main parts of research article

What is Research?: Parts of a Research Article

• The Truth about Research
• Research Steps
• Evaluating Sources
• Parts of a Research Article

While each article is different, here are some common pieces you'll see in many of them...

• The title of the article should give you some clues as to the topic it addresses.
• The abstract allows readers to quickly review the overall content of the article. It should give you an idea of the topic of the article, while also providing any key details--such as the questions address in the article and the general results of the studies conducted.
• The introduction introduces the general topic and provides some background information, eventually narrowing it down to the specific issues addressed in the article.
• The literature review describes past research on the topic and relates it to the specific topic covered by the article.  Not all articles will have a literature review.
• The methods section addresses the research design and methodology used by the author to come to the conclusions they have in this article.  This gives others the ability to replicate the study.  Not all articles will have this, since there will be many articles that don't involve an actual study.
• The results section presents the results of any studies or analysis that has been conducted.  Not all articles will have this, either.
• The discussion/conclusion addresses the implications or future of the field.  It may also address where future research is needed.
• The list references or bibliography is the alphabetized list of resources used for the article.  The format of the citations is often determined by what that field's preferred format is.  Common citations formats include APA, Chicago, and MLA.  This is a necessity in an article--and it helps you identify more possible resources for your own paper.
• Components of a Research Paper Useful site that goes more in depth on these sections.
• Parts of a Citation A really wonderful site by the Nash Community College Library.
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• Last Updated: Jul 20, 2017 9:23 PM
• URL: https://libguides.uno.edu/whatisresearch

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Writing Research Papers

• Research Paper Structure

Whether you are writing a B.S. Degree Research Paper or completing a research report for a Psychology course, it is highly likely that you will need to organize your research paper in accordance with American Psychological Association (APA) guidelines.  Here we discuss the structure of research papers according to APA style.

Major Sections of a Research Paper in APA Style

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. 1  Many will also contain Figures and Tables and some will have an Appendix or Appendices.  These sections are detailed as follows (for a more in-depth guide, please refer to " How to Write a Research Paper in APA Style ”, a comprehensive guide developed by Prof. Emma Geller). 2

What is this paper called and who wrote it? – the first page of the paper; this includes the name of the paper, a “running head”, authors, and institutional affiliation of the authors.  The institutional affiliation is usually listed in an Author Note that is placed towards the bottom of the title page.  In some cases, the Author Note also contains an acknowledgment of any funding support and of any individuals that assisted with the research project.

One-paragraph summary of the entire study – typically no more than 250 words in length (and in many cases it is well shorter than that), the Abstract provides an overview of the study.

Introduction

What is the topic and why is it worth studying? – the first major section of text in the paper, the Introduction commonly describes the topic under investigation, summarizes or discusses relevant prior research (for related details, please see the Writing Literature Reviews section of this website), identifies unresolved issues that the current research will address, and provides an overview of the research that is to be described in greater detail in the sections to follow.

What did you do? – a section which details how the research was performed.  It typically features a description of the participants/subjects that were involved, the study design, the materials that were used, and the study procedure.  If there were multiple experiments, then each experiment may require a separate Methods section.  A rule of thumb is that the Methods section should be sufficiently detailed for another researcher to duplicate your research.

What did you find? – a section which describes the data that was collected and the results of any statistical tests that were performed.  It may also be prefaced by a description of the analysis procedure that was used. If there were multiple experiments, then each experiment may require a separate Results section.

What is the significance of your results? – the final major section of text in the paper.  The Discussion commonly features a summary of the results that were obtained in the study, describes how those results address the topic under investigation and/or the issues that the research was designed to address, and may expand upon the implications of those findings.  Limitations and directions for future research are also commonly addressed.

List of articles and any books cited – an alphabetized list of the sources that are cited in the paper (by last name of the first author of each source).  Each reference should follow specific APA guidelines regarding author names, dates, article titles, journal titles, journal volume numbers, page numbers, book publishers, publisher locations, websites, and so on (for more information, please see the Citing References in APA Style page of this website).

Tables and Figures

Graphs and data (optional in some cases) – depending on the type of research being performed, there may be Tables and/or Figures (however, in some cases, there may be neither).  In APA style, each Table and each Figure is placed on a separate page and all Tables and Figures are included after the References.   Tables are included first, followed by Figures.   However, for some journals and undergraduate research papers (such as the B.S. Research Paper or Honors Thesis), Tables and Figures may be embedded in the text (depending on the instructor’s or editor’s policies; for more details, see "Deviations from APA Style" below).

Supplementary information (optional) – in some cases, additional information that is not critical to understanding the research paper, such as a list of experiment stimuli, details of a secondary analysis, or programming code, is provided.  This is often placed in an Appendix.

Variations of Research Papers in APA Style

Although the major sections described above are common to most research papers written in APA style, there are variations on that pattern.  These variations include: 

• Literature reviews – when a paper is reviewing prior published research and not presenting new empirical research itself (such as in a review article, and particularly a qualitative review), then the authors may forgo any Methods and Results sections. Instead, there is a different structure such as an Introduction section followed by sections for each of the different aspects of the body of research being reviewed, and then perhaps a Discussion section. 
• Multi-experiment papers – when there are multiple experiments, it is common to follow the Introduction with an Experiment 1 section, itself containing Methods, Results, and Discussion subsections. Then there is an Experiment 2 section with a similar structure, an Experiment 3 section with a similar structure, and so on until all experiments are covered.  Towards the end of the paper there is a General Discussion section followed by References.  Additionally, in multi-experiment papers, it is common for the Results and Discussion subsections for individual experiments to be combined into single “Results and Discussion” sections.

Departures from APA Style

In some cases, official APA style might not be followed (however, be sure to check with your editor, instructor, or other sources before deviating from standards of the Publication Manual of the American Psychological Association).  Such deviations may include:

• Placement of Tables and Figures  – in some cases, to make reading through the paper easier, Tables and/or Figures are embedded in the text (for example, having a bar graph placed in the relevant Results section). The embedding of Tables and/or Figures in the text is one of the most common deviations from APA style (and is commonly allowed in B.S. Degree Research Papers and Honors Theses; however you should check with your instructor, supervisor, or editor first). 
• Incomplete research – sometimes a B.S. Degree Research Paper in this department is written about research that is currently being planned or is in progress. In those circumstances, sometimes only an Introduction and Methods section, followed by References, is included (that is, in cases where the research itself has not formally begun).  In other cases, preliminary results are presented and noted as such in the Results section (such as in cases where the study is underway but not complete), and the Discussion section includes caveats about the in-progress nature of the research.  Again, you should check with your instructor, supervisor, or editor first.
• Class assignments – in some classes in this department, an assignment must be written in APA style but is not exactly a traditional research paper (for instance, a student asked to write about an article that they read, and to write that report in APA style). In that case, the structure of the paper might approximate the typical sections of a research paper in APA style, but not entirely.  You should check with your instructor for further guidelines.

Workshops and Downloadable Resources

• For in-person discussion of the process of writing research papers, please consider attending this department’s “Writing Research Papers” workshop (for dates and times, please check the undergraduate workshops calendar).

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – empirical research) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 3.
• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 26.  

External Resources

• Formatting APA Style Papers in Microsoft Word
• How to Write an APA Style Research Paper from Hamilton University
• WikiHow Guide to Writing APA Research Papers
• Sample APA Formatted Paper with Comments
• Sample APA Formatted Paper
• Tips for Writing a Paper in APA Style

1 VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.) (pp. 41-60).  Washington, DC: American Psychological Association.

2 geller, e. (2018).  how to write an apa-style research report . [instructional materials]. , prepared by s. c. pan for ucsd psychology.

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• Formatting Research Papers
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Article Contents

Primacy of the research question, structure of the paper, writing a research article: advice to beginners.

• Article contents
• Figures & tables
• Supplementary Data

Thomas V. Perneger, Patricia M. Hudelson, Writing a research article: advice to beginners, International Journal for Quality in Health Care , Volume 16, Issue 3, June 2004, Pages 191–192, https://doi.org/10.1093/intqhc/mzh053

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Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [ 1 , 2 ]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal.

A good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper. Whatever relates to the research question belongs in the paper; the rest doesn’t. This is perhaps obvious when the paper reports on a well planned research project. However, in applied domains such as quality improvement, some papers are written based on projects that were undertaken for operational reasons, and not with the primary aim of producing new knowledge. In such cases, authors should define the main research question a posteriori and design the paper around it.

Generally, only one main research question should be addressed in a paper (secondary but related questions are allowed). If a project allows you to explore several distinct research questions, write several papers. For instance, if you measured the impact of obtaining written consent on patient satisfaction at a specialized clinic using a newly developed questionnaire, you may want to write one paper on the questionnaire development and validation, and another on the impact of the intervention. The idea is not to split results into ‘least publishable units’, a practice that is rightly decried, but rather into ‘optimally publishable units’.

What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community. The research question should be precise and not merely identify a general area of inquiry. It can often (but not always) be expressed in terms of a possible association between X and Y in a population Z, for example ‘we examined whether providing patients about to be discharged from the hospital with written information about their medications would improve their compliance with the treatment 1 month later’. A study does not necessarily have to break completely new ground, but it should extend previous knowledge in a useful way, or alternatively refute existing knowledge. Finally, the question should be of interest to others who work in the same scientific area. The latter requirement is more challenging for those who work in applied science than for basic scientists. While it may safely be assumed that the human genome is the same worldwide, whether the results of a local quality improvement project have wider relevance requires careful consideration and argument.

Once the research question is clearly defined, writing the paper becomes considerably easier. The paper will ask the question, then answer it. The key to successful scientific writing is getting the structure of the paper right. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes abbreviated as IMRAD). Each section addresses a different objective. The authors state: (i) the problem they intend to address—in other terms, the research question—in the Introduction; (ii) what they did to answer the question in the Methods section; (iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion.

In turn, each basic section addresses several topics, and may be divided into subsections (Table 1 ). In the Introduction, the authors should explain the rationale and background to the study. What is the research question, and why is it important to ask it? While it is neither necessary nor desirable to provide a full-blown review of the literature as a prelude to the study, it is helpful to situate the study within some larger field of enquiry. The research question should always be spelled out, and not merely left for the reader to guess.

Typical structure of a research paper

The Methods section should provide the readers with sufficient detail about the study methods to be able to reproduce the study if so desired. Thus, this section should be specific, concrete, technical, and fairly detailed. The study setting, the sampling strategy used, instruments, data collection methods, and analysis strategies should be described. In the case of qualitative research studies, it is also useful to tell the reader which research tradition the study utilizes and to link the choice of methodological strategies with the research goals [ 3 ].

The Results section is typically fairly straightforward and factual. All results that relate to the research question should be given in detail, including simple counts and percentages. Resist the temptation to demonstrate analytic ability and the richness of the dataset by providing numerous tables of non-essential results.

The Discussion section allows the most freedom. This is why the Discussion is the most difficult to write, and is often the weakest part of a paper. Structured Discussion sections have been proposed by some journal editors [ 4 ]. While strict adherence to such rules may not be necessary, following a plan such as that proposed in Table 1 may help the novice writer stay on track.

References should be used wisely. Key assertions should be referenced, as well as the methods and instruments used. However, unless the paper is a comprehensive review of a topic, there is no need to be exhaustive. Also, references to unpublished work, to documents in the grey literature (technical reports), or to any source that the reader will have difficulty finding or understanding should be avoided.

Having the structure of the paper in place is a good start. However, there are many details that have to be attended to while writing. An obvious recommendation is to read, and follow, the instructions to authors published by the journal (typically found on the journal’s website). Another concerns non-native writers of English: do have a native speaker edit the manuscript. A paper usually goes through several drafts before it is submitted. When revising a paper, it is useful to keep an eye out for the most common mistakes (Table 2 ). If you avoid all those, your paper should be in good shape.

Common mistakes seen in manuscripts submitted to this journal

Huth EJ . How to Write and Publish Papers in the Medical Sciences , 2nd edition. Baltimore, MD: Williams & Wilkins, 1990 .

Browner WS . Publishing and Presenting Clinical Research . Baltimore, MD: Lippincott, Williams & Wilkins, 1999 .

Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001 ; 14 : 109 –117.

Docherty M , Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999 ; 318 : 1224 –1225.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Read a Scholarly Article

• Introduction

Article Text

• References/Works Cited
• 2. Sections of a Scholarly Article: Humanities Article

Sections of a Scholarly Journal Article About Scientific Research

Let's look at the different parts of a scholarly article that presents scientific research:

• Brief description of the article
• You can read this to decide whether you want to read the entire article.

Introduction:

• Description of the problem, or the research question, and why this study is being done
• Sometimes includes a short literature review

• The main part of an article is its body text.
• This is where the author analyzes the argument, research question, or problem. This section also includes analysis and criticism.
• The author may use headings to divide this part of the article into sections. 

Scientific research articles may include these sections:

• Literature review (Discussion of other sources, such as books and articles, that informed the author(s) of this article)
• Methods (Description of the way the research study was set up and how data was collected)
• Results (Presentation of the research study results)
• Discussion (Discussion of whether the results of the study answer the research question)

You may see some of these same sections in articles that present humanities scholarship.

