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

Published on September 24, 2022 by Jack Caulfield . Revised on November 29, 2022.

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

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.

Table of contents

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

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

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

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

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

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

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.

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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:

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.

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:

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.

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

and your problem statement

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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example of research paper background

What is the Background of a Study and How Should it be Written?

Table of Contents

The background of a study is one of the most important components of a research paper. The quality of the background determines whether the reader will be interested in the rest of the study. Thus, to ensure that the audience is invested in reading the entire research paper, it is important to write an appealing and effective background. So, what constitutes the background of a study, and how must it be written?

What is the background of a study?

The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper. The background forms the crux of the study because it introduces an unaware audience to the research and its importance in a clear and logical manner. At times, the background may even explore whether the study builds on or refutes findings from previous studies. Any relevant information that the readers need to know before delving into the paper should be made available to them in the background.

How is a background different from the introduction?

The introduction of your research paper is presented before the background. Let’s find out what factors differentiate the background from the introduction.

How should one write the background of a research paper?

The length and detail presented in the background varies for different research papers, depending on the complexity and novelty of the research topic. At times, a simple background suffices, even if the study is complex. Before writing and adding details in the background, take a note of these additional points:

Avoid these mistakes while writing the background:

Writing the background for a research paper should not be a daunting task. But directions to go about it can always help. At Elsevier Author Services we provide essential insights on how to write a high quality, appealing, and logically structured paper for publication, beginning with a robust background. For further queries, contact our experts now!

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What Is Background in a Research Paper?

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So you have carefully written your research paper and probably ran it through your colleagues ten to fifteen times. While there are many elements to a good research article, one of the most important elements for your readers is the background of your study. The background of your study will provide context to the information discussed throughout the research paper. Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis.

In addition, the background of the study will discuss your problem statement, rationale, and research questions. It links introduction to your research topic and ensures a logical flow of ideas.  Thus, it helps readers understand your reasons for conducting the study.

Providing Background Information

The reader should be able to understand your topic and its importance. The length and detail of your background also depend on the degree to which you need to demonstrate your understanding of the topic. Paying close attention to the following questions will help you in writing the background information in your research paper:

Is the research study unique for which additional explanation is needed? For instance, you may have used a completely new method

What Makes the Introduction Different from the Background?

Your introduction is different from your background in a number of ways.

Related: Ready with the background and searching for more information on journal ranking? Check this infographic on the SCImago Journal Rank today!

Points to Note

Your background should begin with defining a topic and audience. It is important that you identify which topic you need to review and what your audience already knows about the topic. You should proceed by searching and researching the relevant literature. In this case, it is advisable to keep track of the search terms you used and the articles that you downloaded. It is helpful to use one of the research paper management systems such as Papers, Mendeley, Evernote, or Sente. Next, it is helpful to take notes while reading. Be careful when copying quotes verbatim and make sure to put them in quotation marks and cite the sources. In addition, you should keep your background focused but balanced enough so that it is relevant to a broader audience. Aside from these, your background should be critical, consistent, and logically structured.

Writing the background of your study should not be an overly daunting task. Many guides that can help you organize your thoughts as you write the background. The background of the study is the key to introduce your audience to your research topic and should be done with strong knowledge and thoughtful writing.

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The presentation very informative

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Hi Adam, we are glad to know that you found our article beneficial

The background of the study is the key to introduce your audience to YOUR research topic.

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When i was studying it is very much hard for me to conduct a research study and know the background because my teacher in practical research is having a research so i make it now so that i will done my research

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Q: How to write the Introduction and the background of a research paper?

How to write the Introduction and the background? The title for my paper: Teaching Mathematics in the intermediate phase.

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Asked by thokozani biyela on 11 Jul, 2019

The Introduction section sets the context for your research work, explains the research problem, and indicates the purpose behind the study. The Introduction also highlights how your research contributes to knowledge in your field and builds on previous similar studies.  

You need to ensure that your Introduction does the following:

Now let us understand how a research background is written. The background forms the first part of the Introduction section. It provides context for your study and helps the readers understand why your research topic is important. It gives a brief overview of the research done on the topic so far and mentions the gaps that have remained unaddressed as well as the need to address them. Subsequently, it mentions how your research will address those gaps and helps establish the significance of your research.

While writing your background, you must:

Related reading:

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Answered by Editage Insights on 17 Jul, 2019

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Research Paper Guide

Research Paper Example

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Research Paper Example - APA and MLA Format

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Published on: Nov 27, 2017

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Research Paper Example

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Do you spend time staring at the screen and thinking about how to approach a monstrous  research paper ?

If yes, you are not alone.

Research papers are no less than a curse for high school and college students.

It takes time, effort, and expertise to craft a striking research paper.

Every other person craves to master the magic of producing impressive research papers.

Continue with the guide to investigate the mysterious nature of different types of research through examples.

Research Paper Example for Different Formats

An academic paper doesn't have to be boring. You can use an anecdote, a provocative question, or a quote to begin the introduction.

Learning from introductions written in professional college papers is the best strategy.

Have a look at the expertise of the writer in the following example.

Social Media and Social Media Marketing: A Literature Review

APA Research Paper Example

While writing research papers, you must pay attention to the required format.

Follow the example when the instructor mentions the  APA format .

Effects of Food Deprivation of Concentration and Preserverance

Research Paper Example APA 7th Edition

Research Paper Example MLA

Once you are done with APA format, let’s practice the art of writing quality MLA papers.

Found Voices: Carl Sagan

We have provided you with a top-notch research paper example in  MLA format  here.

Research Paper Example Chicago

Chicago style  is not very common, but it is important to learn. Few institutions require this style for research papers, but it is essential to learn. The content and citations in the research paper are formatted like this example.

Chicago Research Paper Sample

Research Paper Example Harvard

To learn how a research paper is written using the  Harvard citation style , carefully examine this example. Note the structure of the cover page and other pages.

Harvard Research Paper Sample

Examples for Different Research Paper Parts

A research paper has different parts. Each part is important for the overall success of the paper. Chapters in a research paper must be written correctly, using a certain format and structure.

The following are examples of how different sections of the research paper can be written.

Example of Research Proposal

What is the first step to starting a research paper?

Submitting the research proposal!

It involves several sections that take a toll on beginners.

Here is a detailed guide to help you  write a research proposal .

Are you a beginner or do you lack experience? Don’t worry.

The following example of a research paper is the perfect place to get started.

View Research Proposal Example Here

Research Paper Example Abstract

After submitting the research proposal, prepare to write a seasoned  abstract  section.

The abstract delivers the bigger picture by revealing the purpose of the research.

A common mistake students make is writing it the same way a summary is written.

It is not merely a summary but an analysis of the whole research project. Still confused?

Read the abstract mentioned in the following research to get a better idea.

Affirmative Action: What Do We Know? - Abstract Example

Literature Review Research Paper Example

What if a novice person reads your research paper?

He will never understand the critical elements involved in the research paper.

To enlighten him, focus on the  literature review  section. This section offers an extensive analysis of the past research conducted on the paper topics.

It is relatively easier than other sections of the paper.

Take a closer look at the paper below to find out.

Methods Section of Research Paper Example

While writing research papers, excellent papers focus a great deal on the methodology.

Yes, the research sample and methodology define the fate of the papers.

Are you facing trouble going through the methodology section?

Relax and let comprehensive sample research papers clear your doubts.

View Methods Section of Research Paper Here

Research Paper Conclusion Example

The conclusion leaves the last impression on the reader.

“Who cares for the last impression? It’s always the first.”

