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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.

Can you help me with a full paper template for this Abstract:

Background: Energy and sports drinks have gained popularity among diverse demographic groups, including adolescents, athletes, workers, and college students. While often used interchangeably, these beverages serve distinct purposes, with energy drinks aiming to boost energy and cognitive performance, and sports drinks designed to prevent dehydration and replenish electrolytes and carbohydrates lost during physical exertion.

Objective: To assess the nutritional quality of energy and sports drinks in Egypt.

Material and Methods: A cross-sectional study assessed the nutrient contents, including energy, sugar, electrolytes, vitamins, and caffeine, of sports and energy drinks available in major supermarkets in Cairo, Alexandria, and Giza, Egypt. Data collection involved photographing all relevant product labels and recording nutritional information. Descriptive statistics and appropriate statistical tests were employed to analyze and compare the nutritional values of energy and sports drinks.

Results: The study analyzed 38 sports drinks and 42 energy drinks. Sports drinks were significantly more expensive than energy drinks, with higher net content and elevated magnesium, potassium, and vitamin C. Energy drinks contained higher concentrations of caffeine, sugars, and vitamins B2, B3, and B6.

Conclusion: Significant nutritional differences exist between sports and energy drinks, reflecting their intended uses. However, these beverages’ high sugar content and calorie loads raise health concerns. Proper labeling, public awareness, and responsible marketing are essential to guide safe consumption practices in Egypt.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write a Research Paper: Your Top Guide

A research paper is a comprehensive document presenting the findings, analysis, and interpretation of an original study or investigation. 

It typically follows a structured format, including an introduction outlining the research question or problem, a review of relevant literature, methodology detailing the approach used to collect and analyze data, results presenting the findings of the study, discussion interpreting the results in the context of existing knowledge, and a conclusion summarizing the implications and potential future directions of the research. 

Research papers contribute new knowledge to a specific field, undergo rigorous peer review, and are often published in academic journals to disseminate findings to the broader scholarly community. Below, you will find effective steps you should take to learn how to write an effective research paper.

How Long Should a Research Paper Be

A research paper typically ranges from 6,000 to 8,000 words , equivalent to approximately 15 to 20 pages , double-spaced. However, the specific length can vary depending on factors such as the academic discipline, journal requirements, and the topic's complexity. It's vital to follow the research paper guidelines the instructor or publisher provides to ensure the paper meets the required length and format.

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Sample Research Paper

Before we dive into the specifics of writing a research paper, let’s explore some of its main components and how the information is structured.

How to Write a Research Paper: A Step-by-Step Guide

With the following guidelines, you can quickly produce a strong research paper without spending too much time on technicalities. 

Understand the Research Paper Types

Research papers come in various types, each serving different purposes and methodologies. Here's a breakdown:

Depending on the type of research paper, you will have to carefully read the assignment and understand how it correlates with your assignment.

Choose a Topic

A good topic for a research paper involves several considerations. Here's a step-by-step guide to help you:

• Follow Your Passion: Choose a topic that genuinely interests you.
• Check Relevance: Ensure your topic is relevant to your field or area of study.
• Narrow Your Focus: Specify a clear research question or problem.
• Review Existing Literature: To refine your focus, see what's already been studied.
• Assess Feasibility: Ascertain you have the resources and time to research the topic.
• Seek Feedback: Discuss your ideas with peers or mentors.
• Consider Impact: Think about how your research can contribute to knowledge or practice.
• Stay Flexible: Be open to refining your topic as you learn more.

Conduct Preliminary Research

When you’re writing a research paper, preliminary research involves exploring existing literature to understand the landscape of your topic. Start by defining your broad area of interest and then delve into academic databases, journals, books, and credible websites to gather information. Identify key concepts, theories, and recent studies related to your topic. 

Evaluate the credibility and relevance of the sources you find and take notes on important findings. Use this information to identify potential research questions or hypotheses and refine your topic to focus on a specific aspect that interests you and aligns with the existing literature.

During the preliminary research stage, it's important to ask questions that help guide your exploration and understanding of the topic. Here are some questions to consider:

• What is the current state of research on my topic?
• What are the key concepts, theories, and approaches in this area?
• Are there any recent developments or trends related to my topic?
• What gaps or unanswered questions exist in the literature?
• What methodologies and research techniques have been used in previous studies?
• What are the main arguments or perspectives on this topic?
• Are there any controversies or debates surrounding my topic?
• What are the practical implications or real-world applications of this research?
• How might my interests or expertise contribute to this field?
• Are there any interdisciplinary connections or related areas of study worth exploring?

Formulate a Thesis Statement

To formulate a thesis statement, start by identifying your research paper's main argument or central claim. This statement should provide a concise summary of the purpose and scope of your study. Here's a general formula for how to write a thesis for a research paper:

• Identify the Topic: Start by clearly stating the topic or subject of your research paper.
• State Your Position: Express your perspective or stance on the topic. What is the main argument you will be making?
• Preview Your Main Points: Provide a brief overview of the key points or arguments that will support your thesis.

Here's an example:

"Despite the proliferation of stress management techniques in modern society, there is a growing need for research that evaluates the effectiveness of mindfulness-based interventions in reducing workplace stress. This paper argues that mindfulness practices, when integrated into organizational settings, can significantly improve employee well-being, productivity, and job satisfaction. By analyzing recent studies and case examples, this research will demonstrate the potential benefits of mindfulness interventions for addressing workplace stress and offer recommendations for implementation."

This thesis statement clearly identifies the topic (mindfulness-based interventions for workplace stress), states the position (advocating for their effectiveness), and previews the main points (benefits and recommendations). Overall, a thesis is the first thing you have to consider if you want to learn how to start a research paper.

Gather and Evaluate Sources

Gathering and evaluating sources for a research paper involves several steps to ensure that you use credible, relevant, and reliable information.

• Use Keywords: Start with relevant keywords for your topic.
• Utilize Academic Databases: Search in databases like PubMed, JSTOR, or Google Scholar.
• Check Library Catalogs: Look for books and journals in your library.
• Evaluate Credibility : Consider author credentials, publication date, and source reputation.
• Review Abstracts: Check abstracts to see if the source is relevant.
• Skim for Key Information: Quickly scan for main arguments and findings.
• Check Citations: Look for references to other relevant works.
• Consider Bias: Be aware of potential bias or conflicts of interest.
• Take Notes: Keep track of sources for accurate citations.

Create a Research Paper Outline

A research paper outline is a structured plan that serves as a roadmap for your writing process. It organizes your ideas, arguments, and supporting evidence into a coherent and logical framework. Here's how to write a research paper outline:

• Choose a formatting style.
• Identify main sections.
• Break down sections into subsections.
• Provide supporting details.
• Arrange points logically.

Research Paper Outline Structure

Collect and Analyze Supporting Data

Before writing a research paper, you have to determine the type of data needed for your research, whether qualitative (such as interviews or observations) or quantitative (such as surveys or experiments). 

Then, design data collection methods that align with your research objectives, ensuring they are reliable and valid. Implement these methods to gather the necessary data, ensuring proper documentation and ethical considerations. Once data is collected, organize and prepare it for analysis, which may involve coding qualitative data or entering quantitative data into statistical software. 

Analyze the data using appropriate techniques, such as thematic analysis for qualitative data or statistical tests for quantitative data, to identify patterns, trends, and relationships. 

For all kinds of research papers, always interpret the results in the context of your research question and draw conclusions based on them, ensuring that they support your research objectives and contribute to a broader understanding of the topic.

Write a Research Paper Introduction

The research paper introduction is crucial as it sets the stage, contextualizes the study, and engages readers by outlining the significance, research question, and objectives. 

Here's a step-by-step guide on how to write an effective introduction:

• Contextualize the Topic: Introduce the research topic and briefly explain its significance in the field or its relevance to current issues.
• State the Research Question: Clearly articulate the thesis for research paper your paper addresses.
• Highlight Research Gap: Briefly mention any gaps or limitations in current literature that your study aims to address.
• Outline Objectives: Describe the objectives or goals of your research and what you aim to achieve.
• Preview Structure: Provide a brief overview of the paper's organization to guide the reader through its content.

Write Every Research Paper Body Paragraph

The main body of a research paper involves presenting and supporting your arguments, analyzing data, and discussing findings.

Organize Your Content

Plan the structure of your main body based on the outline you created earlier. Each main section should correspond to a key point or argument that supports your thesis statement.

Start with a Topic Sentence

Begin each paragraph with a topic sentence that introduces the main point or argument you will discuss in that paragraph.

Provide Evidence and Analysis

Support your arguments with evidence from credible sources, such as research studies, data, statistics, or expert opinions. Analyze and interpret the evidence to demonstrate its relevance to your thesis statement and research question.

Use Clear and Logical Transitions

Ensure smooth transitions between paragraphs and sections to maintain coherence and flow. Use transition words and phrases to guide readers through your argumentation.

Consider Counterarguments

Acknowledge and address potential counterarguments or alternative perspectives related to your topic. This demonstrates critical thinking and strengthens your argument by showing that you have considered different viewpoints.

Use Visual Aids (if applicable)

If you have data or information that can be better presented visually, consider including tables, graphs, or charts to enhance clarity and understanding.

Maintain Objectivity and Clarity

Write clearly, concisely, and objectively, avoiding bias or subjective language. Present your arguments logically and systematically, ensuring that each point contributes to the overall coherence of your paper.

Summarize and Synthesize

Summarize key findings or arguments at the end of each section or paragraph. Synthesize information from different sources or perspectives to understand the topic comprehensively.

Conclude Each Section Thoughtfully

Conclude all parts of research paper that go in the main body with a brief summary or transition that connects back to your thesis statement and previews the next section.

How to Write a Conclusion for a Research Paper

A conclusion for a research paper must summarize key findings, reiterate the study's significance, and suggest avenues for future research. In the conclusion section, it is crucial to use words and phrases such as "in summary," "overall," "conclusively," "implications," "future research," and "contributions to the field." 

Here are three examples of a research paper conclusion:

• “To sum up, this study provides valuable insights into the impact of climate change on global biodiversity, highlighting the urgent need for conservation efforts to mitigate its effects. Overall, our findings underscore the importance of implementing adaptive management strategies to safeguard ecosystems and enhance resilience in environmental change. Conclusively, this research contributes to the growing body of literature on climate change ecology and provides a foundation for future research aimed at addressing this critical global challenge.”
• “In conclusion, this study's results demonstrate the effectiveness of mindfulness-based interventions in reducing workplace stress and improving employee well-being. Our findings suggest that integrating mindfulness practices into organizational settings can significantly improve productivity, job satisfaction, and overall workplace functioning. Moving forward, further research is needed to explore the long-term effects of mindfulness interventions and identify best practices for implementation in diverse workplace environments.”
• “In summary, this research paper has investigated the relationship between social media usage and adolescent mental health outcomes, revealing both positive and negative effects. Overall, our findings suggest that while social media can provide valuable social support and connectivity, excessive use may also contribute to feelings of loneliness and depression. Looking ahead, it is essential for policymakers, educators, and parents to work collaboratively to promote healthy social media habits and provide support for adolescents navigating the digital landscape.”

Cite Sources

Sources in a research paper are essential for acknowledging the ideas and work of others and avoiding plagiarism. 

Choose a Citation Style

Determine which citation style you'll use for your paper, such as APA, MLA, Chicago, or others. Each style has a specific research paper format, so it's essential to use the appropriate style for your discipline or your assignment's requirements.

In-text Citations

Within the body of your paper, provide in-text citations to acknowledge the sources of your information. Include the author's last name and the publication year in parentheses at the end or within the sentence itself if the author's name is mentioned.

