how to analyze research article

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Journal article analysis assignments require you to summarize and critically assess the quality of an empirical research study published in a scholarly [a.k.a., academic, peer-reviewed] journal. The article may be assigned by the professor, chosen from course readings listed in the syllabus, or you must locate an article on your own, usually with the requirement that you search using a reputable library database, such as, JSTOR or ProQuest . The article chosen is expected to relate to the overall discipline of the course, specific course content, or key concepts discussed in class. In some cases, the purpose of the assignment is to analyze an article that is part of the literature review for a future research project.

Analysis of an article can be assigned to students individually or as part of a small group project. The final product is usually in the form of a short paper [typically 1- 6 double-spaced pages] that addresses key questions the professor uses to guide your analysis or that assesses specific parts of a scholarly research study [e.g., the research problem, methodology, discussion, conclusions or findings]. The analysis paper may be shared on a digital course management platform and/or presented to the class for the purpose of promoting a wider discussion about the topic of the study. Although assigned in any level of undergraduate and graduate coursework in the social and behavioral sciences, professors frequently include this assignment in upper division courses to help students learn how to effectively identify, read, and analyze empirical research within their major.

Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535.

Benefits of Journal Article Analysis Assignments

Analyzing and synthesizing a scholarly journal article is intended to help students obtain the reading and critical thinking skills needed to develop and write their own research papers. This assignment also supports workplace skills where you could be asked to summarize a report or other type of document and report it, for example, during a staff meeting or for a presentation.

There are two broadly defined ways that analyzing a scholarly journal article supports student learning:

Improve Reading Skills

Conducting research requires an ability to review, evaluate, and synthesize prior research studies. Reading prior research requires an understanding of the academic writing style , the type of epistemological beliefs or practices underpinning the research design, and the specific vocabulary and technical terminology [i.e., jargon] used within a discipline. Reading scholarly articles is important because academic writing is unfamiliar to most students; they have had limited exposure to using peer-reviewed journal articles prior to entering college or students have yet to gain exposure to the specific academic writing style of their disciplinary major. Learning how to read scholarly articles also requires careful and deliberate concentration on how authors use specific language and phrasing to convey their research, the problem it addresses, its relationship to prior research, its significance, its limitations, and how authors connect methods of data gathering to the results so as to develop recommended solutions derived from the overall research process.

Improve Comprehension Skills

In addition to knowing how to read scholarly journals articles, students must learn how to effectively interpret what the scholar(s) are trying to convey. Academic writing can be dense, multi-layered, and non-linear in how information is presented. In addition, scholarly articles contain footnotes or endnotes, references to sources, multiple appendices, and, in some cases, non-textual elements [e.g., graphs, charts] that can break-up the reader’s experience with the narrative flow of the study. Analyzing articles helps students practice comprehending these elements of writing, critiquing the arguments being made, reflecting upon the significance of the research, and how it relates to building new knowledge and understanding or applying new approaches to practice. Comprehending scholarly writing also involves thinking critically about where you fit within the overall dialogue among scholars concerning the research problem, finding possible gaps in the research that require further analysis, or identifying where the author(s) has failed to examine fully any specific elements of the study.

In addition, journal article analysis assignments are used by professors to strengthen discipline-specific information literacy skills, either alone or in relation to other tasks, such as, giving a class presentation or participating in a group project. These benefits can include the ability to:

• Effectively paraphrase text, which leads to a more thorough understanding of the overall study;
• Identify and describe strengths and weaknesses of the study and their implications;
• Relate the article to other course readings and in relation to particular research concepts or ideas discussed during class;
• Think critically about the research and summarize complex ideas contained within;
• Plan, organize, and write an effective inquiry-based paper that investigates a research study, evaluates evidence, expounds on the author’s main ideas, and presents an argument concerning the significance and impact of the research in a clear and concise manner;
• Model the type of source summary and critique you should do for any college-level research paper; and,
• Increase interest and engagement with the research problem of the study as well as with the discipline.

Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946.

Structure and Organization

A journal article analysis paper should be written in paragraph format and include an instruction to the study, your analysis of the research, and a conclusion that provides an overall assessment of the author's work, along with an explanation of what you believe is the study's overall impact and significance. Unless the purpose of the assignment is to examine foundational studies published many years ago, you should select articles that have been published relatively recently [e.g., within the past few years].

Since the research has been completed, reference to the study in your paper should be written in the past tense, with your analysis stated in the present tense [e.g., “The author portrayed access to health care services in rural areas as primarily a problem of having reliable transportation. However, I believe the author is overgeneralizing this issue because...”].

Introduction Section

The first section of a journal analysis paper should describe the topic of the article and highlight the author’s main points. This includes describing the research problem and theoretical framework, the rationale for the research, the methods of data gathering and analysis, the key findings, and the author’s final conclusions and recommendations. The narrative should focus on the act of describing rather than analyzing. Think of the introduction as a more comprehensive and detailed descriptive abstract of the study.

Possible questions to help guide your writing of the introduction section may include:

• Who are the authors and what credentials do they hold that contributes to the validity of the study?
• What was the research problem being investigated?
• What type of research design was used to investigate the research problem?
• What theoretical idea(s) and/or research questions were used to address the problem?
• What was the source of the data or information used as evidence for analysis?
• What methods were applied to investigate this evidence?
• What were the author's overall conclusions and key findings?

Critical Analysis Section

The second section of a journal analysis paper should describe the strengths and weaknesses of the study and analyze its significance and impact. This section is where you shift the narrative from describing to analyzing. Think critically about the research in relation to other course readings, what has been discussed in class, or based on your own life experiences. If you are struggling to identify any weaknesses, explain why you believe this to be true. However, no study is perfect, regardless of how laudable its design may be. Given this, think about the repercussions of the choices made by the author(s) and how you might have conducted the study differently. Examples can include contemplating the choice of what sources were included or excluded in support of examining the research problem, the choice of the method used to analyze the data, or the choice to highlight specific recommended courses of action and/or implications for practice over others. Another strategy is to place yourself within the research study itself by thinking reflectively about what may be missing if you had been a participant in the study or if the recommended courses of action specifically targeted you or your community.

Possible questions to help guide your writing of the analysis section may include:

Introduction

• Did the author clearly state the problem being investigated?
• What was your reaction to and perspective on the research problem?
• Was the study’s objective clearly stated? Did the author clearly explain why the study was necessary?
• How well did the introduction frame the scope of the study?
• Did the introduction conclude with a clear purpose statement?

Literature Review

• Did the literature review lay a foundation for understanding the significance of the research problem?
• Did the literature review provide enough background information to understand the problem in relation to relevant contexts [e.g., historical, economic, social, cultural, etc.].
• Did literature review effectively place the study within the domain of prior research? Is anything missing?
• Was the literature review organized by conceptual categories or did the author simply list and describe sources?
• Did the author accurately explain how the data or information were collected?
• Was the data used sufficient in supporting the study of the research problem?
• Was there another methodological approach that could have been more illuminating?
• Give your overall evaluation of the methods used in this article. How much trust would you put in generating relevant findings?

Results and Discussion

• Were the results clearly presented?
• Did you feel that the results support the theoretical and interpretive claims of the author? Why?
• What did the author(s) do especially well in describing or analyzing their results?
• Was the author's evaluation of the findings clearly stated?
• How well did the discussion of the results relate to what is already known about the research problem?
• Was the discussion of the results free of repetition and redundancies?
• What interpretations did the authors make that you think are in incomplete, unwarranted, or overstated?
• Did the conclusion effectively capture the main points of study?
• Did the conclusion address the research questions posed? Do they seem reasonable?
• Were the author’s conclusions consistent with the evidence and arguments presented?
• Has the author explained how the research added new knowledge or understanding?

Overall Writing Style

• If the article included tables, figures, or other non-textual elements, did they contribute to understanding the study?
• Were ideas developed and related in a logical sequence?
• Were transitions between sections of the article smooth and easy to follow?

Overall Evaluation Section

The final section of a journal analysis paper should bring your thoughts together into a coherent assessment of the value of the research study . This section is where the narrative flow transitions from analyzing specific elements of the article to critically evaluating the overall study. Explain what you view as the significance of the research in relation to the overall course content and any relevant discussions that occurred during class. Think about how the article contributes to understanding the overall research problem, how it fits within existing literature on the topic, how it relates to the course, and what it means to you as a student researcher. In some cases, your professor will also ask you to describe your experiences writing the journal article analysis paper as part of a reflective learning exercise.

Possible questions to help guide your writing of the conclusion and evaluation section may include:

• Was the structure of the article clear and well organized?
• Was the topic of current or enduring interest to you?
• What were the main weaknesses of the article? [this does not refer to limitations stated by the author, but what you believe are potential flaws]
• Was any of the information in the article unclear or ambiguous?
• What did you learn from the research? If nothing stood out to you, explain why.
• Assess the originality of the research. Did you believe it contributed new understanding of the research problem?
• Were you persuaded by the author’s arguments?
• If the author made any final recommendations, will they be impactful if applied to practice?
• In what ways could future research build off of this study?
• What implications does the study have for daily life?
• Was the use of non-textual elements, footnotes or endnotes, and/or appendices helpful in understanding the research?
• What lingering questions do you have after analyzing the article?

NOTE: Avoid using quotes. One of the main purposes of writing an article analysis paper is to learn how to effectively paraphrase and use your own words to summarize a scholarly research study and to explain what the research means to you. Using and citing a direct quote from the article should only be done to help emphasize a key point or to underscore an important concept or idea.

Business: The Article Analysis . Fred Meijer Center for Writing, Grand Valley State University; Bachiochi, Peter et al. "Using Empirical Article Analysis to Assess Research Methods Courses." Teaching of Psychology 38 (2011): 5-9; Brosowsky, Nicholaus P. et al. “Teaching Undergraduate Students to Read Empirical Articles: An Evaluation and Revision of the QALMRI Method.” PsyArXi Preprints , 2020; Holster, Kristin. “Article Evaluation Assignment”. TRAILS: Teaching Resources and Innovations Library for Sociology . Washington DC: American Sociological Association, 2016; Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Reviewer's Guide . SAGE Reviewer Gateway, SAGE Journals; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Gyuris, Emma, and Laura Castell. "To Tell Them or Show Them? How to Improve Science Students’ Skills of Critical Reading." International Journal of Innovation in Science and Mathematics Education 21 (2013): 70-80; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students Make the Most of Scholarly Articles." Library Management 33 (2012): 525-535.

Writing Tip

Not All Scholarly Journal Articles Can Be Critically Analyzed

There are a variety of articles published in scholarly journals that do not fit within the guidelines of an article analysis assignment. This is because the work cannot be empirically examined or it does not generate new knowledge in a way which can be critically analyzed.

If you are required to locate a research study on your own, avoid selecting these types of journal articles:

• Theoretical essays which discuss concepts, assumptions, and propositions, but report no empirical research;
• Statistical or methodological papers that may analyze data, but the bulk of the work is devoted to refining a new measurement, statistical technique, or modeling procedure;
• Articles that review, analyze, critique, and synthesize prior research, but do not report any original research;
• Brief essays devoted to research methods and findings;
• Articles written by scholars in popular magazines or industry trade journals;
• Pre-print articles that have been posted online, but may undergo further editing and revision by the journal's editorial staff before final publication; and
• Academic commentary that discusses research trends or emerging concepts and ideas, but does not contain citations to sources.

