does a research paper have to be original

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How to write an original research paper (and get it published)

The purpose of the Journal of the Medical Library Association (JMLA) is more than just archiving data from librarian research. Our goal is to present research findings to end users in the most useful way. The “Knowledge Transfer” model, in its simplest form, has three components: creating the knowledge (doing the research), translating and transferring it to the user, and incorporating the knowledge into use. The JMLA is in the middle part, transferring and translating to the user. We, the JMLA, must obtain the information and knowledge from researchers and then work with them to present it in the most useable form. That means the information must be in a standard acceptable format and be easily readable.

There is a standard, preferred way to write an original research paper. For format, we follow the IMRAD structure. The acronym, IMRAD, stands for I ntroduction, M ethods, R esults A nd D iscussion. IMRAD has dominated academic, scientific, and public health journals since the second half of the twentieth century. It is recommended in the “Uniform Requirements for Manuscripts Submitted to Biomedical Journals” [ 1 ]. The IMRAD structure helps to eliminate unnecessary detail and allows relevant information to be presented clearly in a logical sequence [ 2 , 3 ].

Here are descriptions of the IMRAD sections, along with our comments and suggestions. If you use this guide for submission to another journal, be sure to check the publisher's prescribed formats.

The Introduction sets the stage for your presentation. It has three parts: what is known, what is unknown, and what your burning question, hypothesis, or aim is. Keep this section short, and write for a general audience (clear, concise, and as nontechnical as you can be). How would you explain to a distant colleague why and how you did the study? Take your readers through the three steps ending with your specific question. Emphasize how your study fills in the gaps (the unknown), and explicitly state your research question. Do not answer the research question. Remember to leave details, descriptions, speculations, and criticisms of other studies for the Discussion .

The Methods section gives a clear overview of what you did. Give enough information that your readers can evaluate the persuasiveness of your study. Describe the steps you took, as in a recipe, but be wary of too much detail. If you are doing qualitative research, explain how you picked your subjects to be representative.

You may want to break it into smaller sections with subheadings, for example, context: when, where, authority or approval, sample selection, data collection (how), follow-up, method of analysis. Cite a reference for commonly used methods or previously used methods rather than explaining all the details. Flow diagrams and tables can simplify explanations of methods.

You may use first person voice when describing your methods.

The Results section summarizes what the data show. Point out relationships, and describe trends. Avoid simply repeating the numbers that are already available in the tables and figures. Data should be restricted to tables as much as possible. Be the friendly narrator, and summarize the tables; do not write the data again in the text. For example, if you had a demographic table with a row of ages, and age was not significantly different among groups, your text could say, “The median age of all subjects was 47 years. There was no significant difference between groups (Table).” This is preferable to, “The mean age of group 1 was 48.6 (7.5) years and group 2 was 46.3 (5.8) years, a nonsignificant difference.”

Break the Results section into subsections, with headings if needed. Complement the information that is already in the tables and figures. And remember to repeat and highlight in the text only the most important numbers. Use the active voice in the Results section, and make it lively. Information about what you did belongs in the Methods section, not here. And reserve comments on the meaning of your results for the Discussion section.

Other tips to help you with the Results section:

• ▪ If you need to cite the number in the text (not just in the table), and the total in the group is less than 50, do not include percentage. Write “7 of 34,” not “7 (21%).”
• ▪ Do not forget, if you have multiple comparisons, you probably need adjustment. Ask your statistician if you are not sure.

The Discussion section gives you the most freedom. Most authors begin with a brief reiteration of what they did. Every author should restate the key findings and answer the question noted in the Introduction . Focus on what your data prove, not what you hoped they would prove. Start with “We found that…” (or something similar), and explain what the data mean. Anticipate your readers' questions, and explain why your results are of interest.

Then compare your results with other people's results. This is where that literature review you did comes in handy. Discuss how your findings support or challenge other studies.

You do not need every article from your literature review listed in your paper or reference list, unless you are writing a narrative review or systematic review. Your manuscript is not intended to be an exhaustive review of the topic. Do not provide a long review of the literature—discuss only previous work that is directly pertinent to your findings. Contrary to some beliefs, having a long list in the References section does not mean the paper is more scholarly; it does suggest the author is trying to look scholarly. (If your article is a systematic review, the citation list might be long.)

Do not overreach your results. Finding a perceived knowledge need, for example, does not necessarily mean that library colleges must immediately overhaul their curricula and that it will improve health care and save lives and money (unless your data show that, in which case give us a chance to publish it!). You can say “has the potential to,” though.

Always note limitations that matter, not generic limitations.

Point out unanswered questions and future directions. Give the big-picture implications of your findings, and tell your readers why they should care. End with the main findings of your study, and do not travel too far from your data. Remember to give a final take-home message along with implications.

Notice that this format does not include a separate Conclusion section. The conclusion is built into the Discussion . For example, here is the last paragraph of the Discussion section in a recent NEJM article:

In conclusion, our trial did not show the hypothesized benefit [of the intervention] in patients…who were at high risk for complications.

However, a separate Conclusion section is usually appropriate for abstracts. Systematic reviews should have an Interpretation section.

Other parts of your research paper independent of IMRAD include:

Tables and figures are the foundation for your story. They are the story. Editors, reviewers, and readers usually look at titles, abstracts, and tables and figures first. Figures and tables should stand alone and tell a complete story. Your readers should not need to refer back to the main text.

Abstracts can be free-form or structured with subheadings. Always follow the format indicated by the publisher; the JMLA uses structured abstracts for research articles. The main parts of an abstract may include introduction (background, question or hypothesis), methods, results, conclusions, and implications. So begin your abstract with the background of your study, followed by the question asked. Next, give a quick summary of the methods used in your study. Key results come next with limited raw data if any, followed by the conclusion, which answers the questions asked (the take-home message).

• ▪ Recommended order for writing a manuscript is first to start with your tables and figures. They tell your story. You can write your sections in any order. Many recommend writing your Result s, followed by Methods, Introduction, Discussion , and Abstract.
• ▪ We suggest authors read their manuscripts out loud to a group of librarians. Look for evidence of MEGO, “My Eyes Glaze Over” (attributed to Washington Post publisher Ben Bradlee and others). Modify as necessary.
• ▪ Every single paragraph should be lucid.
• ▪ Every paragraph should answer your readers' question, “Why are you telling me this?”

The JMLA welcomes all sizes of research manuscripts: definitive studies, preliminary studies, critical descriptive studies, and test-of-concept studies. We welcome brief reports and research letters. But the JMLA is more than a research journal. We also welcome case studies, commentaries, letters to the editor about articles, and subject reviews.

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Original Research

An original research paper should present a unique argument of your own. In other words, the claim of the paper should be debatable and should be your (the researcher’s) own original idea. Typically an original research paper builds on the existing research on a topic, addresses a specific question, presents the findings according to a standard structure (described below), and suggests questions for further research and investigation. Though writers in any discipline may conduct original research, scientists and social scientists in particular are interested in controlled investigation and inquiry. Their research often consists of direct and indirect observation in the laboratory or in the field. Many scientists write papers to investigate a hypothesis (a statement to be tested).

Although the precise order of research elements may vary somewhat according to the specific task, most include the following elements:

• Table of contents
• List of illustrations
• Body of the report
• References cited

Check your assignment for guidance on which formatting style is required. The Complete Discipline Listing Guide (Purdue OWL)  provides information on the most common style guide for each discipline, but be sure to check with your instructor.

The title of your work is important. It draws the reader to your text. A common practice for titles is to use a two-phrase title where the first phrase is a broad reference to the topic to catch the reader’s attention. This phrase is followed by a more direct and specific explanation of your project. For example:

“Lions, Tigers, and Bears, Oh My!: The Effects of Large Predators on Livestock Yields.”

The first phrase draws the reader in – it is creative and interesting. The second part of the title tells the reader the specific focus of the research.

In addition, data base retrieval systems often work with  keywords  extracted from the title or from a list the author supplies. When possible, incorporate them into the title. Select these words with consideration of how prospective readers might attempt to access your document. For more information on creating keywords, refer to this  Springer research publication guide.

See the KU Writing Center Writing Guide on Abstracts for detailed information about creating an abstract.

Table of Contents

The table of contents provides the reader with the outline and location of specific aspects of your document. Listings in the table of contents typically match the headings in the paper. Normally, authors number any pages before the table of contents as well as the lists of illustrations/tables/figures using lower-case roman numerals. As such, the table of contents will use lower-case roman numbers to identify the elements of the paper prior to the body of the report, appendix, and reference page. Additionally, because authors will normally use Arabic numerals (e.g., 1, 2, 3) to number the pages of the body of the research paper (starting with the introduction), the table of contents will use Arabic numerals to identify the main sections of the body of the paper (the introduction, literature review, methods, results, discussion, conclusion, references, and appendices).

Here is an example of a table of contents:

ABSTRACT..................................................iii

TABLE OF CONTENTS...............................iv

LIST OF ILLUSTRATIONS...........................v

LIST OF TABLES.........................................vii

INTRODUCTION..........................................1

LITERATURE REVIEW.................................6

METHODS....................................................9

RESULTS....................................................10

DISCUSSION..............................................16

CONCLUSION............................................18

REFERENCES............................................20

APPENDIX................................................. 23

More information on creating a table of contents can be found in the Table of Contents Guide (SHSU)  from the Newton Gresham Library at Sam Houston State University.

