goal of research paper

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11.1 The Purpose of Research Writing

Learning objectives.

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

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

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

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

Reasons for Research

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

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

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

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

Research Writing and the Academic Paper

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

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

Research Writing at Work

Writing at Work

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

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

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

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

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

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

Step 2: Planning and Scheduling

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

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

Step 3: Conducting Research

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

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

Step 4: Organizing Research and the Writer’s Ideas

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

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

Step 5: Drafting Your Paper

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

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

Step 6: Revising and Editing Your Paper

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

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

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

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

Key Takeaways

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

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The Process of Writing a Research Paper

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Planning the Research Paper

The goal of a research paper is to bring together different views, evidence, and facts about a topic from books, articles, and interviews, then interpret the information into your writing. It’s about a relationship between you, other writers, and your teacher/audience.

A research paper will show two things: what you know or learned about a certain topic, and what other people know about the same topic. Often you make a judgment, or just explain complex ideas to the reader. The length of the research paper depends on your teacher’s guidelines. It’s always a good idea to keep your teacher in mind while writing your paper because the teacher is your audience.

The Process There are three stages for doing a research paper. These stages are:

While most people start with prewriting, the three stages of the writing process overlap. Writing is not the kind of process where you have to finish step one before moving on to step two, and so on. Your job is to make your ideas as clear as possible for the reader, and that means you might have to go back and forth between the prewriting, writing and revising stages several times before submitting the paper.

» Prewriting Thinking about a topic

The first thing you should do when starting your research paper is to think of a topic. Try to pick a topic that interests you and your teacher — interesting topics are easier to write about than boring topics! Make sure that your topic is not too hard to research, and that there is enough material on the topic. Talk to as many people as possible about your topic, especially your teacher. You’ll be surprised at the ideas you’ll get from talking about your topic. Be sure to always discuss potential topics with your teacher.

Places you can find a topic: newspapers, magazines, television news, the World Wide Web, and even in the index of a textbook!

Narrowing down your topic

As you think about your topic and start reading, you should begin thinking about a possible thesis statement (a sentence or two explaining your opinion about the topic). One technique is to ask yourself one important question about your topic, and as you find your answer, the thesis can develop from that. Some other techniques you may use to narrow your topic are: jot lists; preliminary outlines; listing possible thesis statements; listing questions; and/or making a concept map. It also may be helpful to have a friend ask you questions about your topic.

For help on developing your thesis statement, see the English Center Guide to Developing a Thesis Statement .

Discovery/Reading about your topic

You need to find information that helps you support your thesis. There are different places you can find this information: books, articles, people (interviews), and the internet.

As you gather the information or ideas you need, you need to make sure that you take notes and write down where and who you got the information from. This is called “citing your sources.” If you write your paper using information from other writers and do not cite the sources, you are committing plagiarism . If you plagiarize, you can get an “F” on your paper, fail the course, or even get kicked out of school.

CITING SOURCES

There are three major different formats for citing sources. They are: the Modern Language Association (MLA) , the American Psychology Association (APA) , and the Chicago Turabian style . Always ask your teacher which format to use. For more information on these styles, see our other handouts!

ORGANIZING INFORMATION

After you’ve thought, read, and taken notes on your topic, you may want to revise your thesis because a good thesis will help you develop a plan for writing your paper. One way you can do this is to brainstorm — think about everything you know about your topic, and put it down on paper. Once you have it all written down, you can look it over and decide if you should change your thesis statement or not.

If you already developed a preliminary map or outline, now is the time to go back and revise it. If you haven’t developed a map or outline yet, now is the time to do it. The outline or concept map should help you organize how you want to present information to your readers. The clearer your outline or map, the easier it will be for you to write the paper. Be sure that each part of your outline supports your thesis. If it does not, you may want to change/revise your thesis statement again.

» Writing a research paper follows a standard compositional (essay) format. It has a title, introduction, body and conclusion. Some people like to start their research papers with a title and introduction, while others wait until they’ve already started the body of the paper before developing a title and introduction. See this link for more information about writing introductions and conclusions .

Some techniques that may help you with writing your paper are:

start by writing your thesis statement
use a free writing technique (What I mean is…)
follow your outline or map
pretend you are writing a letter to a friend, and tell them what you know about your topic
follow your topic notecards

If you’re having difficulties thinking of what to write about next, you can look back at your notes that you have from when you were brainstorming for your topic.

» Revising The last (but not least) step is revising. When you are revising, look over your paper and make changes in weak areas. The different areas to look for mistakes include: content– too much detail, or too little detail; organization/structure (which is the order in which you write information about your topic); grammar; punctuation; capitalization; word choice; and citations.

It probably is best if you focus on the “big picture” first. The “big picture” means the organization (paragraph order), and content (ideas and points) of the paper. It also might help to go through your paper paragraph by paragraph and see if the main idea of each paragraph relates to the thesis. Be sure to keep an eye out for any repeated information (one of the most common mistakes made by students is having two or more paragraphs with the same information). Often good writers combine several paragraphs into one so they do not repeat information.

Revision Guidelines

The audience understands your paper.
The sentences are clear and complete.
All paragraphs relate to the thesis.
Each paragraph explains its purpose clearly.
You do not repeat large blocks of information in two or more different paragraphs.
The information in your paper is accurate.
A friend or classmate has read through your paper and offered suggestions.

After you are satisfied with the content and structure of the paper, you then can focus on common errors like grammar, spelling, sentence structure, punctuation, capitalization, typos, and word choice.

Proofreading Guidelines

Subjects and verbs agree.
Verb tenses are consistent.
Pronouns agree with the subjects they substitute.
Word choices are clear.
Capitalization is correct.
Spelling is correct.
Punctuation is correct.
References are cited properly.

For more information on proofreading, see the English Center Punctuation and Grammar Review .

After writing the paper, it might help if you put it aside and do not look at it for a day or two. When you look at your paper again, you will see it with new eyes and notice mistakes you didn’t before. It’s a really good idea to ask someone else to read your paper before you submit it to your teacher. Good writers often get feedback and revise their paper several times before submitting it to the teacher.

Source: “Process of Writing a Research Paper,” by Ellen Beck and Rachel Mingo with contributions from Jules Nelson Hill and Vivion Smith, is based on the previous version by Dawn Taylor, Sharon Quintero, Robert Rich, Robert McDonald, and Katherine Eckhart.

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Genre and the Research Paper

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This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Research: What it is.

A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.

Research: What it is not.

A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.

Two major types of research papers.

Argumentative research paper:

The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement . An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for a student to successfully argue in favor of the following stance.

Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better thesis would be the following.

In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her particular interpretation of the situation is viable.

Analytical research paper:

The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem Beowulf . He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows.

His research may lead him to the following conclusion.

Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research.

This statement does not negate the traditional readings of Beowulf ; instead, it offers a fresh and detailed reading of the poem that will be supported by the student's research.

It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.

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Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

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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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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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Caulfield, J. (2023, March 27). Writing a Research Paper Introduction | Step-by-Step Guide. Scribbr. Retrieved April 6, 2024, from https://www.scribbr.com/research-paper/research-paper-introduction/

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14.1: The Purpose of Research Writing

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Amber Kinonen, Jennifer McCann, Todd McCann, & Erica Mead
Bay College Library

Introduction

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

Reasons for Research

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

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

Writing at Work

Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying the best way to perform a procedure, or learning about challenges and opportunities in your field of employment, you will use research techniques to guide your exploration. You may even need to create a written report of your findings. Because effective communication is essential to any company, employers seek to hire people who can write clearly and professionally. For example, a medical laboratory technician or information technology professional might do research to learn about the latest technological developments in either of these fields. A small business owner might conduct research to learn about the latest trends in his or her industry. A freelance magazine writer may need to research a given topic to write an informed, up-to-date article.

Steps of the Research Writing Process

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

These are the steps in the research writing process:

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

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

Step 1: Choosing a Topic

To narrow the focus of your topic, you may try freewriting exercises, such as brainstorming. You may also need to ask a specific research question—a broad, open-ended question that will guide your research—as well as propose a possible answer, or a working thesis. You may use your research question and your working thesis to create a research proposal. In a research proposal, you present your main research question, any related subquestions you plan to explore, and your working thesis.

A topic might be too broad if it cannot be covered in detail in your assignment, if there is too much information (1000s of results), or all you can write is general statements. For example, the research question “What is communication?” is too broad for a four-page assignment. There is no way to adequately sum up all of the information about you will encounter about communication when trying to answer this question.

A topic might be too narrow if it can be discussed in great detail in less than the required size of your essay, or if there is little to no information or relevant results available. For example, the research question ‘What percentage of Ford Escorts were recalled in 2016 due to faulty airbags?” would be too narrow to adequately discuss in a four-page research paper. The question can be simply answered with a percentage, and the date of 2016 might be too current to retrieve enough research.

Step 2: Planning and Scheduling

In addition, it may be helpful (and even required by some instructors) to construct an outline that serves as a blueprint for your project. The outline will include your thesis statement, the main ideas that will support your thesis, examples to illustrate those main ideas, and counterarguments. By constructing an outline, you are more likely to stay focused and not repeat key ideas.

Step 3: Conducting Research

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

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

Step 4: Organizing Research and the Writer’s Ideas

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

Step 5: Drafting Your Paper

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

Step 6: Revising and Editing Your Paper

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

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

key takeaways

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

Aims and Objectives – A Guide for Academic Writing
Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
Investigate the number, velocity and position of impacts needed to insert a cup.
Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
What is the number, velocity and position of impacts needed to insert a cup?
What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
Research aims are relatively broad; research objectives are specific.
Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

Why is this research required?
What is this research about?
How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
Measurable – how will you measure progress and determine when you have achieved the action?
Achievable – do you have the support, resources and facilities required to carry out the action?
Relevant – is the action essential to the achievement of your research aim?
Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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How to write a research paper

Last updated

11 January 2024

Reviewed by

With proper planning, knowledge, and framework, completing a research paper can be a fulfilling and exciting experience.

Though it might initially sound slightly intimidating, this guide will help you embrace the challenge.

By documenting your findings, you can inspire others and make a difference in your field. Here's how you can make your research paper unique and comprehensive.

What is a research paper?

Research papers allow you to demonstrate your knowledge and understanding of a particular topic. These papers are usually lengthier and more detailed than typical essays, requiring deeper insight into the chosen topic.

To write a research paper, you must first choose a topic that interests you and is relevant to the field of study. Once you’ve selected your topic, gathering as many relevant resources as possible, including books, scholarly articles, credible websites, and other academic materials, is essential. You must then read and analyze these sources, summarizing their key points and identifying gaps in the current research.

You can formulate your ideas and opinions once you thoroughly understand the existing research. To get there might involve conducting original research, gathering data, or analyzing existing data sets. It could also involve presenting an original argument or interpretation of the existing research.

Writing a successful research paper involves presenting your findings clearly and engagingly, which might involve using charts, graphs, or other visual aids to present your data and using concise language to explain your findings. You must also ensure your paper adheres to relevant academic formatting guidelines, including proper citations and references.

Overall, writing a research paper requires a significant amount of time, effort, and attention to detail. However, it is also an enriching experience that allows you to delve deeply into a subject that interests you and contribute to the existing body of knowledge in your chosen field.

How long should a research paper be?

Research papers are deep dives into a topic. Therefore, they tend to be longer pieces of work than essays or opinion pieces.

However, a suitable length depends on the complexity of the topic and your level of expertise. For instance, are you a first-year college student or an experienced professional?

Also, remember that the best research papers provide valuable information for the benefit of others. Therefore, the quality of information matters most, not necessarily the length. Being concise is valuable.

Following these best practice steps will help keep your process simple and productive:

1. Gaining a deep understanding of any expectations

Before diving into your intended topic or beginning the research phase, take some time to orient yourself. Suppose there’s a specific topic assigned to you. In that case, it’s essential to deeply understand the question and organize your planning and approach in response. Pay attention to the key requirements and ensure you align your writing accordingly.

