example research paper chapter 1

What’s Included: Research Paper Template

If you’re preparing to write an academic research paper, our free research paper template is the perfect starting point. In the template, we cover every section step by step, with clear, straightforward explanations and examples .

The template’s structure is based on the tried and trusted best-practice format for formal academic research papers. The template structure reflects the overall research process, ensuring your paper will have a smooth, logical flow from chapter to chapter.

The research paper template covers the following core sections:

• The title page/cover page
• Abstract (sometimes also called the executive summary)
• Section 1: Introduction 
• Section 2: Literature review 
• Section 3: Methodology
• Section 4: Findings /results
• Section 5: Discussion
• Section 6: Conclusion
• Reference list

Each section is explained in plain, straightforward language , followed by an overview of the key elements that you need to cover within each section. We’ve also included links to free resources to help you understand how to write each section.

The cleanly formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

FAQs: Research Paper Template

What format is the template (doc, pdf, ppt, etc.).

The research paper template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of research papers can this template be used for?

The template follows the standard best-practice structure for formal academic research papers, so it is suitable for the vast majority of degrees, particularly those within the sciences.

Some universities may have some additional requirements, but these are typically minor, with the core structure remaining the same. Therefore, it’s always a good idea to double-check your university’s requirements before you finalise your structure.

Is this template for an undergrad, Masters or PhD-level research paper?

This template can be used for a research paper at any level of study. It may be slight overkill for an undergraduate-level study, but it certainly won’t be missing anything.

How long should my research paper be?

This depends entirely on your university’s specific requirements, so it’s best to check with them. We include generic word count ranges for each section within the template, but these are purely indicative. 

What about the research proposal?

If you’re still working on your research proposal, we’ve got a template for that here .

We’ve also got loads of proposal-related guides and videos over on the Grad Coach blog .

How do I write a literature review?

We have a wealth of free resources on the Grad Coach Blog that unpack how to write a literature review from scratch. You can check out the literature review section of the blog here.

How do I create a research methodology?

We have a wealth of free resources on the Grad Coach Blog that unpack research methodology, both qualitative and quantitative. You can check out the methodology section of the blog here.

Can I share this research paper template with my friends/colleagues?

Yes, you’re welcome to share this template. If you want to post about it on your blog or social media, all we ask is that you reference this page as your source.

Can Grad Coach help me with my research paper?

Within the template, you’ll find plain-language explanations of each section, which should give you a fair amount of guidance. However, you’re also welcome to consider our private coaching services .

Chapter 1 Research Papers: Titles and Abstracts

• First Online: 17 July 2020

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• Adrian Wallwork 3 &
• Anna Southern 3  

Part of the book series: English for Academic Research ((EAR))

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1 Whole paper: Concentrate above all on readability; grammar is generally less important.

mistake I have surveyed thousands of PhD students about what they consider to be the fundamentals of writing research papers in English. While some recognize that readability should be prioritized (i.e. minimizing long sentences and redundancy), most tend to focus on grammar and vocabulary. Few mention conciseness and even fewer mention ambiguity. In my opinion, it is a mistake to think that good grammar and appropriate vocabulary are the key to a good paper. There are other elements, including the ones listed below, that are much more likely to determine whether your paper will be accepted for publication, and which have a big impact on what a reviewer might refer to as ‘poor English’. This whole book is designed to help you understand what areas you should really be concentrating on.

Always think about the referee and the reader. Your aim is to have your paper published. You will increase your chances of acceptance of your manuscript if referees and journal editors (i) find your paper easy to read; (ii) understand what gap you filled and how your findings differ from the literature. You need to meet their expectations with regard to how your content is organized. This is achieved by writing clearly and concisely, and by carefully structuring not only each section, but also each paragraph and each sentence.

In your own native language, you may be more accustomed to write from your own perspective, rather than the reader’s perspective. To write well in English, it may help you to imagine that you are the reader rather than the author. This entails constantly thinking how easily a reader will be able to assimilate what you the author are telling them.

Write concisely with no redundancy and no ambiguity, and you will make fewer mistakes in your English. The more you write, the more mistakes in English you will make. If you avoid redundant words and phrases you will significantly increase the readability of your paper.

Read other papers, learn the standard phrases, use these papers as a model. You will improve your command of English considerably by reading lots of other papers in your field. You can underline or note down the typical phrases that they use to express the various language functions (e.g. outlining aims, reviewing the literature, highlighting their findings) that you too will need in your paper. You can also note down how they structure their paper and then use their paper as a template (i.e. a model) for your own.

