how to do good research

15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

How to Conduct Effective Research: Tips and Tricks for Beginners

• 11 July 2023

Introduction

Research serves as the foundation for advances in every conceivable subject and is the cornerstone of progress. Starting a research journey can be intimidating for novices. But if you have the correct tools and approaches, it may be a worthwhile endeavor. This blog article seeks to instruct new researchers on how to conduct fruitful research by offering helpful advice and strategies to help them become productive researchers.

1. Define Your Research Question

Determining your research question is the first stage in conducting successful research. A well-crafted question gives you direction and helps you focus your efforts on a certain objective. Ask a question that is as specific as you can. A better inquiry may be, “How is climate change affecting crop production in California?” rather than, “What are the effects of climate change?”

2. Develop a Research Plan

A roadmap is essential for effective research. Describe your strategy while considering the type of information you require, potential sources, and a rough time frame. You can effectively manage your time by taking this step, which will also give your research structure and keep you on track.

3. Understand the Types of Research

There are two basic categories of research: primary and secondary. Primary research is when you collect your own first-hand information, such as through surveys or experiments. Using information gathered by another person, such as data from books, papers, or scholarly articles, is known as secondary research. Knowing the difference can help you choose the approach that best fits your research issue and available resources.

4. Use a Variety of Sources

Your research’s scope and depth are constrained if you rely solely on one type of source. Utilize a variety of credible websites, books, scholarly articles, podcasts, and even multimedia sources like documentaries. Remember that the trustworthiness of your study is influenced by the caliber of your sources.

5. Learn How to Use Databases Effectively

Your time will be much reduced if you learn how to use databases. Scholarly articles can be found in abundance in databases like JSTOR, PubMed, and Google Scholar, among others. Recall that various databases have various advantages; thus, investigate a few to determine which ones best meet your requirements.

6. Master Effective Search Techniques

The research process can be significantly sped up by using excellent search techniques. Learn how to broaden or narrow your search using Boolean operators (AND, OR, NOT), phrase searching using quotation marks, and truncation symbols. You can quickly uncover additional pertinent sources using these methods.

7. Evaluate Your Sources

Information is not all created equal. Always assess the trustworthiness and veracity of your sources. Verify the author’s credentials, the publishing date, and the veracity of the information. Websites with the.edu,.gov, or.org extensions are usually more trustworthy than those with the.com extension.

8. Keep Track of Your Sources

To properly reference your sources and prevent plagiarism, keeping track of them is crucial. Making a system (such as a spreadsheet) where you enter all the relevant citation data as you go is an excellent practice. Also very beneficial are reference management programs like EndNote, Mendeley, or Zotero..

9. Take Effective Notes

Making thorough notes can help you remember knowledge and draw connections across sources. To improve understanding, try to summarise the main ideas in your own words. To show the data and connections, you can also utilize charts, mind maps, or colors.

10. Analyze and Synthesize Your Findings

Making meaning of the information you have gathered involves analysis and synthesis. You must comprehend the situation, evaluate many points of view, spot trends, and reach conclusions. The development of your arguments or the development of your hypotheses depends on this step.

11. Don’t Be Afraid to Ask for Help

Finally, if you are stuck, don’t be afraid to seek for assistance. Teachers, classmates with more expertise, and librarians can all offer helpful advice. Keep in mind that even experienced researchers occasionally require help.

One size does not fit all when it comes to research. Different projects call for various approaches and plans. However, you can become a successful researcher by defining your question, creating a plan, utilizing a variety of sources, learning efficient search strategies, evaluating your sources, keeping track of references, taking good notes, analyzing and synthesizing data, and asking for assistance when necessary. The most crucial advice is to always be curious and to keep learning. Enjoy your research!

It’s important to keep in mind that understanding how to perform excellent research is a journey that requires constant practice, learning, and development. Research can be a fulfilling and enlightening experience as you gain experience and get more familiar with the procedure. Wishing you well as you pursue your research!

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Research: Where to Begin

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Research isn't something that only scientists and professors do. Any time you use sources to investigate claims or reach new conclusions, you are performing research. Research happens in virtually all fields, so it’s vitally important to know how to conduct research and navigate through source material regardless of your professional or academic role.

Choosing and Narrowing Your Research Topic

Before beginning the process of looking for sources, it’s important to choose a research topic that is specific enough to explore in-depth. If your focus is too broad, it will be difficult to find sources that back up what you’re trying to say.

If your instructor gives you the flexibility to choose your own research topic, you might begin by brainstorming  a list of topics that interest you ( click here to visit an OWL page that can help you get started brainstorming or prewriting ). Once you find something that grabs your attention, the next step is to narrow your topic to a manageable scope. Some ways to narrow your focus are by sub-topic, demographic, or time period.

For example, suppose that you want to research cancer treatments. Cancer treatment is a fairly broad topic, so you would be wise to at least consider narrowing your scope. For example, you could focus on a sub-topic of cancer treatment, such as chemotherapy or radiation therapy. However, these are still broad topics, so you might also narrow your topic to a narrower sub-topic or even examine how these topics relate to a specific demographic or time period. In the end, you might decide to research how radiation therapy for women over fifty has changed in the past twenty years. In sum, having a specific idea of what you want to research helps you find a topic that feels more manageable.

Writing Your Research Question

Writing your research topic as a question helps you focus your topic in a clear and concise way. It ensure that your topic is arguable. While not all research papers have to offer an explicit argument, many do.

For the above example, you might phrase your research question like this: "How has radiation therapy changed in the past twenty years for women over fifty?" Of course, phrasing this topic as a question assumes that the research has, in fact, changed. Reading your sources (or, to begin with, at least summaries and abstracts of those sources) will help you formulate a research question that makes sense.

Knowing What Types of Sources You Need

Depending on the type of research you’re doing, you may need to use different types of sources. Research is usually divided into scholarly and popular, and primary and secondary. For more information on specific details about these types of sources, visit our "Where to Begin" page in our "Evaluating Sources" subsection.  This subsection contains additional pages that explore various kinds of sources (like, e.g., internet sources) in more detail.

Asking Productive Questions

Before you begin your research, you should ask yourself questions that help narrow your search parameters.

What kind of information are you looking for?

Different types of research will require different sources. It’s important to know what kinds of sources your research demands. Ask whether you need facts or opinions, news reports, research studies, statistics and data, personal reflections, archival research, etc. Restricting yourself to only the most relevant kinds of sources will make the research process seem less daunting.

Where do you need to look for your research?

Your research topic will also dictate where you find your sources. This extends beyond simply whether you use the internet or a print source. For example, if you are searching for information on a current event, a well-regarded newspaper like the  New York Times  or  Wall Street Journal  could  be a useful source. If you are searching for statistics on some aspect of the U.S. population, then you might want to start with government documents, such as census reports. While much high-level academic research relies mainly on the sorts of academic journal articles and scholarly books that can be found in university libraries, depending the nature of your research project, you may need to look elsewhere.

How much information do you need?

Different research projects require different numbers of sources. For example, if you need to address both sides of a controversial issue, you may need to find more sources than if you were pursuing a non-controversial topic. Be sure to speak with your instructor if you are unclear on how many sources you will be expected to use.

How timely does your research need to be?

Depending on your research topic, the timeliness of your source may or may not matter. For example, if you are looking into recent changes in a specific scientific field, you would want the most up-to-date research. However, if you were researching the War of 1812, you might benefit from finding primary sources written during that time period.

Basic Steps in the Research Process

The following steps outline a simple and effective strategy for writing a research paper. Depending on your familiarity with the topic and the challenges you encounter along the way, you may need to rearrange these steps.

Step 1: Identify and develop your topic

Selecting a topic can be the most challenging part of a research assignment. Since this is the very first step in writing a paper, it is vital that it be done correctly. Here are some tips for selecting a topic:

• Select a topic within the parameters set by the assignment. Many times your instructor will give you clear guidelines as to what you can and cannot write about. Failure to work within these guidelines may result in your proposed paper being deemed unacceptable by your instructor.
• Select a topic of personal interest to you and learn more about it. The research for and writing of a paper will be more enjoyable if you are writing about something that you find interesting.
• Select a topic for which you can find a manageable amount of information. Do a preliminary search of information sources to determine whether existing sources will meet your needs. If you find too much information, you may need to narrow your topic; if you find too little, you may need to broaden your topic.
• Be original. Your instructor reads hundreds of research papers every year, and many of them are on the same topics (topics in the news at the time, controversial issues, subjects for which there is ample and easily accessed information). Stand out from your classmates by selecting an interesting and off-the-beaten-path topic.
• Still can't come up with a topic to write about? See your instructor for advice.

Once you have identified your topic, it may help to state it as a question. For example, if you are interested in finding out about the epidemic of obesity in the American population, you might pose the question "What are the causes of obesity in America ?" By posing your subject as a question you can more easily identify the main concepts or keywords to be used in your research.

Step 2 : Do a preliminary search for information

Before beginning your research in earnest, do a preliminary search to determine whether there is enough information out there for your needs and to set the context of your research. Look up your keywords in the appropriate titles in the library's Reference collection (such as encyclopedias and dictionaries) and in other sources such as our catalog of books, periodical databases, and Internet search engines. Additional background information may be found in your lecture notes, textbooks, and reserve readings. You may find it necessary to adjust the focus of your topic in light of the resources available to you.

Step 3: Locate materials

With the direction of your research now clear to you, you can begin locating material on your topic. There are a number of places you can look for information:

If you are looking for books, do a subject search in One Search . A Keyword search can be performed if the subject search doesn't yield enough information. Print or write down the citation information (author, title,etc.) and the location (call number and collection) of the item(s). Note the circulation status. When you locate the book on the shelf, look at the books located nearby; similar items are always shelved in the same area. The Aleph catalog also indexes the library's audio-visual holdings.

Use the library's  electronic periodical databases  to find magazine and newspaper articles. Choose the databases and formats best suited to your particular topic; ask at the librarian at the Reference Desk if you need help figuring out which database best meets your needs. Many of the articles in the databases are available in full-text format.

Use search engines ( Google ,  Yahoo , etc.) and subject directories to locate materials on the Internet. Check the  Internet Resources  section of the NHCC Library web site for helpful subject links.

Step 4: Evaluate your sources

See the  CARS Checklist for Information Quality   for tips on evaluating the authority and quality of the information you have located. Your instructor expects that you will provide credible, truthful, and reliable information and you have every right to expect that the sources you use are providing the same. This step is especially important when using Internet resources, many of which are regarded as less than reliable.

Step 5: Make notes

Consult the resources you have chosen and note the information that will be useful in your paper. Be sure to document all the sources you consult, even if you there is a chance you may not use that particular source. The author, title, publisher, URL, and other information will be needed later when creating a bibliography.