This preparation step entails

Deeply understanding the task or assignment

Being clear about the expected format and length

Familiarizing yourself with the citation and referencing requirements

Understanding any defined limits for your research contribution

Where applicable, speaking to your professor or research supervisor for further clarification

2. Choose your research topic

Select a research topic that aligns with both your interests and available resources. Ideally, focus on a field where you possess significant experience and analytical skills. In crafting your research paper, it's crucial to go beyond summarizing existing data and contribute fresh insights to the chosen area.

Consider narrowing your focus to a specific aspect of the topic. For example, if exploring the link between technology and mental health, delve into how social media use during the pandemic impacts the well-being of college students. Conducting interviews and surveys with students could provide firsthand data and unique perspectives, adding substantial value to the existing knowledge.

When finalizing your topic, adhere to legal and ethical norms in the relevant area (this ensures the integrity of your research, protects participants' rights, upholds intellectual property standards, and ensures transparency and accountability). Following these principles not only maintains the credibility of your work but also builds trust within your academic or professional community.

For instance, in writing about medical research, consider legal and ethical norms, including patient confidentiality laws and informed consent requirements. Similarly, if analyzing user data on social media platforms, be mindful of data privacy regulations, ensuring compliance with laws governing personal information collection and use. Aligning with legal and ethical standards not only avoids potential issues but also underscores the responsible conduct of your research.

3. Gather preliminary research

Once you’ve landed on your topic, it’s time to explore it further. You’ll want to discover more about available resources and existing research relevant to your assignment at this stage.

This exploratory phase is vital as you may discover issues with your original idea or realize you have insufficient resources to explore the topic effectively. This key bit of groundwork allows you to redirect your research topic in a different, more feasible, or more relevant direction if necessary.

Spending ample time at this stage ensures you gather everything you need, learn as much as you can about the topic, and discover gaps where the topic has yet to be sufficiently covered, offering an opportunity to research it further.

4. Define your research question

To produce a well-structured and focused paper, it is imperative to formulate a clear and precise research question that will guide your work. Your research question must be informed by the existing literature and tailored to the scope and objectives of your project. By refining your focus, you can produce a thoughtful and engaging paper that effectively communicates your ideas to your readers.

5. Write a thesis statement

A thesis statement is a one-to-two-sentence summary of your research paper's main argument or direction. It serves as an overall guide to summarize the overall intent of the research paper for you and anyone wanting to know more about the research.

A strong thesis statement is:

Concise and clear: Explain your case in simple sentences (avoid covering multiple ideas). It might help to think of this section as an elevator pitch.

Specific: Ensure that there is no ambiguity in your statement and that your summary covers the points argued in the paper.

Debatable: A thesis statement puts forward a specific argument––it is not merely a statement but a debatable point that can be analyzed and discussed.

Here are three thesis statement examples from different disciplines:

Psychology thesis example: "We're studying adults aged 25-40 to see if taking short breaks for mindfulness can help with stress. Our goal is to find practical ways to manage anxiety better."

Environmental science thesis example: "This research paper looks into how having more city parks might make the air cleaner and keep people healthier. I want to find out if more green spaces means breathing fewer carcinogens in big cities."

UX research thesis example: "This study focuses on improving mobile banking for older adults using ethnographic research, eye-tracking analysis, and interactive prototyping. We investigate the usefulness of eye-tracking analysis with older individuals, aiming to spark debate and offer fresh perspectives on UX design and digital inclusivity for the aging population."

6. Conduct in-depth research

A research paper doesn’t just include research that you’ve uncovered from other papers and studies but your fresh insights, too. You will seek to become an expert on your topic––understanding the nuances in the current leading theories. You will analyze existing research and add your thinking and discoveries. It's crucial to conduct well-designed research that is rigorous, robust, and based on reliable sources. Suppose a research paper lacks evidence or is biased. In that case, it won't benefit the academic community or the general public. Therefore, examining the topic thoroughly and furthering its understanding through high-quality research is essential. That usually means conducting new research. Depending on the area under investigation, you may conduct surveys, interviews, diary studies, or observational research to uncover new insights or bolster current claims.

7. Determine supporting evidence

Not every piece of research you’ve discovered will be relevant to your research paper. It’s important to categorize the most meaningful evidence to include alongside your discoveries. It's important to include evidence that doesn't support your claims to avoid exclusion bias and ensure a fair research paper.

8. Write a research paper outline

Before diving in and writing the whole paper, start with an outline. It will help you to see if more research is needed, and it will provide a framework by which to write a more compelling paper. Your supervisor may even request an outline to approve before beginning to write the first draft of the full paper. An outline will include your topic, thesis statement, key headings, short summaries of the research, and your arguments.

9. Write your first draft

Once you feel confident about your outline and sources, it’s time to write your first draft. While penning a long piece of content can be intimidating, if you’ve laid the groundwork, you will have a structure to help you move steadily through each section. To keep up motivation and inspiration, it’s often best to keep the pace quick. Stopping for long periods can interrupt your flow and make jumping back in harder than writing when things are fresh in your mind.

10. Cite your sources correctly

It's always a good practice to give credit where it's due, and the same goes for citing any works that have influenced your paper. Building your arguments on credible references adds value and authenticity to your research. In the formatting guidelines section, you’ll find an overview of different citation styles (MLA, CMOS, or APA), which will help you meet any publishing or academic requirements and strengthen your paper's credibility. It is essential to follow the guidelines provided by your school or the publication you are submitting to ensure the accuracy and relevance of your citations.

11. Ensure your work is original

It is crucial to ensure the originality of your paper, as plagiarism can lead to serious consequences. To avoid plagiarism, you should use proper paraphrasing and quoting techniques. Paraphrasing is rewriting a text in your own words while maintaining the original meaning. Quoting involves directly citing the source. Giving credit to the original author or source is essential whenever you borrow their ideas or words. You can also use plagiarism detection tools such as Scribbr or Grammarly to check the originality of your paper. These tools compare your draft writing to a vast database of online sources. If you find any accidental plagiarism, you should correct it immediately by rephrasing or citing the source.

12. Revise, edit, and proofread

One of the essential qualities of excellent writers is their ability to understand the importance of editing and proofreading. Even though it's tempting to call it a day once you've finished your writing, editing your work can significantly improve its quality. It's natural to overlook the weaker areas when you've just finished writing a paper. Therefore, it's best to take a break of a day or two, or even up to a week, to refresh your mind. This way, you can return to your work with a new perspective. After some breathing room, you can spot any inconsistencies, spelling and grammar errors, typos, or missing citations and correct them.

The best research paper format

The format of your research paper should align with the requirements set forth by your college, school, or target publication.

There is no one “best” format, per se. Depending on the stated requirements, you may need to include the following elements:

Title page: The title page of a research paper typically includes the title, author's name, and institutional affiliation and may include additional information such as a course name or instructor's name.

Table of contents: Include a table of contents to make it easy for readers to find specific sections of your paper.

Abstract: The abstract is a summary of the purpose of the paper.

Methods : In this section, describe the research methods used. This may include collecting data, conducting interviews, or doing field research.

Results: Summarize the conclusions you drew from your research in this section.

Discussion: In this section, discuss the implications of your research. Be sure to mention any significant limitations to your approach and suggest areas for further research.

Tables, charts, and illustrations: Use tables, charts, and illustrations to help convey your research findings and make them easier to understand.

Works cited or reference page: Include a works cited or reference page to give credit to the sources that you used to conduct your research.

Bibliography: Provide a list of all the sources you consulted while conducting your research.

Dedication and acknowledgments : Optionally, you may include a dedication and acknowledgments section to thank individuals who helped you with your research.

General style and formatting guidelines

Formatting your research paper means you can submit it to your college, journal, or other publications in compliance with their criteria.

Research papers tend to follow the American Psychological Association (APA), Modern Language Association (MLA), or Chicago Manual of Style (CMOS) guidelines.

Here’s how each style guide is typically used:

Chicago Manual of Style (CMOS):

CMOS is a versatile style guide used for various types of writing. It's known for its flexibility and use in the humanities. CMOS provides guidelines for citations, formatting, and overall writing style. It allows for both footnotes and in-text citations, giving writers options based on their preferences or publication requirements.

American Psychological Association (APA):

APA is common in the social sciences. It’s hailed for its clarity and emphasis on precision. It has specific rules for citing sources, creating references, and formatting papers. APA style uses in-text citations with an accompanying reference list. It's designed to convey information efficiently and is widely used in academic and scientific writing.

Modern Language Association (MLA):

MLA is widely used in the humanities, especially literature and language studies. It emphasizes the author-page format for in-text citations and provides guidelines for creating a "Works Cited" page. MLA is known for its focus on the author's name and the literary works cited. It’s frequently used in disciplines that prioritize literary analysis and critical thinking.

To confirm you're using the latest style guide, check the official website or publisher's site for updates, consult academic resources, and verify the guide's publication date. Online platforms and educational resources may also provide summaries and alerts about any revisions or additions to the style guide.

Citing sources

When working on your research paper, it's important to cite the sources you used properly. Your citation style will guide you through this process. Generally, there are three parts to citing sources in your research paper:

First, provide a brief citation in the body of your essay. This is also known as a parenthetical or in-text citation.

Second, include a full citation in the Reference list at the end of your paper. Different types of citations include in-text citations, footnotes, and reference lists.

In-text citations include the author's surname and the date of the citation.

Footnotes appear at the bottom of each page of your research paper. They may also be summarized within a reference list at the end of the paper.

A reference list includes all of the research used within the paper at the end of the document. It should include the author, date, paper title, and publisher listed in the order that aligns with your citation style.

10 research paper writing tips:

Following some best practices is essential to writing a research paper that contributes to your field of study and creates a positive impact.

These tactics will help you structure your argument effectively and ensure your work benefits others:

Clear and precise language: Ensure your language is unambiguous. Use academic language appropriately, but keep it simple. Also, provide clear takeaways for your audience.

Effective idea separation: Organize the vast amount of information and sources in your paper with paragraphs and titles. Create easily digestible sections for your readers to navigate through.

Compelling intro: Craft an engaging introduction that captures your reader's interest. Hook your audience and motivate them to continue reading.

Thorough revision and editing: Take the time to review and edit your paper comprehensively. Use tools like Grammarly to detect and correct small, overlooked errors.

Thesis precision: Develop a clear and concise thesis statement that guides your paper. Ensure that your thesis aligns with your research's overall purpose and contribution.

Logical flow of ideas: Maintain a logical progression throughout the paper. Use transitions effectively to connect different sections and maintain coherence.

Critical evaluation of sources: Evaluate and critically assess the relevance and reliability of your sources. Ensure that your research is based on credible and up-to-date information.

Thematic consistency: Maintain a consistent theme throughout the paper. Ensure that all sections contribute cohesively to the overall argument.

Relevant supporting evidence: Provide concise and relevant evidence to support your arguments. Avoid unnecessary details that may distract from the main points.

Embrace counterarguments: Acknowledge and address opposing views to strengthen your position. Show that you have considered alternative arguments in your field.

7 research tips

If you want your paper to not only be well-written but also contribute to the progress of human knowledge, consider these tips to take your paper to the next level:

Selecting the appropriate topic: The topic you select should align with your area of expertise, comply with the requirements of your project, and have sufficient resources for a comprehensive investigation.

Use academic databases: Academic databases such as PubMed, Google Scholar, and JSTOR offer a wealth of research papers that can help you discover everything you need to know about your chosen topic.

Critically evaluate sources: It is important not to accept research findings at face value. Instead, it is crucial to critically analyze the information to avoid jumping to conclusions or overlooking important details. A well-written research paper requires a critical analysis with thorough reasoning to support claims.

Diversify your sources: Expand your research horizons by exploring a variety of sources beyond the standard databases. Utilize books, conference proceedings, and interviews to gather diverse perspectives and enrich your understanding of the topic.

Take detailed notes: Detailed note-taking is crucial during research and can help you form the outline and body of your paper.

Stay up on trends: Keep abreast of the latest developments in your field by regularly checking for recent publications. Subscribe to newsletters, follow relevant journals, and attend conferences to stay informed about emerging trends and advancements.

Engage in peer review: Seek feedback from peers or mentors to ensure the rigor and validity of your research. Peer review helps identify potential weaknesses in your methodology and strengthens the overall credibility of your findings.