Create a Works Cited or References Page

At the end of your paper, include a separate page titled "Works Cited" (for MLA) or "References" (for APA and other styles). List all the sources you cited in your paper alphabetically by the author's last name.

Format Citations

Format each citation according to the guidelines of your chosen citation style. Pay attention to details such as punctuation, italics, and capitalization, as these can vary between styles.

Use Citation Tools

Consider using citation management tools such as Zotero, Mendeley, or EndNote to help you automatically organize and format your citations. These tools can save you time and ensure accuracy in your citations.

Check Citation Guides

Refer to citation guides and manuals provided by your institution, library, or online resources for specific examples and instructions on how to cite different types of sources (e.g., books, journal articles, and websites).

Proofread, Edit, and Revise

Proofreading, editing, and revising a research paper are crucial to ensure clarity, coherence, and accuracy. Here are effective tips on how to effectively polish the final draft of your paper:

• Step back after writing to refresh your perspective.
• Listen for awkward phrasing and errors by reading aloud.
• Ensure ideas flow logically and transitions are smooth.
• Confirm your paper follows a clear structure from start to finish.
• Double-check citations for accuracy and formatting.
• Correct any grammar, punctuation, or spelling mistakes.
• Add clarity and depth to key points as needed.
• Remove unnecessary repetition or wordiness.
• Get input from peers or instructors for fresh insights.
• Make necessary changes based on feedback and your observations.
• Do a final check for any lingering errors before submission.

Research Paper Writing Tips

Here are 6 in-depth tips that will bring your research paper writing prowess to the next level, which will be likely noticed by your teachers: 

Formulate Hypotheses with Testable Predictions

Develop hypotheses that make specific, testable predictions about the relationships between variables in your research. Ensure hypotheses are grounded in theory and previous research, guiding your empirical investigation toward meaningful results and insights.

Design Robust Methodologies

Design your research methodologies with meticulous attention to detail, ensuring they are valid, reliable, and replicable. Select appropriate research designs, sampling techniques, and data collection methods that align with your research questions and objectives. Anticipate potential confounding variables and implement controls to mitigate their effects, enhancing the internal validity of your study.

Analyze Data Using Advanced Statistical Techniques

Employ advanced statistical techniques to analyze your data rigorously and uncover meaningful patterns or associations. To examine complex relationships among variables, utilize multivariate analyses, such as regression, factor analysis, or structural equation modeling. Interpret results critically, considering statistical and practical significance to draw robust conclusions.

Synthesize Findings with Theoretical Frameworks

Synthesize your empirical findings with relevant theoretical frameworks to generate novel insights and contribute to theoretical advancement within your field. Situate your research within broader theoretical debates and paradigms, identifying theoretical implications and avenues for future research.

Engage in Peer Review and Scholarly Dialogue

Seek opportunities to engage in peer review and scholarly dialogue to receive constructive feedback on your research and contribute to advancing knowledge. Submit your work to reputable academic journals, present at conferences, and participate in scholarly communities to receive critical appraisal and refine your ideas through intellectual exchange.

Communicate Results Effectively

Structure your paper following the IMRAD (Introduction, Methods, Results, and Discussion) format, adhering to the conventions of scientific writing. Present findings objectively, using empirical evidence to support your claims and acknowledge limitations transparently.

In conclusion, with these effective steps and techniques, you can confidently write a research paper. Dive into research, organize your thoughts, support your arguments, revise diligently, and embrace improvement. Let your ideas flow and create papers that make a meaningful impact in your field.

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• How to Start (and Complete) a Research Paper - TIP Sheet - Butte College. (n.d.). Copyright Butte College, All Rights Reserved. https://www.butte.edu/departments/cas/tipsheets/research/research_paper.html
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How to Write a Research Paper

Use the links below to jump directly to any section of this guide:

Research Paper Fundamentals

How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .

It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.

The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative. 

"7 Most Popular Types of Research Papers" (Personal-writer.com)

This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.

How to Prepare and Plan Out Writing a Research Paper

Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.

"Ten Steps for Writing Research Papers" (American University)  

This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.

"Steps in Writing a Research Paper" (SUNY Empire State College)

This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.

How to Manage Time Effectively

The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.

"Research Paper Planner: Timeline" (Baylor University)

This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.

"Research Paper Planner" (UCLA)

UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.

There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.

"How to Select a Research Topic" (Univ. of Michigan-Flint)

This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.

"25 Interesting Research Paper Topics to Get You Started" (Kibin)

This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."

"Writing a Good Research Question" (Grand Canyon University)

This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.

"How to Write a Research Question the Right Way" (Kibin)

This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.

It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.

CrashCourse Video: "Sociology Research Methods" (YouTube)

Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.

"How to Write a Thesis Statement for an Analytical Essay" (YouTube)

Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below). 

"Research Hypothesis" (Oakland Univ.)

This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.

When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.

"Types of Research Designs" (USC)

A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable. 

"Major Research Methods" (YouTube)

Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.

"Humanities Research Strategies" (USC)

This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.

"Selected Major Social Science Research Methods: Overview" (National Academies Press)

This appendix from the book  Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.

"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)

This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.

How to Determine the Best Methodology for You

Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.

"How to Choose Your Research Methods" (NFER (UK))

This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.

The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts  How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.

Google Scholar

Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.

"Gathering Appropriate Information" (Texas Gateway)

This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.

"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)

This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.

"Social Science Methods for Data Collection and Analysis" (Swiss FIT)

This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.

"Collecting Data by In-depth Interviewing" (Leeds Univ.)

This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.

There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines. 

"Topic vs. Sentence Outlines" (UC Berkeley)

This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.

"Types of Outlines and Samples" (Purdue OWL)

The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.

"Writing An Outline" (Austin C.C.)

This resource from a community college contains sample outlines from an American history class that students can use as models.

"How to Structure an Outline for a College Paper" (YouTube)

This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.

"Outlining" (Harvard)

This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.

As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.

"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)

This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft. 

Rough Draft Assignment (Duke of Definition)

This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.

"Creating the First Draft of Your Research Paper" (Concordia Univ.)

This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.

Using Proper Citations

There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.

Chicago Manual of Style Citation Guide

Some call  The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.

APA Citation Guide

According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.

MLA Citation Guide

The Modern Language Association style is used most commonly within the liberal arts and humanities. The  MLA Style Manual and Guide to Scholarly Publishing  was first published in 1985 and (as of 2008) is in its third edition.

Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.

"The Art of Revision" (Univ. of Arizona)

This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.

"Script for Workshop on Revision" (Vanderbilt University)

Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime. 

"Revising Your Paper" (Univ. of Washington)

This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.

"Revising Drafts" (UNC Writing Center)

This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.

Conferencing with Writing Tutors and Instructors

No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.

"Getting Feedback" (UNC Writing Center)

This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.

"Prepare for Your Tutoring Session" (Otis College of Art and Design)

This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.

"The Importance of Asking Your Professor" (Univ. of Waterloo)

This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.

Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.

"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)

While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.

Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)

This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.

Final Draft Checklist (Everett C.C.)

This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.

"How to Proofread Your Final Draft" (YouTube)

This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.

"Proofreading Tips" (Georgia Southern-Armstrong)

This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.

This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research. 

"Research Paper Complete Resources Pack" (Teachers Pay Teachers)

This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.

"Research Paper—Complete Unit" (Teachers Pay Teachers)

This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.

"Teaching Students to Write Good Papers" (Yale)

This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.

"Research Paper Writing: An Overview" (CUNY Brooklyn)

CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.

"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)

This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process. 

"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)

This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.

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Home / Guides / Writing Guides / Paper Types / How to Write a Research Paper

How to Write a Research Paper

Research papers are a requirement for most college courses, so knowing how to write a research paper is important. These in-depth pieces of academic writing can seem pretty daunting, but there’s no need to panic. When broken down into its key components, writing your paper should be a manageable and, dare we say it, enjoyable task.

We’re going to look at the required elements of a paper in detail, and you might also find this webpage to be a  useful reference .

Guide Overview

• What is a research paper?
• How to start a research paper
• Get clear instructions
• Brainstorm ideas
• Choose a topic
• Outline your outline
• Make friends with your librarian
• Find quality sources
• Understand your topic
• A detailed outline
• Keep it factual
• Finalize your thesis statement
• Think about format
• Cite, cite and cite
• The editing process
• Final checks

What is a Research Paper?

A research paper is more than just an extra long essay or encyclopedic regurgitation of facts and figures. The aim of this task is to combine in-depth study of a particular topic with critical thinking and evaluation by the student—that’s you!

There are two main types of research paper: argumentative and analytical.

Argumentative  — takes a stance on a particular topic right from the start, with the aim of persuading the reader of the validity of the argument. These are best suited to topics that are debatable or controversial.

Analytical  — takes no firm stance on a topic initially. Instead it asks a question and should come to an answer through the evaluation of source material. As its name suggests, the aim is to analyze the source material and offer a fresh perspective on the results.

If you wish to further your understanding, you can  learn more here .

A required word count (think thousands!) can make writing that paper seem like an insurmountable task. Don’t worry! Our step-by-step guide will help you write that killer paper with confidence.

How to Start a Research Paper

Don’t rush ahead. Taking care during the planning and preparation stage will save time and hassle later.

Get Clear Instructions

Your lecturer or professor is your biggest ally—after all, they want you to do well. Make sure you get clear guidance from them on both the required format and preferred topics. In some cases, your tutor will assign a topic, or give you a set list to choose from. Often, however, you’ll be expected to select a suitable topic for yourself.

Having a research paper example to look at can also be useful for first-timers, so ask your tutor to supply you with one.

Brainstorm Ideas

Brainstorming research paper ideas is the first step to selecting a topic—and there are various methods you can use to brainstorm, including clustering (also known as mind mapping). Think about the research paper topics that interest you, and identify topics you have a strong opinion on.

Choose a Topic

Once you have a list of potential research paper topics, narrow them down by considering your academic strengths and ‘gaps in the market,’ e.g., don’t choose a common topic that’s been written about many times before. While you want your topic to be fresh and interesting, you also need to ensure there’s enough material available for you to work with. Similarly, while you shouldn’t go for easy research paper topics just for the sake of giving yourself less work, you do need to choose a topic that you feel confident you can do justice to.

Outline Your Outline

It might not be possible to form a full research paper outline until you’ve done some information gathering, but you can think about your overall aim; basically what you want to show and how you’re going to show it. Now’s also a good time to consider your thesis statement, although this might change as you delve into your source material deeper.

Researching the Research

Now it’s time to knuckle down and dig out all the information that’s relevant to your topic. Here are some tips.

Make Friends With Your Librarian

While lots of information gathering can be carried out online from anywhere, there’s still a place for old-fashioned study sessions in the library. A good librarian can help you to locate sources quickly and easily, and might even make suggestions that you hadn’t thought of. They’re great at helping you study and research, but probably can’t save you the best desk by the window.

Find Quality Sources

Not all sources are created equal, so make sure that you’re referring to reputable, reliable information. Examples of sources could include books, magazine articles, scholarly articles, reputable websites, databases and journals. Keywords relating to your topic can help you in your search.

As you search, you should begin to compile a list of references. This will make it much easier later when you are ready to build your paper’s bibliography. Keeping clear notes detailing any sources that you use will help you to avoid accidentally plagiarizing someone else’s work or ideas.

Understand Your Topic

Simply regurgitating facts and figures won’t make for an interesting paper. It’s essential that you fully understand your topic so you can come across as an authority on the subject and present your own ideas on it. You should read around your topic as widely as you can, before narrowing your area of interest for your paper, and critically analyzing your findings.