List of Illustrations

Authors typically include a list of the illustrations in the paper with longer documents. List the number (e.g., Illustration 4), title, and page number of each illustration under headings such as "List of Illustrations" or "List of Tables.”

Body of the Report

The tone of a report based on original research will be objective and formal, and the writing should be concise and direct. The structure will likely consist of these standard sections:  introduction, methods, results, discussion, and conclusion . Typically, authors identify these sections with headings and may use subheadings to identify specific themes within these sections (such as themes within the literature under the literature review section).

Introduction

Given what the field says about this topic, here is my contribution to this line of inquiry.

The introduction often consists of the rational for the project. What is the phenomenon or event that inspired you to write about this topic? What is the relevance of the topic and why is it important to study it now? Your introduction should also give some general background on the topic – but this should not be a literature review. This is the place to give your readers and necessary background information on the history, current circumstances, or other qualities of your topic generally. In other words, what information will a layperson need to know in order to get a decent understanding of the purpose and results of your paper? Finally, offer a “road map” to your reader where you explain the general order of the remainder of your paper. In the road map, do not just list the sections of the paper that will follow. You should refer to the main points of each section, including the main arguments in the literature review, a few details about your methods, several main points from your results/analysis, the most important takeaways from your discussion section, and the most significant conclusion or topic for further research.   

Literature Review

This is what other researchers have published about this topic.

In the literature review, you will define and clarify the state of the topic by citing key literature that has laid the groundwork for this investigation. This review of the literature will identify relations, contradictions, gaps, and inconsistencies between previous investigations and this one, and suggest the next step in the investigation chain, which will be your hypothesis. You should write the literature review in the  present tense  because it is ongoing information.

Methods (Procedures)

This is how I collected and analyzed the information.

This section recounts the procedures of the study. You will write this in  past tense  because you have already completed the study. It must include what is necessary to replicate and validate the hypothesis. What details must the reader know in order to replicate this study? What were your purposes in this study? The challenge in this section is to understand the possible readers well enough to include what is necessary without going into detail on “common-knowledge” procedures. Be sure that you are specific enough about your research procedure that someone in your field could easily replicate your study. Finally, make sure not to report any findings in this section.

This is what I found out from my research.

This section reports the findings from your research. Because this section is about research that is completed, you should write it primarily in the  past tense . The form and level of detail of the results depends on the hypothesis and goals of this report, and the needs of your audience. Authors of research papers often use visuals in the results section, but the visuals should enhance, rather than serve as a substitute, for the narrative of your results. Develop a narrative based on the thesis of the paper and the themes in your results and use visuals to communicate key findings that address your hypothesis or help to answer your research question. Include any unusual findings that will clarify the data. It is a good idea to use subheadings to group the results section into themes to help the reader understand the main points or findings of the research. 

This is what the findings mean in this situation and in terms of the literature more broadly.

This section is your opportunity to explain the importance and implications of your research. What is the significance of this research in terms of the hypothesis? In terms of other studies? What are possible implications for any academic theories you utilized in the study? Are there any policy implications or suggestions that result from the study? Incorporate key studies introduced in the review of literature into your discussion along with your own data from the results section. The discussion section should put your research in conversation with previous research – now you are showing directly how your data complements or contradicts other researchers’ data and what the wider implications of your findings are for academia and society in general. What questions for future research do these findings suggest? Because it is ongoing information, you should write the discussion in the  present tense . Sometimes the results and discussion are combined; if so, be certain to give fair weight to both.

These are the key findings gained from this research.

Summarize the key findings of your research effort in this brief final section. This section should not introduce new information. You can also address any limitations from your research design and suggest further areas of research or possible projects you would complete with a new and improved research design.

References/Works Cited

See KU Writing Center  writing guides  to learn more about different citation styles like APA, MLA, and Chicago.  Make an appointment  at the KU Writing Center for more help. Be sure to format the paper and references based on the citation style that your professor requires or based on the requirements of the academic journal or conference where you hope to submit the paper.

The appendix includes attachments that are pertinent to the main document but are too detailed to be included in the main text. These materials should be titled and labeled (for example Appendix A: Questionnaire). You should refer to the appendix in the text with in-text references so the reader understands additional useful information is available elsewhere in the document. Examples of documents to include in the appendix include regression tables, tables of text analysis data, and interview questions.

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What is an original research article?

An original research article is a report of research activity that is written by the researchers who conducted the research or experiment. Original research articles may also be referred to as: “primary research articles” or “primary scientific literature.” In science courses, instructors may also refer to these as “peer-reviewed articles” or “refereed articles.”

Original research articles in the sciences have a specific purpose, follow a scientific article format, are peer reviewed, and published in academic journals.

Identifying Original Research: What to Look For

An "original research article" is an article that is reporting original research about new data or theories that have not been previously published. That might be the results of new experiments, or newly derived models or simulations. The article will include a detailed description of the methods used to produce them, so that other researchers can verify them. This description is often found in a section called "methods" or "materials and methods" or similar. Similarly, the results will generally be described in great detail, often in a section called "results."

Since the original research article is reporting the results of new research, the authors should be the scientists who conducted that research. They will have expertise in the field, and will usually be employed by a university or research lab.

In comparison, a newspaper or magazine article (such as in  The New York Times  or  National Geographic ) will usually be written by a journalist reporting on the actions of someone else.

An original research article will be written by and for scientists who study related topics. As such, the article should use precise, technical language to ensure that other researchers have an exact understanding of what was done, how to do it, and why it matters. There will be plentiful citations to previous work, helping place the research article in a broader context. The article will be published in an academic journal, follow a scientific format, and undergo peer-review.

Original research articles in the sciences follow the scientific format. ( This tutorial from North Carolina State University illustrates some of the key features of this format.)

Look for signs of this format in the subject headings or subsections of the article. You should see the following:

Scientific research that is published in academic journals undergoes a process called "peer review."

The peer review process goes like this:

• A researcher writes a paper and sends it in to an academic journal, where it is read by an editor
• The editor then sends the article to other scientists who study similar topics, who can best evaluate the article
• The scientists/reviewers examine the article's research methodology, reasoning, originality, and sginificance
• The scientists/reviewers then make suggestions and comments to impove the paper
• The original author is then given these suggestions and comments, and makes changes as needed
• This process repeats until everyone is satisfied and the article can be published within the academic journal

For more details about this process see the Peer Reviewed Publications guide.

This journal article  is an example. It was published in the journal  Royal Society Open Science  in 2015. Clicking on the button that says "Review History" will show the comments by the editors, reviewers and the author as it went through the peer review process. The "About Us" menu provides details about this journal; "About the journal" under that tab includes the statement that the journal is peer reviewed.

Review articles

There are a variety of article types published in academic, peer-reviewed journals, but the two most common are original research articles and review articles . They can look very similar, but have different purposes and structures.

Like original research articles, review articles are aimed at scientists and undergo peer-review. Review articles often even have “abstract,” “introduction,” and “reference” sections. However, they will not (generally) have a “methods” or “results” section because they are not reporting new data or theories. Instead, they review the current state of knowledge on a topic.

Press releases, newspaper or magazine articles

These won't be in a formal scientific format or be peer reviewed. The author will usually be a journalist, and the audience will be the general public. Since most readers are not interested in the precise details of the research, the language will usually be nontechnical and broad. Citations will be rare or nonexistent.

Tips for Finding Original research Articles

Search for articles in one of the library databases recommend for your subject area . If you are using Google, try searching in Google Scholar instead and you will get results that are more likely to be original research articles than what will come up in a regular Google search!

For tips on using library databases to find articles, see our Library DIY guides .

Tips for Finding the Source of a News Report about Science

If you've seen or heard a report about a new scientific finding or claim, these tips can help you find the original source:

• Often, the report will mention where the original research was published; look for sentences like "In an article published yesterday in the journal  Nature ..." You can use this to find the issue of the journal where the research was published, and look at the table of contents to find the original article.
• The report will often name the researchers involved. You can search relevant databases for their name and the topic of the report to find the original research that way.
• Sometimes you may have to go through multiple articles to find the original source. For example, a video or blog post may be based on a newspaper article, which in turn is reporting on a scientific discovery published in another journal; be sure to find the original research article.
• Don't be afraid to ask a librarian for help!

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

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• Research paper

Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on March 27, 2023.

The introduction to a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your topic and get the reader interested
• Provide background or summarize existing research
• Position your own approach
• Detail your specific research problem and problem statement
• Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

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Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

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This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

• What research gap is your work intended to fill?
• What limitations in previous work does it address?
• What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

• This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
• We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

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The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

• This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
• This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

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Types of journal articles

It is helpful to familiarise yourself with the different types of articles published by journals. Although it may appear there are a large number of types of articles published due to the wide variety of names they are published under, most articles published are one of the following types; Original Research, Review Articles, Short reports or Letters, Case Studies, Methodologies.