The real-world impact of research papers

Writing a research paper is more than an academic or business exercise. The experience provides an opportunity to explore a subject in-depth, broaden one's understanding, and arrive at meaningful conclusions. With careful planning, dedication, and hard work, writing a research paper can be a fulfilling and enriching experience contributing to advancing knowledge.

How do I publish my research paper?

Many academics wish to publish their research papers. While challenging, your paper might get traction if it covers new and well-written information. To publish your research paper, find a target publication, thoroughly read their guidelines, format your paper accordingly, and send it to them per their instructions. You may need to include a cover letter, too. After submission, your paper may be peer-reviewed by experts to assess its legitimacy, quality, originality, and methodology. Following review, you will be informed by the publication whether they have accepted or rejected your paper.

What is a good opening sentence for a research paper?

Beginning your research paper with a compelling introduction can ensure readers are interested in going further. A relevant quote, a compelling statistic, or a bold argument can start the paper and hook your reader. Remember, though, that the most important aspect of a research paper is the quality of the information––not necessarily your ability to storytell, so ensure anything you write aligns with your goals.

Research paper vs. a research proposal—what’s the difference?

While some may confuse research papers and proposals, they are different documents.

A research proposal comes before a research paper. It is a detailed document that outlines an intended area of exploration. It includes the research topic, methodology, timeline, sources, and potential conclusions. Research proposals are often required when seeking approval to conduct research.

A research paper is a summary of research findings. A research paper follows a structured format to present those findings and construct an argument or conclusion.

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

What is the golden thread
What are research aims ( examples )
What are research objectives ( examples )
What are research questions ( examples )
The importance of alignment in the golden thread

What is the “golden thread”?

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

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Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.” “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

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Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

The research objectives detail the specific steps that you, as the researcher, will take to achieve the research aims you laid out.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples

Again, we’ll stick with the research aims and research objectives we mentioned previously.

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project.

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38 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

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How to Read a Research Paper – A Guide to Setting Research Goals, Finding Papers to Read, and More

If you work in a scientific field, you should try to build a deep and unbiased understanding of that field. This not only educates you in the best possible way but also helps you envision the opportunities in your space.

A research paper is often the culmination of a wide range of deep and authentic practices surrounding a topic. When writing a research paper, the author thinks critically about the problem, performs rigorous research, evaluates their processes and sources, organizes their thoughts, and then writes. These genuinely-executed practices make for a good research paper.

If you’re struggling to build a habit of reading papers (like I am) on a regular basis, I’ve tried to break down the whole process. I've talked to researchers in the field, read a bunch of papers and blogs from distinguished researchers, and jotted down some techniques that you can follow.

Let’s start off by understanding what a research paper is and what it is NOT!

What is a Research Paper?

A research paper is a dense and detailed manuscript that compiles a thorough understanding of a problem or topic. It offers a proposed solution and further research along with the conditions under which it was deduced and carried out, the efficacy of the solution and the research performed, and potential loopholes in the study.

A research paper is written not only to provide an exceptional learning opportunity but also to pave the way for further advancements in the field. These papers help other scholars germinate the thought seed that can either lead to a new world of ideas or an innovative method of solving a longstanding problem.

What Research Papers are NOT

There is a common notion that a research paper is a well-informed summary of a problem or topic written by means of other sources.

But you shouldn't mistake it for a book or an opinionated account of an individual’s interpretation of a particular topic.

Why Should You Read Research Papers?

What I find fascinating about reading a good research paper is that you can draw on a profound study of a topic and engage with the community on a new perspective to understand what can be achieved in and around that topic.

I work at the intersection of instructional design and data science. Learning is part of my day-to-day responsibilities. If the source of my education is flawed or inefficient, I’d fail at my job in the long term. This applies to many other jobs in Science with a special focus on research.

There are three important reasons to read a research paper:

Knowledge — Understanding the problem from the eyes of someone who has probably spent years solving it and has taken care of all the edge cases that you might not think of at the beginning.
Exploration — Whether you have a pinpointed agenda or not, there is a very high chance that you will stumble upon an edge case or a shortcoming that is worth following up. With persistent efforts over a considerable amount of time, you can learn to use that knowledge to make a living.
Research and review — One of the main reasons for writing a research paper is to further the development in the field. Researchers read papers to review them for conferences or to do a literature survey of a new field. For example, Yann LeCun’ s paper on integrating domain constraints into backpropagation set the foundation of modern computer vision back in 1989. After decades of research and development work, we have come so far that we're now perfecting problems like object detection and optimizing autonomous vehicles.

Not only that, with the help of the internet, you can extrapolate all of these reasons or benefits onto multiple business models. It can be an innovative state-of-the-art product, an efficient service model, a content creator, or a dream job where you are solving problems that matter to you.

Goals for Reading a Research Paper — What Should You Read About?

The first thing to do is to figure out your motivation for reading the paper. There are two main scenarios that might lead you to read a paper:

Scenario 1 — You have a well-defined agenda/goal and you are deeply invested in a particular field. For example, you’re an NLP practitioner and you want to learn how GPT-4 has given us a breakthrough in NLP. This is always a nice scenario to be in as it offers clarity.
Scenario 2 — You want to keep abreast of the developments in a host of areas, say how a new deep learning architecture has helped us solve a 50-year old biological problem of understanding protein structures. This is often the case for beginners or for people who consume their daily dose of news from research papers (yes, they exist!).

If you’re an inquisitive beginner with no starting point in mind, start with scenario 2. Shortlist a few topics you want to read about until you find an area that you find intriguing. This will eventually lead you to scenario 1.

ML Reproducibility Challenge

In addition to these generic goals, if you need an end goal for your habit-building exercise of reading research papers, you should check out the ML reproducibility challenge.

You’ll find top-class papers from world-class conferences that are worth diving deep into and reproducing the results.

They conduct this challenge twice a year and they have one coming up in Spring 2021. You should study the past three versions of the challenge, and I’ll write a detailed post on what to expect, how to prepare, and so on.

Now you must be wondering – how can you find the right paper to read?

How to Find the Right Paper to Read

In order to get some ideas around this, I reached out to my friend, Anurag Ghosh who is a researcher at Microsoft. Anurag has been working at the crossover of computer vision, machine learning, and systems engineering.

Here are a few of his tips for getting started:

Always pick an area you're interested in.
Read a few good books or detailed blog posts on that topic and start diving deep by reading the papers referenced in those resources.
Look for seminal papers around that topic. These are papers that report a major breakthrough in the field and offer a new method perspective with a huge potential for subsequent research in that field. Check out papers from the morning paper or C VF - test of time award/Helmholtz prize (if you're interested in computer vision).
Check out books like Computer Vision: Algorithms and Applications by Richard Szeliski and look for the papers referenced there.
Have and build a sense of community. Find people who share similar interests, and join groups/subreddits/discord channels where such activities are promoted.

In addition to these invaluable tips, there are a number of web applications that I’ve shortlisted that help me narrow my search for the right papers to read:

r/MachineLearning — there are many researchers, practitioners, and engineers who share their work along with the papers they've found useful in achieving those results.

Arxiv Sanity Preserver — built by Andrej Karpathy to accelerate research. It is a repository of 142,846 papers from computer science, machine learning, systems, AI, Stats, CV, and so on. It also offers a bunch of filters, powerful search functionality, and a discussion forum to make for a super useful research platform.

Google Research — the research teams at Google are working on problems that have an impact on our everyday lives. They share their publications for individuals and teams to learn from, contribute to, and expedite research. They also have a Google AI blog that you can check out.

How to Read a Research Paper

After you have stocked your to-read list, then comes the process of reading these papers. Remember that NOT every paper is useful to read and we need a mechanism that can help us quickly screen papers that are worth reading.

To tackle this challenge, you can use this Three-Pass Approach by S. Keshav . This approach proposes that you read the paper in three passes instead of starting from the beginning and diving in deep until the end.

The three pass approach

The first pass — is a quick scan to capture a high-level view of the paper. Read the title, abstract, and introduction carefully followed by the headings of the sections and subsections and lastly the conclusion. It should take you no more than 5–10 mins to figure out if you want to move to the second pass.
The second pass — is a more focused read without checking for the technical proofs. You take down all the crucial notes, underline the key points in the margins. Carefully study the figures, diagrams, and illustrations. Review the graphs, mark relevant unread references for further reading. This helps you understand the background of the paper.
The third pass — reaching this pass denotes that you’ve found a paper that you want to deeply understand or review. The key to the third pass is to reproduce the results of the paper. Check it for all the assumptions and jot down all the variations in your re-implementation and the original results. Make a note of all the ideas for future analysis. It should take 5–6 hours for beginners and 1–2 hours for experienced readers.

Tools and Software to Keep Track of Your Pipeline of Papers

If you’re sincere about reading research papers, your list of papers will soon grow into an overwhelming stack that is hard to keep track of. Fortunately, we have software that can help us set up a mechanism to manage our research.

Here are a bunch of them that you can use:

Mendeley [not free] — you can add papers directly to your library from your browser, import documents, generate references and citations, collaborate with fellow researchers, and access your library from anywhere. This is mostly used by experienced researchers.

Zotero [free & open source] — Along the same lines as Mendeley but free of cost. You can make use of all the features but with limited storage space.

Notion — this is great if you are just starting out and want to use something lightweight with the option to organize your papers, jot down notes, and manage everything in one workspace. It might not stand anywhere in comparison with the above tools but I personally feel comfortable using Notion and I have created this board to keep track of my progress for now that you can duplicate:

⚠️ Symptoms of Reading a Research Paper

Reading a research paper can turn out to be frustrating, challenging, and time-consuming especially when you’re a beginner. You might face the following common symptoms:

You might start feeling dumb for not understanding a thing a paper says.
Finding yourself pushing too hard to understand the math behind those proofs.
Beating your head against the wall to wrap it around the number of acronyms used in the paper. Just kidding, you’ll have to look up those acronyms every now and then.
Being stuck on one paragraph for more than an hour.

Here’s a complete list of emotions that you might undergo as explained by Adam Ruben in this article .

Key Takeaways

We should be all set to dive right in. Here’s a quick summary of what we have covered here:

A research paper is an in-depth study that offers an detailed explanation of a topic or problem along with the research process, proofs, explained results, and ideas for future work.
Read research papers to develop a deep understanding of a topic/problem. Then you can either review papers as part of being a researcher, explore the domain and the kind of problems to build a solution or startup around it, or you can simply read them to keep abreast of the developments in your domain of interest.
If you’re a beginner, start with exploration to soon find your path to goal-oriented research.
In order to find good papers to read, you can use websites like arxiv-sanity, google research, and subreddits like r/MachineLearning.
Reading approach — Use the 3-pass method to find a paper.
Keep track of your research, notes, developments by using tools like Zotero/Notion.
This can get overwhelming in no time. Make sure you start off easy and increment your load progressively.

Remember: Art is not a single method or step done over a weekend but a process of accomplishing remarkable results over time.

You can also watch the video on this topic on my YouTube channel :

Feel free to respond to this blog or comment on the video if you have some tips, questions, or thoughts!

If this tutorial was helpful, you should check out my data science and machine learning courses on Wiplane Academy . They are comprehensive yet compact and helps you build a solid foundation of work to showcase.

Web and Data Science Consultant | Instructional Design

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Writing a Paper: How to Set a Writing Goal

How to set a writing goal.

Strong written communication consistently ranks among employers’ top desired skills. It is a skill that traverses disciplines, as most professionals need to know how to communicate clearly in writing. Yet knowing where to start building your written communication skills can be challenging. We recommend starting with setting clear writing goals. The following resources will guide you in forming clear, actionable writing goals.

Getting Started

The first step in setting a writing goal is getting to know yourself as a writer. What are your strengths and improvement areas as a writer? What stresses you out about writing? What is your typical writing routine, and are there ways to improve that process? To answer these questions, you may consider the following steps:

Take stock of your writing experiences—past and present—and reflect on what you know about your writing abilities and learning style
Sketch out your existing writing practice (i.e., where, when, and how you write) and pinpoint distractions (e.g., social media, noisy workspace , lateness in the day )
Outline your ideal writing process (i.e., if everything in your writing process worked out perfectly with no distractions) and highlight potential skills or techniques to model
Learn from other writers and explore what practices they have employed to keep the writing process running smoothly
Identify personal obstacles to your writing process —whether it be your own self-consciousness or the blank page—and assess ways to alleviate these pressures

Once you have this information, ask yourself: What did I learn about myself as a writer, what specific patterns or practices in my writing or writing process would I like to change, and what steps do I need to take in order to develop those skills? You can use your responses to start setting writing-specific goals.