If your paper is relatively easy to read and each sentence adds value for the reader, then you are much more likely to be cited in other people’s work. If you are cited, then your work as an academic will become more rewarding - people will contact you and want to work with you.

More details about readability and being concise can be found in Sections 31 - 56 .

2 Titles: Ensure your title as specific as possible. Delete unnecessary words.

mistake Titles are often written without too much thought. The result is vague titles that don’t give much information to the reader, and consequently dramatically decrease the chances of your paper being read. A paper might be rejected simply because the title and the content of the paper do not match. The title is the first thing that reviewers read, so you don’t want to mislead them. In fact the title tends to be the benchmark against which reviewers assess the content of the paper.

Example 1: The first 3-4 words of all these titles give no information. By deleting these no-info words, the key words (ABC and XYZ) are shifted to the beginning of the title.

Example 2: as a tool to could simply be replaced with to . In the YES example, the title has been reformulated into a statement / conclusion. This can be a really effective way to tell readers what your main finding is. But check other titles in your journal to see whether such statements are used by other authors (some editors don’t like this style).

Example 3: The NO example seems specific, but it isn’t. It doesn’t say how it affects quality and storage.

solution Before you write your title, make a list of all the key words associated with your paper and your key findings (i.e. what makes your research unique). Put these key words and findings in order of priority. Now try to put the most important key word(s) as close as possible to the beginning of the title. Next ensure that the resulting title contains a definite and concise indication of what is written in the paper itself and somehow includes your key finding. Consider avoiding acronyms and abbreviations ( Se = selenium, but Google Scholar and other indexes may not know this).

impact The title should contain as many key words as possible to help both the reader and search engines identify the key concepts. By including, if you can, your key finding(s) in your title you will have created a mini abstract that helps the reader to understand the importance of your paper.

You may find the following books helpful when writing a research paper:

English for Writing Research Papers

https://www.springer.com/gp/book/9783319260921

English for Academic Research: Writing Exercises

https://www.springer.com/gp/book/9781461442974

English for Academic Research: Grammar Exercises

https://www.springer.com/gp/book/9781461442882

English for Academic Research: Vocabulary Exercises

https://www.springer.com/gp/book/9781461442677

3 Titles: Avoid ‘clever’ titles.

Example 1: The NO example is correct, but the first words don’t really give an idea of what the paper is about. Moreover, no search engine is going to be looking for ‘hidden world’ as a key word. If you really want to use such a device, then put it at the end of the title. This creates a two-part title (second YES example) using a colon in the middle. This is a very useful means to shift key information to the beginning, but still retain a more fun or colloquial tone.

Example 2: The NO example is not a great title: i) it begins with a generic expression ( first insights ) and the second part contains a vocabulary mistake (it should be witch’s not wizard’s ) and what does a chance to explore mean? Making mistakes with vocabulary is typical when you try to write a non-technical title. The result is that you give readers an initial bad impression, which may discourage them from reading the rest of the paper. And how many non-natives are going to know what a witch’s cauldron is?

solution and impact Show your title to as many of your colleagues as you can. Ask them if they can improve it by making it more specific and so that it will immediately make sense to the editor and reviewers. Note: If you are particularly pleased with your title because to you it sounds clever or witty, consider rewriting or at least check that other people agree with you!

4 Abstracts: Be concise - especially in the first sentence.

mistake The style of an abstract likely reflects the style of the whole paper. Readers may find the NO! style confusing and thus the essence of the meaning is lost. They may also think that if the abstract is full of redundant words, then the rest of the paper is likely to be full of redundancy too. Readers may thus decide not to read the paper.

solution Only provide the reader with what is strictly necessary. Reducing the number of words will also help you meet the word count set by the journal (i.e. the maximum number of words that you can use in an abstract).

impact The YES! version is more concise, dramatic and memorable, but with no loss of information. It contains 30% fewer words - this will enable you to i) respect the journal’s word count requirements of the abstract; ii) free up more space for providing extra details. You want your Abstract to seem professional. If the English is poor and there is much redundancy the reader may see this as a sign of unclear thinking (as well as unclear English) and may then even doubt the whole research method.

5 Abstracts: Don’t begin the abstract with non key words.

mistake The first line of the abstract is likely to be the first sentence of your paper that the reader will read. If they see a series of words (in italics in the NO! example) that give no indication as to what you did and found in your research, they may stop reading.

solution Shift key words/info to the beginning. Reduce the number of non-key words, i.e. words that do not add value for the reader

impact If the reader sees the key words and key concepts immediately, they will be encouraged to read the rest of the Abstract, and hopefully the rest of the paper.