Step 6: Write your paper

Begin by organizing the information you have collected. The next step is the rough draft, wherein you get your ideas on paper in an unfinished fashion. This step will help you organize your ideas and determine the form your final paper will take. After this, you will revise the draft as many times as you think necessary to create a final product to turn in to your instructor.

Step 7: Cite your sources properly

Give credit where credit is due; cite your sources.

Citing or documenting the sources used in your research serves two purposes: it gives proper credit to the authors of the materials used, and it allows those who are reading your work to duplicate your research and locate the sources that you have listed as references. The  MLA  and the  APA  Styles are two popular citation formats.

Failure to cite your sources properly is plagiarism. Plagiarism is avoidable!

Step 8: Proofread

The final step in the process is to proofread the paper you have created. Read through the text and check for any errors in spelling, grammar, and punctuation. Make sure the sources you used are cited properly. Make sure the message that you want to get across to the reader has been thoroughly stated.

Additional research tips:

• Work from the general to the specific -- find background information first, then use more specific sources.
• Don't forget print sources -- many times print materials are more easily accessed and every bit as helpful as online resources.
• The library has books on the topic of writing research papers at call number area LB 2369.
• If you have questions about the assignment, ask your instructor.
• If you have any questions about finding information in the library, ask the librarian.

Contact Information

Craig larson.

Librarian 763-424-0733 [email protected] Zoom:  myzoom   Available by appointment

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How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024

For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂 

Overview: Writing A Research Paper

What (exactly) is a research paper.

• How to write a research paper
• Stage 1 : Topic & literature search
• Stage 2 : Structure & outline
• Stage 3 : Iterative writing
• Key takeaways

Let’s start by asking the most important question, “ What is a research paper? ”.

Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).

Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .

With that basic foundation laid, let’s get down to business and look at how to write a research paper .

Overview: The 3-Stage Process

While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.

These three steps are:

• Finding a research topic and reviewing the existing literature
• Developing a provisional structure and outline for your paper, and
• Writing up your initial draft and then refining it iteratively

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.

The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.

Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.

Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .

If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).

Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.

Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.

Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.

Step 2: Develop a structure and outline

With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .

It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple

Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.

At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:

• Introduction
• Literature review
• Methodology

Let’s take a look at each of these.

First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail. 

The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .

With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.

Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.

By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.

Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.

Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.

Step 3: Write and refine

Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?

Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.

First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.

Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.

Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.

Recap: Key Takeaways

We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:

• To choose a research question and review the literature
• To plan your paper structure and draft an outline
• To take an iterative approach to writing, focusing on critical writing and strong referencing

Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.

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• Research Ethics

Q: What does good research mean?

Asked by Editage Insights on 04 Jul, 2019

Good quality research  is one that provides robust and ethical evidence. A good research must revolve around a novel question and must be based on a feasible study plan. It must make a significant contribution to scientific development by addressing an unanswered question or by solving a problem or difficulty that existed in the real world.

A good research involves systematic planning and setting time-based, realistic objectives. It entails feasible research methods based upon a research methodology that best suits the nature of your research question. It is built upon sufficient relevant data and is reproducible and replicable. It is based on a suitable rationale and can suggest directions for future research.

Moreover, all relevant ethical guidelines must be practiced while conducting, reporting, and publishing good quality research . A good research benefits the various stakeholders in society and contributes to the overall development of mankind.

Related reading:

• VIDEO: What every researcher should know to conduct research ethically

Answered by Editage Insights on 09 Jul, 2019

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How to Do Research

Last Updated: March 13, 2023 References

This article was co-authored by Matthew Snipp, PhD and by wikiHow staff writer, Jennifer Mueller, JD . C. Matthew Snipp is the Burnet C. and Mildred Finley Wohlford Professor of Humanities and Sciences in the Department of Sociology at Stanford University. He is also the Director for the Institute for Research in the Social Science’s Secure Data Center. He has been a Research Fellow at the U.S. Bureau of the Census and a Fellow at the Center for Advanced Study in the Behavioral Sciences. He has published 3 books and over 70 articles and book chapters on demography, economic development, poverty and unemployment. He is also currently serving on the National Institute of Child Health and Development’s Population Science Subcommittee. He holds a Ph.D. in Sociology from the University of Wisconsin—Madison. This article has been viewed 227,095 times.

The idea of doing research may seem daunting, but as long as you keep yourself organized and focus on the question you want to answer, you'll be fine. If you're curious and interested in the topic, you might even find it fun! We here at wikiHow have gathered answers to all your most common questions about how to do research, from finding a good topic to identifying the best sources and writing your final paper.

How do I find a topic to research?

• For example, if you're researching in the political science field, you might be interested in determining what leads people to believe that the 2020 US presidential election was illegitimate.

How do I get started on my research?

• For example, if you're researching the 2020 election, you might find that "absentee ballots" and "voting by mail" come up frequently. Those are issues you could look into further to figure out how they impacted the final election results.
• You don't necessarily have to use the overview articles you look at as resources in your actual paper. Even Wikipedia articles can be a good way to learn more about a topic and you can check the references for more reputable sources that might work for your paper.

What's the best way to keep track of my sources?

• Research papers typically discuss 2 or 3 separate things that work together to answer the research question. You might also want to make a note on the front of which thing that source relates to. That'll make it easier for you to organize your sources later.
• For example, if you're researching the 2020 election, you might have a section of your paper discussing voting by mail. For the sources that directly address that issue, write "voting by mail" in the corner.

What kind of notes should I be taking as I research?

• If you find something that you think would make a good quote, copy it out exactly with quote marks around it, then add the page number where it appears so you can correctly cite it in your paper without having to go back and hunt for it again.

How do I evaluate the quality of a source?

• Does the article discuss or reference another article? (If so, use that article instead.)
• What expertise or authority does the author have?
• When was the material written? (Is it the most up-to-date reference you could use?)
• Why was the article published? (Is it trying to sell you something or persuade you to adopt a certain viewpoint?)
• Are the research methods used consistent and reliable? (Appropriate research methods depend on what was studied.)

What if I'm having a hard time finding good sources?

• For example, if you're writing about the 2020 election, you might find tons of stories online, but very little that is reputable enough for you to use in your paper. Because the election happened so recently, it might be too soon for there to be a lot of solid academic research on it. Instead, you might focus on the 2016 election.
• You can also ask for help. Your instructor might be able to point you toward good sources. Research librarians are also happy to help you.

How do I organize my research for my paper?

• For example, if you're researching the effect of the COVID-19 pandemic on the 2020 election, you might have sections on social distancing and cleaning at in-person voting locations, the accessibility of mail-in ballots, and early voting.

What's the best way to start writing my paper?

• Include an in-text citation for everything that needs one, even in your initial rough draft. That'll help you make sure that you don't inadvertently misattribute or fail to cite something as you work your way through substantive drafts.
• Write your introduction and conclusion only after you're satisfied that the body of your paper is essentially what you want to turn in. Then, you can polish everything up for the final draft.

How can I make sure I'm not plagiarizing?

• If you have any doubt over whether you should cite something, go ahead and do it. You're better off to err on the side of over-citing than to look like you're taking credit for an idea that isn't yours.
• ↑ https://www.nhcc.edu/student-resources/library/doinglibraryresearch/basic-steps-in-the-research-process
• ↑ Matthew Snipp, PhD. Sociology Professor, Stanford University. Expert Interview. 26 March 2020.
• ↑ https://library.taylor.edu/eng-212/research-paper
• ↑ http://www.butte.edu/departments/cas/tipsheets/research/research_paper.html
• ↑ https://www.potsdam.edu/sites/default/files/documents/support/tutoring/cwc/6-Simple-Steps-for-Writing-a-Research-Paper.pdf
• ↑ https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter4/ch4-05.html

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About This Article

If you need to do research on a particular topic, start by searching the internet for any information you can find on the subject. In particular, look for sites that are sourced by universities, scientists, academic journals, and government agencies. Next, visit your local library and use the electric card catalog to research which books, magazines, and journals will have information on your topic. Take notes as you read, and write down all of the information you’ll need to cite your sources in your final project. To learn how interviewing a first-hand source can help you during your research, read on! Did this summary help you? Yes No

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Conduct High Quality Online Research: Process, Types, Tools, Tips & More

If there’s one constant in modern life it’s this: research. No matter the topic, it’s imperative that most of us conduct thorough research for a variety of purposes online.

We research products and options when we want to buy something. We research markets and competitors when we want to sell something. We research topics and exes when we want to know or learn something.

We do research on the internet for so many different reasons, it can be hard to think about “online research” as one task—but if you add it all up, many of us spend a lot of time doing research on the internet. So there’s some serious value in understanding how to do that research more thoroughly, accurately, and quickly.

In this article we will cover:

• PROCESS:  The online research process
• METHODS:  Research methods and strategies
• TYPES:  Some of the most common types of research you can do online
• TIPS:  7 tips for better online research
• TOOLS:  Research tools and companies to improve and expedite the research process
• RESOURCES:  35 great internet research resources
• DELEGATING:  How you can delegate your research to a virtual assistant (VA)

The Online Research Process in 6 Steps

Broadly speaking, the typical online research project goes through 6 key steps. While you probably don’t tick off all these steps every time you research something online, following them can help ensure your research is complete, accurate, and useful.

Let’s talk about what those steps are and why each one is worthwhile for just about any online research you do.

1. Choose and define your topic of interest

This first step is where you’ll get specific about just what it is you’re looking for. What’s your end-goal? Why are you conducting this research? What are you hoping to learn or achieve?

For market research, this might be developing a full understanding of the competitors in the space and their positioning. For product research, you might be trying to arrive at the best option for you to buy.

The key is to make a comprehensive list of the research questions you want to answer and the individual items that interest you. This list will help inform where and how you do your research and ensure you don’t wind up with a bunch of information that doesn’t help or interest you.

2. Determine which fields of study you’ll need to look into

This step will help you define and narrow down the type of journals, databases, websites, etc. that you’ll look to for information.

For example, if you’re doing product research and you want to know how valuable existing customers find a given product, you may turn to prominent third-party review websites. If you’re doing medical research, you may look into the relevant medical journals for your topic.

3. See what research has been done and conclusions have been drawn

Step 3 is likely the part of the process you most often associate with “research.” Now’s the time to dig into your research sources, read up on the topic, and look to see how other people have answered the questions you laid out for your research.

The important part of this step is to stay organized and on-task. It’s easy to get lost in all the information, so it’s best to have a clear process and to keep your sources and learnings organized.

4. Evaluate your sources and information

In today’s digital world, this step is even more important than the rest. No matter the topic of your research, you need to take the time to understand and evaluate your sources . Who’s writing about the topic? Why are they interested or invested in it? Do they have anything to gain from what they’re saying?

This step is when you can identify any biases you or your sources have. Think of these biases as gaps in your research—and fill them in with opposing viewpoints and additional information. ‍

5. Determine additional research data collection methods needed and conduct

Whether as a result of biases or something else, it’s not uncommon to find gaps in the research that’s already been done. When that happens, you may consider conducting your own primary research to help fill in those holes in your information.