Original Research:

This is the most common type of journal manuscript used to publish full reports of data from research. It may be called an  Original Article, Research Article, Research, or just  Article, depending on the journal. The Original Research format is suitable for many different fields and different types of studies. It includes full Introduction, Methods, Results, and Discussion sections.

Short reports or Letters:

These papers communicate brief reports of data from original research that editors believe will be interesting to many researchers, and that will likely stimulate further research in the field. As they are relatively short the format is useful for scientists with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full Original Research manuscript. These papers are also sometimes called Brief communications .

Review Articles:

Review Articles provide a comprehensive summary of research on a certain topic, and a perspective on the state of the field and where it is heading. They are often written by leaders in a particular discipline after invitation from the editors of a journal. Reviews are often widely read (for example, by researchers looking for a full introduction to a field) and highly cited. Reviews commonly cite approximately 100 primary research articles.

TIP: If you would like to write a Review but have not been invited by a journal, be sure to check the journal website as some journals to not consider unsolicited Reviews. If the website does not mention whether Reviews are commissioned it is wise to send a pre-submission enquiry letter to the journal editor to propose your Review manuscript before you spend time writing it.  

Case Studies:

These articles report specific instances of interesting phenomena. A goal of Case Studies is to make other researchers aware of the possibility that a specific phenomenon might occur. This type of study is often used in medicine to report the occurrence of previously unknown or emerging pathologies.

Methodologies or Methods

These articles present a new experimental method, test or procedure. The method described may either be completely new, or may offer a better version of an existing method. The article should describe a demonstrable advance on what is currently available.

Back │ Next

How to Do Original Research

How to do original research? Although you’ll probably conduct most of your research online or in the library, remember that there’s a great deal of material you can find in laboratories, in courthouses, and in private archives. Consider the possibility of conducting some original research for your research paper. You can do this by  interviewing  knowledgeable people and devising and distributing questionnaires or  surveys . This may be required in class, so always check with your professor.

Original research is research you conduct rather than find in books or articles. It is also called primary research because it starts with you. If you plan to conduct primary research, like an experiment, personal interviews, or a survey of people, you will need to devise a basic methodology for your inquiry. A methodology is simply a statement of the procedure you will follow in conducting the research. Depending upon the type of research you are conducting, the methodology could include:

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• A step-by-step sequence of procedures performed for an experiment.
• Questions to be asked in personal interviews.
• The names of people you plan to interview or a profile of the people you plan to interview.
• The questionnaire you will use in the interview.
• A demographic profile that segments people you will survey by such things as age range, gender, educational levels, income bracket, geographic location, or common interests.

A good methodology lends credibility to your research paper. If you are conducting an experiment, for instance, it is important to record the process so that others can later repeat the experiment and get the same results. It also provides important background for your readers and ensures consistency across your results. Whenever you conduct interviews, your readers will be interested in what questions you asked and what the person answered. If you are conducting a survey, it is important to ask everyone in the survey the same questions so that you can compare responses. It is also essential to note whom you surveyed so that you can say something about the attitudes of the particular group.

How to Conduct Interviews

Interviews allow you to conduct primary research and acquire valuable information unavailable in print and online sources. By including quotations from people who have direct knowledge of a particular subject, you add considerable authority and immediacy to your research paper. You can conduct interviews by telephone, by e-mail, or in person.

Often, you can find subjects to interview via the Web sites you visit in your research. Use the contact form at the Web site to extend your invitation. Allow plenty of time. If you want to interview the person who runs the site, he or she may get back to you immediately.However, most often your request will have to be forwarded to an appropriate individual or routed through “channels,” usually the public relations office of the sponsoring organization.

7 Steps in Arranging Interviews

• Identify whom you will interview.
• Locate and contact the person.
• Invite his or her participation.
• Determine how you will interview the person—by phone, in person, or by e-mail.
• Assemble the questions you will ask.
• Forward the questions to your interviewee.
• Request the right to ask follow-up questions.

Who should you interview? Include only respected people in the field. Don’t waste your time with cranks and people with private agendas to further.

Guidelines for Requesting Interviews

• Identify yourself by full name and title.
• Explain your assignment/project.
• Explain your topic.
• State your time frame.
• Offer an idea of how much time the person should allow for the interview.
• Ask for the interview, requesting either someone who is able to speak to your topic or a specific interviewee by name.
• Provide your contact information.
• Finish with a cordial closing as you would in a letter.
• A day or two before the interview, send an e-mail reminder or telephone the interviewee to confirm the time and date.

Interviews can be conducted via  e-mail , by  telephone , or  in person . There are advantages and disadvantages to each method.

E-mail interviews  are convenient; interviewees can respond at their convenience. They also provide you and the interviewee with a written record of what was asked and answered. However, they also place a burden on the interviewee by requiring the person to write out responses that you normally would record in a telephone or face-to-face interview. Be prepared to give considerable thought to questions you prepare in advance. Follow-up questions are difficult in e-mail and you do not want to waste the time of people who have graciously agreed to be interviewed. Be specific and complete in your questions to avoid getting answers that require followup because they do not deliver the information you need. Avoid questions like,”What do you think of social networking?” Instead, be specific with questions that seek detailed information, such as, “What is the most significant trend in social networking that you see emerging among teenagers, and why do you believe it’s the most significant?”

Telephone interviews  are more open-ended and offer you the opportunity to follow up with questions that might occur to you in the course of the conversation. They are not good options, however, if you are excessively shy or if the interviewee is uncomfortable with them. They can also be difficult to arrange if the person maintains a busy schedule. Never insist on a telephone interview; choose the format that is most convenient for the interviewee. Finally, it is useful to record telephone interviews so that you can later review what was said and ensure accuracy on any quotes you use;however,always ask the permission of the interviewee before recording an interview.

Face-to-face interviews , like telephone interviews, are not for the shy and can be difficult to arrange. However, they offer you the opportunity to meet the interviewee. This can be particularly valuable if you are meeting in a setting that is pertinent to your course of inquiry, such as the person’s laboratory or a social setting that pertains to the topic, such as an Internet café if you are discussing social networking, or a troubled housing project if you are discussing the influence of neighborhood environments on high school completion rates, crime rates, or family support networks.Ask the person’s permission to record the interview at the time you make the appointment.

If you are doing a telephone or face-to-face interview, be sure you allow the interviewee to do the talking. Do not interrupt or rush the person through the interview. Many times, interviewees will use the opportunity to promote recent books, writings, or product/service introductions. If they do, let them and then proceed to the questions that are of interest to you. Cutting off an interviewee can set a bad tone for the interview and produce disappointing results.

As you incorporate interviews in your paper, you must accurately and fairly present their views and opinions—even when they do not conform to your own. Be sure to do your research in advance. Read at least one thing your interviewee has written on the topic. Have a good sense in advance of what the person will say about it.

How to Conduct Surveys

Surveys are useful when you want to measure the behavior or attitudes of a fairly large group. On the basis of the responses, you can draw some conclusions. Such generalizations are usually made in quantitative terms: “Fewer than one-third of the respondents said that they favored further governmental funding for schools,” for example.

Fortunately,Web sites and software programs abound to help you design surveys by offering a structure for organizing the survey, prompting you to enter questions, and tabulating the results. Online free polling services include  Zoomerang , and  Polldaddy . The New York Times offers a lesson on poll creation, called “To Free or Not Too Free,” for middle school and high school teachers in its Learning Network at http://learning.blogs.nytimes.com/ .

Surveys should be carefully focused and ask specific questions to minimize ambiguities or bias in the findings. Questions should be crafted and presented to ensure that the data you collect will allow you to make the kinds of determinations you seek. Surveys should follow a structure that informs respondents of the purpose.

Structuring Your Survey

• Give your survey a title.
• State the purpose of the survey.
• Tell respondents where the information will be published
• Include a privacy statement explaining with whom you will share the information and how it will be used.
• Get the respondents’ permission to use the data they provide.
• Describe how the survey will be conducted.
• Set a deadline for when you need the results.
• Tell the respondents how to complete the survey. Be very clear about how they should answer the questions (i.e., whether they should check, circle, or underline the answer or write a response in the blank provided).
• Thank respondents for their time.

You want the respondents to complete the surveys. For that reason, the surveys should not be too long. Aim for 25 to 30 questions. The choices presented to respondents should be straightforward and easy to respond to. Questions can be presented in the following ways:

• Yes or no/true or false
• Multiple choice
• Ratings on a scale, usually 1 to 10
• Ranking in order of importance or preference

Yes-no and true-false questions are the most straightforward. Multiple choice questions can be problematic if the respondent does not identify with the choices given; these should always include options such as “don’t know” or “none of the above” that leave room for exceptions. Rankings allow respondents to express qualitative preferences by assigning a number that reflects their attitudes according to a scale.

Rankings, on the other hand, ask the respondent to place a series of items in order. Comments can be the most revealing as they ask the respondent to state their opinions or describe something; however, they are difficult to tabulate as the results cannot be easily fitted into categories. As you begin designing questions, ask yourself: What, exactly, do I want to determine? Surveys are typically conducted for one of two different reasons. Attitude surveys can be short and simple, focused around a single issue and pose a single question or a short set of questions. For example:

Do you believe that the quality of education would improve if the school year was lengthened to offer more hours for instruction?