Don’t be fooled!

The conclusion sets the tone of the whole research paper properly.

A key list of elements must be present in conclusion to make it crisp and remarkable.

The Conclusion: Your Paper's Final Impression

View the sample paper and identify the points you thought were never a part of the conclusion.

Research Paper Examples for Different Fields

Research papers can be about any subject that needs a detailed study. The following examples show how research papers are written for different subjects.

History Research Paper Sample

Many Faces of Generalisimo Fransisco Franco

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Science Fair Research Paper Sample

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Psychology Research Paper Sample

The Effects of Food Deprivation on Concentration and Preserverance

Art History Research Paper Sample

European Art History: A Primer

Scientific Research Paper Example

We have discussed several elements of research papers through examples.

Research Proposal!

Introduction in Research Paper!

Read on to move towards advanced versions of information.

Scientific research paper

Let's have a look at the template and an example to elaborate on concepts.

It includes:

The name itself sounds terrifying to many students. Make no mistake; it sure is dangerous when touched without practice.

Students become afraid and hence aspire to locate an outstanding essay paper writer to get their papers done.

Detailed, high-quality, and credible sources and samples are a must to be shared here.

Science Fair Paper Format

Example of Methodology in Research Paper

The words methodology, procedure, and approach are the same. They indicate the approach pursued by the researcher while conducting research to accomplish the goal through research.

The methodology is the bloodline of the research paper.

A practical or assumed procedure is used to conduct the methodology.

The Effects of Immediate Feedback Devices in High School Chemistry Classes

See the way the researcher has shared participants and limits in the methodology section of the example.

Research Paper Example for Different Levels

The process of writing a research paper is based on a set of steps. The process will seem daunting if you are unaware of the basic steps. Start writing your research paper by taking the following steps:

You will find writing a research paper much easier once you have a plan.

No matter which level you are writing at, your research paper needs to be well structured.

Research Paper Example Outline

Before you plan on writing a well-researched paper, make a rough draft.

Brainstorm again and again!

Pour all of your ideas into the basket of the outline.

What will it include?

A standard is not set but follow the  research paper outline  example below:

View Research Paper Outline Example Here

This example outlines the following elements:

Utilize this standard of outline in your research papers to polish your paper. Here is a step-by-step guide that will help you write a research paper according to this format.

Good Research Paper Examples for Students

Theoretically, good research paper examples will meet the objectives of the research.

Always remember! The first goal of the research paper is to explain ideas, goals, and theory as clearly as water.

Yes, leave no room for confusion of any sort.

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Qualitative Research Paper Example

Research Paper Example Introduction

How to Write a Research Paper Example?

Research Paper Example for High School

When the professor reads such a professional research paper, he will be delighted.

High scores!

Grant of funds for the project!

Appreciation in Class!

You'll surely be highly rewarded.

Research Paper Conclusion

“Who cares for the last impression? It's always the first.”

Don't be fooled!

A key list of elements must be present in the conclusion to make it crisp and remarkable.

Critical Research Paper

To write a research paper remarkably, include the following ingredients in it:

How to Write the Methods Section of a Research Paper

Theoretical Framework Examples

The theoretical framework is the key to establish credibility in research papers.

Read the purpose of the theoretical framework before following it in the research paper.

The researcher offers a guide through a theoretical framework.

An in-depth analysis of theoretical framework examples research paper is underlined in the sample below.

View Theoretical Framework Example Here

Now that you have explored the research paper examples, you can start working on your research project.

Hopefully, these examples will help you understand the writing process for a research paper. You can hire an essay writer online if you still require help writing your paper. You can buy well-written yet cheap research papers by contacting our expert and professional writers.

So, contact our essay writing service now.

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Nova Allison is a Digital Content Strategist with over eight years of experience. Nova has also worked as a technical and scientific writer. She is majorly involved in developing and reviewing online content plans that engage and resonate with audiences. Nova has a passion for writing that engages and informs her readers.

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What is the Background in a Research Paper?

An effective Background section in your manuscript establishes the context for your study. And while original research requires novel findings, providing the necessary background information for these findings may be just as important. It lets your readers know that your findings are novel, important, and worthy of their time and attention.

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An effective Background section in your manuscript establishes the context for your study. And while original research requires novel findings, providing the necessary background information for these findings may be just as important. It lets your readers know that your findings are novel, important, and worthy of their time and attention. A good Background section explains the history and nature of your research question in relation to existing literature – a “state of the art.” This section, along with the rationale, helps readers understand why you chose to study this problem and why your study is worthwhile. This article will show you how to do this. Read on to better understand the:

What is the Background section of a research paper?

The Background section is an essential element of every study, answering:

What comes next?

After you make the above points,

Where should the background be placed in a research paper?

Usually, the background comes after the statement of the problem, in the Introduction section. Logically, you need to provide the study context before discussing the research questions, methodology, and results. The background can be found in:

The abstract

The background typically forms the first few sentences of the abstract. Why did you do the study? Most journals state this clearly. In an unstructured (no subheadings) abstract, it’s the first sentence or two. In a structured abstract, it might be called the Introduction, Background, or State-of-the-Art. PLOS Medicine , for example, asks for research article abstracts to be split into three sections: Background, Methods and Findings, and Conclusions. Journals in the humanities or social sciences might not clearly ask for it because articles sometimes have a looser structure than STEM articles.

The first part of the Introduction section

In the journal Nature , for example, the Introduction should be around 200 words and include

The Background as a distinct section

This is often the case for research proposals or some types of reports, as discussed above. Rather than reviewing the literature, this is a concise summary of what’s currently known in the field relevant to the question being addressed in this proposed study.

How long should the Background section be?

As mentioned, there’s no set length for the Background section. It generally depends on the journal and the content of your manuscript. Check the journal’s author guidelines, the research center, granting agency, etc. If it’s still not clear or if the instructions are contradictory, email or phone them directly. The length of your background will depend on:

The manuscript length and content

A book-length study needs a more extensive Background than a four-page research article. Exploring a relatively unknown method or question might also need a longer Background. For example, see this Frontiers article on the applications of artificial intelligence for developing COVID-19 vaccines. It has a seven-paragraph long Background (1,200 words) in a separate section. The authors need to discuss earlier successful uses of machine learning for therapy discovery to make a convincing case. An academic paper published in an international journal is usually around 5,000 words. Your paper needs to be balanced, with appropriate text lengths used for the different sections: It would make no sense to have a 300-word introduction and then 4,000 words for the methods, for example. In a 5,000-word manuscript, you’ll be able to use about 1,500 for the introduction, which includes the background.

How much you need to show your understanding of the topic

A lengthy grant application might need a longer Background (sub-)section. That’s because if they’re going to grant you money, they need a very good reason to. You’ll need to show that the work is both interesting and doable. The Background is where you can do this.

What should the Background of a research manuscript include?

The Background of a research paper needs to show two things:

The study’s territory (scope)

First, provide a general overview of the field. Scientists in most disciplines should find it relatively easy to understand. Be broad, keep it interesting. Don’t go into the specifics of your particular study. Let’s look at two examples:

Applied research

This Frontiers in Artificial Intelligence article explores how AI can help discover treatments for COVID-19. The background of the study can be found (i) in the abstract and (ii) in a separate section discussed at the end of this article. The abstract starts with this general overview: “SARS-COV-2 has roused the scientific community with a call to action to combat the growing pandemic.” ( Arshadi et al., 2020 ). This is broad, and it’s interesting. This is a topic that many researchers (even from outside this specific area) may want to learn more about. Think of any theories, models, concepts, or terms (maybe borrowed from different disciplines) that may be unfamiliar to your reader. Be sure to clarify them in plainer language, if necessary. For example, this systematic review looks at the connections of physician burnout with career engagement and quality of patient care. The Background is in the Introduction section. It starts by defining what burnout is:

Basic research

Imagine you’re investigating how universities’ moves to online teaching during the COVID-19 pandemic impacted students’ learning outcomes in the United Kingdom. The overview could be:

2. The niche in the field (motivation)

To establish the niche in your field, describe what drove you to explore this specific topic.