Journal Analysis Assignment - Myers . Writing@CSU, Colorado State University; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36.

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Evaluating Information

• Understanding Primary and Secondary Sources
• Exploring and Evaluating Popular, Trade, and Scholarly Sources

Reading a Scholarly Article

Common components of original research articles, while you read, reading strategies, reading for citations, further reading, learning objectives.

This page was created to help you:

Identify the different parts of a scholarly article

Efficiently analyze and evaluate scholarly articles for usefulness

This page will focus on reading scholarly articles — published reports on original research in the social sciences, humanities, and STEM fields. Reading and understanding this type of article can be challenging. This guide will help you develop these skills, which can be learned and improved upon with practice.

We will go over:

There are many different types of articles that may be found in scholarly journals and other academic publications. For more, see:

• Types of Information Sources

Reading a scholarly article isn’t like reading a novel, website, or newspaper article. It’s likely you won’t read and absorb it from beginning to end, all at once.

Instead, think of scholarly reading as inquiry, i.e., asking a series of questions as you do your research or read for class. Your reading should be guided by your class topic or your own research question or thesis.

For example, as you read, you might ask yourself:

• What questions does it help to answer, or what topics does it address?
• Are these relevant or useful to me?
• Does the article offer a helpful framework for understanding my topic or question (theoretical framework)?
• Do the authors use interesting or innovative methods to conduct their research that might be relevant to me?
• Does the article contain references I might consult for further information?

In Practice

Scanning and skimming are essential when reading scholarly articles, especially at the beginning stages of your research or when you have a lot of material in front of you.

Many scholarly articles are organized to help you scan and skim efficiently. The next time you need to read an article, practice scanning the following sections (where available) and skim their contents:

• The abstract: This summary provides a birds’ eye view of the article contents.
• The introduction:  What is the topic(s) of the research article? What is its main idea or question?
• The list of keywords or descriptors
• Methods: How did the author(s) go about answering their question/collecting their data?
• Section headings:  Stop and skim those sections you may find relevant.
• Figures:  Offer lots of information in quick visual format.
• The conclusion:  What are the findings and/or conclusions of this article?

Mark Up Your Text

Read with purpose.

• Scanning and skimming with a pen in hand can help to focus your reading.
• Use color for quick reference. Try highlighters or some sticky notes. Use different colors to represent different topics.
• Write in the margins, putting down thoughts and questions about the content as you read.
• Use digital markup features available in eBook platforms or third-party solutions, like Adobe Reader or Hypothes.is.

Categorize Information

Create your own informal system of organization. It doesn’t have to be complicated — start basic, and be sure it works for you.

• Jot down a few of your own keywords for each article. These keywords may correspond with important topics being addressed in class or in your research paper.  
• Write keywords on print copies or use the built-in note taking features in reference management tools like Zotero and EndNote.  
• Your keywords and system of organization may grow more complex the deeper you get into your reading.

Highlight words, terms, phrases, acronyms, etc. that are unfamiliar to you. You can highlight on the text or make a list in a notetaking program.

• Decide if the term is essential to your understanding of the article or if you can look it up later and keep scanning.

You may scan an article and discover that it isn’t what you thought it was about. Before you close the tab or delete that PDF, consider scanning the article one more time, specifically to look for citations that might be more on-target for your topic.  

You don’t need to look at every citation in the bibliography — you can look to the literature review to identify the core references that relate to your topic. Literature reviews are typically organized by subtopic within a research question or thesis. Find the paragraph or two that are closely aligned with your topic, make note of the author names, then locate those citations in the bibliography or footnote.

See the Find Articles page for what to do next:

• Find Articles

See the Citation Searching page for more on following a citation trail:

• Citation Searching
• Taking notes effectively. [blog post] Raul Pacheco-Vega, PhD
• How to read an academic paper. [video] UBCiSchool. 2013
• How to (seriously) read a scientific paper. (2016, March 21). Science | AAAS.
• How to read a paper. S. Keshav. 2007. SIGCOMM Comput. Commun. Rev. 37, 3 (July 2007), 83–84.

This guide was designed to help you:

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How to analyze an article

Affiliation.

• 1 Department of Surgery, Division of Cardiothoracic Surgery, Tufts University School of Medicine, Tufts-New England Medical Center, 750 Washington Street, Boston, Massuchusetts 02111, USA. [email protected]
• PMID: 15827843
• DOI: 10.1007/s00268-005-7912-z

In clinical research investigators generalize from study samples to populations, and in evidence-based medicine practitioners apply population-level evidence to individual patients. The validity of these processes is assessed through critical appraisal of published articles. Critical appraisal is therefore a core component of evidence-based medicine (EBM). The purpose of critical appraisal is not one of criticizing for criticism's sake. Instead, it is an exercise in assigning a value to an article. A checklist approach to article appraisal is outlined, and common pitfalls of analysis are highlighted. Relevant questions are posed for each section of an article (introduction, methods, results, discussion). The approach is applicable to most clinical surgical research articles, even those of a nonrandomized nature. Issues specific to evidence-based surgical practice, in contrast to evidence-based medicine, are introduced.

• Evaluation Studies as Topic
• Evidence-Based Medicine / methods*
• Peer Review, Research
• Periodicals as Topic*
• Randomized Controlled Trials as Topic

ON YOUR 1ST ORDER

How To Critically Analyse An Article – Become A Savvy Reader

By Laura Brown on 22nd September 2023

In the current academic scenario, knowing how to analyse an article critically is essential to attain stability and strength. It’s about reading between the lines, questioning what you encounter, and forming informed opinions based on evidence and sound reasoning.

• To critically analyse an article, read it thoroughly to grasp the author’s main points.
• Evaluate the evidence and arguments presented, checking for credibility and logical consistency.
• Consider the article’s structure, tone, and style while also assessing its sources.
• Formulate your critical response by synthesising your analysis and constructing a well-supported argument.

Have you ever wondered how to tell if an article is good or not? It’s important when it comes to your academic superiority. Critical analysis of an article is like being a detective. You check the article closely to see if it makes sense, if the facts are correct, and if the writer is trying to trick you.

But it’s not just something for school, college or university; it’s a superpower for everyday life. It helps you find the important stuff in an article, spot when someone is trying to persuade you and understand what the writer really thinks.

Think of it as a special skill that lets you dig deep into an article, like a treasure hunt. You uncover hidden biases, find the truth, and see how the writer tries to convince you. It’s a bit like being a detective and a wizard at the same time.

Get ready to become a smart reader. This guide will show you how to use this superpower to make sense of the information around us in just 8 simple steps.

Step 1: Read the Article

Before embarking on the journey to analyse an article critically, it is paramount to begin with the foundational step of reading the article itself. This step lays the groundwork for a comprehensive understanding of the material, enabling you to effectively evaluate its merits and demerits.

Reading an article critically starts with setting aside distractions and immersing yourself in the text. Instead of skimming through it hurriedly, take the time to read it meticulously.

To truly grasp the article’s essence, you must consider both its content and context. Content refers to the information and ideas presented within the article, while context encompasses the circumstances in which it was written.

• Why was this article written?
• Who is the intended audience?
• When was it published, and what was happening in the world at that time?
• What is the author’s background or expertise in the subject matter?

As you read, do not rely solely on your memory to retain key points and insights. Taking notes is an invaluable practice during this phase. Record significant ideas, quotes, and statistics that catch your attention.

Your initial impressions of the article can offer valuable insights into your subjective response. If a particular passage elicits a strong emotional reaction, make a note of it. Identifying your emotional responses can help you later in the analysis process when considering your own biases and reactions to the author’s arguments.

Step 2: Identify the Main Argument

While you are up to critically analyse an article, pinpointing the central argument is akin to finding the North Star guiding you through the article’s content. Every well-crafted article should possess a clear and concise main argument or thesis, which serves as the nucleus of the author’s message. Typically situated in the article’s introduction or abstract , this argument not only encapsulates the author’s viewpoint but also functions as a roadmap for the reader, outlining what to expect in the subsequent sections.

Identifying the main argument necessitates a discerning eye. Delve into the introductory paragraphs, abstract, or the initial sections of the article to locate this pivotal statement. This argument may be explicit, explicitly stated by the author, or implicit, inferred through careful examination of the content. Once you’ve grasped the main argument, keep it at the forefront of your mind as you proceed with your analysis, it will serve as the cornerstone against which all other elements are evaluated.

Step 3: Evaluate the Evidence

In order to solely understand how to analyse an article critically, it is imperative to know that an article’s persuasive power hinges on the quality of evidence presented to substantiate its main argument. In this critical step, it’s imperative to scrutinise the evidence with a discerning eye. Look beyond the surface to assess the data, statistics, examples, and citations provided by the author. You can run it through Turnitin for a plagiarism check. These elements serve as the pillars upon which the argument stands or crumbles.

Begin by evaluating the credibility and relevance of the sources used to support the argument. Are they authoritative and trustworthy? Are they current and pertinent to the subject matter? Assess the quality of evidence by considering the reliability of the data, the objectivity of the sources, and the breadth of examples. Moreover, consider the quantity of evidence; is there enough to convincingly underpin the thesis, or does it appear lacking or selective? A well-supported argument should be built upon a solid foundation of robust evidence.

Step 4: Examine the Reasoning

Critical analysis doesn’t stop at identifying the argument and assessing the evidence; it extends to examining the underlying reasoning that connects these elements. In this step, delve deeper into the author’s logic and the structure of the argument. The goal is to identify any logical fallacies or weak assumptions that might undermine the article’s credibility.

Scrutinise the coherence and consistency of the author’s reasoning. Are there any gaps in the argument, or does it flow logically from point to point? Identify any potential biases, emotional appeals, or rhetorical strategies employed by the author. Assess whether the argument is grounded in sound principles and reasoning.

Be on the lookout for flawed deductive or inductive reasoning, and question whether the evidence truly supports the conclusions drawn . Critical thinking is pivotal here, as it allows you to gauge the strength of the article’s argumentation and identify areas where it may be lacking or vulnerable to critique.

Step 5: Consider the Structure

The structure of an article is not merely a cosmetic feature but a fundamental aspect that can profoundly influence its overall effectiveness in conveying its message. A well-organised article possesses the power to captivate readers, enhance comprehension, and amplify its impact. To harness this power effectively, it’s crucial to pay close attention to various structural elements.

• Headings and Subheadings: Examine headings and subheadings to understand the article’s structure and main themes.
• Transitions Between Sections: Observe how transitions between sections maintain or disrupt the flow of ideas.
• Logical Progression: Assess if the article logically builds upon concepts or feels disjointed.
• Use of Visual Aids: Evaluate the integration and effectiveness of visual aids like graphs and charts.
• Paragraph Organisation: Analyse paragraph structure, including clear topic sentences.
• Conclusion and Summary: Review the conclusion for a strong reiteration of the main argument and key takeaways.

In essence, the structure of an article serves as the blueprint that shapes the reader’s journey. A thoughtfully organised article not only makes it easier for readers to navigate the content but also enhances their overall comprehension and retention. By paying attention to these structural elements, you can gain a deeper understanding of the author’s message and how it is effectively conveyed to the audience.

Step 6: Analyse Tone and Style

Exploring the tone and style of an article is like deciphering the author’s hidden intentions and underlying biases. It involves looking closely at how the author has crafted their words, examining their choice of language, tone, and use of rhetorical devices . Is the tone even-handed and impartial, or can you detect signs of favouritism or prejudice? Understanding the author’s perspective in this way allows you to place their argument within a broader context, helping you see beyond the surface of the text.