Surveys designed to identify trends tend to be much longer than other kinds of surveys. This is to provide a qualitative view of related issues rather than one that is simply based on a yes or no answer. For example:

How would you rate the quality of education in your local school district?

• a. Excellent
• d. Below average

Adding questions that gather demographic data allows you to make distinctions about the individuals being polled and interpret their answers according to group affiliations. Questions asking the person’s age range or income can also be relevant for your research, but such questions should always be respectful of peoples’ privacy. Rather than ask survey respondents to divulge their sex or annual income, for instance, present the respondents with a range and give them the option of not answering, such as:

c. I prefer not to answer

What is your annual income?

a. under $25,000

b. $25,001–$50,000

c. $50,001–$75,000

d. $75,001–$100,000

e. Over $100,000

f. I prefer not to answer

Tabulating Your Survey Results

A great deal of care should be taken to correctly tabulate results.This can be a challenging task if you have not collected data through an online site or from a form that provides automatic analysis. Researchers who expect to review and tabulate the data themselves would be well advised to work with a small group of respondents (no more than 20) to keep the task manageable. The American Statistical Association (ASA) and the American Psychological Association (APA) publish excellent guidelines on how to conduct surveys and tabulate the results. The ASA’s publication What Is a Survey? can be downloaded from  https://www.whatisasurvey.info/download.htm . The APA offers numerous articles on conducting surveys at its Web site  http://www.apa.org/ .

In addition, many topics have been extensively discussed by experts on respected television news programs and documentaries. It is often possible to write to the television station and obtain printed transcripts of the programs. You might also be able to videotape the programs or borrow copies of the programs that have already been recorded.

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How to make an original contribution to knowledge

“The thesis can address small gaps within saturated research areas.”

When PhD candidates embark on their thesis journey, the first thing they will likely learn is that their research must be a “significant original contribution to knowledge.” On the face of it, the idea seems simple enough: create something new, establish a niche for oneself, further science and add some important piece to the sum of human understanding. And yet, there is little to no consensus as to what exactly this phrase means. This lack of consensus is particularly challenging for students, as it opens them up to risk in matters of external review and their graduate school progression.

Aside from the risk it poses to student’s success (for example, attrition), an ill-defined standard for the contribution to knowledge creates risks for the student during the external examination of the thesis. This can happen in two ways.

First, an external examiner may have biases towards pet theories or concepts and may dismiss the work if he or she does not agree with the opinions presented. Arguably more disastrous, supervisors themselves may recommend that a thesis be put forward for defence which the external examiner feels is not significant. This misplaced confidence can result in the entire work being disregarded, or the shattering award of a conciliatory master of philosophy.

Fortunately, there are ways to both clarify the concept of a significant original contribution to knowledge and to prepare to defend it.  After all, “to escape with a PhD, you must meaningfully extend the boundary of human knowledge. More exactly, you must convince a panel of experts guarding the boundary that you have done so,” says Matt Might, an assistant professor at the University of Utah and author of The Illustrated Guide to a Ph.D .

The first step for PhD students is to recognize that a thesis will be built on other people’s work in a rigorous, precise way and is not expected to lead to an immediate and fundamental paradigm shift in the field. On this point, the best PhD theses investigate a circumscribed area, rather than overselling the originality or expertise. The significant original contribution emerges from small gaps within saturated research areas as novel interpretations or applications of old ideas. The researcher can accomplish this in many ways, for example, by creating a synthesis, by providing a single original technique, or by testing existing knowledge in an original manner. Although the thesis has to be innovative, this doesn’t necessarily mean revolutionizing the existing discourse; there is also value in adding new perspectives.

Similarly, and partly because of the time required to complete a doctoral degree, students must resist becoming wrapped up in what they’re looking at in the moment and thus forgetting the big picture. This is especially true for people writing manuscript-style theses in the natural sciences, which represent many small parts of an overarching idea and contribution.

To mitigate this tendency to digress, and to supress any panic around a “crisis of meaning,” doctoral students should at all times be able to summarize their significant original contribution in two sentences. From an examiner’s perspective, it is critical to include this in the dissertation itself – nailing it in the second sentence of the abstract allows the examiner to focus on the justification and verification of this statement. Having a well-bounded and clear idea of one’s contribution contextualizes the work and can protect the student from undue criticism.

Ultimately, it is up to the individual candidates to justify their significant original contribution. Being aware of the indistinctness of these criteria, they must make a concentrated effort to keep track of this contribution, be able to defend it and keep it at the forefront of their minds when their confidence begins to flag. This is always an iterative process, starting with a literature review and later comparing results against the significance of other works.

To protect themselves against overconfidence and insularity, students must look beyond their supervisor and department throughout their PhD program by trying to publish, presenting papers at conferences and discussing the work in as many spheres as possible to get feedback. These activities will not only serve to bolster the inward and outward argument for the research but will also help manage the risk of receiving a nasty surprise when it comes time to defend.

Making a small, significant contribution to knowledge remains the standard against which a PhD dissertation is measured; for their own sake and the sake of their research, students must learn to embrace it.

Heather Cray is a doctoral student in the department of environment and resource studies at the University of Waterloo.

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• Margin Notes | PhD completion rates and times to completion in Canada

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Thanks for this issue raised here. it has been a problem eating me up. I am just finalising a doctoral in Mathematics, but the contribution to knowledge is not too clear to me. reading through this piece however kindled something in me. How I wish some specific s were given in the sciences, it could help further. thanks anyway.

Hi, thank you for this great article. I have read it a couple times and have saved it for future reference to help other colleagues.

Could you please clarify one thing? Thank you.

Are you saying that filling a gap is what will become the contribution to knowledge. I.e let’s say I notice that there is a limited exploration of x so the purpose of this study is to a b c. Is ABC my contribution to knowledge? Thank you in advance.

Very interesting article! At what point and to what extent would the “contribution to knowledge” be simply that? While I appreciate the relevance of your article, I agree with the above comment about vagueness. How DOES one relay the “knowledge” to research and make it applicable?

Oh, great! Thank you for this concise discourse. It demystifies the misunderstanding around Contribution to Knowledge. Very helpful.

I am a student in a professional doctorate program in the UK. I am having a great difficulty with my advisor on exactly this issue. What is the original contribution to knowledge of my project. I chose a Health Policy research project that will showcase the state of a certain health system with regards to oncology care and it will evaluate the quality of clinical care based on the current standard of care. This a study that hasn’t been done before and I feel that this is my original contribution to knowledge. My advisor insists that this is a needs assessment and that there is no original contribution to knowledge. This issue has been bringing me down for about 2 years now. I don’t know what to do. Any help is greatly appreciated.

Original contribution doesn’t have to be about inventing the wheel. It boils down to you looking at the gap in literature, theory and praxis which your work is filling. Look at what you have brought newly which previous studies have not considered. You perspective to the issue is the original knowledge you are bringing to the table.

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Research help answer.

Many original research articles are not labeled as original research articles.  Original research articles include a research question or hypothesis.  They usually contain most of the following sections: methods, results, discussion, conclusion and references.  An original research article is written by the person or people that conducted the experiment or observations.  Original research articles are considered empirical or primary sources and present an original study.

Articles that look at multiple studies are not considered original research articles.  Search library databases using keywords like “study or “case study” to increase your chances of locating original research articles. 

For information on how to find an original research article that is not meta-analysis, not meta-synthesis and not mixed method, go to  https://westcoastuniversitylibrary.libanswers.com/research/faq/291851 .

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What does originality in research mean? A student's perspective

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• 1 University of South Wales Cardiff, UK.
• PMID: 25059081
• DOI: 10.7748/nr.21.6.8.e1254

Aim: To provide a student's perspective of what it means to be original when undertaking a PhD.

Background: A review of the literature related to the concept of originality in doctoral research highlights the subjective nature of the concept in academia. Although there is much literature that explores the issues concerning examiners' views of originality, there is little on students' perspectives.

Review methods: A snowballing technique was used, where a recent article was read, and the references cited were then explored. Given the time constraints, the author recognises that the literature review was not as extensive as a systematic literature review.

Discussion: It is important for students to be clear about what is required to achieve a PhD. However, the vagaries associated with the formal assessment of the doctoral thesis and subsequent performance at viva can cause considerable uncertainty and anxiety for students.

Conclusion: Originality in the PhD is a subjective concept and is not the only consideration for examiners. Of comparable importance is the assessment of the student's ability to demonstrate independence of thought and increasing maturity so they can become independent researchers.

Implications for research/practice: This article expresses a different perspective on what is meant when undertaking a PhD in terms of originality in the doctoral thesis. It is intended to help guide and reassure current and potential PhD students.

Keywords: PhD; Student perspectives; doctoral research; originality.

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On the originality of a master's thesis topic

While choosing a master's thesis topic to write about, I usually find that it's pretty rare to find something 'totally original', I mean, is it a requirement ?

I have decided what I want to write about and, while searching the net for something similar, it turned out that my topic isn't too original after all, however what makes mine 'new' is 1) a new country, 2) the chosen industry and 3) the chosen sample. Is this acceptable ?

Usually, how common for one to come up with and write something totally original (e.g. That has never been done before in any context)?