Conclusion:

• Wraps up the article.
• This section isn't always labeled. 
• Description of how this article or research study contributes to or builds on the previous research of other scholars.
• Also includes ideas for future research others might do on this topic.

References/Works Cited:

List of resources (books, articles, etc.) cited in this article.

This example uses pages from this article: Sampson, L., Ettman, C., Abdalla, S., Colyer, E., Dukes, K., Lane, K., & Galea, S. (2021). Financial hardship and health risk behavior during COVID-19 in a large US national sample of women. SSM - Population Health, 13, 100734–100734 . https://doi.org/10.1016/j.ssmph.2021.100734

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Structure of a Research Paper

Structure of a Research Paper: IMRaD Format

I. The Title Page

• Title: Tells the reader what to expect in the paper.
• Author(s): Most papers are written by one or two primary authors. The remaining authors have reviewed the work and/or aided in study design or data analysis (International Committee of Medical Editors, 1997). Check the Instructions to Authors for the target journal for specifics about authorship.
• Keywords [according to the journal]
• Corresponding Author: Full name and affiliation for the primary contact author for persons who have questions about the research.
• Financial & Equipment Support [if needed]: Specific information about organizations, agencies, or companies that supported the research.
• Conflicts of Interest [if needed]: List and explain any conflicts of interest.

II. Abstract: “Structured abstract” has become the standard for research papers (introduction, objective, methods, results and conclusions), while reviews, case reports and other articles have non-structured abstracts. The abstract should be a summary/synopsis of the paper.

III. Introduction: The “why did you do the study”; setting the scene or laying the foundation or background for the paper.

IV. Methods: The “how did you do the study.” Describe the --

• Context and setting of the study
• Specify the study design
• Population (patients, etc. if applicable)
• Sampling strategy
• Intervention (if applicable)
• Identify the main study variables
• Data collection instruments and procedures
• Outline analysis methods

V. Results: The “what did you find” --

• Report on data collection and/or recruitment
• Participants (demographic, clinical condition, etc.)
• Present key findings with respect to the central research question
• Secondary findings (secondary outcomes, subgroup analyses, etc.)

VI. Discussion: Place for interpreting the results

• Main findings of the study
• Discuss the main results with reference to previous research
• Policy and practice implications of the results
• Strengths and limitations of the study

VII. Conclusions: [occasionally optional or not required]. Do not reiterate the data or discussion. Can state hunches, inferences or speculations. Offer perspectives for future work.

VIII. Acknowledgements: Names people who contributed to the work, but did not contribute sufficiently to earn authorship. You must have permission from any individuals mentioned in the acknowledgements sections. 

IX. References:  Complete citations for any articles or other materials referenced in the text of the article.

• IMRD Cheatsheet (Carnegie Mellon) pdf.
• Adewasi, D. (2021 June 14).  What Is IMRaD? IMRaD Format in Simple Terms! . Scientific-editing.info. 
• Nair, P.K.R., Nair, V.D. (2014). Organization of a Research Paper: The IMRAD Format. In: Scientific Writing and Communication in Agriculture and Natural Resources. Springer, Cham. https://doi.org/10.1007/978-3-319-03101-9_2
• Sollaci, L. B., & Pereira, M. G. (2004). The introduction, methods, results, and discussion (IMRAD) structure: a fifty-year survey.   Journal of the Medical Library Association : JMLA ,  92 (3), 364–367.
• Cuschieri, S., Grech, V., & Savona-Ventura, C. (2019). WASP (Write a Scientific Paper): Structuring a scientific paper.   Early human development ,  128 , 114–117. https://doi.org/10.1016/j.earlhumdev.2018.09.011

Research Basics Tutorial: Parts of a Scholarly Article

• Tutorial Menu
• College-Level Research
• What Do Researchers Do?
• Parts of a Scholarly Article
• How to Search
• Finding Books & Articles
• Evaluating Sources
• Literature Reviews
• Web vs. Google Scholar
• Citing Sources

Qualitative Methods

Key components of a scholarly article.

Components of a Research Article

The title may include terms like “outcomes,” “effects,” “treatments,” and “reactions” that indicate the article deals with research. Example:

Human touch effectively and safely reduces pain in the newborn intensive care unit

Provides the author(s) name(s) and publication information. Example:

Herrington, C. J., & Chiodo, L. M. (2014). Human touch effectively and safely reduces pain in the newborn intensive care unit. Pain Management Nursing , 15 (1), 107-115. doi:10.1016/j.pmn.2012.06.007

Used by readers to quickly evaluate the overall article content. Introduces topic and specific research question, usually provides statement regarding methodology and a general statement about the results and findings.

This was a feasibility pilot study to evaluate the efficacy of the nonpharmacologic pain management technique of gentle human touch (GHT) in reducing pain response to heel stick in premature infants in the neonatal intensive care unit (NICU). Eleven premature infants ranging from 27 to 34 weeks’ gestational age, in a level III NICU in a teaching hospital, were recruited and randomized to order of treatment in this repeated-measures crossover-design experiment. Containment with GHT during heel stick was compared with traditional nursery care (side lying and “nested” in an incubator). Heart rate, respiratory rate, oxygen saturation, and cry were measured continuously beginning at baseline and continuing through heel warming, heel stick, and recovery following the heel stick. Infants who did not receive GHT had decreased respiration, increased heart rate, and increased cry time during the heel stick... No significant differences were noted in oxygen saturation in either group. GHT is a simple nonpharmacologic therapy that can be used by nurses and families to reduce pain of heel stick in premature infants in the NICU.

Introduction

Introduces the broad overall topic and provides basic background information.  Then narrows down to the specific research question relating to the topic. Provides the purpose and focus for the rest of the article and sets the justification for the research. Sometimes this includes a literature review that describes past important research and relates it specifically to the research question.

Background: Nearly 13% of all pregnancies result in premature birth (infants born before 37 weeks’ completed gestation) every year in the U.S. ( Martin, Hamilton, Sutton, Ventura, Mathews, & Osterman, 2010 ). It is estimated that 50%–70% of infants born prematurely develop neurobehavioral deficits/delays that are often undiagnosed until preschool and early school age…. Although multiple mechanisms affect overall neurobehavioral development in these infants, increased scientific attention has focused on the detrimental effects of minor repetitive pain exposure in the newborn intensive care unit (NICU) ( Fitzgerald & Walker, 2009 ; Grunau, 2002 ; Hack, Klein, & Taylor, 1995 ). . . .

Study Aim: The present study was designed to test the efficacy of gentle human touch in reducing pain response in premature infants undergoing heel stick for medically indicated blood sampling compared with standard nursery care of positioning with nonhuman confinement using “blanket nesting.”

Describes the research design and methodology used to complete the study.  Includes the sample of who was studied and sample size.

Study Design: This was an experimental pilot feasibility study using a repeated-measures crossover study design. Pain response was measured around two medically indicated heel sticks for blood sampling. Each infant received one heel stick with GHT intervention and one heel stick without GHT. Infants served as their own controls with random assignment to order of treatment (GHT vs. no GHT) in blocks of four to maximize study power. . . .

Sample: Sample size was determined using feasibility considerations of the number of premature infants treated in the unit where the study was conducted. . . .

Results of the analysis are presented that are directly related to the research or problem.

Data Analysis: Descriptive statistics were used to analyze the demographic data and evaluate distributions, measures of central tendency, and outcome variable variability (HR, RR, SaO 2 , and cry). In SPSS (version 20), repeated-measures analysis of variance was used to analyze the effects of intervention versus no intervention. . . .

Discussion / Conclusion

This section should be a discussion of the results, and the implications on the field. The research question should be answered and validated by the interpretation of the results. This section could also discuss how results relate to previous research, any cautions about the findings, and potential for future research.

Discussion: The data reported here provide evidence of the ability of gentle human touch to reduce pain response in premature infants undergoing heel stick for medically indicated blood sampling compared with standard nursery care of positioning with nonhuman confinement using “blanket nesting. . . .”

Study Limitations: There are study limitations that need to be considered as the findings are interpreted. Although statistical significance was noted in several between-group comparisons, the sample was small, thus threatening study validity. However, the clinical significance is important. . . .

Recommendations for Future Research: …Future research should examine the efficacy of GHT to reduce pain response over the duration of the NICU stay and the potential for sensitization to the GHT when used consistently for pain reduction. . . .

Summary: This study presents new evidence supporting the feasibility and effectiveness of gentle human touch for relief of pain of heel stick in the NICU. GHT is a quick and easy intervention that can be provided by nurses to reduce pain.

This section should be an alphabetized list of all the academic sources of information utilized in the paper.

Axelin, A., Salantera, S., Lehtonen, L. (2006). Facilitated tucking by parents’ in pain management of preterm infants—A randomized crossover trial. Early Human Development, 82 (4) (2006), pp. 241–247.

Fitzgerald, M., Walker, S.M. (2009). Infant pain management: A developmental neurobiological approach . Nature Clinical Practice. Neurology, 5 (1) pp. 35–50.

A Few Basic Types of Scholarly Articles

Peer review isn't a tough concept. It just means that the article was reviewed by scholars and meets certain standards with regards to a publication or a discipline. These articles are typically written by professors or specialists. A great clue that something is peer reviewed or scholarly: The article contains a list of references or cites.

Qualitative research seeks to understanding some aspect of social life, and its methods (usually) generate words, rather than numbers, as data for analysis. These research methods seek to understand the experiences and attitudes of the people being studied. They answer questions about the “what,” “how, “ or “why” of a phenomenon rather than “how many” or “how much,” which are answered by quantitative methods.

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Library Instruction

Structure of typical research article.

The basic structure of a typical research paper includes Introduction, Methods, Results, and Discussion. Each section addresses a different objective.

• the problem they intend to address -- in other words, the research question -- in the Introduction ;
• what they did to answer the question in Methodology ;
• what they observed in Results ; and
• what they think the results mean in Discussion .

A substantial study will sometimes include a literature review section which discusses previous works on the topic. The basic structure is outlined below:

• Author and author's professional affiliation is identified
• Introduction
• Literature review section (a discussion about what other scholars have written on the topic)
• Methodology section (methods of data gathering are explained)
• Discussion section
• Conclusions
• Reference list with citations (sources of information used in the article)

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Reading a Scholarly Article

• Parts of a Scholarly Article
• How to Read a Scholarly Article
• Additional Library Tutorials This link opens in a new window

Need Help? Ask Us!

Sources consulted.

Anatomy of a Scholarly Article: NCSU Libraries . (2009, July 13). https://www.lib.ncsu.edu/tutorials/scholarly-articles/

Evelyn, S. (2021). LibGuides: Evaluating Information: How to Read a Scholarly Article . https://libguides.brown.edu/evaluate/ Read

Rempel, H. (2021). LibGuides: FW 107: Orientation to Fisheries and Wildlife: 5. The Anatomy of a Scholarly Article . https://guides.library.oregonstate.edu/ c.php?g=286038&p=1905154

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Finding Scholarly and Peer Reviewed Articles: Parts of a Research Article

• Scholarly v Popular
• Scholarly Sources Evaluation
• Searching for Peer Reviewed Articles
• Parts of a Research Article
• Anatomy of a Research Article

Major Parts of a Research Article

Tutorial: elements of a research article.

• Parts of a Research Article See explanations the components of a scientific and scholarly research article. From the Lamar Soutter Library .
• Research Paper Structure Follow this explanation of research paper structures using the APA style. From the University of California.

Chat with a Librarian

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The Research Process: Parts of the Research Article

• Search Strategies
• Creating a Research Question
• Search Terms
• Finding e-Books
• Finding Articles and Images
• Journal Articles
• Books & Other Sources

Parts of the Research Article

• Reading and Understanding Research
• Data and Datasets
• Literature Reviews
• Recording Your Research
• Annotated Bibliographies

When you write a research paper, many instructors will ask you to find scholarly research articles as a basis for your research.  A scholarly research article presents original research and is written and reviewed by experts in a field.   A typical scholarly research article has several sections that can include the:

Introduction

Bibliography or reference list, definitions.

Each part of the research article above has a specific purpose for the reader.  

The abstract is a succinct summary of a research article, usually only a paragraph long.  The abstract should tell readers whether an article will be useful for their research.

The introduction gives background information on the topic or problems that the research article addresses.  The introduction usually includes a problem statement, which describes a specific problem that the researchers are trying to solve.  The introduction can also include a literature review, intended to critically evaluate material that has been published on a certain topic or research problem.  A literature review is often included as a separate section within a research article. 

In the Methods section of a research article, the researchers describe the design of their study and how it was carried out.  This may include a description of any instrument used to collect quantitative or qualitative data, the sample or participants, how data was gathered, and any statistical analysis of data.    

The Results section of a research article reports the findings of the study, whether they come from quantitative or qualitative measures.  In this section the findings are presented to the reader, but it does not include an interpretation of the findings

In the Discussion section, researchers interpret the findings of the study and comment on whether the study answered the problem/s it was attempting to solve.  Researchers may also discuss the limitations of the study and suggestions for further research.

The bibliography or references section is a list of all the resources cited within the body of the article.

