, you may omit material that is crucial to a complete understanding of your experiment, because you assume the instructor knows all that stuff already. As a result, you may receive a lower grade, since your TA won’t be sure that you understand all the principles at work. Try to write towards a student in the same course but a different lab section. That student will have a fair degree of scientific expertise but won’t know much about your experiment particularly. Alternatively, you could envision yourself five years from now, after the reading and lectures for this course have faded a bit. What would you remember, and what would you need explained more clearly (as a refresher)?

Once you’ve completed these steps as you perform the experiment, you’ll be in a good position to draft an effective lab report.

Introductions

How do i write a strong introduction.

For the purposes of this handout, we’ll consider the Introduction to contain four basic elements: the purpose, the scientific literature relevant to the subject, the hypothesis, and the reasons you believed your hypothesis viable. Let’s start by going through each element of the Introduction to clarify what it covers and why it’s important. Then we can formulate a logical organizational strategy for the section.

The inclusion of the purpose (sometimes called the objective) of the experiment often confuses writers. The biggest misconception is that the purpose is the same as the hypothesis. Not quite. We’ll get to hypotheses in a minute, but basically they provide some indication of what you expect the experiment to show. The purpose is broader, and deals more with what you expect to gain through the experiment. In a professional setting, the hypothesis might have something to do with how cells react to a certain kind of genetic manipulation, but the purpose of the experiment is to learn more about potential cancer treatments. Undergraduate reports don’t often have this wide-ranging a goal, but you should still try to maintain the distinction between your hypothesis and your purpose. In a solubility experiment, for example, your hypothesis might talk about the relationship between temperature and the rate of solubility, but the purpose is probably to learn more about some specific scientific principle underlying the process of solubility.

For starters, most people say that you should write out your working hypothesis before you perform the experiment or study. Many beginning science students neglect to do so and find themselves struggling to remember precisely which variables were involved in the process or in what way the researchers felt that they were related. Write your hypothesis down as you develop it—you’ll be glad you did.

As for the form a hypothesis should take, it’s best not to be too fancy or complicated; an inventive style isn’t nearly so important as clarity here. There’s nothing wrong with beginning your hypothesis with the phrase, “It was hypothesized that . . .” Be as specific as you can about the relationship between the different objects of your study. In other words, explain that when term A changes, term B changes in this particular way. Readers of scientific writing are rarely content with the idea that a relationship between two terms exists—they want to know what that relationship entails.

Not a hypothesis:

“It was hypothesized that there is a significant relationship between the temperature of a solvent and the rate at which a solute dissolves.”

Hypothesis:

“It was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases.”

Put more technically, most hypotheses contain both an independent and a dependent variable. The independent variable is what you manipulate to test the reaction; the dependent variable is what changes as a result of your manipulation. In the example above, the independent variable is the temperature of the solvent, and the dependent variable is the rate of solubility. Be sure that your hypothesis includes both variables.

Justify your hypothesis

You need to do more than tell your readers what your hypothesis is; you also need to assure them that this hypothesis was reasonable, given the circumstances. In other words, use the Introduction to explain that you didn’t just pluck your hypothesis out of thin air. (If you did pluck it out of thin air, your problems with your report will probably extend beyond using the appropriate format.) If you posit that a particular relationship exists between the independent and the dependent variable, what led you to believe your “guess” might be supported by evidence?

Scientists often refer to this type of justification as “motivating” the hypothesis, in the sense that something propelled them to make that prediction. Often, motivation includes what we already know—or rather, what scientists generally accept as true (see “Background/previous research” below). But you can also motivate your hypothesis by relying on logic or on your own observations. If you’re trying to decide which solutes will dissolve more rapidly in a solvent at increased temperatures, you might remember that some solids are meant to dissolve in hot water (e.g., bouillon cubes) and some are used for a function precisely because they withstand higher temperatures (they make saucepans out of something). Or you can think about whether you’ve noticed sugar dissolving more rapidly in your glass of iced tea or in your cup of coffee. Even such basic, outside-the-lab observations can help you justify your hypothesis as reasonable.

Background/previous research

This part of the Introduction demonstrates to the reader your awareness of how you’re building on other scientists’ work. If you think of the scientific community as engaging in a series of conversations about various topics, then you’ll recognize that the relevant background material will alert the reader to which conversation you want to enter.

Generally speaking, authors writing journal articles use the background for slightly different purposes than do students completing assignments. Because readers of academic journals tend to be professionals in the field, authors explain the background in order to permit readers to evaluate the study’s pertinence for their own work. You, on the other hand, write toward a much narrower audience—your peers in the course or your lab instructor—and so you must demonstrate that you understand the context for the (presumably assigned) experiment or study you’ve completed. For example, if your professor has been talking about polarity during lectures, and you’re doing a solubility experiment, you might try to connect the polarity of a solid to its relative solubility in certain solvents. In any event, both professional researchers and undergraduates need to connect the background material overtly to their own work.

Organization of this section

Most of the time, writers begin by stating the purpose or objectives of their own work, which establishes for the reader’s benefit the “nature and scope of the problem investigated” (Day 1994). Once you have expressed your purpose, you should then find it easier to move from the general purpose, to relevant material on the subject, to your hypothesis. In abbreviated form, an Introduction section might look like this:

“The purpose of the experiment was to test conventional ideas about solubility in the laboratory [purpose] . . . According to Whitecoat and Labrat (1999), at higher temperatures the molecules of solvents move more quickly . . . We know from the class lecture that molecules moving at higher rates of speed collide with one another more often and thus break down more easily [background material/motivation] . . . Thus, it was hypothesized that as the temperature of a solvent increases, the rate at which a solute will dissolve in that solvent increases [hypothesis].”

Again—these are guidelines, not commandments. Some writers and readers prefer different structures for the Introduction. The one above merely illustrates a common approach to organizing material.

How do I write a strong Materials and Methods section?

As with any piece of writing, your Methods section will succeed only if it fulfills its readers’ expectations, so you need to be clear in your own mind about the purpose of this section. Let’s review the purpose as we described it above: in this section, you want to describe in detail how you tested the hypothesis you developed and also to clarify the rationale for your procedure. In science, it’s not sufficient merely to design and carry out an experiment. Ultimately, others must be able to verify your findings, so your experiment must be reproducible, to the extent that other researchers can follow the same procedure and obtain the same (or similar) results.

Here’s a real-world example of the importance of reproducibility. In 1989, physicists Stanley Pons and Martin Fleischman announced that they had discovered “cold fusion,” a way of producing excess heat and power without the nuclear radiation that accompanies “hot fusion.” Such a discovery could have great ramifications for the industrial production of energy, so these findings created a great deal of interest. When other scientists tried to duplicate the experiment, however, they didn’t achieve the same results, and as a result many wrote off the conclusions as unjustified (or worse, a hoax). To this day, the viability of cold fusion is debated within the scientific community, even though an increasing number of researchers believe it possible. So when you write your Methods section, keep in mind that you need to describe your experiment well enough to allow others to replicate it exactly.

With these goals in mind, let’s consider how to write an effective Methods section in terms of content, structure, and style.

Sometimes the hardest thing about writing this section isn’t what you should talk about, but what you shouldn’t talk about. Writers often want to include the results of their experiment, because they measured and recorded the results during the course of the experiment. But such data should be reserved for the Results section. In the Methods section, you can write that you recorded the results, or how you recorded the results (e.g., in a table), but you shouldn’t write what the results were—not yet. Here, you’re merely stating exactly how you went about testing your hypothesis. As you draft your Methods section, ask yourself the following questions:

  • How much detail? Be precise in providing details, but stay relevant. Ask yourself, “Would it make any difference if this piece were a different size or made from a different material?” If not, you probably don’t need to get too specific. If so, you should give as many details as necessary to prevent this experiment from going awry if someone else tries to carry it out. Probably the most crucial detail is measurement; you should always quantify anything you can, such as time elapsed, temperature, mass, volume, etc.
  • Rationale: Be sure that as you’re relating your actions during the experiment, you explain your rationale for the protocol you developed. If you capped a test tube immediately after adding a solute to a solvent, why did you do that? (That’s really two questions: why did you cap it, and why did you cap it immediately?) In a professional setting, writers provide their rationale as a way to explain their thinking to potential critics. On one hand, of course, that’s your motivation for talking about protocol, too. On the other hand, since in practical terms you’re also writing to your teacher (who’s seeking to evaluate how well you comprehend the principles of the experiment), explaining the rationale indicates that you understand the reasons for conducting the experiment in that way, and that you’re not just following orders. Critical thinking is crucial—robots don’t make good scientists.
  • Control: Most experiments will include a control, which is a means of comparing experimental results. (Sometimes you’ll need to have more than one control, depending on the number of hypotheses you want to test.) The control is exactly the same as the other items you’re testing, except that you don’t manipulate the independent variable-the condition you’re altering to check the effect on the dependent variable. For example, if you’re testing solubility rates at increased temperatures, your control would be a solution that you didn’t heat at all; that way, you’ll see how quickly the solute dissolves “naturally” (i.e., without manipulation), and you’ll have a point of reference against which to compare the solutions you did heat.

Describe the control in the Methods section. Two things are especially important in writing about the control: identify the control as a control, and explain what you’re controlling for. Here is an example:

“As a control for the temperature change, we placed the same amount of solute in the same amount of solvent, and let the solution stand for five minutes without heating it.”

Structure and style

Organization is especially important in the Methods section of a lab report because readers must understand your experimental procedure completely. Many writers are surprised by the difficulty of conveying what they did during the experiment, since after all they’re only reporting an event, but it’s often tricky to present this information in a coherent way. There’s a fairly standard structure you can use to guide you, and following the conventions for style can help clarify your points.

  • Subsections: Occasionally, researchers use subsections to report their procedure when the following circumstances apply: 1) if they’ve used a great many materials; 2) if the procedure is unusually complicated; 3) if they’ve developed a procedure that won’t be familiar to many of their readers. Because these conditions rarely apply to the experiments you’ll perform in class, most undergraduate lab reports won’t require you to use subsections. In fact, many guides to writing lab reports suggest that you try to limit your Methods section to a single paragraph.
  • Narrative structure: Think of this section as telling a story about a group of people and the experiment they performed. Describe what you did in the order in which you did it. You may have heard the old joke centered on the line, “Disconnect the red wire, but only after disconnecting the green wire,” where the person reading the directions blows everything to kingdom come because the directions weren’t in order. We’re used to reading about events chronologically, and so your readers will generally understand what you did if you present that information in the same way. Also, since the Methods section does generally appear as a narrative (story), you want to avoid the “recipe” approach: “First, take a clean, dry 100 ml test tube from the rack. Next, add 50 ml of distilled water.” You should be reporting what did happen, not telling the reader how to perform the experiment: “50 ml of distilled water was poured into a clean, dry 100 ml test tube.” Hint: most of the time, the recipe approach comes from copying down the steps of the procedure from your lab manual, so you may want to draft the Methods section initially without consulting your manual. Later, of course, you can go back and fill in any part of the procedure you inadvertently overlooked.
  • Past tense: Remember that you’re describing what happened, so you should use past tense to refer to everything you did during the experiment. Writers are often tempted to use the imperative (“Add 5 g of the solid to the solution”) because that’s how their lab manuals are worded; less frequently, they use present tense (“5 g of the solid are added to the solution”). Instead, remember that you’re talking about an event which happened at a particular time in the past, and which has already ended by the time you start writing, so simple past tense will be appropriate in this section (“5 g of the solid were added to the solution” or “We added 5 g of the solid to the solution”).
  • Active: We heated the solution to 80°C. (The subject, “we,” performs the action, heating.)
  • Passive: The solution was heated to 80°C. (The subject, “solution,” doesn’t do the heating–it is acted upon, not acting.)

Increasingly, especially in the social sciences, using first person and active voice is acceptable in scientific reports. Most readers find that this style of writing conveys information more clearly and concisely. This rhetorical choice thus brings two scientific values into conflict: objectivity versus clarity. Since the scientific community hasn’t reached a consensus about which style it prefers, you may want to ask your lab instructor.

How do I write a strong Results section?

Here’s a paradox for you. The Results section is often both the shortest (yay!) and most important (uh-oh!) part of your report. Your Materials and Methods section shows how you obtained the results, and your Discussion section explores the significance of the results, so clearly the Results section forms the backbone of the lab report. This section provides the most critical information about your experiment: the data that allow you to discuss how your hypothesis was or wasn’t supported. But it doesn’t provide anything else, which explains why this section is generally shorter than the others.

Before you write this section, look at all the data you collected to figure out what relates significantly to your hypothesis. You’ll want to highlight this material in your Results section. Resist the urge to include every bit of data you collected, since perhaps not all are relevant. Also, don’t try to draw conclusions about the results—save them for the Discussion section. In this section, you’re reporting facts. Nothing your readers can dispute should appear in the Results section.