EDIT: I also would like to add that, to make sure that my topic has never been done before in my chosen country and industry, I've heavily searched the net. Is this enough ? I mean, I don't want to do a study and later on discover that some people have done it before exactly in the same manner as mine (country, industry, etc...) for either the study was done 1) at some obscure university or 2) simply was never published and kept in the library of a particular university. What do people usually do in such cases?

• research-process

• 1 Which country? I know cases on both sides, depending on country/field... –  Fábio Dias Commented May 3, 2016 at 19:49

Short answers: it's a requirement of sorts, it's probably acceptable (with caveats), mostly, assuming you have covered major databases and/or Google Scholar.

Long answers: One of the requirements for academic research, particularly in the context of dissertations, is to contribute to existing research. This can mean coming up with a new approach to solve a particular problem, or a new theory or idea. But it can also mean looking at a topic from a slightly different angle, or focussing on a different aspect.

Not all research (#notallstudies) has to be new and exciting. Trying to replicate and thereby confirm existing research is entirely valid and acceptable. However, the current publication process favours developing new studies and approaches over replication studies. A perceived lack of originality may therefore hamper your publication chances, which is problematic in itself. Whether this is an issue for you depends on your future career plans and choices.

Whether your slightly adjusted topic will be accepted also depends on how plausible it is that a different region / industry / sample composition would bring different results than the original study. For example, if you're looking at topics that are likely to be influenced by cultural differences / class / education background / or similar, you can reasonably expect that looking at a different country or a different sector may yield new information. However, there will be other factors where it would seem implausible that region or industry would have any bearing on them, e.g. left-/right-handedness, general IQ, neuroticism scores etc.

In checking for existing research you should make sure to cover relevant journals and databases in the fields. You're not expected to research the library of any university, but to cover relevant publications.

Lastly, a few caveats:

Check your university's requirements. Whatever I and other people tell you will be based on our experiences in particular contexts and institutions. Your institution's guidelines may differ.

Answers to your questions may also differ between subjects. My answer is based on experiences in psychology / social science research, particularly work and employment.

• 'not very' concerning which question of mine? I do think that the choice of a new country (because of our different culture) will definitely refresh the topic, however what if I arrive with the same results? Can this still be considered valid? My instructor found no issues at all when I told her about the presence of some related studies to the topic... Yes, my topic is in marketing; so I am doing a new empirical study based on a topic that has been (not so much though) tested before in different countries/industries. I've edited my question by the way. –  R. AS. Commented May 3, 2016 at 17:25
• 'Not very' refers to your original third question, how common it is that a thesis contains something entirely new and original. It won't make a difference if you find the same results as long as your initial question is considered valid. After all, you first have to do the research to find out whether the situation in a new country is the same or different. –  Serafina Commented May 3, 2016 at 18:45
• 3 Note that a masters thesis often isn't subject to the same originality standards that would be required of a PhD thesis or a peer-reviewed article. In some cases, exposition of existing work is completely acceptable for a masters thesis. –  Nate Eldredge Commented May 4, 2016 at 3:00
• @NateEldredge but that's the issue, it's so rare to find something completely new and not written about in the literature before. My chosen topic was even chosen while I was brainstorming before surfing the web and knowing that it has been done before in different countries/industries. So in my case, can it still be called 'exposition of existing work'? –  R. AS. Commented May 4, 2016 at 20:43

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Novelty in Research: What It Is and How to Know Your Work is Original

One of the key prerequisites for researcher success, irrespective of their field of study, is identifying the novelty in research. They hope to make new discoveries that build on the work of others and produce fresh perspectives on existing knowledge in their field. To achieve this, researchers invest considerable time and effort in reading relevant literature, conducting experiments, and staying up to date on the latest developments in their own and related fields. Most journals seek to publish research that is novel, significant, and interesting to its readers. Establishing novelty in research is also critical when applying for funding, which makes it essential to prove this early in the research process. But what is meant by novelty in research and how can one judge the novelty of their research study? This article will help you answer these questions in the simplest manner.

Table of Contents

What is meant by novelty in research?

The word ‘novelty’ comes from the Latin word ‘novus,’ which simply means new. Apart from new, the term is also associated with things, ideas or products for instance, that are original or unusual. Novelty in research refers to the introduction of a new idea or a unique perspective that adds to the existing knowledge in a particular field of study. It involves bringing something fresh and original to the table that has not been done before or exploring an existing topic in a new and innovative way. Novelty in research expands the boundaries of a particular research discipline and provides new insights into previously unexplored areas. It is also one of the first things academic journals look for when evaluating a manuscript submitted for publishing. This makes it essential for researchers to ensure novelty in research in order to create new knowledge and make a significant contribution to their field of study.

How can you ensure novelty in research?

Academics are often immersed in their research and so focused on excellence that it can be difficult to examine your work as an author and judge its novelty in research objectively. But this challenge can be overcome with time and practice by adding research reading to your daily schedule. Assessing novelty in research means evaluating how new and original the ideas or findings presented in a study are, in comparison to existing knowledge in the field. Here are some ways to judge the novelty of research:

• Conduct a literature review: A literature review is an essential component of any research project, and it helps to establish the context for the study by identifying what is already known about the topic. By reviewing the existing literature, researchers can identify gaps in the knowledge and formulate new questions or hypotheses to investigate, ensuring novelty in research.
• Compare with previous studies: Researchers can assess the novelty of their work by comparing their findings to those of previous studies in the same or related fields. If the results differ significantly from what has been previously reported, it can be an indication that the study is novel and potentially significant.
• Read target journal publications: Subscribe to your target journal and other reputed journals in your field of study and keep up with the articles it publishes. Since most high-impact journals typically ensure novelty in research when publishing papers, this will help you keep track of the developments and progress being made in your subject area.
• Assess contribution to the field: One way to assess novelty in research is to evaluate how much it contributes to your specific field. Research that makes a significant contribution to advancing knowledge or addressing important questions is often considered more valuable than those that simply replicate elements from previously published research.
• Consider an alternative methodology: Even if the topic or area of study has been studied, one can bring in novelty in research by exploring various methodologies or by tweaking the research question to provide new insights and perspectives. Researchers can highlight aspects of the study that have not been done before, introduce these in the proposed research design, and illuminate how this will ensure novelty in research.
• Get support from your peers: Engage with your mentors/supervisors, professors, peers, and other experts in the field to get their feedback on introducing novelties in their research. It’s a good idea to join and actively participate in scientific research and scholarly groups or networks where users provide updates on new technological innovations and development.
• Make research reading a habit: An overwhelming number of research papers are published every day, making it difficult for researchers to keep up with new, relevant developments in the world of research. This is where online tools for researchers can help you simplify this process while saving on time and effort. Smart AI-driven apps like R Discovery can understand your areas of interest and curate a reading feed with personalized article recommendation, alerts on newly published articles, summaries to help you quickly evaluate articles, and many other useful features for researchers. By taking the search out of research, it gives you back time that you can then spend to stay updated and ensure novelty in research.

In an ideal world, all research done would be completely original. Yet with rapid advances in technology and research, there are bound to be overlaps with previously published papers. The key here is to find a new way of looking at old problems, trying new methodologies and angles, and coming up with interesting insights that can add to or alter current knowledge in your field of research. Smart online tools have made it easier to read and keep up with the latest in research and we’re sure the tips above will help you better assess your project and judge the novelty of your research study.

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

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Research Paper Summary: How much should be citations versus original thought?

I'm finalizing a single-paragraph summary of a multi-page research paper for school and I was concerned when I noticed that most of my summary was in my own words. I mean that most of what I wrote was not citing the original paper's author but rather their paper's idea summarized and re-formed by me. Of course , I included lots of citations and references with proper citations and references but that only accounted for maybe 10%-20% of the summary.

Should a summary of a research paper include mostly citations and paraphrasing from the original author or rather be summarized in the words of the one writing the summary with citations here and there?

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• Welcome to Writing.SE Cam J, glad you found us. We have a tour and help center you might wish to check out. –  Cyn Commented Sep 19, 2019 at 3:53

3 Answers 3

When I was a graduate student teaching undergraduates how to write research papers, the real problem was over-quoting. Students would quote or paraphrase large amounts of other people's work and not do much original writing. It was more stringing the quotes into something more or less coherent.

A (good) research paper is analysis. You've read other people's work and use it to inform your discussion. Depending on the field and the wishes of your teacher, you include a small or large number of quotes and ideas (properly cited), but you're still explaining it in your own words.

A summary of a research paper is a condensation of this idea. As the one grading papers, I would always prefer a well-informed discussion in the author's own words, peppered with other people's quotes and ideas as needed. While none of the papers I wrote or graded had summaries that were separate, they all had introductions and conclusions. These are the parts most in the author's words. The body of the paper is the place to set out the arguments, which require citations.

Show your teacher that you understand the the research you did by pulling it together into an original paper.

My rule of thumb has always been, don't quote anything unless you are going to comment on the quotation. If all you are doing is citing an information source to support an assertion, make the assertion in your own words and cite the source in a footnote.