Other Resources

• Parts of the Research Article: Marymount University Library
• OpenMichigan: Major Content Sections of a Research Report and Related Critiquing Guidelines
• Components of a Research Paper: Center for Innovation in Research and Teaching
• Writing the Empirical Research Article: Book Chapter by D.J. Bem
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Introduction to Scholarly Articles: Parts of a Scholarly Article

• Types of Scholarly Articles

Parts of a Scholarly Article

• How to Read a Scholarly Article

NC State University's Interactive Tutorial "Anatomy of a Scholarly Article"

Click on image to view full page

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Journal Article Basics

• What, Why, & Where
• Peer Review

What is an abstract?

Publication, introduction, charts, graphs, etc., article text, methods or methodology.

• Identification
• Reading an Article
• Types of Articles

Knowing about the different sections of a scholarly article and the type of information presented in each section, will make it easier to understand what the article is about. Also, reading specific parts or sections of an article can help save you time as you decide whether an article is relevant.

• Anatomy of a Scholarly Article [NCSU Interactive Tutorial] Excellent interactive tool for learning about the sections of a scholarly article.

The title of a scholarly article is generally (but not always) an extremely brief summary of the article's contents. It will usually contain technical terms related to the research presented.

Authors and their credentials will be provided in a scholarly article. Credentials may appear with the authors' names, as in this example, or they may appear as a footnote or an endnote to the article. The authors' credentials are provided to establish the authority of the authors, and also to provide a point of contact for the research presented in the article. For this reason, authors' e-mail addresses are usually provided in recent articles.

On the first page of an article you will usually find the journal title, volume/issue numbers, if applicable, and page numbers of the article. This information is necessary for you to write a citation of the article for your paper.

The information is not always neatly outlined at the bottom of the first page; it may be spread across the header and footer of the first page, or across the headers or footers of opposite pages, and for some online versions of articles, it may not be present at all.

The abstract is a brief summary of the contents of the article, usually under 250 words. It will contain a description of the problem and problem setting; an outline of the study, experiment, or argument; and a summary of the conclusions or findings. It is provided so that readers examining the article can decide quickly whether the article meets their needs.

The introduction to a scholarly article describes the topic or problem the authors researched. The authors will present the thesis of their argument or the goal of their research. The introduction may also discuss the relevance or importance of the research question.

An overview of related research and findings, called a literature review, may appear in the introduction, though the literature review may be in its own section.

Scholarly articles frequently contain charts, graphs, equations, and statistical data related to the research. Pictures are rare unless they relate directly to the research presented in the article.

The body of an article is usually presented in sections, including an  introduction , a  literature review , one or more sections describing and analyzing the argument, experiment or study.

Scientific research articles typically include separate sections addressing the methods  and results  of the experiment, and a discussion  of the research findings.

Articles typically close with a conclusion  summarizing the findings.

The parts of the article may or may not be labeled, and two or more sections may be combined in a single part of the text. The text itself is typically highly technical, and assumes a familiarity with the topic. Jargon, abbreviations, and technical terms are used without definition.

The methods section of a scholarly article generally outlines the experimental design, the materials, and the methods (procedures) of the experiment. 

The results section of a scholarly article is generally devoted to discussing the type of analysis conducted regarding the data as well as the results. 

A scholarly article will end with a conclusion, where the authors summarize the results of their research. The authors may also discuss how their findings relate to other scholarship, or encourage other researchers to extend or follow up on their work.

The discussion of a scholarly article generally includes a description of how the study contributes to the existing body of research, an analysis of the research questions and hypotheses, and a discussion of the research in connection to the real world. 

Most scholarly articles contain many references to publications by other authors. You will find these references scattered throughout the text of the article, as footnotes at the bottom of the page, or endnotes at the end of the article.

Most papers provide a list of references at the end of the paper. Each reference listed there corresponds to one of the citations provided in the body of the paper. You can use this list of references to find additional scholarly articles and books on your topic.

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Finding Articles

• Peer-Reviewed
• Scholarly vs. Popular
• Structure of a Scholarly Article

How to Read a Scholarly Article

• Identifying Types of Periodicals - so you can be sure you are using a scholarly article.
• How to read a citation from the library's database when you are searching for an article.
• Locating the Author's Credentials to be sure the author(s) is/are truly experts in the topic on which they are writing.
• Reading an abstract - so you can determine whether the article is suitable for your research.
• Identifying the Hypothesis or Thesis in an article to determine the author's purpose. 
• Additional Parts of a scholarly article:

Literature Review

Research methods.

• Discussion/Conclusion

Reading the Citation from a Database

Here is a citation for a journal article from a library database:

Here is the first page of that article as it appears in the journal:

Hypothesis or Thesis

The first few paragraphs of a  journal article  serve to introduce the topic, to provide the author's hypothesis or thesis, and to indicate why the research was done.  A thesis or hypothesis is not always clearly labled; you may need to read through the introductory paragraphs to determine what the authors are proposing.

This section of the article describes the procedures, or methods, that were used to carry out the research study.  The methodology  the authors  follow will vary according to the discipline, or field of study, the research relates to.  Types of methodology include case studies, scientific experiments, field studies, focus groups, and surveys.

Discussion/Conclusion Section

This section gives discussion, conclusions, or implications, of the research.  Here, the authors summarize what the results of the research might mean to the field, how the research addresses the original hypothesis, weaknesses of the study, and recommendations for future research about the topic.

Additional Resources

• Anatomy of a Scholarly Article (North Carolina State University)
• Anatomy of a Scholarly Article (Capella University)

Locating the Author's Credentials

Typically, the names of the academic or research institutions the authors are affiliated with will be stated on the first page of the journal article, either near the author's names, or lower on the page. 

Reading the Abstract

Abstracts are often written by the author or authors of the article.  The abstract provides a concise summary of the research, including its purpose, significant results, and implications of the results.  Reading the abstract can be a good way to determine whether the article is suitable for your needs.  The abstract appears on the first page of the journal article, and may or may not be labeled. As a general rule, you only will find abstracts on papers of five or more pages in length. 

A literature review describes previous research or discussion that has been published on the topic. This review of the literature can provide a good overview of the topic and will outline what other researchers have found. The passage below shows references to the work of other researchers throughout the text, with their names and the year their research was published in parenthetical citations.

Results Section

This section gives all of the data that was collected as a result of the research.  Typically, results are reported in statistical terms, often in the form of tables, charts, and graphs.

References Section

The list of references, or works cited, provides publication information for all of the materials the authors used in the article.  The references list can be a good way to identify additional sources of information on the topic.

Attribution

The information contained on this page comes from a Research Guide entitled, "How to Read an Article in a Scholarly Journal" from Cuyuga Community College's library: http://libguides.cayuga-cc.edu/c.php?g=172035&p=1134040

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Research Paper Structure – Main Sections and Parts of a Research Paper

PhD students are expected to write and publish research papers to validate their research work and findings. Writing your first research paper  can seem like a daunting task at the start but must be done to validate your work. If you are a beginner writer new to academic writing or a non-native English speaker then it might seem like a daunting process at inception. The best way to begin writing a research paper is to learn about the research paper structure needed in your field, as this may vary between fields. Producing a research paper structure first with various headings and subheadings will significantly simplify the writing process. In this blog, we explain the basic structure of a research paper and explain its various components. We elaborate on various parts and sections of a research paper. We also provide guidance to produce a research paper structure for your work through word cloud diagrams that illustrate various topics and sub-topics to be included under each section. We recommend you to refer to our other blogs on  academic writing tools ,   academic writing resources , and  academic phrase-bank , which are relevant to the topic discussed in this blog. 

1. Introduction

The Introduction section is one of the most important sections of a research paper. The introduction section should start with a brief outline of the topic and then explain the nature of the problem at hand and why it is crucial to resolve this issue. This section should contain a literature review that provides relevant background information about the topic. The literature review should touch upon seminal and pioneering works in the field and the most recent studies pertinent to your work. 

The  literature review  should end with a few lines about the research gap in the chosen domain. This is where you explain the lack of adequate research about your chosen topic and make a case for the need for more research. This is an excellent place to define the research question or hypothesis. The last part of the introduction should be about your work. Having established the research gap now, you have to explain how you intend to solve the problem and subsequently introduce your approach. You should provide a clear outline that includes both the primary and secondary aims/objectives of your work. You can end the section by providing how the rest of the paper is organized.  When you are working on the research paper structure use the word cloud diagrams as a guidance.

2. Material and Methods

The Materials and methods section of the research paper should include detailed information about the implementation details of your method. This should be written in such a way that it is reproducible by any person conducting research in the same field. This section should include all the technical details of the experimental setup, measurement procedure, and parameters of interest. It should also include details of how the methods were validated and tested prior to their use. It is recommended to use equations, figures, and tables to explain the workings of the method proposed. Add placeholders for figures and tables with dummy titles while working on the research paper structure.

Suppose your methodology involves data collection and recruitment. In that case, you should provide information about the sample size, population characteristics, interview process, and recruitment methods. It should also include the details of the consenting procedure and inclusion and exclusion criteria. This section can end with various statistical methods used for data analysis and significance testing.

3. Results and Discussion

Results and Discussion section of the research paper should be the concluding part of your research paper. In the results section, you can explain your experiments’ outcome by presenting adequate scientific data to back up your conclusions. You must interpret the scientific data to your readers by highlighting the key findings of your work. You also provide information on any negative and unexpected findings that came out of your work. It is vital to present the data in an unbiased manner. You should also explain how the current results compare with previously published data from similar works in the literature. 

In the discussion section, you should summarize your work and explain how the research work objectives were achieved. You can highlight the benefits your work will bring to the overall scientific community and potential practical applications. You must not introduce any new information in this section; you can only discuss things that have already been mentioned in the paper. The discussion section must talk about your work’s limitations; no scientific work is perfect, and some drawbacks are expected. If there are any inconclusive results in your work, you can present your theories about what might have caused it. You have to end your paper with conclusions and future work . In conclusion, you can restate your aims and objectives and summarize your main findings, preferably in two or three lines. You should also lay out your plans for future work and explain how further research will benefit the research domain. Finally, you can also add ‘Acknowledgments’ and ‘References’ sections to the research paper structure for completion.

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Research Skills

Parts of an article.

The academic articles that you will find and use can be difficult to understand and use if you are unfamiliar with the formalized way they are assembled. Therefore, it is very important that you understand that academic/peer-reviewed/scholarly articles have a conventional structure, one that cuts across disciplines. The overwhelming majority of academic articles are broken down into sections with subheadings and make similar rhetorical moves in the same order. Knowing what this structure is and what important information is contained in each section will save you a great deal of confusion. The more frequently you practice navigating such articles in your discipline, the easier they will become for you to decipher.  We will now look at the these sections and at what they contain. Then, in a research toolbox, we will look at some representative articles and their sections so that you can see how they all use a structure that recurs across the disciplines.

• Parts of An Article. Authored by : Kerry Bowers. Provided by : The University of Mississippi. Project : WRIT 250 Committee OER Project. License : CC BY-SA: Attribution-ShareAlike

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• Research Guides

BSCI 1510L Literature and Stats Guide: 3.2 Components of a scientific paper

• 1 What is a scientific paper?
• 2 Referencing and accessing papers
• 2.1 Literature Cited
• 2.2 Accessing Scientific Papers
• 2.3 Traversing the web of citations
• 2.4 Keyword Searches
• 3 Style of scientific writing
• 3.1 Specific details regarding scientific writing

3.2 Components of a scientific paper

• 4 Summary of the Writing Guide and Further Information
• Appendix A: Calculation Final Concentrations
• 1 Formulas in Excel
• 2 Basic operations in Excel
• 3 Measurement and Variation
• 3.1 Describing Quantities and Their Variation
• 3.2 Samples Versus Populations
• 3.3 Calculating Descriptive Statistics using Excel
• 4 Variation and differences
• 5 Differences in Experimental Science
• 5.1 Aside: Commuting to Nashville
• 5.2 P and Detecting Differences in Variable Quantities
• 5.3 Statistical significance
• 5.4 A test for differences of sample means: 95% Confidence Intervals
• 5.5 Error bars in figures
• 5.6 Discussing statistics in your scientific writing
• 6 Scatter plot, trendline, and linear regression
• 7 The t-test of Means
• 8 Paired t-test
• 9 Two-Tailed and One-Tailed Tests
• 10 Variation on t-tests: ANOVA
• 11 Reporting the Results of a Statistical Test
• 12 Summary of statistical tests
• 1 Objectives
• 2 Project timeline
• 3 Background
• 4 Previous work in the BSCI 111 class
• 5 General notes about the project
• 6 About the paper
• 7 References

Nearly all journal articles are divided into the following major sections: abstract, introduction, methods, results, discussion, and references or literature cited.   Usually the sections are labeled as such, although often the introduction (and sometimes the abstract) is not labeled.  Sometimes alternative section titles are used.  The abstract is sometimes called the "summary", the methods are sometimes called "materials and methods", and the discussion is sometimes called "conclusions".   Some journals also include the minor sections of "key words" following the abstract, and "acknowledgments" following the discussion.  In some journals, the sections may be divided into subsections that are given descriptive titles.  However, the general division into the six major sections is nearly universal.

3.2.1 Abstract

The abstract is a short summary (150-200 words or less) of the important points of the paper.  It does not generally include background information.  There may be a very brief statement of the rationale for conducting the study.  It describes what was done, but without details.  It also describes the results in a summarized way that usually includes whether or not the statistical tests were significant.  It usually concludes with a brief statement of the importance of the results.  Abstracts do not include references.  When writing a paper, the abstract is always the last part to be written.