Most Results sections feature three distinct parts: text, tables, and figures. Let’s consider each part one at a time.

This should be a short paragraph, generally just a few lines, that describes the results you obtained from your experiment. In a relatively simple experiment, one that doesn’t produce a lot of data for you to repeat, the text can represent the entire Results section. Don’t feel that you need to include lots of extraneous detail to compensate for a short (but effective) text; your readers appreciate discrimination more than your ability to recite facts. In a more complex experiment, you may want to use tables and/or figures to help guide your readers toward the most important information you gathered. In that event, you’ll need to refer to each table or figure directly, where appropriate:

“Table 1 lists the rates of solubility for each substance”

“Solubility increased as the temperature of the solution increased (see Figure 1).”

If you do use tables or figures, make sure that you don’t present the same material in both the text and the tables/figures, since in essence you’ll just repeat yourself, probably annoying your readers with the redundancy of your statements.

Feel free to describe trends that emerge as you examine the data. Although identifying trends requires some judgment on your part and so may not feel like factual reporting, no one can deny that these trends do exist, and so they properly belong in the Results section. Example:

“Heating the solution increased the rate of solubility of polar solids by 45% but had no effect on the rate of solubility in solutions containing non-polar solids.”

This point isn’t debatable—you’re just pointing out what the data show.

As in the Materials and Methods section, you want to refer to your data in the past tense, because the events you recorded have already occurred and have finished occurring. In the example above, note the use of “increased” and “had,” rather than “increases” and “has.” (You don’t know from your experiment that heating always increases the solubility of polar solids, but it did that time.)

You shouldn’t put information in the table that also appears in the text. You also shouldn’t use a table to present irrelevant data, just to show you did collect these data during the experiment. Tables are good for some purposes and situations, but not others, so whether and how you’ll use tables depends upon what you need them to accomplish.

Tables are useful ways to show variation in data, but not to present a great deal of unchanging measurements. If you’re dealing with a scientific phenomenon that occurs only within a certain range of temperatures, for example, you don’t need to use a table to show that the phenomenon didn’t occur at any of the other temperatures. How useful is this table?

A table labeled Effect of Temperature on Rate of Solubility with temperature of solvent values in 10-degree increments from -20 degrees Celsius to 80 degrees Celsius that does not show a corresponding rate of solubility value until 50 degrees Celsius.

As you can probably see, no solubility was observed until the trial temperature reached 50°C, a fact that the text part of the Results section could easily convey. The table could then be limited to what happened at 50°C and higher, thus better illustrating the differences in solubility rates when solubility did occur.

As a rule, try not to use a table to describe any experimental event you can cover in one sentence of text. Here’s an example of an unnecessary table from How to Write and Publish a Scientific Paper , by Robert A. Day:

A table labeled Oxygen requirements of various species of Streptomyces showing the names of organisms and two columns that indicate growth under aerobic conditions and growth under anaerobic conditions with a plus or minus symbol for each organism in the growth columns to indicate value.

As Day notes, all the information in this table can be summarized in one sentence: “S. griseus, S. coelicolor, S. everycolor, and S. rainbowenski grew under aerobic conditions, whereas S. nocolor and S. greenicus required anaerobic conditions.” Most readers won’t find the table clearer than that one sentence.

When you do have reason to tabulate material, pay attention to the clarity and readability of the format you use. Here are a few tips:

  • Number your table. Then, when you refer to the table in the text, use that number to tell your readers which table they can review to clarify the material.
  • Give your table a title. This title should be descriptive enough to communicate the contents of the table, but not so long that it becomes difficult to follow. The titles in the sample tables above are acceptable.
  • Arrange your table so that readers read vertically, not horizontally. For the most part, this rule means that you should construct your table so that like elements read down, not across. Think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). Usually, the point of comparison will be the numerical data you collect, so especially make sure you have columns of numbers, not rows.Here’s an example of how drastically this decision affects the readability of your table (from A Short Guide to Writing about Chemistry , by Herbert Beall and John Trimbur). Look at this table, which presents the relevant data in horizontal rows:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in rows horizontally.

It’s a little tough to see the trends that the author presumably wants to present in this table. Compare this table, in which the data appear vertically:

A table labeled Boyle's Law Experiment: Measuring Volume as a Function of Pressure that presents the trial number, length of air sample in millimeters, and height difference in inches of mercury, each of which is presented in columns vertically.

The second table shows how putting like elements in a vertical column makes for easier reading. In this case, the like elements are the measurements of length and height, over five trials–not, as in the first table, the length and height measurements for each trial.

  • Make sure to include units of measurement in the tables. Readers might be able to guess that you measured something in millimeters, but don’t make them try.
  • Don’t use vertical lines as part of the format for your table. This convention exists because journals prefer not to have to reproduce these lines because the tables then become more expensive to print. Even though it’s fairly unlikely that you’ll be sending your Biology 11 lab report to Science for publication, your readers still have this expectation. Consequently, if you use the table-drawing option in your word-processing software, choose the option that doesn’t rely on a “grid” format (which includes vertical lines).

How do I include figures in my report?

Although tables can be useful ways of showing trends in the results you obtained, figures (i.e., illustrations) can do an even better job of emphasizing such trends. Lab report writers often use graphic representations of the data they collected to provide their readers with a literal picture of how the experiment went.

When should you use a figure?

Remember the circumstances under which you don’t need a table: when you don’t have a great deal of data or when the data you have don’t vary a lot. Under the same conditions, you would probably forgo the figure as well, since the figure would be unlikely to provide your readers with an additional perspective. Scientists really don’t like their time wasted, so they tend not to respond favorably to redundancy.

If you’re trying to decide between using a table and creating a figure to present your material, consider the following a rule of thumb. The strength of a table lies in its ability to supply large amounts of exact data, whereas the strength of a figure is its dramatic illustration of important trends within the experiment. If you feel that your readers won’t get the full impact of the results you obtained just by looking at the numbers, then a figure might be appropriate.

Of course, an undergraduate class may expect you to create a figure for your lab experiment, if only to make sure that you can do so effectively. If this is the case, then don’t worry about whether to use figures or not—concentrate instead on how best to accomplish your task.

Figures can include maps, photographs, pen-and-ink drawings, flow charts, bar graphs, and section graphs (“pie charts”). But the most common figure by far, especially for undergraduates, is the line graph, so we’ll focus on that type in this handout.

At the undergraduate level, you can often draw and label your graphs by hand, provided that the result is clear, legible, and drawn to scale. Computer technology has, however, made creating line graphs a lot easier. Most word-processing software has a number of functions for transferring data into graph form; many scientists have found Microsoft Excel, for example, a helpful tool in graphing results. If you plan on pursuing a career in the sciences, it may be well worth your while to learn to use a similar program.

Computers can’t, however, decide for you how your graph really works; you have to know how to design your graph to meet your readers’ expectations. Here are some of these expectations:

  • Keep it as simple as possible. You may be tempted to signal the complexity of the information you gathered by trying to design a graph that accounts for that complexity. But remember the purpose of your graph: to dramatize your results in a manner that’s easy to see and grasp. Try not to make the reader stare at the graph for a half hour to find the important line among the mass of other lines. For maximum effectiveness, limit yourself to three to five lines per graph; if you have more data to demonstrate, use a set of graphs to account for it, rather than trying to cram it all into a single figure.
  • Plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Remember that the independent variable is the condition that you manipulated during the experiment and the dependent variable is the condition that you measured to see if it changed along with the independent variable. Placing the variables along their respective axes is mostly just a convention, but since your readers are accustomed to viewing graphs in this way, you’re better off not challenging the convention in your report.
  • Label each axis carefully, and be especially careful to include units of measure. You need to make sure that your readers understand perfectly well what your graph indicates.
  • Number and title your graphs. As with tables, the title of the graph should be informative but concise, and you should refer to your graph by number in the text (e.g., “Figure 1 shows the increase in the solubility rate as a function of temperature”).
  • Many editors of professional scientific journals prefer that writers distinguish the lines in their graphs by attaching a symbol to them, usually a geometric shape (triangle, square, etc.), and using that symbol throughout the curve of the line. Generally, readers have a hard time distinguishing dotted lines from dot-dash lines from straight lines, so you should consider staying away from this system. Editors don’t usually like different-colored lines within a graph because colors are difficult and expensive to reproduce; colors may, however, be great for your purposes, as long as you’re not planning to submit your paper to Nature. Use your discretion—try to employ whichever technique dramatizes the results most effectively.
  • Try to gather data at regular intervals, so the plot points on your graph aren’t too far apart. You can’t be sure of the arc you should draw between the plot points if the points are located at the far corners of the graph; over a fifteen-minute interval, perhaps the change occurred in the first or last thirty seconds of that period (in which case your straight-line connection between the points is misleading).
  • If you’re worried that you didn’t collect data at sufficiently regular intervals during your experiment, go ahead and connect the points with a straight line, but you may want to examine this problem as part of your Discussion section.
  • Make your graph large enough so that everything is legible and clearly demarcated, but not so large that it either overwhelms the rest of the Results section or provides a far greater range than you need to illustrate your point. If, for example, the seedlings of your plant grew only 15 mm during the trial, you don’t need to construct a graph that accounts for 100 mm of growth. The lines in your graph should more or less fill the space created by the axes; if you see that your data is confined to the lower left portion of the graph, you should probably re-adjust your scale.
  • If you create a set of graphs, make them the same size and format, including all the verbal and visual codes (captions, symbols, scale, etc.). You want to be as consistent as possible in your illustrations, so that your readers can easily make the comparisons you’re trying to get them to see.

How do I write a strong Discussion section?

The discussion section is probably the least formalized part of the report, in that you can’t really apply the same structure to every type of experiment. In simple terms, here you tell your readers what to make of the Results you obtained. If you have done the Results part well, your readers should already recognize the trends in the data and have a fairly clear idea of whether your hypothesis was supported. Because the Results can seem so self-explanatory, many students find it difficult to know what material to add in this last section.

Basically, the Discussion contains several parts, in no particular order, but roughly moving from specific (i.e., related to your experiment only) to general (how your findings fit in the larger scientific community). In this section, you will, as a rule, need to:

Explain whether the data support your hypothesis

  • Acknowledge any anomalous data or deviations from what you expected

Derive conclusions, based on your findings, about the process you’re studying

  • Relate your findings to earlier work in the same area (if you can)

Explore the theoretical and/or practical implications of your findings

Let’s look at some dos and don’ts for each of these objectives.

This statement is usually a good way to begin the Discussion, since you can’t effectively speak about the larger scientific value of your study until you’ve figured out the particulars of this experiment. You might begin this part of the Discussion by explicitly stating the relationships or correlations your data indicate between the independent and dependent variables. Then you can show more clearly why you believe your hypothesis was or was not supported. For example, if you tested solubility at various temperatures, you could start this section by noting that the rates of solubility increased as the temperature increased. If your initial hypothesis surmised that temperature change would not affect solubility, you would then say something like,

“The hypothesis that temperature change would not affect solubility was not supported by the data.”

Note: Students tend to view labs as practical tests of undeniable scientific truths. As a result, you may want to say that the hypothesis was “proved” or “disproved” or that it was “correct” or “incorrect.” These terms, however, reflect a degree of certainty that you as a scientist aren’t supposed to have. Remember, you’re testing a theory with a procedure that lasts only a few hours and relies on only a few trials, which severely compromises your ability to be sure about the “truth” you see. Words like “supported,” “indicated,” and “suggested” are more acceptable ways to evaluate your hypothesis.

Also, recognize that saying whether the data supported your hypothesis or not involves making a claim to be defended. As such, you need to show the readers that this claim is warranted by the evidence. Make sure that you’re very explicit about the relationship between the evidence and the conclusions you draw from it. This process is difficult for many writers because we don’t often justify conclusions in our regular lives. For example, you might nudge your friend at a party and whisper, “That guy’s drunk,” and once your friend lays eyes on the person in question, she might readily agree. In a scientific paper, by contrast, you would need to defend your claim more thoroughly by pointing to data such as slurred words, unsteady gait, and the lampshade-as-hat. In addition to pointing out these details, you would also need to show how (according to previous studies) these signs are consistent with inebriation, especially if they occur in conjunction with one another. To put it another way, tell your readers exactly how you got from point A (was the hypothesis supported?) to point B (yes/no).

Acknowledge any anomalous data, or deviations from what you expected

You need to take these exceptions and divergences into account, so that you qualify your conclusions sufficiently. For obvious reasons, your readers will doubt your authority if you (deliberately or inadvertently) overlook a key piece of data that doesn’t square with your perspective on what occurred. In a more philosophical sense, once you’ve ignored evidence that contradicts your claims, you’ve departed from the scientific method. The urge to “tidy up” the experiment is often strong, but if you give in to it you’re no longer performing good science.