A Detailed Outline

Once you’ve got a firm grip on your subject and the source material available to you, formulate a detailed outline, including your thesis statement and how you are going to support it. The structure of your paper will depend on the subject type—ask a tutor for a research paper outline example if you’re unsure.

Get Writing!

If you’ve fully understood your topic and gathered quality source materials, bringing it all together should actually be the easy part!

Keep it Factual

There’s no place for sloppy writing in this kind of academic task, so keep your language simple and clear, and your points critical and succinct. The creative part is finding innovative angles and new insights on the topic to make your paper interesting.

Don’t forget about our  verb ,  preposition , and  adverb  pages. You may find useful information to help with your writing!

Finalize Your Thesis Statement

You should now be in a position to finalize your thesis statement, showing clearly what your paper will show, answer or prove. This should usually be a one or two sentence statement; however, it’s the core idea of your paper, and every insight that you include should be relevant to it. Remember, a thesis statement is not merely a summary of your findings. It should present an argument or perspective that the rest of your paper aims to support.

Think About Format

The required style of your research paper format will usually depend on your subject area. For example,  APA format  is normally used for social science subjects, while MLA style is most commonly used for liberal arts and humanities. Still, there are thousands of  more styles . Your tutor should be able to give you clear guidance on how to format your paper, how to structure it, and what elements it should include. Make sure that you follow their instruction. If possible, ask to see a sample research paper in the required format.

Cite, Cite and Cite

As all research paper topics invariably involve referring to other people’s work, it’s vital that you know how to properly cite your sources to avoid unintentional plagiarism. Whether you’re paraphrasing (putting someone else’s ideas into your own words) or directly quoting, the original source needs to be referenced. What style of citation formatting you use will depend on the requirements of your instructor, with common styles including APA and  MLA format , which consist of in-text citations (short citations within the text, enclosed with parentheses) and a reference/works cited list.

The Editing Process

It’s likely that your paper will go through several drafts before you arrive at the very best version. The editing process is your chance to fix any weak points in your paper before submission. You might find that it needs a better balance of both primary and secondary sources (click through to find  more info  on the difference), that an  adjective  could use tweaking, or that you’ve included sources that aren’t relevant or credible. You might even feel that you need to be clearer in your argument, more thorough in your critical analysis, or more balanced in your evaluation.

From a stylistic point of view, you want to ensure that your writing is clear, simple and concise, with no long, rambling sentences or paragraphs. Keeping within the required word count parameters is also important, and another thing to keep in mind is the inclusion of gender-neutral language, to avoid the reinforcement of tired stereotypes.

Don’t forget about our other pages! If you are looking for help with other grammar-related topics, check out our  noun ,  pronoun , and  conjunction  pages.

Final Checks

Once you’re happy with the depth and balance of the arguments and points presented, you can turn your attention to the finer details, such as formatting, spelling, punctuation, grammar and ensuring that your citations are all present and correct. The EasyBib Plus  plagiarism checker  is a handy tool for making sure that your sources are all cited. An EasyBib Plus subscription also comes with access to citation tools that can help you create citations in your choice of format.

Also, double-check your deadline date and the submissions guidelines to avoid any last-minute issues. Take a peek at our other grammar pages while you’re at it. We’ve included numerous links on this page, but we also have an  interjection  page and  determiner  page.

So you’ve done your final checks and handed in your paper according to the submissions guidelines and preferably before deadline day. Congratulations! If your schedule permits, now would be a great time to take a break from your studies. Maybe plan a fun activity with friends or just take the opportunity to rest and relax. A well-earned break from the books will ensure that you return to class refreshed and ready for your next stage of learning—and the next  research paper  requirement your tutor sets!

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How to Write a Research Essay

Last Updated: January 12, 2023 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 387,300 times.

Research essays are extremely common assignments in high school, college, and graduate school, and are not unheard of in middle school. If you are a student, chances are you will sooner or later be faced with the task of researching a topic and writing a paper about it. Knowing how to efficiently and successfully do simple research, synthesize information, and clearly present it in essay form will save you many hours and a lot of frustration.

Researching a Topic

• Be sure to stay within the guidelines you are given by your teacher or professor. For example, if you are free to choose a topic but the general theme must fall under human biology, do not write your essay on plant photosynthesis.
• Stick with topics that are not overly complicated, especially if the subject is not something you plan to continue studying. There's no need to make things harder on yourself!

• Specialty books; these can be found at your local public or school library. A book published on your topic is a great resource and will likely be one of your most reliable options for finding quality information. They also contain lists of references where you can look for more information.
• Academic journals; these are periodicals devoted to scholarly research on a specific field of study. Articles in academic journals are written by experts in that field and scrutinized by other professionals to ensure their accuracy. These are great options if you need to find detailed, sophisticated information on your topic; avoid these if you are only writing a general overview.
• Online encyclopedias; the most reliable information on the internet can be found in online encyclopedias like Encyclopedia.com and Britannica.com. While online wikis can be very helpful, they sometimes contain unverified information that you should probably not rely upon as your primary resources.
• Expert interviews; if possible, interview an expert in the subject of your research. Experts can be professionals working in the field you are studying, professors with advanced degrees in the subject of interest, etc.

• Organize your notes by sub-topic to keep them orderly and so you can easily find references when you are writing.
• If you are using books or physical copies of magazines or journals, use sticky tabs to mark pages or paragraphs where you found useful information. You might even want to number these tabs to correspond with numbers on your note sheet for easy reference.
• By keeping your notes brief and simple, you can make them easier to understand and reference while writing. Don't make your notes so long and detailed that they essentially copy what's already written in your sources, as this won't be helpful to you.

• Sometimes the objective of your research will be obvious to you before you even begin researching the topic; other times, you may have to do a bit of reading before you can determine the direction you want your essay to take.
• If you have an objective in mind from the start, you can incorporate this into online searches about your topic in order to find the most relevant resources. For example, if your objective is to outline the environmental hazards of hydraulic fracturing practices, search for that exact phrase rather than just "hydraulic fracturing."

• Avoid asking your teacher to give you a topic. Unless your topic was assigned to you in the first place, part of the assignment is for you to choose a topic relevant to the broader theme of the class or unit. By asking your teacher to do this for you, you risk admitting laziness or incompetence.
• If you have a few topics in mind but are not sure how to develop objectives for some of them, your teacher can help with this. Plan to discuss your options with your teacher and come to a decision yourself rather than having him or her choose the topic for you from several options.

Organizing your Essay

• Consider what background information is necessary to contextualize your research topic. What questions might the reader have right out of the gate? How do you want the reader to think about the topic? Answering these kinds of questions can help you figure out how to set up your argument.
• Match your paper sections to the objective(s) of your writing. For example, if you are trying to present two sides of a debate, create a section for each and then divide them up according to the aspects of each argument you want to address.

• An outline can be as detailed or general as you want, so long as it helps you figure out how to construct the essay. Some people like to include a few sentences under each heading in their outline to create a sort of "mini-essay" before they begin writing. Others find that a simple ordered list of topics is sufficient. Do whatever works best for you.
• If you have time, write your outline a day or two before you start writing and come back to it several times. This will give you an opportunity to think about how the pieces of your essay will best fit together. Rearrange things in your outline as many times as you want until you have a structure you are happy with.

• Style guides tell you exactly how to quote passages, cite references, construct works cited sections, etc. If you are assigned a specific format, you must take care to adhere to guidelines for text formatting and citations.
• Some computer programs (such as EndNote) allow you to construct a library of resources which you can then set to a specific format type; then you can automatically insert in-text citations from your library and populate a references section at the end of the document. This is an easy way to make sure your citations match your assigned style format.

• You may wish to start by simply assigning yourself a certain number of pages per day. Divide the number of pages you are required to write by the number of days you have to finish the essay; this is the number of pages (minimum) that you must complete each day in order to pace yourself evenly.
• If possible, leave a buffer of at least one day between finishing your paper and the due date. This will allow you to review your finished product and edit it for errors. This will also help in case something comes up that slows your writing progress.

Writing your Essay

• Keep your introduction relatively short. For most papers, one or two paragraphs will suffice. For really long essays, you may need to expand this.
• Don't assume your reader already knows the basics of the topic unless it truly is a matter of common knowledge. For example, you probably don't need to explain in your introduction what biology is, but you should define less general terms such as "eukaryote" or "polypeptide chain."

• You may need to include a special section at the beginning of the essay body for background information on your topic. Alternatively, you can consider moving this to the introductory section, but only if your essay is short and only minimal background discussion is needed.
• This is the part of your paper where organization and structure are most important. Arrange sections within the body so that they flow logically and the reader is introduced to ideas and sub-topics before they are discussed further.
• Depending upon the length and detail of your paper, the end of the body might contain a discussion of findings. This kind of section serves to wrap up your main findings but does not explicitly state your conclusions (which should come in the final section of the essay).
• Avoid repetition in the essay body. Keep your writing concise, yet with sufficient detail to address your objective(s) or research question(s).

• Always use quotation marks when using exact quotes from another source. If someone already said or wrote the words you are using, you must quote them this way! Place your in-text citation at the end of the quote.
• To include someone else's ideas in your essay without directly quoting them, you can restate the information in your own words; this is called paraphrasing. Although this does not require quotation marks, it should still be accompanied by an in-text citation.

• Except for very long essays, keep your conclusion short and to the point. You should aim for one or two paragraphs, if possible.
• Conclusions should directly correspond to research discussed in the essay body. In other words, make sure your conclusions logically connect to the rest of your essay and provide explanations when necessary.
• If your topic is complex and involves lots of details, you should consider including a brief summary of the main points of your research in your conclusion.

• Making changes to the discussion and conclusion sections instead of the introduction often requires a less extensive rewrite. Doing this also prevents you from removing anything from the beginning of your essay that could accidentally make subsequent portions of your writing seem out of place.
• It is okay to revise your thesis once you've finished the first draft of your essay! People's views often change once they've done research on a topic. Just make sure you don't end up straying too far from your assigned topic if you do this.
• You don't necessarily need to wait until you've finished your entire draft to do this step. In fact, it is a good idea to revisit your thesis regularly as you write. This can save you a lot of time in the end by helping you keep your essay content on track.

• Computer software such as EndNote is available for making citation organization as easy and quick as possible. You can create a reference library and link it to your document, adding in-text citations as you write; the program creates a formatted works cited section at the end of your document.
• Be aware of the formatting requirements of your chosen style guide for works cited sections and in-text citations. Reference library programs like EndNote have hundreds of pre-loaded formats to choose from.

• Create a catchy title. Waiting until you have finished your essay before choosing a title ensures that it will closely match the content of your essay. Research papers don't always take on the shape we expect them to, and it's easier to match your title to your essay than vice-versa.
• Read through your paper to identify and rework sentences or paragraphs that are confusing or unclear. Each section of your paper should have a clear focus and purpose; if any of yours seem not to meet these expectations, either rewrite or discard them.
• Review your works cited section (at the end of your essay) to ensure that it conforms to the standards of your chosen or assigned style format. You should at least make sure that the style is consistent throughout this section.
• Run a spell checker on your entire document to catch any spelling or grammar mistakes you may not have noticed during your read-through. All modern word processing programs include this function.

• Note that revising your draft is not the same as proofreading it. Revisions are done to make sure the content and substantive ideas are solid; editing is done to check for spelling and grammar errors. Revisions are arguably a more important part of writing a good paper.
• You may want to have a friend, classmate, or family member read your first draft and give you feedback. This can be immensely helpful when trying to decide how to improve upon your first version of the essay.
• Except in extreme cases, avoid a complete rewrite of your first draft. This will most likely be counterproductive and will waste a lot of time. Your first draft is probably already pretty good -- it likely just needs some tweaking before it is ready to submit.