The purpose of the abstract is to allow potential readers of a paper to find out the important points of the paper without having to actually read the paper.  It should be a self-contained unit capable of being understood without the benefit of the text of the article . It essentially serves as an "advertisement" for the paper that readers use to determine whether or not they actually want to wade through the entire paper or not.  Abstracts are generally freely available in electronic form and are often presented in the results of an electronic search.  If searchers do not have electronic access to the journal in which the article is published, the abstract is the only means that they have to decide whether to go through the effort (going to the library to look up the paper journal, requesting a reprint from the author, buying a copy of the article from a service, requesting the article by Interlibrary Loan) of acquiring the article.  Therefore it is important that the abstract accurately and succinctly presents the most important information in the article.

3.2.2 Introduction

The introduction section of a paper provides the background information necessary to understand why the described experiment was conducted.  The introduction should describe previous research on the topic that has led to the unanswered questions being addressed by the experiment and should cite important previous papers that form the background for the experiment.  The introduction should also state in an organized fashion the goals of the research, i.e. the particular, specific questions that will be tested in the experiments.  There should be a one-to-one correspondence between questions raised in the introduction and points discussed in the conclusion section of the paper.  In other words, do not raise questions in the introduction unless you are going to have some kind of answer to the question that you intend to discuss at the end of the paper. 

You may have been told that every paper must have a hypothesis that can be clearly stated.  That is often true, but not always.  If your experiment involves a manipulation which tests a specific hypothesis, then you should clearly state that hypothesis.  On the other hand, if your experiment was primarily exploratory, descriptive, or measurative, then you probably did not have an  a priori  hypothesis, so don't pretend that you did and make one up.  (See the discussion in the introduction to Experiment 5 for more on this.)  If you state a hypothesis in the introduction, it should be a general hypothesis and not a null or alternative hypothesis for a statistical test.  If it is necessary to explain how a statistical test will help you evaluate your general hypothesis, explain that in the methods section. 

A good introduction should be fairly heavy with citations.  This indicates to the reader that the authors are informed about previous work on the topic and are not working in a vacuum.  Citations also provide jumping-off points to allow the reader to explore other tangents to the subject that are not directly addressed in the paper.  If the paper supports or refutes previous work, readers can look up the citations and make a comparison for themselves. 

"Do not get lost in reviewing background information. Remember that the Introduction is meant to introduce the reader to your research, not summarize and evaluate all past literature on the subject (which is the purpose of a review paper). Many of the other studies you may be tempted to discuss in your Introduction are better saved for the Discussion, where they become a powerful tool for comparing and interpreting your results. Include only enough background information to allow your reader to understand why you are asking the questions you are and why your hypotheses are reasonable ones. Often, a brief explanation of the theory involved is sufficient.

Write this section in the past or present tense, never in the future. " (Steingraber et al. 1985)

In other words, the introduction section relates what the topic being investigated is, why it is important, what research (if any) has been done prior that is relevant to what you are trying to do, and in what ways you will be looking into this topic.

An example to think about:

This is an example of a student-derived introduction.  Read the paragraph and before you go beyond, think about the paragraph first.

"Hand-washing is one of the most effective and simplest of ways to reduce infection and disease, and thereby causing less death.  When examining the effects of soap on hands, it was the work of Sickbert-Bennett and colleagues (2005) that showed that using soap or an alcohol on the hands during hand-washing was a significant effect in removing bacteria from the human hand.  Based on the work of this, the team led by Larsen (1991) then showed that the use of computer imaging could be a more effective way to compare the amount of bacteria on a hand."

There are several aspects within this "introduction" that could use improvement.  A group of any random 4 of you could easily come up with at 10 different things to reword, revise, expand upon.

In specific, there should be one thing addressed that more than likely you did not catch when you were reading it.

The citations: Not the format, but the logical use of them.

Look again. "...the work of Sickbert-Bennett...(2005)" and then "Based on the work of this, the team led by Larsen (1991)..."

How can someone in 1991 use or base their work on something from 2005?

They cannot.  You can spend an entire hour using spellcheck and reading through and through again to find all the little things to "give it more oomph", but at the core, you still must present a clear and concise and logical thought-process.

3.2.3 Methods (taken mostly verbatim from Steingraber et al. 1985, until the version A, B,C portion)

The function of the methods section is to describe all experimental procedures, including controls.  The description should be complete enough to enable someone else to repeat your work.  If there is more than one part to the experiment, it is a good idea to describe your methods and present your results in the same order in each section. This may not be the same order in which the experiments were performed -it is up to you to decide what order of presentation will make the most sense to your reader.

1.  Explain why each procedure was done, i.e., what variable were you measuring and why? Example:

Difficult to understand :  First, I removed the frog muscle and then I poured Ringer’s solution on it. Next, I attached it to the kymograph.

Improved:   I removed the frog muscle and poured Ringer’s solution on it to prevent it from drying out. I then attached the muscle to the kymograph in order to determine the minimum voltage required for contraction.

Better:   Frog muscle was excised between attachment points to the bone. Ringer's solution was added to the excised section to prevent drying out. The muscle was attached to the kymograph in order to determine the minimum voltage required for contraction.

2.  Experimental procedures and results are narrated in the past tense (what you did, what you found, etc.) whereas conclusions from your results are given in the present tense.

3.  Mathematical equations and statistical tests are considered mathematical methods and should be described in this section along with the actual experimental work. (Show a sample calculation, state the type of test(s) performed and program used)

4.  Use active rather than passive voice when possible.  [Note: see Section 3.1.4 for more about this.]  Always use the singular "I" rather than the plural "we" when you are the only author of the paper (Methods section only).  Throughout the paper, avoid contractions, e.g. did not vs. didn’t.

5.  If any of your methods is fully described in a previous publication (yours or someone else’s), you can cite work that instead of describing the procedure again.

Example:  The chromosomes were counted at meiosis in the anthers with the standard acetocarmine technique of Snow (1955).

Below is a PARTIAL and incomplete version of a "method".  Without getting into the details of why, Version A and B are bad.  A is missing too many details and B is giving some extra details but not giving some important ones, such as the volumes used.  Version C is still not complete, but it is at least a viable method. Notice that C is also not the longest....it is possible to be detailed without being long-winded.

In other words, the methods section is what you did in the experiment and has enough details that someone else can repeat your experiment.  If the methods section has excluded one or more important detail(s) such that the reader of the method does not know what happened, it is a 'poor' methods section.  Similarly, by giving out too many useless details a methods section can be 'poor'.

You may have multiple sub-sections within your methods (i.e., a section for media preparation, a section for where the chemicals came from, a section for the basic physical process that occurred, etc.,).  A methods section is  NEVER  a list of numbered steps.

3.2.4 Results (with excerpts from Steingraber et al. 1985)

The function of this section is to summarize general trends in the data without comment, bias, or interpretation. The results of statistical tests applied to your data are reported in this section although conclusions about your original hypotheses are saved for the Discussion section. In other words, you state "the P-value" in Results and whether below/above 0.05 and thus significant/not significant while in the Discussion you restate the P-value and then formally state what that means beyond "significant/not significant".

Tables and figures  should be used  when they are a more efficient way to convey information than verbal description. They must be independent units, accompanied by explanatory captions that allow them to be understood by someone who has not read the text. Do not repeat in the text the information in tables and figures, but do cite them, with a summary statement when that is appropriate.  Example:

Incorrect:   The results are given in Figure 1.

Correct:   Temperature was directly proportional to metabolic rate (Fig. 1).

Please note that the entire word "Figure" is almost never written in an article.  It is nearly always abbreviated as "Fig." and capitalized.  Tables are cited in the same way, although Table is not abbreviated.

Whenever possible, use a figure instead of a table. Relationships between numbers are more readily grasped when they are presented graphically rather than as columns in a table.

Data may be presented in figures and tables, but this may not substitute for a verbal summary of the findings. The text should be  understandable  by someone who has not seen your figures and tables.

1.  All results should be presented, including those that do not support the hypothesis.

2.  Statements made in the text must be supported by the results contained in figures and tables.

3.  The results of statistical tests can be presented in parentheses following a verbal description.

Example: Fruit size was significantly greater in trees growing alone (t = 3.65, df = 2, p < 0.05).

Simple results of statistical tests may be reported in the text as shown in the preceding example.  The results of multiple tests may be reported in a table if that increases clarity. (See Section 11 of the Statistics Manual for more details about reporting the results of statistical tests.)  It is not necessary to provide a citation for a simple t-test of means, paired t-test, or linear regression.  If you use other more complex (or less well-known) tests, you should cite the text or reference you followed to do the test.  In your materials and methods section, you should report how you did the test (e.g. using the statistical analysis package of Excel). 

It is NEVER appropriate to simply paste the results from statistical software into the results section of your paper.   The output generally reports more information than is required and it is not in an appropriate format for a paper. Similar, do NOT place a screenshot.  

Should you include every data point or not in the paper?  Prior to 2010 or so, most papers would probably not present the actual raw data collected, but rather show the "descriptive statistics" about their data (mean, SD, SE, CI, etc.). Often, people could simply contact the author(s) for the data and go from there.  As many journals have a significant on-line footprint now, it has become increasingly more common that the entire data could be included in the paper.  And realize why the entire raw data may not have been included in a publication. Prior to about 2010, your publication had limited  paper space  to be seen on.  If you have a sample of size of 10 or 50, you probably could show the entire data set easily in one table/figure and it not take up too much printed space. If your sample size was 500 or 5,000 or more, the size of the data alone would take pages of printed text.  Given how much the Internet and on-line publications have improved/increased in storage space, often now there will be either an embedded file to access or the author(s) will place the file on-line somewhere with an address link, such as GitHub.  Videos of the experiment are also shown as well now.

3.2.4.1 Tables

• Do not repeat information in a table that you are depicting in a graph or histogram; include a table only if it presents new information.
• It is easier to compare numbers by reading down a column rather than across a row. Therefore, list sets of data you want your reader to compare in vertical form.
• Provide each table with a number (Table 1, Table 2, etc.) and a title. The numbered title is placed above the table .
• Please see Section 11 of the Excel Reference and Statistics Manual for further information on reporting the results of statistical tests.

3.2.4.2. Figures

• These comprise graphs, histograms, and illustrations, both drawings and photographs. Provide each figure with a number (Fig. 1, Fig. 2, etc.) and a caption (or "legend") that explains what the figure shows. The numbered caption is placed below the figure .  Figure legend = Figure caption.
• Figures submitted for publication must be "photo ready," i.e., they will appear just as you submit them, or photographically reduced. Therefore, when you graduate from student papers to publishable manuscripts, you must learn to prepare figures that will not embarrass you. At the present time, virtually all journals require manuscripts to be submitted electronically and it is generally assumed that all graphs and maps will be created using software rather than being created by hand.  Nearly all journals have specific guidelines for the file types, resolution, and physical widths required for figures.  Only in a few cases (e.g. sketched diagrams) would figures still be created by hand using ink and those figures would be scanned and labeled using graphics software.  Proportions must be the same as those of the page in the journal to which the paper will be submitted. 
• Graphs and Histograms: Both can be used to compare two variables. However, graphs show continuous change, whereas histograms show discrete variables only.  You can compare groups of data by plotting two or even three lines on one graph, but avoid cluttered graphs that are hard to read, and do not plot unrelated trends on the same graph. For both graphs, and histograms, plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Label both axes, including units of measurement except in the few cases where variables are unitless, such as absorbance.
• Drawings and Photographs: These are used to illustrate organisms, experimental apparatus, models of structures, cellular and subcellular structure, and results of procedures like electrophoresis. Preparing such figures well is a lot of work and can be very expensive, so each figure must add enough to justify its preparation and publication, but good figures can greatly enhance a professional article, as your reading in biological journals has already shown.

3.2.5 Discussion (modified; taken from Steingraber et al. 1985)

The function of this section is to analyze the data and relate them to other studies. To "analyze" means to evaluate the meaning of your results in terms of the original question or hypothesis and point out their biological significance.

1. The Discussion should contain at least:

• the relationship between the results and the original hypothesis, i.e., whether they support the hypothesis, or cause it to be rejected or modified
• an integration of your results with those of previous studies in order to arrive at explanations for the observed phenomena
• possible explanations for unexpected results and observations, phrased as hypotheses that can be tested by realistic experimental procedures, which you should describe

2. Trends that are not statistically significant can still be discussed if they are suggestive or interesting, but cannot be made the basis for conclusions as if they were significant.

3. Avoid redundancy between the Results and the Discussion section. Do not repeat detailed descriptions of the data and results in the Discussion. In some journals, Results and Discussions are joined in a single section, in order to permit a single integrated treatment with minimal repetition. This is more appropriate for short, simple articles than for longer, more complicated ones.

4.  End the Discussion with a summary of the principal points you want the reader to remember. This is also the appropriate place to propose specific further study if that will serve some purpose,  but do not end with the tired cliché  that "this problem needs more study." All problems in biology need more study. Do not close on what you wish you had done, rather finish stating your conclusions and contributions.