For example, if you’re missing qualitative market research, you may choose to conduct an online focus group of consumers in that market. For medical research, filling in the gaps might mean conducting an extensive clinical trial. For research into your own customers, on the other hand, it might be as simple as sending out a brief online survey asking for feedback. You can also use online survey platforms to reach a broader base.

6. Organize your full body of research and draw conclusions

Once steps 1 through 5 are finished, you’re ready to start digging into your body of research and drawing your conclusions. This is where you’ll make a final decision on which product to buy or identify where in the market to position your own business, for example.

Online Research Methods & Strategies

When you think about “online research,” what sort of research method do you imagine? Many of us likely think about Googling and reading articles—and that is one method for doing research online. But it isn’t the only one—far from it.

Below are some of the other common online resources for research methods and strategies you can draw on during your research.

Content analysis and social media or social network analysis

Content analysis is the typical web search and read method of conducting research. In this case, you’re consuming secondary research that’s already been conducted and learning from that.

Focus groups

A focus group is when you bring together a group of people to take part in a guided discussion—often this discussion is about their experience with a particular product, brand, political campaign, ad, or TV series/movie. You might picture these happening in-person, but they can also be conducted online using video chat or conferencing software.

Interviews are similar to focus groups—you’re asking real people for very specific information. The difference is that interviews are more often done one-on-one versus in a group. Interviews can also follow a less conversational and more transactional question-answer approach.

Questionnaires and surveys

Questionnaires and surveys share the question-and-answer approach of an interview, but they aren’t typically done live or in real-time. Surveys can be emailed or mailed out to respondents or shared on social media. The respondent completes the questionnaire on their own time and returns it to the researcher when finished.

Web-based experiments

Web-based experiments follow a more regimented and traditional set of processes designed to yield scientifically significant results. There are three main types of experiments:

• Controlled experiments
• Natural experiments
• Field experiments

While the topic varies, many of these experiments can be adapted to take place online.

Clinical trials

Clinical trials are a type of experiment most often done in medical and psychological research. In a clinical trial, the experiment is designed to answer a very specific set of questions. The classic example of a clinical trial is a drug or pharmaceutical trial—designed to answer whether a particular drug affects a given disease or injury.

Online ethnography 

In an ethnographic study, the researcher essentially lives among their research subjects and observes their behavior, social structures, and more. Ethnography is most commonly used in behavioral research like sociological and anthropological studies. Online ethnography simply refers to the method by which the researcher interacts with subjects—online.

Common Types of Online Research

Online research comes in all shapes and forms, but talking about “research” in the abstract can feel a little nebulous. To help you wrap your head around the kinds of online research we’re referring to for our purposes, here are some of the most common types of online research.

Basic Research

Basic research refers to broad studies and experiments done, not to answer a specific question or prove a hypothesis, but to create a foundation for additional studies or experiments.

For example, a study of how caffeine affects the brain would be considered basic research. Its results would increase general knowledge on the topic and likely inspire more specific experimentation.

Here’s another example of what basic research looks like—and how it can often blend into applied research:

• EXAMPLE: via Verywell Mind
• RESEARCH: To start, “researchers might conduct basic research on how stress levels impact students academically, emotionally, and socially.” That might involve content analysis of existing research on the topic, empirical research around students’ moods and performance, and interviews or surveys completed by the students themselves.
• FINDINGS: At the end of the basic research process, researchers have a better understanding of how stress impacts students—but they don’t know why stress has those effects or how to change or solve the effect.
• CONCLUSIONS: Because of that, “the results of these theoretical explorations might lead to further studies designed to solve specific problems. Researchers might initially observe that students with high stress levels are more prone to dropping out of college before graduating. As a result, scientists might then design research to determine what interventions might best lower these stress levels. Such studies would be examples of applied research.”

Quantitative Research

Quantitative research involves studying something using statistical or mathematical techniques and it’s used to understand how often a particular phenomenon occurs. The “quantitative” part of this type of research refers simply to numbers.

Here’s a common example of what quantitative research looks like in action:

• EXAMPLE: via QuestionPro
• RESEARCH: “If any organization would like to conduct a customer satisfaction (CSAT) survey, a customer satisfaction survey template can be used. Data can be collected by asking a net promoter score (NPS) question, matrix table questions, etc.”
• FINDINGS: The survey method above provides “data in the form of numbers that can be analyzed and worked upon.”
• CONCLUSIONS: “Through this survey, an organization can collect quantitative data and metrics on the goodwill of the brand or organization in the mind of the customer based on multiple parameters such as product quality, pricing, customer experience, etc.”

Qualitative Research

Qualitative research , on the flipside, focuses more on observations and non-numerical qualities. It’s used to answer questions about how and why phenomena occur, versus how often.

Here’s an example of what a typical qualitative research study looks like:

• RESEARCH: “A bookstore owner who is looking for ways to improve their sales and customer outreach. An online community of members who were loyal patrons of the bookstore were interviewed and related questions were asked and the questions were answered by them.” 
• FINDINGS: “At the end of the interview, it was realized that most of the books in the stores were suitable for adults and there were not enough options for children or teenagers.”
• CONCLUSIONS: “By conducting this qualitative research the bookstore owner realized the shortcomings and the feelings of readers. Through this research now the bookstore owner can keep books for different age categories and can improve his sales and customer outreach.”

Market Research and Competitive Research

Market research and competitive research refer to gathering information about a particular industry and the companies currently doing business in it. It often involves mapping out the positioning of competing companies or products and is usually done by the companies in the market (or those hoping to be).

Here’s what a typical market research study looks like:

• EXAMPLE: A software company is looking to launch a new product into an unfamiliar market.
• RESEARCH: They conduct research to figure out the features their product will need, what price will be competitive, and where in the market there’s an opportunity to serve an underserved segment of consumers. Research includes basic informational research about competitors, their products, and pricing, content analysis of industry publications, and focus groups with potential customers.
• FINDINGS: The company finds that a small but dedicated segment of consumers in the market have a particular need that isn’t being met by any of the current competitors in the space.
• CONCLUSIONS: They design their product to solve that specific issue and create marketing and advertising campaigns targeted toward only that small niche market.

Customer Research

Customer research is when a business seeks to learn more about their customers (or their competitors’ customers). Often, customer and consumer research are included in the overall market research process we mentioned above.

Here’s what a typical customer research study looks like:

• EXAMPLE: via Hotjar
• RESEARCH: A software company wanted to learn more about what their customers needed from their software, and how they could build a better product and customer experience. They used on-page surveys on their website and some observational research to dig deeper into their customers.
• FINDINGS: Based on their research, the company created in-depth customer personas that exemplified their 3 most common customers, who they are, and what challenges they face.
• CONCLUSIONS: Based on what the company learned about challenges faced by one particular customer segment, they improved a particular feature of the product to improve that customer’s experience. 

Other Common Types of Research

• Comparative research , done primarily in the social sciences, refers to studies that compare a given data set across different geographic locations or cultures. For example, a study may look at the differences in poverty between the U.S. and Canada.
• Medical research can make up a wide range of studies and experiments. The most obvious example is clinical drug trials, which are run to determine the efficacy and safety of new pharmaceuticals. But medical research can also involve observational studies to better understand new diseases and other basic research.
• Legal research most typically refers to two scenarios: 1) finding an answer to a particular legal question or decision that needs to be made and 2) looking for precedent to support a legal argument.
• Product research refers to research done by companies to better understand what their customers are looking for. It can be done during the ideation or new product development phase or to further improve an existing product.
• Empirical research data is collected by observation. In other words, it’s a record of someone’s experience, defined via the 5 senses. For example, an experiment done to figure out if listening to happy music improves subjects’ moods would be considered empirical research.
• Descriptive research is done with the intention of better understanding something. Customer and consumer research are often done in a descriptive way—describing customers and their attributes rather than trying to explain or quantify them.
• Experimental research refers to a more rigid research process than many other research types listed here. In experiential research, researchers follow the research method. They utilize strictly controlled experiments in which one variable is altered and the results either support or refute a specific hypothesis.
• Exploratory research is similar to basic research. It’s done with the goal of better understanding a given problem or phenomenon, and its findings typically inform further research to solve the problem.

Tips for Better, Faster Online Research

Whether you’re new to conducting research online or you’ve been doing it for years, there are always tips and tricks you can employ to streamline, strengthen, and refocus your research process. With that in mind, here are our top tips for conducting high-quality research online.

Know the Information You’re Looking For

With all of the information available on the internet, it’s really easy to get lost. Maybe you end up chasing down rabbit holes or trying to answer new questions every time they arise. Either way, you’re distracted from answering the original questions you set out to.

That’s why it’s so important to get clear about what those questions are, and hold yourself to researching those answers. This is what steps 1 and 2 in our online research process above are designed to help with.

Get Clear About Your Goal for Researching

While similar to the previous tip, defining your goal for research is more action-oriented. When you get answers to the questions outlined above, what will you do with them? All the questions you seek to answer with your online research should serve this overarching goal—helping you make a decision or choose your next course of action.

For example, your goal for travel research might be to choose and book a destination for your next family vacation. For competitive research, your goal may be to identify a niche audience to target within your industry.

Check the Abstract First

If you’re using scientific papers, medical studies, legal reviews, and other academic research, you know you’re in for some dense, lengthy reading. So before you commit to reading anything, check out the abstract first. If you don’t find anything compelling in the abstract, you can safely skip that paper.

Have a System and Stay Organized

As we mentioned before, the internet completely changes the stakes when it comes to research. There’s almost no limit to the amount of research you can do. That’s why it’s vital that you create a system for determining which information you’ll look at, plus how and where you’ll store it. Here are a few suggestions for staying organized:

• Create Google Drive folders to store PDFs and other documents
• Create a designated folder in your Bookmarks to store websites and URLs
• Use a reference management software (like Mendeley ) designed to help organize extensive research
• Delegate the organizing part to a virtual assistant (VA)

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Avoid analysis paralysis.

Online research can be incredibly valuable in helping you make informed decisions on a whole range of topics—but it is possible to take research too far, ending up with way more information than you can adequately process. Avoiding analysis paralysis is the only way to ensure your research makes your life easier, instead of the other way around.

Clearly outlining your goals and questions to answer is a good first step in avoiding analysis paralysis. The second part comes down to recognizing when you have enough information to make a decision. Once that happens, it’s usually time to set the research aside and act.

Evaluate Your Sources and Check Your Own Biases

In the time of #fakenews and corporation-funded scientific research, it’s more important than ever to evaluate your sources for online research. To start, just get in the habit of paying attention to who ran the study, wrote the paper, or created an article.

From there, you can look deeper into their objectivity (or lack thereof). Ask yourself whether the researcher has something to gain or lose from the information they’re sharing. Are they interpreting objective information through their own angle? Equally important: how current is the information presented?