Drafting Writing-Specific Goals

At this point, you may be asking yourself: What is a writing-specific goal and how do I set one? Let's start with what a writing goal is.

A writing goal is an objective you set to build on and enhance a particular skill or set of skills that influence your writing. Writing goals, in this regard, are about identifying skills in your writing or patterns in your writing process that need growth and development.

You may find that, based on what you learned about yourself as a writer in the “Getting Started” section, your writing goals are related to mastering APA citations and references or establishing a better method for organizing ideas or improving your knowledge of academic writing and its impact on tone. This list is a quick preview of possible goals; however, there are countless, other writing-specific goals to consider, including but not limited to clarity, cohesion, flow, analysis, synthesis, paraphrasing, and grammar skills. Each of these areas is an excellent basis for establishing a writing goal.

The next step is to use SMART Goal Criteria to ensure your goal can be realistically achieved.

Using SMART Goals as a Guide

The SMART Goals Guide is an excellent tool for ensuring you set clear, manageable writing goals. It helps to establish that your writing goals are:

S–Specific: Is your goal focused and specific? Does it avoid generalizations and abstractions?

M–Measureable: Can you track your progress and completion? What indicators will you use?

A–Achievable: Is this goal within your control? Do you have the necessary resources for success?

R–Relevant: How does this goal impact your skills set and where you want to be?

T–Timely: Does this goal have a reasonable timeline and completion date?

The Academic Skills Center has an excellent resource that walks you through how to develop SMART goals . Keep it on hand as you draft and revise your writing goals.

Working Toward Goals in Paper Reviews

Once you have established your writing goals, keep in mind that you don’t have to set out achieving those goals all on your own. We are here to support your goal progress and overall writing skill development. We encourage you to set up a paper review appointment and share those writing goals with our writing instructors. Together, we can discover more ways to support your path to writing goal success. Click here to learn more about our paper review appointments .

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How to Write a Research Paper Introduction (with Examples)

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1 What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

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

Present your research topic
Capture reader interest
Summarize existing research
Position your own approach
Define your specific research problem and problem statement
Highlight the novelty and contributions of the study
Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

Break through writer’s block. Write your research paper introduction with Paperpal Copilot

What is the introduction for a research paper, why is the introduction important in a research paper, craft a compelling introduction section with paperpal. try now, 1. introduce the research topic:, 2. determine a research niche:, 3. place your research within the research niche:, craft accurate research paper introductions with paperpal. start writing now, frequently asked questions on research paper introduction, key points to remember.

The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

Scope: The topic covered in the research paper
Context: Background of your topic
Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow. It offers an overview of what to expect when reading the main body of your paper.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address. Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

Highlight the importance of the research field or topic
Describe the background of the topic
Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

Reveal a gap in existing research or oppose an existing assumption
Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

State the purpose of your study
Highlight the key characteristics of your study
Describe important results
Highlight the novelty of the study.
Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

Write a Research Paper Introduction in Minutes with Paperpal

Paperpal Copilot is a generative AI-powered academic writing assistant. It’s trained on millions of published scholarly articles and over 20 years of STM experience. Paperpal Copilot helps authors write better and faster with:

Real-time writing suggestions
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Paraphrasing to add variety, ensure academic tone, and trim text to meet journal limits

With Paperpal Copilot, create a research paper introduction effortlessly. In this step-by-step guide, we’ll walk you through how Paperpal transforms your initial ideas into a polished and publication-ready introduction.

How to use Paperpal to write the Introduction section

Step 1: Sign up on Paperpal and click on the Copilot feature, under this choose Outlines > Research Article > Introduction

Step 2: Add your unstructured notes or initial draft, whether in English or another language, to Paperpal, which is to be used as the base for your content.

Step 3: Fill in the specifics, such as your field of study, brief description or details you want to include, which will help the AI generate the outline for your Introduction.

Step 4: Use this outline and sentence suggestions to develop your content, adding citations where needed and modifying it to align with your specific research focus.

Step 5: Turn to Paperpal’s granular language checks to refine your content, tailor it to reflect your personal writing style, and ensure it effectively conveys your message.

You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2 For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3 Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction. Topic introduction: This can include key definitions and a brief history of the topic. Research context and background: Offer the readers some general information and then narrow it down to specific aspects. Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought. Rationale for the study: This establishes the relevance of your study and establishes its importance. Importance of your research: The main contributions are highlighted to help establish the novelty of your study Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through. Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review. A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following: Introduces the topic – Establishes the study’s significance – Provides an overview of the relevant literature – Provides context for the study using literature – Identifies knowledge gaps However, remember to avoid making the following mistakes when writing a research paper introduction: Do not use studies from the literature review to aggressively support your research Avoid direct quoting Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript.

Remember the following key points for writing a good research paper introduction: 4

Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

1. Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.

2. Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.

3. Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.

4. Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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The Neuroscience of Goals and Behavior Change

Elliot t. berkman.

Department of Psychology, Center for Translational Neuroscience, University of Oregon, and Berkman Consultants, LLC

The ways that people set, pursue, and eventually succeed or fail in accomplishing their goals are central issues for consulting psychology. Goals and behavior change have long been the subject of empirical investigation in psychology, and have been adopted with enthusiasm by the cognitive and social neurosciences in the last few decades. Though relatively new, neuroscientific discoveries have substantially furthered the scientific understanding of goals and behavior change. This article reviews the emerging brain science on goals and behavior change, with particular emphasis on its relevance to consulting psychology. I begin by articulating a framework that parses behavior change into two dimensions, one motivational (the will ) and the other cognitive (the way ). A notable feature of complex behaviors is that they typically require both. Accordingly, I review neuroscience studies on cognitive factors, such as executive function, and motivational factors, such as reward learning and self-relevance, that contribute to goal attainment. Each section concludes with a summary of the practical lessons learned from neuroscience that are relevant to consulting psychology.

Setting goals is easy; achieving them is hard. Why? This question has long stumped humanity and will certainly not be answered in this article. A full explanation of why it is hard to accomplish a goal or change old habits may never be possible. However, all hope is not lost. Research at the interface of neuroscience and psychology has made significant strides in uncovering the machinery behind goal pursuit. This knowledge, in turn, provides clues about the various ways that behavior change can go wrong and how to improve it. In this article, I present a brain-based framework for understanding how goal pursuit works and how to facilitate behavior change. Along the way, I highlight specific and practical lessons learned that are relevant to the science and practice of consulting psychology.

Goals and the Four Types of Behavior

What do I mean by goals? Colloquially, a goal is any desired outcome that wouldn’t otherwise happen without some kind of intervention. In other words, a goal is a detour from the path of least resistance. Formally, a goal is a desired future state (an end) coupled with a set of antecedent acts that promote the attainment of that end state (means; see Kruglanski, Shah, Fishbach, Friedman, Chun, & Sleeth-Keppler, 2002 for a summary). I present the informal definition first because it captures something that is missing from the formal one: a sense of what people actually mean by the word “goals” and how we use them. Technically, according to the formal definition, going out with friends to celebrate someone’s birthday is goal; it is an imagined end state and one must deploy various means to make it happen. But most people wouldn’t think of planning to go to a party later tonight as a goal. In practice, we set goals in cases where we need to do something that hasn’t happened yet and isn’t likely to happen on its own.

The difference between the two definitions of goals highlights an important aspect of goals and the way it is often overlooked. Goals are usually things we want but have difficulty achieving even when we know they are achievable. Otherwise, we wouldn’t need a goal in the first place. That sense of struggle is also captured in the term behavior change , which I use interchangeably with goal pursuit here. It’s not engaging in behavior, per se, but rather new behavior that is hard. To pursue what most people call a goal involves doing something different than what has been done before. For example, a primary incentive underlying achievement motivation (i.e., the need for achievement) is to demonstrate one’s capability to perform well on a new or challenging task ( McClelland, 1985 ).

To understand why new behavior is so hard, it’s useful to think about two dimensions that give rise to behaviors. The first dimension captures the skills, capacities, and knowledge required to engage in a behavior. This includes mapping out the steps to take and having the skill to execute an action, as well as related cognitive processes such as attentional focus, inhibitory control, and working memory capacity. Because it reflects the means used to achieve a goal, I refer to the first dimension as the way . The second dimension captures the desire for and importance of a behavior. This includes wanting to achieve a goal and prioritizing it over other goals, as well as related motivational processes such as volition, intention, and the nature and strength of the drive for achievement. Because it relates to the motivation to engage in a behavior, I refer to the second dimension as the will .

As shown in Figure 1 , these two dimensions give rise to four broad types of action. Complex-Routine behavior, in the top-left quadrant, requires some level of skill or knowledge but little motivation. Habitual behaviors reside in this quadrant: they can be quite complex yet are often triggered by external cues without motivation. For example, many drivers have piloted their car somewhere familiar, such as a child’s school, without thinking and despite an intention to go elsewhere. Indeed, a hallmark of habitual behavior is engaging in it even (or especially) in the absence of a conscious goal to do so ( Wood & Neal, 2007 ). Simple-Routine behavior, in the bottom-left quadrant, requires little skill and motivation. For example, walking, eating, and other behaviors related to primary rewards reside in this quadrant. These behaviors are so easy and effortless that we hardly think of them as goals at all. Because they are located in the same place on the horizontal axis and on different places on the vertical axis, the key difference between the first two types of behaviors is the level of skill they require. Simple-Novel behavior, in the bottom-right quadrant, requires high motivation but low skill to accomplish. Simple but new (and at times unpleasant) tasks such as changing a diaper belong in this quadrant. The most interesting kind of behavior is in the fourth quadrant: Complex-Novel behavior that requires high skill and high motivation. The goals that people care about most reside there.

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Behavior can be divided into four broad categories defined by the level of motivation they demand (horizontal axis) and the level of skill or ability they require (vertical axis). Behavior change typically involves moving from left-to-right, from bottom-to-top, or both. Moving from left-to-right increases the motivational demand ( why ) of an action, whereas moving from bottom-to-top increases the skill level ( how ). It is useful to identify the vector of change required during goal pursuit and to target motivational (horizontal) and cognitive (vertical) processes as necessary.

Differences between adjacent quadrants within this space are instructive. The key distinction between a rote, unpleasant task (bottom-right) and a complex, hard one (top-right) is skill- and knowledge-oriented. Changing one diaper doesn’t take much ability, but building a machine to do the task for you would require decades of schooling. Both require high levels of motivation. The lesson is that moving up and down in this space is a matter of skill-building. In contrast, the distinction between a complex task that happens easily (top-left) and one that requires effort (top-right) is motivational. Driving to your child’s school is easy because you’ve done it so many times that it has become a matter of habit. In contrast, driving for the first time in a new country relies on the same skillset but feels much harder because it forces you to focus and apply the driving and navigation skills you already have. As you do it more it becomes easier, of course, but you can still do it on the first attempt as long as you try hard enough. Moving from left to right in this space, therefore, is a matter of effort more than one of skill or knowledge. Once a person possesses the capacity and knowledge to accomplish a difficult task, the missing piece is motivation.

Lessons learned for consulting psychology

In light of this framework, the first step to facilitating behavior change is to diagnose the source of the difficulty. Consultants and coaches can do foundational work with their clients early in the behavior change process to pinpoint the nature of the behavior change and identify how the new behavior is different from old patterns. The first step to helping a client with behavior change can involve answering these questions:

Does the client already have the skills required for the new task?
Is the barrier to change a lack of a way or a lack of a will?
Is the person trying to move up, to the right, or both on the axes in Figure 1 ?