5.  Conclusion section.  Primarily dependent upon the complexity and depth of an experiment, there may be a formal conclusion section after the discussion section. In general, the last line or so of the discussion section should be a more or less summary statement of the overall finding of the experiment.  IF the experiment was large enough/complex enough/multiple findings uncovered, a distinct paragraph (or two) may be needed to help clarify the findings.  Again, only if the experiment scale/findings warrant a separate conclusion section.

3.2.6 Title

The title of the paper should be the last thing that you write.  That is because it should distill the essence of the paper even more than the abstract (the next to last thing that you write). 

The title should contain three elements:

1. the name of the organism studied;

2. the particular aspect or system studied;

3. the variable(s) manipulated.

Do not be afraid to be grammatically creative. Here are some variations on a theme, all suitable as titles:

THE EFFECT OF TEMPERATURE ON GERMINATION OF ZEA MAYS

DOES TEMPERATURE AFFECT GERMINATION OF ZEA MAYS?

TEMPERATURE AND ZEA MAYS GERMINATION: IMPLICATIONS FOR AGRICULTURE

Sometimes it is possible to include the principal result or conclusion in the title:

HIGH TEMPERATURES REDUCE GERMINATION OF ZEA MAYS

Note for the BSCI 1510L class: to make your paper look more like a real paper, you can list all of the other group members as co-authors.  However, if you do that, you should list you name first so that we know that you wrote it.

3.2.7 Literature Cited

Please refer to section 2.1 of this guide.

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The blood microbiome is probably not real.

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Up until recently, if bacteria were detected in your blood you would be in a world of trouble. Blood was long considered to be sterile, meaning free of viable microorganisms like bacteria. When disease-causing bacteria spread to the blood, they can cause a life-threatening septic shock.

But the use of DNA sequencing technology has allowed researchers to more easily detect something that had been reported as early as the late 1960s: bacteria can be found in the blood and not cause disease.

As we begin to map out and understand the complex microbial ecosystem that lives in our gut and elsewhere in the body, we contemplate an important question: is there such a thing as a blood microbiome?

Detecting a fingerprint in the blood

Our large intestine is not sterile; it is teeming with bacteria. But there are parts of the body that were long thought to be devoid of microorganisms. The brain. Bones. A variety of internal fluids, like our synovial fluid and peritoneal fluid. And, importantly, the blood.

Blood is made up of a liquid called plasma filled with red blood cells, whose main function is to carry oxygen to our cells. It also transports white blood cells, important to monitor for and fight off infections, as well as platelets, involved in clotting. 

In the 1960s, a team of Italian researchers published  multiple papers  describing “mycoplasm-like forms”—meaning shapes that look like a particular type of bacteria that often contaminate cells cultured in the lab—in the blood of healthy people. This finding was confirmed in 1977 by a different team, which reported that  four out of the 60 blood samples  they had drawn from healthy volunteers showed bacteria growing in them. These types of tests, however, were rudimentary compared to what we have access to now. In the 2000s, they were mostly supplanted by DNA testing.

While we can sequence the entire DNA of any bacteria found in the blood, the technique most often used is 16S rRNA gene sequencing. I have always admired physicists’ penchant for quirky names: gluons, neutrinos, and charm quarks. Molecular biologists, by comparison, tend to be more sober. Yes, we have genes like  Sonic hedgehog  and proteins called scramblases; usually, though, we have to contend with the dryness of “16S rRNA.” You see, RNA is a molecule with many uses. Messenger RNA (or mRNA) acts as a disposable copy of a gene, a template for the production of a specific protein. Transfer RNA (or tRNA) actually brings the building blocks of a protein to where they are being assembled. And ribosomal RNA (or rRNA) is the main component of the giant protein factories in our cells known as ribosomes. One of its subunits is made up of, among others, a particular string of RNA known as the 16S rRNA.

The cool thing about the gene that codes for this 16S rRNA molecule is that it is very old and it mutates at a slow rate. By reading its precise sequence, scientists can tell which species it belongs to. Most of the studies of the putative blood microbiome use this technique to tell which species of bacteria are present in the blood being tested. The limitation of this test, however, is that dead bacteria have DNA too. The fact that DNA from the 16S rRNA gene of a precise bacterial species was detected in someone’s blood does not mean these bacteria were alive. For there to be a microbiome in the blood, these microorganisms need to live.

Which brings us to another important point of discussion. In order for scientists to agree that a blood microbiome exists, they first need to decide on the definition of a microbiome, and this is still a point of contention. In 2020, while companies were more than happy to sell hyped-up services testing your gut microbiome and claiming to interpret what it meant for your health, actual experts in the field met to agree on just what the word meant. “We are lacking,” they  wrote , “a clear commonly agreed definition of the term ‘microbiome’.” For example, do viruses qualify? A microbiome implies life but viruses live on the edge, pun intended: they have the genetic blueprint for life yet they cannot reproduce on their own.

These experts proposed that the word “microbiome” should refer to the sum of two things: the microbiota, meaning the living microorganisms themselves, and their theatre of activity. It’s like saying that the Earth is not simply the life forms it houses, but also all of their individual components, and the traces they leave behind, and the environmental conditions in which they thrive or die. The microbiome is made up of bacteria and other microorganisms, yes, but also their proteins, lipids, sugars, and DNA and RNA molecules, as well as the signalling molecules and toxins that get exchanged within their theatre. (This is where viruses were sorted, by the way: not as part of the living microbiota but as belonging to the theatre of activity of the microbiome.)

The microbiome is a community, and this community has a distinct habitat.

So, what does the evidence say? Is our blood truly host to a thriving community of microorganisms or is something else going on?

Transient and sporadic

Initial studies of the alleged blood microbiome were  small . The amounts of bacteria that were being reported based on DNA sequencing were tiny. If this microbiome existed, it seemed sparse, more  “asteroid field in real life”  than “asteroid field in the movies.”

An issue looming over this early research is that of contamination. If bacteria are detected in a blood sample, were they really in the blood… or did they contaminate supplies along the way? When blood is drawn, the skin, which has its own microbiome, is punctured. The area is usually swabbed with alcohol to kill bacteria, and the supplies used should be sterile, but suffice to say that from the blood draw to the DNA extraction to the DNA amplification to the sequencing of this DNA, bacteria can be introduced into the system. In fact, it is such common knowledge that certain bacteria are found inside of the laboratory kits used by scientists that this ecosystem has its own name: the kitome. One way to rule out these contaminants is to simultaneously run negative controls alongside samples every step of the way, to make sure that these negative controls are indeed free of bacteria. But early papers rarely reported when controls were used.

Last year, results from what purports to be the largest study ever into the question of whether the blood microbiome exists were  published in  Nature Microbiology . A total of 9,770 healthy individuals were tested. The conclusion? Yes, some bacteria could be found in their blood, but the evidence contradicted the claim of an ecosystem. In 84% of the samples tested, no bacteria were detected. In most of the other samples, only one species was found. In an ecosystem, you would expect to see species appearing together repeatedly, but this was not the case here. And the species they found most often in their samples were known to contaminate these types of laboratory experiments.

So, what were the few bacteria found in the blood and not recognized as contaminants doing there in the first place if they were not part of a healthy microbiome? The authors lean toward an alternative explanation that had been floated for many years: these bacteria are transient. They end up in the blood from other parts of the body, either because of some minor leak or through their active transportation into the blood by agents such as dendritic cells. Like pedestrians wandering off onto the highway, these bacteria do not normally live in the blood but they can be seen there when we look at the right moment.

Putting the diagnostic cart before the horse

This blood microbiome story could end here and simply be an interesting example of scientific research homing in on a curious finding, testing a hypothesis, and ultimately refuting it (or at the very least providing strong evidence against it). But given the incentives of modern research and the social-media spotlight cast on the academic literature, there are two slightly worrying angles here that merit discussion.

Scientists are more and more incentivized to find practical applications for their research. It’s not enough, for example, to study bacteria that survive at incredibly high temperatures; we must be assured that the  DNA replication enzyme  these bacteria possess will one day be used in laboratories all over the world to conduct research, identify criminals, and test samples for the presence of a pandemic-causing coronavirus.

In researching this topic, I came across many papers claiming the existence of “blood microbiome signatures” for certain diseases that are not known to be infectious. We are thus not talking about infections leaking in the blood and causing sepsis. I saw reports of signatures for  cardiovascular disease ,  liver disease ,  heart attacks , even for  gastrointestinal disease  in dogs .  The idea is that these signatures could soon be turned into (profitable) diagnostic tests. The problem, of course, is that these studies are based on the hypothesis that a blood microbiome is real; that its equilibrium can be affected by disease; and that these changes can be reliably detected and interpreted.

But if the blood microbiome is imaginary, we are just chasing ghosts. This is not unlike the time that scientists were publishing signatures of microRNAs in the blood for every possible cancer. When I looked at the published literature in grad school, I realized that the multiple signatures reported for a single cancer  barely overlapped . They were just chance findings. Compare enough variables in a small sample set and you will find what appears to be an association.

My second concern is that the transitory leakage of bacteria into the blood, as evidenced by the recent  Nature Microbiology  paper, will be used as confirmation of a pseudoscientific entity: leaky gut syndrome. At the end of their paper, the researchers  hypothesize  that these bacteria end up in the blood because the integrity of certain barriers in the body are compromised during disease or during periods of stress. The “net” in our gut gets a bit porous, and some of our colon’s bacteria end up in circulation, though they are not causing disease as far as we can tell. A form of leaky gut is known to exist  in certain intestinal diseases , likely to be a consequence and not a cause. But leaky gut syndrome, favoured by non-evidence-based practitioners, does not appear to be real, yet many websites portray it as the one true cause of all diseases, a real epidemic. Nuanced scientific findings have a history of being stolen, distorted, and toyed with by fake doctors to give credence to their pet theories. Though I have yet to see examples of it, I suspect work done on this hypothesized blood microbiome will similarly get weaponized.

You have been warned.

Take-home message: - Our blood was long considered to be sterile, meaning free of viable microbes, unless a dangerous infection leaked into it, causing sepsis - Studies have provided evidence for the presence of bacteria in the blood of some healthy humans, leading to the hypothesis that, much like in our gut, our blood is host to a microbiome - The largest study ever done on the topic provided strong evidence against this hypothesis. It seems that when non-disease-causing bacteria find themselves in our blood, it is temporary and occasional

@CrackedScience

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Pharma’s digital Rx: Quantum computing in drug research and development

The development of molecular formulations that become drugs to treat or cure diseases is at the heart of the pharmaceutical industry. Development is so fundamental that pharma spends a full 15 percent of its sales on R&D—a huge sum that accounts for more than 20 percent of total R&D spending across all industries in the global economy. This investment goes hand in hand with innovation: constantly seeking to improve the R&D process, pharma companies have for decades been early adopters of computational chemistry’s digital tools, such as molecular dynamics (MD) simulations and density functional theory (DFT). More recently, pharma R&D has taken advantage of artificial intelligence (AI). The next digital frontier is quantum computing  (QC).

In a recent article , we analyzed the impact of QC on the chemical industry, which, similarly to pharma, relies on the development and manufacture of molecules, and concluded that it will be one of the first industries to benefit. In this article, we explain the profound impact that QC could have on the pharma industry and present use cases for its application. We also provide a set of strategic questions to get clarity on the path forward for industry players.

Pharma’s focus on molecular formations makes it well suited for QC

Identifying and developing small molecules and macromolecules that might help cure illnesses and diseases is the core activity of pharmaceutical companies. Given its focus on molecular formations, pharma as an industry is a natural candidate for quantum computing. The molecules (including those that might be used for drugs) are actually quantum systems; that is, systems that are based on quantum physics. QC is expected to be able to predict and simulate the structure, properties, and behavior (or reactivity) of these molecules more effectively than conventional computing can. Exact methods are computationally intractable for standard computers, and approximate methods are often not sufficiently accurate when interactions on the atomic level are critical, as is the case for many compounds. Theoretically, quantum computers have the capacity to efficiently simulate the complete problem, including interactions on the atomic level. As these quantum computers become more powerful, tremendous value will be at stake.

The basics of quantum computing

A conventional computer, built on transistor-based classical bits operated by voltages, can be in only one of two states: 0 or 1. A quantum computer, instead, uses systems based on quantum physics, such as superconducting loops or ions hovering in electromagnetic fields (ion traps), which are operated by microwave radiation or lasers, respectively. As a result of the laws of quantum mechanics, such systems can be held in a special physical state, called a quantum superposition, in which quantum bits (qubits) exist in a probabilistic combination of the two states—0 and 1—simultaneously.

The implications of these effects for QC are dramatic. Qubits can process far more information than conventional computers can. Qubits use the characteristics of quantum-mechanical systems to solve complex equations in a probabilistic manner, so a computation solved with a quantum algorithm enables sampling from the probabilistic distribution of being correct. The combination of greater speed with probabilistic solutions means that quantum computing fits well with a certain subset of computing needs and applications, such as optimization, the simulation of chemicals, and AI.

While the technology behind quantum computing is rather difficult to understand intuitively (see sidebar, “The basics of quantum computing”), its impact is much easier to grasp: it will handle certain kinds of computational tasks exponentially faster than today’s conventional computers do. Thus, once fully developed, QC could add value across the entire drug value chain—from discovery through development to registration and postmarketing.