6 Abstracts: Make it clear why the purpose of your investigation is important.

mistake In the NO example the reader is told the purpose of the research, but not the reason why this purpose is important.

solution Don’t just tell the readers what you did, but also why you did it. Do this within the first three sentences of the abstract. Keep the sentences short - this will help to highlight the importance of what your research involves.

impact If you tell your readers near the beginning of the abstract why you carried out your research, they are more likely to continue reading. If you just give them background info or make them wait too long before they discover the rationale underlying your research objectives, readers may simply stop reading.

7 Abstracts: Clearly differentiate between the state-of-the-art and what you did in your research.

mistake In the abstract above, the authors were trying to describe their own work, i.e. what they did during their research. However, their style is confusing. In fact, in the NO version, the reader cannot be clear whether the authors are talking about their work or another author’s work. This is because they use the passive form, and they use the present tense indifferently whether they are talking about their work or other people’s work. By convention the past simple rather than the present simple is used to indicate what you did (as opposed to what is already known - present tense).

solution If your journal allows, use the personal form we . You can use it in combination with phrases such as in this work / paper / study , and this work / paper / study shows that ... Use the past simple ( were calculated , rather than the present is calculated or the present prefect has been calculated ) to indicate what you did.

There are two solutions shown in the YES column. The first YES solution is written in a personal style using we and the verbs that describe what the authors did are in the past form. The reader is thus certain that the authors are talking about their work.

The second YES solution is written in an impersonal style using the passive form. However, it is still relatively clear when the authors are talking about their work (they use the past tense) and when they are talking about other researchers (they use the present tense, e.g. CFD transient analyses which are commonly used in analysing racist statements).

impact If it is clear to the reader what your particular contribution is, he/she is more likely to continue reading the paper. This factor is even more important for the reviewers of your paper. If they don’t understand what you did and how you are filling the gap in the state of the art, then they will be less inclined to recommend your paper for publication.

8 Structured Abstracts - Background: Be careful of tense usage.

mistake This section is entitled Background, so you are not talking about what you did in your research, but about the state of the art, i.e. what we know at the moment. Thus ’has proved’ indicates the situation until now, whereas the past tense ( showed ) would imply that you made this discovery. Likewise, aging resulted implies that you are talking about your work, whereas leads to means that you are talking in general, i.e. what is already known. On the other hand has never been is correct because it means from the past until now, and it implies that in this paper this topic will be investigated for the first time.

solution For details on tense usage in Abstracts and background information see:

impact If you use the correct tenses, readers will not be confused between what other researchers have done and what you did.

9 Abstracts: When writing a single paragraph, write it like a ’structured abstract’.

mistake One of the biggest mistakes in writing an abstract is to forget that the abstract is a summary of the entire paper. The NO! example is little more than an introduction to the topic with some results. The author has forgotten to mention the methods, limitations and implications. Note however that not all journals require you to mention the limitations and implications in your abstract.

solution To avoid this problem, imagine that you are writing a structured abstract. If you answer the questions / headings typically used in a structured abstract, then you will remember to include everything. You will then produce an abstract like the YES example in the left-hand column.

example of structured abstract

Summary answer : CC therapy can... Furthermore,....

What is known already : CC treatment has been shown to....

Study design, size, duration : This was a randomized cross-over double blind controlled study (RCT) using...

Participants/materials, setting, methods : 21 out of the 24 enrolled men concluded the study. Inclusion criteria were:...

Main results and the role of chance : We observed that....

Limitations, reasons for caution : This study is the first to... However,...

Wider implications of the findings : CC is able to increase T production and should be considered as...

impact Readers read an abstract to understand what the whole paper is about. By using a structured abstract as a template you will provide readers and reviewers with all the standard information that is required.

10 Abstract and Introduction: Avoid the word ’attempt’ and avoid making bold statements beginning with ’this is the first …".

mistake The word attempt is a little misleading - it suggests that you tried to do something but doesn’t tell the reader whether you actually succeeded or not.

Saying this is the first time … may be dangerous because you can rarely be 100% sure that you are the first to do something.

solution Remove attempt . Precede this is the first time with one of the following: to the best of our knowledge … we believe that … as far as we are aware …

impact By removing attempt you clarify for the reader that you succeeded in your task. By adding to the best of our knowledge you protect yourself from possible criticism by the reviewers that in reality this is not the first time. If your overall tone is confident but not arrogant, you will gain the trust of your readers.