When you analyse tone, consider whether the author’s language carries any emotional weight. Are they using words that evoke strong feelings, or do they maintain an objective and rational tone throughout? Furthermore, observe how the author addresses counterarguments. Are they respectful and considerate, or do they employ ad hominem attacks? Evaluating tone and style can offer valuable insights into the author’s intentions and their ability to construct a persuasive argument.

Step 7: Assess Sources and References

A critical analysis wouldn’t be complete without examining the sources and references cited within the article. These citations form the foundation upon which the author’s arguments rest. To assess the credibility of the author’s research, it’s essential to scrutinise the origins of these sources. Are they drawn from reputable, well-established journals, books, or widely recognised and trusted websites? High-quality sources reflect positively on the author’s research and strengthen the overall validity of the argument.

While staying on the journey of how to critically analyse an article, be vigilant when encountering articles that heavily rely on sources that might be considered unreliable or biased. Investigate whether the author has balanced their sources and considered diverse perspectives. A well-researched article should draw upon a variety of reputable sources to provide a well-rounded view of the topic. By assessing the sources and references, you can gauge the robustness of the author’s supporting evidence.

Step 8: Formulate Your Critical Response

Having navigated through the previous steps, it’s now your turn to construct a critical response to the article. This step involves summarising your analysis by identifying the strengths and weaknesses within the article. Do you find yourself in agreement with the main argument, or do you have reservations? Highlight the evidence that you found compelling and areas where you believe the article falls short. Your critical response serves as a valuable contribution to the ongoing discourse surrounding the topic, adding your unique perspective to the conversation. Remember that constructive criticism can lead to deeper understanding and improved future discourse.

Now, let’s be specific on two of the most analysed articles, i.e. research articles and journal articles.

How To Critically Analyse A Research Article?

A research article is a scholarly document that presents the findings of original research conducted by the author(s) and is typically published in academic journals. It follows a structured format, including sections such as an abstract, introduction, methods, results, discussion, and references. To critically analyse a research article, you may go through the following six steps.

• Scrutinise the research question’s clarity and significance.
• Examine the appropriateness of research methods.
• Assess sample quality and data reliability.
• Evaluate the accuracy and significance of results.
• Review the discussion for supported conclusions.
• Check references for relevant and high-quality sources.

Never hesitate to ask our customer support for examples and relevant guides as you face any challenges while critically analysing a research paper .

How To Critically Analyse A Journal Article?

A journal article is a scholarly publication that presents research findings, analyses, or discussions within a specific academic or scientific field. These articles typically follow a structured format and are subject to peer review before publication. In order to critically analyse a journal article, take the following steps.

• Evaluate the article’s clarity and relevance.
• Examine the research methods and their suitability.
• Assess the credibility of data and sources.
• Scrutinise the presentation of results.
• Analyse the conclusions drawn.
• Consider the quality of references and citations.

If you have any difficulty conducting a good critical analysis, you can always ask our research paper service for help and relevant examples.

Concluding Upon How To Analyse An Article Critically

Mastering the art of analysing an article critically is a valuable skill that empowers you to navigate the vast sea of information with confidence. By following these eight steps, you can dissect articles effectively, separating reliable information from biased or poorly supported claims. Remember, critical analysis is not about tearing an article apart but understanding it deeply and thoughtfully. With practice, you’ll become a more discerning and informed reader, researcher, or student.

Laura Brown, a senior content writer who writes actionable blogs at Crowd Writer.

Writing a Critical Analysis

What is in this guide, definitions, putting it together, tips and examples of critques.

• Background Information
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This guide is meant to help you understand the basics of writing a critical analysis. A critical analysis is an argument about a particular piece of media. There are typically two parts: (1) identify and explain the argument the author is making, and (2), provide your own argument about that argument. Your instructor may have very specific requirements on how you are to write your critical analysis, so make sure you read your assignment carefully.

Critical Analysis

A deep approach to your understanding of a piece of media by relating new knowledge to what you already know.

Part 1: Introduction

• Identify the work being criticized.
• Present thesis - argument about the work.
• Preview your argument - what are the steps you will take to prove your argument.

Part 2: Summarize

• Provide a short summary of the work.
• Present only what is needed to know to understand your argument.

Part 3: Your Argument

• This is the bulk of your paper.
• Provide "sub-arguments" to prove your main argument.
• Use scholarly articles to back up your argument(s).

Part 4: Conclusion

• Reflect on  how  you have proven your argument.
• Point out the  importance  of your argument.
• Comment on the potential for further research or analysis.
• Cornell University Library Tips for writing a critical appraisal and analysis of a scholarly article.
• Queen's University Library How to Critique an Article (Psychology)
• University of Illinois, Springfield An example of a summary and an evaluation of a research article. This extended example shows the different ways a student can critique and write about an article
• Next: Background Information >>
• Last Updated: Feb 14, 2024 4:33 PM
• URL: https://libguides.pittcc.edu/critical_analysis

Research Paper Analysis: How to Analyze a Research Article + Example

Why might you need to analyze research? First of all, when you analyze a research article, you begin to understand your assigned reading better. It is also the first step toward learning how to write your own research articles and literature reviews. However, if you have never written a research paper before, it may be difficult for you to analyze one. After all, you may not know what criteria to use to evaluate it. But don’t panic! We will help you figure it out!

In this article, our team has explained how to analyze research papers quickly and effectively. At the end, you will also find a research analysis paper example to see how everything works in practice.

• 🔤 Research Analysis Definition

📊 How to Analyze a Research Article

✍️ how to write a research analysis.

• 📝 Analysis Example
• 🔎 More Examples

🔗 References

🔤 research paper analysis: what is it.

A research paper analysis is an academic writing assignment in which you analyze a scholarly article’s methodology, data, and findings. In essence, “to analyze” means to break something down into components and assess each of them individually and in relation to each other. The goal of an analysis is to gain a deeper understanding of a subject. So, when you analyze a research article, you dissect it into elements like data sources , research methods, and results and evaluate how they contribute to the study’s strengths and weaknesses.

📋 Research Analysis Format

A research analysis paper has a pretty straightforward structure. Check it out below!

Research articles usually include the following sections: introduction, methods, results, and discussion. In the following paragraphs, we will discuss how to analyze a scientific article with a focus on each of its parts.

How to Analyze a Research Paper: Purpose

The purpose of the study is usually outlined in the introductory section of the article. Analyzing the research paper’s objectives is critical to establish the context for the rest of your analysis.

When analyzing the research aim, you should evaluate whether it was justified for the researchers to conduct the study. In other words, you should assess whether their research question was significant and whether it arose from existing literature on the topic.

Here are some questions that may help you analyze a research paper’s purpose:

• Why was the research carried out?
• What gaps does it try to fill, or what controversies to settle?
• How does the study contribute to its field?
• Do you agree with the author’s justification for approaching this particular question in this way?

How to Analyze a Paper: Methods

When analyzing the methodology section , you should indicate the study’s research design (qualitative, quantitative, or mixed) and methods used (for example, experiment, case study, correlational research, survey, etc.). After that, you should assess whether these methods suit the research purpose. In other words, do the chosen methods allow scholars to answer their research questions within the scope of their study?

For example, if scholars wanted to study US students’ average satisfaction with their higher education experience, they could conduct a quantitative survey . However, if they wanted to gain an in-depth understanding of the factors influencing US students’ satisfaction with higher education, qualitative interviews would be more appropriate.

When analyzing methods, you should also look at the research sample . Did the scholars use randomization to select study participants? Was the sample big enough for the results to be generalizable to a larger population?

You can also answer the following questions in your methodology analysis:

• Is the methodology valid? In other words, did the researchers use methods that accurately measure the variables of interest?
• Is the research methodology reliable? A research method is reliable if it can produce stable and consistent results under the same circumstances.
• Is the study biased in any way?
• What are the limitations of the chosen methodology?

How to Analyze Research Articles’ Results

You should start the analysis of the article results by carefully reading the tables, figures, and text. Check whether the findings correspond to the initial research purpose. See whether the results answered the author’s research questions or supported the hypotheses stated in the introduction.

To analyze the results section effectively, answer the following questions:

• What are the major findings of the study?
• Did the author present the results clearly and unambiguously?
• Are the findings statistically significant ?
• Does the author provide sufficient information on the validity and reliability of the results?
• Have you noticed any trends or patterns in the data that the author did not mention?

How to Analyze Research: Discussion

Finally, you should analyze the authors’ interpretation of results and its connection with research objectives. Examine what conclusions the authors drew from their study and whether these conclusions answer the original question.

You should also pay attention to how the authors used findings to support their conclusions. For example, you can reflect on why their findings support that particular inference and not another one. Moreover, more than one conclusion can sometimes be made based on the same set of results. If that’s the case with your article, you should analyze whether the authors addressed other interpretations of their findings .

Here are some useful questions you can use to analyze the discussion section:

• What findings did the authors use to support their conclusions?
• How do the researchers’ conclusions compare to other studies’ findings?
• How does this study contribute to its field?
• What future research directions do the authors suggest?
• What additional insights can you share regarding this article? For example, do you agree with the results? What other questions could the researchers have answered?

Now, you know how to analyze an article that presents research findings. However, it’s just a part of the work you have to do to complete your paper. So, it’s time to learn how to write research analysis! Check out the steps below!

1. Introduce the Article

As with most academic assignments, you should start your research article analysis with an introduction. Here’s what it should include:

• The article’s publication details . Specify the title of the scholarly work you are analyzing, its authors, and publication date. Remember to enclose the article’s title in quotation marks and write it in title case .
• The article’s main point . State what the paper is about. What did the authors study, and what was their major finding?
• Your thesis statement . End your introduction with a strong claim summarizing your evaluation of the article. Consider briefly outlining the research paper’s strengths, weaknesses, and significance in your thesis.

Keep your introduction brief. Save the word count for the “meat” of your paper — that is, for the analysis.

2. Summarize the Article

Now, you should write a brief and focused summary of the scientific article. It should be shorter than your analysis section and contain all the relevant details about the research paper.

Here’s what you should include in your summary:

• The research purpose . Briefly explain why the research was done. Identify the authors’ purpose and research questions or hypotheses .
• Methods and results . Summarize what happened in the study. State only facts, without the authors’ interpretations of them. Avoid using too many numbers and details; instead, include only the information that will help readers understand what happened.
• The authors’ conclusions . Outline what conclusions the researchers made from their study. In other words, describe how the authors explained the meaning of their findings.

If you need help summarizing an article, you can use our free summary generator .

3. Write Your Research Analysis

The analysis of the study is the most crucial part of this assignment type. Its key goal is to evaluate the article critically and demonstrate your understanding of it.

We’ve already covered how to analyze a research article in the section above. Here’s a quick recap:

• Analyze whether the study’s purpose is significant and relevant.
• Examine whether the chosen methodology allows for answering the research questions.
• Evaluate how the authors presented the results.
• Assess whether the authors’ conclusions are grounded in findings and answer the original research questions.

Although you should analyze the article critically, it doesn’t mean you only should criticize it. If the authors did a good job designing and conducting their study, be sure to explain why you think their work is well done. Also, it is a great idea to provide examples from the article to support your analysis.