After setting the stage, the abstract of the Frontiers in Artificial Intelligence article identifies a problem:

Going back to the study on students’ learning outcomes after universities introduced e-learning. The background section will next identify and describe the current knowledge gap and your proposed method of fixing it. It may be something like:

How is the background different from the literature review?

Both the background and literature review sections compile previous studies that are relevant and important to the topic. Despite their similarities, they’re different in scope and aims.

the differences between a background and a literature review

Overall, the research background could be seen as a small part of the detailed critical discussion in the literature review. Almost always, primary research articles do not include a detailed literature review.

How is the Background different from the Introduction section?

Although often part of the Introduction, the Background differs from the Introduction in scope and aim.

the differences between a background and an introduction

Breakdown of the Background in published articles

Consider this systematic review looking at the connections of physician burnout with career engagement and quality of patient care. The Background is placed in the Introduction section. It’s critical, consistent, and logically structured, moving from general to specific information.

main aspects of the background of a study

You can also check out the summary paragraph breakdown provided by Nature . ( Nature’s “summary paragraph” is essentially an abstract.) And if you’re looking for some help, or have an article that’s finished but needs a pre-submission review click here to connect with one of our expert AJE editors.

Share with your colleagues

Share your work as a preprint and help move science forward.

We invite you to share your research with the community by posting it online as a preprint. Our sister company, Research Square , is a trusted preprint platform that lets you get credit for your unpublished research early, increase your citations, and get feedback from the community.

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example of research paper background

example of research paper background

Writing a Research Paper for Your Science Fair Project

Year after year, students find that the report called the research paper is the part of the science fair project where they learn the most. So, take it from those who preceded you, the research paper you are preparing to write is super valuable.

What Is a Research Paper?

The short answer is that the research paper is a report summarizing the answers to the research questions you generated in your background research plan . It's a review of the relevant publications (books, magazines, websites) discussing the topic you want to investigate.

The long answer is that the research paper summarizes the theory behind your experiment. Science fair judges like to see that you understand why your experiment turns out the way it does. You do library and Internet research so that you can make a prediction of what will occur in your experiment, and then whether that prediction is right or wrong, you will have the knowledge to understand what caused the behavior you observed.

From a practical perspective, the research paper also discusses the techniques and equipment that are appropriate for investigating your topic. Some methods and techniques are more reliable because they have been used many times. Can you use a procedure for your science fair project that is similar to an experiment that has been done before? If you can obtain this information, your project will be more successful. As they say, you don't want to reinvent the wheel!

If these reasons sound to you like the reasons we gave for doing background research, you're right! The research paper is simply the "write-up" of that research.

Special Information to Include in Your Research Paper

Many science experiments can be explained using mathematics. As you write your research paper, you'll want to make sure that you include as much relevant math as you understand. If a simple equation describes aspects of your science fair project, include it.

Writing the Research Paper

Note taking.

As you read the information in your bibliography, you'll want to take notes. Some teachers recommend taking notes on note cards. Each card contains the source at the top, with key points listed or quoted underneath. Others prefer typing notes directly into a word processor. No matter how you take notes, be sure to keep track of the sources for all your key facts.

How to Organize Your Research Paper

The best way to speed your writing is to do a little planning. Before starting to write, think about the best order to discuss the major sections of your report. Generally, you will want to begin with your science fair project question so that the reader will know the purpose of your paper. What should come next? Ask yourself what information the reader needs to learn first in order to understand the rest of the paper. A typical organization might look like this:

When and How to Footnote or Reference Sources

When you write your research paper you might want to copy words, pictures, diagrams, or ideas from one of your sources. It is OK to copy such information as long as you reference it with a citation. If the information is a phrase, sentence, or paragraph, then you should also put it in quotation marks. A citation and quotation marks tell the reader who actually wrote the information.

For a science fair project, a reference citation (also known as author-date citation) is an accepted way to reference information you copy. Citation referencing is easy. Simply put the author's last name, the year of publication, and page number (if needed) in parentheses after the information you copy. Place the reference citation at the end of the sentence but before the final period.

Make sure that the source for every citation item copied appears in your bibliography.

Reference Citation Format

Examples of reference citations using apa format.

Below are examples of how reference citations would look in your paper using the APA format.

"If you copy a sentence from a book or magazine article by a single author, the reference will look like this. A comma separates the page number (or numbers) from the year" (Bloggs, 2002, p. 37).

"If you copy a sentence from a book or magazine article by more than one author, the reference will look like this" (Bloggs & Smith, 2002, p. 37).

"Sometimes the author will have two publications in your bibliography for just one year. In that case, the first publication would have an 'a' after the publication year, the second a 'b', and so on. The reference will look like this" (Nguyen, 2000b).

"When the author is unknown, the text reference for such an entry may substitute the title, or a shortened version of the title for the author" (The Chicago Manual, 1993).

"For reference citations, only direct quotes need page numbers" (Han, 1995).

"Some sources will not have dates" (Blecker, n.d.).

Credit Where Credit Is Due!

When you work hard to write something, you don't want your friends to loaf and just copy it. Every author feels the same way.

Plagiarism is when someone copies the words, pictures, diagrams, or ideas of someone else and presents them as his or her own. When you find information in a book, on the Internet, or from some other source, you MUST give the author of that information credit in a citation. If you copy a sentence or paragraph exactly, you should also use quotation marks around the text.

The surprising thing to many students is how easy it is for parents, teachers, and science fair judges to detect and prove plagiarism. So, don't go there, and don't make us try to hunt you down!

How to Format Your Research Paper

Here is information on how to format your research paper .

Here is a sample research paper in MLA format.

Research Paper Checklist

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Basic Research Paper Format Examples

Student doing research in library

Formatting a research paper shouldn’t take more time than the research itself. Knowing the most important parts of a research paper helps you outline your paper quickly. It can also help to guide and frame your research. Follow the sample research paper outline here to get started.

Formatting a Research Paper

Before you start your paper, it’s important to know what style guide to use. Style guides regulate your paper’s typography, grammar, citation , and bibliography . Different fields use different style guides in their research studies.

The APA style guide, named for the American Psychological Association, is used in behavioral and social science research, including educational and psychological studies. Here are some basic tips for formatting an APA research paper.

Other Style Guides

The other two most prominent style guides are primarily used for liberal arts subjects:

Other style guides are used for scientific and medical studies. These include:

The style guides are similar in some ways, but have important differences as well. Your teacher or professor will typically tell you what style guide to use.

Parts of a Research Paper

Research studies begin with a question in mind. A paper that describes a particular study clearly states the question, methodology, findings, and other relevant information. Read below for descriptions and examples of research paper sections.

The main sections of a typical APA research paper include:

Introduction

Methodology.

A more straightforward version of a research paper is the IMRAD format (Introduction, Methodology, Results, and Discussion). However, all of the following sections are typically present in a formal research paper.

Title or Cover Page

Just like any other paper you write, your research paper needs a cover page with your study’s title. It also needs your and any co-writers’ names and institutional affiliations (if any). Here is an example of a basic APA cover page.

