Requirements for Writing a Research Paper

This article distinguishes between the different types of academic research papers as well as the different forms of style manuals used for writing research papers. It highlights the general requirements or sections common in all different types and forms, offers definitions and examples of each, and focuses on a common error that many researchers make: plagiarism. This article provides practical information for a writer to consider before beginning research as well as useful tips and resources to assist during the process.

Identification

As defined by the Modern Language Association Handbook (2009), the research paper "should be characterized by lucid, coherent exposition. No set of conventions for preparing a manuscript can replace lively and intelligent writing. Unlike some other forms of writing, however, the research paper requires writers to seek out and investigate sources of information other than their own personal knowledge and experience. Research into a topic will yield new information, sharpen perception of a problem, and lend authority to hypotheses. The research paper, the final product of research, is not a collection of other persons' opinions but a carefully constructed presentation of an idea -- or series of ideas -- that relies on other sources for clarification and verification. Learned facts and borrowed opinions must be fully documented in the research paper, usually through notes, but always in such a manner that they support rather than overshadow the paper itself" (MLA 1).

Types

There are preliminary distinctions that a writer must make before beginning the research process. Primarily, one must determine: what type of paper and what form of documentation is required.
There are two major types of research papers: argumentative and analytical. Both are driven by a central idea or thesis which grounds the research, and each has its own specific goals. The goal of an argumentative paper is to persuade, using secondary information to support the writer's stance on a topic, while the analytical paper poses a question, that can be answered with insight through the culmination of primary and secondary source evaluation.
The second criteria a writer must know before beginning the research process is what type of documentation style is required by the teacher/professor. There are three major forms of documentation that a writer can follow: MLA (Modern Language Association), APA (American Psychological Association), or Chicago (Chicago Manual of Style). The discipline or subject area dictates the choice of documentation. Most commonly, MLA is used for English literature, thus literary analysis; APA is the preferred style for the social sciences and business, and the Chicago Manual of Style is used mostly with students of the humanities or history. Students should be clear, before beginning the process, on what style guidelines the professor/teacher expects, as the process -- note taking, outlining, and drafting of the paper, in addition to the citations and rules of punctuation and language -- differs with each.

Process

Again, each type of style formatting guide requires a different approach to the writing of the paper; however, there are several aspects of research that all three have in common. The first of which is the process.
All forms of research, regardless of the style or type of paper, begin with data collection. This is when a student formulates a general hypothesis or broad topic for which she will search for information. For example, in a literary analysis, a student may have only a broad sense of a particular theme (search for self) from the text that he wishes to explore. The student will then begin data collection, with a search through the primary source (the novel), as well as secondary sources (what other critics or authors have written about the topic), in order to look for any patterns or insights related to the broad topic. In any research process, this broad topic, once several secondary sources have been gathered, can begin to narrow, and eventually lead to a more concrete thesis statement or claim. The process is recursive, and therefore, a student may have to return to data collection and note-taking at any point of the process in order to gather additional information. Generally, the research process is modeled after the writing process: prewriting (data collection and note-taking), outlining (organizing thesis and division of topics and subtopics), drafting (the actual writing of the information), revising (rewriting of content), editing (proofreading for grammatical or language usage errors as well as style guidelines), and finally, publishing.
Unlike a regular essay that moves linearly through this process, a research writer must be willing to give up a certain amount of control to the process and return to previous steps as necessary. Often, the research changes, new discoveries are made, old ideas are discarded, and the process arrives at conclusion that the writer never expected: the process, not the writer, controls a research paper.

General Requirements

Despite the unique requirements that each style guide dictates, there are several items that each form has in common. The following list covers the basic parts of any research paper:
-a title page (title of research, author's name, date, school/university)
-body of the paper (content comprised of primary, secondary, and writer insights)
-headings and subheadings
-documentation (in-text citations, footnotes, endnotes)
-works cited (bibliography that gives credit to the primary and secondary information or an annotated bibliography)
-margins, spacing, and indentation
-pagination (page header)
-punctuation and typing
-visuals

A writer, must know the expected style guide (MLA, APA, Chicago) before attempting to write the paper as each guide requires a very different look to the research paper and different expectations of content and form.

Plagiarism

As the research paper form incorporates secondary information into the writer's own insights, plagiarism becomes very real, and the consequences are extremely detrimental to a writer's work, grade, and reputation. Depending on the school or program, the consequence of plagiarism, a failure to uphold academic integrity, can result in the failure of the course, academic probation, or even expulsion. At the high school level, it often results in the failure of the assignment, failure of the semester, or even removal from academic honor societies. Most cases of plagiarism are not deliberate attempts to steal other's work, but rather, are oversights or errors committed in ignorance. Therefore, it is essential to give credit where credit is due and develop a consistent way of citing and documenting secondary sources.
In A Writer's Reference (2006), it is explained that in a research paper "you will be drawing upon the work of other writers, and you must document their contributions by citing your sources. You must include a citation when you quote from a source, when you summarize or paraphrase from a source, and when you borrow facts or ideas from a source that are not common knowledge." (Hacker, 82) The first part, direct quotations, is easy for a writer to detect and add proper citation; however, most plagiarism is committed when a writer attempts to summarize or paraphrase a work; simply changing a few words or pieces of punctuation does not avoid plagiarism. In fact, what most students do not realize is that any idea that is not their own idea, or is not common knowledge, must be cited in their paper. Again, refer to your chosen style guide for rules of proper documentation and citing of sources.

Resources

• The Owl Writing Lab at Purdue University