Sometimes after you’ve performed a study or experiment, you realize that some part of the methods you used to test your hypothesis was flawed. In that case, it’s OK to suggest that if you had the chance to conduct your test again, you might change the design in this or that specific way in order to avoid such and such a problem. The key to making this approach work, though, is to be very precise about the weakness in your experiment, why and how you think that weakness might have affected your data, and how you would alter your protocol to eliminate—or limit the effects of—that weakness. Often, inexperienced researchers and writers feel the need to account for “wrong” data (remember, there’s no such animal), and so they speculate wildly about what might have screwed things up. These speculations include such factors as the unusually hot temperature in the room, or the possibility that their lab partners read the meters wrong, or the potentially defective equipment. These explanations are what scientists call “cop-outs,” or “lame”; don’t indicate that the experiment had a weakness unless you’re fairly certain that a) it really occurred and b) you can explain reasonably well how that weakness affected your results.

If, for example, your hypothesis dealt with the changes in solubility at different temperatures, then try to figure out what you can rationally say about the process of solubility more generally. If you’re doing an undergraduate lab, chances are that the lab will connect in some way to the material you’ve been covering either in lecture or in your reading, so you might choose to return to these resources as a way to help you think clearly about the process as a whole.

This part of the Discussion section is another place where you need to make sure that you’re not overreaching. Again, nothing you’ve found in one study would remotely allow you to claim that you now “know” something, or that something isn’t “true,” or that your experiment “confirmed” some principle or other. Hesitate before you go out on a limb—it’s dangerous! Use less absolutely conclusive language, including such words as “suggest,” “indicate,” “correspond,” “possibly,” “challenge,” etc.

Relate your findings to previous work in the field (if possible)

We’ve been talking about how to show that you belong in a particular community (such as biologists or anthropologists) by writing within conventions that they recognize and accept. Another is to try to identify a conversation going on among members of that community, and use your work to contribute to that conversation. In a larger philosophical sense, scientists can’t fully understand the value of their research unless they have some sense of the context that provoked and nourished it. That is, you have to recognize what’s new about your project (potentially, anyway) and how it benefits the wider body of scientific knowledge. On a more pragmatic level, especially for undergraduates, connecting your lab work to previous research will demonstrate to the TA that you see the big picture. You have an opportunity, in the Discussion section, to distinguish yourself from the students in your class who aren’t thinking beyond the barest facts of the study. Capitalize on this opportunity by putting your own work in context.

If you’re just beginning to work in the natural sciences (as a first-year biology or chemistry student, say), most likely the work you’ll be doing has already been performed and re-performed to a satisfactory degree. Hence, you could probably point to a similar experiment or study and compare/contrast your results and conclusions. More advanced work may deal with an issue that is somewhat less “resolved,” and so previous research may take the form of an ongoing debate, and you can use your own work to weigh in on that debate. If, for example, researchers are hotly disputing the value of herbal remedies for the common cold, and the results of your study suggest that Echinacea diminishes the symptoms but not the actual presence of the cold, then you might want to take some time in the Discussion section to recapitulate the specifics of the dispute as it relates to Echinacea as an herbal remedy. (Consider that you have probably already written in the Introduction about this debate as background research.)

This information is often the best way to end your Discussion (and, for all intents and purposes, the report). In argumentative writing generally, you want to use your closing words to convey the main point of your writing. This main point can be primarily theoretical (“Now that you understand this information, you’re in a better position to understand this larger issue”) or primarily practical (“You can use this information to take such and such an action”). In either case, the concluding statements help the reader to comprehend the significance of your project and your decision to write about it.

Since a lab report is argumentative—after all, you’re investigating a claim, and judging the legitimacy of that claim by generating and collecting evidence—it’s often a good idea to end your report with the same technique for establishing your main point. If you want to go the theoretical route, you might talk about the consequences your study has for the field or phenomenon you’re investigating. To return to the examples regarding solubility, you could end by reflecting on what your work on solubility as a function of temperature tells us (potentially) about solubility in general. (Some folks consider this type of exploration “pure” as opposed to “applied” science, although these labels can be problematic.) If you want to go the practical route, you could end by speculating about the medical, institutional, or commercial implications of your findings—in other words, answer the question, “What can this study help people to do?” In either case, you’re going to make your readers’ experience more satisfying, by helping them see why they spent their time learning what you had to teach them.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Beall, Herbert, and John Trimbur. 2001. A Short Guide to Writing About Chemistry , 2nd ed. New York: Longman.

Blum, Deborah, and Mary Knudson. 1997. A Field Guide for Science Writers: The Official Guide of the National Association of Science Writers . New York: Oxford University Press.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Briscoe, Mary Helen. 1996. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications , 2nd ed. New York: Springer-Verlag.

Council of Science Editors. 2014. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 8th ed. Chicago & London: University of Chicago Press.

Davis, Martha. 2012. Scientific Papers and Presentations , 3rd ed. London: Academic Press.

Day, Robert A. 1994. How to Write and Publish a Scientific Paper , 4th ed. Phoenix: Oryx Press.

Porush, David. 1995. A Short Guide to Writing About Science . New York: Longman.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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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.

Beyond the Hype: Evaluating Low-Carb Diets cover page

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.

Beyond the Hype: Abstract

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.

Cover Page

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.)

References Section

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.

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How to Write a Research Paper: Parts of the Paper

  • Choosing Your Topic
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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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How to Write a Research Paper | A Beginner's Guide

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

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

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

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Table of contents

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

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

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

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

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the first page of research report is called

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

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

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

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

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

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

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

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

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

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

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

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

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the first page of research report is called

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

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

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

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

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

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

Paragraph structure

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

Example paragraph

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

Citing sources

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

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

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

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

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

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

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

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

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

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

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

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

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

You should not :

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

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

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

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

Global concerns

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

Fine-grained details

Check the content of each paragraph, making sure that:

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

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

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

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

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

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

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

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

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

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

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

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

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

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

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

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

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

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Uncomplicated Reviews of Educational Research Methods

  • Writing a Research Report

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This review covers the basic elements of a research report. This is a general guide for what you will see in journal articles or dissertations. This format assumes a mixed methods study, but you can leave out either quantitative or qualitative sections if you only used a single methodology.

This review is divided into sections for easy reference. There are five MAJOR parts of a Research Report:

1.    Introduction 2.    Review of Literature 3.    Methods 4.    Results 5.    Discussion

As a general guide, the Introduction, Review of Literature, and Methods should be about 1/3 of your paper, Discussion 1/3, then Results 1/3.

Section 1 : Cover Sheet (APA format cover sheet) optional, if required.

Section 2: Abstract (a basic summary of the report, including sample, treatment, design, results, and implications) (≤ 150 words) optional, if required.

Section 3 : Introduction (1-3 paragraphs) •    Basic introduction •    Supportive statistics (can be from periodicals) •    Statement of Purpose •    Statement of Significance

Section 4 : Research question(s) or hypotheses •    An overall research question (optional) •    A quantitative-based (hypotheses) •    A qualitative-based (research questions) Note: You will generally have more than one, especially if using hypotheses.

Section 5: Review of Literature ▪    Should be organized by subheadings ▪    Should adequately support your study using supporting, related, and/or refuting evidence ▪    Is a synthesis, not a collection of individual summaries

Section 6: Methods ▪    Procedure: Describe data gathering or participant recruitment, including IRB approval ▪    Sample: Describe the sample or dataset, including basic demographics ▪    Setting: Describe the setting, if applicable (generally only in qualitative designs) ▪    Treatment: If applicable, describe, in detail, how you implemented the treatment ▪    Instrument: Describe, in detail, how you implemented the instrument; Describe the reliability and validity associated with the instrument ▪    Data Analysis: Describe type of procedure (t-test, interviews, etc.) and software (if used)

Section 7: Results ▪    Restate Research Question 1 (Quantitative) ▪    Describe results ▪    Restate Research Question 2 (Qualitative) ▪    Describe results

Section 8: Discussion ▪    Restate Overall Research Question ▪    Describe how the results, when taken together, answer the overall question ▪    ***Describe how the results confirm or contrast the literature you reviewed

Section 9: Recommendations (if applicable, generally related to practice)

Section 10: Limitations ▪    Discuss, in several sentences, the limitations of this study. ▪    Research Design (overall, then info about the limitations of each separately) ▪    Sample ▪    Instrument/s ▪    Other limitations

Section 11: Conclusion (A brief closing summary)

Section 12: References (APA format)

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Research Rundowns was made possible by support from the Dewar College of Education at Valdosta State University .

  • Experimental Design
  • What is Educational Research?
  • Writing Research Questions
  • Mixed Methods Research Designs
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  • Mean & Standard Deviation
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  • Steps 1-4: Finding Research
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Research Design in Business and Management pp 53–84 Cite as

Writing up a Research Report

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A research report is one big argument how and why you came up with your conclusions. To make it a convincing argument, a typical guiding structure has developed. In the different chapters, distinct issues need to be addressed to explain to the reader why your conclusions are valid. The governing principle for writing the report is full disclosure: to explain everything and ensure replicability by another researcher.

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Field, A. (2016). An adventure in statistics. The reality enigma . SAGE.

Field, A. (2020). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.

Früh, M., Keimer, I., & Blankenagel, M. (2019). The impact of Balanced Scorecard excellence on shareholder returns. IFZ Working Paper No. 0003/2019. Retrieved June 09, 2021, from https://zenodo.org/record/2571603#.YMDUafkzZaQ .

Yin, R. K. (2013). Case study research: Design and methods (5th ed.). SAGE.

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Hunziker, S., Blankenagel, M. (2021). Writing up a Research Report. In: Research Design in Business and Management. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-34357-6_4

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Research Method

Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

  • Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
  • Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
  • Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
  • Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

  • Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
  • Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
  • Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
  • Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
  • Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
  • Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

  • Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
  • Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
  • Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
  • Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
  • Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
  • Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
  • Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

  • Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
  • Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
  • Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
  • Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
  • Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

  • Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
  • Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
  • Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
  • Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
  • Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
  • Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
  • Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

  • Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
  • Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
  • Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
  • Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
  • Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

  • Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
  • Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
  • Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
  • Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
  • Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

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Structure of reports Report sections and what goes in them

Reports are a common academic genre at university. Although the exact nature will vary according to the discipline you are studying, the general structure is broadly similar for all disciplines. The typical structure of a report, as shown on this page, is often referred to as IMRAD, which is short for Introduction, Method , Results And Discussion . As reports often begin with an Abstract , the structure may also be referred to as AIMRAD.

Preliminaries

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There are several parts which go at the beginning of the report, before the main content. These are the title page , abstract and contents page .

Your report should have a title page. Information which could be included on this page are:

  • the title of the report
  • the name(s) of the author(s)
  • your student number(s)
  • name of the lecturer the report is for
  • date of submission

Many longer reports will contain an abstract. This is like a summary of the whole report, and should contain details on the key areas, in other words the purpose, the methodology, the main findings and the conclusions. An abstract is not usually needed for shorter reports such as science lab reports.

Contents page

Many reports will contain a contents page. This should list all the headings and sub-headings in the report, together with the page numbers. Most word processing software can build a table of contents automatically.

The first section of your report will be the introduction. This will often contain several sub-sections, as outlined below.

There should be some background information on the topic area. This could be in the form of a literature review. It is likely that this section will contain material from other sources, in which case appropriate citations will be needed. You will also need to summarise or paraphrase any information which comes from your text books or other sources.

Many reports, especially science reports, will contain essential theory, such as equations which will be used later. You may need to give definitions of key terms and classify information. As with the background section, correct in-text citations will be needed for any information which comes from your text books or other sources.

This part of the report explains why you are writing the report. The tense you use will depend on whether the subject of the sentence is the report (which still exists) or the experiment (which has finished). See the language for reports section for more information.

Also called Methodology or Procedure, this section outlines how you gathered information, where from and how much. For example, if you used a survey:

  • how was the survey carried out?
  • how did you decide on the target group?
  • how many people were surveyed?
  • were they surveyed by interview or questionnaire?

If it is a science lab report, you will need to answer these questions:

  • what apparatus was used?
  • how did you conduct the experiment?
  • how many times did you repeat the procedure?
  • what precautions did you take to increase accuracy?

This section, also called Findings, gives the data that has been collected (for example from the survey or experiment). This section will often present data in tables and charts. This section is primarily concerned with description. In other words, it does not analyse or draw conclusions.

The Discussion section, also called Analysis, is the main body of the report, where you develop your ideas. It draws together the background information or theory from the Introduction with the data from the Findings section . Sub-sections (with sub-headings) may be needed to ensure the readers can find information quickly. Although the sub-headings help to clarify, you should still use well constructed paragraphs, with clear topic sentences . This section will often include graphs or other visual material, as this will help the readers to understand the main points. This section should fulfil the aims in the introduction, and should contain sufficient information to justify the conclusions and recommendations which come later in the report.

The conclusions come from the analysis in the Discussion section and should be clear and concise. The conclusions should relate directly to the aims of the report, and state whether these have been fulfilled. At this stage in the report, no new information should be included.