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Wallwork, A., Southern, A. (2020). Chapter 1 Research Papers: Titles and Abstracts. In: 100 Tips to Avoid Mistakes in Academic Writing and Presenting. English for Academic Research. Springer, Cham. https://doi.org/10.1007/978-3-030-44214-9_1

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How to write Chapter 1: Introduction

How to write Introduction Chapter for Project Proposal (CP 3005)

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Research proposal outline

JONATHAN N G U G I KN

Title  A concise statement of the main topic and should identify the variables  Should be a reflection of the contents of the document  Fully explanatory when standing alone  Should not contain redundancies such as 'a study of … or an investigation of …  Abbreviations should not appear in the title  Scientific names should be in italics should contain not more than 23 words ii) Author's name and affiliation  Avoid the use of the words like 'By….from….  Preferred order of names is to start with first, middle then the last name  Full names should be used, initials should be avoided  Titles like Dr. should not appear in the names iii) Affiliation  The affiliation should be well illustrated i.e. A thesis / proposal submitted to the department of …. In the school of …. In the partial fulfillment of the requirements for the award of the degree of ….. of Kenyatta University  The month and the year should follow at the bottom of the caption Note: for the proposals (spiral bound) the cover should include the title, author and the affiliation (all in one page) and centered B) DECLARATION  It should include both the candidate's and the supervisor's declaration and duly signed This proposal / thesis is my original work and has not been presented for a degree in any other University …………………………………… …………………………….

Robertus Willy

Langley, BC: Trinity Western University. …

Paul T P Wong

Parlindungan Pardede

abdul rahim

Holuphumiee Adegbaju

tinuade adeola

Education India: A Quarterly Refereed Journal of Dialogues on Education

Shubham kumar Sanu , Vishwa Raj Sharma , Dr Mukesh Kumar , Smriti Shreya

Writing a research proposal for an early career researcher is one of the toughest part of research work. A research proposal is a blueprint to conduct research work and a well-structured proposal provides smooth functioning for the proposed research. Generally, young researchers face various types of problem in structuring a good research proposal in absence of proper guidelines, steps and strategies. This paper aims to provide a general guideline to the students and researchers to develop a wellstructured research proposal for the purpose of PhD/dissertation/research projects, etc. The concept and significance of a research proposal, how to start research work, the process of producing and appropriate sections for a good research proposal has been discussed in great detail.

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Home » Chapter Summary & Overview – Writing Guide and Examples

Chapter Summary & Overview – Writing Guide and Examples

Table of Contents

Chapter Summary

Chapter summary is a brief overview of the key points or events covered in a specific chapter of a book, academic paper, or other written work. It typically includes a concise description of the main ideas, arguments, or themes explored in the chapter, as well as any important supporting details or evidence .

Chapter summaries are often used as study aids, providing readers with a quick way to review and understand the content of a particular section of a longer work. They may also be included as part of a book’s table of contents or used as a promotional tool to entice potential readers.

How to Write Chapter Summary

Writing a chapter summary involves condensing the content of a chapter into a shorter, more concise form while still retaining its essential meaning. Here are some steps to help you write a chapter summary:

• Read the chapter carefully: Before summarizing a chapter, it is important to read it thoroughly to ensure that you understand the main ideas and points being made.
• Identify the main ideas: Identify the main ideas and arguments that the chapter is presenting. These may be explicit, or they may be implicit and require some interpretation on your part.
• Make notes: Take notes while reading to help you keep track of the main ideas and arguments. Write down key phrases, important quotes, and any examples or evidence that support the main points.
• Create an outline : Once you have identified the main ideas and arguments, create an outline for your summary. This will help you organize your thoughts and ensure that you include all the important points.
• Write the summary : Using your notes and outline, write a summary of the chapter. Start with a brief introduction that provides context for the chapter, then summarize the main ideas and arguments, and end with a conclusion that ties everything together.
• Edit and revise: After you have written the summary, review it carefully to ensure that it is accurate and concise. Make any necessary edits or revisions to improve the clarity and readability of the summary.
• Check for plagiarism : Finally, check your summary for plagiarism. Make sure that you have not copied any content directly from the chapter without proper citation.

Chapter Summary in Research Paper

In a Research Paper , a Chapter Summary is a brief description of the main points or findings covered in a particular chapter. The summary is typically included at the beginning or end of each chapter and serves as a guide for the reader to quickly understand the content of that chapter.