Once the most relevant dimension of change is identified, the second step is to drill down to learn more about the specific nature of the motivation or skills/capacities that will be the target. For example, consider the questions:

If motivation, is the client lacking motivation to approach a desirable outcome or to avoid an undesirable one (e.g., Berkman & Lieberman, 2010 )?
If motivation, is the client generally unmotivated, or highly motivated to a different goal besides than the behavior change goal?
If skills, are they related to interpersonal abilities (e.g., empathy and perspective taking) or executive functioning (e.g., inhibition and attentional control)?
If skills, is it possible that the client already possesses the skills but is stuck in a closed mindset and overly focused on one aspect of the behavior, such that a broadening of perspective might open new avenues for progress using other skills?

The relevant neuroscience will be quite different depending on the answer to these questions. In the following sections, I summarize the neuroscientific literatures on the will and the way with an emphasis on practical lessons for consulting psychology.

The neuroscience of the “way”: Executive function and cognitive control

Research on “the way” of goals and behavior change has mostly focused on constructs such as attention, working memory, inhibitory control, and planning – collectively known as executive function. A great deal of knowledge has been gained from neuroscientific studies about executive function, mostly about the neural systems and circuits that implement executive function (sometimes referred to as the task-positive network; Fox et al., 2005 ), and also about how disruptions to those circuits can cause alternately specific or broad impairment depending on the precise location and nature of the damage ( Alvarez & Emory, 2006 ; Stuss & Knight, 2012 ). Recent work has even begun to explore the bidirectional relationship between central and peripheral nervous system functioning in the context of goals, such as how activation of the sympathetic nervous system and hypothalamic-pituitary-adrenal axis during stress can influence executive function ( Roos et al., 2017 ). Together, imaging and lesion studies have illuminated many of the mechanistic elements and processes involved in complex goal pursuit ( Stuss, 2011 ). This information, in turn, contains some important lessons for consulting psychology about the capabilities and limits of executive function that are directly relevant to goals.

Despite substantial progress in knowledge of how executive function operate at the level of the brain, there is only sparse neuroscience research about how executive function might be improved. What little research there is suggests that executive function is more fixed than malleable by intervention, but there are some hints that targeted improvement might be possible. In this section, I review recent neuroscientific studies on executive function with respect to three questions that are pertinent to goals and behavior change: What is the nature of executive function? Is executive function a limited resource? And can executive function be improved with practice?

What is the nature of executive function?

Executive function refers to a suite of higher-level cognitive skills and capacities that generally promote successful human functioning. Attention, task switching, working memory, and inhibitory control are usually described as executive functions, though there is debate about the precise definition of the term ( Banich, 2009 ). Executive function involves some degree of updating information, shifting focus between targets or mental sets, and inhibiting irrelevant or distracting information ( Miyake, Friedman, Emerson, Witzki, Howerter, & Wager, 2000 ). Rather than enter that debate, I will describe broad features of executive function that are shared across most definitions. These features are useful for providing clarity and context for the subsequent questions regarding the limits and improvability of executive functions.

Executive function has three characteristic features: it is effortful , operates consciously , and engaged in service of novel goals as opposed to rote or overlearned ones (e.g., Miyake & Friedman, 2012). Effortful means that they feel hard and must be completed serially. In fact, emerging evidence suggests that one function of the dorsal anterior cingulate cortex (dACC; Figure 2 ), among several others, is to efficiently allocate cognitive resources by tracking the amount of mental work a task will require ( Shenhav, Cohen, & Botvinick, 2016 ). For example, activity in the dACC scales with the upcoming demand for control and also the potential payoff of that control ( Kouneiher, Charron, & Koechlin, 2009 ). It appears that the brain has dedicated regions not only to executing control but also allocating that control to various tasks.

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Regions implicated in the will and the way. Left: Lateral view featuring the lateral prefrontal cortex (LPFC) and the ventrolateral prefrontal cortex (VLPFC), premotor cortex (pMC) and motor cortex (MC), and the temporalparietal junction (TPJ) and supramarginal gyrus (SMG). Top Right: Medial view featuring the dorsal anterior cingulate cortex (dACC) and ventral striatum (vS), and the dorsomedial (dmPFC), medial (mPFC) and ventromedial (vmPFC) aspects of the prefrontal cortex. Bottom Right: Coronal view featuring the ventral (vS) and dorsolateral (dlS) aspects of the striatum.

Executive function is conscious, which means that it occurs within awareness and requires conscious attention. People know when they are engaging in executive function because it becomes the center of attention in a given moment. A classic example of executive function is mental math, such as multiplying 13 by 17. In contrast to things such as breathing or adding 1+1, you know when it happens because it occupies all of your attention, and it is generally voluntary. The steps involved in solving that problem recruit a host of executive functions surrounding attention: focusing attention on the appropriate column, swapping information in and out of attention, and restricting attention to the desired part of the operation to the exclusion of others. These short-term memory and attentional processes are supported by complex interactions among lateral prefrontal and parietal cortices including aspects of all three frontal gyri, the superior frontal sulcus and precentral gyrus, and the supramarginal gyrus and temporalparietal junction ( Figure 2 ; Nee, Brown, Askren, Berman, Demiralp, Krawitz, & Jonides, 2012 ). The role of these regions is not just to maintain information, but also to disengage attention from irrelevant or previously-relevant information as appropriate to the task ( Shipstead, Harrison, & Engle, 2016 ). The importance of redirecting attention underscores the limited-capacity nature of working memory and executive function more generally. Extensive cognitive processes and neural resources are dedicated to gating which information enjoys the focus of attention and which must be ignored. In this way, executive function generally, and attention specifically, play a key role in how open or closed we are to new ideas and perspectives during goal setting and goal striving.

In addition to feeling effortful and occupying conscious attention, a third characteristic property of executive function is that it specializes in novel tasks. It enables humans to do things that we’ve never done before. In fact, the basic role of the entire prefrontal cortex has been described broadly as coordinating behavior to achieve novel goals ( Miller & Cohen, 2001 ). The ability of our prefrontal cortex to plan and execute novel behaviors is one of the defining characteristics of humans and one that sets us apart from nearly all other animals. However, this ability is not unlimited. In light of the limited capacity of attention and working memory, the prefrontal cortex has a second function that is nearly as critical: to learn to automate novel behaviors to the point that they no longer take up precious space in consciousness. Research on this process of habit formation shows that as a particular behavior in a particular behavior is repeatedly rewarded, the systems that control it shift from the dorsomedial to the ventral and dorsolateral aspects of the striatum ( Figure 2 ; Yin, Mulcare, Kilario, Clouse, Holloway, Davis, et al., 2009 ). This shift is in part supported by the differential connectivity in these parts of the striatum, with the dorsomedial more strongly connected to the prefrontal and parietal cortices (involved in attention and working memory) and the other two parts of the striatum more strongly connected to the sensory and motor cortices ( Liljeholm & O’Doherty, 2012 ). That the process of routinizing behavior has a robust pathway embedded within some of the oldest structures in the brain speaks to the evolutionary importance of offloading effortful mental activities from the cortex as early and efficiently as possible. Thus, these regions are key for habit formation.

Is executive function a limited resource?

The answer to this question is both yes and no. Many readers will be familiar with the concept of ego depletion, or the idea that the “active self” that implements executive functions draws upon a finite resource that exhausts over time with repeated use, not unlike a fuel tank ( Baumeister, Bratlavsky, Muraven, & Tice, 1998 ). Though there are literally hundreds of published studies showing the effect ( Hagger, Wood, Stiff, & Chatzisarants, 2010 ), it is likely that many of those studies are false positives or unreliable ( Hagger, Chatzisarantis, Alberts, Anggono, Batailler, Birt, et al., 2016 ). A large, highly powered, preregistered study recently failed to replicate the ego depletion effect ( Lurquin, Michaelson, Barker, Gustavson, von Bastian, Carruth, et al., 2016 ), and a meta-analysis uncovered evidence of publication bias in the ego depletion field such that studies finding the effect are much more likely to appear in print than those that do not ( Carter & McCullough, 2014 ).

On a deeper level, there is strong counter-evidence to the basic ego depletion effect, for example that taking a short break, watching a fun film clip, or even smoking a cigarette can reverse the effect (see Inzlicht & Berkman, 2015 for a summary). Active-self processes such as executive function are unlikely to draw upon a limited physiological resource if simple psychological manipulations can replenish it. Even more suggestive, there is strong physiological evidence that the neuronal processes involved in executive function demand no more energy than simpler functions or even than the brain at rest (see Kurzban, 2010 , for a review). There is simply no special physiological resource for executive function to deplete. The bottom line is that people get tired when they work hard – which is nothing new – but that, contrary to popular belief about ego depletion, that sense of fatigue is mostly psychological and can be short circuited by a short rest and a variety of positive experiences.

But what about the experience of depletion? Everyone has the intuition that some mental activities – certainly including executive function – feel hard and seem to drain our energy. The answer may be found by adjusting our understanding what exactly the limited resource is. The original formulation of ego depletion hypothesized a physiological resource, likely centered in the brain. That prediction is no longer tenable given the data. Newer models focus on the contributions of psychological and motivational factors to depletion instead beyond strictly physiological ones. For example, a shift in priorities from effortful, obligation-based, and prevention-focused “have-to” goals to enjoyable, desire-based, promotion-focused “want-to” goals could explain the decline in performance on tough cognitive tasks ( Inzlicht, Schmeichel, & Macrae, 2014 ); perhaps the “resource” is prioritization. Another possibility is that depletion results from an interaction between psychological processes, such as perceptions of upcoming task demands and available resources, and physiological factors including the peripheral nervous system, hormones, and afferent inputs ( Evans, Boggero, & Segerstrom, 2016 ).

A psychological model that fits particularly well with the characterization of executive function above focuses on its opportunity cost ( Kurzban, Duckworth, Kable, & Myers, 2013 ). Because we can only focus our executive function capacity on one task at a time, then any time we engage in one executive function task we are likely forgoing others. The cost of what we’re giving up is reflected in the sense of effort that comes along with executive function. The feeling of depletion, therefore, reflects the tipping point when the cost of putting off alternative tasks begins to outweigh the benefit of continuing on the current course of action ( Berkman, Kahn, & Livingston, 2016 ).

The evidence at this point indicates that executive function is limited in terms of bandwidth – how much can be done or stored or attended to in a given moment – but not in terms of duration in the ego depletion sense. That limit stems directly from the properties of the executive function system: the facts that only a small amount of information can be consciously accessible and operated upon in a given moment ( Unsworth, Fukuda, Awh, & Vogel, 2015 ), and that we actively track the processing costs of potential cognitive operations with respect to ongoing goals ( Westbrook & Braver, 2015 ). For precisely this reason, executive function was likened by the mathematician and philosopher Alfred North Whitehead to cavalry in an army, “Operations of thought are like cavalry charges in a battle – they are strictly limited in number, they require fresh horses, and must only be made at decisive moments.” (pp. 61; Whitehead, 1911 ).

Can executive function be improved with practice?

There is naturally great interest in the question of whether executive function can be improved, expanded, or strengthened with practice given its bandwidth limitations. Study of this kind of “brain training” is an active research area and a controversial one. Some researchers make claims about the ability to improve executive function with training ( Jaeggi, Buschkuehl, Jonides, & Shah, 2011 ), though these claims have been tempered by compelling counter-evidence ( Redick, Shipstead, Harrison, Hicks, Fried, Hambrick, et al., 2013 ). A fair characterization of the research to date is that people can certainly improve on a given executive function task with practice, but there is no evidence that practice generalizes to other, even closely related tasks, and task-specific improvements are unlikely to endure over time ( Berkman, 2016 ).

The core issue in executive function training is transfer , or whether the improvements on a training task generalize to other tasks. In some theories such as the Strength Model, on which the ego depletion hypothesis is based, executive function is a common resource that is shared across many discrete capacities (e.g., working memory and self-control), so expanding that common resource should improve a range of executive abilities ( Muraven, 2010 ). However, counter-evidence to ego depletion specifically and the Strength Model generally have raised the question about whether a common underlying resource even exists ( Inzlicht et al., 2014 ). A recent meta-analysis of studies attempting to train one form of executive function, self-control, revealed a negligible transfer effect ( Inzlicht & Berkman, 2015 ). Additionally, at least two highly-powered studies have failed to find generalizable training effects on executive function despite showing practice effects on the training task ( Miles, Sheeran, Baird, Macdonald, Webb, & Harris, in press ; Redick et al., 2013 ).