4. Conclude Your Analysis of Research Paper

A conclusion is your chance to reflect on the study’s relevance and importance. Explain how the analyzed paper can contribute to the existing knowledge or lead to future research. Also, you need to summarize your thoughts on the article as a whole. Avoid making value judgments — saying that the paper is “good” or “bad.” Instead, use more descriptive words and phrases such as “This paper effectively showed…”

Need help writing a compelling conclusion? Try our free essay conclusion generator !

5. Revise and Proofread

Last but not least, you should carefully proofread your paper to find any punctuation, grammar, and spelling mistakes. Start by reading your work out loud to ensure that your sentences fit together and sound cohesive. Also, it can be helpful to ask your professor or peer to read your work and highlight possible weaknesses or typos.

📝 Research Paper Analysis Example

We have prepared an analysis of a research paper example to show how everything works in practice.

No Homework Policy: Research Article Analysis Example

This paper aims to analyze the research article entitled “No Assignment: A Boon or a Bane?” by Cordova, Pagtulon-an, and Tan (2019). This study examined the effects of having and not having assignments on weekends on high school students’ performance and transmuted mean scores. This article effectively shows the value of homework for students, but larger studies are needed to support its findings.

Cordova et al. (2019) conducted a descriptive quantitative study using a sample of 115 Grade 11 students of the Central Mindanao University Laboratory High School in the Philippines. The sample was divided into two groups: the first received homework on weekends, while the second didn’t. The researchers compared students’ performance records made by teachers and found that students who received assignments performed better than their counterparts without homework.

The purpose of this study is highly relevant and justified as this research was conducted in response to the debates about the “No Homework Policy” in the Philippines. Although the descriptive research design used by the authors allows to answer the research question, the study could benefit from an experimental design. This way, the authors would have firm control over variables. Additionally, the study’s sample size was not large enough for the findings to be generalized to a larger population.

The study results are presented clearly, logically, and comprehensively and correspond to the research objectives. The researchers found that students’ mean grades decreased in the group without homework and increased in the group with homework. Based on these findings, the authors concluded that homework positively affected students’ performance. This conclusion is logical and grounded in data.

This research effectively showed the importance of homework for students’ performance. Yet, since the sample size was relatively small, larger studies are needed to ensure the authors’ conclusions can be generalized to a larger population.

🔎 More Research Analysis Paper Examples

Do you want another research analysis example? Check out the best analysis research paper samples below:

• Gracious Leadership Principles for Nurses: Article Analysis
• Effective Mental Health Interventions: Analysis of an Article
• Nursing Turnover: Article Analysis
• Nursing Practice Issue: Qualitative Research Article Analysis
• Quantitative Article Critique in Nursing
• LIVE Program: Quantitative Article Critique
• Evidence-Based Practice Beliefs and Implementation: Article Critique
• “Differential Effectiveness of Placebo Treatments”: Research Paper Analysis
• “Family-Based Childhood Obesity Prevention Interventions”: Analysis Research Paper Example
• “Childhood Obesity Risk in Overweight Mothers”: Article Analysis
• “Fostering Early Breast Cancer Detection” Article Analysis
• Lesson Planning for Diversity: Analysis of an Article
• Space and the Atom: Article Analysis
• “Democracy and Collective Identity in the EU and the USA”: Article Analysis
• China’s Hegemonic Prospects: Article Review
• Article Analysis: Fear of Missing Out
• Codependence, Narcissism, and Childhood Trauma: Analysis of the Article
• Relationship Between Work Intensity, Workaholism, Burnout, and MSC: Article Review

We hope that our article on research paper analysis has been helpful. If you liked it, please share this article with your friends!

• Analyzing Research Articles: A Guide for Readers and Writers | Sam Mathews
• Summary and Analysis of Scientific Research Articles | San José State University Writing Center
• Analyzing Scholarly Articles | Texas A&M University
• Article Analysis Assignment | University of Wisconsin-Madison
• How to Summarize a Research Article | University of Connecticut
• Critique/Review of Research Articles | University of Calgary
• Art of Reading a Journal Article: Methodically and Effectively | PubMed Central
• Write a Critical Review of a Scientific Journal Article | McLaughlin Library
• How to Read and Understand a Scientific Paper: A Guide for Non-scientists | LSE
• How to Analyze Journal Articles | Classroom

How to Write an Animal Testing Essay: Tips for Argumentative & Persuasive Papers

Descriptive essay topics: examples, outline, & more.

How to Critically Analyse an Article

Critical analysis refers to the skill required to evaluate an author’s work. Students are frequently asked to critically analyse a particular journal. The analysis is designed to enhance the reader’s understanding of the thesis and content of the article, and crucially is subjective, because a piece of critical analysis writing is a way for the writer to express their opinions, analysis, and evaluation of the article in question. In essence, the article needs to be broken down into parts, each one analysed separately and then brought together as one piece of critical analysis of the whole.

Key point: you need to be aware that when you are analysing an article your goal is to ensure that your readers understand the main points of the paper with ease. This means demonstrating critical thinking skills, judgement, and evaluation to illustrate how you came to your conclusions and opinions on the work. This might sound simple, and it can be, if you follow our guide to critically analyse an article:

• Before you start your essay, you should read through the paper at least three times.
• The first time ensures you understand, the second allows you to examine the structure of the work and the third enables you to pick out the key points and focus of the thesis statement given by the author (if there is one of course!). During these reads and re-reads you can set down bullet points which will eventually frame your outline and draft for the final work.
• Look for the purpose of the article – is the writer trying to inform through facts and research, are they trying to persuade through logical argument, or are they simply trying to entertain and create an emotional response. Examine your own responses to the article and this will guide to the purpose.
• When you start writing your analysis, avoid phrases such as “I think/believe”, “In my opinion”. The analysis is of the paper, not your views and perspectives.
• Ensure you have clearly indicated the subject of the article so that is evident to the reader.
• Look for both strengths and weaknesses in the work – and always support your assertions with credible, viable sources that are clearly referenced at the end of your work.
• Be open-minded and objective, rely on facts and evidence as you pull your work together.

Structure for Critical Analysis of an Article

Remember, your essay should be in three mains sections: the introduction, the main body, and a conclusion.

Introduction

Your introduction should commence by indicating the title of the work being analysed, including author and date of publication. This should be followed by an indication of the main themes in the thesis statement. Once you have provided the information about the author’s paper, you should then develop your thesis statement which sets out what you intend to achieve or prove with your critical analysis of the article.

Key point: your introduction should be short, succinct and draw your readers in. Keep it simple and concise but interesting enough to encourage further reading.

Overview of the paper

This is an important section to include when writing a critical analysis of an article because it answers the four “w’s”, of what, why, who, when and also the how. This section should include a brief overview of the key ideas in the article, along with the structure, style and dominant point of view expressed. For example,

“The focus of this article is… based on work undertaken…  The main thrust of the thesis is that… which is the foundation for an argument which suggests. The conclusion from the authors is that…. However, it can be argued that…

Once you have given the overview and outline, you can then move onto the more detailed analysis.

For each point you make about the article, you should contain this in a separate paragraph. Introduce the point you wish to make, regarding what you see as a strength or weakness of the work, provide evidence for your perspective from reliable and credible sources, and indicate how the authors have achieved, or not their goal in relation to the points made. For each point, you should identify whether the paper is objective, informative, persuasive, and sufficiently unbiased. In addition, identify whether the target audience for the work has been correctly addressed, the survey instruments used are appropriate and the results are presented in a clear and concise way.

If the authors have used tables, figures or graphs do they back up the conclusions made? If not, why not? Again, back up your statements with reliable hard evidence and credible sources, fully referenced at the end of your work.

In the same way that an introduction opens up the analysis to readers, the conclusion should close it. Clearly, concisely and without the addition of any new information not included in the body paragraph.

Key points for a strong conclusion include restating your thesis statement, paraphrased, with a summary of the evidence for the accuracy of your views, combined with identification of how the article could have been improved – in other words, asking the reader to take action.

Key phrases for Critical Analysis of an article

• This article has value because it…
• There is a clear bias within this article based on the focus on…
• It appears that the assumptions made do not correlate with the information presented…
• Aspects of the work suggest that…
• The proposal is therefore that…
• The evidence presented supports the view that…
• The evidence presented however overlooks…
• Whilst the author’s view is generally accurate, it can also be indicated that…
• Closer examination suggests there is an omission in relation to

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• A Research Guide
• Writing Guide
• Article Writing

How to Analyze an Article

• What is an article analysis
• Outline and structure
• Step-by-step writing guide
• Article analysis format
• Analysis examples
• Article analysis template

What Is an Article Analysis?

• Summarize the main points in the piece – when you get to do an article analysis, you have to analyze the main points so that the reader can understand what the article is all about in general. The summary will be an overview of the story outline, but it is not the main analysis. It just acts to guide the reader to understand what the article is all about in brief.
• Proceed to the main argument and analyze the evidence offered by the writer in the article – this is where analysis begins because you must critique the article by analyzing the evidence given by the piece’s author. You should also point out the flaws in the work and support where it needs to be; it should not necessarily be a positive critique. You are free to pinpoint even the negative part of the story. In other words, you should not rely on one side but be truthful about what you are addressing to the satisfaction of anyone who would read your essay.
• Analyze the piece’s significance – most readers would want to see why you need to make article analysis. It is your role as a writer to emphasize the importance of the article so that the reader can be content with your writing. When your audience gets interested in your work, you will have achieved your aim because the main aim of writing is to convince the reader. The more persuasive you are, the more your article stands out. Focus on motivating your audience, and you will have scored.

Outline and Structure of an Article Analysis

What do you need to write an article analysis, how to write an analysis of an article, step 1: analyze your audience, step 2: read the article.

• The evidence : identify the evidence the writer used in the article to support their claim. While looking into the evidence, you should gauge whether the writer brings out factual evidence or it is personal judgments.
• The argument’s validity: a writer might use many pieces of evidence to support their claims, but you need to identify the sources they use and determine whether they are credible. Credible sources are like scholarly articles and books, and some are not worth relying on for research.
• How convictive are the arguments? You should be able to judge the writer’s persuasion of the audience. An article is usually informative and therefore has to be persuasive to the readers to be considered worthy. If it does not achieve this, you should be able to critique that and illustrate the same.

Step 3: Make the plan

Step 4: write a critical analysis of an article, step 5: edit your essay, article analysis format, article analysis example, what didn’t you know about the article analysis template.

• Read through the piece quickly to get an overview.
• Look for confronting words in the article and note them down.
• Read the piece for the second time while summarizing major points in the literature piece.
• Reflect on the paper’s thesis to affirm and adhere to it in your writing.
• Note the arguments and the evidence used.
• Evaluate the article and focus on your audience.
• Give your opinion and support it to the satisfaction of your audience.

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Critically Analyzing Information Sources: Critical Appraisal and Analysis

• Critical Appraisal and Analysis

Initial Appraisal : Reviewing the source

• What are the author's credentials--institutional affiliation (where he or she works), educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? You can use the various Who's Who publications for the U.S. and other countries and for specific subjects and the biographical information located in the publication itself to help determine the author's affiliation and credentials.
• Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Respected authors are cited frequently by other scholars. For this reason, always note those names that appear in many different sources.
• Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution?