QC’s biggest impact on pharma will be in the discovery phases

While QC may benefit the entire pharma value chain—from research across production through commercial and medical—its primary value lies in R&D (Exhibit 1).

Currently, pharma players process molecules with non-QC tools, such as MD and DFT, in a methodology called computer-assisted drug discovery (CADD). But the classical computers they rely on are sorely limited, and basic calculations predicting the behavior of medium-size drug molecules could take a lifetime to compute accurately. CADD on quantum computers could increase the scope of biological mechanisms amenable to CADD, shorten screening time, and reduce the number of times an empirically based development cycle must be run by eliminating some of the research-related “dead ends,” which add significant time and cost to the discovery phase. Exhibit 2 shows where QC-enhanced CADD would improve the development cycle.

QC could make current CADD tools more effective by helping to predict molecular properties with high accuracy. That can affect the development process in several ways, such as modeling how proteins fold and how drug candidates interact with biologically relevant proteins. Here, QC may allow researchers to screen computational libraries against multiple possible structures of the target in parallel. Current approaches usually restrict the structural flexibility of the target molecule due to a lack of computational power and a limited amount of time. These restrictions may reduce the chances of identifying the best drug candidates.

In the longer term, QC may improve generation and validation of hypotheses by using machine-learning (ML) algorithms to uncover new structure-property relationships. Once it has reached sufficient maturity, QC technology may be able to create new types of drug-candidate libraries that are no longer restricted to small molecules but also include peptides and antibodies. It could also enable a more automated approach to drug discovery, in which a large structural library of biologically relevant targets is automatically screened against drug-like molecules via high-throughput approaches.

One could even envision QC triggering a paradigm shift in pharmaceutical R&D, moving beyond today’s digitally enabled R&D toward simulation-based or in silico drug discoveries—a trend that has been seen in other industries as well.

The following QC use cases apply to different aspects of drug discovery and will emerge at different points over an extended timeline. All of them, however, may enable more accurate and efficient development of targeted compounds.

Target identification and validation

During target identification, QC can be leveraged to reliably predict the 3-D structures of proteins. Obtaining high-quality structural data is a lengthy process often leading to low-quality results. Despite all efforts, researchers have yet to crystallize many biologically important proteins—be it due to their size, solubility (for example, membrane proteins), or inability to express and purify in sufficient amount. Pharma companies sometimes develop drugs without even knowing the structure of a protein—accepting the risk of a trial-and-error approach in subsequent steps of drug development—because the business case for a given drug is potentially so strong.

AlphaFold, developed by Google’s DeepMind, was a breakthrough in AI-driven protein folding but has not resolved all of the challenges of classical computing-based simulation, including, for example, formation of protein complexes, protein-protein interactions, and protein-ligand interactions. It’s the interactions that are most difficult to classically solve and, thus, may benefit from QC, which allows for the explicit treatment of electrons. Additionally, QC may allow for strong computational efficiencies here given that Google’s AI model—which is trained on around 170,000 different structures of protein data—requires more than 120 high-end computers for several weeks.

Hit generation and validation

QC’s ability to parallel process complex phenomena would be particularly valuable during hit generation and validation. With existing computers, pharma companies can only use CADD on small to medium-size drug candidates and largely in a sequential manner. Computing power is the bottleneck. With powerful enough QC, pharma companies would be able to expand all use cases to selected biologics as well, for instance, semi-synthesized biologics or fusion proteins, and perform in silico search and validation experiments in a more high-throughput fashion. This use case would go beyond the identification of the protein and eventually encompass almost the entire known biological world. With a robust enough hit-generation and validation approach, this step would already deliver potential lead molecules that are much easier and quicker to optimize.

Lead optimization

During lead optimization, which is a top-three parameter to improve R&D productivity, 1 Steven M. Paul et al., “How to improve R&D productivity: The pharmaceutical industry’s grand challenge,” Nature Reviews Drug Discovery , March 2010, Volume 9, pp. 203–214, nature.com. QC may allow for enhanced absorption, distribution, metabolism, and excretion (ADME); more accurate activity and toxicity predictions for organ systems; dose and solubility optimization; and other safety issues.

Data linkage and generation

The metalevel of R&D very much consists of linking appropriate data together—for instance, creating sensible connections between data points through effective (semantic) management. The more complex the biological information that can be processed, the more extensive the graphs that inform the drug discovery research process become. There is currently research on “topological data analysis” under way that aims to identify “holes” and “connections” across large data sets. 2 Silvano Garnerone, Seth Lloyd, and Paolo Zanardi, “Quantum algorithms for topological and geometric analysis of data,” Nature Communications , January 2016, Volume 7, Article 10138, nature.com. This may at some point enable R&D specialists to identify concrete cases and “industry verticals” where such algorithms are applicable, for example, in identifying connections across brain cells in response to a drug.

Moreover, QC could be used to “deepfake” missing data points throughout the research process, that is, generate a type of fake data by using ML algorithms. This could be particularly useful wherever there is a scarcity of data, such as in rare diseases, that can then be mitigated through artificial data sets. QC will set a new bar here regarding speed in training ML models, amount of initial data needed, and level of accuracy.

Clinical trials

Clinical trials could be optimized through patient identification and stratification and population pharmacogenetic modeling. 3 Paul et al., 2010. In trial planning and execution, QC could optimize the selection of the trial sites. QC could also augment causality analyses for side effects to improve active safety surveillance.

Beyond research and development

While the potential value of QC in pharma R&D is immense, it will also likely play a role further down the value chain. In the production of active ingredients, QC may aid in the calculation of reaction rates, optimize catalytic processes, and, ultimately, create significant efficiencies in the development of new product formulations. In the business-related value pools, QC in pharma could include the optimization of logistics (for instance, the optimization of on-site flows of materials, heat, and waste in production facilities) and improvements in the supply chain. Finally, toward market access and commercial, QC may even enable automatic drug recommendations.

Rollout of QC in pharma R&D will occur over two clear time horizons, characterized by a gradual tech transition

The development of quantum computers began nearly four decades ago, but it is the gains in QC technology realized over the past few years that paved the way for practical applications in pharma. We see the key, value-adding QC activities in pharma unfolding over two distinct eras as the technology further matures (Exhibit 3):

• From 2020–30: Not fully error-corrected QC. Early commercial activities related to quantum computing are already under way as we leave the first horizon—which focused on quantum-inspired algorithms over the past 40 years—and enter the horizon of not fully error-corrected QC. Often referred to as “noisy intermediate-scale quantum” (NISQ), this phase describes the not-error-corrected characteristics of near-term devices that are based on an initially considerable number of quantum bits (qubits) to solve problems classic computers can’t solve yet and do not provide fault tolerance. The timeline for the development and implementation of QC technology, and its adoption across companies, is very much under debate. NISQ, as a class of probabilistic computers that still (mostly) produce error-prone results, may potentially provide a near-term solution for a limited set of use cases. Companies eyeing QC’s potential should take this uncertainty into consideration.
• Beyond 2030: Fully error-corrected QC. Beyond 2030, fully error-corrected QC is expected, in which full value through QC will be captured. In this horizon, QC gets implemented at scale, and later adopters also implement the technology. In other words, chemicals players may start creating value with QC by the mid-2020s ; pharma companies are expected to move more solidly into the space shortly thereafter. Compared with the chemical industry, pharma researchers primarily target more complex and larger molecular systems, which can’t be replicated with either high-performance computers or today’s limited quantum computers.

Exactly when a particular company begins to capture QC’s benefits will depend on its tech starting point (that is, its current level of R&D digitization) and its business focus: the number of small active pharmaceutical ingredients (APIs) in its portfolio. Pharma companies that have a strong footprint in CADD and focus their R&D on smaller molecules will be among the first to take advantage of emergent QC. Exhibit 4 maps key CADD methods along the drug-discovery continuum and offers an indication of the applicability of QC. It’s expected that QC will be mostly applicable in the discovery phase of hit generation, hit-to-lead, and also in lead optimization.

In the next five to ten years, we expect that the first QC tools pharma players deploy will rely on hybrid methodologies that use classical algorithms alongside QC subroutines when they can create additional value. The prominent examples are the imaginary time evolution (an algorithm to find the ground-state and excited-state energy of many-particle systems) and the variational quantum eigen-solver, or VQE (an algorithm to calculate the binding affinity between an API and a target receptor). The value that algorithms such as VQE will add depends on the size of the quantum hardware. Describing small-molecule drugs generally requires less-mature quantum computers, while biologicals will be tackled only as QC matures.

Taking steps now can position pharma players for QC success later

The pharma sector is well positioned to take full advantage of this opportunity. Its tech-ready culture already embraces a wide array of digital tools: CADD, AI, ML, and non-QC DFT- and MD-simulation tools already play a big role in the sector’s R&D. On top of this, pharma players are already working with quantum-chemical simulations, so the barrier to entry is quite low. Scientists will not have to change the way they develop drugs in any fundamental way—they will just be working with more capable tools.

That said, companies will make their own decisions regarding whether and how to move toward a QC-enabled business. Some pharma players may take a pass on deploying QC, others may wait and observe, while still others are going “all in,” ginning up early in-house development. Most pharma players, however, will likely undertake joint-development strategies with upstream players. No matter what, answering some key strategic questions will help companies make more informed decisions on their stance for QC.

Assess the opportunity

Pharmaceutical companies should assess QC now and potentially lay the groundwork to reap the benefits of the technology later. QC may give many of them a huge opportunity, yet each pharma player needs to figure out how much exposure it has and the size of its QC opportunity in the context of its current pace of development. Thus, pharma players should consider three key strategic questions to determine their optimal QC strategy (Exhibit 5):

• Will QC demonstrate promise to disrupt my area of play and reorganize the competitive landscape?
• Have I identified opportunities in my value chain where QC’s potential may translate into value and in which time horizon?
• Can I dedicate resources to investigate QC opportunities, and can I scale up capabilities?

Subject to the above answers, moving early can help secure valuable intellectual property for the algorithms that drive QC and can also address a key issue: pharma won’t be the first industry sector to benefit from QC, so late-moving players could face a lack of suitable talent.

Establish partnerships

Some pharmaceutical players have already realized the need to join forces on the topic of QC and have started to collaborate and/or form partnerships. For example, QuPharm formed in late 2019 by major pharmaceutical players to pool ideas and expertise around QC use cases. QuPharm also collaborates with the Quantum Economic Development Consortium (QED-C), which was created in 2018 by the US government as part of the National Quantum Initiative Act and aims to enable commercial QC use-case efforts. Additionally, the Pistoia Alliance is a life sciences membership organization, which was organized to facilitate precompetitive collaboration and foster R&D innovation.

Partnering with pure quantum players taps into their existing expertise to test early use cases and facilitate development. At the moment, there are more than 100 QC-focused companies—both start-ups and established firms—around the world, focusing on software, hardware, or enabling services. Approximately 25 companies are targeting applications in the pharma industry. Less than 15 focus on algorithms or solutions for pharma players, and very few are focusing exclusively on the needs of pharma players.

Develop capabilities

Digital talent gaps are already a reality, and QC may only exacerbate them. Unlike other important digital tools, such as AI, quantum computing depends on niche know-how. Pharma companies already struggle to attract people with capabilities in the less specialized digital technologies, and hiring quantum-computing experts may prove to be even more of a challenge.

Ensure organizational collaboration

A pharma company’s “way of working” will also be central to its success in QC. The traditional walls that separate the work of the organization’s various functions and units—for example, research, tech, business—will have to fall away. Cross-functional collaboration in both spirit and action will characterize the pharma companies that are able to take full advantage of QC.

Quantum computing could be the key to exponentially more efficient discovery of pharmaceutical cures and therapeutics as well as to hundreds of billions of dollars in value for the pharma industry. Experts predict, for example, that today’s $200 billion market for protein-based drugs could grow by 50 to 100 percent  in the medium term if better tools to develop them became available. Given QC’s vast potential, we expect global pharma spending on QC in R&D to be in the billions by 2030. Pharma companies would be well advised to assess the QC opportunity for themselves and begin laying the groundwork in securing their place in this new competitive and technological landscape.

Matthias Evers is a senior partner in McKinsey’s Hamburg office, and Anna Heid is a consultant in the Zurich office, where Ivan Ostojic is a partner.

The authors wish to thank Nicole Bellonzi, Matteo Biondi, Thomas Lehmann, Lorenzo Pautasso, Katarzyna Smietana, Matija Zesko, and the many industry/academia experts for their contributions to this article.

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Financing Contingency: Defined Terms

Our Analyzing the Financing Contingency article series takes a closer look at the Florida Realtors/Florida Bar financing contingency. The first article (which ran in June) provided an overview of the contingency and showed how the rights and obligations of parties shift as a contract progresses down different paths. This article is the second part of the series and will cover defined terms in the financing contingency.

ORLANDO, Fla. – What’s a defined term? While it’s always possible to look up a definition in a dictionary, it’s also possible to give a word a unique definition that applies only within the confines of a specific contract. Contract drafters usually identify a defined term by capitalizing an otherwise commonly used word to signal that it has its own contract-specific definition. Let’s take, for example, the word property.

In standard context, the noun property is not capitalized. However, in this contract it is. The third line of the contract provides, “Seller shall sell and Buyer shall buy the following described Real Property and Personal Property (collectively ‘Property’).”