Community Q&A

• Avoid use of the word "I" in research essay writing, even when conveying your personal opinion about a subject. This makes your writing sound biased and narrow in scope. Thanks Helpful 0 Not Helpful 0
• Even if there is a minimum number of paragraphs, always do 3 or 4 more paragraphs more than needed, so you can always get a good grade. Thanks Helpful 0 Not Helpful 0

• Never plagiarize the work of others! Passing off others' writing as your own can land you in a lot of trouble and is usually grounds for failing an assignment or class. Thanks Helpful 12 Not Helpful 1

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• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/choosing_a_topic.html
• ↑ https://libguides.mit.edu/select-topic
• ↑ https://www.indeed.com/career-advice/career-development/research-objectives
• ↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/organization/Organizing-an-Essay
• ↑ https://www.lynchburg.edu/academics/writing-center/wilmer-writing-center-online-writing-lab/the-writing-process/organizing-your-paper/
• ↑ https://www.mla.org/MLA-Style
• ↑ http://www.apastyle.org/
• ↑ https://writing.wisc.edu/Handbook/PlanResearchPaper.html
• ↑ https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-12-peer-review-and-final-revisions/
• ↑ https://openoregon.pressbooks.pub/wrd/back-matter/creating-a-works-cited-page/

About This Article

The best way to write a research essay is to find sources, like specialty books, academic journals, and online encyclopedias, about your topic. Take notes as you research, and make sure you note which page and book you got your notes from. Create an outline for the paper that details your argument, various sections, and primary points for each section. Then, write an introduction, build the body of the essay, and state your conclusion. Cite your sources along the way, and follow the assigned format, like APA or MLA, if applicable. To learn more from our co-author with an English Ph.D. about how to choose a thesis statement for your research paper, keep reading! Did this summary help you? Yes No

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Writing a Research Paper

This page lists some of the stages involved in writing a library-based research paper.

Although this list suggests that there is a simple, linear process to writing such a paper, the actual process of writing a research paper is often a messy and recursive one, so please use this outline as a flexible guide.

Discovering, Narrowing, and Focusing a Researchable Topic

• Try to find a topic that truly interests you
• Try writing your way to a topic
• Talk with your course instructor and classmates about your topic
• Pose your topic as a question to be answered or a problem to be solved

Finding, Selecting, and Reading Sources

You will need to look at the following types of sources:

• library catalog, periodical indexes, bibliographies, suggestions from your instructor
• primary vs. secondary sources
• journals, books, other documents

Grouping, Sequencing, and Documenting Information

The following systems will help keep you organized:

• a system for noting sources on bibliography cards
• a system for organizing material according to its relative importance
• a system for taking notes

Writing an Outline and a Prospectus for Yourself

Consider the following questions:

• What is the topic?
• Why is it significant?
• What background material is relevant?
• What is my thesis or purpose statement?
• What organizational plan will best support my purpose?

Writing the Introduction

In the introduction you will need to do the following things:

• present relevant background or contextual material
• define terms or concepts when necessary
• explain the focus of the paper and your specific purpose
• reveal your plan of organization

Writing the Body

• Use your outline and prospectus as flexible guides
• Build your essay around points you want to make (i.e., don’t let your sources organize your paper)
• Integrate your sources into your discussion
• Summarize, analyze, explain, and evaluate published work rather than merely reporting it
• Move up and down the “ladder of abstraction” from generalization to varying levels of detail back to generalization

Writing the Conclusion

• If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
• If prior to your conclusion you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to add your points up, to explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction.
• Perhaps suggest what about this topic needs further research.

Revising the Final Draft

• Check overall organization : logical flow of introduction, coherence and depth of discussion in body, effectiveness of conclusion.
• Paragraph level concerns : topic sentences, sequence of ideas within paragraphs, use of details to support generalizations, summary sentences where necessary, use of transitions within and between paragraphs.
• Sentence level concerns: sentence structure, word choices, punctuation, spelling.
• Documentation: consistent use of one system, citation of all material not considered common knowledge, appropriate use of endnotes or footnotes, accuracy of list of works cited.

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Elements of a Research Essay

Stephanie Ojeda Ponce

This section is an overview of the elements or parts of a research essay. Scholarly essays are long. There are several different styles of research essays and each have their own structure. For the argument-driven research essay, these are the main elements:

• Purpose or research question
• Your claim or thesis.
• One or more reasons for your thesis.
• Evidence for each reason.
• Others’ objections, counterarguments, or alternative solutions.
• Your acknowledgment of others’ objections, counterarguments, or alternative solutions.
• Your response to others’ objections, counterarguments, or alternative solutions.

The Purpose or Goal

Sometimes your professor will give you the research question, but probably more often you will need to develop your own research topic. Even though you are likely writing an essay for an assignment or as part of a class, you are also developing your own purpose for the research and writing. This part of the essay may not be written down, but it can be helpful to keep in mind a purpose or overall question. That question might even be something you answer through your research, but don’t have

Examples: Purpose and Goal for Research Essays

• How do at least some animals’ bones help control their weight?
• Did the death of his beloved daughter have any effect on the writings of Mark Twain?

Your Claim or Thesis

You write the claim or thesis–it doesn’t come directly from a source. Instead, it is the conclusion you come to in answer to your question after you’ve read/listened to/viewed some sources. So it is a statement, not a question or a hypothesis that you plan to prove or disprove with your research.

After you’ve read/listened to/viewed more sources, you may need to change your thesis. That happens all the time–not because you did anything wrong but because you learned more.

Examples: Claims (or Theses) for Hypothetical Essays or Term Papers

• Bone cells monitor whether more or less weight is pressing down on the skeleton and send biochemical signals to appetite centers in their brains to turn appetite down or up, accordingly.
• Mark Twain wrote more urgently and with less humor during the four years immediately after the death of his daughter.

One or More Reasons

You write what you believe makes your claim or thesis (the answer to your research question) true. That’s your reason or reasons. Each reason is a summary statement of evidence you found in your research. The kinds of evidence considered convincing varies by discipline, so you will be looking at different sources, depending on your discipline. How many reasons you need depends on how complex your thesis and subject matter are, what you found in your sources, and how long your essay or research paper must be. It’s always a good idea to write your reasons in a way that is easy for your audience to understand and be persuaded by.

Examples: Reasons in Hypothetical Essays or Term Papers

• Animals (including humans) have a biological tendency to regain any weight that they lose and lose any weight that they gain, seemingly in an effort to maintain whatever weight they have sustained for some time. Skeletons are logical places where any gains or losses could be noted, and recent studies seem to show that osteocytes (a kind of bone cell) are involved in whether appetites go up or down after weight gain or loss.
• My content analysis and a comparison of publication rates four years before and after Mark Twain’s daughter died indicate that his writing was more urgent and less humorous for four years after. It is reasonable to conclude that her death caused that change.

Evidence for Each Reason

You write this also. This is the evidence you summarized earlier as each reason your thesis is true. You will be directly quoting, paraphrasing, and summarizing your sources to make the case that your answer to your research question is correct, or at least reasonable.

Examples: Evidence for Reasons in Hypothetical Essays or Term Papers

• Report the results of studies about osteocyctes’ possible effect on weight grain or loss.
• Report the results of your comparison of writing content and publication rate before and after Twain’s daughter’s death.

Others’ Objections, Counterarguments, or Alternative Solutions

Do any of your sources not agree with your thesis? You’ll have to bring those up in your research paper. In addition, put yourself in your readers’ shoes. What might they not find logical in your argument? In other words, which reason(s) and corresponding evidence might they find lacking? Did you find clues to what these could be in your sources? Or maybe you can imagine them thinking some aspect of what you think is evidence doesn’t make sense.

Examples: Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers

• Imagine that some readers might think: The hormone leptin is released by fat cells when they are added to animals’ bodies so it is leptin that tells appetite centers to turn down when weight is gained.
• Imagine that some readers might think: Computerized content analysis tools are sort of blunt instruments and shouldn’t be used to do precise work like this.

Your Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions

So what will you write to bring up each of those objections, counterarguments, and alternative solutions? Some examples:

• I can imagine skeptics wanting to point out…
• Perhaps some readers would say…
• I think those who come from XYZ would differ with me…

It all depends on what objections, counterarguments, and alternative solutions your audience or your imagination come up with.

Examples: Acknowledgement of Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

• Some readers may point out that the hormone leptin, which is released by fat cells, signals appetite centers to lower the appetite when weight is gained.
• Readers may think that a computerized content analysis tool cannot do justice to the subtleties of text.

Response to Others’ Objections, Counterarguments, or Alternative Solutions

You must write your response to each objection, counterargument, or alternative solution brought up or that you’ve thought of. (You’re likely to have found clues for what to say in your sources.) The reason you have to include this is that you can’t very easily convince your audience until you show them how your claim stacks up against the opinions and reasoning of other people who don’t at the moment agree with you.

Examples: Response to Others’ Objections, Counterarguments, or Alternative Solutions in Hypothetical Essays or Term Papers:

• But leptin must not be the entire system, since many animals do keep on the new weight.
• Unlike other content tools, the XYZ Content Analysis Measure is able to take into account an author’s tone.

Adaptations

This page has been adapted from Where you Get the Components from Choosing & Using Sources: A Guide to Academic Research Copyright © 2015 by Teaching & Learning, Ohio State University Libraries. CC BY 4.0 DEED .

Reading and Writing Research for Undergraduates Copyright © 2023 by Stephanie Ojeda Ponce is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How to write a research paper: A step-by-step guide

Published July 20, 2020. Updated May 19, 2022.

Research Paper Definition

A research paper is an essay that evaluates or argues a perception or a point.

Overview of research paper

Research papers are papers written as in-depth analyses of the academic literature on a selected topic. A research paper outline consists of planning out the main sections of the paper, including the points and evidence, so that the drafting and editing processes are much easier. The research paper should have an introduction paragraph, at least three body paragraphs, a conclusion paragraph, and a Works Cited page. Some important steps should be followed while writing a research paper. The steps include understanding the instructor’s expectations for how to write a research paper, brainstorming research paper ideas, conducting research, defining the thesis statement, making a research paper outline, writing, editing again if required, creating a title page, and writing an abstract.

Key takeaways

• A research paper is an essay that analyzes or argues a perspective or a point.
• A research paper outline involves planning out the main sections of your paper, including your points and evidence, so that the drafting and editing processes go a lot smoother.
• Before you write your research paper outline, consult your instructor, research potential topics, and define your thesis statement.
• Your research paper should include an introduction paragraph, at least three body paragraphs, a conclusion paragraph, and a Works Cited page.

What are the steps to writing a research paper?

Here are 7 steps on how to write a research paper, plus two optional steps on creating a title page and an abstract:

Step 1: Understand your instructor’s expectations for how to write a research paper

Step 2: brainstorm research paper ideas, step 3: conduct research, step 4: define your thesis statement, step 5: make a research paper outline, step 6: write, step 7: edit, edit, and edit again, step 8 (optional): create a title page, step 9 (optional): write an abstract.

• Additional tips

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

First, read and reread the rubric for the assignment. Depending on your field of study, the guidelines will vary. For instance, psychology, education, and the sciences tend to use APA research paper format, while the humanities, language, and the fine arts tend to use MLA or Chicago style.

Once you know which research paper format to use, take heed of any specific expectations your instructor has for this assignment. For example:

• When is it due?
• What is the expected page count?
• Will your instructor expect to see a research paper outline before the draft?
• Is there a set topic list or can you choose your own?
• Is there someplace to look at sample research papers that got A’s?

If anything isn’t clear about how to write a research paper, don’t hesitate to ask your instructor.