What is happening? Neuroscientific investigations provide some clues. A series of training studies on inhibitory control, an executive function involving the prevention of ongoing or prepotent behavior, found that performance on an inhibitory control task improves with practice and does not transfer to other tasks. Interestingly, to the degree that performance on the training task improved, activity in the lateral prefrontal regions and dACC that is associated with successful inhibitory control shifted earlier in time, peaking in anticipation of the need for control ( Beauchamp, Kahn, & Berkman, 2016 ; Berkman, Kahn, & Merchant, 2014 ). This effect can be characterized as a reactive-to-proactive shift in the neural activation involved in inhibitory control, and is akin to gently applying a car’s brakes when a light turns yellow instead of slamming on the brakes only upon a red light.

The observed shift in brain activity from later to earlier in time fits well with the general characteristics of executive function described earlier. Inhibitory control feels hard and occupies attention, so it is beneficial to the individual to automate the operation when possible. With enough practice and exposure, the habit learning system discovers regularities in the environment that allow the need for inhibitory control to be anticipated using contextual cues. Just as the frequent association of a yellow light with a red light teaches experienced drivers to automatically move their foot to the brake when seeing a yellow, so too do participants in inhibitory control training studies learn the specific task cues that anticipate the need for control. This cue-learning effect in training occurs automatically ( Lenartowicz, Verbruggen, Logan, & Poldrack, 2011 ), suggesting that performance improvements during inhibitory control training studies are a result of the transfer of at least some effortful behavior to the habit system. Habits increase efficiency during goal striving.

This habit learning process also explains the lack of transfer to new tasks. The advantages of executive function are mirrored in the limitations of the habit learning system. Specifically, while executive function evolved to deal with novel challenges, habit learning evolved for routine ones. Habits create efficiency by shrinking the range of responses in a situation down to one behavior. By function, they forestall new and creative behaviors in that situation. Habitual behaviors are triggered by specific contextual cues, which is why habits do not require vigilant and costly monitoring; that work is offloaded to more efficient stimulus-response mappings. The tradeoff is that habitual behaviors are necessarily tied to a particular context. If the cues that had been associated with a response change, then the habitual response will no longer emerge. For example, the ease of slowing on a yellow would be lost if the cue that preceded a red light suddenly became blue instead. In the case of executive function, training doesn’t transfer to new contexts (or tasks) because the cues are different. The brain treats the tests of transfer as novel tasks, which is exactly what executive function evolved to deal with in the first place.

Lessons learned from neuroscience about “the way”

The neuroscience literature on executive function offers some practical if not entirely hopeful advice about the “way” of behavior change. The first lesson is that executive function feels hard for a reason. It is a serial process, so the sense of effort that accompanies executive function is a signal that working on a difficult task necessarily means losing out on other opportunities. In other words, effort reflects an opportunity cost. In this view, effort also signals one’s internal priorities; the more important the alternatives are, the harder a focal task will feel. The inverse is also true: a given task will feel relatively easy when it is more important to a person than the alternative choices. Consultants and coaches can work with clients to reflect on their priorities and make them explicit, which can explain why some goals feel harder than others.

The mental processes related to the “way” operate sequentially, not in parallel. Executive functions can only be performed one at a time, so the most important ones should come first even if executive processing will not exhaust over time with use. Based on the portrait of executive function drawn here, the factors that influence the capacity for executive function most directly are other concurrent cognitive operations and the relative importance of the task compared to other possibilities. Together, this suggests that it is optimal to carve out dedicated, distraction-free time to work on important novel tasks and challenges ( Berkman & Rock, 2014 ). Our cognitive bandwidth is precious and operates most efficiently in (mental) solitude. Licensing clients to reserve work time specifically for new tasks can help.

Our executive function abilities evolved to help us deal with novel challenges. So, the precious resource of executive function should be brought to bear on any and all aspects of behavior change, such as goal setting, that benefit from openness to new ideas, broadened attention, and a wide survey of possibilities. In contrast, habit formation evolved to create efficiency by rigidly attaching one behavior to one cue. Habits can be formed to aid in other aspects of behavior change, such as goal striving, that benefit from a narrower focus and relatively consistent, fixed behaviors in a given situation.

Finally, there is not much evidence that executive function can be improved broadly by focused interventions (e.g., Lumosity; Redick et al., 2013 ; Shute, Ventura, & Ke, 2015 ), and some compelling counter-evidence. However, complex mental operations can become routinized by leveraging the habit learning system ( Foerde, Knowlton, & Poldrack, 2006 ). Habit learning is facilitated when the new behavior is consistently preceded by specific cues and then rewarded. This procedure can be particularly useful for behavior change if the new behavior will occur repeatedly in similar contexts. Research is underway to test whether a highly variable set of cues used in training can broaden the range of contexts to which training effects generalize. Nonetheless, some executive functions such as working memory may simply be fixed capacities for neuroarchitectural reasons ( Zhange & Luck, 2008 ). Rather than attempting to improve executive function generally, consultants and coaches should help their clients focus on improving specifically the skillsets relevant to the goal or new behavior. These will improve with practice and, with some proper motivation, become habitual in time.

The neuroscience of the “will”: Motivation, Reward, and Subjective Value

The question of what motivates behavior, in a general sense, runs at least back to the Greeks, with Plato’s famous analogy of the charioteer and his horses, through William James and Abraham Maslow, and continues to this day. In contrast, the question of what motivates behavior change has received considerably less attention. Psychologists have developed taxonomies of different “stages of change” to capture individual variability in readiness to engage in sustained behavior change (Transtheoretical Model; Prochaska, DiClemente, & Norcross, 1992 ), and of different types of behaviors within a person to capture relatively self-motivated, “intrinsic” versus more externally-motivated, “extrinsic” types of goals (Self-Determination Theory; Deci & Ryan, 2000 ). Much of this work is descriptive rather than prescriptive – it says what motivation is but does not indicate how to increase it. A person can be confidently described as in the precontemplation stage, but there is not much evidence-backed knowledge about moving him or her to the contemplation stage; likewise, some behaviors are clearly extrinsically motivated, though there is a lack of prescriptive advice about how one can transform them into intrinsically motivated ones.

As it did with studies on the “way,” neuroimaging research provides some clues about how to increase motivation to change a specific behavior. In this section, I review neuroscientific insights into the “way” of behavior change surrounding three questions that are relevant to consulting psychology. Which brain systems are involved in motivational processes? How do those systems interact with other networks in the brain? And what does neuroscience indicate about motivating behavior change?

How and where is motivation represented in the brain?

Motivation is conceptualized here as the strength of the desire to attain a particular outcome, irrespective of how pleasant or unpleasant the experience of actually attaining it is. This distinction between the motivational component of a reward – “wanting” – and the hedonic component of consuming it – “liking” – is maintained with remarkable evolutionary consistency in the brains of both humans and animals ( Berridge & Robinson, 2003 ). I focus here on the “wanting” side because of its direct bearing on behavior and behavior change. Wanting a reward is closely tied with activity of mesolimbic dopaminergic neurons, particularly within the ventral striatum and ventromedial prefrontal cortex ( Berridge, 2006 ; Figure 2 ), which is sometimes also called the orbitofrontal cortex ( Wallis, 2007 ). Of course, there are many other regions and interactions involved in reward learning, but I focus on these because they are the best characterized in terms of human functional neuroanatomy to date.

The dopaminergic reward system has been conserved evolutionarily because it plays a critical role in the reinforcement learning cycle. When a particular behavior in a given context it is rewarded, that behavior and context are paired and tagged with reward value for later repetition ( Rescorla & Wagner, 1972 ). Reinforcement learning is why behaviors that are rewarded are likely to be repeated in the future. (This is also why the dopamine system is implicated in addictive behavior.) The amount of cumulative, learned reward value of a behavior is its expected value, sometimes referred to as subjective value ( Rangel & Hare, 2010 ). In short, subjective value represents the amount of reward that an actor expects to receive for a given action, largely based on past learning. This learning cycle is one of the key impediments to behavior change: old behavior has been rewarded and new behavior has not. A protein called brain-derived neurotrophic factor (BDNF) is important for maintaining new behaviors after engaging in them initially because of its critical role in memory consolidation ( Bekinschtein et al., 2008 ). As described in the following sections, the key to launching this reward learning and consolidation cycle is finding ways to increase the subjective value of new behavior.

A notable feature of activity in the ventromedial prefrontal cortex is that it represents the subjective values of diverse types of actions, presumably to facilitate “apples to oranges” decisions between qualitatively different behaviors ( Levy & Glimcher, 2011 ). For example, activity in the ventromedial prefrontal cortex tracks the value of approach appetitive and avoiding aversive stimuli ( Tom, Fox, Trepel, & Poldrack, 2007 ), and also the subjective value of a range of stimulus types, including food, money, gains for the self and others, charitable decisions, and emotional and utilitarian benefits of moral actions ( Hare, Camerer, Knoepfle, O’Doherty, & Rangel, 2010 ; Hutcherson, Montaser-Kouhsari, Woodward, & Rangel, 2015 ; Lebreton, Jorge, Michel, Thirion, & Pessiglione, 2009 ; Zaki, Lopez, & Mitchell, 2014 ). These findings converge on the idea that the ventromedial prefrontal cortex plays a central role in tracking the subjective value of different kinds of actions during choice, which strongly implicates that region in motivational processing during behavior change.

How do motivation regions interact with other brain systems?

One way to approach the deeper issue of where motivation originates is to examine the connectivity of its neural systems. In the same way that it is adaptive to humans and informative to scientists that sensory and motor regions in the brain are adjacent and highly interconnected, the regions involved in motivation are themselves intertwined with several other brain networks. Those interrelations contain insights about how motivation operates and how it might be increased in the service of behavior change.

As Self-Determination Theory suggests, autonomously choosing to engage in a behavior (relative to being forced) increases performance on that behavior because autonomy is an intrinsic motive. At the neural level, autonomy also prevents a reduction in reward system activity in the face of negative feedback, particularly in the ventromedial prefrontal cortex ( Murayama, Matsumoto, Izuma, Sugiura, Ryan, Deci, et al., 2013 ). Interestingly, the ventromedial prefrontal cortex has also been found to be active in studies of self-processing and particularly of self-affirmation , such as considering one’s core personal values ( Cascio, O’Donnell, Tinney, Lieberman, Taylor, Strecher, et al., 2016 ). Brain activation related to self-affirmation during health messaging has even been shown to predict the eventual degree of health behavior change that would follow ( Falk, O’Donnell, Cascio, Tinney, Kang, Lieberman, et al., 2015 ). Finally, a meta-analysis using the Neurosynth study database ( Yarkoni, Poldrack, Nichols, Van Essen, & Wager, 2011 ) found that the ventromedial prefrontal cortex was one of the largest regions of overlap between 812 studies on identity (“self” and “self-referential” terms in the database) and 324 subjective value and reward (“value” term in the database). The meta-analysis contained several regions along the medial cortical wall including the ventromedial prefrontal cortex, the posterior cingulate cortex, and the mid-cingulate. The ventromedial prefrontal cortex was the single largest cluster to be consistently associated with both identity and value.

The overlap between intrinsic goals, core values, and subjective value has several implications for consulting psychology. First, identity (e.g., self-concept) and subjective value are closely functionally connected to one another. This is not a surprise given the extensive evidence from social psychology and other fields that people have disproportionate positive regard for themselves (and behaviors related to the self) compared to others ( Greenwald, 1980 ; Pelham & Swann, 1989 ). We want, and perhaps need, to see our selves as good ( Rosenberg, 1979 ). Second, the value derived from identity and other self-related processes may have a special status compared to other sources of value (e.g., monetary) because of the high degree of overlap in the neural systems and conceptual representation of identity and value. It may even be that identity and value are inseparable, leading one researcher to hypothesize that the defining function of the self is to organize and prioritize the world by assigning it motivational significance ( Northoff & Hayes, 2011 ). By this definition, the self-concept is exactly the set of places, things, and actions in the world that hold value.