Of course, now you must look up the definition of Real Property and Personal Property (notice that they’re capitalized), which are found in the first paragraph of the contract. Real Property is all the land located within the legal description, “together with all existing improvements and fixtures...” unless the parties exclude any of the improvements or fixtures from the sale. Personal Property includes all the listed items owned by the seller and existing on the property as of the effective date (range(s)/oven(s), refrigerator(s), dishwasher(s), etc.) plus any additional items the parties add to the standard list. This “Property” provides a precise definition of what the buyer will get at closing.

Precision is crucial

If it looks like a lot of work to be precise about contractually defined terms, it is. But it’s important to be precise, since not understanding the right definitions can lead a party to suffer consequences of not understanding what a defined term means.

There are five terms specific to the financing contingency:

• “Loan Amount”

The Loan Amount is a specific number. Section 2(c) is where the parties negotiate the Loan Amount, which is either a dollar amount or percentage of the purchase price. The precise Loan Amount is important, since it ties into the next defined term, Financing.

• “Financing”

Financing means all the terms of the loan a buyer must apply for. These are specific terms, so the buyer needs to apply for a loan that meets all these criteria.

• Loan Amount
• Conventional, FHA, VA, or other (whichever box is checked)
• Fixed, adjustable, or fixed or adjustable rate (whichever box is checked)
• Initial interest rate not to exceed              % (if blank, then prevailing rate)
• Term of                  years (if blank, then 30)
• “Appraisal”

Most lenders will require some form of appraisal, so this has been added to the financing contingency. The definition of “Appraisal” is “...an appraisal or alternative valuation of the Property satisfactory to the lender, if either is required by lender, which is sufficient to meet the terms required for lender to provide Financing for Buyer and proceed to Closing.

Note that there’s no set amount the appraisal needs to hit. The amount of an appraisal isn’t the key factor – the question is whether the lender has everything they need (if anything) to move forward.

• “Loan Approval”

The definition of “Loan Approval” is “approval of a loan meeting the Financing and Appraisal terms...” This definition refers us back to the two defined terms we just reviewed, Financing and Appraisal. The loan that gets approved needs to check all the Financing boxes (amount, type, rate, and term), and the lender also needs to be satisfied with their appraisal or alternative valuation (deciding not to obtain one is treated the same as getting a satisfactory appraisal).

There is some confusion about whether a Loan Approval can have conditions. The definition of Loan Approval doesn’t offer much insight, but there is a brief phrase later that indicates the answer is yes. The phrase is “Property related conditions of the Loan Approval have not been met...”

If the buyer receives Loan Approval, the buyer “shall notify Seller of same in writing prior to expiration of the Loan Approval Period.” There is no form for this notice, so the buyer (or their attorney, broker, or associate) will need to send a letter, email, or fax to the seller (or the seller’s attorney, broker, or associate) to satisfy this requirement.

• “Loan Approval Period”

The Loan Approval Period is the buyer’s deadline to cancel the contract if the buyer doesn’t yet have Loan Approval, or if the application is denied. The parties can negotiate the deadline, and it’s 30 days if left blank.

The end of the Loan Approval Period is an important inflection point, so it’s worth running over the buyer’s options if they don’t have Loan Approval.  

• Option 1: The buyer can cancel the contract by sending a letter, email, or fax.
• Option 2: The buyer can send a letter, email, or fax informing the seller that they don’t have loan approval but are satisfied that they will be able to obtain it before closing.
• Option 3: If they neglect to send either of the notices described above, “then Buyer shall proceed forward with this Contract as though Paragraph 8(a), above, had been checked as of the Effective Date...” Note that once this happens, there is no protection for the buyer. The contract will treat the transaction as if it’s been a cash transaction with no financing contingency from the effective date. Additionally, the seller will have an optional three-day window after the Loan Approval Period expires to cancel the contract.

Click here to read Analyzing the Financing Contingency (Part 1 of 2)

Joel Maxson is Associate General Counsel

Note: Information deemed accurate on date of publication

© 2024 Florida Realtors®

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Tariff Tracker: Tracking the Economic Impact of the Trump-Biden Tariffs

Key finding.

• The Trump administration imposed nearly $80 billion worth of new taxes on Americans by levying tariffs on thousands of products valued at approximately $380 billion in 2018 and 2019, amounting to one of the largest tax A tax is a mandatory payment or charge collected by local, state, and national governments from individuals or businesses to cover the costs of general government services, goods, and activities. increases in decades.
• The Biden administration has kept most of the Trump administration tariffs in place, and in May 2024, announced tariff Tariffs are taxes imposed by one country on goods or services imported from another country. Tariffs are trade barriers that raise prices and reduce available quantities of goods and services for U.S. businesses and consumers. hikes on an additional $18 billion of Chinese goods, including semiconductors and electric vehicles, for an additional tax increase of $3.6 billion.
• We estimate the Trump-Biden tariffs will reduce long-run GDP by 0.2 percent, the capital stock by 0.1 percent, and employment by 142,000 full-time equivalent jobs.
• Altogether, the trade war policies currently in place add up to $79 billion in tariffs based on trade levels at the time of tariff implementation and excluding behavioral and dynamic effects.
• Before accounting for behavioral effects, the $79 billion in higher tariffs amounts to an average annual tax increase on US households of $625. Based on actual revenue collections data, trade war tariffs have directly increased tax collections by $200 to $300 annually per US household, on average. Both estimates understate the cost to US households because they do not factor in the lost output, lower incomes, and loss in consumer choice the tariffs have caused.
• Candidate Trump has proposed significant tariff hikes as part of his presidential campaign; we estimate that if imposed, his proposed tariff increases would hike taxes by another $524 billion annually and shrink GDP by at least 0.8 percent, the capital stock by 0.7 percent, and employment by 684,000 full-time equivalent jobs. Our estimates do not capture the effects of retaliation, nor the additional harms that would stem from starting a global trade war.
• Academic and governmental studies find the Trump-Biden tariffs have raised prices and reduced output and employment, producing a net negative impact on the US economy.

The Trade War Timeline

The Trump administration imposed several rounds of tariffs on steel, aluminum, washing machines, solar panels, and goods from China, affecting more than $380 billion worth of trade at the time of implementation and amounting to a tax increase of nearly $80 billion. The Biden administration has maintained most tariffs, except for the suspension of certain tariffs on imports from the European Union , the replacement of tariffs with tariff-rate quotas (TRQs) on steel and aluminum from the European Union and United Kingdom and imports of steel from Japan , and the expiration of the tariffs on washing machines after a two-year extension. In May 2024, the Biden administration announced additional tariffs on $18 billion of Chinese goods for a tax increase of $3.6 billion.

Altogether, the trade war policies currently in place add up to $79 billion in tariffs based on trade levels at the time of tariff implementation. Note the total revenue generated will be less than our static estimate because tariffs reduce the volume of imports and are subject to evasion and avoidance (which directly lowers tariff revenues) and they reduce real income (which lowers other tax revenues).

Section 232, Steel and Aluminum

In March 2018 , President Trump announced the administration would impose a 25 percent tariff on imported steel and a 10 percent tariff on imported aluminum. The value of imported steel totaled $29.4 billion and the value of imported aluminum totaled $17.6 billion in 2018. Based on 2018 levels, the steel tariffs would have amounted to $9 billion and the aluminum tariffs to $1.8 billion. Several countries, however, have been excluded from the tariffs.

In early 2018 , the US reached agreements to permanently exclude Australia from steel and aluminum tariffs, use quotas for steel imports from Brazil and South Korea , and use quotas for steel and aluminum imports from Argentina.

In May 2019 , President Trump announced that the US was lifting tariffs on steel and aluminum from Canada and Mexico .

In 2020 , President Trump expanded the scope of steel and aluminum tariffs to cover certain derivative products, totaling approximately $0.8 billion based on 2018 import levels.

In August 2020 , President Trump announced that the US was reimposing tariffs on aluminum imports from Canada . The US imported approximately $2.5 billion worth of non-alloyed unwrought aluminum, resulting in a $0.25 billion tax increase. About a month later, the US eliminated the 10 percent tariff on Canadian aluminum that had just been reimposed.

In 2021 and 2022 , the Biden administration reached deals to replace certain steel and aluminum tariffs with tariff rate quota systems, whereby certain levels of imports will not face tariffs, but imports above the thresholds will. TRQs for the European Union took effect on January 1, 2022; TRQs for Japan took effect on April 1, 2022; and TRQs for the UK took effect on June 1, 2022. Though the agreements on steel and aluminum tariffs will reduce the cost of tariffs paid by some US businesses, a quota system similarly leads to higher prices, and further, retaining tariffs at the margin continues the negative economic impact of the previous tariff policy.

Tariffs on steel, aluminum, and derivative goods currently account for $2.7 billion of the $79 billion in tariffs , based on initial import values. Current retaliation against Section 232 steel and aluminum tariffs targets more than $6 billion worth of American products for an estimated total tax of approximately $1.6 billion.

Section 301, Chinese Products

Under the Trump administration, the United States Trade Representative began an investigation of China in August 2017, which culminated in a March 2018 report that found China was conducting unfair trade practices.

In March 2018, President Trump announced tariffs on up to $60 billion of imports from China. The administration soon published a list of about $50 billion worth of Chinese products to be subject to a new 25 percent tariff. The first tariffs began July 6, 2018, on $34 billion worth of Chinese imports, while tariffs on the remaining $16 billion went into effect August 23, 2018. These tariffs amount to a $12.5 billion tax increase.

In September 2018, the Trump administration imposed another round of Section 301 tariffs—10 percent on $200 billion worth of goods from China, amounting to a $20 billion tax increase.

In May 2019, the 10 percent tariffs increased to 25 percent, amounting to a $30 billion increase. That increase had been scheduled to take effect beginning in January 2019, but was delayed .

In August 2019, the Trump administration announced plans to impose a 10 percent tariff on approximately $300 billion worth of additional Chinese goods beginning on September 1, 2019, but soon followed with an announcement of schedule changes and certain exemptions.

In September 2019, the Trump administration imposed “List 4a,” a 10 percent tariff on $112 billion of imports, an $11 billion tax increase. They announced plans for tariffs on the remaining $160 billion to take effect on December 15, 2019.

In August 2019, the Trump administration decided that 4a tariffs would be 15 percent rather than the previously announced 10 percent, a $5.6 billion tax increase.

In December 2019 , the administration reached a “Phase One” trade deal with China and agreed to postpone indefinitely the stage 4b tariffs of 15 percent on approximately $160 billion worth of goods that were scheduled to take effect December 15 and to reduce the stage 4a tariffs from 15 percent to 7.5 percent in January 2020, reducing tariff revenues by $8.4 billion.

In May 2024, the Biden administration published its required statutory review of the Section 301 tariffs, deciding to retain them and impose higher rates on $18 billion worth of goods. The new tariff rates range from 25 to 100 percent on semiconductors, steel and aluminum products, electric vehicles, batteries and battery parts, natural graphite and other critical materials, medical goods, magnets, cranes, and solar cells. Some of the tariff increases go into effect immediately, while others are scheduled for 2025 or 2026. Based on 2023 import values, the increases will add $3.6 billion in new taxes.

Section 301 tariffs on China currently account for $77 billion of the $79 billion in tariffs , based on initial import values. China has responded to the United States’ Section 301 tariffs with several rounds of tariffs on more than $106 billion worth of US goods , for an estimated tax of nearly $11.6 billion.

WTO Dispute, European Union

In October 2019 , the United States won a nearly 15-year-long World Trade Organization (WTO) dispute against the European Union. The WTO ruling authorized the United States to impose tariffs of up to 100 percent on $7.5 billion worth of EU goods. Beginning October 18, 2019, tariffs of 10 percent were to be applied on aircraft and 25 percent on agricultural and other products.

In summer 2021, the Biden administration reached an agreement to suspend the tariffs on the European Union for five years .

Section 201, Solar Panels and Washing Machines

In January 2018 , the Trump administration announced it would begin imposing tariffs on washing machine imports for three years and solar cell and module imports for four years as the result of a Section 201 investigation.

In 2021 , the Trump administration extended the washing machine tariffs for two years through February 2023, and they have now expired .

In 2022 , the Biden administration extended the solar panel tariffs for four years , though later provided temporary two-year exemptions for imports from four Southeast Asian nations beginning in 2022 , which account for a significant share of solar panel imports.

In 2024, the Biden administration removed separate exemptions for bifacial solar panels from the Section 201 tariffs. Additionally, the temporary two-year exemptions expired and the Biden administration is further investigating solar panel imports from the four Southeast Asian nations for additional tariffs.

We estimate the solar cell and module tariffs amounted to a $0.2 billion tax increase based on 2018 import values and quantities, while the washing machine tariffs amounted to a $0.4 billion tax increase based on 2018 import values and quantities.

We exclude the tariffs from our tariff totals given the broad exemptions and small magnitudes.

Tariff Revenue Collections under the Trump-Biden Tariffs

As of March 2024, the trade war tariffs have generated more than $233 billion of higher taxes collected for the US government from US consumers. Of that total, $89 billion, or about 38 percent, was collected during the Trump administration, while the remaining $144 billion, or about 62 percent, has been collected during the Biden administration.