In addition to evaluating the objectivity of your research sources, it’s even more important to identify and be aware of your own biases toward the subject matter.

Delegate Research to a Virtual Assistant

Whether you lack the time, expertise, or just desire to conduct thorough online research, there are many reasons to delegate your research to someone else. Online research, in particular, can easily be handled by a virtual assistant ( more on that later! )

Research Tools and Resources to Help with Your Online Research

When the time comes to dive into online research, most of us default to starting with an internet search on Google, followed by trying different search terms and combing through endless search result listings. That’s a fine place to start, but there are also tons of other reputable databases and search engines that can help you get straight to the most accurate and up-to-date research on just about any topic.

Below, we recommend 13 tools that can help you find reputable sources, organize your research, and even conduct your own primary research.

For General Research Articles

• Google Scholar and Google Books
• Library of Congress and LexisNexis
• Project Gutenberg
• Student’s Online Research Guide via AllConnect
• Yale University Research Guides by Subject

Academic Journals

• AcademicJournals.org

For Specialized Research

• Medical: BioMed Central , The Lancet , New England Journal of Medicine , NCBI (Nat’l Center for Biotechnology News)
• Legal: American Law Reports
• Business and industry: Nielsen and Pew Research Center

Online Research Management and Organization

Online research companies.

• 20|20 Research
• Facts ‘n Figures

Virtual Research Assistant Companies

Other great online resources for research.

If you’re looking for more info on various aspects of researching online, here are a few more top-notch resources you can reference.

• For psychological, sociological, and other behavior research: Psychology.org
• For business (market, competitive, and new product) research: QuestionPro
• For market research: Inc.
• To better understand online research and “big data:” Online Research Methods, Quantitative by Hocevar and Flanagin
• On conducting your own survey research: SurveyMonkey
• For legal, news, and public records: LexisNexis online library

Delegating Research to a Virtual Assistant

The advice and resources above are enough to turn anyone into a pro online researcher—but do you really have the time or desire to do your own research online? Regardless of how well done, effective internet research always requires one big investment: time . There’s no getting around the time investment it takes to conduct valuable online research.

Instead of investing that time out of your own busy schedule, you could outsource your online research efforts to a virtual assistant (VA). That way, you get the benefit of making informed decisions without spending days or even weeks wading through abstracts and research articles.

When you work with a Delegated virtual research assistant:

• You can hand-off basic research, competitor and market research, comparative research and more from day one
• You can work with your VA and train them to handle more specialized types of research like medical and legal

In both cases, as your VA gains experience working with you, they’ll get better and better at pulling together exactly the kind of research and insights you’re looking for. Some aspects of research they can tackle include:

• Pulling together research articles and data
• Research annotation and summaries
• Research management and organization
• Various aspects of conducting primary research

How does this work?

We know that delegating something as broad and nebulous as “research” can feel a little foreign if you haven’t outsourced it before. Most of the concerns we hear from people are very quickly quelled by the time savings that come with delegating their research.

That said, if you’re feeling unsure, here are a few of the questions we hear frequently:

How does all this work?

Your Delegated VA is available to you whenever you need them. They can pull together research articles and sources, organize and annotate them, present research summaries and conclusions, and help with many of the tasks involved with conducting your own primary research.

What kind of research can a Delegated VA handle?

Delegated VAs can handle these types of research right off the bat:

• Basic research
• Market research
• Competitive research
• Comparative research
• Data research
• Information research

That said, with a little guidance and training from you, our VAs can take over just about any kind of research you need done.

How will my VA know what information to look for?

Initially, your VA will base this judgment on the information you provide to them. Any information you ask for, they’ll pull together for you. For basic research, they’ll be able to handle most anything you need.

For more specialized research areas (like medical and legal research), your VA may need a little more help from you in the beginning. Rest assured, after a few projects, they’ll be able to handle just about everything you can throw at them.

Can my VA handle next steps after research is done?

If you provide your Delegated VA with the access and information they need to take the next step, they can do that—whether that’s booking a trip based on travel research, purchasing their recommended product, or something else entirely.

How will my VA communicate with me?

Your Delegated VA will communicate with you any way you prefer. If you choose to communicate via Slack, email, phone, or morse code, your VA will work with your preferences to streamline communication.

Wrapping Up

Whether it’s product research, medical research, or something else entirely, conducting thorough and accurate research online takes time—and going without isn’t a great option either.

If you don’t have the time, desire, or expertise to perform your own internet research, you can easily turn the keys over to a virtual assistant. With a little guidance, they can handle a lot more than you may think.

Then, you can spend less time Googling around and more time acting on your research findings.

Glossary of Online Research Terms to Know

Research problem and research question: The central question your research sets out to answer, or the central problem your research sets out to solve.

Correlation: A connection or relationship between two variables.

Causation: A connection or relationship between two variables where a change in one variable creates a change in the other.

Findings: The results and conclusions of your research.

Scientific method: An empirical, step-by-step method whereby hypotheses are formed and experiments/observations either affirm or disprove the hypothesis.

Sampling method: A method for collecting data from a small sample of a given population.

Research methodology: The specific techniques and procedures you use to identify and analyze information about your topic.

Control group: A group within an experiment to which no changes are made in the variable being studied. Control groups are used for comparison to better identify how changes in a variable affect the other group.

Experimental group: The group within an experiment which is changed or manipulated.

Primary research: Data collected directly by you, the researcher.

Secondary research: Data previously collected by other researchers.

Hypothesis: An educated guess or theory about how an experiment will turn out.

Abstract: A brief summary of the contents of a research paper or study.

Bias: Assumptions made without credible evidence, often that skew the ultimate outcome of a study. Bias can be caused by beliefs held by the researcher or by errors in sampling or data analysis.

Kiera's a content writer who works with SaaS and ecommerce companies. Located in Boston, MA, she loves cinnamon coffee and a good baseball game. Catch up with her @Kieraabbamonte or KieraAbbamonte.com.

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How to Do Research in 7 Simple Steps

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It’s 2 am, and you’re on your fifth cup of coffee (or was it your sixth?). You’re crouched at a table in some dark corner of the library surrounded by fifteen open books. Equally as many tabs are open on your laptop, and you still haven’t written a word of the paper that’s due in 7 hours.

Many things can explain how you got to this point, including procrastination , poor organization , and a messy schedule .

Very often, however, the problem is a lack of research skills .

And it’s not your fault. High school does a poor job of teaching you how to do research, and most college classes do little better. It feels like you’re expected to figure it out through trial and error.

I think we can do better than that, however. In this guide, I’m going to show you the 7-step process for researching everything from a 10-page term paper to a final presentation. Not only will you learn how to do better research; you’ll also learn how to research more efficiently.

What Is Research?

Before we go any further, what  is  research?

At its core, research is an attempt to answer a question. This could be anything from “How can we reduce infant mortality rates?” to “Why does salt make food taste good?”

To answer your question, you consult books, academic papers, newspaper articles, historical records, or anything else that could be helpful. The broad term for these things is “sources.”

And, usually, once you’ve done the research, you present or summarize it in some way. In many cases, this means writing an essay or another type of scholarly paper, but it could also mean giving a presentation or even creating a YouTube video.

Even if you have no interest in academia, research is an extremely useful skill to learn. When you know how to do research, it’s much easier to improve your life and work more effectively . Instead of having to ask someone every time you have a question, research will help you solve problems yourself (and help others in turn).

Note:  Research can also mean conducting surveys, performing experiments, or going on archaeological digs. While these activities are crucial for advancing human knowledge, I won’t be discussing them here. This article focuses on the research you can do with only a library and an internet connection.

The 7 Steps of the Research Process

Research can feel overwhelming, but it’s more manageable when you break it down into steps. In my experience, the research process has seven main steps:

• Find a topic
• Refine your topic
• Find key sources
• Take notes on your sources
• Create your paper or presentation
• Do additional research as necessary
• Cite your sources

Let’s look at each of these steps in more detail.

1. Find a Topic

If you don’t have a topic, your research will be undirected and inefficient. You’ll spend hours reading dozens of sources, all because you didn’t take a few minutes to develop a topic.

How do you come up with a topic? My number one suggestion is to create a mind map.

A mind map is a visual way to generate ideas. Here’s how it works:

• Get a piece of paper and a pen. Make sure the paper isn’t too small — you want lots of room for your ideas.
• Draw an oval in the center of the paper.
• Inside that oval, write a super vague topic. Start with whatever your professor has assigned you.
• Draw lines from the oval towards the edges of the paper.
• Draw smaller ovals connected to each of these lines.
• Inside the smaller ovals, write more specific ideas/topics related to the central one.
• Repeat until you’ve found 3-5 topic ideas.

When I write it out step by step, it sounds kind of strange. But trust me, it works . Anytime I’m stuck on a writing assignment, this method is my go-to. It’s basically magic.

To see what mind mapping looks like in practice, check out this clip:

Want to create a digital mind map like the one Thomas uses in the video? Check out Coggle .

2. Refine Your Topic

Okay, so now you have a list of 3-5 topics. They’re all still pretty general, and you need to narrow them down to one topic that you can research in depth.

To do this, spend 15 minutes doing some general research on each topic. Specifically, take each topic and plug it into your library’s catalog and database search tools.

The details of this process will vary from library to library. This is where consulting a librarian can be super helpful. They can show you how to use the tools I mentioned, as well as point you to some you probably don’t know about.

Furthermore, I suggest you ask your professor for recommendations. In some cases, they may even have created a resource page specifically for your assignment.

Once you’ve found out where to search, type in your topic. I like to use a mixture of the library catalog, a general academic database like EBSCO Host , and a search on Google Scholar .

What exactly are you trying to find? Basically, you’re trying to find a topic with a sufficient quantity and variety of sources.

Ideally, you want something with both journal articles and books, as this demonstrates that lots of scholars are seriously engaging with the topic.

Of course, in some cases (if the topic is very cutting edge, for example), you may be only able to find journal articles. That’s fine, so long as there are enough perspectives available.

Using this technique, you’ll be able to quickly eliminate some topics. Be ruthless. If you’re not finding anything after 15 minutes, move on. And don’t get attached to a topic.

Tip: If you find two topics with equal numbers of sources available, ask your professor to help you break the tie. They can give you insight into which topic is super common (and thus difficult to write about originally), as well as which they find more interesting.

Now that you have your topic, it’s time to narrow down your sources.

3. Find Key Sources

If you’ve picked a good topic, then you probably have lots of sources to work with. This is both a blessing and a curse. A variety of sources shows that there’s something worth saying about your topic, and it also gives you plenty of material to cite.

But this abundance can quickly turn into a nightmare in which you spend hours reading dense, mind-numbing material without getting any closer to actually producing a paper.