The Effects of Food Insecurity on School Performance Kayla Yang and Nicole Brighton University of California, Davis

An abstract is a detailed summary of your study. It should include a broad overview of the paper, your research question, the significance of your study, methods of research, and findings. Don’t list cited works in the abstract.

Here is an example of an abstract for a paper on food insecurity.

Poverty affects more than 41 million Americans every day – most of whom are children. Food insecurity and undernutrition have a confirmed correlation to slower cognitive development for children under three years of age. Hungry children cannot form skills as quickly as their peers due to both deprivation of vital nutrients and poor concentration. But, there has been little focus on how these effects scale up in terms of school performance past kindergarten. Public schools have several programs in place to mitigate the problem of food insecurity, including free breakfast and reduced lunch. We surveyed 100 students at Arbor Elementary School over the course of one school year to see how effective these programs were in improving their academic performance and general contentment in school. The results of these surveys reveal how long children are academically affected by systemic food insecurity, even when their stomachs are currently full.

The introduction section tells the reader what problem your study is attempting to solve. You can address the study’s significance and originality here as well. Clearly state the research question in the form of a thesis statement.

Poverty and poor school performance are two problems that keep Americans from reaching their full potential. Alongside poverty is food insecurity, which affects millions of households – and children – every day. But could focusing on one problem help to solve the other? We wanted to find out whether programs designed to reduce food insecurity for targeted children would improve their school performance, and therefore, give them a more successful start in life.

What inspired you to take on this study? What has previous research stated or revealed about this topic? The background section is the place to add historical data or define previous theories that provide context for your study. It’s also a helpful place to consider your audience and what information they will need to understand the rest of your paper. Read on for an example of a paragraph from the background section of a research paper.

Food insecurity is defined by the U.S. Department of Agriculture as a lack of regular access to food due to one’s financial status. According to the Department’s report “Household Food Security in the United States in 2016,” 12.3 percent of American households, or approximately 41 million people, experienced food insecurity at some point in 2016 (USDA 2017). The Right to Food was included in the United Nations’ 1948 Declaration of Human Rights, while the Food and Agriculture Organization measures food insecurity on a scale from mild (uncertainty about obtaining food) to severe (no access to food for an entire day). (FAO 2019).

Knowing whether you used qualitative or quantitative methods is an important part of understanding your study. You can list all the ways you collected data, including surveys, experiments, or field research. This section is also known as “Materials and Methods” in scientific studies.

We used qualitative methods to gather data about students who may experience food insecurity. These methods included surveys with various questions that assessed whether students felt hungry, insecure about their next meal, and/or distracted from classwork due to hunger (Appendix A). The surveys were distributed to 100 students in fourth and fifth grade (10-11 years old) at Arbor Elementary School, 50 of whom were recipients of Title 1 funding via free and reduced lunch. The remaining 50 were a control group of students who were not identified as socioeconomically disadvantaged. The students completed these surveys at the beginning of the school year, then once every two months until the end of the school year, for a total of five survey periods.

What does your study find? State your findings and supply the data in this section. Use an objective perspective here; save the evaluation for your conclusion section.

The survey results indicated a strong correlation between school performance and food insecurity (Appendix D). Students who answered affirmatively in the surveys were consistently among the lower performing members of their class. Contrasted with their peers who were not identified as socioeconomically disadvantaged, these students identified anxiety about their next meal as one of the top three concerns in their minds. Their participation in programs like free breakfast and reduced lunch helped to assuage daily hunger and general happiness, but their concern over food insecurity remained.

Explain why your findings are significant in the conclusion section. This section allows you to evaluate results and reflect on your process. Does the study require additional research?

The problem with systemic food insecurity goes beyond distracting hunger for young students. Even after they’ve had a nutritious breakfast and lunch at school, concern over dinner was distracting from their school performance. The final survey period, taken just before the beginning of summer break, indicated how much food insecurity can dictate a child’s anticipation of a long period without school – and therefore, regular meals. Having a lower school performance later in life could place these children as future parents in food-insecure households, thus perpetuating the cycle. Solving the cyclical problem of poverty and school performance requires participation from all stakeholders, including schools, city governments, and state and federal legislation that works to move following generations out of the cycle.

If you have information that is too dense for the paper itself, include it in an appendix. Appendices are helpful when you want to include supplementary material that is relevant but not integral to the paper itself.

Appendix A Arbor Elementary School Survey Questions - September 2019 Did you have breakfast at home or at school this morning? Did you buy lunch or bring lunch from home this afternoon? Do you feel hungry now? What time of day is it hardest for you to concentrate? Do you know what your next meal will be? Do you ever worry about food? Do you ever feel like there isn’t enough food to eat at your house? Are you hungrier on weekends than on school days? Is it harder to focus on schoolwork when you’re hungry? Are there issues that are more important to you than food?

labeled APA research paper example

Sample apa research paper

Other parts of a research paper.

If you’d like to go into more depth than the sections above, consider including additional parts of a research paper.

More Tips on Writing Research Papers

Now that you know how to structure your research paper, it’s time to find the perfect question to answer. Read our article on the differences between good and bad research questions so you’ll know what common pitfalls to avoid. No matter what you choose to research, you’ll be prepared!

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How to Write the Background of the Study | Examples

example of research paper background

No matter how surprising and important the findings of your study are, if you do not provide the reader with the necessary background information and context, they will not be able to understand your reasons for studying the specific problem you chose and why you think your study is relevant. And more importantly, an editor who does not share your enthusiasm for your work (because you did not fill them in on all the important details) will very probably not even consider your manuscript worthy of their and the reviewers’ time and will immediately send it back to you.

To avoid such desk rejections , you need to make sure you pique the reader’s interest and help them understand the contribution of your work to the specific field you study, the more general research community, or the public. Introducing the study background is crucial to setting the scene for your readers.

Table of Contents:

faded red brick wall, background

What is the Background of the Study in Research? 

The background section of a research paper explains to the reader where your research journey started, why you got interested in the topic, and how you developed the research question that you will later specify. That means that you first establish the context of the research you did with a general overview of the field or topic and then present the key issues that drove your decision to study the specific problem you chose.

Once the reader understands where you are coming from and why there was indeed a need for the research you are going to present in the following—because there was a gap in the current research, or because there is an obvious problem with a currently used process or technology—you can proceed with the formulation of your research question and summarize how you are going to address it in the rest of your manuscript.

Background of the Study Structure

Before writing your study background, it is essential to understand what to include. The following elements should all be included in the background and are presented in greater detail in the next section:

Presenting the Study Background

As you begin introducing your background, you first need to provide a general overview and include the main issues concerning the topic. Depending on whether you do “basic” (with the aim of providing further knowledge) or “applied” research (to establish new techniques, processes, or products), this is either a literature review that summarizes all relevant earlier studies in the field or a description of the process (e.g., vote counting) or practice (e.g., diagnosis of a specific disease) that you think is problematic or lacking and needs a solution.

Example s of a general overview

If you study the function of a Drosophila gene, for example, you can explain to the reader why and for whom the study of fly genetics is relevant, what is already known and established, and where you see gaps in the existing literature. If you investigated how the way universities have transitioned into online teaching since the beginning of the Covid-19 pandemic has affected students’ learning progress, then you need to present a summary of what changes have happened around the world, what the effects of those changes have been so far, and where you see problems that need to be addressed. Note that you need to provide sources for every statement and every claim you make here, to establish a solid foundation of knowledge for your own study. 