Here is an example of a chapter summary from a research paper on climate change:

Chapter 2: The Science of Climate Change

In this chapter, we provide an overview of the scientific consensus on climate change. We begin by discussing the greenhouse effect and the role of greenhouse gases in trapping heat in the atmosphere. We then review the evidence for climate change, including temperature records, sea level rise, and changes in the behavior of plants and animals. Finally, we examine the potential impacts of climate change on human society and the natural world. Overall, this chapter provides a foundation for understanding the scientific basis for climate change and the urgency of taking action to address this global challenge.

Chapter Summary in Thesis

In a Thesis , the Chapter Summary is a section that provides a brief overview of the main points covered in each chapter of the thesis. It is usually included at the beginning or end of each chapter and is intended to help the reader understand the key concepts and ideas presented in the chapter.

For example, in a thesis on computer science field, a chapter summary for a chapter on “Machine Learning Algorithms” might include:

Chapter 3: Machine Learning Algorithms

This chapter explores the use of machine learning algorithms in solving complex problems in computer science. We begin by discussing the basics of machine learning, including supervised and unsupervised learning, as well as different types of algorithms such as decision trees, neural networks, and support vector machines. We then present a case study on the application of machine learning algorithms in image recognition, demonstrating how these algorithms can improve accuracy and reduce error rates. Finally, we discuss the limitations and challenges of using machine learning algorithms, including issues of bias and overfitting. Overall, this chapter highlights the potential of machine learning algorithms to revolutionize the field of computer science and drive innovation in a wide range of industries.

Examples of Chapter Summary

Some Examples of Chapter Summary are as follows:

Research Title: “The Impact of Social Media on Mental Health: A Review of the Literature”

Chapter Summary:

Chapter 1: Introduction

This chapter provides an overview of the research problem, which is the impact of social media on mental health. It presents the purpose of the study, the research questions, and the methodology used to conduct the research.

Research Title : “The Effects of Exercise on Cognitive Functioning in Older Adults: A Meta-Analysis”

Chapter 2: Literature Review

This chapter reviews the existing literature on the effects of exercise on cognitive functioning in older adults. It provides an overview of the theoretical framework and previous research findings related to the topic. The chapter concludes with a summary of the research gaps and limitations.

Research Title: “The Role of Emotional Intelligence in Leadership Effectiveness: A Case Study of Successful Business Leaders”

Chapter 3: Methodology

This chapter presents the research methodology used in the study, which is a case study approach. It describes the selection criteria for the participants and the data collection methods used. The chapter also provides a detailed explanation of the data analysis techniques used in the study.

Research Title: “Factors Influencing Employee Engagement in the Workplace: A Systematic Review”

Chapter 4: Results and Discussion

This chapter presents the findings of the systematic review on the factors influencing employee engagement in the workplace. It provides a detailed analysis of the results, including the strengths and limitations of the studies reviewed. The chapter also discusses the implications of the findings for practice and future research.

Purpose of Chapter Summary

Some Purposes of the Chapter Summary are as follows:

• Comprehension : A chapter summary can help readers understand the main points of a chapter or book. It can help readers remember important details, keep track of the plot or argument, and connect the key ideas.
• Review : A chapter summary can be a useful tool for reviewing the material covered in a chapter. It can help readers review the content quickly and efficiently, and it can also serve as a reference for future study.
• Study aid: A chapter summary can be used as a study aid, especially for students who are preparing for exams or writing papers. It can help students organize their thoughts and focus on the most important information.
• Teaching tool: A chapter summary can be a useful teaching tool for educators. It can help teachers introduce key concepts and ideas, facilitate class discussion, and assess student understanding.
• Communication : A chapter summary can be used as a way to communicate the main ideas of a chapter or book to others. It can be used in presentations, reports, and other forms of communication to convey important information quickly and concisely.
• Time-saving : A chapter summary can save time for busy readers who may not have the time to read an entire book or chapter in detail. By providing a brief overview of the main points, a chapter summary can help readers determine whether a book or chapter is worth further reading.
• Accessibility : A chapter summary can make complex or technical information more accessible to a wider audience. It can help break down complex ideas into simpler terms and provide a clear and concise explanation of key concepts.
• Analysis : A chapter summary can be used as a starting point for analysis and discussion. It can help readers identify themes, motifs, and other literary devices used in the chapter or book, and it can serve as a jumping-off point for further analysis.
• Personal growth : A chapter summary can be used for personal growth and development. It can help readers gain new insights, learn new skills, and develop a deeper understanding of the world around them.

When to Write Chapter Summary

Chapter summaries are usually written after you have finished reading a chapter or a book. Writing a chapter summary can be useful for several reasons, including:

• Retention : Summarizing a chapter helps you to better retain the information you have read.
• Studying : Chapter summaries can be a useful study tool when preparing for exams or writing papers.
• Review : When you need to review a book or chapter quickly, a summary can help you to refresh your memory.
• Analysis : Summarizing a chapter can help you to identify the main themes and ideas of a book, which can be useful when analyzing it.