How do you keep this from happening? Choose 3–5  key sources and focus on them intently. Sure, you may end up needing more sources, especially if this is a long paper or if the professor requires it. But if you start out trying to read 15 sources, you’re likely to get overwhelmed and frustrated.

Focusing on a few key sources is powerful because it:

• Lets you engage deeply with each source.
• Gives you a variety of perspectives.
• Points you to further resources.
• Keeps you focused.

4. Read and Take Notes

But what do you do with these sources, exactly? You need to read them the right way . Follow these steps to effectively read academic books and articles:

Go through the article and look at the section headings. If any words or terms jump out at you, make note of them. Also, glance at the beginning sentences of each section and paragraph to get an overall idea of the author’s argument.

The goal here isn’t to comprehend deeply, but to prime your mind for effective reading .

Write down any questions you have after skimming the article, as well as any general questions you hope the article can answer. Always keep your topic in mind.

Read Actively

Now, start reading. But don’t just passively go through the information like you’re scrolling through Tumblr. Read with a pen or pencil in hand , underlining any unfamiliar terms or interesting ideas.

Make notes in the margins about other sources or concepts that come to mind. If you’re reading a library book, you can make notes on a separate piece of paper.

Once you’ve finished reading, take a short break. Have a cup of tea or coffee. Go for a walk around the library. Stretch. Just get your mind away from the research for a moment without resorting to distracting, low-density fun .

Now come back to the article and look at the things you underlined or noted. Gather these notes and transfer them to a program like Evernote .

If you need to look up a term, do that, and then add that definition to your notes. Also, make note of any sources the author cites that look helpful.

But what if I’m reading a book?   Won’t this take forever?  No, because you’re not going to read the entire book.

For most research you’ll do in college, reading a whole academic book is overkill . Just skim the table of contents and the book itself to find chapters or sections that look relevant.

Then, read each of those in the same way you would read an article. Also, be sure to glance at the book’s bibliography, which is a goldmine for finding additional sources.

Note: The above method is a variation on the classic SQ3R method , adapted slightly since we’re not interested in taking notes from textbooks .

5. Create Your Paper or Presentation

“You can’t turn in raw research.”

Research is crucial to crafting a great paper or presentation, but it’s also a great way to procrastinate. I had classmates in college who would spend 8 hours researching a 5-page paper. That’s way too much!

At some point, you need to stop researching and start writing (or whatever method you’re using to present your research).

How do you decide when to stop researching? There’s no strict rule, but in general I wouldn’t spend more than 30 minutes per page of the final paper.

So if the final paper is supposed to be 10 pages, don’t spend more than 5 hours researching it.

6. Do Additional Research (As Necessary)

Once you’ve started writing the draft of your paper, you’ll probably find a few gaps. Maybe you realize that one scholar’s argument isn’t relevant to your paper, or that you need more information for a particular section. In this case, you are free to return to researching as necessary.

But again, beware the trap of procrastination masquerading as productivity! Only do as much additional research as you need to answer your question. Don’t get pulled into rabbit holes or dragged off on tangents. Get in there, do your research, and get back to writing .

To keep yourself focused, I suggest keeping a separate document or piece of paper nearby to note points that need additional research.

Every time you encounter such a point, make note of it in the document and then keep writing. Only stop when you can’t get any further without additional research.

It’s much better to get a full draft done first. Otherwise, you risk suffering a cognitive switching penalty , making it harder to regain your focus.

7. Cite Your Sources

Whether you’re creating an oral presentation, essay, or video, you’ll need to cite your sources. Plagiarism is a serious offense, so don’t take any chances.

How to cite your sources depends on the subject and the professor’s expectations. Chicago, MLA, and APA are the most common citation formats to use in college, but there are thousands more.

Luckily, you don’t need to painstakingly type each of your citations by hand or slog through a style manual. Instead, you can use a tool like Zotero to track and generate your citations. To make things even easier, install the Zotero Connector browser extension. It can automatically pull citation information from entries in an online library catalog.

Once you’ve collected all of your sources, Zotero can generate a properly formatted works cited page or bibliography at just the click of a button.

For help setting up and using Zotero, read this guide . If you need further assistance, ask a librarian.

Go Research With Confidence

I hope you now understand how to do research with more confidence. If you follow the procedures I’ve covered in this article, you’ll waste less time, perform more effective research, and ultimately have the material for a winning essay.

Curious about how to use your research to write a great research paper? Check out this guide .

Image Credits: picking book from shelf

How to Do Research: A Step-By-Step Guide: Get Started

• Get Started
• 1a. Select a Topic
• 1b. Develop Research Questions
• 1c. Identify Keywords
• 1d. Find Background Information
• 1e. Refine a Topic
• 2a. Search Strategies
• 2d. Articles
• 2e. Videos & Images
• 2f. Databases
• 2g. Websites
• 2h. Grey Literature
• 2i. Open Access Materials
• 3a. Evaluate Sources
• 3b. Primary vs. Secondary
• 3c. Types of Periodicals
• 4a. Take Notes
• 4b. Outline the Paper
• 4c. Incorporate Source Material
• 5a. Avoid Plagiarism
• 5b. Zotero & MyBib
• 5c. MLA Formatting
• 5d. MLA Citation Examples
• 5e. APA Formatting
• 5f. APA Citation Examples
• 5g. Annotated Bibliographies

Research Essentials Video Tutorials

Related guides.

• Elmira College Writing Center Get one-on-one assistance for all types of writing.

Recommended Websites

• Purdue University's Online Writing Lab (OWL)

Research Process Overview

Step 1.  Develop a topic Select a Topic | Develop Research Questions | Identify Keywords | Find Background Information | Refine a Topic

Step 2. Locate information Search Strategies | Books | eBooks | Articles  | Videos & Images | Databases | Websites | Grey Literature

Step 3. Evaluate and analyze information Evaluate Sources | Primary vs Secondary | Types of Periodicals

Step 4. Write, organize, and communicate information Take Notes | Outline the Paper | Incorporate Source Material

Step 5. Cite sources Avoid Plagiarism | Zotero & MyBib | MLA | APA | Chicago Style | Annotated Bibliographies

For research help,  use one of the following options:

Ask the GTL

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• Last Updated: Feb 21, 2024 11:01 AM
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Asking for help is hard, but others want to help more than we often give them credit for, says Stanford social psychologist Xuan Zhao .

Xuan Zhao (Image credit: Anne Ryan)

We shy away from asking for help because we don’t want to bother other people, assuming that our request will feel like an inconvenience to them. But oftentimes, the opposite is true: People want to make a difference in people’s lives and they feel good – happy even – when they are able to help others, said Zhao.

Here, Zhao discusses the research about how asking for help can lead to meaningful experiences and strengthen relationships with others – friends as well as strangers.

Zhao is a research scientist at Stanford SPARQ , a research center in the Psychology Department that brings researchers and practitioners together to fight bias, reduce disparities, and drive culture change. Zhao’s research focuses on helping people create better social interactions in person and online where they feel seen, heard, connected, and appreciated. Her research, recently published in Psychological Science ,  suggests that people regularly underestimate others’ willingness to help.

This fall, Zhao will be co-teaching a two-session workshop Science-Based Practices for a Flourishing Life through Stanford’s well-being program for employees, BeWell.

Why is asking for help hard? For someone who finds it difficult to ask for help, what would you like them to know?

There are several common reasons why people struggle to ask for help. Some people may fear that asking for help would make them appear incompetent, weak, or inferior – recent research from Stanford doctoral student Kayla Good finds that children as young as seven can hold this belief. Some people are concerned about being rejected, which can be embarrassing and painful. Others may be concerned about burdening and inconveniencing others – a topic I recently explored.  These concerns may feel more relevant in some contexts than others, but they are all very relatable and very human.

The good news is those concerns are oftentimes exaggerated and mistaken.

What do people misunderstand about asking for help?

When people are in need of help, they are often caught up in their own concerns and worries and do not fully recognize the prosocial motivations of those around them who are ready to help. This can introduce a persistent difference between how help-seekers and potential helpers consider the same helping event. To test this idea, we conducted several experiments where people either directly interacted with each other to seek and offer help, or imagined or recalled such experiences in everyday life. We consistently observed that help-seekers underestimated how willing strangers – and even friends – would be to help them and how positive helpers would feel afterward, and overestimated how inconvenienced helpers would feel.

These patterns are consistent with work by Stanford psychologist Dale Miller showing that when thinking about what motivates other people, we tend to apply a more pessimistic, self-interested view about human nature. After all, Western societies tend to value independence, so asking others to go out of their way to do something for us may seem wrong or selfish and may impose a somewhat negative experience on the helper.

The truth is, most of us are deeply prosocial and want to make a positive difference in others’ lives. Work by Stanford psychologist Jamil Zaki has shown that empathizing with and helping others in need seems to be an intuitive response, and dozens of studies , including my own, have found that people often feel happier after conducting acts of kindness. These findings extend earlier research by Stanford Professor Frank Flynn and colleagues suggesting that people tend to overestimate how likely their direct request for help would be rejected by others. Finally, other research has even shown that seeking advice can even boost how competent the help-seeker is seen by the advice-giver.

Why is asking for help particularly important? 

We love stories about spontaneous help, and that may explain why random acts of kindness go viral on social media. But in reality , the majority of help occurs only after a request has been made. It’s often not because people don’t want to help and must be pressed to do so. Quite the opposite, people want to help, but they can’t help if they don’t know someone is suffering or struggling, or what the other person needs and how to help effectively, or whether it is their place to help – perhaps they want to respect others’ privacy or agency. A direct request can remove those uncertainties, such that asking for help enables kindness and unlocks opportunities for positive social connections. It can also create emotional closeness when you realize someone trusts you enough to share their vulnerabilities, and by working together toward a shared goal.

It feels like some requests for help may be harder to ask than others. What does research say about different types of help, and how can we use those insights to help us figure out how we should ask for help?

Many factors can influence how difficult it may feel to ask for help. Our recent research has primarily focused on everyday scenarios where the other person is clearly able to help, and all you need is to show up and ask. In some other cases, the kind of help you need may require more specific skills or resources. As long as you make your request Specific, Meaningful, Action-oriented, Realistic, and Time-bound (also known as the SMART criteria ), people will likely be happy to help and feel good after helping.

Of course, not all requests have to be specific. When we face mental health challenges, we may have difficulty articulating what kind of help we need. It is okay to reach out to mental health resources and take the time to figure things out together. They are there to help, and they are happy to help.

You mentioned how cultural norms can get in the way of people asking for help. What is one thing we can all do to rethink the role society plays in our lives?

Work on independent and interdependent cultures by Hazel Markus , faculty director of Stanford SPARQ , can shed much light on this issue. Following her insights, I think we can all benefit from having a little bit more interdependency in our micro- and macro-environments. For instance, instead of promoting “self-care” and implying that it is people’s own responsibility to sort through their own struggles, perhaps our culture could emphasize the value of caring for each other and create more safe spaces to allow open discussions about our challenges and imperfections.