Describing the current state of knowledge

When the reader understands the main issue(s), you need to fill them in more specifically on the current state of the field (in basic research) or the process/practice/product use you describe (in practical/applied research). Cite all relevant studies that have already reported on the Drosophila gene you are interested in, have failed to reveal certain functions of it, or have suggested that it might be involved in more processes than we know so far. Or list the reports from the education ministries of the countries you are interested in and highlight the data that shows the need for research into the effects of the Corona-19 pandemic on teaching and learning.

Discussing controversies, claims, and assumptions

Are there controversies regarding your topic of interest that need to be mentioned and/or addressed? For example, if your research topic involves an issue that is politically hot, you can acknowledge this here. Have any earlier claims or assumptions been made, by other researchers, institutions, or politicians, that you think need to be clarified?

Mentioning methodologies and approaches

While putting together these details, you also need to mention methodologies : What methods/techniques have been used so far to study what you studied and why are you going to either use the same or a different approach? Are any of the methods included in the literature review flawed in such a way that your study takes specific measures to correct or update? While you shouldn’t spend too much time here justifying your methods (this can be summarized briefly in the rationale of the study at the end of the Introduction and later in the Discussion section), you can engage with the crucial methods applied in previous studies here first.

When you have established the background of the study of your research paper in such a logical way, then the reader should have had no problem following you from the more general information you introduced first to the specific details you added later. You can now easily lead over to the relevance of your research, explain how your work fits into the bigger picture, and specify the aims and objectives of your study. This latter part is usually considered the “ statement of the problem ” of your study. Without a solid research paper background, this statement will come out of nowhere for the reader and very probably raise more questions than you were planning to answer.   

Where does the study background section go in a paper?

Unless you write a research proposal or some kind of report that has a specific “Background” chapter, the background of your study is the first part of your introduction section . This is where you put your work in context and provide all the relevant information the reader needs to follow your rationale. Make sure your background has a logical structure and naturally leads into the statement of the problem at the very end of the introduction so that you bring everything together for the reader to judge the relevance of your work and the validity of your approach before they dig deeper into the details of your study in the methods section .

Consider Receiving Professional Editing Services

Now that you know how to write a background section for a research paper, you might be interested in our automated text editor at wordvice.ai. And be sure to receive professional editing services , including academic editing and proofreading , before submitting your manuscript to journals. On the Wordvice academic resources website, you can also find many more articles and other resources that can help you with writing the other parts of your research paper , with making a research paper outline before you put everything together, or with writing an effective cover letter once you are ready to submit.

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Good Research Paper On Brief Background

Type of paper: Research Paper

Topic: Government , Society , French Revolution , Democracy , Taliban , Revolution , France , Principles

Words: 2250

Published: 02/26/2020

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Maximilien Robespierre was the most influential and central figure of the French Revolution. He was the proponent and founder of the concept of “Reign of Terror” (Testa, 156). The factors that distinguish French Revolution from various other revolutions of the modern times entail the presence, influence and domination of Maximilien Robespierre. Termed as the incorruptible, he set the status quo upside down, killing and demolishing anyone and anything that stood in the way of blood bath in form of revolution that had headed towards the French Society.

The French revolution took place amidst an environment and society that was structured upon inequality, oppression, gulf and divide and victimization of the commoners on many fronts. The events that formally took place in July 1789 were a result of events and oppression that had been in practice since the last two centuries. The monarchy that was in place was completely inefficient, distant and disjoint from the masses and the issues faced by the French society. The nobles were occupied in merry making and various other malpractices and functions. The economy was in shambles, people’s living standards were depleted with regard to the basic rights and facilities. Amidst all this one event that led to the uprising was that of the National Assembly session calling. It was being called for the first time since 1614. The government that was in place was sham democratic and institutional, in actual and practicality the King was the individual who would make the final decision and he was under the influence of his courtiers. Another characteristic element of the French revolution as the invention and introduction of the novel tool of guillotine. This tool was not known before and was first of its kind. The guillotine resulted in beheading of the French in large numbers leading up to thousands by the end of the revolution. The impact of the guillotine was so severe that even the King and Queen suffered death at the hands of guillotine. The use of guillotine as a legal sanctioning entity and a force created a lot of stir and debate in the society (Kropotkin, 433).

Justification of the actions and philosophy undertaken by Robespierre:

Maximilien Robespierre justified his actions through the ideas that the overall progress of the revolution was too slow. It was not reflective of the true spirit of the revolution. It lagged behind in terms of the people’s agony, their aspirations and wishes they had from the revolution. According to him and his principles, the people had suffered extreme hardships, inequality and injustice and they deserved a far better future and this was possible only through incorporation of a total demolition of the ruling elite and all those that stood in favor of the status quo and opposed the acts of revolution. The Émigrés (Fremont-Barnes, 215) that took support and assistance from the outside sources as well as those in the country that were against the revolution led to further severity in the actions and principles of Maximilien Robespierre. They were using the foreign force, diplomacy and assistance in various forms to thwart the impact of the revolution. Robespierre on the other hand was hell bent in ensuring that the true purpose of the revolution is achieved and people get what they deserve in form of a free and liberated society where there is equality, liberty and fraternity amongst the masses and each citizen, regardless of being a bourgeoisie or the noble is equally accountable for any action and word spoken with regard to the other person and the associated rights and privileges. Under the principle of equality every member of the society should have a right to becoming a legislator, a decision maker and at the same time this right must not come at the cost of the rights and privileges of the any other individual and free citizen of the French society (Thiers, 433). With regard to the principle of liberty, each individual must have the absolute freedom and liberty with regard to their owner, property and live. They must not be forced into any kind of practices like the ancient days of the Ancient Regime where they young ones would be forced into training and long years of military services at the expense of the nobles and clergy who enjoyed immunity and exemption from any kind of training and in turn spent their lives in lavish manners.

Robespierre principles and doctrine:

Robespierre gave the concept of Principles of Revolutionary Government that encompassed various principles that would be based upon the governing principles and handling the affairs of France in the post monarchy era. Three of these principles were Equality, Liberty and Fraternity. The call and slogan for these three principles came in the background of the past events and happenings where the French society was divided into three distinct classes, these three classes resulted in an imbalance in the sphere and activities of the society. The society was dissected into three estates in the form of commoners, nobles and clergy. The first class was the most oppressed one and was under the burden of all kinds of taxation and turbulences. Under the principles and slogan of Equality, Liberty and Fraternity (Hanson, 196), the people from all the classes were equal citizens. The nobles had no extra privileges over the commoners nor did the commoners had to suffer any extra burden of taxation, training or any other restriction and unjust rule that had been in practice in past in the French society prior to the French Revolution.

Terror as a tool:

The principles incorporated the excessive use of force and slaughter of the rivals and opponents. Any one who stood in the way of revolution was destined to face the consequences of guillotine. However the people that carried the mindset similar to Maximilian Robespierre advocated the continuation of the usage of guillotine and this constituted the basic principle of the Reign of Terror. Law of Suspects was another point of discomfort in the society. According to this law and rule anyone termed a suspect and considered as a hindrance in the way of the revolution was bound to taste the guillotine. Establishment of the revolutionary tribunals during the era of Robespierre incorporated the overall concept and mindset that was active in those days. The tribunal in span of around five months between September 1793 and February 1794 heard the cases of treason, and obstruction of the revolution against hundreds of French citizens. In the entire event of these five months around two hundred and thirty men and around thirty women were sentenced to death through the infamous tool of the guillotine that had taken up the place of any other form of human killing in the days of French Revolution.