Being aware of the assignment’s details is a good start! However, even after reading them, you may still be asking some of the following questions:

• How do you think of topics for research papers?
• How do you think of interesting research paper topics?
• How do I structure an outline?
• Where can you find examples of research papers?

We’ll answer all of these questions (and more) in the steps below.

Some instructors offer a set of research paper topics to choose from. That makes it easy for you—just pick the research paper idea that intrigues you the most! Since all the topics have been approved by your instructor, you shouldn’t have to worry about any of them being too “broad” or “narrow.” (But remember, there are no easy research paper topics!)

On the other hand, many instructors expect students to brainstorm their own topics for research papers. In this case, you will need to ensure your topic is relevant as well as not too broad or narrow.

An example of a research paper topic that is too broad is “The History of Modernist Literature.” An expert would be hard-pressed to write a book on this topic, much less a school essay.

An example of a research paper topic that is too narrow is “Why the First Line of Ulysses Exemplifies Modernist Literature.” It may take a page or two to outline the ways in which the first line of Ulysses exemplifies traits of modernist literature, but there’s only so much you can write about one line!

Good research paper topics fall somewhere in the middle . An example of this would be “Why Ulysses ’ Stephen Exemplifies Modernist Literature.” Analyzing a character in a novel is broader than analyzing a single line, but it is narrower than examining an entire literary movement.

Next, conduct research and use an adequate number of reputable sources to back up your argument or analysis. This means that you need to evaluate the credibility of all your sources and probably include a few peer-reviewed journal articles (tip: use a database).

A lot of good sources can be found online or at your school’s library (in-person and online). If you’re stuck finding sources or would like to see a sample research paper, ask your librarian for help. If you’re having trouble finding useful sources, it may be a warning sign that your idea is too broad or narrow. For a more comprehensive look at research, check this out .

Your thesis statement is the most important line of your research paper! It encompasses in one sentence what your paper is all about. Having a concrete thesis statement will help you organize your thoughts around a defined point, and it will help your readers understand what they’re reading about.

If you could boil your paper down into a single line, what would that line be?

Here is an example of a working thesis:

In George Orwell’s  1984 , the Party manipulates citizens into total submission to the Party’s ideals through Newspeak, propaganda, and altered history.

For more information, see this guide on thesis statements .

Even if you think you chose an easy research paper topic, a structured, outlined research paper format is still necessary to help you stay organized and on-track while you draft. The traditional research paper outline example looks something like this:

Introduction

• Main point #1
• Main point #2
• Main point #3

Works cited

Let’s examine each section in detail.

Wondering how to start a research paper that gets an A? One good step is to have a strong introduction. Your research paper introduction will include the following elements:

• state your thesis (the one or two-line gist of your paper)
• explain the question you will answer or argument you will make
• outline your research methodology

1. Open with a hook

Keep your readers reading—hook them! A handy tip for writing a hook is to think about what made you choose this topic. What about your topic captured your interest enough to research it and write a paper about it?

A hook might sound something like the following examples:

Did you know that babies have around a hundred more bones than adults?

A language dies every fourteen days.

Of course, by no means does your opening line have to be so shocking. It could be as simple as you’d like, as long as it pulls your readers in and gives them an idea of what your paper is going to be about.

2.  Introduce relevant background context

After you’ve hooked your readers, introduce them to the topic at hand. What is already known about it? What is still a mystery? Why should we care? Finally, what work have you done to advance knowledge on this topic?

You can include a relevant quotation or paraphrase here, but keep it short and sweet. Your introduction should not be bogged down with anything less than essential.

3.  End on your thesis statement

Finally, end your introduction paragraph with your thesis statement, which is a concise sentence (just one, two max) summarizing the crux of your research paper.

Research paper introduction example

As John Wilkes Booth fled the scene of his assassination of President Abraham Lincoln, he yelled, “ Sic semper tyrannis ! The South is avenged!” Booth was an ardent supporter of the Southern cause during the Civil War era, but what made him passionate enough to assassinate a sitting president? Although Booth’s ire can be traced mostly to his backing of the South, there is more to the story than just that. John Wilkes Booth had three primary motives for assassinating Abraham Lincoln.

The body of your paper is not limited to three points, as shown below, but three is typically considered the minimum. A good rule of thumb is to back up each main point with three arguments or pieces of evidence. To present a cogent argument or make your analysis more compelling , present your points and arguments in a “strong, stronger, strongest” research paper format.

• Main point #1 – A strong point 
• Strong supporting argument or evidence #1
• Stronger supporting argument or evidence #2
• Strongest supporting argument or evidence #3
• Main point #2 – A stronger point
• Main point #3 – Your strongest point

The conclusion is crucial for helping your readers reflect on your main arguments or analyses and understand why what they just read was worthwhile.

• restate your topic
• synthesize your most important points
• restate your thesis statement
• tie it all into the bigger picture

1.  Restate your topic

Before you wrap up your paper, it helps to remind your readers of the main idea at hand. This is different than restating your thesis. While your thesis states the specific argument or analysis at hand, the main idea of your research paper might be much broader. For instance, your thesis statement might be “John Wilkes Booth had three primary motives for assassinating Abraham Lincoln.” The main idea of the paper is Booth’s assassination of Lincoln. Even broader, the research paper is about American history.

2.  Synthesize your most important points

The key here is to synthesize , not summarize . Many students don’t see the point of conclusions because they look at them as mere repetition of points that already have been made. They’re right—that’s not what a conclusion paragraph should do! To summarize is to objectively restate what you’ve already said in your paper. What you want to do instead is offer a new viewpoint. Take the points you’ve made and develop a unique understanding or perspective.

For example, assume the main points you made in your paper are the following:

John Wilkes Booth was loyal to the South and the Confederate States of America.

John Wilkes Booth strongly opposed the abolition of slavery.

John Wilkes Booth was vocal about his hatred of Abraham Lincoln.

Instead of simply restating those three points in your conclusion, you could synthesize the points:

John Wilkes Booth’s outspoken loyalty to the South and opposition to abolition motivated him to assassinate Lincoln, who was one of the most prominent proponents of the abolition of slavery and the Union side of the Civil War. If Lincoln’s cause succeeded, the economy and culture of the antebellum South that Booth advocated for would not survive. All of those reasons combined were why Booth saw it as imperative that Lincoln be killed.

3.  Restate your thesis statement

After you’ve synthesized the main points of your research paper, restate your thesis statement. This helps bring your paper full circle back to where you began.

4.  Tie it all into the bigger picture

Answer the “so what?” question of your argument or analysis in order to end your research paper by tying it into a bigger picture. What implications does your argument or analysis have on the research of others? Why does your discovery matter? If you’re not sure, ask a friend to ask you (or ask yourself) “so what?” until you’ve figured it out. Here’s how it might look:

Friend: What is your paper about?

You: John Wilkes Booth assassinated Abraham Lincoln for three main reasons.

Friend: So what?

You: It’s important to know why he killed Lincoln.

Friend: Why is it important?

You: So we know what kind of things motivate assassins to kill presidents so we can avoid it happening in the future.

Just like that, you have tied your paper into the bigger picture. Your paper is more likely to have a strong impact on your readers (and receive a better grade) if you end it with a strong “take-home” message.

Tips for writing a great conclusion to your paper

• Link your conclusion to your introduction.
• Don’t give away all the answers. Remember, you don’t have to have all the answers. You can conclude your research paper with some questions for your readers to ponder.
• Propose a call to action. After conducting all this research and formulating some great arguments or analyses, you might believe something needs to be done. For example, if you wrote the aforementioned research paper about Abraham Lincoln’s assassination, you might suggest a call to action that we all keep an eye out for potential presidential assassins like John Wilkes Booth.

Mistakes to avoid when concluding your research paper

• Being too wordy. Keep the conclusion concise.
• Failure to relate it back to your intro.
• Failure to reflect on the bigger picture. Provide a compelling synthesis of what was just written.

Research paper conclusion example

Presidential assassinations are particularly sad and defining points in American history. They shake the country and make the people ask, “How could this happen to the most powerful figure in our nation?” In this paper, we explored some of the reasons why assassinations happen. John Wilkes Booth’s outspoken loyalty to the South and opposition to abolition motivated him to assassinate Lincoln, who was one of the most prominent proponents of the abolition of slavery and the Union side of the Civil War. If Lincoln’s cause succeeded, the economy and culture of the antebellum South that Booth advocated for would not survive. Those three motives combined were why Booth saw it as imperative that Lincoln be killed. As history scholars, we should remember why and how this happened so that we can avoid it happening in the future.

A works cited or bibliography page (or pages) should be the final section of your paper. This section includes a list of the resources you consulted, quoted, or cited within the body of your work, as well as those which influenced your ideas on the topic.

This is only a basic research paper outline template, which can be altered depending on the length and purpose of your paper. Argumentative papers aim to prove a point through well-researched, persuasive argument, while analytical papers posit a question and explore possible answers throughout the paper. Either way, your goal as a writer is to find and share the truth, whether you do so before you start writing a research paper or while you’re writing it.

Once you have an outline in the above research paper format, it’s a good idea to consult with your teacher or a writing tutor to find ways to strengthen it. They’ll also be able to give you good writing advice, from how to start a research paper to how to find research paper ideas conducive to strong arguments. As you write, you might find yourself tweaking (or overhauling) your outline. That’s okay!

You already have a rock-solid topic, credible sources, and intuitive outline. Now, you just have to flesh it out into pages of flowing, articulate prose. (Okay, it won’t exactly be easy.)

Before you begin writing, you might find it helpful to look at sample research papers in your school’s library or writing center (many research paper examples can also be found online). This will give you an idea of how to do a research paper outline, build a research paper outline template, as well as give you several research paper introduction examples. Here is one example research paper .

Examples of research papers you’ll see will look crazy long. But remember, those weren’t completed in one sitting! So, don’t wait until the last minute to get started. You’ll need to factor in time for breaks, writing tutor consultations, and the dreaded writer’s block.

You will probably write multiple drafts. Don’t expect your first draft to be perfect. You may even need to change your main argument halfway through your draft. That’s okay! Be ready to re-brainstorm, re-outline, and rewrite.

This might just be the most important step. Even if you brainstorm the perfect topic, create a brilliant research paper outline, and write a strong first draft. None of that brilliance will shine through if your paper is full of typos, grammar errors, and rambling tangents.

You’ll want to complete these kinds of editing, in this order:

• line editing
• spell-checking
• proofreading

Revision deals with broad issues, such as an argument that doesn’t make sense or a source that doesn’t support your thesis. Line editing, spell-checking, and proofreading are more to do with your writing itself—the flow of your sentences and the presence of any spelling or grammatical errors.

Paper formatting

The format of your paper will depend largely on what paper or citation style your instructor has told you to use (e.g., APA, MLA, Chicago, Harvard, etc.). In general though, here are some good paper formatting guidelines to follow:

• Use 1-inch margins around your paper.
• Use a standard font like Times New Roman, Arial, etc.
• Use a standard font size between 10-12 points.
• Make sure that the title of your paper, date you turn it in, course name, and your name appear somewhere on the first page. If this is for APA, you’ll create a title page. If for MLA, you’ll create a header.

After you finish, it also doesn’t hurt to check your paper for plagiarism .

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

A title page is not always needed but is sometimes requested by an instructor or required by a paper format (example: APA style). It is always the first page of a paper and is the cover that communicates what’s in store for a reader. Let’s discuss what a title page is, why it’s important, how to create one, and tips on writing a good title.

What is a title page?

A title page is the first page of the paper that displays the title, the author’s name, and other required information such as thhe course number, the instructor’s name, or the date .

Why have a title page?

The main purpose of title page is like the purpose of a book cover or a news article headline. Its purpose is to allow the reader to easily understand what the paper is about .