Recommendations

The report should conclude with recommendations. These should be specific. As with the conclusion, the recommendations should derive from the main body of the report and again, no new information should be included.

Reference section

Any sources cited in the text should be included in full in the reference section. For more information, see the reference section page of the writing section.

Appendices are used to provide any detailed information which your readers may need for reference, but which do not contain key information and which you therefore do not want to include in the body of the report. Examples are a questionnaire used in a survey or a letter of consent for interview participants. Appendices must be relevant and should be numbered so they can be referred to in the main body. They should be labelled Appendix 1, Appendix 2, etc. ('appendices' is the plural form of 'appendix').

The diagram below summarises the sections of a report outlined above.

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There is a downloadable checklist for reports (structure and language ) in the writing resources section.

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Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

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Reference List: Basic Rules

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This resourse, revised according to the 7 th  edition APA Publication Manual, offers basic guidelines for formatting the reference list at the end of a standard APA research paper. Most sources follow fairly straightforward rules. However, because sources obtained from academic journals  carry special weight in research writing, these sources are subject to special rules . Thus, this page presents basic guidelines for citing academic journals separate from its "ordinary" basic guidelines. This distinction is made clear below.

Note:  Because the information on this page pertains to virtually all citations, we've highlighted one important difference between APA 6 and APA 7 with an underlined note written in red.  For more information, please consult the   Publication Manual of the American Psychological Association , (7 th  ed.).

Formatting a Reference List

Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page "References" in bold, centered at the top of the page (do NOT underline or use quotation marks for the title). All text should be double-spaced just like the rest of your essay.

Basic Rules for Most Sources

  • All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.
  • All authors' names should be inverted (i.e., last names should be provided first).
  • For example, the reference entry for a source written by Jane Marie Smith would begin with "Smith, J. M."
  • If a middle name isn't available, just initialize the author's first name: "Smith, J."
  • Give the last name and first/middle initials for all authors of a particular work up to and including 20 authors ( this is a new rule, as APA 6 only required the first six authors ). Separate each author’s initials from the next author in the list with a comma. Use an ampersand (&) before the last author’s name. If there are 21 or more authors, use an ellipsis (but no ampersand) after the 19th author, and then add the final author’s name.
  • Reference list entries should be alphabetized by the last name of the first author of each work.
  • For multiple articles by the same author, or authors listed in the same order, list the entries in chronological order, from earliest to most recent.
  • Note again that the titles of academic journals are subject to special rules. See section below.
  • Italicize titles of longer works (e.g., books, edited collections, names of newspapers, and so on).
  • Do not italicize, underline, or put quotes around the titles of shorter works such as chapters in books or essays in edited collections.

Basic Rules for Articles in Academic Journals

  • Present journal titles in full.
  • Italicize journal titles.
  • For example, you should use  PhiloSOPHIA  instead of  Philosophia,  or  Past & Present   instead of  Past and Present.
  • This distinction is based on the type of source being cited. Academic journal titles have all major words capitalized, while other sources' titles do not.
  • Capitalize   the first word of the titles and subtitles of   journal articles , as well as the   first word after a colon or a dash in the title, and   any proper nouns .
  • Do not italicize or underline the article title.
  • Deep blue: The mysteries of the Marianas Trench.
  • Oceanographic Study: A Peer-Reviewed Publication

Please note:  While the APA manual provides examples of how to cite common types of sources, it does not cover all conceivable sources. If you must cite a source that APA does not address, the APA suggests finding an example that is similar to your source and using that format. For more information, see page 282 of the   Publication Manual of the American Psychological Association , 7 th  ed.

  • Research Report: Definition, Types + [Writing Guide]

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One of the reasons for carrying out research is to add to the existing body of knowledge. Therefore, when conducting research, you need to document your processes and findings in a research report. 

With a research report, it is easy to outline the findings of your systematic investigation and any gaps needing further inquiry. Knowing how to create a detailed research report will prove useful when you need to conduct research.  

What is a Research Report?

A research report is a well-crafted document that outlines the processes, data, and findings of a systematic investigation. It is an important document that serves as a first-hand account of the research process, and it is typically considered an objective and accurate source of information.

In many ways, a research report can be considered as a summary of the research process that clearly highlights findings, recommendations, and other important details. Reading a well-written research report should provide you with all the information you need about the core areas of the research process.

Features of a Research Report 

So how do you recognize a research report when you see one? Here are some of the basic features that define a research report. 

  • It is a detailed presentation of research processes and findings, and it usually includes tables and graphs. 
  • It is written in a formal language.
  • A research report is usually written in the third person.
  • It is informative and based on first-hand verifiable information.
  • It is formally structured with headings, sections, and bullet points.
  • It always includes recommendations for future actions. 

Types of Research Report 

The research report is classified based on two things; nature of research and target audience.

Nature of Research

  • Qualitative Research Report

This is the type of report written for qualitative research . It outlines the methods, processes, and findings of a qualitative method of systematic investigation. In educational research, a qualitative research report provides an opportunity for one to apply his or her knowledge and develop skills in planning and executing qualitative research projects.

A qualitative research report is usually descriptive in nature. Hence, in addition to presenting details of the research process, you must also create a descriptive narrative of the information.

  • Quantitative Research Report

A quantitative research report is a type of research report that is written for quantitative research. Quantitative research is a type of systematic investigation that pays attention to numerical or statistical values in a bid to find answers to research questions. 

In this type of research report, the researcher presents quantitative data to support the research process and findings. Unlike a qualitative research report that is mainly descriptive, a quantitative research report works with numbers; that is, it is numerical in nature. 

Target Audience

Also, a research report can be said to be technical or popular based on the target audience. If you’re dealing with a general audience, you would need to present a popular research report, and if you’re dealing with a specialized audience, you would submit a technical report. 

  • Technical Research Report

A technical research report is a detailed document that you present after carrying out industry-based research. This report is highly specialized because it provides information for a technical audience; that is, individuals with above-average knowledge in the field of study. 

In a technical research report, the researcher is expected to provide specific information about the research process, including statistical analyses and sampling methods. Also, the use of language is highly specialized and filled with jargon. 

Examples of technical research reports include legal and medical research reports. 

  • Popular Research Report

A popular research report is one for a general audience; that is, for individuals who do not necessarily have any knowledge in the field of study. A popular research report aims to make information accessible to everyone. 

It is written in very simple language, which makes it easy to understand the findings and recommendations. Examples of popular research reports are the information contained in newspapers and magazines. 

Importance of a Research Report 

  • Knowledge Transfer: As already stated above, one of the reasons for carrying out research is to contribute to the existing body of knowledge, and this is made possible with a research report. A research report serves as a means to effectively communicate the findings of a systematic investigation to all and sundry.  
  • Identification of Knowledge Gaps: With a research report, you’d be able to identify knowledge gaps for further inquiry. A research report shows what has been done while hinting at other areas needing systematic investigation. 
  • In market research, a research report would help you understand the market needs and peculiarities at a glance. 
  • A research report allows you to present information in a precise and concise manner. 
  • It is time-efficient and practical because, in a research report, you do not have to spend time detailing the findings of your research work in person. You can easily send out the report via email and have stakeholders look at it. 

Guide to Writing a Research Report

A lot of detail goes into writing a research report, and getting familiar with the different requirements would help you create the ideal research report. A research report is usually broken down into multiple sections, which allows for a concise presentation of information.

Structure and Example of a Research Report

This is the title of your systematic investigation. Your title should be concise and point to the aims, objectives, and findings of a research report. 

  • Table of Contents

This is like a compass that makes it easier for readers to navigate the research report.

An abstract is an overview that highlights all important aspects of the research including the research method, data collection process, and research findings. Think of an abstract as a summary of your research report that presents pertinent information in a concise manner. 

An abstract is always brief; typically 100-150 words and goes straight to the point. The focus of your research abstract should be the 5Ws and 1H format – What, Where, Why, When, Who and How. 

  • Introduction

Here, the researcher highlights the aims and objectives of the systematic investigation as well as the problem which the systematic investigation sets out to solve. When writing the report introduction, it is also essential to indicate whether the purposes of the research were achieved or would require more work.

In the introduction section, the researcher specifies the research problem and also outlines the significance of the systematic investigation. Also, the researcher is expected to outline any jargons and terminologies that are contained in the research.  

  • Literature Review

A literature review is a written survey of existing knowledge in the field of study. In other words, it is the section where you provide an overview and analysis of different research works that are relevant to your systematic investigation. 

It highlights existing research knowledge and areas needing further investigation, which your research has sought to fill. At this stage, you can also hint at your research hypothesis and its possible implications for the existing body of knowledge in your field of study. 

  • An Account of Investigation

This is a detailed account of the research process, including the methodology, sample, and research subjects. Here, you are expected to provide in-depth information on the research process including the data collection and analysis procedures. 

In a quantitative research report, you’d need to provide information surveys, questionnaires and other quantitative data collection methods used in your research. In a qualitative research report, you are expected to describe the qualitative data collection methods used in your research including interviews and focus groups. 

In this section, you are expected to present the results of the systematic investigation. 

This section further explains the findings of the research, earlier outlined. Here, you are expected to present a justification for each outcome and show whether the results are in line with your hypotheses or if other research studies have come up with similar results.

  • Conclusions

This is a summary of all the information in the report. It also outlines the significance of the entire study. 

  • References and Appendices

This section contains a list of all the primary and secondary research sources. 

Tips for Writing a Research Report

  • Define the Context for the Report

As is obtainable when writing an essay, defining the context for your research report would help you create a detailed yet concise document. This is why you need to create an outline before writing so that you do not miss out on anything. 

  • Define your Audience

Writing with your audience in mind is essential as it determines the tone of the report. If you’re writing for a general audience, you would want to present the information in a simple and relatable manner. For a specialized audience, you would need to make use of technical and field-specific terms. 

  • Include Significant Findings

The idea of a research report is to present some sort of abridged version of your systematic investigation. In your report, you should exclude irrelevant information while highlighting only important data and findings. 

  • Include Illustrations

Your research report should include illustrations and other visual representations of your data. Graphs, pie charts, and relevant images lend additional credibility to your systematic investigation.

  • Choose the Right Title

A good research report title is brief, precise, and contains keywords from your research. It should provide a clear idea of your systematic investigation so that readers can grasp the entire focus of your research from the title. 

  • Proofread the Report

Before publishing the document, ensure that you give it a second look to authenticate the information. If you can, get someone else to go through the report, too, and you can also run it through proofreading and editing software. 

How to Gather Research Data for Your Report  

  • Understand the Problem

Every research aims at solving a specific problem or set of problems, and this should be at the back of your mind when writing your research report. Understanding the problem would help you to filter the information you have and include only important data in your report. 

  • Know what your report seeks to achieve

This is somewhat similar to the point above because, in some way, the aim of your research report is intertwined with the objectives of your systematic investigation. Identifying the primary purpose of writing a research report would help you to identify and present the required information accordingly. 

  • Identify your audience

Knowing your target audience plays a crucial role in data collection for a research report. If your research report is specifically for an organization, you would want to present industry-specific information or show how the research findings are relevant to the work that the company does. 

  • Create Surveys/Questionnaires

A survey is a research method that is used to gather data from a specific group of people through a set of questions. It can be either quantitative or qualitative. 

A survey is usually made up of structured questions, and it can be administered online or offline. However, an online survey is a more effective method of research data collection because it helps you save time and gather data with ease. 

You can seamlessly create an online questionnaire for your research on Formplus . With the multiple sharing options available in the builder, you would be able to administer your survey to respondents in little or no time. 

Formplus also has a report summary too l that you can use to create custom visual reports for your research.

Step-by-step guide on how to create an online questionnaire using Formplus  

  • Sign into Formplus

In the Formplus builder, you can easily create different online questionnaires for your research by dragging and dropping preferred fields into your form. To access the Formplus builder, you will need to create an account on Formplus. 

Once you do this, sign in to your account and click on Create new form to begin. 

  • Edit Form Title : Click on the field provided to input your form title, for example, “Research Questionnaire.”
  • Edit Form : Click on the edit icon to edit the form.
  • Add Fields : Drag and drop preferred form fields into your form in the Formplus builder inputs column. There are several field input options for questionnaires in the Formplus builder. 
  • Edit fields
  • Click on “Save”
  • Form Customization: With the form customization options in the form builder, you can easily change the outlook of your form and make it more unique and personalized. Formplus allows you to change your form theme, add background images, and even change the font according to your needs. 
  • Multiple Sharing Options: Formplus offers various form-sharing options, which enables you to share your questionnaire with respondents easily. You can use the direct social media sharing buttons to share your form link to your organization’s social media pages.  You can also send out your survey form as email invitations to your research subjects too. If you wish, you can share your form’s QR code or embed it on your organization’s website for easy access. 