But a summary is not about proving or supporting anything. It is a statement of what the argument of the paper is. It is the job of the rest of the paper to support the conclusions. It is the job of the summary to briefly sketch the main argument and conclusion so that a reader can quickly tell if the paper is relevant to their own work. I can't see why you would quote or footnote anything in a summary.

In writing anything, you always have to keep in mind what the reader's purpose is in reading it. The reader's purpose in reading a research paper is twofold: to discover its conclusions, and to test its data and method to determine whether to accept its conclusions. For this second part, they need access to the research material via quotations or footnotes.

The reader's purpose in reading a summary of a research paper is simply and solely to determine if the paper is relevant to their work and therefore worth their time. They are not, at this stage questioning it conclusions, data, or method, only it relevance. So they don't need access to the supporting evidence, and so they don't need quotations or footnotes.

All that said, different institutions have different standards, not all of which make actual sense, but all of which you have to follow if you write for that institution. So look up what the standards and practices are for the institution you are writing for and follow them.

Poetry and Precision

When I taught ENGL 100 and Technical Communication, I advised students to quote only for Poetry or Precision -- if there's no other way to say the sentence without losing details (precision) or they're saying something in an especially apt way (poetry) - then quote. Also, quote as little as possible - aim for an integrated quote -- only quoting the specific phrase or sentence needed.

I rather like the UNC Writing Center's handouts on working with sources: https://writingcenter.unc.edu/tips-and-tools/ Some strong ones are Quoting (includes verbs of attribution) and the How We Cite/Why We Cite videos.

The graphic here on Bloom's Taxonomy can give also an idea of why a lot of summary/paraphrase is a good idea: It shows that 're not just finding and regurgitating information, but you're truly comprehending it and ready to analyze/evaluate/synthesize it into a product of your own mind.

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How Long Should a Research Paper Be? Data from 61,519 Examples

I analyzed a random sample of 61,519 full-text research papers, uploaded to PubMed Central between the years 2016 and 2021, in order to answer the questions:

What is the typical overall length of a research paper? and how long should each section be?

I used the BioC API to download the data (see the References section below).

Here’s a summary of the key findings

1- The median length of a research paper is 4,133 words (equivalent to 166 sentences or 34 paragraphs), excluding the abstract and references, with 90% of papers being between 2,023 and 8,284 words.

2- A typical article is divided in the following way:

• Introduction section: 14.6% of the total word count.
• Methods section: 29.7% of the total word count.
• Results section: 26.2% of the total word count.
• Discussion section: 29.4% of the total word count.

Notice that the Materials and methods is the longest section of a professionally written article. So always write this section in enough depth to provide the readers with the necessary details that allow them to replicate your study if they wanted to without requiring further information.

Overall length of a research paper

Let’s start by looking at the maximum word count allowed in some of the well-known journals. Note that the numbers reported in this table include the Abstract , Figure legends and References unless otherwise specified:

[1] excluding figure legends [2] excluding references

⚠ Note A review paper is either a systematic review or a meta-analysis, and an original research paper refers to either an observational or an experimental study conducted by the authors themselves.

Notice the large variability between these journals: The maximum number of words allowed ranges between 3,000 and 9,000 words.

Next, let’s look at our data.

Here’s a table that describes the length of a research paper in our sample:

90% of research papers have a word count between 2,023 and 8,284. So it will be a little weird to see a word count outside of this range.

Our data also agree that a typical review paper is a little bit longer than a typical original research paper but not by much (3,858 vs 3,708 words).

Length of each section in a research article

The median article with an IMRaD structure (i.e. contains the following sections: Introduction , Methods , Results and Discussion ) is in general characterized by a short 553 words introduction. And the methods, results and discussion sections are about twice the size of the introduction:

For more information, see:

• How Long Should a Research Title Be? Data from 104,161 Examples
• How Long Should the Abstract Be? Data 61,429 from Examples
• How Long Should the Introduction of a Research Paper Be? Data from 61,518 Examples
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Writing "Original" Papers

Some writing assignments you receive at Harvard will explicitly ask you to present an "original" thesis, claim, or idea. But even when the word "original" isn't mentioned, you should assume that your professor expects you to develop a thesis that is the product of your own thinking and not something drawn directly from a source and planted in your paper. Occasionally an assignment will require only a summary of your reading, particularly if the instructor wants to make sure you have understood a particularly complex concept; however, some assignments may be worded in a way that leaves expectations ambiguous (you may be asked, for example, to "discuss" or "consider" a source), and you may think you are only expected to summarize when, in fact, you are expected to make an argument. When in doubt about whether you are supposed to make an argument in your paper, always check with your instructor to make sure you understand what you're expected to do.

The expectation that you will say something original in every college paper may seem daunting. After all, how can you, an undergraduate who has been studying a particular subject for as little as one semester, know enough to make an original contribution to a field that your professor may have spent a career studying? Indeed, it would be impossible for you to come up with an idea for every paper you write that no one has ever thought of before, and your instructors realize this. When they ask you to come up with an original idea, they may be signaling different expectations, depending on the context of the assignment. Below, you'll find a general framework for thinking about originality in different situations you will encounter in college.

Writing situation #1: Short non-research papers

In the context of certain assignments, it's enough to come up with a thesis that's original to you—a thesis that you arrived at after thinking about the material you read, rather than an idea you encountered in one of the assigned sources. This will be true for the papers you write in Expos, as well as for many of the short papers you write in your Gen Ed and concentration courses. For these papers, your instructor does not expect you to come up with an idea that no one else has ever written about. Rather, for these types of assignments, your instructor is most interested in your thought process, your analytical skills, and the way you explain why you think what you think. But why, you may be wondering, would anyone bother writing a paper that presents an idea that other scholars have written about already?

Here's the short answer to that question: There is real value in discovering an idea for yourself, selecting the best evidence to support it, and taking the necessary steps to argue for it. Not only does this process allow you to show your professor that you are capable of sophisticated thought, it also helps you learn both what you think about a topic or issue and how to think through a problem or set of problems. This kind of thinking is necessary preparation for the longer projects you'll do later in your college career when you will be expected to say something truly original. It's impossible to tackle those projects—from a senior thesis to original lab research—if you haven't had the experience of arriving at an idea, fleshing out an argument, and presenting it to an audience. This preparation will serve you well as your college coursework becomes more specialized, and it will also benefit you when you leave college. Whether you go into business, law, education, medicine, or another field, you'll find yourself in circumstances in which your analysis of a particular problem, and your use of sources to solve that problem, will be crucial to your success.

While the specifics of the assignments for short papers will vary, remember that whenever you're asked to make a claim, you're expected to do your own thinking. In other words, writing a paper about a claim that has been worked over in class, in section, or in your readings will not leave you room to do much thinking of your own. Nor will writing a paper about a claim that will strike your readers as patently obvious, simple, and unarguable. If you are interested in an idea that has come up in class, or one that seems obvious, you should work on extending or complicating this idea, or coming up with a counterargument that changes the way the idea should be considered. Also, keep in mind that when your instructors tell you not to consult outside sources, they are often doing so precisely to encourage your original thinking, and you should heed their instructions. When an assignment specifies that you avoid outside sources, you should generally take this to mean that you should not do any outside reading in preparation for the assignment, including even just a quick Web search for background on a topic.

Writing Situation #2: Short research papers and term papers

When you are assigned a research paper or term paper for a course, you will often be asked to write 10-20 pages in which you respond in some way to sources you identify and locate yourself . As with the shorter papers you write for your courses you will generally not be expected to come up with an idea that has never been considered before (although your instructors will certainly be pleased if you do). So how will you know if your idea is original enough?

The key to answering this question is to think carefully about the context of the course and to decide what's reasonable for you to do given the scope of the assignment. For example, if you've been asked to find five sources of your own, your paper will not be original enough if your argument simply echoes one of these sources, or if it echoes a source that was actually assigned in class. On the other hand, if you locate three sources, each of which offers different answers to the same question, your paper will be original if you can make your own argument for which answer makes the most sense and why.

Your argument will not, however, be original enough if you make the same argument as one of the sources without acknowledging why that source is stronger than the others. For example, if you were writing about race in Brazil, and you were asked to read and consider two opposing theories on the topic, you might agree with one theory and then present your argument for why it is the stronger idea. Or you might decide that both theories fall short, as Ron Serko does in the 2008-2009 issue of Exposé. Serko lays out the theories he's considering in his first paragraph and then stakes out his own position in paragraph two when he writes, "The reality of race in Brazil does not precisely fit either of these theories, however. Rather, I argue that the system of race in Brazil follows a roughly bipolar model, and the two poles are white and nonwhite"(105). Serko goes on to explain what he sees as the flaws in the opposing theories and to provide evidence for his own interpretation. The result is a paper that does not simply restate the position of one of his sources but, rather, uses those sources to inform his own thinking.

When you are undertaking research in a field, it's always a good idea to check in with your instructor to make sure that you are not overlooking important work in that field and that the sources you are choosing are significant and appropriate for your project.