This makes it especially important for you to have an effective and well-written title for your essay. You want to capture the reader’s attention, so they feel that your work is worth reading.

A title page can also indicate that the paper is academic in nature. The structured nature of a title page is an indicator that a paper has been created using certain academic guidelines or standards.

What is included on the title page besides the title?

There are two title page formats that you may be asked to use for academic papers. One is called American Psychological Association, which is commonly known as APA, and the second is called Modern Language Association, generally referred to as MLA. APA is typically used for research involving technical and scientific topics while MLA is more likely to be used for humanities or literature topics. Even though they are similar, each has a different set of requirements for the title page.

APA requirements:

• Research Paper Title
• Author’s full name (first name, middle initial, last name)
• Department and university name/Affiliation
• Course number and name
• Instructor’s/Professor’s name
• Assignment due date
• Page number
• All information is to be double spaced and centered
• Use Times New Roman font with 12 point size

MLA requirements:

It is important to note that usually a cover page is not required when using the MLA format. Instead, all the same points are found at the top of the first page of the research paper. However, if a title page is requested, it must meet the following requirements:

• Name of the school or university
• Title of the paper
• Subtitle of the paper (if necessary)
• Author’s/Student’s name
• Appropriate course number and name
• Use Times New Roman font with 12 as the font size
• Except for small words such as a, the, or, etc.
• The first letter of the first word should always be capitalized
• For BOTH formats, the first line should be spaced down three or four lines from the top margin.

Now, look at examples of both APA and MLA college research paper title page formats.

College research paper title page examples

Effects of Depression Symptoms on Quality of Sleep  

Jane A. Doe and John Z. Smith

Michigan State University

Jack Peterson, Instructor

March 11, 2021

Effects of Depression Symptoms on Quality of Sleep

Jane A. Doe and Joe Z. Smith

Professor Jack Peterson

Tips on writing a great title

There are few things to consider when creating the title of your research paper:

• Succinctly communicate what the topic of the paper is.
• Be concise.
• Give your reader a preview of your approach to the subject.
• Gain the reader’s interest in learning about your subject.

Below are two examples of titles. Think about which title is more effective and why.

• Student Loan Debt
• The Vanishing American Middle Class: How Student Loan Debt is Destroying the Next Generation and What Can Be Done About It

Hopefully, you noticed that while Title 1 is concise, it is not informative. It does not  give information on the writer’s approach to research on the topic. Title 2 is more interesting and precise than Title 1, and it communicates what problem the writer has researched. It is, however, very long.  An ideal title would be something in the middle like this:

Student Loan Debt and Its Impact on the Vanishing American Middle Class

Here are a few examples of bad titles:

• Television is Influential

(the title is very vague and doesn’t make the reader want to learn more)

• The Most Poisonous Snakes

(This title is too broad.)

• Outsourcing in the 21st Century

While this title is not terrible, it should include more detail. For example, what is being outsourced exactly?

A good paper title should convey your specific topic or argument and can hint at the conclusions. Here are some general guidelines to follow:

• Your title should be grammatically correct and in Title Case
• It should be formatted correctly
• It should not be a quote by someone else
• The title is not your thesis statement
• The title is not just rephrasing the topic or assignment
• Always follow your professor’s preferences
• Do not put your title in All CAPS or Italics

An abstract is a concise overview or summary of your research paper. The abstract is a paragraph that states the central question behind the research, describes the research methods, and summarizes the findings. After reading your abstract, readers should understand exactly what your paper is all about.

Abstracts are used in papers meant for publication in journals and are not typically required for student papers.

What’s the difference between an abstract and an introduction?

Many students have trouble understanding the difference between an abstract and an introduction. While it’s true that both may seem quite similar at first glance, an abstract is distinct from an introduction in several ways.

An abstract is a concise summary, whereas an introduction is much more detailed. When writing an introduction, you will provide an overview of the “why, what, when and how” of your study. On the other hand, an abstract provides readers with a quick overview of your paper without them having to read the entire paper. It will also provide a preview so they can better understand the paper when reading it or deciding whether or not they want to read it.

Why are abstracts necessary for research papers?

Abstracts help researchers to quickly identify studies relevant to subjects they need information on. If abstracts didn’t exist, people would have to sift through pages and pages of each study just to find this important information. In the modern era, abstracts are even more important because they contain keywords that make papers easier to find on the web. In addition, abstracts allow researchers to absorb key information without paying any money if the paper is not an open-source document.

Planning your abstract

Write the abstract after you have finished writing your paper.  You can’t summarize until you have written the paper.  The organization of an abstract is determined by the type of research paper.

Scientific abstracts include a concise summary of the following:

• OBJECTIVE: Clearly define the purpose of your research and the central question you aimed to answer.
• METHODS: Briefly explain research methods you used to answer your central question.
• RESULTS: Summarize the most important and relevant results of your study. Don’t include all of your results if there are too many to realistically fit.
• FINDINGS: Explain how your research answered your central problem or question. What the significance of your research? What kind of argument are you making in light of your results?  

Abstracts for research in humanities and the social sciences contain the following:

• The background and overview of your general topic
• A concise summary of your central argument and claims
• The rationale and purpose for your research in this specific area
• Your method and strategy for researching this topic and primary sources used to support your claims

There are different types of abstracts you may be asked to write, depending on the assignment. Common types of abstracts for the social sciences include the following:

• Critical Abstract: This type of abstract provides a judgment or comment on how reliable the study is. These types of abstracts are quite rare.
• Descriptive Abstract: A descriptive abstract simply summarizes the information found in a paper. There is no judgment involved, and these abstracts can be as short as 100 words.
• Informative Abstract: This is the most common type of abstract. It includes the main arguments,  the evidence presented and the most important findings. In most cases, this is the type of abstract you will be writing.
• Highlight Abstract: The purpose of a highlight abstract is to grab the reader’s attention. These are often incomplete, biased, and full of leading remarks intended only to attract readers. These are not used in academic writing.

Writing your abstract

Abstracts are usually between 150 and 300 words. An abstract for a research paper in the humanities or social sciences should be formatted as a single paragraph. For the sciences, you will need to clearly outline each section (Objective, Methods, Results, Conclusion). The abstract follows the title page.

When it comes to actually writing your abstract, you can simply copy and paste key sentences from your paper and place them in a sequence. This is a good way to organize and outline your ideas before writing the abstract. You may prefer to write it another way – just be sure to include your main objective, method, and overall conclusion.  Regardless, be sure to make your abstract a clear and concise explanation of your rationale for the essay and primary findings.

Below is a sample APA abstract that a freshman college student taking psychology and studying addictive disorders might provide for her research.

Sample Psychology Abstract

The purpose of this essay is to analyze the overall efficacy of Medicated Assisted Treatment (MAT) in individuals with opioid use disorder compared with those individuals who only receive treatment in the form of 12-step recovery style meetings and counseling. From 2017-present, most people who seek assistance for opiate addiction in the United States receive treatment in the form of MAT or 12-step (and related) forms of treatment. Some are provided with both. Using recent data from recognized and credible scientific and medical literature and peer-reviewed journals, I provide an analysis of current trends in how opioid-dependent individuals are likely to be treated and make an argument that MAT combined with counseling/therapy of any recovery model (not only 12-step type, e. g., Narcotics Anonymous or NA) is much more effective than recovery programs using 12-step meetings and fellowship as the primary method of treatment. Furthermore, I demonstrate that individuals with private insurance and access to private treatment (inpatient rehabilitation with medical detoxification and post-acute support) are more likely to receive MAT combined with therapy and, therefore, achieve long term success/ sobriety. Success is measured in the percentage of subjects who show long-term abstinence from opioids after 5 years compared to those who do not survive — or return to their opioid use disorder. The rationale for this research project is to find out how most Americans are treated for this debilitating health issue during the current “opioid epidemic” that resulted in 50,000 overdose-related deaths in 2019 alone. My hope is that my argument might increase awareness of the higher success rates of MAT compared to that of predominately 12-step only recovery as well as prompt discussion of making MAT more accessible to those without private medical insurance and the financial means to pay for it.

Sample Scientific Abstract

“The relationship between habitat use by voles (Rodentia: Microtus) and the density of vegetative cover was studied to determine if voles select forage areas at the microhabitat level.  Using live traps, I trapped, powdered, and released voles at 10 sites.  At each trap site I analyzed the type and height of the vegetation in the immediate area. Using a black light, I followed the trails left by powdered voles through the vegetation.  I mapped the trails using a compass to ascertain the tortuosity, or amount the trail twisted and turned, and visually checked the trails to determine obstruction of the movement path by vegetation.  I also checked vegetative obstruction on 4 random paths near the actual trail, to compare the cover on the trail with other nearby alternative pathways.  There was not a statistically significant difference between the amount of cover on a vole trail and the cover off to the sides of the trail when completely covered; there was a significant difference between on and off the trail when the path was completely open.  These results indicate that voles are selectively avoiding bare areas, while not choosing among dense patches at a fine microhabitat scale.”

Source: http://www.umt.edu/ugresearch/umcur/sample_abstracts.php

Additional tips for writing a research paper abstract

• Imagine you are another researcher looking at your abstract for the first time. Does it adequately summarize your research, or is essential information missing?
• Avoid redundancy.
• Do not use acronyms or abbreviations.
• Do not reference other literature.
• Do not use confusing terminology that new readers will not understand.
• Do not use images, graphs, or tables.
• Only describe the paper – do not defend your research in the abstract.
• No need to cite sources.
• Write in past tense, as the research is already complete.
• Use active tense when possible.

Example research paper on student stress

Why it’s worth learning how to write a research paper.

Learning how to write a research paper will allow you to strengthen your time management, communication, and analytical skills. What is a research paper for, after all, if not to help you grow as a student and a writer? Believe it or not, with enough practice, you’ll become a pro at finding interesting research paper topics, creating an organized research paper outline, and writing a clean draft that flows from introduction to conclusion.

Research paper template and example

• Research paper template
• Research paper example
• How to write a research paper
• Research paper topics
• Research paper outline

By Jolee McManus. Jolee earned a BA in English from the University of Georgia. She has several years of experience as a writing tutor and freelance copywriter and editor

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113 Great Research Paper Topics

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium .

Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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A new ‘AI scientist’ can write science papers without any human input. Here’s why that’s a problem

Dean, School of Computing Technologies, RMIT University, RMIT University

Disclosure statement

Karin Verspoor receives funding from the Australian Research Council, the Medical Research Future Fund, the National Health and Medical Research Council, and Elsevier BV. She is affiliated with BioGrid Australia and is a co-founder of the Australian Alliance for Artificial Intelligence in Healthcare.

RMIT University provides funding as a strategic partner of The Conversation AU.

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Scientific discovery is one of the most sophisticated human activities. First, scientists must understand the existing knowledge and identify a significant gap. Next, they must formulate a research question and design and conduct an experiment in pursuit of an answer. Then, they must analyse and interpret the results of the experiment, which may raise yet another research question.

Can a process this complex be automated? Last week, Sakana AI Labs announced the creation of an “AI scientist” – an artificial intelligence system they claim can make scientific discoveries in the area of machine learning in a fully automated way.

Using generative large language models (LLMs) like those behind ChatGPT and other AI chatbots, the system can brainstorm, select a promising idea, code new algorithms, plot results, and write a paper summarising the experiment and its findings, complete with references. Sakana claims the AI tool can undertake the complete lifecycle of a scientific experiment at a cost of just US$15 per paper – less than the cost of a scientist’s lunch.

These are some big claims. Do they stack up? And even if they do, would an army of AI scientists churning out research papers with inhuman speed really be good news for science?