Conclusion  

Always remember that a research report is just as important as the actual systematic investigation because it plays a vital role in communicating research findings to everyone else. This is why you must take care to create a concise document summarizing the process of conducting any research. 

In this article, we’ve outlined essential tips to help you create a research report. When writing your report, you should always have the audience at the back of your mind, as this would set the tone for the document. 

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APA Page Format

  • Finding and Evaluating Sources (Critical Analysis)
  • Synthesizing Information from Sources
  • MLA Documentation
  • APA In-Text Citations
  • Writing a Research Paper
  • APA Handout
  • Acceptable fonts and sizes: Size 12-point Times New Roman;11-point Arial, Calibri, and Georgia; or 10-point Lucida.
  • Body of paper is aligned left
  • Running head (by instructor preference) in header, left aligned
  • Page number in header right aligned
  • Line Spacing – double throughout
  • Tab in the first line of a paragraph ½” or .5
  • Title is bolded, centered with proper capitalization
  • Level 1 heading on 2nd page of paper, centered and bolded and is usually the title of the paper, never the word Introduction.
  • References is the last page of the paper
  • 1” margins – top, bottom, left, right.
  • Word margins are set in Layout or in File/Page Setup/Margins.
  • Acceptable fonts and sizes: Size 12-point Times New Roman; 11-point Arial, Calibri, and Georgia;10-point Lucida; or other legible font as approved by instructor.
  • Font and font size are important for readability.
  • Do not use bold except for section headings if section headings are used.
  • Do not use all caps except for the title of the paper in the Header or an acronym (NATO, AIDS).
  • Do not use italics or underlining unless there is a rule that says to use them.
  • Left align – this is the usual default setting.
  • Do not block or justify where the right margin is uneven.
  • Alignment can be set in the Paragraph box if the icon is not visible.

Line Spacing

  • Double space –throughout the entire document.
  • Check default settings in the Paragraph box and reset per instructions under Paragraph setting (see below).

Paragraph Settings

Some programs such as Word 2007 and later have defaults in the Paragraph box which interferes with proper double spacing. The settings in the Paragraph dialogue box should be as follows to have proper double spacing.

  • Indentation (on top) should be set at 0 left and 0 right.
  • Spacing (on the lower left) should be set to 0 Before and 0 After.
  • Line Spacing (on the lower right) should be set to double.
  • Check the box that says “Don’t add space between paragraphs of the same style.”
  • Click Default (at the bottom) and select Yes to change defaults.

In Google docs , you can change Paragraph settings under Spacing to 0 next to Before and 0 next to After by going into the double spacing tool and clicking Custom Settings.  You will have to select (highlight) the entire paper including the heading in the upper left before making the change once the paper is typed.

In Pages , you can change the Paragraph settings by clicking on Format on the top navigation bar and then Paragraph. Remember that you have to highlight (select) the entire paper including the heading in the upper left before making change in Paragraph once the paper is typed.

First Line of a Paragraph

  • Indent the first word of a paragraph 1/2” or .5 from the left margin.
  • The Tab default is usually at this setting.  If not, reset defaults.

Spacing after a Period or Other End Punctuation

In the 7th edition of APA, only one space is used after the end of a sentence.

Page Number and Running Head

  • In Word, click on the Insert tab and then click on Page Number in the menu bar. It will give you the option of where to insert the page number.
  • Choose to insert the page number at the top of the page, right aligned.
  • The page number appears on every page of the document, including the title page.
  • Place the cursor left of the number and type in the running head.
  • Total length of the running head is 50 characters and spaces.
  • The running head is in all caps.
  • After you typed click tab until the running head is left aligned in the header.
  • Use a plain header format.
  • Do not use bold, underlining, quotation marks, or a different font or color for the title.
  • Do not use the word page or any abbreviation of the word page such as pg. or p. between the running head and the actual page number.

Heading Levels

There are five possible heading levels in APA style.

  • Level 1 headings are used for top-level or main sections – they are bolded and in the center of the page.
  • Level 2 and Level 3 headings are subsections of Level 1 – they are also bolded, but they are left aligned.
  • Levels 4 and 5 headings are bolded, italicized, indented, and followed by a period.

APA does not use the word Introduction. The Level 1 heading at the beginning of an APA paper is the bolded and centered title of the paper, typed on the first page of the paper after the title page.

See pages 47 - 49 in the APA Publication Manual for more detailed information.

The student paper must include a title page. The following items are included on the student title page unless otherwise indicated by the instructor:

  • The running head is an abbreviation of the title, written in all-caps, left aligned in the header up to 50 character and spaces long (if less than 50 character and spaces long then the entire title can be in the header)
  • Page number is right aligned in the header
  • The running head and page numbers appear on every page of the paper.
  • All the text on the title page is centered and double spaced with proper capitalization (except for the header)
  • Title is a maximum of three to four spaces below the header
  • Directly below the title is the student author’s first and last name
  • On the next line is the college/institution’s name, fully spelled out with proper capitalization
  • Below the institution name is the course number and course name, ex:  COU 1234: Introduction to APA Usage
  • On the next line is the instructor name, ex: Prof. I. Knowalot
  • On the last line is the assignment due date, ex: February 29, 2028

If you are asked to prepare an abstract for your research paper, click Insert/Page Break to get to the top of a new page, and center the word Abstract in bold on the first line. Abstracts are typically no more than 250 words. They are usually a single paragraph with no indentation at the start of the paragraph. Otherwise, they follow the same formatting rules including double spacing.

Reference Page

  • After the last section of your paper insert a page break.
  • Type the word References, bolded, centered with proper capitalization
  • The References page is double spaced.
  • Each reference entry is left-aligned and formatted with a hanging indent.
  • To create the hanging indent, highlight the reference entries and go into the Paragraph box.
  • Under Special, select Hanging from the drop down menu. Once selected, the default under By should be .5’.
  • Remember that your list has to be alphabetized by author. If there is no author or group author, use the title.
  • There are no extra spaces in between entries.
  • Printer-friendly version

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MCQs on Research Report Writing [Additional 30 Questions] for NTA NET and SLET Exam

the first page of research report is called

MCQs on Research Report Writing Also useful for B.Com/M.Com, NTA NET / JRF and SET Exam

In this Post You will get Additional 30 MCQs on Reseach Report Writing  which is very helpful for the students of B. Com, M. Com,  NTA NET and SLET Exam . More than 200 MCQs are added including the first part and more questions will be added soon.

Research methodology Chapter wise MCQs are also available on our blog. Links are given below:

a)  Research Methodology MCQs [Part 1] (40 Questions)

b) Research Methodology MCQS Part I1 (35 Questions)

c) Sampling MCQs (35 Questions)

d) MCQ on Research Problem and Research Plan (20 Questions)

e) Collection of data MCQs (33 Questions)

f) MCQ on Research Report Writing (30 Questions)

***********************************************

1. The first page of the research report is:

a) Appendix.

b) Bibliography.

d) Title page.

Ans: d) Title page .

2. The last page of the research report is:

Ans: a) Appendix .

3. The content of the research report is can be classified into 3 parts which are:

a) Prefatory items.

c) Terminal/References.

d) All of the above.

[Note: Bibliography contains the sources of references taken and consulted.]

Ans: d) All of the above .

4. Bibliography means

a) Foot Note.

b) Quotations.

c) List of Books referred.

d) Biography.

Ans: c) List of Books referred .

5. The list of special terms and phrases used is given in the form of a:

c) Glossary.

d) Bibliography.

Ans: c) Glossary .

6.  An abstract is a:

a) Synopsis.

Ans: a) Synopsis .

7. In research methodology, interpretation is the search of:

a) Statistical data.

b) Research problem.

c) Research findings.

d) Research plan.

Ans: c) Research findings.

8. Interpretation should be:

a) Subjective.

b) Objective.

c) Integrity.

d) None of the above.

Ans: a) Subjective .

9. Which of the following statements are true about interpretation of data?

a) Interpretation can’t proceed without analysis.

b) Analysis and interpretation are interdependent.

c) The data to be interpreted should be homogeneous in nature.

a) All of the above.

Ans: a) All of the above .

10. The last state of research process is:

a) Review of literature.

b) Report writing.

c) Research design.

d) Analysis of data.

Ans: b) Report writing .

11. A long essay on a single piece of work is called:

a) Research report.

b) Monograph.

c) Dissertation.

Ans: b) Monograph .

12. Thesis is also known as:

Ans: c) Dissertation .

13. A detailed disclosure on the subject under study is called:

c) Dissertation or thesis.

Ans: c) Dissertation or thesis .

14. Which of the following is not true about e-journals?

a) They are distributed through digital methods.

b) They also have editors or editorial boards.

c) They are publications of serial nature.

d) They are always free of cost.

Ans: d) They are always free of cost .

15. In which of the following, reporting format is formally prescribed ?

a) Doctoral level thesis.

b) Conference of researchers.

c) Workshops and seminars.

d) Symposia.

Ans: a) Doctoral level thesis .

16. Which of the following is an optional supplement of a research paper?

b) Appendix.

Ans: b) Appendix .

17. In a thesis, figures and tables are included in

a) the appendix.

b) a separate chapter.

c) the concluding chapter.

d) the text itself.

Ans: a) the appendix .

18. A thesis statement is

a) an observation.

c) an assertion.

d) a discussion.

Ans: c) an assertion .

19. An abstract contains:

a) A brief summary of research problems.

b) A brief summary of the findings of the report.

c) A brief analysis of data.

d) A brief interpretation of data.

Ans: b) A brief summary of the findings of the report.

20. When academicians are called to deliver lecture or presentation to an audience on certain topics or a set of topics of educational nature, it is called

a) Training Program.

b) Seminar.

c) Workshop.

d) Symposium.

Ans: b) Seminar .

21. The core elements of a dissertation are:

a) Introduction; Data Collection; Data Analysis; Conclusions and Recommendations.

b) Executive Summary; Literature review; Data gathered; Conclusions; Bibliography.

c) Research Plan; Research Data; Analysis; References.

d) Introduction; Literature Review; Research Methodology; Results; Discussion and Conclusion.

Ans: a) Introduction; Data Collection; Data Analysis; Conclusions and Recommendations .

22. A written format of a research work is known as:

a) Research Paper.

c) Project report.

d) Research report.

Ans: d) Research report .

23. List of important abbreviations used in footnote and bibliography:

24. Row headings of a table is known as:

c) Columns.

Ans: b) Stub .

25. A treatise on single subject is called:

26. ICSSR stands for

a) Indian Council for Survey and Research.

b) Indian Council for strategic Research.

c) Indian Council for Social Science Research.

d) Inter National Council for Social Science Research.

Ans: c) Indian Council for Social Science Research.

27. UGC Stands for

a) University Grants Commission.

b) Union Government Commission.

c) University Governance Council.

d) Union government Council.

Ans: a) University Grants Commission.

28. The Report submitted when there is a time lag between data collection and presentation of Result is called

b) Interim Report.

c) Summary Report.

d) Article.

Ans: b) Interim Report.

29. JRF is for

a) Junior Research Functions.

b) Junior Research Fellowship.

c) Junior Fellowship.

Ans: b) Junior Research Fellowship.

30. Concept is of two types

a) Abstract and Coherent.

b) Concrete and Coherent.

c) Abstract and concrete.

Ans: c) Abstract and concrete.

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the first page of research report is called

Home Market Research

Research Reports: Definition and How to Write Them

Research Reports

Reports are usually spread across a vast horizon of topics but are focused on communicating information about a particular topic and a niche target market. The primary motive of research reports is to convey integral details about a study for marketers to consider while designing new strategies.

Certain events, facts, and other information based on incidents need to be relayed to the people in charge, and creating research reports is the most effective communication tool. Ideal research reports are extremely accurate in the offered information with a clear objective and conclusion. These reports should have a clean and structured format to relay information effectively.

What are Research Reports?

Research reports are recorded data prepared by researchers or statisticians after analyzing the information gathered by conducting organized research, typically in the form of surveys or qualitative methods .

A research report is a reliable source to recount details about a conducted research. It is most often considered to be a true testimony of all the work done to garner specificities of research.

The various sections of a research report are:

  • Background/Introduction
  • Implemented Methods
  • Results based on Analysis
  • Deliberation

Learn more: Quantitative Research

Components of Research Reports

Research is imperative for launching a new product/service or a new feature. The markets today are extremely volatile and competitive due to new entrants every day who may or may not provide effective products. An organization needs to make the right decisions at the right time to be relevant in such a market with updated products that suffice customer demands.