Writing Situation #3: The junior tutorial paper and the senior thesis

When you write a substantial piece of work that takes a semester or more (like a junior tutorial paper or a senior thesis), the expectations for originality are different because of the length of the essay you'll write and because of your assumed expertise in the field. As you gain experience in your concentration, your knowledge of the major ideas in your chosen field will expand, you will develop your ability to ask more rigorous questions in that field, and you will be able to answer those questions in ways that are original not just to you but to your readers. At this point in your college career, you'll have had the opportunity to learn who the major thinkers are in your field and how to identify the important literature on what research has taken place on your topic. You'll be able to find the most important current scholarship on a topic or the most recent findings related to your research question. Your expertise, along with the time you'll have to devote to the project, means that you will be well-equipped to say something original about your topic.

Even when you write these longer papers, it's still important to understand what it means to say something original. Academic work is very specialized, and scholars build theories and ideas based on the knowledge and ideas that they have studied. In practical terms, this means that ideas evolve slowly, and every original idea doesn't have to be as groundbreaking as E=mc2 or Kierkegaard's "leap of faith." While there's nothing wrong with hoping to discover a new element to add to the periodic table or to figure out the true identity of Shakespeare, it's more likely that your ideas will be original in any of the following ways:

You might discover, in your study of a particular topic, that no one has considered a question or problem that interests you. Or you might be interested in a question that has been asked before, but decide to use a text or series of texts to answer that question in a new way. For example, you might look at newly released government documents to consider a question about how the Reagan administration shaped economic policies. While the question may have been asked before, the newly available data will allow you to provide a fresh, original perspective. Similarly, for a senior thesis in a lab science or social science concentration, you might collect and analyze your own data in pursuit of an answer to a question that other scholars have attempted to answer before with different types of data. In psychology, for example, you might conduct an experiment under the supervision of a professor and then analyze your data. In a sociology or anthropology course, you might conduct a series of interviews and analyze them in order to answer a question in a new way.

As appealing as it might seem to discover an entirely new idea, it's just as valuable to add a new step or a new way of thinking to an idea that someone else has already presented by considering new data, or, alternatively, to refute an idea by pointing out a new way of looking at the existing data. It's also valuable—and original—to consider ideas in relation to each other that have not been considered or connected to each other in this way before.

Whether you're working on a short assignment or a semester-long project, remember that even in the context of all the thinking that has come before yours, you are always capable of injecting your own unique point of view into a paper. In fact, you're doing your own thinking all the time, long before you start writing—in class discussion, in the dining hall, and in your instructor's office hours. When you bring sources into the equation, you're able to go beyond your gut reactions and feelings ("capitalism is good") to develop more nuanced ideas ("capitalism does a better job of creating incentives for innovation than other systems" or "a capitalist society protects human rights better than other societies"). Sources also allow you to gain access to competing arguments and interpretations, and help to lay the groundwork for your own thinking. When you read what has already been written on a particular topic, or when you analyze data that has already been produced in addition to new data, you become more qualified to contribute to the conversation.

Many students tackling college-level writing for the first time find the expectations of college writing new and difficult. There are resources to help you as you embark on your writing assignments at Harvard, and you should feel free to make use of them. Writing Center tutors , Departmental Writing Fellows , and House tutors are all excellent resources. The Harvard Writing Project publishes a number of guides to writing in different fields, and the Writing Center offers  general writing resources in addition to individual conferences.

Before you can use sources effectively, you need to know how to locate them, how to know if they are reliable, and how to distinguish clearly between the ideas in a source and your own ideas. The information on this site provides an introduction to the research process, including how and where to find sources , how to decide if a source is reliable and useful , how to use sources accurately and effectively  in your papers both to strengthen your own thinking and writing and to avoid plagiarism, and finally, how to integrate source material  into your writing and how to cite sources responsibly .

Being Controversial

Using Sources Beyond Harvard

Writing in Business

Writing in Law

Writing in Medicine  

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• 14 August 2024

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

• Elizabeth Gibney

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You have full access to this article via your institution.

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

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

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

AI models fed AI-generated data quickly spew nonsense

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

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

Massive data sets

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

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

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

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

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

Information secrets

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

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

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

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

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

Copyright questions

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

AI is complicating plagiarism. How should scientists respond?

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

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

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

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

Nature 632 , 715-716 (2024)

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

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Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

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A new ‘AI scientist’ can write science papers without any human input. Here’s why that’s a problem

Dean, School of Computing Technologies, RMIT University, RMIT University

Disclosure statement

Karin Verspoor receives funding from the Australian Research Council, the Medical Research Future Fund, the National Health and Medical Research Council, and Elsevier BV. She is affiliated with BioGrid Australia and is a co-founder of the Australian Alliance for Artificial Intelligence in Healthcare.

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Scientific discovery is one of the most sophisticated human activities. First, scientists must understand the existing knowledge and identify a significant gap. Next, they must formulate a research question and design and conduct an experiment in pursuit of an answer. Then, they must analyse and interpret the results of the experiment, which may raise yet another research question.

Can a process this complex be automated? Last week, Sakana AI Labs announced the creation of an “AI scientist” – an artificial intelligence system they claim can make scientific discoveries in the area of machine learning in a fully automated way.

Using generative large language models (LLMs) like those behind ChatGPT and other AI chatbots, the system can brainstorm, select a promising idea, code new algorithms, plot results, and write a paper summarising the experiment and its findings, complete with references. Sakana claims the AI tool can undertake the complete lifecycle of a scientific experiment at a cost of just US$15 per paper – less than the cost of a scientist’s lunch.

These are some big claims. Do they stack up? And even if they do, would an army of AI scientists churning out research papers with inhuman speed really be good news for science?

How a computer can ‘do science’

A lot of science is done in the open, and almost all scientific knowledge has been written down somewhere (or we wouldn’t have a way to “know” it). Millions of scientific papers are freely available online in repositories such as arXiv and PubMed .

LLMs trained with this data capture the language of science and its patterns. It is therefore perhaps not at all surprising that a generative LLM can produce something that looks like a good scientific paper – it has ingested many examples that it can copy.

What is less clear is whether an AI system can produce an interesting scientific paper. Crucially, good science requires novelty.

But is it interesting?

Scientists don’t want to be told about things that are already known. Rather, they want to learn new things, especially new things that are significantly different from what is already known. This requires judgement about the scope and value of a contribution.

The Sakana system tries to address interestingness in two ways. First, it “scores” new paper ideas for similarity to existing research (indexed in the Semantic Scholar repository). Anything too similar is discarded.

Second, Sakana’s system introduces a “peer review” step – using another LLM to judge the quality and novelty of the generated paper. Here again, there are plenty of examples of peer review online on sites such as openreview.net that can guide how to critique a paper. LLMs have ingested these, too.

AI may be a poor judge of AI output

Feedback is mixed on Sakana AI’s output. Some have described it as producing “ endless scientific slop ”.

Even the system’s own review of its outputs judges the papers weak at best. This is likely to improve as the technology evolves, but the question of whether automated scientific papers are valuable remains.

The ability of LLMs to judge the quality of research is also an open question. My own work (soon to be published in Research Synthesis Methods ) shows LLMs are not great at judging the risk of bias in medical research studies, though this too may improve over time.

Sakana’s system automates discoveries in computational research, which is much easier than in other types of science that require physical experiments. Sakana’s experiments are done with code, which is also structured text that LLMs can be trained to generate.

AI tools to support scientists, not replace them

AI researchers have been developing systems to support science for decades. Given the huge volumes of published research, even finding publications relevant to a specific scientific question can be challenging.

Specialised search tools make use of AI to help scientists find and synthesise existing work. These include the above-mentioned Semantic Scholar, but also newer systems such as Elicit , Research Rabbit , scite and Consensus .

Text mining tools such as PubTator dig deeper into papers to identify key points of focus, such as specific genetic mutations and diseases, and their established relationships. This is especially useful for curating and organising scientific information.

Machine learning has also been used to support the synthesis and analysis of medical evidence, in tools such as Robot Reviewer . Summaries that compare and contrast claims in papers from Scholarcy help to perform literature reviews.

All these tools aim to help scientists do their jobs more effectively, not to replace them.

AI research may exacerbate existing problems

While Sakana AI states it doesn’t see the role of human scientists diminishing, the company’s vision of “a fully AI-driven scientific ecosystem” would have major implications for science.

One concern is that, if AI-generated papers flood the scientific literature, future AI systems may be trained on AI output and undergo model collapse . This means they may become increasingly ineffectual at innovating.

However, the implications for science go well beyond impacts on AI science systems themselves.

There are already bad actors in science, including “paper mills” churning out fake papers . This problem will only get worse when a scientific paper can be produced with US$15 and a vague initial prompt.

The need to check for errors in a mountain of automatically generated research could rapidly overwhelm the capacity of actual scientists. The peer review system is arguably already broken , and dumping more research of questionable quality into the system won’t fix it.

Science is fundamentally based on trust. Scientists emphasise the integrity of the scientific process so we can be confident our understanding of the world (and now, the world’s machines) is valid and improving.

A scientific ecosystem where AI systems are key players raises fundamental questions about the meaning and value of this process, and what level of trust we should have in AI scientists. Is this the kind of scientific ecosystem we want?