How a computer can ‘do science’

A lot of science is done in the open, and almost all scientific knowledge has been written down somewhere (or we wouldn’t have a way to “know” it). Millions of scientific papers are freely available online in repositories such as arXiv and PubMed .

LLMs trained with this data capture the language of science and its patterns. It is therefore perhaps not at all surprising that a generative LLM can produce something that looks like a good scientific paper – it has ingested many examples that it can copy.

What is less clear is whether an AI system can produce an interesting scientific paper. Crucially, good science requires novelty.

But is it interesting?

Scientists don’t want to be told about things that are already known. Rather, they want to learn new things, especially new things that are significantly different from what is already known. This requires judgement about the scope and value of a contribution.

The Sakana system tries to address interestingness in two ways. First, it “scores” new paper ideas for similarity to existing research (indexed in the Semantic Scholar repository). Anything too similar is discarded.

Second, Sakana’s system introduces a “peer review” step – using another LLM to judge the quality and novelty of the generated paper. Here again, there are plenty of examples of peer review online on sites such as openreview.net that can guide how to critique a paper. LLMs have ingested these, too.

AI may be a poor judge of AI output

Feedback is mixed on Sakana AI’s output. Some have described it as producing “ endless scientific slop ”.

Even the system’s own review of its outputs judges the papers weak at best. This is likely to improve as the technology evolves, but the question of whether automated scientific papers are valuable remains.

The ability of LLMs to judge the quality of research is also an open question. My own work (soon to be published in Research Synthesis Methods ) shows LLMs are not great at judging the risk of bias in medical research studies, though this too may improve over time.

Sakana’s system automates discoveries in computational research, which is much easier than in other types of science that require physical experiments. Sakana’s experiments are done with code, which is also structured text that LLMs can be trained to generate.

AI tools to support scientists, not replace them

AI researchers have been developing systems to support science for decades. Given the huge volumes of published research, even finding publications relevant to a specific scientific question can be challenging.

Specialised search tools make use of AI to help scientists find and synthesise existing work. These include the above-mentioned Semantic Scholar, but also newer systems such as Elicit , Research Rabbit , scite and Consensus .

Text mining tools such as PubTator dig deeper into papers to identify key points of focus, such as specific genetic mutations and diseases, and their established relationships. This is especially useful for curating and organising scientific information.

Machine learning has also been used to support the synthesis and analysis of medical evidence, in tools such as Robot Reviewer . Summaries that compare and contrast claims in papers from Scholarcy help to perform literature reviews.

All these tools aim to help scientists do their jobs more effectively, not to replace them.

AI research may exacerbate existing problems

While Sakana AI states it doesn’t see the role of human scientists diminishing, the company’s vision of “a fully AI-driven scientific ecosystem” would have major implications for science.

One concern is that, if AI-generated papers flood the scientific literature, future AI systems may be trained on AI output and undergo model collapse . This means they may become increasingly ineffectual at innovating.

However, the implications for science go well beyond impacts on AI science systems themselves.

There are already bad actors in science, including “paper mills” churning out fake papers . This problem will only get worse when a scientific paper can be produced with US$15 and a vague initial prompt.

The need to check for errors in a mountain of automatically generated research could rapidly overwhelm the capacity of actual scientists. The peer review system is arguably already broken , and dumping more research of questionable quality into the system won’t fix it.

Science is fundamentally based on trust. Scientists emphasise the integrity of the scientific process so we can be confident our understanding of the world (and now, the world’s machines) is valid and improving.

A scientific ecosystem where AI systems are key players raises fundamental questions about the meaning and value of this process, and what level of trust we should have in AI scientists. Is this the kind of scientific ecosystem we want?

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What ails Indian research papers? Poor quality or just bad grammar? Premium

India comes third after china and the u.s. in the number of research papers published, but the rejection rate of indian papers is also high, not so much due to poor research but more so due to weak language and grammar.

Updated - August 20, 2024 02:23 pm IST

Published - August 20, 2024 11:34 am IST

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K.M. Ajith’s first research paper, co-authored with his supervisor in 2005, was about mathematical physics they had worked out in quantum field theory. The U.K. journal to which the paper was submitted had no hesitation in accepting the quality of the research work, yet the review was quite scathing.

“The reviewer pointed out grammatical errors, including for punctuation marks. And asked us to re-write from scratch,” says Mr. Ajith, who is now a professor at the National Institute of Technology, Karnataka.

The authors may have known quantum mechanics but not how to write succinctly. They asked for help from friends who were also pursuing research but whose English was better. Part of the difficulty was in rewriting the technical terms. Yet they managed to avoid jargon as much as possible to make it to the journal.

Mr. Ajith studied in a Malayalam medium school, and his exposure to English was minimal at that time. Twenty years into research and publishing, Mr. Ajith now speaks about why budding researchers should be good writers too.

India comes third after China and the U.S. in the number of research papers published, says a paper titled, Academic Writing in India: A Research Scholar’s View . But in the same paper, the authors also say the rejection rate of Indian papers is high, not so much due to poor research but more so due to weak language and grammar.

In a 2019 public notice, UGC said that writing programmes should be organised in research institutions to overcome this skill deficiency.

Somadatta Karak, head of science communication and public outreach at the Centre for Cellular and Molecular Biology, says, despite the courses, Indian students struggle with writing. She is concerned about the intensity and reach of the writing workshops and frameworks.

“When I go to tier 2 cities and take workshops on science communication, students there have not even heard or thought about all of these,” says Ms. Karak.

According to Kanika Singh, who directs the writing program at Ashoka University, the higher education system in India has no separate emphasis on writing. “If writing is institutionalised as part of your curriculum and you write in different ways daily, then your science research thesis will become better,” says Ms. Singh.

Eldho Mathews, programme officer (Internationalisation of Higher Education), The Kerala State Higher Education Council, says even students who join top-tier research institutions are trained in a way that gives little importance to writing.

“At the level of screening [for admissions to research institutions], it is important to evaluate the level of language skills. By incorporating this factor into testing systems, the government and institutions can effectively motivate students to develop their writing skills early on,” he said.

Why writing should be taught as core skill

Asha Channakar, a researcher at the Institute for Stem Cell Science and Regenerative Medicine (InStem), Bengaluru, had a similar experience like Mr. Ajith with her first paper. “The first time I wrote, it took a lot of time to understand how to write.”

Ms. Channakar says that when she started to write, she read a lot of papers, and tried to connect the writing and presentation with what she wanted to convey. This was while she was a project assistant at the National Brain Research Centre in 2019. Later, she took research writing classes at the National Centre for Biological Sciences as part of her PhD at InStem.

“They taught how to write a scientific manuscript, and there was also an assignment to write for the non-scientific community,” says Ms. Channakar. She has now grown to become the first author of a paper published recently at InStem.

Ranjana Sarma, who has a PhD in Biochemistry from Montana State University, says, “Our researchers struggle with the flow of ideas more than the language.”

Unlike Mr. Ajith and Ms. Channakar, Ms. Sarma got the benefit of the U.S. research ecosystem. When she first wrote a review paper, the feedback was, “Ranjana doesn’t know English.”

“Coming from India, this was a huge ego-crusher,” says Ms. Sarma, who consistently scored high in English back home.

In 2004, she was put into a course offered by Penn State University to learn not only writing but also how to present and peer review. In the U.S., she learned that writing should be simple and easy to read with short sentences. The writing classes Ms. Sarma took influenced her not only to write but also to think and how to pay attention to what she reads.

“Language does look like a challenge for most researchers, as they write in a heavy, academic style. Despite English being the language of science in India, most researchers find it difficult to express themselves in plain, simple English,” says Subhra Priyadarshini, Chief Editor of Global Supported Projects, Nature Portfolio.

Can AI help?

Of late, students use software like Grammarly to correct language and grammar. Although Mr. Ajith appreciates such software, he also says that the tools will not help students to do the critical thinking while writing. “Grammarly is not writing a paper for you; all it does is to check the grammar of what you have already written,” says Anannya Dasgupta, Associate Professor of literature and arts at Krea University, Andhra Pradesh.

Ms. Dasgupta, who is now the director of the Centre for Writing and Pedagogy at Krea University, started her writing stint as a course coordinator while pursuing her PhD at Rutgers University, the U.S. According to Ms. Dasgupta, to improve the quality of writing, more people should be trained to teach writing.

Teaching writing also involves teaching how to think through the questions and how to build an argument, says Pooja Sagar, who teaches the Writing for Research and Analysis at the Indian Institute for Human Settlements (I.I.H.S.), Bengaluru.

Can AI help? Almost all the established researchers said it could help to an extent. But at the level of research papers, a lot of critical thinking is required that AI can’t deliver. They also cautioned about AI providing false information.

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Deserted: The U.S. Military's Sexual Assault Crisis as a Cost of War

Over the past decade, the U.S. military has implemented policies to promote gender equality, notably lifting the ban on women in combat roles in 2013 and opening all military jobs to women by 2016. Yet, even as U.S. military policy reforms during the “War on Terror” appear to reflect greater equality, violent patterns of abuse and misogyny continued within military workplaces.

This author of this report found that sexual assault prevalence in the military is likely two to four times higher than official government estimations. Based on a comparison of available data collected by the U.S. Department of Defense to independent data, the research estimates there were 75,569 cases of sexual assault in 2021 and 73,695 cases in 2023. On average, over the course of the war in Afghanistan, 24 percent of active-duty women and 1.9 percent of active-duty men experienced sexual assault. The report highlights how experiences of gender inequality are most pronounced for women of color, who experience intersecting forms of racism and sexism and are one of the fastest-growing populations within the military. Independent data also confirm queer and trans service members’ disproportionately greater risk for sexual assault.

The report notes that during the post-9/11 wars, the prioritization of force readiness above all else allowed the problem of sexual assault to fester, papering over internal violence and gender inequalities within military institutions.

READ FULL PAPER >

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Federalist Papers: Primary Documents in American History

Federalist nos. 61-70.

• Introduction
• Federalist Nos. 1-10
• Federalist Nos. 11-20
• Federalist Nos. 21-30
• Federalist Nos. 31-40
• Federalist Nos. 41-50
• Federalist Nos. 51-60
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Table of Contents

Federalist no. 61.

The Same Subject Continued: Concerning the Power of Congress to Regulate the Election of Members

From the New York Packet Tuesday, February 26, 1788.

Author: Alexander Hamilton

To the People of the State of New York:

THE more candid opposers of the provision respecting elections, contained in the plan of the convention, when pressed in argument, will sometimes concede the propriety of that provision; with this qualification, however, that it ought to have been accompanied with a declaration, that all elections should be had in the counties where the electors resided. This, say they, was a necessary precaution against an abuse of the power. A declaration of this nature would certainly have been harmless; so far as it would have had the effect of quieting apprehensions, it might not have been undesirable. But it would, in fact, have afforded little or no additional security against the danger apprehended; and the want of it will never be considered, by an impartial and judicious examiner, as a serious, still less as an insuperable, objection to the plan. The different views taken of the subject in the two preceding papers must be sufficient to satisfy all dispassionate and discerning men, that if the public liberty should ever be the victim of the ambition of the national rulers, the power under examination, at least, will be guiltless of the sacrifice.