What inspired your research?

I have always been fascinated by social interaction – how we understand and misunderstand each other’s minds, and how social psychology can help people create more positive and meaningful connections. That’s why I have studied topics such as giving compliments , discussing disagreement , sharing personal failures, creating inclusive conversations on social media , and translating social and positive psychology research as daily practices for the public . This project is also motivated by that general passion.

But a more immediate trigger of this project is reading scholarly work suggesting that the reason why people underestimate their likelihood of getting help is because they don’t recognize how uncomfortable and awkward it would be for someone to say “no” to their request. I agree that people underestimate their chance of getting help upon a direct ask, but based on my personal experience, I saw a different reason – when people ask me for help, I often feel genuinely motivated to help them, more than feeling social pressure and a wish to avoid saying no. This project is to voice my different interpretation on why people agree to help. And given that I’ve seen people who have struggled for too long until it was too late to ask for help, I hope my findings can offer them a bit more comfort when the next time they can really use a helping hand and are debating whether they should ask.

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2024 May 16

Metadata matching 101: what is it and why do we need it?

At Crossref and ROR, we develop and run processes that match metadata at scale, creating relationships between millions of entities in the scholarly record. Over the last few years, we’ve spent a lot of time diving into details about metadata matching strategies, evaluation, and integration. It is quite possibly our favourite thing to talk and write about! But sometimes it is good to step back and look at the problem from a wider perspective.

2024 May 14

2024 public data file now available, featuring new experimental formats

This year’s public data file is now available, featuring over 156 million metadata records deposited with Crossref through the end of April 2024 from over 19,000 members. A full breakdown of Crossref metadata statistics is available here. Like last year, you can download all of these records in one go via Academic Torrents or directly from Amazon S3 via the “requester pays” method. Download the file: The torrent download can be initiated here.

2024 May 09

Integrity of the Scholarly Record (ISR): what do research institutions think?

Earlier this year, we reported on the roundtable discussion event that we had organised in Frankfurt on the heels of the Frankfurt Book Fair 2023. This event was the second in the series of roundtable events that we are holding with our community to hear from you how we can all work together to preserve the integrity of the scholarly record - you can read more about insights from these events and about ISR in this series of blogs.

2024 May 01

Seeking consultancy: understanding joining obstacles for non-member journals

Crossref is undertaking a large program, dubbed 'RCFS' (Resourcing Crossref for Future Sustainability) that will initially tackle five specific issues with our fees. We haven’t increased any of our fees in nearly two decades, and while we’re still okay financially and do not have a revenue growth goal, we do have inclusion and simplification goals. This report from Research Consulting helped to narrow down the five priority projects for 2024-2025 around these three core goals:

Dominika Tkaczyk , Adam Buttrick – 2024 May 16

In Metadata Linking Metadata Matching

At Crossref and ROR, we develop and run processes that match metadata at scale, creating relationships between millions of entities in the scholarly record. Over the last few years, we’ve spent a lot of time diving into details about metadata matching strategies, evaluation, and integration. It is quite possibly our favourite thing to talk and write about ! But sometimes it is good to step back and look at the problem from a wider perspective. In this blog, the first one in a series about metadata matching, we will cover the very basics of matching: what it is, how we do it, and why we devote so much effort to this problem.

What is metadata matching?

Would you be able to find the DOI for the work referenced in this citation?

We bet you could! You might begin, for example, by pasting the whole citation, or only the title, into a search engine of your choice. This would probably return multiple results, which you would quickly skim. Then you might click on the links for a few of the top results, those that look promising. Some of the websites you visit might contain a DOI. Perhaps you would briefly compare the metadata provided on the website against what you see in the citation. If most of this information matches (see what we did there?), you would conclude that the DOI from that website is, in fact, the DOI for the cited paper.

Well done! You just performed metadata matching, specifically, bibliographic reference matching. Matching in general can be defined as the task or process of finding an identifier for an item based on its structured or unstructured “description” (in this case: finding a DOI of a cited article based on a citation string).

But matching doesn’t have to just be about citations and DOIs. There are many other instances of matching we can think of, for example:

• finding the ROR ID for an organisation based on an affiliation string,
• finding the ORCID ID for a researcher based on the person’s name and affiliation,
• finding the ROR ID for a funder based on the acknowledgements section of a research paper,
• finding the grant DOI based on an award number and a funder name.

Matching doesn’t have to be done manually. It is possible to develop fully automated strategies for metadata matching and employ them at scale. It is also possible to use a hybrid approach, where automated strategies assist users by providing suggestions.

Developing automated matching strategies is not a trivial task, and if we want to do it right, it takes a great deal of time and effort. This brings us to our next question: is it worth it?

Why do we need matching?

In short, metadata matching gives us a more complete picture of the research nexus by discovering missing relationships between various entities within and throughout the scholarly record:

These relationships are very powerful. They provide important context for any entity, whether it is a research output, a funder, a research institution, or an author. Imagine for a moment the scholarly record without any such relationships, where all bibliographic references, affiliations (institution names and addresses), and funding information (funder names and grant titles) are provided as unstructured strings only. In such a world, how would you calculate the number of times a particular research paper was cited? How would you get a list of research outputs supported by a specific funder? It would be incredibly challenging to navigate, summarise, and describe research activities, especially considering the scale. Thankfully, these and many other questions can be answered thanks to metadata matching that discovers relationships between entities in the scholarly record.

There are two primary ways we can use metadata matching in our workflows: as semi-automated tools that help users look up the appropriate identifiers or as fully automated processes that enrich the metadata in various scholarly databases.

The first approach is quite similar to the example we described at the beginning. If you are submitting scholarly metadata, for example of a new article to be published, you can use metadata matching to look up identifiers for the various entities and include these identifiers in the submission. For example, with the help of metadata matching, instead of submitting citation strings, you could provide the DOIs for works cited in the paper and instead of the name and address of your organisation, you could provide its ROR ID. To make this easier for people, metadata submission systems and applications sometimes integrate metadata matching tools into user interfaces.

The second approach allows large, existing sources of scholarly metadata to be enriched with identifiers in a fully automated way. For example, we can match affiliation strings to ROR IDs using a combination of machine learning models and ROR’s default matching service, effectively adding more relationships between people and organisations. We can also compare journal articles and preprints metadata in the Crossref database by calculating similarity scores for titles, authors, and years of publication to match them with each other and provide more relationships between preprints and journal articles. This automated enrichment can be done at any point in time, even after research outputs have been formally published.

There are fundamental differences between these two approaches. The first is done under the supervision of a user, and for the second, the matching strategy makes all the decisions autonomously. As a result, the first approach will typically (although not always) result in better quality matches. By contrast, the second approach is much faster, generally less expensive, and scales to even very large data sources.

In the end, no matter what approach is used, the goal is to achieve a more complete accounting of the relationships between entities in the scholarly record.

This blog is the first one in a series about metadata matching. In the coming weeks, we will cover more detail about the product features related to metadata matching, explain why metadata matching is not a trivial problem, and share how we can develop, assess, compare, and choose matching strategies. Stay tuned!

Related pages and blog posts

• With a little help from your Crossref friends: Better metadata
• A simpler text query form
• Included, registered, available: let the preprint linking commence.
• Linked Clinical Trials initiative gathers momentum
• Getting Started with Crossref DOIs, courtesy of Scholastica
• Linking clinical trials = enriched metadata and increased transparency

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MLB’s new bat speed numbers: The good, the bad and the uncertain future

Track it. Vet it. Scout it. Get it. That’s been the playbook when it comes to new publicly tracked statistics in the past — they’ve moved from fancy new numbers to accepted metrics and then scouting and player development goals over time. Now that MLB’s Baseball Savant website has unveiled a new suite of bat tracking numbers including, among others, bat speed and swing length, we are left to wonder whether the past will repeat itself.

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In 2006, PITCHf/x systems were installed in every park and pitch velocity was tracked publicly for every pitcher. Since then, the average four-seam velocity in the league has gone up 2.8 mph (along with associated injuries ).

In 2015, baseball moved to TrackMan’s radar-based systems in every park, and spin rate was observed (instead of calculated) for every pitcher. Since then, spin rate has gone up , albeit with some bumps and bruises (and perhaps associated injuries ).

In 2020, MLB ’s parks went back to optical player and ball tracking by adding Hawk-Eye cameras. Since then, exit velocities and launch angles have gone up . More on injuries later.

Now baseball is giving us bat speed as measured at the sweet spot, about 6 inches from the head of the bat, and at contact, or closest point to contact for a miss. There is a handy chart to explain some of the newest statistics, how they are measured, and what they can tell us.

Vetting these new statistics is more complicated, and will take place over the next few years as we add more data to what’s currently only available for this season. But that process has been underway across baseball already, and we can tell that bat speed is important, especially for power.

“Bat speed affects exit velocity,” physicist Alan Nathan said. “For a squared-up impact at the sweet spot, each mph additional of bat speed increases exit velocity by about 1.2 mph. For a ball hit at the optimum launch angle of 25-30 degrees and around 100 mph, the corresponding increase in fly-ball distance is about 6 feet.”

Six feet is the difference between the warning track fly ball and a home run. STATS Perform estimated that, if we removed 6 feet from every home run last year, there would have been 365 fewer homers. Even if we look at this year’s small-sample outputs, you can see how bat speed correlates with power.

Hitters are aware of this relationship.

“It’s absolutely important,” Oakland Athletics designated hitter Brent Rooker said. “In a vacuum, all else the same, swinging faster is never going to be a bad thing. Just like throwing harder is going to be better.”

“Bat speed is a foundational speed that you need to have,” St. Louis Cardinals outfielder Lars Nootbaar said.

“Yes, absolutely bat speed is important,” Boston Red Sox director of hitting Jason Ochart said. “To suggest otherwise is crazy.”

Not every coach feels the same way.

“It seems absurd really to even argue that training to move the bat faster could ever be a bad thing, but the caveat in our game is that it involves a complex task with precision, skill and timing,” Pittsburgh Pirates hitting coach Andy Haines said. “It’s not slow-pitch softball.”

“Most of the best power hitters in MLB don’t have the best bat speed, it’s more about how you get the bat up to speed, when and where,” Eugene Bleecker of 108 Performance said.

“If bat speed alone was an absolute measure of success, then the top bat speeds would all be the top hitters in baseball,” Doug Latta of The Ball Yard said.

To be fair, you can look at that chart and see the positive relationship and ascribe the spread around that trend line as noise. Or you can see that noise as complications, reasons that bat speed is not worth pursuing as a singular training or scouting goal.

If you play around with the Baseball Savant visualization tool, you’ll quickly see that bat speed has a positive correlation with whiff rate and a negative correlation with square-up percentage, meaning as bat speed goes up, whiffs and mis-hits go up. And that’s a problem for hitters and coaches because you have to make contact and make it flush to hit for power in the big leagues, too.