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Fact checking DNC 2024 Day One speeches from Biden, Hillary Clinton and other Democrats

By Laura Doan , Amelia Donhauser

Updated on: August 20, 2024 / 9:54 AM EDT / CBS News

CBS News is fact checking some of the statements made by  speakers  during the 2024 Democratic National Convention, which is taking place in Chicago from Monday, Aug. 19 through Thursday, Aug. 22. 

The convention began with unity as the theme, and the featured speakers Monday were President Biden and 2016 Democratic presidential nominee Hillary Clinton, as well as a host of others.

Some of the comments that CBS News' Confirmed team fact checked involved Democrats' comments about GOP nominee Donald Trump's record as president, as well as the Biden administration's record.

CBS News is covering the DNC live. 

Fact check on Wisconsin Lt. Gov. Sara Rodriguez's claim that Trump promises "to terminate the Affordable Care Act": Misleading

Details:  In 2016, former President Donald Trump promised to repeal and replace the nation's health care law, the Affordable Care Act (ACA), if elected. During his presidency, he backed attempts by Republicans to repeal parts of the law while carrying over other parts.

In this election cycle, Trump has continued to criticize the law but has said he doesn't support terminating all of its policies outright. In November, Trump said he intends to  "replace"  the Affordable Care Act with another package of health reforms. 

In March, he  said  that he was "not running to terminate the ACA" but instead to make it better and cheaper.

By Alexander Tin, Amelia Donhauser 

Fact check on California Rep. Robert Garcia's claim that Trump "told us to inject bleach into our bodies": False

Details:  In an April 2020 White House  news briefing  with members of the government's coronavirus task force, Trump, who was then president, speculated about combating COVID-19 by injecting disinfectant into the body. He suggested doctors should study this possibility, but he did not tell people to inject bleach into their bodies.

"I see the disinfectant, where it knocks it out in a minute, one minute," Trump said. "And is there a way we can do something like that — by injection inside or almost a cleaning — because you see it gets in the lungs and it does a tremendous number on the lungs, so it'd be interesting to check that, so that you're going to have to use medical doctors with, but it sounds interesting to me." 

The Trump White House later offered differing excuses for the remark. It first  said  Trump's comments were taken out of context. A day later, Trump  told  reporters that he was being sarcastic when he raised the possibility of injecting disinfectants.

"I was asking a question sarcastically to reporters like you just to see what would happen," he said.

By Amelia Donhauser

Fact check on Senate Majority Whip Dick Durbin's claim that the U.S. economy added 16 million jobs during the Biden administration: True, but needs context

Details:  Under President Biden, the U.S. economy has added more than 15.8 million jobs, according to July data from  the Bureau of Labor Statistics . 

However, it's important to note that the number includes roughly 9 million jobs that were lost during the COVID-19 pandemic. The U.S. economy under Mr. Biden has seen an increase of approximately 6.4 million jobs above February 2020 levels, according to  the Bureau of Labor Statistics . 

By comparison, 6.7 million jobs were created in the first three years of former President Donald Trump's term between January 2017 and February 2020, before the pandemic left Trump with record job losses. 

By Laura Doan

Fact checking Kentucky Gov. Andy Beshear's claim that Vance thinks women should stay in violent marriages, and pregnancies from rape are "inconvenient": Misleading

Beshear: "JD Vance says women should stay in violent marriages and that pregnancies resulting from rape are simply inconvenient."

Details:  Before he was a Republican Ohio senator,   JD Vance spoke of being raised by his grandparents and their relationship at an  event  in 2021. He contrasted their commitment to each other during an "incredibly chaotic" marriage with modern divorce rates.

"I think the sexual revolution pulled on the American populace, which is the idea that, like, 'Well, okay, these marriages were fundamentally, you know, they were maybe even violent, but certainly they were unhappy," he said. "And so getting rid of them and making it easier for people to shift spouses like they change their underwear, that's going to make people happier in the long term." 

"And maybe it worked out for the moms and dads, though I'm skeptical," Vance added. "But it really didn't work out for the kids of those marriages." 

Vance has repeatedly said these remarks were taken out of context. In a  statement  to VICE News in 2022 he said, "In my life, I have seen siblings, wives, daughters, and myself abused by men. It's disgusting for you to argue that I was defending those men."

In 2021, Vance was  asked  if anti-abortion laws should include exceptions for rape or incest. He replied: "It's not whether a woman should be forced to bring a child to term, it's whether a child should be allowed to live, even though the circumstances of that child's birth are somehow inconvenient or a problem to the society. The question really, to me, is about the baby," he continued. "We want women to have opportunities, we want women to have choices, but above all, we want women— and young boys in the womb — to have the right to life." 

In July, Vance  told  Fox News, "The Democrats have completely twisted my words. What I did say is that we sometimes in this society see babies as inconveniences, and I absolutely want us to change that." 

By Amelia Donhauser 

Fact checking Biden's claim there are fewer border crossings today than when Trump left office: True, needs context

President Biden : "There are fewer border crossings today than when Donald Trump left office." 

Details:  In July, migrant apprehensions along the U.S. southern border dropped to  56,408 , the lowest level since September 2020, according to  U.S. Customs and Border Protection  data. When Trump left office in January 2021, the number of apprehensions was around 75,000. 

The decline in illegal border crossings had been dropping steadily since the spring and accelerated after Mr. Biden issued a  proclamation  on June 4 banning most migrants from seeking asylum at the U.S.-Mexico border. Officials have also said scorching summer temperatures and Mexico's efforts to stop migrants have contributed to the drop.

Yearly apprehensions at the U.S. southern border also reached record highs during Mr. Biden's term, according to the  data . In fiscal year 2023, the number reached 2.2 million. The number of yearly apprehensions under Trump peaked at around 852,000 in the fiscal year 2019. 

By Camilo Montoya-Galvez,   Laura Doan    

Alexander Tin contributed to this report.

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Laura Doan is a fact checker for CBS News Confirmed. She covers misinformation, AI and social media.

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Research shows our bodies go through rapid changes in our 40s and our 60s

For many people, reaching their mid-40s may bring unpleasant signs the body isn’t working as well as it once did. Injuries seem to happen more frequently. Muscles may feel weaker.

A new study, published Wednesday in Nature Aging , shows what may be causing the physical decline. Researchers have found that molecules and microorganisms both inside and outside our bodies are going through dramatic changes, first at about age 44 and then again when we hit 60. Those alterations may be causing significant differences in cardiovascular health and immune function.

The findings come from Stanford scientists who analyzed blood and other biological samples of 108 volunteers ages 25 to 75, who continued to donate samples for several years. 

“While it’s obvious that you’re aging throughout your entire life, there are two big periods where things really shift,” said the study’s senior author, Michael Snyder, a professor of genetics and director of the Center for Genomics and Personalized Medicine at Stanford Medicine. For example, “there’s a big shift in the metabolism of lipids when people are in their 40s and in the metabolism of carbohydrates when people are in their 60s.”

Lipids are fatty substances, including LDL, HDL and triglycerides, that perform a host of functions in the body, but they can be harmful if they build up in the blood.

The scientists tracked many kinds of molecules in the samples, including RNA and proteins, as well as the participants’ microbiomes.

The metabolic changes the researchers discovered indicate not that people in their 40s are burning calories more slowly but rather that the body is breaking food down differently. The scientists aren’t sure exactly what impact those changes have on health.

Previous research showed that resting energy use, or metabolic rate , didn’t change from ages 20 to 60. The new study’s findings don't contradict that.

The changes in metabolism affect how the body reacts to alcohol or caffeine, although the health consequences aren’t yet clear. In the case of caffeine, it may result in higher sensitivity. 

It’s also not known yet whether the shifts could be linked to lifestyle or behavioral factors. For example, the changes in alcohol metabolism might be because people are drinking more in their mid-40s, Snyder said.

For now, Snyder suggests people in their 40s keep a close eye on their lipids, especially LDL cholesterol.

“If they start going up, people might want to think about taking statins if that’s what their doctor recommends,” he said. Moreover, “knowing there’s a shift in the molecules that affect muscles and skin, you might want to warm up more before exercising so you don’t hurt yourself.”

Until we know better what those changes mean, the best way to deal with them would be to eat healthy foods and to exercise regularly, Snyder said.Dr. Josef Coresh, founding director of the Optimal Aging Institute at the NYU Grossman School of Medicine, compared the new findings to the invention of the microscope.

“The beauty of this type of paper is the level of detail we can see in molecular changes,” said Coresh, a professor of medicine at the school. “But it will take time to sort out what individual changes mean and how we can tailor medications to those changes. We do know that the origins of many diseases happen in midlife when people are in their 40s, though the disease may occur decades later.”

The new study “is an important step forward,” said Dr. Lori Zeltser, a professor of pathology and cell biology at the Columbia University Vagelos College of Physicians and Surgeons. While we don’t know what the consequences of those metabolic changes are yet, “right now, we have to acknowledge that we metabolize food differently in our 40s, and that is something really new.”

The shifts the researchers found might help explain numerous age-related health changes, such as muscle loss, because “your body is breaking down food differently,” Zeltser said.

Linda Carroll is a regular health contributor to NBC News. She is coauthor of "The Concussion Crisis: Anatomy of a Silent Epidemic" and "Out of the Clouds: The Unlikely Horseman and the Unwanted Colt Who Conquered the Sport of Kings."