Advantages of Chapter Summary

Chapter summaries have several advantages:

• Helps with retention : Summarizing the key points of a chapter can help you remember important information better. By condensing the information, you can identify the main ideas and focus on the most relevant points.
• Saves time : Instead of re-reading the entire chapter when you need to review information, a summary can help you quickly refresh your memory. It can also save time during note-taking and studying.
• Provides an overview : A summary can give you a quick overview of the chapter’s content and help you identify the main themes and ideas. This can help you understand the broader context of the material.
• Helps with comprehension : Summarizing the content of a chapter can help you better understand the material. It can also help you identify any areas where you might need more clarification or further study.
• Useful for review: Chapter summaries can be a useful review tool before exams or when writing papers. They can help you organize your thoughts and review key concepts and ideas.
• Facilitates discussion: When working in a group, chapter summaries can help facilitate discussion and ensure that everyone is on the same page. It can also help to identify areas of confusion or disagreement.
• Supports active reading : Creating a summary requires active reading, which means that you are engaging with the material and thinking critically about it. This can help you develop stronger reading and critical thinking skills.
• Enables comparison : When reading multiple sources on a topic, creating summaries of each chapter can help you compare and contrast the information presented. This can help you identify differences and similarities in the arguments and ideas presented.
• Helpful for long texts: In longer books or texts, chapter summaries can be especially helpful. They can help you break down the material into manageable chunks and make it easier to digest.

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How to Create a Structured Research Paper Outline | Example

Published on August 7, 2022 by Courtney Gahan . Revised on August 15, 2023.

A research paper outline is a useful tool to aid in the writing process , providing a structure to follow with all information to be included in the paper clearly organized.

A quality outline can make writing your research paper more efficient by helping to:

• Organize your thoughts
• Understand the flow of information and how ideas are related
• Ensure nothing is forgotten

A research paper outline can also give your teacher an early idea of the final product.

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Research paper outline example, how to write a research paper outline, formatting your research paper outline, language in research paper outlines.

• Definition of measles
• Rise in cases in recent years in places the disease was previously eliminated or had very low rates of infection
• Figures: Number of cases per year on average, number in recent years. Relate to immunization
• Symptoms and timeframes of disease
• Risk of fatality, including statistics
• How measles is spread
• Immunization procedures in different regions
• Different regions, focusing on the arguments from those against immunization
• Immunization figures in affected regions
• High number of cases in non-immunizing regions
• Illnesses that can result from measles virus
• Fatal cases of other illnesses after patient contracted measles
• Summary of arguments of different groups
• Summary of figures and relationship with recent immunization debate
• Which side of the argument appears to be correct?

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Follow these steps to start your research paper outline:

• Decide on the subject of the paper
• Write down all the ideas you want to include or discuss
• Organize related ideas into sub-groups
• Arrange your ideas into a hierarchy: What should the reader learn first? What is most important? Which idea will help end your paper most effectively?
• Create headings and subheadings that are effective
• Format the outline in either alphanumeric, full-sentence or decimal format

There are three different kinds of research paper outline: alphanumeric, full-sentence and decimal outlines. The differences relate to formatting and style of writing.

• Alphanumeric
• Full-sentence

An alphanumeric outline is most commonly used. It uses Roman numerals, capitalized letters, arabic numerals, lowercase letters to organize the flow of information. Text is written with short notes rather than full sentences.

• Sub-point of sub-point 1

Essentially the same as the alphanumeric outline, but with the text written in full sentences rather than short points.

• Additional sub-point to conclude discussion of point of evidence introduced in point A

A decimal outline is similar in format to the alphanumeric outline, but with a different numbering system: 1, 1.1, 1.2, etc. Text is written as short notes rather than full sentences.

• 1.1.1 Sub-point of first point
• 1.1.2 Sub-point of first point
• 1.2 Second point

To write an effective research paper outline, it is important to pay attention to language. This is especially important if it is one you will show to your teacher or be assessed on.

There are four main considerations: parallelism, coordination, subordination and division.

Parallelism: Be consistent with grammatical form

Parallel structure or parallelism is the repetition of a particular grammatical form within a sentence, or in this case, between points and sub-points. This simply means that if the first point is a verb , the sub-point should also be a verb.