Before accounting for behavioral effects, the $79 billion in higher tariffs amount to an average annual tax increase on US households of $625. Based on actual revenue collections data, trade war tariffs have directly increased tax collections by $200 to $300 annually per US household, on average. The actual cost to households is higher than both the $600 estimate before behavioral effects and the $200 to $300 after, because neither accounts for lower incomes as tariffs shrink output, nor the loss in consumer choice as people switch to alternatives that do not face tariffs.

Economic Effects of Imposed and Retaliatory Tariffs

Using the Tax Foundation’s General Equilibrium Model, we estimate the Trump-Biden Section 301 and Section 232 tariffs will reduce long-run GDP by 0.2 percent, the capital stock by 0.1 percent, and hours worked by 142,000 full-time equivalent jobs. The reason tariffs have no impact on pre-tax wages in our estimates is that, in the long run, the capital stock shrinks in proportion to the reduction in hours worked, so that the capital-to-labor ratio, and thus the level of wages, remains unchanged. Removing the tariffs would boost GDP and employment, as Tax Foundation estimates have shown for the Section 232 steel and aluminum tariffs.

We estimate the retaliatory tariffs stemming from Section 232 and Section 301 actions total approximately $13.2 billion in tariff revenues. Retaliatory tariffs are imposed by foreign governments on their country’s importers. While they are not direct taxes on US exports, they raise the after-tax price of US goods in foreign jurisdictions, making them less competitively priced in foreign markets. We estimate the retaliatory tariffs will reduce US GDP and the capital stock by less than 0.05 percent and reduce full-time employment by 27,000 full-time equivalent jobs. Unlike the tariffs imposed by the United States, which raise federal revenue, tariffs imposed by foreign jurisdictions raise no revenue for the US but result in lower US output.

Trade Volumes since Tariffs Were Imposed

Since the tariffs were imposed, imports of affected goods have fallen, even before the onset of the COVID-19 pandemic. Some of the biggest drops are the result of decreased trade with China, as affected imports decreased significantly after the tariffs and still remain below their pre-trade war levels. Even though trade with China fell after the imposition of tariffs, it did not fundamentally alter the overall balance of trade, as the reduction in trade with China was diverted to increased trade with other countries .

Economic Effects of Proposed Tariffs

Tariffs have become a flashpoint in the 2024 presidential campaign as candidate Trump has proposed a new 10 percent universal tariff on all imports and a 60 percent tariff on all imports from China, as well as potentially higher tariffs on EVs from China or across the board.

In 2023, goods imports totaled $3.1 trillion and imports from China totaled $421.4 billion. With no behavioral effects, the universal tariff would raise taxes by $311 billion, while separately lifting the average tariff rate on Chinese goods to 60 percent would raise about $213 billion. Actual revenue raised would be significantly lower because of avoidance and evasion, falling imports, and lower incomes resulting in lower payroll and income tax revenues.

We estimate the proposed tariffs would reduce long-run GDP by 0.8 percent, the capital stock by 0.7 percent, and hours worked by 684,000 full-time equivalent jobs. The reason tariffs have no impact on pre-tax wages in our estimates is that, in the long run, the capital stock shrinks in proportion to the reduction in hours worked, so that the capital-to-labor ratio, and thus the level of wages, remains unchanged.

Tariffs Raise Prices and Reduce Economic Growth

Economists generally agree free trade increases the level of economic output and income, while conversely, trade barriers reduce economic output and income. Historical evidence shows tariffs raise prices and reduce available quantities of goods and services for US businesses and consumers, which results in lower income, reduced employment, and lower economic output.

Tariffs could reduce US output through a few channels. One possibility is a tariff may be passed on to producers and consumers in the form of higher prices. Tariffs can raise the cost of parts and materials, which would raise the price of goods using those inputs and reduce private sector output. This would result in lower incomes for both owners of capital and workers. Similarly, higher consumer prices due to tariffs would reduce the after-tax value of both labor and capital income. Because higher prices would reduce the return to labor and capital, they would incentivize Americans to work and invest less, leading to lower output.

Alternatively, the US dollar may appreciate in response to tariffs, offsetting the potential price increase for US consumers. The more valuable dollar, however, would make it more difficult for exporters to sell their goods on the global market, resulting in lower revenues for exporters. This would also result in lower US output and incomes for both workers and owners of capital, reducing incentives for work and investment and leading to a smaller economy.

Many economists have evaluated the consequences of the trade war tariffs on the American economy, with results suggesting the tariffs have raised prices and lowered economic output and employment since the start of the trade war in 2018.

• A February 2018 analysis by economists Kadee Russ and Lydia Cox found that steel‐​consuming jobs outnumber steel‐​producing jobs 80 to 1, indicating greater job losses from steel tariffs than job gains.
• A March 2018 Chicago Booth survey of 43 economic experts revealed that 0 percent thought a US tariff on steel and aluminum would improve Americans’ welfare.
• An August 2018 analysis from economists at the Federal Reserve Bank of New York warned the Trump administration’s intent to use tariffs to narrow the trade deficit would reduce imports and US exports, resulting in little to no change in the trade deficit.
• A March 2019 National Bureau of Economic Research study conducted by Pablo D. Fajgelbaum and others found that the trade war tariffs did not lower the before-duties import prices of Chinese goods, resulting in US importers taking on the entire burden of import duties in the form of higher after-duty prices.
• An April 2019 University of Chicago study conducted by Aaron Flaaen, Ali Hortacsu, and Felix Tintelnot found that after the Trump administration imposed tariffs on washing machines, washer prices increased by $86 per unit and dryer prices increased by $92 per unit, due to package deals, ultimately resulting in an aggregate increase in consumer costs of over $1.5 billion.
• An April 2019 research publication from the International Monetary Fund used a range of general equilibrium models to estimate the effects of a 25 percent increase in tariffs on all trade between China and the US, and each model estimated that the higher tariffs would bring both countries significant economic losses.
• An October 2019 study by Alberto Cavallo and coauthors found tariffs on importsfrom China were almost fully passed through to US import prices but only partially to retail consumers, implying some businesses absorbed the higher tariffs, reducing retail margins, instead of passing them on to retail consumers.
• In December 2019, Federal Reserve economists Aaron Flaaen and Justin Pierce found a net decrease in manufacturing employment due to the tariffs, suggesting that the benefit of increased production in protected industries was outweighed by the consequences of rising input costs and retaliatory tariffs.
• A February 2020 paper from economists Kyle Handley, Fariha Kamal, and Ryan Monarch estimated the 2018–2019 import tariffswere equivalent to a 2 percent tariff on all US exports.
• A December 2021 review of the data and methods used to estimate the trade war effects through 2021, by Pablo Fajgelbaum and Amit Khandelwal, concluded that “US consumers of imported goods have borne the brunt of the tariffs through higher prices, and that the trade war has lowered aggregate real income in both the US and China, although not by large magnitudes relative to GDP.”
• A January 2022 study from the US Department of Agriculture estimated the direct export losses from the retaliatory tariffs totaled $27 billion from 2018 through the end of 2019.
• A May 2023 United States International Trade Commission report from Peter Herman and others found evidence for near complete pass-through of the steel, aluminum, and Chinese tariffs to US prices. It also found an estimated $2.8 billion production increase in industries protected by the steel and aluminum tariffs was met with a $3.4 billion production decrease in downstream industries affected by higher input prices.
• A January 2024 International Monetary Fund paper found that unexpected tariff shocks tend to reduce imports more than exports, leading to slight decreases in the trade deficit at the expense of persistent gross domestic product losses—for example, the study estimates reversing the 2018–2019 tariffs would increase US output by 4 percent over three years.
• A January 2024 study by David Autor and others concludes that the 2018–2019 tariffs failed to provide economic help to the heartland: import tariffs had “neither a sizable nor significant effect on US employment in regions with newly‐​protected sectors” and foreign retaliation “by contrast had clear negative employment impacts, particularly in agriculture.”

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Timeline of Activity

• The update adds import data through 2023, new data on tariff collections, and updated model results for imposed, retaliatory, and proposed tariffs. The modeling updates reflect President Biden’s tariff increases and former President Trump’s tariff proposals. Nicolo Pastrone assisted with the research for this update.
• The update adds a new column to the “Imports Affected by U.S. Tariffs” table, reflecting import data for calendar year 2022, data updates for prior years, and tariff-rate quotas that took effect in 2022 for certain steel and aluminum imports.
• Tariffs on washing machines expired in February 2023 after an initial three-year period and a two-year extension. The Biden administration provided a two-year suspension of solar panel tariffs for four Southeast Asian nations beginning in 2022. The update adjusts the revenue and economic results for imposed tariffs.
• The Biden administration has reached deals to replace steel and aluminum tariffs with tariff rate quotas for the European Union and United Kingdom and steel tariffs with tariff-rate quotas for Japan. The deals also eliminate tariffs on derivative goods from the same jurisdictions and will bring an end to related retaliatory tariffs. The update adjusts revenue and economic estimates for imposed and retaliatory tariffs and adds a new table illustrating how import levels of affected goods have changed since 2017.
• Under President Biden, the U.S. will suspend tariffs on aircrafts and other goods from the E.U. under a five-year pause in the ongoing Boeing-Airbus dispute. We have reorganized the layout of the tracker.
• U.S. to eliminate tariffs on $2.5 billion worth of Canadian aluminum that had been imposed on August 16, 2020, to avoid Canadian retaliatory tariffs.
• U.S. to reimpose tariffs on $2.5 billion worth of Canadian aluminum on August 16, 2020, and Canada to impose retaliatory tariffs.
• U.S. reduces tariffs on $120 billion of Chinese goods by half to 7.5% and China reduces tariffs on approximately $75 billion of US goods in half to 2.5% and 5%.
• U.S. postpones indefinitely the scheduled tariff of 15% on $160 billion worth of goods from China and announces plans to decrease the 15% tariff on $120 billion worth of goods from China to 7.5% (date unknown, will be included in the model when the decrease takes effect). China took corresponding measures and canceled their schedule tariff increase.
• U.S. concludes Section 301 investigation into France's Digital Services Tax, threatens tariffs on $2.4 billion French products. Our analysis now includes tariffs on solar panels and washing machines.
• U.S. imposes 10% and 25% tariffs on $7.5 billion European Union goods under WTO ruling.
• U.S. postpones scheduled tariff hike from 25% to 30% on $250 billion worth of goods from China.
• U.S. announces 10% and 25% tariffs on $7.5 billion European Union goods under WTO ruling, with the authority to raise the tariffs to 100%.
• U.S. delays tariff increase from 25% to 30% on $250 billion worth of Chinese goods from Oct. 1 until Oct. 15.
• U.S. announces the 25% tariff on $250 billion of Chinese goods would increase to 30 percent, effective Oct. 1, after a comment period.
• China announces additional tariffs on $75 billion of U.S. imports, from 5-10%, and will resume tariffs on U.S. cars and car parts suspended earlier in 2019. Tariffs to begin Sept. 1 and end Dec. 15. U.S. announces 10% tariff on $300 billion of Chinese goods to increase to 15%, some beginning Sept. 1, others on Dec. 15.
• U.S. announces 10% tariff on $300 billion of Chinese goods would be delayed from Sept. 1 until Dec. 15.
• U.S. announces 10% tariff on $300 billion Chinese goods, to be levied on Sept. 1, lowered from the previously announced 25% on $325 billion.
• U.S. confirms announced July 5 plans to impose tariffs on all Chinese imports, roughly $500 billion of goods, modeled as a 10% tariff.
• U.S. again threatens additional tariffs on Chinese imports if China further retaliates, increasing threats from levies on $200 billion and another $200 billion to $200 billion and $300 billion.
• U.S. “indefinitely suspended” previously announced tariffs against Mexican products, set to begin at a 5% rate in June and gradually rise to 25%.
• U.S. threatens 5% tariff beginning June 10 on $346.5 billion of imports from Mexico until illegal immigration across the southern border stops. It would rise to 10% on July 1; 15% on Aug. 1; 20% on Sept. 1; and 25% on Oct. 1.
• U.S. announces it will lift steel and aluminum tariffs on Canada and Mexico, and those nations will lift their retaliatory tariffs.
• U.S. announces it will raise tariffs on $200 billion of imports from China from 10% to 25%, with threats to impose an additional 25% on $325 billion of goods.
• Tax Foundation separated our automobile tariff estimate to show auto imports from Canada, and made slight estimate adjustments to correct for rounding.
• U.S. doubles the tariffs on steel and aluminum imports from Turkey, which responds by doubling its tariffs on 22 U.S. products.
• U.S. threatens a 10% tariff on $200 billion of Chinese goods if China retaliates for the previous 10% tariff, and that would extend to an additional $200 billion of goods. This would amount to a $40 billion tax increase.
• U.S. considers increasing the proposed 10% tariff to 25% on $200 billion of Chinese imports. That would be a $30 billion tax increase.
• U.S. reaffirms plans to impose tariffs on all Chinese imports (roughly $500 billion).
• Russia will begin placing tariffs on U.S. goods, worth about $87.6 million. (Slight adjustments were made to our estimates to correct for rounding.)
• U.S. announces readiness to target an additional $200 billion in Chinese imports, and an additional $300 billion after that—an increase of $100 billion from previous threats.
• Turkey will begin placing tariffs on U.S. goods, worth about $266.5 million.