“Sweet-spot accuracy is the No. 1 thing, even if bat speed is really important,” New York Mets slugger Pete Alonso said. “You have to hit the ball over 100 (mph) for it to go, but that takes accuracy and bat speed.”

“You’ve had great prospects with elite bat speed, not to put anyone under the bus, but Clint Frazier had elite bat speed,” A’s hitter J.D. Davis said. “It’s more complicated than that.”

Yes, bat speed is king. But what happens when hitters face better stuff? I built a series of models across various levels of Stuff+ and plotted the effects of bat speed, bat to ball, and swing decisions on run value. The results show that bat speed matters less as stuff improves pic.twitter.com/3sGLbBurpa — Connor Curtiss (@connor_curtiss) August 21, 2023

There’s evidence that contact ability becomes more important against the nastiest of pitchers, so hitters and teams might not want to make even more of a power/contact trade-off than they’ve made so far .

But there’s a flaw in this type of analysis, too. We’re looking at individual players in the big leagues, so there’s a selection bias at play. We’re only looking at a select group of players, not all baseball players.

“The hitters who can get away with whiffing and still make it to the big leagues have bat speed and do damage,” Ochart said. “The low bat speed hitters in the big leagues are able to survive because they put way more balls in play. The best hitters usually do both.”

“If a player has bad bat speed and makes bad swing decisions, they’re not in the major leagues,” Nootbaar said.

If we look at bat speed by level, it’s pretty obvious how important bat speed is to advancing to the professional ranks. According to Dan Aucoin , the assistant director of foundational research with the Philadelphia Phillies , the average bat speed in high school is around 65 mph. In college, it’s around 68 mph, and in the minors, it’s just above 70 mph. We know from directly tracked bat speed that the average in the pros is 72 mph.

It’s still kind of important how a hitter gets to that bat speed.

“There are some diminishing returns if you sell out for bat speed and lose barrel control or awareness of the strike zone or lose the ability to make contact,” Rooker said. “If you’re making your swing mechanics worse or your timing worse, that could be a problem. There’s a shorter timing window.”

That’s borne out in the numbers. Take a look at how the top left of this chart is deep blue (poor production) and how the bottom right is lighter (good production).

A short, fast swing is the goal (those are the white dots). If you want to see it in table form, here are the major-league hitters who have 74 mph-plus bat speed and shorter than a 7 1/2-foot swing.

“Efficiency in the swing is everything,” Bleecker said, and this list underlines that point.

“How far is your bat traveling? Is it back and around?” Latta said. “We talk about being direct. We talk about a direct swing.”

“I’ve personally gotten guys past certain thresholds and made them worse in-game,” Texas Rangers director of hitting Donnie Ecker said about the quest for bat speed. “Where in the body are we moving the needle, and how does the value-add in speed interact with the overall movement system? The higher you go up you will find preferred ranges where guys are at their best as hitters. We don’t have to guess on that anymore.”

Keeping player development and training environments more game-like has been a huge emphasis recently in player development, and you can see why. Just adding bat speed by making the swing longer isn’t a great idea, and the game will show you if that’s what you’ve done.

“If you’re adding speed in game-like environments it’s hard to take long s—ty disconnected swings that don’t translate,” Driveline director of hitting Tanner Stokey said. “If you’re training bat speed off of tee/front toss or even worse (in terms of transferability) dry swings, there’s a much higher likelihood swings will get longer and more disconnected because it’s easier to get away with that in controlled environments.”

“Hitting the ball 100-plus off the tee is irrelevant,” Latta agreed. “It’s hard to make a game-like environment, other than maybe live at-bats, and even then, the psychology is that you’re facing your own guy, and you don’t have the adrenaline of competition.”

Still, bat speed has its proponents who say that with the right training in the right environments, it’s possible to train a short swing with good timing that is also fast.

“The skills of making contact and swinging fast are themselves not correlated in a sense that having or increasing one will decrease the other,” Ochart said, and a lot of players end up agreeing if adding the “in a vacuum” qualifier. “Most times being faster means being quicker, too.”

The consensus building is happening. It’s happening right now, as some teams have coordinated weighted bat programs in the minor leagues. Bat speed most tightly correlates with maximum exit velocity, so teams can use that more available number to scout for their next hitters. Major leaguers like Ramón Laureano are buying weighted bats and doing training on their own. The Los Angeles Dodgers sent their hitters for a round of bat speed training . This is happening … much in the same way that the league once started training for pitch velocity.

Are there going to be similar ramifications?

Maybe. Triston Casas , who has bat speed just outside the top 10 percent in the league, recently hurt his rib cartilage by turning so fast. He had some very eye-opening things to say.

“(The doctor) pretty much chalked it up to me being so big, rotating so fast, so many times that I created a car crash within my body,” Casas said . “It was a matter of time before this happened. He said it was something similar to like a pitcher needing Tommy John, just an inevitable thing that was going to happen sooner or later.”

Wow. This isn’t just a one-off thing, either. Thanks to Derek Rhoads at Baseball Prospectus, we can see that there’s a bit of a trend emerging with rib and oblique injuries in hitters.

This might have to do with the mechanics of chasing bat speed. The obliques might fail because the body is having a hard time decelerating from its top speed as it turns.

“When we move athletically and naturally, deceleration is built in,” Latta said. “If the front shoulder moves off, you lose that natural decel.”

“We’ve noticed a strong correlation with some movement pattern red flags of the lower half and how the body handles that force up and the chain,” the Pirates’ Haines said. “That leads to not only oblique but lead arm shoulder injuries as well.”

How that deceleration is trained — some places use water bags , others emphasize mechanics — is important and a big matter of debate. It’s hugely important as bats will probably begin to move faster over time if the past is prologue. But pitchers and hitters might also benefit from an even simpler approach: tracking their workloads. Just as a pitcher throws bullpens and has to track how often he puts in game-like effort in a training environment, the hitter should do the same to avoid fatigue and injury.

“Yeah, we swing a ton,” said Oakland’s Zack Gelof , who is on the injured list for an oblique injury. “They track workload like how much we run and stuff in the weight room but not swings.”

Less might be more for batters trying to grind their way to bat speed and success in the major leagues, too. Especially on game day.

“We shut people down,” Latta said. “I tell them we’ve got some time, but we have to get the point across and do this work in the cage in a short time frame, because once your body is tired, you start compensating.”

“Overall, something Dustin Lind and I got into when in San Francisco together, was thinking of our ramp-ups through the lens of a physical therapist,” the Rangers’ Ecker said. “Could we get the central nervous system to only ramp up twice before a game? We felt like that, as simple as it sounds, was a massive win in a space that’s used to guys swinging 350 times before a game. There’s a reason pitchers don’t throw four bullpens before they start that night.”

Some teams are using wearable tech to monitor hitters’ fatigue as well as pitchers’, and that’s going to be more important. Because, as these stats become more accepted in the public space and hitters and coaches see the correlations between bat speed and power, and hitters begin to train for bat speed specifically, these injuries might become even more commonplace.

We can learn from the past, and do our best to mitigate the effects we’ve seen before from similar enterprises, but we might not be able to escape it as hitters chase bat speed.

“There’s a maximum the human body can handle, and we’re pushing up on it,” Rooker said. “Long enough timeline, the body adapts and evolution takes place, but as far as what it can handle right now, we’re reaching the top end of it.”

(Photo of Triston Casas: Lindsey Wasson / Associated Press)

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Eno Sarris is a senior writer covering baseball analytics at The Athletic. Eno has written for FanGraphs, ESPN, Fox, MLB.com, SB Nation and others. Submit mailbag questions to [email protected]. Follow Eno on Twitter @ enosarris

Alzheimer's disease without symptoms: How is that possible?

Everyone experiences aging in their own way, and factors such as genetics, lifestyle and environment play a role in this process. Some individuals reach the age of 90 or even 100 in good health, without medications or brain disease. But how do these individuals maintain their health as they age?

Luuk de Vries from Joost Verhaagen's group, and his colleagues Dick Swaab and Inge Huitinga, looked at brains from the Netherlands Brain Bank. The Netherlands Brain Bank stores brain tissue from more than 5,000 deceased brain donors with a wide range of different brain diseases. What makes the Netherlands Brain Bank so unique is that, in addition to the stored tissue with very precise neuropathological diagnoses, they also keep the documented medical history and detailed disease course with the symptoms of each donor.

Resilient group

The team found a subgroup of people who had Alzheimer's disease processes in their brains, but did not show any clinical symptoms while alive. A so-called 'resilient' group. But how is it possible that they did not experience any symptoms while others did?

Luuk de Vries: 'what is happening in these people at a molecular and cellular level was not clear yet. We therefore searched for donors with brain tissue abnormalities who did not show cognitive decline in the Brain Bank. Of all the donors we found 12, so it is quite rare. We think that genetics and lifestyle play an important role in resilience, but the exact mechanism is still unknown.'

Keep challenging yourself

'Exercise or being cognitively active and having a lot of social contacts can help in delaying the onset of Alzheimer's disease. It has recently also been found that those who receive a lot of cognitive stimuli, like through a complex job, can build up more Alzheimer's pathology before developing symptoms. If we can find the molecular basis for resilience, then we have new starting points for the development of medication, which could activate processes related to resilience in Alzheimer's patients.'

Alzheimer's versus resilient group

'When we looked at gene expression, we saw that a number of processes were altered in the resilient group. First of all, the astrocytes appeared to produce more of the antioxidant metallothionein. Astrocytes are like garbage collectors and provide a protective role for the brain. Astrocytes often also ask for help from microglia, but because they can be quite aggressive, they sometimes worsen inflammation. In the resilient group a microglia pathway that's often linked to Alzheimer's disease appeared to be less active. In addition, we saw that the so-called "unfolded protein response," a reaction in brain cells that automatically removes a misfolded toxic protein, was affected in Alzheimer's patients, but was relatively normal in resilient individuals. Finally, we found indicators that there may also be more mitochondria in the brain cells resilient individuals, which ensures better energy production.'

But what do these differences in processes mean? And is there cause or effect? 'It remains difficult to determine from human data which process initiates the disease process. You can only demonstrate this by changing something in cells or animal models and seeing what happens next. That is the first thing we have to do now.'

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Materials provided by Netherlands Institute for Neuroscience - KNAW . Note: Content may be edited for style and length.

Journal Reference :

• Luuk E. de Vries, Aldo Jongejan, Jennifer Monteiro Fortes, Rawien Balesar, Annemieke J. M. Rozemuller, Perry D. Moerland, Inge Huitinga, Dick F. Swaab, Joost Verhaagen. Gene-expression profiling of individuals resilient to Alzheimer's disease reveals higher expression of genes related to metallothionein and mitochondrial processes and no changes in the unfolded protein response . Acta Neuropathologica Communications , 2024; 12 (1) DOI: 10.1186/s40478-024-01760-9

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Iowa center called police nearly 1,000 times in 3 years before teen killed staffer, records show.