Co-relation to other times and other philosophies:

Nearly all the revolutions and movements based on the principle of equality and justice in the society advocated the civil liberty and public rights. However the methods of operations have been different. All the revolutions have advocated the equality, liberty and fraternity and this was the core slogan of the French Revolution as well. However usage of the forces and tools such as guillotine and Reign of terror as a principle and doctrine has raised concerns and issues with regard to the execution and transfer of the revolution from a peaceful transition to a violent one that was characteristic of French revolution. French revolution is remembered as one of the bloody revolution in modern times.

Democracy is the people’s government that is representative of their aspirations and wishes. However there might be many accounts and events that may lead to imbalance and strangulation of the normal activities and events in the social sphere within a society. The imbalance in terms of the earnings, the spendings and economic activity may lead to disparity in the class system in the society that is governed on the principles of capitalism. Although a free concept and far better than the concepts of the socialist policies that are based upon the absence of the own possession, the element of monopoly presence and potential exploitation of the market by the ordinary people leads to the negative trends within the democratic society that is based upon the concepts of capitalism. The distance between the rulers and ruled often gives rise to the revolutionary and violent ideas in the different societies. For example the past has shown many events and incidents of nationalistic movements and uprising against the elected democratic governments that demand the restoration of the original constitution and original policies that are based upon the principles of equality of the masses and equal opportunities for the people. Taliban are another force that have come to forth in the last decade of the 20th century. Most notably in the Asian bloc and the Muslim countries. In countries like Afghanistan, Libya and Pakistan the Taliban have emerged as forces that challenge the mere existence of democracy. Terming it the western form of democracy the Taliban and similar factions demand the true installation of the constitutional accords and principles that would translate the true spirit according to the religious aspirations of the people, the region and the country in totality. With regard to the democracy and its inefficient operations on account of globalization are the poverty in the spheres of society. For example the globalization trend advocates and demands one currency spread such as the European Union’s brought up policy of Euro. With the inflations and deprecating economies back home, it is nearly impossible to implement it and this in turn gives rise to disparity and artificial establishment of the global concepts in societies that are far from being truly democratic. The potential lack of true representation of the people’s problems in form of the lack of the representatives makes up for one debating issue and problem that is being contested in different parts of the world against the democracy. Democracy being the most prevalent form of the government in the world with over greater percentages of people believing and considering it as the true form of government, yet the factors and percentages of disparity such as injustice, poverty, hunger, crime, and terrorism along with various other social deviances and discrepancies lead to question the existence of democracy and gives rise to revolutionary movements. The Arab spring that came about in the Middle East and Western part of Asia was a reaction to the lack of true democracy within the given states. The sham democracy is one of the major factors that has given rise to the revolutionary and violent movements such as Arab springs and Taliban uprising. The core example of the Syrian regime that terms itself democratic yet is anything but democratic makes up revolt and discontent within the society. For example it is the Bashar Al Asad regime that has been in power for more than a decade and it is actually a continuation of the policies of the AlaWatee family and the Hafiz Al Asad regime that came into power through the force of military intervention (Minahan, 82). Similarly Egypt had taste of military dictator turning themselves into civilian dictators and then leading on to rule for multiple decades, all these and the presence of sham democracy within the different countries gives rise to the revolutionary movements in form of the nationalistic movement, Taliban movement and various other similar accounts. In the economic sphere the concept of interest is strongly negated by the revolutionary forces such as Taliban and other pro religious factions who demand complete abolishment of the institute of interest from the Eastern economic and banking system. This is the core idea advocated by them. However the points have been negated by various proponents, scholars, sociologists on the account of the fact that there are Muslim countries that have the Western form of democracy within, yet the means and businesses of the banking and economic system are held through the Islamic mode of economic practices. In the case of Taliban, they advocate the spread and installation of a system that would be based on the principles of equality, social justice and economic balancing. They even advocate the overthrow of the lesser enemies which they term are installed through the western influence and the western form of democracy. The form of government and representation advocated by the Taliban and other extremist forces include the element of religion in their principles and guidelines. This comes in contrast to the secular outlook adopted by various countries such as Turkey. The two differ with regard to the concept of separation of the pillar of politics and religion as two separate forces, while the Taliban term it as an integral part and all the decisions are subject to be made in the line and light of religious aspirations. The sole aim of revolution is to bring about a form of government that is representative of the people’s wishes and choices. Democracy certainly is one of these and there cannot be any better form of government that this. The need is the fact of transforming it into a good form of governance based on welfare state that depicts the religious, cultural, historical and ideological aims and aspirations of the people in different parts of the world.

References:

Fremont-Barnes, Gregory. Encyclopedia of the Age of Political Revolutions and New Ideologies, 1760-1815: A-L. Greenwood Publishing Group, 2007.Press. Hanson, Paul R. Historical Dictionary of the French Revolution. Scarecrow Press, 2004. Kropotkin, Peter. The Great French Revolution, 1789-1793. Cosimo, Inc, 2009.Press. Minahan, James. Encyclopedia of the Stateless Nations: A-C. Greenwood Publishing Group, 2002.Press. Thiers, Adolphe. The history of the French revolution, Volumes 1-2 (Google eBook). Carey and Hart, 1847.Press. Testa, David W. Del. Government Leaders, Military Rulers, and Political Activists. Greenwood Publishing Group, 2001.Press.

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Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

“The growing economic resemblance of spouses has contributed to rising inequality by increasing the number of couples in which there are two high- or two low-earning partners. [Annotation for the previous sentence: The first sentence introduces the topic under study (the “economic resemblance of spouses”). This sentence also implies the question underlying this research study: what are the various causes—and the interrelationships among them—for this trend?] The dominant explanation for this trend is increased assortative mating. Previous research has primarily relied on cross-sectional data and thus has been unable to disentangle changes in assortative mating from changes in the division of spouses’ paid labor—a potentially key mechanism given the dramatic rise in wives’ labor supply. [Annotation for the previous two sentences: These next two sentences explain what previous research has demonstrated. By pointing out the limitations in the methods that were used in previous studies, they also provide a rationale for new research.] We use data from the Panel Study of Income Dynamics (PSID) to decompose the increase in the correlation between spouses’ earnings and its contribution to inequality between 1970 and 2013 into parts due to (a) changes in assortative mating, and (b) changes in the division of paid labor. [Annotation for the previous sentence: The data, research and analytical methods used in this new study.] Contrary to what has often been assumed, the rise of economic homogamy and its contribution to inequality is largely attributable to changes in the division of paid labor rather than changes in sorting on earnings or earnings potential. Our findings indicate that the rise of economic homogamy cannot be explained by hypotheses centered on meeting and matching opportunities, and they show where in this process inequality is generated and where it is not.” (p. 985) [Annotation for the previous two sentences: The major findings from and implications and significance of this study.]