B. Date of Publication

• When was the source published? This date is often located on the face of the title page below the name of the publisher. If it is not there, look for the copyright date on the reverse of the title page. On Web pages, the date of the last revision is usually at the bottom of the home page, sometimes every page.
• Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site.

C. Edition or Revision

Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. If you are using a Web source, do the pages indicate revision dates?

D. Publisher

Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published.

E. Title of Journal

Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas. If you need help in determining the type of journal, see Distinguishing Scholarly from Non-Scholarly Periodicals . Or you may wish to check your journal title in the latest edition of Katz's Magazines for Libraries (Olin Reference Z 6941 .K21, shelved at the reference desk) for a brief evaluative description.

Critical Analysis of the Content

Having made an initial appraisal, you should now examine the body of the source. Read the preface to determine the author's intentions for the book. Scan the table of contents and the index to get a broad overview of the material it covers. Note whether bibliographies are included. Read the chapters that specifically address your topic. Reading the article abstract and scanning the table of contents of a journal or magazine issue is also useful. As with books, the presence and quality of a bibliography at the end of the article may reflect the care with which the authors have prepared their work.

A. Intended Audience

What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs?

B. Objective Reasoning

• Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
• Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
• Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
• Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?

C. Coverage

• Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.
• Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. For example, if you were researching Konrad Adenauer's role in rebuilding West Germany after World War II, Adenauer's own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary German newspaper articles. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about Adenauer's role are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity.

D. Writing Style

Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive?

E. Evaluative Reviews

• Locate critical reviews of books in a reviewing source , such as the Articles & Full Text , Book Review Index , Book Review Digest, and ProQuest Research Library . Is the review positive? Is the book under review considered a valuable contribution to the field? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.
• Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?
• For Web sites, consider consulting this evaluation source from UC Berkeley .

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• Last Updated: Apr 18, 2022 1:43 PM
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Anthropogenic change is contributing to the rise in emerging infectious diseases, which are significantly correlated with socioeconomic, environmental and ecological factors 1 . Studies have shown that infectious disease risk is modified by changes to biodiversity 2 , 3 , 4 , 5 , 6 , climate change 7 , 8 , 9 , 10 , 11 , chemical pollution 12 , 13 , 14 , landscape transformations 15 , 16 , 17 , 18 , 19 , 20 and species introductions 21 . However, it remains unclear which global change drivers most increase disease and under what contexts. Here we amassed a dataset from the literature that contains 2,938 observations of infectious disease responses to global change drivers across 1,497 host–parasite combinations, including plant, animal and human hosts. We found that biodiversity loss, chemical pollution, climate change and introduced species are associated with increases in disease-related end points or harm, whereas urbanization is associated with decreases in disease end points. Natural biodiversity gradients, deforestation and forest fragmentation are comparatively unimportant or idiosyncratic as drivers of disease. Overall, these results are consistent across human and non-human diseases. Nevertheless, context-dependent effects of the global change drivers on disease were found to be common. The findings uncovered by this meta-analysis should help target disease management and surveillance efforts towards global change drivers that increase disease. Specifically, reducing greenhouse gas emissions, managing ecosystem health, and preventing biological invasions and biodiversity loss could help to reduce the burden of plant, animal and human diseases, especially when coupled with improvements to social and economic determinants of health.

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Towards common ground in the biodiversity–disease debate

Biological invasions facilitate zoonotic disease emergences

Measuring the shape of the biodiversity-disease relationship across systems reveals new findings and key gaps

Data availability.

All the data for this Article have been deposited at Zenodo ( https://doi.org/10.5281/zenodo.8169979 ) 52 and GitHub ( https://github.com/mahonmb/GCDofDisease ) 53 .

Code availability

All the code for this Article has been deposited at Zenodo ( https://doi.org/10.5281/zenodo.8169979 ) 52 and GitHub ( https://github.com/mahonmb/GCDofDisease ) 53 . R markdown is provided in Supplementary Data 1 .

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Acknowledgements

We thank C. Mitchell for contributing data on enemy release; L. Albert and B. Shayhorn for assisting with data collection; J. Gurevitch, M. Lajeunesse and G. Stewart for providing comments on an earlier version of this manuscript; and C. Carlson and two anonymous reviewers for improving this paper. This research was supported by grants from the National Science Foundation (DEB-2109293, DEB-2017785, DEB-1518681, IOS-1754868), National Institutes of Health (R01TW010286) and US Department of Agriculture (2021-38420-34065) to J.R.R.; a US Geological Survey Powell grant to J.R.R. and S.L.R.; University of Connecticut Start-up funds to S.A.K.; grants from the National Science Foundation (IOS-1755002) and National Institutes of Health (R01 AI150774) to D.J.C.; and an Ambizione grant (PZ00P3_202027) from the Swiss National Science Foundation to F.W.H. The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript.

Author information

These authors contributed equally: Michael B. Mahon, Alexandra Sack, Jason R. Rohr

Authors and Affiliations

Department of Biological Sciences, University of Notre Dame, Notre Dame, IN, USA

Michael B. Mahon, Alexandra Sack, O. Alejandro Aleuy, Carly Barbera, Ethan Brown, Heather Buelow, Luz A. de Wit, Meghan Forstchen, Patrick Heffernan, Alexis Korotasz, Joanna G. Larson, Samantha L. Rumschlag, Emily Selland, Alexander Shepack, Nitin Vincent & Jason R. Rohr

Environmental Change Initiative, University of Notre Dame, Notre Dame, IN, USA

Michael B. Mahon, Samantha L. Rumschlag & Jason R. Rohr

Eck Institute of Global Health, University of Notre Dame, Notre Dame, IN, USA

Alexandra Sack, Meghan Forstchen, Emily Selland & Jason R. Rohr

Department of Biology, Emory University, Atlanta, GA, USA

David J. Civitello

Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT, USA

Jeremy M. Cohen

Department of Botany and Plant Pathology, Oregon State University, Corvallis, OR, USA

Fletcher W. Halliday

Department of Ecology and Evolutionary Biology, Institute for Systems Genomics, University of Connecticut, Storrs, CT, USA

Sarah A. Knutie

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Contributions

J.R.R. conceptualized the study. All of the authors contributed to the methodology. All of the authors contributed to investigation. Visualization was performed by M.B.M. The initial study list and related information were compiled by D.J.C., J.M.C., F.W.H., S.A.K., S.L.R. and J.R.R. Data extraction was performed by M.B.M., A.S., O.A.A., C.B., E.B., H.B., L.A.d.W., M.F., P.H., A.K., J.G.L., E.S., A.S. and N.V. Data were checked for accuracy by M.B.M. and A.S. Analyses were performed by M.B.M. and J.R.R. Funding was acquired by D.J.C., J.R.R., S.A.K. and S.L.R. Project administration was done by J.R.R. J.R.R. supervised the study. J.R.R. and M.B.M. wrote the original draft. All of the authors reviewed and edited the manuscript. J.R.R. and M.B.M. responded to reviewers.

Corresponding author

Correspondence to Jason R. Rohr .

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Extended data figures and tables

Extended data fig. 1 prisma flowchart..

The PRISMA flow diagram of the search and selection of studies included in this meta-analysis. Note that 77 studies came from the Halliday et al. 3 database on biodiversity change.

Extended Data Fig. 2 Summary of the number of studies (A-F) and parasite taxa (G-L) in the infectious disease database across ecological contexts.

The contexts are global change driver ( A , G ), parasite taxa ( B , H ), host taxa ( C , I ), experimental venue ( D , J ), study habitat ( E , K ), and human parasite status ( F , L ).

Extended Data Fig. 3 Summary of the number of effect sizes (A-I), studies (J-R), and parasite taxa (S-a) in the infectious disease database for various parasite and host contexts.

Shown are parasite type ( A , J , S ), host thermy ( B , K , T ), vector status ( C , L , U ), vector-borne status ( D , M , V ), parasite transmission ( E , N , W ), free living stages ( F , O , X ), host (e.g. disease, host growth, host survival) or parasite (e.g. parasite abundance, prevalence, fecundity) endpoint ( G , P , Y ), micro- vs macroparasite ( H , Q , Z ), and zoonotic status ( I , R , a ).

Extended Data Fig. 4 The effects of global change drivers and subsequent subcategories on disease responses with Log Response Ratio instead of Hedge’s g.

Here, Log Response Ratio shows similar trends to that of Hedge’s g presented in the main text. The displayed points represent the mean predicted values (with 95% confidence intervals) from a meta-analytical model with separate random intercepts for study. Points that do not share letters are significantly different from one another (p < 0.05) based on a two-sided Tukey’s posthoc multiple comparison test with adjustment for multiple comparisons. See Table S 3 for pairwise comparison results. Effects of the five common global change drivers ( A ) have the same directionality, similar magnitude, and significance as those presented in Fig. 2 . Global change driver effects are significant when confidence intervals do not overlap with zero and explicitly tested with two-tailed t-test (indicated by asterisks; t 80.62  = 2.16, p = 0.034 for CP; t 71.42  = 2.10, p = 0.039 for CC; t 131.79  = −3.52, p < 0.001 for HLC; t 61.9  = 2.10, p = 0.040 for IS). The subcategories ( B ) also show similar patterns as those presented in Fig. 3 . Subcategories are significant when confidence intervals do not overlap with zero and were explicitly tested with two-tailed one sample t-test (t 30.52  = 2.17, p = 0.038 for CO 2 ; t 40.03  = 4.64, p < 0.001 for Enemy Release; t 47.45  = 2.18, p = 0.034 for Mean Temperature; t 110.81  = −4.05, p < 0.001 for Urbanization); all other subcategories have p > 0.20. Note that effect size and study numbers are lower here than in Figs. 3 and 4 , because log response ratios cannot be calculated for studies that provide coefficients (e.g., odds ratio) rather than raw data; as such, all observations within BC did not have associated RR values. Despite strong differences in sample size, patterns are consistent across effect sizes, and therefore, we can be confident that the results presented in the main text are not biased because of effect size selection.

Extended Data Fig. 5 Average standard errors of the effect sizes (A) and sample sizes per effect size (B) for each of the five global change drivers.

The displayed points represent the mean predicted values (with 95% confidence intervals) from the generalized linear mixed effects models with separate random intercepts for study (Gaussian distribution for standard error model, A ; Poisson distribution for sample size model, B ). Points that do not share letters are significantly different from one another (p < 0.05) based on a two-sided Tukey’s posthoc multiple comparison test with adjustment for multiple comparisons. Sample sizes (number of studies, n, and effect sizes, k) for each driver are as follows: n = 77, k = 392 for BC; n = 124, k = 364 for CP; n = 202, k = 380 for CC; n = 517, k = 1449 for HLC; n = 96, k = 355 for IS.

Extended Data Fig. 6 Forest plots of effect sizes, associated variances, and relative weights (A), Funnel plots (B), and Egger’s Test plots (C) for each of the five global change drivers and leave-one-out publication bias analyses (D).