The details of a research report may change with the purpose of research but the main components of a report will remain constant. The research approach of the market researcher also influences the style of writing reports. Here are seven main components of a productive research report:

  • Research Report Summary: The entire objective along with the overview of research are to be included in a summary which is a couple of paragraphs in length. All the multiple components of the research are explained in brief under the report summary.  It should be interesting enough to capture all the key elements of the report.
  • Research Introduction: There always is a primary goal that the researcher is trying to achieve through a report. In the introduction section, he/she can cover answers related to this goal and establish a thesis which will be included to strive and answer it in detail.  This section should answer an integral question: “What is the current situation of the goal?”.  After the research design was conducted, did the organization conclude the goal successfully or they are still a work in progress –  provide such details in the introduction part of the research report.
  • Research Methodology: This is the most important section of the report where all the important information lies. The readers can gain data for the topic along with analyzing the quality of provided content and the research can also be approved by other market researchers . Thus, this section needs to be highly informative with each aspect of research discussed in detail.  Information needs to be expressed in chronological order according to its priority and importance. Researchers should include references in case they gained information from existing techniques.
  • Research Results: A short description of the results along with calculations conducted to achieve the goal will form this section of results. Usually, the exposition after data analysis is carried out in the discussion part of the report.

Learn more: Quantitative Data

  • Research Discussion: The results are discussed in extreme detail in this section along with a comparative analysis of reports that could probably exist in the same domain. Any abnormality uncovered during research will be deliberated in the discussion section.  While writing research reports, the researcher will have to connect the dots on how the results will be applicable in the real world.
  • Research References and Conclusion: Conclude all the research findings along with mentioning each and every author, article or any content piece from where references were taken.

Learn more: Qualitative Observation

15 Tips for Writing Research Reports

Writing research reports in the manner can lead to all the efforts going down the drain. Here are 15 tips for writing impactful research reports:

  • Prepare the context before starting to write and start from the basics:  This was always taught to us in school – be well-prepared before taking a plunge into new topics. The order of survey questions might not be the ideal or most effective order for writing research reports. The idea is to start with a broader topic and work towards a more specific one and focus on a conclusion or support, which a research should support with the facts.  The most difficult thing to do in reporting, without a doubt is to start. Start with the title, the introduction, then document the first discoveries and continue from that. Once the marketers have the information well documented, they can write a general conclusion.
  • Keep the target audience in mind while selecting a format that is clear, logical and obvious to them:  Will the research reports be presented to decision makers or other researchers? What are the general perceptions around that topic? This requires more care and diligence. A researcher will need a significant amount of information to start writing the research report. Be consistent with the wording, the numbering of the annexes and so on. Follow the approved format of the company for the delivery of research reports and demonstrate the integrity of the project with the objectives of the company.
  • Have a clear research objective: A researcher should read the entire proposal again, and make sure that the data they provide contributes to the objectives that were raised from the beginning. Remember that speculations are for conversations, not for research reports, if a researcher speculates, they directly question their own research.
  • Establish a working model:  Each study must have an internal logic, which will have to be established in the report and in the evidence. The researchers’ worst nightmare is to be required to write research reports and realize that key questions were not included.

Learn more: Quantitative Observation

  • Gather all the information about the research topic. Who are the competitors of our customers? Talk to other researchers who have studied the subject of research, know the language of the industry. Misuse of the terms can discourage the readers of research reports from reading further.
  • Read aloud while writing. While reading the report, if the researcher hears something inappropriate, for example, if they stumble over the words when reading them, surely the reader will too. If the researcher can’t put an idea in a single sentence, then it is very long and they must change it so that the idea is clear to everyone.
  • Check grammar and spelling. Without a doubt, good practices help to understand the report. Use verbs in the present tense. Consider using the present tense, which makes the results sound more immediate. Find new words and other ways of saying things. Have fun with the language whenever possible.
  • Discuss only the discoveries that are significant. If some data are not really significant, do not mention them. Remember that not everything is truly important or essential within research reports.

Learn more: Qualitative Data

  • Try and stick to the survey questions. For example, do not say that the people surveyed “were worried” about an research issue , when there are different degrees of concern.
  • The graphs must be clear enough so that they understand themselves. Do not let graphs lead the reader to make mistakes: give them a title, include the indications, the size of the sample, and the correct wording of the question.
  • Be clear with messages. A researcher should always write every section of the report with an accuracy of details and language.
  • Be creative with titles – Particularly in segmentation studies choose names “that give life to research”. Such names can survive for a long time after the initial investigation.
  • Create an effective conclusion: The conclusion in the research reports is the most difficult to write, but it is an incredible opportunity to excel. Make a precise summary. Sometimes it helps to start the conclusion with something specific, then it describes the most important part of the study, and finally, it provides the implications of the conclusions.
  • Get a couple more pair of eyes to read the report. Writers have trouble detecting their own mistakes. But they are responsible for what is presented. Ensure it has been approved by colleagues or friends before sending the find draft out.

Learn more: Market Research and Analysis

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Home / Guides / Citation Guides / APA Format / APA Reference Page

How to Format an APA Reference Page

In APA, the “Works Cited” page is referred to as a “Reference List” or “Reference Page.” “Bibliography” also may be used interchangeably, even though there are some differences between the two.

If you are at the point in your article or research paper where you are looking up APA bibliography format, then congratulations! That means you’re almost done.

In this guide, you will learn how to successfully finish a paper by creating a properly formatted APA bibliography. More specifically, you will learn how to create a reference page . The guidelines presented here come from the 7 th edition of the APA’s Publication Manual .

A note on APA reference page style: In this guide, “bibliography” and “references” may be used interchangeably, even though there are some differences between the two. The most important thing is to use the label “References” when writing your paper since APA style recommends including a reference page.

Here’s a run-through of everything this page includes:

Difference between an APA bibliography and a reference page

What about annotated bibliographies, understanding apa reference page format, apa reference page formatting: alphabetizing by surname, q: what should not be on an apa reference page.

The difference between a bibliography and a reference page is a matter of scope. A bibliography usually includes all materials and sources that were used to write the paper. A reference page, on the other hand, only includes entries for works that were specifically cited in the text of the paper.

There are some cases in which a professor or journal might request an annotated bibliography . An annotated bibliography is basically a reference page that includes your comments and insights on each source.

An annotated bibliography can be a document all on its own, or part of a bigger document. That means creating an annotated bibliography by itself could be an assignment, or you may have to include one as part of your research paper, journal submission, or other project.

If you do need to add an APA annotated bibliography , it goes after the reference page on its own page, inside the appendices.

A properly formatted APA reference page begins on a new page, after the end of the text. It comes before any figures, tables, maps, or appendices. It’s double-spaced and features what’s called a hanging indent , where the first line of each reference is not indented, and the second line of each reference is indented 0.5 inches. The reference page is also labeled with a bold, center-justified, and capitalized “References.”

To summarize, the reference page should be:

  • Placed on its own page, after the text but before any tables, figures, or appendices.
  • In the same font as the rest of the paper.
  • Double-spaced the whole way through (including individual references).
  • Formatted with hanging indents (each line after the first line of every entry indented 0.5 inches).
  • Labeled with a bold, center-justified, and capitalized “References.”

Note: You can use the paragraph function of your word processing program to apply the hanging indent.

Q: What font am I supposed to use for the reference page or bibliography?

The APA reference page/bibliography should be in the same font as the rest of your paper. However, APA Style does not actually call for one specific font. According to Section 2.19 of the Publication Manual , the main requirement is to choose a font that is readable and accessible to all users. Some of the recommended font options for APA style include:

  • Sans serif fonts: Calibri (11pt), Arial (11pt), or Lucida (10pt).
  • Serif fonts: Times New Roman (12pt), Georgia (11pt), or Normal/Computer Modern (10pt).

Q: What are the margins supposed to be for the reference page or bibliography?

Aside from the 0.5 inch hanging indent on the second line of each reference entry, you do not need to modify the margins of the reference page or bibliography. These should be the same as the rest of your paper, which according to APA is 1-inch margins on all sides of the page. This is the default margin setting for most computer word processors, so you probably won’t have to change anything.

Q: What information goes into an APA style reference page or bibliography?

An APA style reference page should include full citations for all the sources that were cited in your paper. This includes sources that were summarized, paraphrased, and directly quoted. Essentially, if you included an in-text citation in your paper, that source should also appear in your reference list. The reference list is organized in alphabetical order by author.

The formatting for reference list citations varies depending on the kind of source and the available information. But for most sources, your reference list entry will include the following:

  • The last name(s) and initials of the author(s).
  • The date the source was published (shown in parentheses).
  • The title of the source in sentence case. The title should be in italics if the source stands on its own (like a book, webpage, or movie).
  • The name of the periodical, database, or website if the source is an article from a magazine, journal, newspaper, etc. Names of periodicals are usually italicized; names of databases and websites usually are not.
  • The publisher of the source and/or the URL where the source can be found.

Here are a few templates and examples for how common sources should be formatted in an APA style reference list. If your source is not found here, there is also a guide highlighting different APA citation examples .

Citing a Book

Author’s last name, Author’s first initial. Author’s middle initial. (Year of publication). Title of work . Publisher.

James, Henry. (2009). The ambassadors . Serenity Publishers.

Citing a Journal

Author’s last name, Author’s first initial. Author’s middle initial. (Year, Month Date published). Article title. Journal Name , Volume(Issue), page number(s). https://doi.org/ or URL (if available)

Jacoby, W. G. (1994). Public attitudes toward government spending. American Journal of Political Science , 38(2), 336-361. https://doi.org/10.2307/2111407

Citing a Website

Author’s last name, Author’s first initial. Author’s middle initial. (Year, Month Date published). Article title or page title . Site Name. URL

Limer, E. (2013, October 1). Heck yes! The first free wireless plan is finally here . Gizmodo. https://gizmodo.com/heck-yes-the-first-free-wireless-plan-is-finally-here

Next, let’s take a look at a real example of a properly formatted APA reference page to see how these pieces come together.

APA reference page example

Creating an APA reference page is actually a lot easier than creating a bibliography with other style guides. In fact, as long as you are aware of the formatting rules, the reference page practically writes itself as you go.

Below is an example reference page that follows the guidelines detailed above. EasyBib also has a guide featuring a complete APA style sample paper , including the reference page.

apa example student reference page

All APA citations included in the reference page should be ordered alphabetically, using the first word of the reference entry. In most cases, this is the author’s surname (or the surname of the author listed first, when dealing with citations for sources with multiple authors ). However, there are times when a reference entry might begin with a different element.

Creating an alphabetized reference page or bibliography might seem like a simple task. But when you start dealing with multiple authors and similar last names, it can actually get a little tricky. Fortunately, there are a few basic rules that can keep you on track.

The “nothing precedes something” rule

When the surnames of two or more authors begin with the same letters, the “nothing precedes something” rule is how to figure it out. Here is an example of how it works.

Imagine your reference page includes the authors Berg, M.S. and Bergman, H.D. The first four letters of each author are the same. The fifth letters are M and H respectively. Since H comes before M in the alphabet, you might assume that Bergman, H.D. should be listed first.

APA Style requires that “nothing precede something,” which means that Berg will appear before Bergman. Similarly, a James would automatically appear before a Jameson, and a Michaels before a Michaelson.

Disregard spaces and punctuation marks

If a surname has a hyphen, apostrophe, or other punctuation mark, it can be ignored for alphabetization purposes. Similarly, anything that appears inside of parentheses or brackets should be disregarded.

Ordering multiple works by the same author

It is not uncommon for a research paper to reference multiple books by the same author. If you have more than one reference entry by the same person, then the entries should be listed chronologically by year of publication.

If a reference entry has no year of publication available, then it should precede any entries that do have a date. Here’s an example of a properly alphabetized order for multiple entries from the same author:

Guzman, M.B. (n.d.).

Guzman, M.B. (2016).

Guzman, M.B. (2017).

Guzman, M.B. (2019).

Guzman, M.B. (in press).

“In press” papers do not yet have a year of publication associated with them. All “in press” sources are listed last, like the one shown above.

Ordering works with the same author and same date

If the same author has multiple entries with the same year of publication, you need to differentiate them with lowercase letters. Otherwise, the in-text citations in your paper will correspond to more than one reference page entry.

Same author and same year of publication

Here’s a look at how to use lowercase letters to differentiate between entries with the same author and same year of publication:

Guzman, M.B. (2020a).

Guzman, M.B. (2020b).

Guzman, M.B. (2020c).

These lowercase letters are assigned to make the in-text citations more specific. However, it does not change the fact that their year of publication is the same. If no month or day is available for any of the sources, then they should be ordered alphabetically using the title of the work.

When alphabetizing by title, ignore the words “A,” “An,”,and “The” if they’re the first word of the title.

Same author and same year of publication, with more specific dates

If more specific dates are provided, such as a month or day, then it becomes possible to order these entries chronologically.

Guzman, M.B. (2020b, April 2).

Guzman, M.B. (2020c, October 15).

Ordering authors with the same surname but different initials

Authors who share the same surname but have different first or middle names can be alphabetized by their first initial or second initial.

Guzman, R.L. (2015).

Ordering works with no listed author, or an anonymous author

If you have reference entries with no listed author, the first thing to double-check is whether or not there was a group author instead. Group authors can be businesses, task forces, nonprofit organizations, government agencies, etc.