It is important to note that the valuation process subserved by the vmPFC reflects not only positive value, but negative value as well. For example, just as social affiliation holds positive value, the threat of social rejection can be highly negative in value. The experience of social rejection invokes similar brain networks as physical pain ( Lieberman & Eisenberger, 2015 ). Beyond its unpleasantness, this experience can enhance defensiveness and facilitate a stress response that detracts from other ongoing goals because it narrows attentional focus on the social threat ( Muscatell et al., 2016 ).

The ventromedial prefrontal cortex and related dopaminergic motivational structures also interact with cognitive networks, including those related to executive function ( Botvinick & Braver, 2015 ). The ventromedial prefrontal cortex appears to be a point of convergence where the motivational value of various options in a choice are integrated, notably including both effortful actions that require cognitive control and also easier, more hedonic ones ( Bartra, McGuire, & Kable, 2013 ). For example, the dorsolateral prefrontal cortex is functionally connected with the ventromedial prefrontal cortex when higher-order goals such as health concerns or social factors are made salient ( Hare et al., 2010 ; Hutcherson, Plassman, Gross, & Rangel, 2012 ). There is also evidence that the value of potential actions are reflected in the ventromedial prefrontal cortex before any specific action plans is selected ( Wunderlich, Rangel, & O’Doherty, 2010 ), but that value signals provide input to downstream brain regions that are responsible for selecting and implementing behavior ( Hare, Schultz, Camerer, O’Doherty, & Rangel, 2011 ). Taken together, then, the emergent view from the neuroscience literature is that the ventromedial prefrontal cortex receives a variety of value signals relevant to decisions about behavior, and its activation reflects a dynamic value integration process that subsequently biases behavior toward higher-valued actions. A promising route to increasing motivation, then, is identifying the value inputs to a new behavior (i.e., the reasons why the behavior is or is not valued) and learning ways to modulate them. I address this possibility in the next section.

How can motivation be increased?

The neurally-informed model described above suggests that motivation is guided by an integration of the value of features of the behavioral options. Behavior change can be accomplished by amplifying the value of the new (goal-related) behavior, reducing the value of old (goal-counter or goal-unrelated) behaviors, or some combination of the two. A clear example of the effectiveness of the first approach is contingency management treatment for substance use disorders ( Bigelow & Silverman, 1999 ), in which the value of drug abstinence is increased with monetary incentives. A meta-analysis found this approach to have an effect size d = 0.42 on treatment for alcohol, tobacco, and illicit drugs, which was larger than therapy (d = 0.25) and outpatient treatment (d = 0.37), and comparable to methadone treatment for opiate use ( Prendergast, Podus, Finney, Greenwell, & Roll, 2006 ). Similarly, “precommitting” to buy more healthy foods at the risk of losing financial incentives is more effective than having the incentives alone ( Schwartz, Mochon, Wyper, Maroba, Patel, & Ariely, 2014 ). Monetary incentives also increase persistence at exercise ( Cabanac, 1986 ), endurance on a cold-pressor task ( Baker & Kirsch, 1991 ), and performance on a difficult cognitive task ( Boksem, Meijman, & Lorist, 2006 ). Simple monetary payments are an effective way to motivate behavior change.

“Money walks,” as the saying goes, but its scarcity makes it a less than ideal option for many goal pursuit contexts. Above, I noted the deep connections between identity and motivation. Other researchers have, too, and are now beginning to deploy identity interventions to increase motivation. For example, one study leveraged the fact that most people consider willpower to be a desirable trait ( Magen & Gross, 2007 ). The participants in that study completed an executive function task twice, and in between were randomly assigned to reconstrue the task itself as a measure of their own willpower or not. Performance improved from the first to the second run only among participants whose perceptions of the task were changed from non-diagnostic to diagnostic of willpower. Similarly, noting that identity is somewhat susceptible to cognitive shifts such as framing, construal, or priming effects, other researchers used a simple “noun-verb” manipulation to increase motivation for behavior change, presumably through a subtle shift in the extent to which the new behavior is construed as identity-relevant. For example, phrasing questions about voting intentions in terms of identity (noun: “being a voter”) instead of an action (verb: “voting”) increased voting intentions and actual turnout in statewide elections ( Bryan, Walton, Rogers, & Dweck, 2011 ). In another study, participants were less likely to cheat by claiming money they were not entitled to if that behavior was described as a (negative) identity (noun: “being a cheater”) instead of an action (verb: “cheating”; Bryan, Adams, & Monin, 2013 ). Each of these results is consistent with the idea that identity can influence motivation, presumably by highlighting the subjective value of desired (e.g., “voter”, “willpower”) or undesired (e.g., “cheater”) identity. This path is a promising future direction for motivation interventions because it is low-cost, modest in scope, and easily scalable to a broad range of populations and types of desired identities.

Finally, merely highlighting certain attributes of a behavior can alter the value placed on that behavior. After all, our attentional bandwidth is fairly narrow, so not all relevant properties will be equally salient at all times. For example, people’s motivation to act on a choice option increases as attention is allocated to it ( Krajbich, Armel, & Rangel, 2010 ). In another study ( Hare et al., 2011 ), participants were presented with health-versus-taste decisions with or without reminders about health. As expected, health reminders increased the likelihood of healthy choices. Tellingly, the healthiness rating of the foods (assessed earlier, and separate from the tastiness) was strongly correlated with activity in the ventromedial prefrontal cortex at the moment of decision, which in turn predicted the food choice. In contrast, when unhealthy foods were selected, the earlier tastiness ratings were correlated with ventromedial prefrontal cortex activity during choice. The results of these studies are broadly consistent with psychological framing effects (e.g., gain vs. loss frame; Kahneman & Tversky, 1984 ), whereby altering the relative salience of the features of a decision can dramatically change it. Though they are most often applied to decision-making, the neuroscientific evidence presented here suggests that motivation may also be susceptible to framing effects.

In light of the present framework, I focused on ways to increase motivation that are grounded in valuation. But there are other ways to increase motivation from complementary lines of research that nonetheless may be connected to subjective value. For example, Higgins has argued that people experience “value from fit” when their regulatory style (promotion versus prevention focus) matches the particular means through which goals are pursued ( Higgins, Idson, Freitas, Spiegel, & Molden, 2003 ). A similar “matching” effect on motivation has been observed with achievement motivation and performance goals: people high in achievement motivation experience greater intrinsic motivation when provided with performance (vs. mastery) goals, whereas people low in achievement motivation experience greater intrinsic motivation with mastery (vs. performance) goals ( Elliot & Harackiewicz, 1994 ). A plausible cause of these kinds of “matching” effects, which can be tested in future research, is that there is subjective value in experiencing fit between one’s dispositional tendencies and the nature of the goal at hand.

Lessons learned from neuroscience about “the will”

Neuroscientific investigations of motivation have established the major brain systems for motivation and identified ways that those systems interact with other parts of the brain. This knowledge, in turn, contains clues about how motivation works and how to increase it on the psychological level. Two are particularly relevant to consulting psychology.

The first lesson surrounds the extent to which motivation is tied to the past. The neural mechanisms of reinforcement learning are some of the most basic and ancient parts of our brains. For good reason, we evolved to be highly sensitive to learn where we receive rewards and to work hard to recreate the situations that brought them about. Attempting to change behavior in a systematic way by engaging in new behaviors, which have never been reinforced, often means working against this powerful system. Thus, wise advice for clients that is grounded in the neuroscience of motivation and reinforcement learning is to start behavior change with modest goals and reward even the smallest steps toward them. New behaviors emerge slowly because they are usually working against the power of prior reinforcement. Consultants and coaches can help clients anticipate and understand the difficulty of behavior change by explaining the neuroscience of reinforcement learning. Being cognizant of the challenges of behavior change can prevent frustration on both sides.

The second lesson is to leverage the intrinsic connections between the motivation system and other parts of the brain, particularly self and identity. The elaborated web of memories, beliefs, values, objects, and relationships that comprise our sense of self is paralleled perhaps only by executive function in its distinctiveness to humans. And it may offer a pathway to behavior change and goal achievement that is just as potent. A behavior will hold greater subjective value to the degree that it is related to one’s core values and sense of self. Identity-linked goals are more likely to be successful than identity-irrelevant or identity-counter ones. Consultants and coaches can be particularly helpful to clients in this arena by helping them discover core aspects of their self-concepts and the ways those aspects are linked to the behavior change at hand. And remember that identity is not a fixed construct, but rather is susceptible to framing, reconstrual, and other kinds of subtle influences. To some extent, motivation can be gained by finding ways to think about goals that makes their connection to important parts of one’s identity salient. Sometimes it is easier for other people to make these connections than for us because they have more distance from them ( Berkman & Rock, 2014 ); coaches can be particularly helpful in this regard. Paying people works, too, but connecting goals to the self-concept in various ways may be a more sustainable and accessible approach to increasing motivation.

Pursing goals and changing behavior is hard. Neuroscience will never change that fact, but it can provide some brain-level explanations for the difficulty as well as some new insights about how to mitigate it. This article reviewed the neuroscientific literatures on the “way” of goal pursuit – the set of cognitive skills, capacities, and abilities collectively known as executive function – and the “will” – the motivational factors that propel behavior. Although parts of the “way” are limited by constraints that may be difficult to change, the “will” can be influenced by incentives both within the person and without. Though neuroscientific investigations into long-term behavior change are only just starting to emerge they have already begun to contribute to the body of practical scientific knowledge about goals. The science and practice of consulting psychology will benefit directly from this research in the coming years.

Functional neuroanatomy of key networks

Acknowledgments

This work was supported by grants AG048840, CA175241, and DA035763 from the National Institutes of Health to ETB, as well as support from the Bezos Family Foundation and the Center for the Developing Child at Harvard University.

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13 Examples of SMART Goals for Scientists

Have you ever stopped to reflect on the goals you want to achieve in your scientific career? The SMART system can guide your decision making and ensure you reach those goals faster.

To get started with setting SMART goals for scientists, here are 13 examples of such goals. They can be used as a starting point for your goals, but remember to tailor them to your particular scientific field.

Let’s jump right in.

Table of Contents

What is a SMART Goal?

The SMART framework is a powerful tool to help scientists establish practical goals for their research or projects. SMART is an acronym for specific, measurable, attainable, relevant, and time-based.

Still trying to figure it out? Here’s a closer look at each aspect of SMART:

Vague goals can lead to misdirection and wasted resources in the lab. But by creating well-articulated goals, you can streamline your tasks, leading to increased productivity and efficiency.

It’s crucial to pinpoint the actions required and who will carry them out. That provides a clear plan that everyone involved in the project can follow, also allowing for early identification of potential hurdles.

Tracking the progress of your scientific goals is key to success. It highlights areas where enhancements are needed. Without this element, it’s challenging to determine whether your hard work is paying off in the long run.

While it’s natural to aim high, you risk falling short of your goals without a comprehensive plan and realistic expectations.

Given your current resources and timeline, it’s essential to consider what’s actually achievable. Recognize that grandiose ambitions are not a problem, but they should be balanced with practicality.

Goals that align with your personal values or the principles of your research are more likely to motivate you to achieve them. Your core values act as a compass, helping you navigate challenges and stay on course.

Establishing a clear timeline helps maintain focus and commitment to your goals. Success in science doesn’t happen overnight; having a set deadline promotes diligence and consistent effort over time.

1. Present Research at Conferences

“Within 6 months, I want to present my research at three local scientific conferences. To accomplish this, I will contact organizers and submit abstracts before the deadlines for each conference.”

Specific: This goal outlines what needs to be done (presenting research) and how often it needs to be done (three times).

Measurable: You can measure the number of conference presentations made.

Attainable: Recognize that presenting research at conferences is a realizable goal.

Relevant: Participating in scientific conferences will help you get your work out into the world and connect with other researchers in your field.

Time-based: You should anticipate success over the 6 months ahead.

2. Collaborate With Other Scientists

“I strive to collaborate with at least 5 other scientists in the field this year. I plan to contact them through email or LinkedIn, attend conferences where they are present, and look for opportunities to collaborate.”