In panel A , points are the individual effect sizes (Hedge’s G), error bars are standard errors of the effect size, and size of the points is the relative weight of the observation in the model, with larger points representing observations with higher weight in the model. Sample sizes are provided for each effect size in the meta-analytic database. Effect sizes were plotted in a random order. Egger’s tests indicated significant asymmetries (p < 0.05) in Biodiversity Change (worst asymmetry – likely not bias, just real effect of positive relationship between diversity and disease), Climate Change – (weak asymmetry, again likely not bias, climate change generally increases disease), and Introduced Species (relatively weak asymmetry – unclear whether this is a bias, may be driven by some outliers). No significant asymmetries (p > 0.05) were found in Chemical Pollution and Habitat Loss/Change, suggesting negligible publication bias in reported disease responses across these global change drivers ( B , C ). Egger’s test included publication year as moderator but found no significant relationship between Hedge’s g and publication year (p > 0.05) implying no temporal bias in effect size magnitude or direction. In panel D , the horizontal red lines denote the grand mean and SE of Hedge’s g and (g = 0.1009, SE = 0.0338). Grey points and error bars indicate the Hedge’s g and SEs, respectively, using the leave-one-out method (grand mean is recalculated after a given study is removed from dataset). While the removal of certain studies resulted in values that differed from the grand mean, all estimated Hedge’s g values fell well within the standard error of the grand mean. This sensitivity analysis indicates that our results were robust to the iterative exclusion of individual studies.

Extended Data Fig. 7 The effects of habitat loss/change on disease depend on parasite taxa and land use conversion contexts.

A) Enemy type influences the magnitude of the effect of urbanization on disease: helminths, protists, and arthropods were all negatively associated with urbanization, whereas viruses were non-significantly positively associated with urbanization. B) Reference (control) land use type influences the magnitude of the effect of urbanization on disease: disease was reduced in urban settings compared to rural and peri-urban settings, whereas there were no differences in disease along urbanization gradients or between urban and natural settings. C) The effect of forest fragmentation depends on whether a large/continuous habitat patch is compared to a small patch or whether disease it is measured along an increasing fragmentation gradient (Z = −2.828, p = 0.005). Conversely, the effect of deforestation on disease does not depend on whether the habitat has been destroyed and allowed to regrow (e.g., clearcutting, second growth forests, etc.) or whether it has been replaced with agriculture (e.g., row crop, agroforestry, livestock grazing; Z = 1.809, p = 0.0705). The displayed points represent the mean predicted values (with 95% confidence intervals) from a metafor model where the response variable was a Hedge’s g (representing the effect on an infectious disease endpoint relative to control), study was treated as a random effect, and the independent variables included enemy type (A), reference land use type (B), or land use conversion type (C). Data for (A) and (B) were only those studies that were within the “urbanization” subcategory; data for (C) were only those studies that were within the “deforestation” and “forest fragmentation” subcategories. Sample sizes (number of studies, n, and effect sizes, k) in (A) for each enemy are n = 48, k = 98 for Virus; n = 193, k = 343 for Protist; n = 159, k = 490 for Helminth; n = 10, k = 24 for Fungi; n = 103, k = 223 for Bacteria; and n = 30, k = 73 for Arthropod. Sample sizes in (B) for each reference land use type are n = 391, k = 1073 for Rural; n = 29, k = 74 for Peri-urban; n = 33, k = 83 for Natural; and n = 24, k = 58 for Urban Gradient. Sample sizes in (C) for each land use conversion type are n = 7, k = 47 for Continuous Gradient; n = 16, k = 44 for High/Low Fragmentation; n = 11, k = 27 for Clearcut/Regrowth; and n = 21, k = 43 for Agriculture.

Extended Data Fig. 8 The effects of common global change drivers on mean infectious disease responses in the literature depends on whether the endpoint is the host or parasite; whether the parasite is a vector, is vector-borne, has a complex or direct life cycle, or is a macroparasite; whether the host is an ectotherm or endotherm; or the venue and habitat in which the study was conducted.

A ) Parasite endpoints. B ) Vector-borne status. C ) Parasite transmission route. D ) Parasite size. E ) Venue. F ) Habitat. G ) Host thermy. H ) Parasite type (ecto- or endoparasite). See Table S 2 for number of studies and effect sizes across ecological contexts and global change drivers. See Table S 3 for pairwise comparison results. The displayed points represent the mean predicted values (with 95% confidence intervals) from a metafor model where the response variable was a Hedge’s g (representing the effect on an infectious disease endpoint relative to control), study was treated as a random effect, and the independent variables included the main effects and an interaction between global change driver and the focal independent variable (whether the endpoint measured was a host or parasite, whether the parasite is vector-borne, has a complex or direct life cycle, is a macroparasite, whether the study was conducted in the field or lab, habitat, the host is ectothermic, or the parasite is an ectoparasite).

Extended Data Fig. 9 The effects of five common global change drivers on mean infectious disease responses in the literature only occasionally depend on location, host taxon, and parasite taxon.

A ) Continent in which the field study occurred. Lack of replication in chemical pollution precluded us from including South America, Australia, and Africa in this analysis. B ) Host taxa. C ) Enemy taxa. See Table S 2 for number of studies and effect sizes across ecological contexts and global change drivers. See Table S 3 for pairwise comparison results. The displayed points represent the mean predicted values (with 95% confidence intervals) from a metafor model where the response variable was a Hedge’s g (representing the effect on an infectious disease endpoint relative to control), study was treated as a random effect, and the independent variables included the main effects and an interaction between global change driver and continent, host taxon, and enemy taxon.

Extended Data Fig. 10 The effects of human vs. non-human endpoints for the zoonotic disease subset of database and wild vs. domesticated animal endpoints for the non-human animal subset of database are consistent across global change drivers.

(A) Zoonotic disease responses measured on human hosts responded less positively (closer to zero when positive, further from zero when negative) than those measured on non-human (animal) hosts (Z = 2.306, p = 0.021). Note, IS studies were removed because of missing cells. (B) Disease responses measured on domestic animal hosts responded less positively (closer to zero when positive, further from zero when negative) than those measured on wild animal hosts (Z = 2.636, p = 0.008). These results were consistent across global change drivers (i.e., no significant interaction between endpoint and global change driver). As many of the global change drivers increase zoonotic parasites in non-human animals and all parasites in wild animals, this may suggest that anthropogenic change might increase the occurrence of parasite spillover from animals to humans and thus also pandemic risk. The displayed points represent the mean predicted values (with 95% confidence intervals) from a metafor model where the response variable was a Hedge’s g (representing the effect on an infectious disease endpoint relative to control), study was treated as a random effect, and the independent variable of global change driver and human/non-human hosts. Data for (A) were only those diseases that are considered “zoonotic”; data for (B) were only those endpoints that were measured on non-human animals. Sample sizes in (A) for zoonotic disease measured on human endpoints across global change drivers are n = 3, k = 17 for BC; n = 2, k = 6 for CP; n = 25, k = 39 for CC; and n = 175, k = 331 for HLC. Sample sizes in (A) for zoonotic disease measured on non-human endpoints across global change drivers are n = 25, k = 52 for BC; n = 2, k = 3 for CP; n = 18, k = 29 for CC; n = 126, k = 289 for HLC. Sample sizes in (B) for wild animal endpoints across global change drivers are n = 28, k = 69 for BC; n = 21, k = 44 for CP; n = 50, k = 89 for CC; n = 121, k = 360 for HLC; and n = 29, k = 45 for IS. Sample sizes in (B) for domesticated animal endpoints across global change drivers are n = 2, k = 4 for BC; n = 4, k = 11 for CP; n = 7, k = 20 for CC; n = 78, k = 197 for HLC; and n = 1, k = 2 for IS.

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Mahon, M.B., Sack, A., Aleuy, O.A. et al. A meta-analysis on global change drivers and the risk of infectious disease. Nature (2024). https://doi.org/10.1038/s41586-024-07380-6

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• 7 Suqian Hospital , Affiliated to Nanjing University of Chinese Medicine, Suqian, Jiangsu Province, China
• 8 Third Affiliated Hospital of Wenzhou Medical University, Wenzhou, Zhejiang Province, China
• 9 Beijing Shijitan Hospital, Capital Medical University, Beijing, Beijing Municipality, China

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Objective: Rheumatoid arthritis (RA) is a chronic systemic autoimmune disease. Among its various complications, heart failure (HF) has been recognized as the second leading cause of cardiovascular death in RA patients. The objective of this study was to investigate the relationship between RA and HF using epidemiological and genetic approaches.The study included 37,736 participants from the 1999-2020 National Health and Nutrition Examination Survey. Associations between RA and HF in the US population were assessed with weighted multivariate logistic regression analysis. A two-sample Mendelian randomization (MR) analysis was employed to establish the causal relationship between the two variables. The primary analysis method utilized was inverse variance weighting (IVW). Additionally, horizontal pleiotropy and heterogeneity were assessed to account for potential confounding factors. In cases where multiple independent datasets were accessible during MR analysis, we combined the findings through a meta-analytical approach.In observational studies, the prevalence of HF in combination with RA reached 7.11% (95%CI 5.83 to 8.39). RA was positively associated with an increased prevalence of HF in the US population [odds ratio (OR):1.93, 95% confidence interval (CI):1.47-2.54, P<0.001]. In a MR analysis utilizing a meta-analytical approach to amalgamate the results of the IVW method, we identified a significant causal link between genetically predicted RA and a heightened risk of HF (OR = 1.083, 95% CI: 1.028-1.141; P = 0.003). However, this association was not deemed significant for seronegative RA (SRA) (OR = 1.028, 95% CI: 0.992-1.065; P = 0.126). These findings were consistent across sensitivity analyses and did not indicate any horizontal pleiotropy.Conclusions: RA correlates with an elevated prevalence of HF within the US population. Furthermore, genetic evidence derived from European populations underscores a causal link between RA and the risk of HF. However this association was not significant in SRA.

Keywords: Rheumatoid arthritis, seronegative rheumatoid arthritis, Heart Failure, National Health and Nutrition Examination Survey, Mendelian randomization

Received: 27 Jan 2024; Accepted: 08 May 2024.

Copyright: © 2024 Kadier, Zhang, Li, Kuang, Huang, Cai, Ling, Kong and Liu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Xiaozhu Liu, Beijing Shijitan Hospital, Capital Medical University, Beijing, Beijing Municipality, China

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Carbon removals: How to scale a new gigaton industry

The Intergovernmental Panel on Climate Change (IPCC) has made it clear that CO 2 removal (CDR) is a critical tool for achieving net zero by 2050 1 “Summary for policymakers,” in Climate Change 2022: Mitigation of Climate Change , IPCC, 2022. because they could enable businesses to neutralize residual carbon emissions once all emission reductions efforts have been exhausted. Thus, by 2050, CDR competency could be a core part of management responsibilities across all sectors.

This report provides an analysis of the market potential for CDR, the investment requirements, and market trends. It also identifies which actions are the most likely to lower barriers to scaling CDR and delineates potential advantages for first movers in different stakeholder groups.

CDR’s role in reaching net zero

About the authors.

This report is a collaborative effort by Peter Mannion , Emma Parry , Mark Patel , Erik Ringvold, and Jonathan Scott, representing views from McKinsey Sustainability and McKinsey’s Global Energy and Materials Practices.