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

“From the mid-1970s through the mid-1980s, a network of young urban migrant men created an underground pulp fiction publishing industry in the city of Dar es Salaam. [Annotation for the previous sentence: The first sentence introduces the context for this research and announces the topic under study.] As texts that were produced in the underground economy of a city whose trajectory was increasingly charted outside of formalized planning and investment, these novellas reveal more than their narrative content alone. These texts were active components in the urban social worlds of the young men who produced them. They reveal a mode of urbanism otherwise obscured by narratives of decolonization, in which urban belonging was constituted less by national citizenship than by the construction of social networks, economic connections, and the crafting of reputations. This article argues that pulp fiction novellas of socialist era Dar es Salaam are artifacts of emergent forms of male sociability and mobility. In printing fictional stories about urban life on pilfered paper and ink, and distributing their texts through informal channels, these writers not only described urban communities, reputations, and networks, but also actually created them.” (p. 210) [Annotation for the previous sentences: The remaining sentences in this abstract interweave other essential information for an abstract for this article. The implied research questions: What do these texts mean? What is their historical and cultural significance, produced at this time, in this location, by these authors? The argument and the significance of this analysis in microcosm: these texts “reveal a mode or urbanism otherwise obscured . . .”; and “This article argues that pulp fiction novellas. . . .” This section also implies what previous historical research has obscured. And through the details in its argumentative claims, this section of the abstract implies the kinds of methods the author has used to interpret the novellas and the concepts under study (e.g., male sociability and mobility, urban communities, reputations, network. . . ).]

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

“Several studies have reported reprogramming of fibroblasts into induced cardiomyocytes; however, reprogramming into proliferative induced cardiac progenitor cells (iCPCs) remains to be accomplished. [Annotation for the previous sentence: The first sentence announces the topic under study, summarizes what’s already known or been accomplished in previous research, and signals the rationale and goals are for the new research and the problem that the new research solves: How can researchers reprogram fibroblasts into iCPCs?] Here we report that a combination of 11 or 5 cardiac factors along with canonical Wnt and JAK/STAT signaling reprogrammed adult mouse cardiac, lung, and tail tip fibroblasts into iCPCs. The iCPCs were cardiac mesoderm-restricted progenitors that could be expanded extensively while maintaining multipo-tency to differentiate into cardiomyocytes, smooth muscle cells, and endothelial cells in vitro. Moreover, iCPCs injected into the cardiac crescent of mouse embryos differentiated into cardiomyocytes. iCPCs transplanted into the post-myocardial infarction mouse heart improved survival and differentiated into cardiomyocytes, smooth muscle cells, and endothelial cells. [Annotation for the previous four sentences: The methods the researchers developed to achieve their goal and a description of the results.] Lineage reprogramming of adult somatic cells into iCPCs provides a scalable cell source for drug discovery, disease modeling, and cardiac regenerative therapy.” (p. 354) [Annotation for the previous sentence: The significance or implications—for drug discovery, disease modeling, and therapy—of this reprogramming of adult somatic cells into iCPCs.]

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

example of research paper background

Academic and Professional Writing

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Organizing Your Social Sciences Research Paper

Background information identifies and describes the history and nature of a well-defined research problem with reference to the existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice , its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address. Background information does not replace the literature review section of a research paper; it is intended to place the research problem in a proper context.

Fitterling, Lori. Researching and Writing an Effective Background Section of a Research Paper. Kansas City University of Medicine & Biosciences; Creating a Research Paper: How to Write the Background to a Study. DurousseauElectricalInstitute.com; Background Information: Definition of Background Information. Literary Devices Definition and Examples of Literary Terms.

Importance of Having Enough Background Information

Background information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. It generally supports the question, what did we know about this topic before I did this study? Sufficient background information helps your reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to understand the research problem and its significance before moving on to the literature review.

Depending on the problem being studied, forms of contextualization may include one or more of the following:

Background information can also include summaries of important, relevant research studies . This is particularly important if there is an essential or groundbreaking study about the research problem or a key study that refutes or supports your thesis. The key is to summarize for the reader what is known about the specific research problem before you conduct the analysis. This is accomplished with a general review of the foundational research literature [with citations] that document findings informing your study's aims and objectives.

NOTE: Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.  

Structure and Writing Style

Providing background information in the introduction of a research paper serves as a bridge that links the reader to the topic of your study . Precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the topic being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues and concepts underpinning your overall study. Don't try to show off, though! And, avoid stating the obvious.

The structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment. Given this, here are some questions to consider while writing this part of your introduction :

Almost all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge . Despite this assessment, however, background information should be brief and succinct; save any elaboration of critical points or in-depth discussion of key issues for the literature review section of your paper.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, or defining key components of your study [concepts, people, places, phenomena]. Although introductory background information can often blend into the literature review portion of the paper in social sciences research , basic background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

Hart, Cris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage, 1998.

Research-Methodology

Writing Research Background

Research background is a brief outline of the most important studies that have been conducted so far presented in a chronological order. Research background part in introduction chapter can be also headed ‘Background of the Study.” Research background should also include a brief discussion of major theories and models related to the research problem.

Specifically, when writing research background you can discuss major theories and models related to your research problem in a chronological order to outline historical developments in the research area.  When writing research background, you also need to demonstrate how your research relates to what has been done so far in the research area.

Research background is written after the literature review. Therefore, literature review has to be the first and the longest stage in the research process, even before the formulation of research aims and objectives, right after the selection of the research area. Once the research area is selected, the literature review is commenced in order to identify gaps in the research area.

Research aims and objectives need to be closely associated with the elimination of this gap in the literature. The main difference between background of the study and literature review is that the former only provides general information about what has been done so far in the research area, whereas the latter elaborates and critically reviews previous works.

Writing Research Background

John Dudovskiy

Research Paper Examples

Research paper examples are of great value for students who want to complete their assignments timely and efficiently. If you are a student in the university, your first stop in the quest for research paper examples will be the campus library where you can get to view the research sample papers of lecturers and other professionals in diverse fields plus those of fellow students who preceded you in the campus. Many college departments maintain libraries of previous student work, including large research papers, which current students can examine. Our collection of research paper examples includes:

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To Read Examples or Not to Read

When you get an assignment to write a research paper, the first question you ask yourself is ‘Should I look for research paper examples?’ Maybe, I can deal with this task on my own without any help. Is it that difficult?

Thousands of students turn to our service every day for help. It does not mean that they cannot do their assignments on their own. They can, but the reason is different. Writing a research paper demands so much time and energy that asking for assistance seems to be a perfect solution. As the matter of fact, it is a perfect solution, especially, when you need to work to pay for your studying as well.

Firstly, if you search for research paper examples before you start writing, you can save your time significantly. You look at the example and you understand the gist of your assignment within several minutes. Secondly, when you examine some sample paper, you get to know all the requirements. You analyze the structure, the language, and the formatting details. Finally, reading examples helps students to overcome writer’s block, as other people’s ideas can motivate you to discover your own ideas.

A Sample Research Paper on Child Abuse

Research Paper Examples

A research paper is an academic piece of writing, so you need to follow all the requirements and standards. Otherwise, it will be impossible to get the high results. To make it easier for you, we have analyzed the structure and peculiarities of a sample research paper on the topic ‘Child Abuse’.

The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.

To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is easier for you to present the ideas logically, without jumping from one thought to another.

In the outline, you need to name all the parts of your paper. That is to say, an introduction, main body, conclusion, bibliography, some papers require abstract and proposal as well.

A good outline will serve as a guide through your paper making it easier for the reader to follow your ideas.

I. Introduction

Ii. estimates of child abuse: methodological limitations, iii. child abuse and neglect: the legalities, iv. corporal punishment versus child abuse, v. child abuse victims: the patterns, vi. child abuse perpetrators: the patterns, vii. explanations for child abuse, viii. consequences of child abuse and neglect, ix. determining abuse: how to tell whether a child is abused or neglected, x. determining abuse: interviewing children, xi. how can society help abused children and abusive families, introduction.

An introduction should include a thesis statement and the main points that you will discuss in the paper.

A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view through the whole piece of work:

‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood.’

Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on their caretakers, and are unable to protect themselves from these acts.

Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by their families are not always the positive building blocks for which one would hope.

In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4 children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is a substantial one.

In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The evidence include all the data and material you have found, analyzed and systematized. You can support your point of view with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is right, and make the reader interested in the topic.

In this example, a writer analyzes the issue of child abuse: different statistical data, controversies regarding the topic, examples of the problem and the consequences.

Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).

Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse, leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).

While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as, at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”

Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural values, and community standards can influence the application of legal statutes. In addition, several states distinguish between failure to provide based on financial inability and failure to provide for no apparent financial reason.

Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials.

Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior, emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse is almost always present when other types of abuse are identified.

Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child (Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity (District of Columbia).

One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,” “causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability, disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed under most state statutes (e.g., state of Florida child abuse statute).

Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher). Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).

One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence. Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.

In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13 per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96% more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants (younger than age 1) (National Child Abuse and Neglect Data System, 2006).

Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per 100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor. Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).

One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication. This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small. Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being the result of abuse.

Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%, and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and 42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33% of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).

There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for physical punishment along with a lack of cultural support for helping parents here in the United States.

The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea that people who abuse their children have something wrong with their individual personality or biological makeup. Such psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want and need limits, these parents are unable to set them or adhere to them.)

Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower frustration tolerance, and increased stress).

The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally, less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically, parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child, they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average” situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder [ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything, including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being more difficult, are more likely to be victims of child abuse.

Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse increase when unskilled parents must contend with difficult children.

Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward siblings or a parent), those interactions and violent family members become the representations and role models for their future familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.

What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children, interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as methods of discipline.

Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.). Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition to being nonviolent in their family interactions.

Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically, such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater risk for child abuse.

Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of recommendations, the culture of corporal punishment persists.

Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married, couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have children and that they will love having children. But, after children are born, there is not much support for couples who have trouble adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help, and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the risks for child abuse in society.

The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an investigation must be conducted.

Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships, as well as the sabotaging of any current ones.

Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are thus not resilient and do not resume a “normal life” after the abuse has ended.

Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated victimizations.

Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas, 2004).

Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called “dysfunctional sexual behavior”—and have many sexual partners.

Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization. In the next section, these developmental delays are discussed as a means of identifying children who may be abused.

There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less likely injuries may signal instances of child abuse.

While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name a few), are good examples of the types of bruises children do not give themselves.

Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees, or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s) or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.

Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of damages rarely happen by accident.

Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the whole hand or those to the buttocks are also unlikely to happen as a result of an accident.

Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous areas and across many milestones.

As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.

Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow. This includes both verbal and nonverbal means of communication.

Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions. They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not, begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or “playing house.”

Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained and thus may be unable to control their bladders.

Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent toileting accidents.

Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior and impulse control, which, again, can be discerned in various ages of children.

Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help children express the types of abuse of which they may be victims.

Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform interviewers about the circumstances of abusive instances.

A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full stop in your research. You need to persuade the reader in your opinion.

Never add any new information in the conclusion. You can present solutions to the problem and you dwell upon the results, but only if this information has been already mentioned in the main body.

Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong, but in the grander scheme of things that is really not so bad.

Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding. When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up with more children and families.

Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition, Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be raised in nonviolent, emotionally satisfying families, and thus become better adults.

Bibliography

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  1. Writing a Research Paper Introduction

    The five steps in this article will help you put together an effective introduction for either type of research paper. 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

  2. What is the Background of a Study and How Should it be Written

    The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper.

  3. What is Background in a Research Paper?

    The background of your study will provide context to the information discussed throughout the research paper. Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis.

  4. How to write the background of your study

    The background of the study The background of the study establishes the context of the research. This section explains why this particular research topic is important and essential to understanding the main aspects of the study.

  5. How to write the Introduction and the background for a research paper

    Describes why you have undertaken the study Explains how the research will make a significant contribution to the field States the research question clearly Now let us understand how a research background is written. The background forms the first part of the Introduction section.

  6. Background Information Examples for Essays and Papers

    In each example, the background information is italicized. Advertisement "Goodbye to All That" by Joan Didion In this famous personal essay by Joan Didion, notice how the introduction grabs your attention and then quickly gives you some background information about Didion's life.

  7. 20+ Research Paper Example

    Research Paper Example Abstract After submitting the research proposal, prepare to write a seasoned abstract section. The abstract delivers the bigger picture by revealing the purpose of the research. A common mistake students make is writing it the same way a summary is written. Remember!

  8. Background Research Paper Examples That Really Inspire

    Example Of Recommendations Research Paper Abstract Adopting is the permanent acquisition of the responsibilities and rights accompanied with owning a child that previously was not yours. It is the process of acquiring parenthood though not by biological means.

  9. Example of Background of The Study of Research Paper

    Background of the study Base on our research, Covid-19 caused by novel coronavirus has radically transformed the lives of masses people around the globe, including students indeed, as of April 1, 2020. The number of learners required to stay at home due to the closure of their educational

  10. What is the Background in a Research Paper?

    The Background of a research paper needs to show two things: The study's territory (scope) First, provide a general overview of the field. Scientists in most disciplines should find it relatively easy to understand. Be broad, keep it interesting. Don't go into the specifics of your particular study. Let's look at two examples:

  11. Writing a Research Paper for Your Science Fair Project

    Examples of Reference Citations using APA Format Below are examples of how reference citations would look in your paper using the APA format. "If you copy a sentence from a book or magazine article by a single author, the reference will look like this. A comma separates the page number (or numbers) from the year" (Bloggs, 2002, p. 37).

  12. Basic Research Paper Format Examples

    Learn more about the basic outline for any research paper, complete with example text and formatting tips. Dictionary Thesaurus Sentences Examples Knowledge Grammar; Abbreviations ... Read on for an example of a paragraph from the background section of a research paper.

  13. What is the Background of the Study in a Research Paper?

    For example, if your research topic involves an issue that is politically hot, you can acknowledge this here. Have any earlier claims or assumptions been made, by other researchers, institutions, or politicians, that you think need to be clarified? Mentioning methodologies and approaches

  14. Free Example Of Brief Background Research Paper

    Good Research Paper On Brief Background Type of paper: Research Paper Topic: Government, Society, French Revolution, Democracy, Taliban, Revolution, France, Principles Pages: 8 Words: 2250 Published: 02/26/2020 ORDER PAPER LIKE THIS Abstract: Maximilien Robespierre was the most influential and central figure of the French Revolution.

  15. Writing an Abstract for Your Research Paper

    an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper; and, later, an abstract helps readers remember key points from your paper. It's also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your ...

  16. Background Information

    Is the research study unusual in a way that requires additional explanation, such as, 1) your study uses a method of analysis never applied before; 2) your study investigates a very esoteric or complex research problem; 3) your study introduces new or unique variables that need to be taken into account; or, 4) your study relies upon analyzing …

  17. Research Ethics Research Paper

    This research paper outlines a range of topics and approaches employed in research on research ethics. Other articles herein on ethics provide detailed examples. 1. History. Prior to the 1960s, most scientists considered their work value free or inherently good.

  18. Writing Research Background

    Research background is a brief outline of the most important studies that have been conducted so far presented in a chronological order. Research background part in introduction chapter can be also headed 'Background of the Study.". Research background should also include a brief discussion of major theories and models related to the ...

  19. Research Paper Examples

    Research paper examples are of great value for students who want to complete their assignments timely and efficiently. If you are a student in the university, your first stop in the quest for research paper examples will be the campus library where you can get to view the research sample papers of lecturers and other professionals in diverse fields plus those of fellow students who preceded ...