If there is no individual author listed, then have another look at the source. If it is published on a government agency website, for instance, there is a good chance that the agency was the author of the work, and should be listed as such in the reference entry. You can read more about how to handle group authors in Section 9.11 of the Publication Manual .

What if the work is actually authored by “Anonymous”?

If the work you’re referencing actually has the word “Anonymous” listed as the author, then you can list it as the author and alphabetize it as if it were a real name. But this is only if the work is actually signed “Anonymous.”

What if there is no listed author and it’s definitely not a group author?

If you have confirmed that there is no individual or group author for the work, then you can use the work’s title as the author element in the reference entry. In any case where you’re using the work’s title to alphabetize, you should skip the words “A,” “An,” and “The.”

An APA reference page should not contain any of the following:

  • The content of your paper (the reference page should start on its own page after the end of your paper).
  • Entries for works for further reading or background information or entries for an epigraph from a famous person (the reference page should only include works that are referenced or quoted in your paper as part of your argument).
  • Entries for personal communications such as emails, phone calls, text messages, etc. (since the reader would not be able to access them).
  • Entries for whole websites, periodicals, etc. (If needed, the names of these can be mentioned within the body of your paper instead.)
  • Entries for quotations from research participants (since they are part of your original research, they do not need to be included).

Published October 28, 2020.

APA Formatting Guide

APA Formatting

  • Annotated Bibliography
  • Block Quotes
  • et al Usage
  • In-text Citations
  • Multiple Authors
  • Paraphrasing
  • Page Numbers
  • Parenthetical Citations
  • Reference Page
  • Sample Paper
  • APA 7 Updates
  • View APA Guide

Citation Examples

  • Book Chapter
  • Journal Article
  • Magazine Article
  • Newspaper Article
  • Website (no author)
  • View all APA Examples

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The following rules will help you identify when to use DOIs and when to use URLs in references:

  • Use a DOI wherever available, be it a print version or online version.
  • For a print publication that does not have a DOI, do not add a DOI or URL (even if a URL is available).
  • For an online publication, if both a DOI and URL are given, include only the DOI.
  • For online publications that only have a URL (and no DOI), follow the below recommendations:
  • Add a URL in the reference list entry for publications from websites (other than databases). Double check that the URL will work for readers.
  • For publications from most academic research databases, which are easily accessible, do not include a URL or database information in the reference. In this case, the reference will be the same as the print version.
  • For publications from databases that publish limited/proprietary work that would only be available in that database, include the database name and the URL. If the URL would require a login, include the URL for the database home page or login page instead of the URL for the work.
  • If a URL will not work for the reader or is no longer accessible, follow the guidance for citing works with no source.

To format your APA references list, follow these recommendations:

  • Begin the references on a new page. This page should be placed at the end of the paper.
  • All sides of the paper should have a 1-inch margin.
  • Set the heading as “References” in bold text and center it.
  • Arrange the reference entries alphabetically according to the first item within the entries (usually the author surname or title).
  •  Add a hanging indent of 0.5 inches (i.e., indent any line after the first line of a reference list entry).

See above for a visual example of a reference page and additional examples.

Special Cases

Multiple entries with the same author(s) are arranged by publication year. Entries with no dates first, then in chronological order. If the year published is also the same, a letter is added to the year and the entries are arranged alphabetically (after arrangement by year).

  • Robin, M. T. (n.d.)
  • Robin, M. T. (1987)
  • Robin, M. T. (1989a)
  • Robin, M. T. (1989b)

Single-author source and multi-author source that share one author. One-author entries are listed first even if the multi-author entries were published earlier.

  • Dave, S. P., Jr. (2006)
  • Dave, S. P., Jr., & Glyn, T. L. (2005)

For references with multiple authors that have the same first author but different subsequent authors, alphabetize the entries by the last name of the second author (or third if the first two authors are the same).

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NASA is seeking applicants to participate in its next simulated one-year Mars surface mission to help inform the agency’s plans for human exploration of the Red Planet. The second of three planned ground-based missions called CHAPEA (Crew Health and Performance Exploration Analog) is scheduled to kick off in spring 2025.

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Compensation for participating in the mission is available. More information will be provided during the candidate screening process.

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For more about CHAPEA, visit:

https://www.nasa.gov/humans-in-space/chapea/

Rachel Kraft Headquarters, Washington 202-358-1100 [email protected]

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Stanford Medicine study identifies distinct brain organization patterns in women and men

Stanford Medicine researchers have developed a powerful new artificial intelligence model that can distinguish between male and female brains.

February 20, 2024

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'A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,' said Vinod Menon. clelia-clelia

A new study by Stanford Medicine investigators unveils a new artificial intelligence model that was more than 90% successful at determining whether scans of brain activity came from a woman or a man.

The findings, published Feb. 20 in the Proceedings of the National Academy of Sciences, help resolve a long-term controversy about whether reliable sex differences exist in the human brain and suggest that understanding these differences may be critical to addressing neuropsychiatric conditions that affect women and men differently.

“A key motivation for this study is that sex plays a crucial role in human brain development, in aging, and in the manifestation of psychiatric and neurological disorders,” said Vinod Menon , PhD, professor of psychiatry and behavioral sciences and director of the Stanford Cognitive and Systems Neuroscience Laboratory . “Identifying consistent and replicable sex differences in the healthy adult brain is a critical step toward a deeper understanding of sex-specific vulnerabilities in psychiatric and neurological disorders.”

Menon is the study’s senior author. The lead authors are senior research scientist Srikanth Ryali , PhD, and academic staff researcher Yuan Zhang , PhD.

“Hotspots” that most helped the model distinguish male brains from female ones include the default mode network, a brain system that helps us process self-referential information, and the striatum and limbic network, which are involved in learning and how we respond to rewards.

The investigators noted that this work does not weigh in on whether sex-related differences arise early in life or may be driven by hormonal differences or the different societal circumstances that men and women may be more likely to encounter.

Uncovering brain differences

The extent to which a person’s sex affects how their brain is organized and operates has long been a point of dispute among scientists. While we know the sex chromosomes we are born with help determine the cocktail of hormones our brains are exposed to — particularly during early development, puberty and aging — researchers have long struggled to connect sex to concrete differences in the human brain. Brain structures tend to look much the same in men and women, and previous research examining how brain regions work together has also largely failed to turn up consistent brain indicators of sex.

test

Vinod Menon

In their current study, Menon and his team took advantage of recent advances in artificial intelligence, as well as access to multiple large datasets, to pursue a more powerful analysis than has previously been employed. First, they created a deep neural network model, which learns to classify brain imaging data: As the researchers showed brain scans to the model and told it that it was looking at a male or female brain, the model started to “notice” what subtle patterns could help it tell the difference.

This model demonstrated superior performance compared with those in previous studies, in part because it used a deep neural network that analyzes dynamic MRI scans. This approach captures the intricate interplay among different brain regions. When the researchers tested the model on around 1,500 brain scans, it could almost always tell if the scan came from a woman or a man.

The model’s success suggests that detectable sex differences do exist in the brain but just haven’t been picked up reliably before. The fact that it worked so well in different datasets, including brain scans from multiple sites in the U.S. and Europe, make the findings especially convincing as it controls for many confounds that can plague studies of this kind.

“This is a very strong piece of evidence that sex is a robust determinant of human brain organization,” Menon said.

Making predictions

Until recently, a model like the one Menon’s team employed would help researchers sort brains into different groups but wouldn’t provide information about how the sorting happened. Today, however, researchers have access to a tool called “explainable AI,” which can sift through vast amounts of data to explain how a model’s decisions are made.

Using explainable AI, Menon and his team identified the brain networks that were most important to the model’s judgment of whether a brain scan came from a man or a woman. They found the model was most often looking to the default mode network, striatum, and the limbic network to make the call.

The team then wondered if they could create another model that could predict how well participants would do on certain cognitive tasks based on functional brain features that differ between women and men. They developed sex-specific models of cognitive abilities: One model effectively predicted cognitive performance in men but not women, and another in women but not men. The findings indicate that functional brain characteristics varying between sexes have significant behavioral implications.

“These models worked really well because we successfully separated brain patterns between sexes,” Menon said. “That tells me that overlooking sex differences in brain organization could lead us to miss key factors underlying neuropsychiatric disorders.”

While the team applied their deep neural network model to questions about sex differences, Menon says the model can be applied to answer questions regarding how just about any aspect of brain connectivity might relate to any kind of cognitive ability or behavior. He and his team plan to make their model publicly available for any researcher to use.

“Our AI models have very broad applicability,” Menon said. “A researcher could use our models to look for brain differences linked to learning impairments or social functioning differences, for instance — aspects we are keen to understand better to aid individuals in adapting to and surmounting these challenges.”

The research was sponsored by the National Institutes of Health (grants MH084164, EB022907, MH121069, K25HD074652 and AG072114), the Transdisciplinary Initiative, the Uytengsu-Hamilton 22q11 Programs, the Stanford Maternal and Child Health Research Institute, and the NARSAD Young Investigator Award.

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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A Columbia Surgeon’s Study Was Pulled. He Kept Publishing Flawed Data.

The quiet withdrawal of a 2021 cancer study by Dr. Sam Yoon highlights scientific publishers’ lack of transparency around data problems.

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  • Feb. 15, 2024

The stomach cancer study was shot through with suspicious data. Identical constellations of cells were said to depict separate experiments on wholly different biological lineages. Photos of tumor-stricken mice, used to show that a drug reduced cancer growth, had been featured in two previous papers describing other treatments.

Problems with the study were severe enough that its publisher, after finding that the paper violated ethics guidelines, formally withdrew it within a few months of its publication in 2021. The study was then wiped from the internet, leaving behind a barren web page that said nothing about the reasons for its removal.

As it turned out, the flawed study was part of a pattern. Since 2008, two of its authors — Dr. Sam S. Yoon, chief of a cancer surgery division at Columbia University’s medical center, and a more junior cancer biologist — have collaborated with a rotating cast of researchers on a combined 26 articles that a British scientific sleuth has publicly flagged for containing suspect data. A medical journal retracted one of them this month after inquiries from The New York Times.

A person walks across a covered walkway connecting two buildings over a road with parked cars. A large, blue sign on the walkway says "Columbia University Irving Medical Center."

Memorial Sloan Kettering Cancer Center, where Dr. Yoon worked when much of the research was done, is now investigating the studies. Columbia’s medical center declined to comment on specific allegations, saying only that it reviews “any concerns about scientific integrity brought to our attention.”

Dr. Yoon, who has said his research could lead to better cancer treatments , did not answer repeated questions. Attempts to speak to the other researcher, Changhwan Yoon, an associate research scientist at Columbia, were also unsuccessful.

The allegations were aired in recent months in online comments on a science forum and in a blog post by Sholto David, an independent molecular biologist. He has ferreted out problems in a raft of high-profile cancer research , including dozens of papers at a Harvard cancer center that were subsequently referred for retractions or corrections.

From his flat in Wales , Dr. David pores over published images of cells, tumors and mice in his spare time and then reports slip-ups, trying to close the gap between people’s regard for academic research and the sometimes shoddier realities of the profession.

When evaluating scientific images, it is difficult to distinguish sloppy copy-and-paste errors from deliberate doctoring of data. Two other imaging experts who reviewed the allegations at the request of The Times said some of the discrepancies identified by Dr. David bore signs of manipulation, like flipped, rotated or seemingly digitally altered images.

Armed with A.I.-powered detection tools, scientists and bloggers have recently exposed a growing body of such questionable research, like the faulty papers at Harvard’s Dana-Farber Cancer Institute and studies by Stanford’s president that led to his resignation last year.

But those high-profile cases were merely the tip of the iceberg, experts said. A deeper pool of unreliable research has gone unaddressed for years, shielded in part by powerful scientific publishers driven to put out huge volumes of studies while avoiding the reputational damage of retracting them publicly.

The quiet removal of the 2021 stomach cancer study from Dr. Yoon’s lab, a copy of which was reviewed by The Times, illustrates how that system of scientific publishing has helped enable faulty research, experts said. In some cases, critical medical fields have remained seeded with erroneous studies.

“The journals do the bare minimum,” said Elisabeth Bik, a microbiologist and image expert who described Dr. Yoon’s papers as showing a worrisome pattern of copied or doctored data. “There’s no oversight.”

Memorial Sloan Kettering, where portions of the stomach cancer research were done, said no one — not the journal nor the researchers — had ever told administrators that the paper was withdrawn or why it had been. The study said it was supported in part by federal funding given to the cancer center.

Dr. Yoon, a stomach cancer specialist and a proponent of robotic surgery, kept climbing the academic ranks, bringing his junior researcher along with him. In September 2021, around the time the study was published, he joined Columbia, which celebrated his prolific research output in a news release . His work was financed in part by half a million dollars in federal research money that year, adding to a career haul of nearly $5 million in federal funds.