Reducing emissions remains the primary, most effective, and preferred response to climate change. But decarbonization alone could prove insufficient to reduce the residual “hard to abate” emissions that may persist in the medium term. Once decarbonization options have been expended, CDR could play a vital role in neutralizing residual emissions; therefore, most scenarios aligned with the Paris Agreement project substantial CDR capacities. Estimates from the Smith School of Enterprise and the Environment’s The state of carbon dioxide removal report, for example, show that six to ten gigatons of CO 2 in annual CDR capacity would likely be needed by 2050 for most Paris-aligned net-zero pathways. 2 Climatic need estimates drawn from Stephen M. Smith et al., The state of carbon dioxide removal , 2023. This capacity could not be delivered quickly, however, so efforts would need to begin as soon as possible to ensure 2050 scenarios are achievable. 3 For more, see Oliver Geden et al., “Near-term deployment of novel carbon removal to facilitate longer-term deployment,” Joule , November 15, 2023. Some estimates require an additional 0.8 to 2.9 metric gigatons of CO 2 per year of removals capacity by 2030—three to ten times more than the volumes currently estimated to be onstream by that date. 4 Estimated volumes reflect direct air capture and storage (DACS) and bioenergy with carbon capture and storage (BECCS) announced projects from public announcements. DACS includes an assumption of 30 metric megatons of CO2 (MtCO2) annual capacity phased in by 2030 from 1PointFive’s 75 Mt target, while BECCS includes all projects announced as net negative. Projected removals capacities from other CDR solutions were modeled using McKinsey’s Global Carbon Credits Model under a business-as-usual scenario. Biotic feedback loops could also further accelerate the most severe effects of climate change, consequently increasing the speed at which CDR would need to be scaled.

Given CDR’s potential importance to achieving net-zero commitments, removals could become a routine consideration for businesses across sectors. For companies to claim they have reached net zero under the Science Based Targets initiative’s (SBTi’s) Corporate Net-Zero Standard, for example, after they have exhausted decarbonization actions, they must neutralize any residual emissions. 5 SBTi Corporate Net-Zero Standard , SBTi, April 2023. CDR can be especially pertinent for sectors with “hard-to-abate” emissions—those emissions that are technologically or economically prohibitive to reduce.

Closing the removals gap to achieve net zero would require a range of CDR solutions comprising both nature-based removals (NBR) and technology-based removals (TBR). NBR removes carbon by restoring, enhancing, or actively managing ecosystems. Because they tend to cost less per metric ton of CO 2 removed than emergent TBR, NBR could offer a more cost-effective path to increasing near-term CDR capacity. NBR could also play a role in removals over the long term, to ensure flexibility and balance in removals capacity. However, TBR generally delivers more “durable” removals by storing CO 2 permanently with minimal risk of rerelease into the atmosphere. 6 Kaya Axelsson et al., “The meaning of net zero and how to get it right,” Nature Climate Change , 2022, Volume 15. And durable solutions are generally preferable to ensure removals efforts remain effective in the long term, so increasing volumes of such solutions would be needed. Accelerating the scale-up of durable TBR would require near-term investment and innovation to reduce their relatively higher cost.

Understanding ten CDR solutions

To further explore the range of methods to capture and store CO 2 , jump to individual CDR solutions for both nature-based and technology-based removals below (Exhibit 1).

1. Wetland and peatland restoration

Restoring terrestrial wetlands and peatlands to absorb and store more CO 2

Permanence, years <100

Cost 2023, $ per ton CO 2 15–40

Potential benefits Increase biodiversity; improve water quality; reduce flood risks; eco-tourism

Potential challenges Release of some greenhouse gases via restoration; uncertain permanence level; long-term monitoring and management

2. Cropland, grassland, and agroforestry

Improving cropland- and grassland-management practices to enhance CO 2 uptake from soils, and agroforestry to remove CO 2 from the atmosphere

Cost 2023, $ per ton CO 2 10–30

Potential benefits Increase biodiversity; enhance soil fertility and water retention; agricultural productivity

Potential challenges Quantifying and monitoring carbon sequestration

3. Reforestation and afforestation

Tree planting in deforested or never-forested land to remove atmospheric CO 2

Permanence, years <1,000

Cost 2023, $ per ton CO 2 10–40

Potential benefits Increase biodiversity and ecosystem resilience; eco-tourism

Potential challenges Increased demand for land; release of sequestered CO 2 1 The release of carbon back into the atmosphere (also known as reversal) can be caused by factors affecting tree growth, including pests and diseases, and weather events. ; risks of monoculture tree planting 2 Compared with natural forests, monoculture tree planting can increase the vulnerability of forests to, for example, pests and diseases and natural disasters.

4. Blue carbon management

Enhancing carbon uptake and storage of CO 2 in ocean and coastal ecosystems (eg, restoring mangroves, seagrasses, and tidal marshes; cultivating micro- and macroalgae)

Cost 2023, $ per ton CO 2 25–250

Potential benefits Improve marine ecosystems; enhance coastal resilience

Potential challenges Monitoring, reporting, and verification (MRV) for coastal and ocean ecosystems; regulatory uncertainty in international waters

5. Biochar and bio-oil

Produced from biomass, biochar is spread to improve soil quality, and bio-oil is injected underground

Cost 2023, $ per ton CO 2 90–220

Potential benefits Enhanced soil fertility and water retention; uses for biomass residues from agricultural processes

Potential challenges Increased demand for biomass feedstock and land; uncertain degree of soil permanence

6. Ocean alkalinity enhancement

Adding alkaline substances to the ocean enhances its ability to absorb CO₂ from the atmosphere, accelerating the natural process

Permanence, years >1,000

Cost 2023, $ per ton CO 2 Uncertain

Potential benefits Counter ocean acidification

Potential challenges Effects on marine ecosystems from alkaline; MRV for ocean ecosystems; regulatory uncertainty in international waters

7. Enhanced weathering

Rocks and minerals are broken down to increase surface area, speeding up processes that enable them to store carbon from the atmosphere

Cost 2023, $ per ton CO 2 120–800

Potential benefits Improve agricultural productivity

Potential challenges Environmental and social effects; effects of trace metals in local ecosystem

8. Bioenergy with carbon capture and storage

Sustainably sourced biomass to produce biofuels, electricity, heat, pulp; CO₂ emissions from these processes are captured and stored

Cost 2023, $ per ton CO 2 60–270

Potential benefits Additional revenue streams from generating coproducts (eg, electricity); retrofit to power plants

Potential challenges Increased demand for biomass feedstock and land

9. Direct ocean capture

Acid derived from ocean electrodialysis is used to chemically extract CO 2 from surface water; CO 2   then placed in long-term storage

Potential benefits Counter ocean acidification; use in coproducts (eg, sustainable aviation fuels)

Potential challenges Low technological readiness level at scale; MRV for open ocean ecosystems; high energy usage

10. Direct air capture and storage

Air passes through solid or liquid chemical filter that binds to CO 2 , removing it from the air; concentrated CO 2 from filter is stored in underground geological formations

Cost 2023, $ per ton CO 2 500–1,000

Potential benefits Use in coproducts (eg, sustainable aviation fuels); deploy across diverse geographies

Potential challenges High water and energy usage

The CDR market: Trillion-dollar potential

A CDR industry capable of delivering gigaton-scale removals at net-zero levels could be worth up to $1.2 trillion by 2050. This industry would require input and support from a range of players—including investors, suppliers, buyers, traders, and other intermediaries—with substantial potential value pools estimated for each (Exhibit 2). These are long-term business opportunities that would require early action to build removal volumes to scale by 2050.

This report recognizes a strong degree of uncertainty in the future of the CO 2 removal (CDR) industry in terms of the volume of removals needed to address climatic needs, the mix of solutions that could be used to deliver these volumes, and the range of returns players across the value chain will be expected to deliver. Here we present the range of possible scenarios, with market sizes ranging from $300 billion to $1.2 trillion.

The data opposite, for example, shows the results of a scenario that requires lower rollout of CDR (due to faster decarbonization efforts, for example), with a higher share of nature-based removals (NBR) in the overall mix of removal solutions. Such a scenario could deliver a CDR industry of around $300 billion, with heavier weighting toward NBR. Note that NBR revenue shares remain comparatively lower than technology-based removals (TBR) because of the lower prices of NBR credits compared with TBR.

In comparison, a scenario that requires higher rollout of CO 2 removal (CDR), combined with a higher use of technology-based removals (TBR) in the mix of removals, would create a significantly more expensive CDR industry worth up to $1.2 trillion. Because of higher-priced TBR options, market revenues would also be significantly more skewed toward TBR solutions in this scenario.

Investment would be needed to support innovation to drive down costs and to support project development. Analysis in this report estimates the cumulative investment in CDR required to deliver net zero in 2050 at $6 trillion to $16 trillion (Exhibit 3). The investment need would depend on the volume of removals needed as well as the range of available CDR solutions. Estimates based on the current trajectory for investment, however, suggest investment could fall considerably short of these levels. In fact, the gap between estimated investment and what is estimated to be needed by 2030 to put CDR on track to meet 2050 targets is between $400 billion and $1.6 trillion.

Market trends: Reducing costs through CDR innovation

The CDR market is currently trading at high prices and small volumes, particularly for emerging TBR. High prices for more durable CDR solutions are likely driven by small capacities and high costs of production. Innovation is key to fostering the higher volumes and lower prices needed to deliver CDR at scale. With continued demand, investment, and innovation, TBR costs are estimated to decline by at least 30 percent and up to 60 percent through 2035 and continue to drop through 2050, albeit more slowly as the industry scales (Exhibit 4). Costs for solutions that currently carry higher costs are estimated to decline fastest, though this scenario relies on the assumption that the required levels of investment and innovation can be achieved. NBR costs, on the other hand, may rise over time as land resources become constrained. NBR costs could rise by 20 to 60 percent through 2035, and 15 to 40 percent between 2035 and 2050. 7 Cost estimates derived from McKinsey TRAILS and Nature Analytics models for nature-based removals, and technology-specific cost models developed through literature review and McKinsey expert insights.

Lowering barriers to scaling CDR

Scaling CDR to deliver net-zero removal volumes is a challenging endeavor, fraught with complexity and nuance. Indeed, the risks and challenges facing the industry have been documented at length, 8 Several sources have documented CDR market risks and challenges, including Pathways to commercial liftoff: Carbon management , US Department of Energy, April 2023; Freya Chay et al., Barriers to scaling the long-duration carbon dioxide removal industry , CarbonPlan, July 2022; The case for negative emissions , Coalition for Negative Emissions, June 2021; “Barriers to negative-emissions technologies,” One Earth , August 21, 2020, Volume 3, Number 2; Danny Cullenward et al., “Addressing critical challenges in carbon dioxide removal,” ClimateWorks Foundation, December 10, 2020. and they include a need for stronger buyer incentives; improved transparency of standards, practices, and services; clear public-sector signals; innovation to unlock lower-cost solutions; and, of course, increased removals capacity. This report explores actions stakeholders across the CDR value chain could take to fulfill these needs.

Existing and developing policy measures and public funding have the potential to accelerate investment, along with enhanced project-level economics that reduce costs and improve future revenue streams. Governments, philanthropists, and nongovernmental organizations could work with the private sector to spur innovation—for example by addressing how CDR is incorporated into environmental, social, and governance (ESG) and carbon-accounting frameworks as well as how CDR could be integrated into cap-and-trade or carbon tax systems. Governments and philanthropists could also consider directly funding early-stage technology development or designing innovative financing arrangements that may help catalyze further private investment.

Early-mover advantages in the CDR industry

Although the challenges for scaling investment and innovation are not inconsiderable, tangible, long-term benefits are potentially available to those who engage in critical near-term efforts to scale the CDR industry. Indeed, the analysis in this report indicates that there may be strategic and competitive advantages available to early movers prepared to address these challenges together with other stakeholders.