Associated Press

Copyright 2024 The Associated Press. All rights reserved

The Ellipsis Iowa treatment center is seen, Thursday, May 16, 2024, in Johnston, Iowa. Police officers have responded nearly 1,000 times in the past three years to the juvenile treatment center where a woman was killed, according to police records. (AP Photo/Charlie Neibergall)

Officers responded nearly 1,000 times in the past three years to an Iowa juvenile treatment center where a staff member was killed by a 15-year-old resident, according to police records.

Kathleen Galloway-Menke was assaulted May 8 at the center, Ellipsis Iowa. Her family’s attorney, Trever Hook, said the 50-year-old mother of two daughters suffered brain damage and died Tuesday after life support was removed.

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Galloway-Menke had worked at Ellipsis for a year. Hook questioned whether the facility provides adequate training for staff dealing with sometimes dangerous clients.

The 15-year-old had a violent history and had made previous threats against Galloway-Menke, Hook said. He wasn’t sure what prompted those threats.

The Polk County Attorney's Office on Thursday announced that the 15-year-old has been charged with second-degree murder. He is being housed in a juvenile detention center. A news release did not say if the teenager would be tried as an adult. It wasn't immediately clear if he had an attorney.

In a statement to The Associated Press, Ellipsis said employees “are thoroughly trained on de-escalation techniques and ways to handle a variety of situations safely.”

Ellipsis formed in August 2021 when two nonprofit organizations merged. It serves more than 750 youths and their families each day with residential care and treatment, counseling and other services, according to its website. Young people housed at the facility in the Des Moines suburb of Johnston are there on court orders, the organization said in a statement to the AP.

The nearly 1,000 police calls to the center include 676 for runaways and 72 reported assaults, according to records released by the Johnston Police Department. Last year alone, 251 runaways were reported, and 31 assaults, among 382 total police calls to the center.

In a statement to AP, Police Chief Dennis McDaniel did not criticize Ellipsis.

Police and Ellipsis officials have frequently met “regarding issues, challenges, and community concerns stemming from the increasing service needs of juveniles placed at the Johnston campus,” he said. “Ellipsis leadership has been receptive to feedback and remains actively engaged.”

Ellipsis officials declined interview requests but said in the statement that the May 8 attack was “an isolated and tragic outcome.” The organization said it is working with the Iowa Department of Health and Human Services “to add additional safety and security measures to our facilities to protect both youth and staff in addition to our community.”

The evening Galloway-Menke was injured, the teenager had left the center without permission. Galloway-Menke and another staffer followed him but kept at a distance — protocol established by Ellipsis, Hook said. A supervisor and other workers also went outside but stayed farther back, he said.

Suddenly, Hook said, the teen turned and sprinted across a street, past the other staffer, and directly at Galloway-Menke. He shoved her and her head hit the concrete, Hook said.

“She went flying backwards and landed on her head,” Hook said. Galloway-Menke underwent emergency brain surgery but doctors determined she would not recover, he said.

Ellipsis said its policy calls for staff to keep runaways “in sight, as best we can, until local law enforcement arrives so we can keep police informed and to minimize potential harm to the youth or anyone else in the community.” The organization said it believes staff acted as safely as possible after the 15-year-old left the center.

Though staff at juvenile centers typically work with young people who can be dangerous, deaths are rare. In 2016, 60-year-old staff member Jimmy Woolsey was attacked from behind by a 17-year-old at a ranch serving as a youth center in southern Utah . Woolsey died from blunt force injuries to the head.

Galloway-Menke worked for 25 years as a special education aide in the Johnston School District before taking the job with Ellipsis, Hook said. Her death was devastating to her daughters, ages 20 and 25.

“They’re very close to their mother,” Hook said.

Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without permission.

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Support for legal abortion is widespread in many places, especially in Europe

Majorities in most of the 27 places around the world that Pew Research Center surveyed in 2023 and 2024 say abortion should be legal in all or most cases. But attitudes differ widely – even within places. Religiously unaffiliated adults, people on the ideological left and women are more likely to support legal abortion in many places.

This analysis focuses on public opinion of abortion in 27 places in North America, Europe, the Middle East, the Asia-Pacific, sub-Saharan Africa and Latin America.

This analysis draws on nationally representative surveys of 27,285 adults conducted from Feb. 20 to May 22, 2023. All surveys were conducted over the phone with adults in Canada, France, Germany, Greece, Italy, Japan, the Netherlands, South Korea, Spain, Sweden and the United Kingdom. Surveys were conducted face-to-face in Argentina, Brazil, Hungary, India, Indonesia, Israel, Kenya, Mexico, Nigeria, Poland and South Africa. In Australia, we used a mixed-mode probability-based online panel.

Data from Hong Kong, Taiwan and Vietnam comes from a survey of 6,544 adults conducted from June 6 to Sept. 17, 2023. All interviews in Hong Kong and Taiwan were conducted over the phone; those in Vietnam were conducted face-to-face.

In the United States, data comes from a survey of 8,709 U.S. adults conducted from April 8 to 14, 2024. Everyone who took part in this survey is a member of Pew Research Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this analysis , along with responses, and the survey methodology .

A median of 66% of adults across the 27 places surveyed believe abortion should be legal in all or most cases, while a median of 30% believe it should be illegal in all or most cases.

In the United States, where a Supreme Court decision ended the constitutional right to abortion in 2022, 63% of adults say abortion should be legal in all or most cases. U.S. support for legal abortion has not changed in recent years.

In Europe, there is widespread agreement that abortion should be legal. In nearly every European country surveyed, at least 75% of adults hold this view, including roughly 25% or more who say it should be legal in all cases.

Swedes are especially supportive: 95% say it should be legal, including 66% who say it should be legal in all cases.

Poland stands out among the European countries surveyed for its residents’ more restrictive views, at least compared with other Europeans. Over half of Poles (56%) say abortion should be legal in all or most cases, but 36% say it should be illegal in all or most cases.

Attitudes are more varied in the Asia-Pacific region. Majorities say abortion should be legal in all or most cases in Australia, Hong Kong, India, Japan, South Korea and Taiwan. But in Vietnam, a majority (59%) say it should be illegal in all or most cases, and 82% in Indonesia share this view.

In Israel, 51% of adults say abortion should be legal in all or most cases, while 42% say it should be illegal in all or most cases.

In all three African countries surveyed – Kenya, Nigeria and South Africa – majorities say abortion should be illegal in all or most cases. That includes 88% of adults in Kenya and 91% in Nigeria.

In South America, views about legal abortion are divided in Argentina and Mexico. But in Brazil, seven-in-ten adults say abortion should be illegal in all or most cases.

Abortion legislation and views of abortion

Abortion rules tend to be more restrictive in places where support for legal abortion is lower. Abortions in Brazil, Indonesia and Nigeria are only permitted when a woman’s life is at risk, according to the Center for Reproductive Rights . In Israel, Kenya and Poland, abortion is permitted to preserve a woman’s health. Most other places surveyed have more permissive regulations that allow abortions up to a specific point during the pregnancy.  

Compared with Pew Research Center surveys over the past decade in Europe , India and Latin America , more people in many countries now say that abortion should be legal in all or most cases.

Importance of religion and attitudes toward abortion

Attitudes toward abortion are strongly tied to how important people say religion is in their lives. In places where a greater share of people say religion is at least somewhat important to them, much smaller shares think abortion should be legal.

For example, 99% of Nigerians say religion is important in their lives and only 8% say abortion should be legal in all or most cases. On the opposite end of the spectrum, 20% of Swedes see religion as important and 95% support legal abortion.

People in India are outliers: 94% view religion as important, but 59% also favor legal abortion.

How religious affiliation, GDP relate to abortion views

Economic development plays a role in this relationship, too. In places with lower gross domestic product (GDP) per capita , people tend to be more religious and have more restrictive attitudes about abortion.

But the U.S. stands apart in this regard: Among the advanced economies surveyed, Americans have the highest per capita GDP but are among the most likely to say religion is important to them. They are also among the least likely to say abortion should be legal in all or most cases.

Religious affiliation is also an important factor when considering views of abortion in particular places.

On balance, adults who are religiously unaffiliated – self-identifying as atheist, agnostic or “nothing in particular” – are more likely to say abortion should be legal in all or most cases than are those who identify with a religion.

This difference is largest in the U.S., where 86% of religiously unaffiliated adults say abortion should be legal in all or most cases, compared with 53% of religiously affiliated Americans. Of course, differences also exist among religiously affiliated Americans. White evangelical Protestants are the least likely to favor legal abortion.

In countries where there are two dominant religions and negligible shares of religiously unaffiliated adults, there are often divides between the dominant religions.

Take Israel, for example, where 99% of adults affiliate with a religion. While 56% of Jewish adults say abortion should be legal in all or most cases, 23% of Muslims agree. And 89% of Jews who describe themselves as Hiloni (“secular”) favor legal abortion, compared with only 12% of Haredi (“ultra-orthodox”) or Dati (“religious”) Jews. Masorti (“traditional”) Jews fall in between, with 58% favoring legal abortion.

Views differ by religion in Nigeria, too, even as the vast majority of Nigerians oppose legal abortion. One-in-ten Nigerian Christians support legal abortion in all or most cases, compared with just 3% of Nigerian Muslims.

Differences in views by political ideology

In 15 of the 18 countries where the Center measures political ideology on a left-right scale, those on the left are more likely than those on the right to say abortion should be legal in all or most cases.

Again, Americans are the most divided in their views: 94% of liberals support legal abortion, compared with 30% of conservatives.

Opinions by gender

Gender also plays a role in views of abortion, though these differences are not as large or widespread as ideological and religious differences.

In seven countries surveyed – Australia, Israel, Japan, South Korea, Sweden, the UK and the U.S. – women are significantly more likely than men to say abortion should be legal in all or most cases.

In an additional six countries in Europe and North America, women are more likely than men to say abortion should be legal in all cases.

In Hong Kong, Hungary, India, Indonesia, Poland, Taiwan, Vietnam and all the African and Latin American countries surveyed, men and women have more similar views on abortion.

Note: Here are the questions used for this analysis , along with responses, and the survey methodology . This is an update of a post originally published June 20, 2023.  

• Household Structure & Family Roles
• International Issues
• Religion & Abortion

Janell Fetterolf is a senior researcher focusing on global attitudes at Pew Research Center .

Laura Clancy is a research analyst focusing on global attitudes research at Pew Research Center .

Americans overwhelmingly say access to IVF is a good thing

Among parents with young adult children, some dads feel less connected to their kids than moms do, most east asian adults say men and women should share financial and caregiving duties, parents, young adult children and the transition to adulthood, public has mixed views on the modern american family, most popular.

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