Example of parallelism:

• Include different regions, focusing on the different arguments from those against immunization

Coordination: Be aware of each point’s weight

Your chosen subheadings should hold the same significance as each other, as should all first sub-points, secondary sub-points, and so on.

Example of coordination:

• Include immunization figures in affected regions
• Illnesses that can result from the measles virus

Subordination: Work from general to specific

Subordination refers to the separation of general points from specific. Your main headings should be quite general, and each level of sub-point should become more specific.

Example of subordination:

Division: break information into sub-points.

Your headings should be divided into two or more subsections. There is no limit to how many subsections you can include under each heading, but keep in mind that the information will be structured into a paragraph during the writing stage, so you should not go overboard with the number of sub-points.

Ready to start writing or looking for guidance on a different step in the process? Read our step-by-step guide on how to write a research paper .

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• Chapter 1: Home
• Narrowing Your Topic
• Problem Statement
• Purpose Statement

Defining The Conceptual Framework

Making a conceptual framework, conceptual framework for dmft students, conceptual framework guide, example frameworks, additional framework resources.

• Student Experience Feedback Buttons
• Theoretical Framework
• Quantitative Research Questions This link opens in a new window
• Qualitative Research Questions This link opens in a new window
• Qualitative & Quantitative Research Support with the ASC This link opens in a new window
• Library Research Consultations This link opens in a new window

What is it?

• The researcher’s understanding/hypothesis/exploration of either an existing framework/model or how existing concepts come together to inform a particular problem. Shows the reader how different elements come together to facilitate research and a clear understanding of results.
• Informs the research questions/methodology (problem statement drives framework drives RQs drives methodology)
• A tool (linked concepts) to help facilitate the understanding of the relationship among concepts or variables in relation to the real-world. Each concept is linked to frame the project in question.
• Falls inside of a larger theoretical framework (theoretical framework = explains the why and how of a particular phenomenon within a particular body of literature).
• Can be a graphic or a narrative – but should always be explained and cited
• Can be made up of theories and concepts

What does it do?

• Explains or predicts the way key concepts/variables will come together to inform the problem/phenomenon
• Gives the study direction/parameters
• Helps the researcher organize ideas and clarify concepts
• Introduces your research and how it will advance your field of practice. A conceptual framework should include concepts applicable to the field of study. These can be in the field or neighboring fields – as long as important details are captured and the framework is relevant to the problem. (alignment)

What should be in it?

• Variables, concepts, theories, and/or parts of other existing frameworks

How to make a conceptual framework

• With a topic in mind, go to the body of literature and start identifying the key concepts used by other studies. Figure out what’s been done by other researchers, and what needs to be done (either find a specific call to action outlined in the literature or make sure your proposed problem has yet to be studied in your specific setting). Use what you find needs to be done to either support a pre-identified problem or craft a general problem for study. Only rely on scholarly sources for this part of your research.
• Begin to pull out variables, concepts, theories, and existing frameworks explained in the relevant literature.
• If you’re building a framework, start thinking about how some of those variables, concepts, theories, and facets of existing frameworks come together to shape your problem. The problem could be a situational condition that requires a scholar-practitioner approach, the result of a practical need, or an opportunity to further an applicational study, project, or research. Remember, if the answer to your specific problem exists, you don’t need to conduct the study.
• The actionable research you’d like to conduct will help shape what you include in your framework. Sketch the flow of your Applied Doctoral Project from start to finish and decide which variables are truly the best fit for your research.
• Create a graphic representation of your framework (this part is optional, but often helps readers understand the flow of your research) Even if you do a graphic, first write out how the variables could influence your Applied Doctoral Project and introduce your methodology. Remember to use APA formatting in separating the sections of your framework to create a clear understanding of the framework for your reader.
• As you move through your study, you may need to revise your framework.
• Note for qualitative/quantitative research: If doing qualitative, make sure your framework doesn’t include arrow lines, which could imply causal or correlational linkages.
• Conceptural and Theoretical Framework for DMFT Students This document is specific to DMFT students working on a conceptual or theoretical framework for their applied project.
• Conceptual Framework Guide Use this guide to determine the guiding framework for your applied dissertation research.

Let’s say I’ve just taken a job as manager of a failing restaurant. Throughout the first week, I notice the few customers they have are leaving unsatisfied. I need to figure out why and turn the establishment into a thriving restaurant. I get permission from the owner to do a study to figure out exactly what we need to do to raise levels of customer satisfaction. Since I have a specific problem and want to make sure my research produces valid results, I go to the literature to find out what others are finding about customer satisfaction in the food service industry. This particular restaurant is vegan focused – and my search of the literature doesn’t say anything specific about how to increase customer service in a vegan atmosphere, so I know this research needs to be done.