Specific: The SMART goal is clear about what needs to be done and how it will be met.

Measurable: You can track the number of collaborators you work with and measure success.

Attainable: This is feasible because it involves taking achievable steps within a year, such as contact via email or LinkedIn.

Relevant: Collaborating with other scientists is essential for advancing research and knowledge.

Time-based: The time frame for completing this goal statement is one year.

3. Develop a Reputation as an Expert

“I will develop a reputation as an expert in my field by contributing to scientific publications or webinars three times for 8 months. I want to ensure each contribution is relevant and impactful, so I will seek a peer review of my work before submitting.”

Specific: Your actions are straightforward: contribute to publications/webinars three times over 8 months.

Measurable: Track the number of contributions you make and document your progress.

Attainable: Scientists can often find opportunities for contributions in their field.

Relevant: This goal will directly contribute to your aspiration of being recognized as an expert.

Time-based: Establish a timeline that works for you (8 months).

4. Boost Your Efficiency in the Lab

“I want to become more efficient in the lab by streamlining my experimental processes within four months. I’ll set up an electronic record-keeping system for all my experiments and data points and automate manual tasks that can be delegated to a computer program.”

Specific: The scientist wants to streamline their experimental processes and set up an electronic record-keeping system for all experiments and data points.

Measurable: Ensure an electronic record-keeping system is in place and automate manual tasks.

Attainable: This goal is doable since it focuses on making minor improvements in the lab, which can be done over time.

Relevant: The statement pertains to the scientist’s work, relating directly to lab efficiency.

Time-based: You have a deadline of four months to reach goal completion .

5. Reduce Laboratory Costs

“I’ll work with my team to identify areas where cost reductions can be made in the laboratory by the end of three months. We will also work together to establish the laboratory’s budget tracking and analysis procedures.”

Specific: The goal is explicit because it has a clear plan to reduce laboratory costs and establish budget tracking.

Measurable: Determine the cost reduction achieved and compare it with the initial budget.

Attainable: Cost reductions can be made in the laboratory, making this an achievable goal.

Relevant: Reducing costs in the laboratory is a crucial goal for many scientists, making it appropriate.

Time-based: This SMART goal should be accomplished after three months.

6. Improve Scientific Methods

“For 9 months, I’ll take steps to improve my scientific methods by attending one conference, reading three books, and participating in two webinars related to the field. I’ll also set aside 10 hours per week for practice and honing of skills.”

Specific: The scientist knows what to do (attend conferences, read books, participate in webinars) and how much time to set aside for practice and honing skills (10 hours per week).

Measurable: You can count the number of conferences attended, books read, and webinars participated in.

Attainable: The listed action items are achievable and allow scientists to work toward excellence.

Relevant: Improvement in scientific methods will likely lead to improved accuracy of research findings.

Time-based: An end date of 9 months is provided for goal attainment.

7. Mentor Junior Scientists

“I will mentor at least two junior scientists in my lab by the end of the year. I’ll set up regular meetings with them to give guidance and feedback on their projects and ensure they have the necessary resources to progress.”

Specific: You have a clear time frame (by the end of the year) and a precise action plan (mentor two junior scientists).

Measurable: You must set up regular meetings and check in with the junior scientists to assess their progress.

Attainable: This is a realistic goal—it requires commitment and dedication , but it can be done.

Relevant: Mentoring junior scientists is an integral part of a scientist’s job; this goal is related to that responsibility.

Time-based: You should expect to reach this goal by the end of the year.

8. Secure Funding for Projects

“I want to obtain funding for three projects within one year. I hope to do this by submitting grant applications to 5 foundations and speaking with 5 potential donors.”

Specific: The individual aims to obtain funding for three projects within a year.

Measurable: Check if the person has submitted grant applications to 5 foundations and spoken with 5 potential donors.

Attainable: It is feasible to secure funding for three projects in one year with the right resources.

Relevant: The SMART goal is appropriate because it addresses an essential requirement in research: securing project funding.

Time-based: Success should be accomplished after one whole year.

9. Become Better at Public Speaking

“I want to become a better public speaker over the following two years. I will attend one conference per year and give a presentation at each conference.”

Specific: The goal lays out what will be done, how it will be accomplished, and the time frame for completion.

Measurable: This can be tracked by attending conferences and giving annual presentations.

Attainable: This is a realistic goal as it is achievable over two years with practice and dedication.

Relevant: Becoming a better public speaker can benefit career advancement and personal development.

Time-based: There’s a two-year window to meet your desired goal.

10. Network to Make Connections

“I’ll try to network and attend conferences related to my field for 7 months. I will build relationships with experts in the industry and look for potential collaborations.”

Specific: The statement is well-defined, outlining the objective and how to attain it.

Measurable: By actively networking , it can be tracked whether or not relationships were established and collaborations explored.

Attainable: This goal is achievable as it will require the scientist to make an effort to network with experts in the same field.

Relevant: This relates to the scientist’s development as it’ll allow them to make valuable connections and work on collaborations.

Time-based: You have a 7-month deadline for networking success.

11. Get Published and Win Awards

“I will publish three research papers in peer-reviewed journals and win one award for outstanding work related to my field within the next 12 months.”

Specific: You know what to do (publish three research papers and win one award) and by when (within 12 months).

Measurable: You could count the number of papers published and the number of awards received.

Attainable: Publishing research papers and winning awards are feasible for a scientist.

Relevant: This SMART statement is related to professional success as a scientist.

Time-based: Goal achievement is expected within the 12 months ahead.

12. Pursue Further Education

“I want to pursue additional educational opportunities related to my field for the 8 months ahead. I will research and apply for online courses or seminars that can help me become a better scientist and leader in the workplace.”

Specific: You aim to pursue additional educational opportunities in your current field.

Measurable: Ensure you research and apply for online courses or seminars during the 8 months.

Attainable: This is reachable because there are many educational opportunities to pursue in any field.

Relevant: The goal is appropriate because it will help you become a better scientist and leader in the workplace .

Time-based: Eight months are required to accomplish this particular goal.

13. Improve Laboratory Safety Procedures

“My aim is to create a comprehensive laboratory safety manual for our research team. I’ll conduct an online search and establish a draft within the next month. Once this has been done, I will solicit feedback from key stakeholders on the manual’s content.”

Specific: This is explicit because it outlines the steps needed to complete the task.

Measurable: Track the timeline of tasks outlined and evaluate feedback from stakeholders on the manual’s content.

Attainable: Given enough time and effort, creating a safety manual within a month is possible.

Relevant: This SMART goal is suitable since laboratory safety is a priority for many research teams.

Time-based: The goal statement should be completed within one month.

Final Thoughts

You must realize that establishing SMART goals is just one part of the process. As a scientist, you must also take action and be accountable for your decisions .

Take the time to review your goals frequently to ensure you’re on track with success in mind. It’s also vital to recognize any milestones during your journey to stay inspired.

From there, you can adjust your goals and continuously strive to improve. The more thoughtful steps you take in the goal-setting process, the more likely you’ll reach them.

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What Are Research Objectives and How to Write Them (with Examples)
Research papers are essential instruments for researchers to effectively communicate their work. Among the many sections that constitute a research paper, the introduction plays a key role in providing a background and setting the context. 1 Research objectives, which define the aims of the study, are usually stated in the introduction. Every ...
How to Write a Research Paper
Understand the assignment. Choose a research paper topic. Conduct preliminary research. Develop a thesis statement. Create a research paper outline. Write a first draft of the research paper. Write the introduction. Write a compelling body of text. Write the conclusion.
Research Objectives
Research objectives describe what your research project intends to accomplish. They should guide every step of the research process, including how you collect data, build your argument, and develop your conclusions. Your research objectives may evolve slightly as your research progresses, but they should always line up with the research carried ...
11.1 The Purpose of Research Writing
Step 4: Organizing Research and the Writer's Ideas. When your research is complete, you will organize your findings and decide which sources to cite in your paper. You will also have an opportunity to evaluate the evidence you have collected and determine whether it supports your thesis, or the focus of your paper.
The Process of Writing a Research Paper
The goal of a research paper is to bring together different views, evidence, and facts about a topic from books, articles, and interviews, then interpret the information into your writing. It's about a relationship between you, other writers, and your teacher/audience.
How to Write Your First Research Paper
The goal of the research context move is to show how your findings fit into the general picture of the current research and how you contribute to the existing knowledge on the topic. This is also the place to discuss any discrepancies and unexpected findings that may otherwise distort the general picture of your paper.
Genre and the Research Paper
The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers. Two major types of research papers.
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 ...
Writing a Research Paper Introduction
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.
Writing a Research Paper
The most common type of writing you will do for your courses is the research paper. In a research paper, your writing will be based on the research, ideas, and findings of experts in the field and research studies that have been conducted. A research paper can be a challenging project. Having a plan can help you to execute the project ...
14.1: The Purpose of Research Writing
Writing a research paper is an ideal way to organize thoughts, craft narratives or make arguments based on research, and share your newfound knowledge with the world. Writing at Work. Knowing how to write a good research paper is a valuable skill that will serve you well throughout your career. Whether you are developing a new product, studying ...
Aims and Objectives
Summary. One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and ...
How to Write a Research Paper
By refining your focus, you can produce a thoughtful and engaging paper that effectively communicates your ideas to your readers. 5. Write a thesis statement. A thesis statement is a one-to-two-sentence summary of your research paper's main argument or direction.
Research Questions, Objectives & Aims (+ Examples)
The golden thread simply refers to the collective research aims, research objectives, and research questions for any given project (i.e., a dissertation, thesis, or research paper). These three elements are bundled together because it's extremely important that they align with each other, and that the entire research project aligns with them.
How to Read a Research Paper
The first pass — is a quick scan to capture a high-level view of the paper. Read the title, abstract, and introduction carefully followed by the headings of the sections and subsections and lastly the conclusion. It should take you no more than 5-10 mins to figure out if you want to move to the second pass.
Academic Guides: Writing a Paper: How to Set a Writing Goal
Let's start with what a writing goal is. A writing goal is an objective you set to build on and enhance a particular skill or set of skills that influence your writing. Writing goals, in this regard, are about identifying skills in your writing or patterns in your writing process that need growth and development.
What is the Purpose of a Research Paper?
The True Purpose in Research Paper Writing. The truth is, you won't get past post-secondary education, unless you are able to complete this type of tasks. This is because research papers help your teachers and professors better understand your ability to find information, understand it and re-state the material in a comprehensible manner.
Why written objectives need to be really SMART
15 The SMART-goal model, which assesses the Specific, Measurable, Achievable, Realistic, and Timed aspects of goals, is a widely used framework for goal setting in both research and clinical ...
How to Write a Research Paper Introduction (with Examples)
Define your specific research problem and problem statement. Highlight the novelty and contributions of the study. Give an overview of the paper's structure. The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper.
(PDF) Goal-Setting
Goal setting is an "open" theory built on inductive findings from empirical research. The present paper briefly summarizes this theory. ... Potential directions for research on goal setting in the ...
The Neuroscience of Goals and Behavior Change
Abstract. The ways that people set, pursue, and eventually succeed or fail in accomplishing their goals are central issues for consulting psychology. Goals and behavior change have long been the subject of empirical investigation in psychology, and have been adopted with enthusiasm by the cognitive and social neurosciences in the last few decades.
13 Examples of SMART Goals for Scientists
Attainable: Publishing research papers and winning awards are feasible for a scientist. Relevant: This SMART statement is related to professional success as a scientist. ... This SMART goal is suitable since laboratory safety is a priority for many research teams. Time-based: The goal statement should be completed within one month. Final Thoughts.

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14.1: The Purpose of Research Writing

Introduction

Reasons for Research

Writing at Work

Steps of the Research Writing Process

Step 1: Choosing a Topic

Step 2: Planning and Scheduling

Step 3: Conducting Research

Step 4: Organizing Research and the Writer’s Ideas

Step 5: Drafting Your Paper

Step 6: Revising and Editing Your Paper

key takeaways

Introduction

What Are Aims and Objectives?

Example of a Research Aim

Research Objectives

Example of a Research Objective

Restructuring Research Objectives as Research Questions

Difference Between Aims and Objectives