Investors that engage early could gain valuable experience in spotting new opportunities and assessing their potential ahead of investors who wait for the market to grow before they engage. And CDR projects can have long lead times to start delivering removals—some TBR can take up to six to eight years to begin removing their first volumes of CO 2 . 9 Angus Gillespie and Alex Townsend, “Scaling up the CCS market to deliver net-zero emissions,” Global CCS Institute, April 2020. Early alliances and support for growth enterprises could help investors reserve the right to play as the industry matures and scales. Early investors could also fortify their reputations as climate leaders by being at the forefront of creating an essential net-zero industry, potentially realizing $20 billion to $80 billion in CDR market revenues by 2050, according to the value pools analysis in this report.

Suppliers (CDR project developers that generate carbon credits based on capture and storage activities) could earn 73 to 82 percent of estimated CDR market revenues—$250 billion to $900 billion—by 2050. Because they carry out physical removal activities (such as carbon capture, transport, and storage) while other market players enable their efforts, suppliers could capture the largest share of industry revenues. When demand scales—for example, if CDR is recognized in carbon trading systems—suppliers will need to be able to respond rapidly to meet it. Because of what could be largely unrivaled access to technology, talent, and capital resources, established suppliers could have a significant advantage in expanding programs quickly and successfully. Early movers could be positioned to develop approaches to move down the learning curve sooner than those who engage later, thereby reducing early movers’ costs.

Early buyers that sign future offtake agreements with suppliers could gain confidence that they will have a reliable future removals supply, even in the event of increased demand. If companies were required to purchase CDR to offset emissions—for example, following changes to regulations or guidelines on carbon offsets—then demand for CDR credits could rise sharply. Companies that made public net-zero commitments may require access to CDR urgently as they approach their stated deadlines. Early buyers may be more likely to secure a supply of reliable, high-quality CDR credits that could prove essential for hard-to-abate sectors to neutralize residual emissions and meet net-zero targets. In addition, a well-considered ESG strategy underpinned by CDR could support business aims such as talent recruitment and green premiums.

Marketplaces and intermediaries

As seen in other markets, as volumes grow for CDR, trading for removal volumes could coalesce around a small number of major marketplaces in a “winner takes all” dynamic. This dynamic would result from reduced intermediation costs and increased liquidity of the industry operating through a small number of marketplaces. Market intermediaries could earn 9 to 14 percent of estimated CDR market revenues—$40 billion to $140 billion—by 2050, according to the value pools analysis in this report. Marketplaces could aim to attract new and future buyers by moving early to establish a solid reputation for technical expertise, quality assurance, pricing knowledge, and the ability to diversify. Meanwhile, early-moving standards setters that develop high-integrity methodologies for the major CDR technologies could inform the core standard around which the voluntary carbon market for removals operates.

Governments

Governments that move early to support the CDR industry could shore up their domestic removal capacity to align their nationally determined contribution commitments with the Paris Agreement, satisfy other green commitments, and secure national supplies. CDR could be a global opportunity. A variety of CDR solutions means countries could utilize those solutions best suited to their particular geographies: for example, countries with access to low-cost renewable energy could enjoy cost advantages using energy-intensive CDR such as direct air capture. Likewise, countries with significant land-based natural assets could potentially benefit from expanded NBR; and coastal and island states could find emerging blue-carbon solutions afford them advantages. In addition, supporting CDR could provide governments with opportunities to promote skill development and job creation, thereby helping to facilitate a just transition to renewable energy sources.

Based on our analysis, CDR capabilities may become a core strategic concern for governments, investors, and businesses alike. This report offers analysis of the market potential for CDR, potential actions to scale CDR rapidly, and opportunities for near- and long-term advantages for early-moving CDR stakeholders. By reflecting on the analysis and data presented here, business leaders can gain a foundational understanding of CDR and how it may factor into their organizations’ net-zero strategies and overall goals. Bold actions taken today can scale CDR capacity to meet global net-zero requirements.

Peter Mannion  is a partner in McKinsey’s Dublin office;  Emma Parry  is a partner in the London office, where Jonathan Scott is a knowledge expert; Mark Patel  is a senior partner in the Bay Area office; and  Erik Ringvold is an associate partner in the Zurich office.

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Canadian Arrests Highlight Alleged Gang Role in India’s Intelligence Operations

India’s external spy agency, the Research and Analysis Wing, has long been accused of tapping into criminal networks to carry out operations in South Asia. Is the agency now doing similar operations in the West?

By Mujib Mashal and Suhasini Raj

Reporting from New Delhi

Months after Prime Minister Justin Trudeau of Canada accused India’s government of plotting a murder on Canadian soil — plunging diplomatic relations between the two countries to their lowest level ever — the first arrests in the killing, which came on Friday, did little to demystify the basis of his claim.

The police didn’t offer clues or present any evidence that India had orchestrated the killing of Hardeep Singh Nijjar, a Sikh nationalist leader who was gunned down at the temple he led in Surrey, British Columbia, in June. What they did say was that three Indian men had committed the killing and that an investigation into India’s role was ongoing.

Before the arrests, Indian officials had maintained that Canada was trying to drag New Delhi into what it described as essentially a rivalry between gangs whose members were long wanted for crimes back in India.

After the arrests, a report from the CBC, Canada’s public broadcasting corporation , based on anonymous sources, also said the suspects belonged to an Indian criminal gang.

But analysts and former officials said that the possible role of a gang in the killing does not necessarily mean the Indian government was not involved in the crime.

India’s external spy agency, the Research and Analysis Wing, or RAW, has long been suspected of tapping into criminal networks to carry out operations in its immediate neighborhood in South Asia while maintaining deniability.

Canada’s accusation, if proven, that India orchestrated the Nijjar killing — and a similar accusation made soon after by the United States in a different case — may suggest that RAW is now extending its playbook of working with criminals to carry out operations in Western countries, analysts said.

U.S. officials have produced strong evidence in their accusation that an agent of the Indian government participated in a foiled attempt to assassinate a dual American-Canadian citizen. And Canada and allied officials have maintained that Canada has evidence supporting Mr. Trudeau’s claim that Indian agents carried out Mr. Nijjar’s killing.

But the Canadian failure to reveal any evidence that India took part, nine months after Mr. Trudeau’s explosive allegation, leaves the killing of Mr. Nijjar in the realm of accusations and counter-accusation in what is a highly tense political environment in both countries, analysts said.

Prime Minister Narendra Modi has been flexing his muscles as a nationalist strongman, pitching himself during his ongoing campaign for a third-term in office as a protector of India who would go as far as it takes to target security threats.

During speeches, he has boasted about how his government eliminates enemies by “descending in their homes.” While he has made those references in relation to the country’s archenemy — Pakistan — right wing accounts on social media had celebrated the slaying of Mr. Nijjar in Canada as a similar reach of Mr. Modi’s long arm.

Mr. Trudeau, on the other hand, had been facing criticism of weakness in the face of Chinese election interference activities on Canadian soil, and his getting ahead of the Nijjar killing was seen as compensating for that.

Canadian police announced on Friday that they had arrested the three Indian men in Edmonton, Alberta, the same day and charged them with first-degree murder and conspiracy to commit murder in the killing of Mr. Nijjar. The suspects had been living in Canada for three to five years but were not permanent residents of Canada, the police said.

The gang that the CBC reported that the hit-men are connected to is led by Lawrence Bishnoi, 31, who is accused of several cases of murder, extortion and narcotics trafficking. He has orchestrated much of it from an Indian jail, where he has been held since 2014 . His members are seen as being behind the murder of a popular Punjabi rapper, and threats of attacks on Bollywood celebrities.

Indian security officials have frequently arrested criminals connected to Mr. Bishnoi, often with allegations that the gang’s network stretched as far as Canada and overlapped with those promoting from Canadian soil the cause of Khalistan, a once deeply violent separatist movement with the goal of carving out the Indian state of Punjab as an independent nation.

A large Sikh diaspora resides in Canada, many of them having migrated there after a violent and often indiscriminate crackdown by the Indian government in the 1980s against the movement for an independent Khalistan. While the cause has largely died down inside India, it continues to have supporters among some segments of the diaspora. The Indian government has accused Canada, and several other Western countries, of not doing enough to crack down on the separatists.

Analysts and former security officials said that in India’s immediate geographic neighborhood, RAW has often been willing to venture into murky spaces to recruit killers. Senior officials of Mr. Modi’s administration, including Ajit Doval, the storied former spymaster who now serves as his longtime national security adviser, have in the past been accused of reaching into the underworld to find hit men willing to go after targets both inside the country as well as abroad.

Mr. Bishnoi has demonstrated enormous power from behind bars, even giving a television interview from jail last year to pitch himself as a nationalist warrior rather than a criminal mastermind. That, one former security official said, was a signal of his trying to align himself with the spirit of nationalism for a potential deal.

“I am a nationalist,” Mr. Bishnoi said in that interview. “I am against Khalistan. I am against Pakistan.”

Ajai Sahni, a security analyst who runs the South Asia Terrorism Portal in New Delhi, said the exploitation of criminal gangs by spy agencies to carry out operations with deniability was something that “happens all over the world.”

“It is definitely possible for agencies like RAW to use gang rivalries instead of exposing their own covert operators,” Mr. Sahni added. “But just because that is generally how one would expect it to be done, it doesn’t necessarily mean we know this is exactly the case in Nijjar’s killing.”

The failed plot on American soil had some of the sloppy hallmarks of an agency trying to extend an old playbook into a different, unfamiliar space.

A U.S. indictment in November laid out evidence, including electronic communication and cash transactions between the hired hit man — who turned out to be an undercover cop — a boastful middleman, and an Indian intelligence handler whom The Washington Post recently identified as Vikram Yadav .

The Indian government’s response suggested worry: India’s top diplomat said the action was not government policy, while the government announced an investigation into the matter and promised cooperation with the United States.

Canada’s case has played out very differently. The country has not publicly disclosed any evidence backing up Mr. Trudeau’s claim, even as allied officials said in September that Canadian officials had found a “smoking gun”: intercepted communications of Indian diplomats in Canada indicating involvement in the plot.

Indian officials have pushed back against Mr. Trudeau’s claims with the kind of aggression that suggested it either wasn’t involved or that it was confident of its deniability.

The Indian government expelled Canadian diplomats , and doubled down by putting out a list of individuals on Canadian soil that it said were long wanted as part of what it described as a crime and terror nexus.

Last week, officials in Mr. Modi’s government jumped on scenes of an event that Mr. Trudeau had attended to say it showed his accusations were simply to appease what they say is a Sikh vote bank for him. They pointed to videos of an event where Mr. Trudeau was the chief guest and where chants of “long live Khalistan” were shouted. Mr. Trudeau, in his speech, said he will always be there “to protect your rights and your freedoms, and we will always defend your community against hatred.”

After the speech, the Indian foreign ministry summoned Canada’s second highest ranking diplomat in New Delhi to lodge a complaint.

“His remarks to us illustrates once again the kind of political space that has been given in Canada to separatism, extremism and people who practice violence,” Randhir Jaiswal, the foreign ministry spokesman, said at a news conference.

Mujib Mashal is the South Asia bureau chief for The Times, helping to lead coverage of India and the diverse region around it, including Bangladesh, Sri Lanka, Nepal and Bhutan. More about Mujib Mashal

Suhasini Raj is a reporter based in New Delhi who has covered India for The Times since 2014. More about Suhasini Raj