I find out there are different types of satisfaction across other genres of the food service industry, and the one I’m interested in is cumulative customer satisfaction. I then decide based on what I’m seeing in the literature that my definition of customer satisfaction is the way perception, evaluation, and psychological reaction to perception and evaluation of both tangible and intangible elements of the dining experience come together to inform customer expectations. Essentially, customer expectations inform customer satisfaction.

I then find across the literature many variables could be significant in determining customer satisfaction. Because the following keep appearing, they are the ones I choose to include in my framework: price, service, branding (branched out to include physical environment and promotion), and taste. I also learn by reading the literature, satisfaction can vary between genders – so I want to make sure to also collect demographic information in my survey. Gender, age, profession, and number of children are a few demographic variables I understand would be helpful to include based on my extensive literature review.

Note: this is a quantitative study. I’m including all variables in this study, and the variables I am testing are my independent variables. Here I’m working to see how each of the independent variables influences (or not) my dependent variable, customer satisfaction. If you are interested in qualitative study, read on for an example of how to make the same framework qualitative in nature.

Also note: when you create your framework, you’ll need to cite each facet of your framework. Tell the reader where you got everything you’re including. Not only is it in compliance with APA formatting, but also it raises your credibility as a researcher. Once you’ve built the narrative around your framework, you may also want to create a visual for your reader.

See below for one example of how to illustrate your framework:

If you’re interested in a qualitative study, be sure to omit arrows and other notations inferring statistical analysis. The only time it would be inappropriate to include a framework in qualitative study is in a grounded theory study, which is not something you’ll do in an applied doctoral study.

A visual example of a qualitative framework is below:

Some additional helpful resources in constructing a conceptual framework for study:

• Problem Statement, Conceptual Framework, and Research Question. McGaghie, W. C.; Bordage, G.; and J. A. Shea (2001). Problem Statement, Conceptual Framework, and Research Question. Retrieved on January 5, 2015 from http://goo.gl/qLIUFg
• Building a Conceptual Framework: Philosophy, Definitions, and Procedure
• https://www.scribbr.com/dissertation/conceptual-framework/
• https://www.projectguru.in/developing-conceptual-framework-in-a-research-paper/

Conceptual Framework Research

A conceptual framework is a synthetization of interrelated components and variables which help in solving a real-world problem. It is the final lens used for viewing the deductive resolution of an identified issue (Imenda, 2014). The development of a conceptual framework begins with a deductive assumption that a problem exists, and the application of processes, procedures, functional approach, models, or theory may be used for problem resolution (Zackoff et al., 2019). The application of theory in traditional theoretical research is to understand, explain, and predict phenomena (Swanson, 2013). In applied research the application of theory in problem solving focuses on how theory in conjunction with practice (applied action) and procedures (functional approach) frames vision, thinking, and action towards problem resolution. The inclusion of theory in a conceptual framework is not focused on validation or devaluation of applied theories. A concise way of viewing the conceptual framework is a list of understood fact-based conditions that presents the researcher’s prescribed thinking for solving the identified problem. These conditions provide a methodological rationale of interrelated ideas and approaches for beginning, executing, and defining the outcome of problem resolution efforts (Leshem & Trafford, 2007).

The term conceptual framework and theoretical framework are often and erroneously used interchangeably (Grant & Osanloo, 2014). Just as with traditional research, a theory does not or cannot be expected to explain all phenomenal conditions, a conceptual framework is not a random identification of disparate ideas meant to incase a problem. Instead it is a means of identifying and constructing for the researcher and reader alike an epistemological mindset and a functional worldview approach to the identified problem.

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your “House. ” Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26

Imenda, S. (2014). Is There a Conceptual Difference between Theoretical and Conceptual Frameworks? Sosyal Bilimler Dergisi/Journal of Social Sciences, 38(2), 185.

Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education & Teaching International, 44(1), 93–105. https://doi-org.proxy1.ncu.edu/10.1080/14703290601081407

Swanson, R. (2013). Theory building in applied disciplines . San Francisco: Berrett-Koehler Publishers.

Zackoff, M. W., Real, F. J., Klein, M. D., Abramson, E. L., Li, S.-T. T., & Gusic, M. E. (2019). Enhancing Educational Scholarship Through Conceptual Frameworks: A Challenge and Roadmap for Medical Educators . Academic Pediatrics, 19(2), 135–141. https://doi-org.proxy1.ncu.edu/10.1016/j.acap.2018.08.003

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