The decision by the stomach cancer study’s publisher, Elsevier, not to post an explanation for the paper’s removal made it less likely that the episode would draw public attention or affect the duo’s work. That very study continued to be cited in papers by other scientists .

And as recently as last year, Dr. Yoon’s lab published more studies containing identical images that were said to depict separate experiments, according to Dr. David’s analyses.

The researchers’ suspicious publications stretch back 16 years. Over time, relatively minor image copies in papers by Dr. Yoon gave way to more serious discrepancies in studies he collaborated on with Changhwan Yoon, Dr. David said. The pair, who are not related, began publishing articles together around 2013.

But neither their employers nor their publishers seemed to start investigating their work until this past fall, when Dr. David published his initial findings on For Better Science, a blog, and notified Memorial Sloan Kettering, Columbia and the journals. Memorial Sloan Kettering said it began its investigation then.

None of those flagged studies was retracted until last week. Three days after The Times asked publishers about the allegations, the journal Oncotarget retracted a 2016 study on combating certain pernicious cancers. In a retraction notice , the journal said the authors’ explanations for copied images “were deemed unacceptable.”

The belated action was symptomatic of what experts described as a broken system for policing scientific research.

A proliferation of medical journals, they said, has helped fuel demand for ever more research articles. But those same journals, many of them operated by multibillion-dollar publishing companies, often respond slowly or do nothing at all once one of those articles is shown to contain copied data. Journals retract papers at a fraction of the rate at which they publish ones with problems.

Springer Nature, which published nine of the articles that Dr. David said contained discrepancies across five journals, said it was investigating concerns. So did the American Association for Cancer Research, which published 10 articles under question from Dr. Yoon’s lab across four journals.

It is difficult to know who is responsible for errors in articles. Eleven of the scientists’ co-authors, including researchers at Harvard, Duke and Georgetown, did not answer emailed inquiries.

The articles under question examined why certain stomach and soft-tissue cancers withstood treatment, and how that resistance could be overcome.

The two independent image specialists said the volume of copied data, along with signs that some images had been rotated or similarly manipulated, suggested considerable sloppiness or worse.

“There are examples in this set that raise pretty serious red flags for the possibility of misconduct,” said Dr. Matthew Schrag, a Vanderbilt University neurologist who commented as part of his outside work on research integrity.

One set of 10 articles identified by Dr. David showed repeated reuse of identical or overlapping black-and-white images of cancer cells supposedly under different experimental conditions, he said.

“There’s no reason to have done that unless you weren’t doing the work,” Dr. David said.

One of those papers , published in 2012, was formally tagged with corrections. Unlike later studies, which were largely overseen by Dr. Yoon in New York, this paper was written by South Korea-based scientists, including Changhwan Yoon, who then worked in Seoul.

An immunologist in Norway randomly selected the paper as part of a screening of copied data in cancer journals. That led the paper’s publisher, the medical journal Oncogene, to add corrections in 2016.

But the journal did not catch all of the duplicated data , Dr. David said. And, he said, images from the study later turned up in identical form in another paper that remains uncorrected.

Copied cancer data kept recurring, Dr. David said. A picture of a small red tumor from a 2017 study reappeared in papers in 2020 and 2021 under different descriptions, he said. A ruler included in the pictures for scale wound up in two different positions.

The 2020 study included another tumor image that Dr. David said appeared to be a mirror image of one previously published by Dr. Yoon’s lab. And the 2021 study featured a color version of a tumor that had appeared in an earlier paper atop a different section of ruler, Dr. David said.

“This is another example where this looks intentionally done,” Dr. Bik said.

The researchers were faced with more serious action when the publisher Elsevier withdrew the stomach cancer study that had been published online in 2021. “The editors determined that the article violated journal publishing ethics guidelines,” Elsevier said.

Roland Herzog, the editor of Molecular Therapy, the journal where the article appeared, said that “image duplications were noticed” as part of a process of screening for discrepancies that the journal has since continued to beef up.

Because the problems were detected before the study was ever published in the print journal, Elsevier’s policy dictated that the article be taken down and no explanation posted online.

But that decision appeared to conflict with industry guidelines from the Committee on Publication Ethics . Posting articles online “usually constitutes publication,” those guidelines state. And when publishers pull such articles, the guidelines say, they should keep the work online for the sake of transparency and post “a clear notice of retraction.”

Dr. Herzog said he personally hoped that such an explanation could still be posted for the stomach cancer study. The journal editors and Elsevier, he said, are examining possible options.

The editors notified Dr. Yoon and Changhwan Yoon of the article’s removal, but neither scientist alerted Memorial Sloan Kettering, the hospital said. Columbia did not say whether it had been told.

Experts said the handling of the article was symptomatic of a tendency on the part of scientific publishers to obscure reports of lapses .

“This is typical, sweeping-things-under-the-rug kind of nonsense,” said Dr. Ivan Oransky, co-founder of Retraction Watch, which keeps a database of 47,000-plus retracted papers. “This is not good for the scientific record, to put it mildly.”

Susan C. Beachy contributed research.

Benjamin Mueller reports on health and medicine. He was previously a U.K. correspondent in London and a police reporter in New York. More about Benjamin Mueller

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By Steven Levy

OpenAI’s Sora Turns AI Prompts Into Photorealistic Videos

We already know that OpenAI’s chatbots can pass the bar exam without going to law school. Now, just in time for the Oscars, a new OpenAI app called Sora hopes to master cinema without going to film school. For now a research product, Sora is going out to a few select creators and a number of security experts who will red-team it for safety vulnerabilities. OpenAI plans to make it available to all wannabe auteurs at some unspecified date, but it decided to preview it in advance.

Other companies, from giants like Google to startups like Runway , have already revealed text-to-video AI projects . But OpenAI says that Sora is distinguished by its striking photorealism—something I haven’t seen in its competitors—and its ability to produce longer clips than the brief snippets other models typically do, up to one minute. The researchers I spoke to won’t say how long it takes to render all that video, but when pressed, they described it as more in the “going out for a burrito” ballpark than “taking a few days off.” If the hand-picked examples I saw are to be believed, the effort is worth it.

OpenAI didn’t let me enter my own prompts, but it shared four instances of Sora’s power. (None approached the purported one-minute limit; the longest was 17 seconds.) The first came from a detailed prompt that sounded like an obsessive screenwriter’s setup: “Beautiful, snowy Tokyo city is bustling. The camera moves through the bustling city street, following several people enjoying the beautiful snowy weather and shopping at nearby stalls. Gorgeous sakura petals are flying through the wind along with snowflakes.”

AI-generated video made with OpenAI's Sora.

The result is a convincing view of what is unmistakably Tokyo, in that magic moment when snowflakes and cherry blossoms coexist. The virtual camera, as if affixed to a drone, follows a couple as they slowly stroll through a streetscape. One of the passersby is wearing a mask. Cars rumble by on a riverside roadway to their left, and to the right shoppers flit in and out of a row of tiny shops.

It’s not perfect. Only when you watch the clip a few times do you realize that the main characters—a couple strolling down the snow-covered sidewalk—would have faced a dilemma had the virtual camera kept running. The sidewalk they occupy seems to dead-end; they would have had to step over a small guardrail to a weird parallel walkway on their right. Despite this mild glitch, the Tokyo example is a mind-blowing exercise in world-building. Down the road, production designers will debate whether it’s a powerful collaborator or a job killer. Also, the people in this video—who are entirely generated by a digital neural network—aren’t shown in close-up, and they don’t do any emoting. But the Sora team says that in other instances they’ve had fake actors showing real emotions.

The other clips are also impressive, notably one asking for “an animated scene of a short fluffy monster kneeling beside a red candle,” along with some detailed stage directions (“wide eyes and open mouth”) and a description of the desired vibe of the clip. Sora produces a Pixar-esque creature that seems to have DNA from a Furby, a Gremlin, and Sully in Monsters, Inc . I remember when that latter film came out, Pixar made a huge deal of how difficult it was to create the ultra-complex texture of a monster’s fur as the creature moved around. It took all of Pixar’s wizards months to get it right. OpenAI’s new text-to-video machine … just did it.

“It learns about 3D geometry and consistency,” says Tim Brooks, a research scientist on the project, of that accomplishment. “We didn’t bake that in—it just entirely emerged from seeing a lot of data.”

AI-generated video made with the prompt, “animated scene features a close-up of a short fluffy monster kneeling beside a melting red candle. the art style is 3d and realistic, with a focus on lighting and texture. the mood of the painting is one of wonder and curiosity, as the monster gazes at the flame with wide eyes and open mouth. its pose and expression convey a sense of innocence and playfulness, as if it is exploring the world around it for the first time. the use of warm colors and dramatic lighting further enhances the cozy atmosphere of the image.”

While the scenes are certainly impressive, the most startling of Sora’s capabilities are those that it has not been trained for. Powered by a version of the diffusion model used by OpenAI’s Dalle-3 image generator as well as the transformer-based engine of GPT-4, Sora does not merely churn out videos that fulfill the demands of the prompts, but does so in a way that shows an emergent grasp of cinematic grammar.

That translates into a flair for storytelling. In another video that was created off of a prompt for “a gorgeously rendered papercraft world of a coral reef, rife with colorful fish and sea creatures.” Bill Peebles, another researcher on the project, notes that Sora created a narrative thrust by its camera angles and timing. “There's actually multiple shot changes—these are not stitched together, but generated by the model in one go,” he says. “We didn’t tell it to do that, it just automatically did it.”

In another example I didn’t view, Sora was prompted to give a tour of a zoo. “It started off with the name of the zoo on a big sign, gradually panned down, and then had a number of shot changes to show the different animals that live at the zoo,” says Peebles, “It did it in a nice and cinematic way that it hadn't been explicitly instructed to do.”

One feature in Sora that the OpenAI team didn’t show, and may not release for quite a while, is the ability to generate videos from a single image or a sequence of frames. “This is going to be another really cool way to improve storytelling capabilities,” says Brooks. “You can draw exactly what you have on your mind and then animate it to life.” OpenAI is aware that this feature also has the potential to produce deepfakes and misinformation. “We’re going to be very careful about all the safety implications for this,” Peebles adds.

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Expect Sora to have the same restrictions on content as Dall-E 3 : no violence, no porn, no appropriating real people or the style of named artists. Also as with Dall-E 3, OpenAI will provide a way for viewers to identify the output as AI-created. Even so, OpenAI says that safety and veracity is an ongoing problem that's bigger than one company. “The solution to misinformation will involve some level of mitigations on our part, but it will also need understanding from society and for social media networks to adapt as well,” says Aditya Ramesh, lead researcher and head of the Dall-E team.

Another potential issue is whether the content of the video Sora produces will infringe on the copyrighted work of others. “The training data is from content we’ve licensed and also publicly available content,” says Peebles. Of course, the nub of a number of lawsuits against OpenAI hinges on the question whether “publicly available” copyrighted content is fair game for AI training.

It will be a very long time, if ever, before text-to-video threatens actual filmmaking. No, you can’t make coherent movies by stitching together 120 of the minute-long Sora clips, since the model won’t respond to prompts in the exact same way—continuity isn’t possible. But the time limit is no barrier for Sora and programs like it to transform TikTok, Reels, and other social platforms. “In order to make a professional movie, you need so much expensive equipment,” says Peebles. “This model is going to empower the average person making videos on social media to make very high-quality content.”

As for now, OpenAI is faced with the huge task of making sure that Sora isn’t a misinformation train wreck. But after that, the long countdown begins until the next Christopher Nolan or Celine Song gets a statuette for wizardry in prompting an AI model. The envelope, please!

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COMMENTS

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    How to Write a Research Paper | A Beginner's Guide A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

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    The typical structure of a report, as shown on this page, is often referred to as IMRAD, which is short for Introduction, Method, Results And Discussion. As reports often begin with an Abstract, the structure may also be referred to as AIMRAD. Preliminaries For another look at the same content, check out YouTube » or Youku ».

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  16. Research Report: Definition, Types + [Writing Guide]

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  24. Martians Wanted: NASA Opens Call for Simulated Yearlong Mars Mission

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  26. A Columbia Surgeon's Study Was Pulled. He Kept Publishing Flawed Data

    The quiet removal of the 2021 stomach cancer study from Dr. Yoon's lab, a copy of which was reviewed by The Times, illustrates how that system of scientific publishing has helped enable faulty ...

  27. OpenAI's Sora Turns AI Prompts Into Photorealistic Videos

    OpenAI's entry into generative AI video is an impressive first step. We already know that OpenAI's chatbots can pass the bar exam without going to law school. Now, just in time for the Oscars, a ...

  28. OpenAI will now let you create videos from verbal cues

    Artificial intelligence leader OpenAI introduced a new AI model called Sora which it claims can create "realistic" and "imaginative" 60-second videos from quick text prompts.