If those who are inclined to consult their jealousy only, would exercise it in a careful inspection of the several State constitutions, they would find little less room for disquietude and alarm, from the latitude which most of them allow in respect to elections, than from the latitude which is proposed to be allowed to the national government in the same respect. A review of their situation, in this particular, would tend greatly to remove any ill impressions which may remain in regard to this matter. But as that view would lead into long and tedious details, I shall content myself with the single example of the State in which I write. The constitution of New York makes no other provision for LOCALITY of elections, than that the members of the Assembly shall be elected in the COUNTIES; those of the Senate, in the great districts into which the State is or may be divided: these at present are four in number, and comprehend each from two to six counties. It may readily be perceived that it would not be more difficult to the legislature of New York to defeat the suffrages of the citizens of New York, by confining elections to particular places, than for the legislature of the United States to defeat the suffrages of the citizens of the Union, by the like expedient. Suppose, for instance, the city of Albany was to be appointed the sole place of election for the county and district of which it is a part, would not the inhabitants of that city speedily become the only electors of the members both of the Senate and Assembly for that county and district? Can we imagine that the electors who reside in the remote subdivisions of the counties of Albany, Saratoga, Cambridge, etc., or in any part of the county of Montgomery, would take the trouble to come to the city of Albany, to give their votes for members of the Assembly or Senate, sooner than they would repair to the city of New York, to participate in the choice of the members of the federal House of Representatives? The alarming indifference discoverable in the exercise of so invaluable a privilege under the existing laws, which afford every facility to it, furnishes a ready answer to this question. And, abstracted from any experience on the subject, we can be at no loss to determine, that when the place of election is at an INCONVENIENT DISTANCE from the elector, the effect upon his conduct will be the same whether that distance be twenty miles or twenty thousand miles. Hence it must appear, that objections to the particular modification of the federal power of regulating elections will, in substance, apply with equal force to the modification of the like power in the constitution of this State; and for this reason it will be impossible to acquit the one, and to condemn the other. A similar comparison would lead to the same conclusion in respect to the constitutions of most of the other States.

If it should be said that defects in the State constitutions furnish no apology for those which are to be found in the plan proposed, I answer, that as the former have never been thought chargeable with inattention to the security of liberty, where the imputations thrown on the latter can be shown to be applicable to them also, the presumption is that they are rather the cavilling refinements of a predetermined opposition, than the well-founded inferences of a candid research after truth. To those who are disposed to consider, as innocent omissions in the State constitutions, what they regard as unpardonable blemishes in the plan of the convention, nothing can be said; or at most, they can only be asked to assign some substantial reason why the representatives of the people in a single State should be more impregnable to the lust of power, or other sinister motives, than the representatives of the people of the United States? If they cannot do this, they ought at least to prove to us that it is easier to subvert the liberties of three millions of people, with the advantage of local governments to head their opposition, than of two hundred thousand people who are destitute of that advantage. And in relation to the point immediately under consideration, they ought to convince us that it is less probable that a predominant faction in a single State should, in order to maintain its superiority, incline to a preference of a particular class of electors, than that a similar spirit should take possession of the representatives of thirteen States, spread over a vast region, and in several respects distinguishable from each other by a diversity of local circumstances, prejudices, and interests.

Hitherto my observations have only aimed at a vindication of the provision in question, on the ground of theoretic propriety, on that of the danger of placing the power elsewhere, and on that of the safety of placing it in the manner proposed. But there remains to be mentioned a positive advantage which will result from this disposition, and which could not as well have been obtained from any other: I allude to the circumstance of uniformity in the time of elections for the federal House of Representatives. It is more than possible that this uniformity may be found by experience to be of great importance to the public welfare, both as a security against the perpetuation of the same spirit in the body, and as a cure for the diseases of faction. If each State may choose its own time of election, it is possible there may be at least as many different periods as there are months in the year. The times of election in the several States, as they are now established for local purposes, vary between extremes as wide as March and November. The consequence of this diversity would be that there could never happen a total dissolution or renovation of the body at one time. If an improper spirit of any kind should happen to prevail in it, that spirit would be apt to infuse itself into the new members, as they come forward in succession. The mass would be likely to remain nearly the same, assimilating constantly to itself its gradual accretions. There is a contagion in example which few men have sufficient force of mind to resist. I am inclined to think that treble the duration in office, with the condition of a total dissolution of the body at the same time, might be less formidable to liberty than one third of that duration subject to gradual and successive alterations.

Uniformity in the time of elections seems not less requisite for executing the idea of a regular rotation in the Senate, and for conveniently assembling the legislature at a stated period in each year.

It may be asked, Why, then, could not a time have been fixed in the Constitution? As the most zealous adversaries of the plan of the convention in this State are, in general, not less zealous admirers of the constitution of the State, the question may be retorted, and it may be asked, Why was not a time for the like purpose fixed in the constitution of this State? No better answer can be given than that it was a matter which might safely be entrusted to legislative discretion; and that if a time had been appointed, it might, upon experiment, have been found less convenient than some other time. The same answer may be given to the question put on the other side. And it may be added that the supposed danger of a gradual change being merely speculative, it would have been hardly advisable upon that speculation to establish, as a fundamental point, what would deprive several States of the convenience of having the elections for their own governments and for the national government at the same epochs.

Federalist No. 62

For the Independent Journal .

Author: Alexander Hamilton or James Madison

HAVING examined the constitution of the House of Representatives, and answered such of the objections against it as seemed to merit notice, I enter next on the examination of the Senate.

The heads into which this member of the government may be considered are: I. The qualification of senators; II. The appointment of them by the State legislatures; III. The equality of representation in the Senate; IV. The number of senators, and the term for which they are to be elected; V. The powers vested in the Senate.

I. The qualifications proposed for senators, as distinguished from those of representatives, consist in a more advanced age and a longer period of citizenship. A senator must be thirty years of age at least; as a representative must be twenty-five. And the former must have been a citizen nine years; as seven years are required for the latter. The propriety of these distinctions is explained by the nature of the senatorial trust, which, requiring greater extent of information and stability of character, requires at the same time that the senator should have reached a period of life most likely to supply these advantages; and which, participating immediately in transactions with foreign nations, ought to be exercised by none who are not thoroughly weaned from the prepossessions and habits incident to foreign birth and education. The term of nine years appears to be a prudent mediocrity between a total exclusion of adopted citizens, whose merits and talents may claim a share in the public confidence, and an indiscriminate and hasty admission of them, which might create a channel for foreign influence on the national councils.

II. It is equally unnecessary to dilate on the appointment of senators by the State legislatures. Among the various modes which might have been devised for constituting this branch of the government, that which has been proposed by the convention is probably the most congenial with the public opinion. It is recommended by the double advantage of favoring a select appointment, and of giving to the State governments such an agency in the formation of the federal government as must secure the authority of the former, and may form a convenient link between the two systems.

III. The equality of representation in the Senate is another point, which, being evidently the result of compromise between the opposite pretensions of the large and the small States, does not call for much discussion. If indeed it be right, that among a people thoroughly incorporated into one nation, every district ought to have a PROPORTIONAL share in the government, and that among independent and sovereign States, bound together by a simple league, the parties, however unequal in size, ought to have an EQUAL share in the common councils, it does not appear to be without some reason that in a compound republic, partaking both of the national and federal character, the government ought to be founded on a mixture of the principles of proportional and equal representation. But it is superfluous to try, by the standard of theory, a part of the Constitution which is allowed on all hands to be the result, not of theory, but "of a spirit of amity, and that mutual deference and concession which the peculiarity of our political situation rendered indispensable." A common government, with powers equal to its objects, is called for by the voice, and still more loudly by the political situation, of America. A government founded on principles more consonant to the wishes of the larger States, is not likely to be obtained from the smaller States. The only option, then, for the former, lies between the proposed government and a government still more objectionable. Under this alternative, the advice of prudence must be to embrace the lesser evil; and, instead of indulging a fruitless anticipation of the possible mischiefs which may ensue, to contemplate rather the advantageous consequences which may qualify the sacrifice.

In this spirit it may be remarked, that the equal vote allowed to each State is at once a constitutional recognition of the portion of sovereignty remaining in the individual States, and an instrument for preserving that residuary sovereignty. So far the equality ought to be no less acceptable to the large than to the small States; since they are not less solicitous to guard, by every possible expedient, against an improper consolidation of the States into one simple republic.

Another advantage accruing from this ingredient in the constitution of the Senate is, the additional impediment it must prove against improper acts of legislation. No law or resolution can now be passed without the concurrence, first, of a majority of the people, and then, of a majority of the States. It must be acknowledged that this complicated check on legislation may in some instances be injurious as well as beneficial; and that the peculiar defense which it involves in favor of the smaller States, would be more rational, if any interests common to them, and distinct from those of the other States, would otherwise be exposed to peculiar danger. But as the larger States will always be able, by their power over the supplies, to defeat unreasonable exertions of this prerogative of the lesser States, and as the faculty and excess of law-making seem to be the diseases to which our governments are most liable, it is not impossible that this part of the Constitution may be more convenient in practice than it appears to many in contemplation.

IV. The number of senators, and the duration of their appointment, come next to be considered. In order to form an accurate judgment on both of these points, it will be proper to inquire into the purposes which are to be answered by a senate; and in order to ascertain these, it will be necessary to review the inconveniences which a republic must suffer from the want of such an institution.

First. It is a misfortune incident to republican government, though in a less degree than to other governments, that those who administer it may forget their obligations to their constituents, and prove unfaithful to their important trust. In this point of view, a senate, as a second branch of the legislative assembly, distinct from, and dividing the power with, a first, must be in all cases a salutary check on the government. It doubles the security to the people, by requiring the concurrence of two distinct bodies in schemes of usurpation or perfidy, where the ambition or corruption of one would otherwise be sufficient. This is a precaution founded on such clear principles, and now so well understood in the United States, that it would be more than superfluous to enlarge on it. I will barely remark, that as the improbability of sinister combinations will be in proportion to the dissimilarity in the genius of the two bodies, it must be politic to distinguish them from each other by every circumstance which will consist with a due harmony in all proper measures, and with the genuine principles of republican government.

Secondly. The necessity of a senate is not less indicated by the propensity of all single and numerous assemblies to yield to the impulse of sudden and violent passions, and to be seduced by factious leaders into intemperate and pernicious resolutions. Examples on this subject might be cited without number; and from proceedings within the United States, as well as from the history of other nations. But a position that will not be contradicted, need not be proved. All that need be remarked is, that a body which is to correct this infirmity ought itself to be free from it, and consequently ought to be less numerous. It ought, moreover, to possess great firmness, and consequently ought to hold its authority by a tenure of considerable duration.

Thirdly. Another defect to be supplied by a senate lies in a want of due acquaintance with the objects and principles of legislation. It is not possible that an assembly of men called for the most part from pursuits of a private nature, continued in appointment for a short time, and led by no permanent motive to devote the intervals of public occupation to a study of the laws, the affairs, and the comprehensive interests of their country, should, if left wholly to themselves, escape a variety of important errors in the exercise of their legislative trust. It may be affirmed, on the best grounds, that no small share of the present embarrassments of America is to be charged on the blunders of our governments; and that these have proceeded from the heads rather than the hearts of most of the authors of them. What indeed are all the repealing, explaining, and amending laws, which fill and disgrace our voluminous codes, but so many monuments of deficient wisdom; so many impeachments exhibited by each succeeding against each preceding session; so many admonitions to the people, of the value of those aids which may be expected from a well-constituted senate?

A good government implies two things: first, fidelity to the object of government, which is the happiness of the people; secondly, a knowledge of the means by which that object can be best attained. Some governments are deficient in both these qualities; most governments are deficient in the first. I scruple not to assert, that in American governments too little attention has been paid to the last. The federal Constitution avoids this error; and what merits particular notice, it provides for the last in a mode which increases the security for the first.

Fourthly. The mutability in the public councils arising from a rapid succession of new members, however qualified they may be, points out, in the strongest manner, the necessity of some stable institution in the government. Every new election in the States is found to change one half of the representatives. From this change of men must proceed a change of opinions; and from a change of opinions, a change of measures. But a continual change even of good measures is inconsistent with every rule of prudence and every prospect of success. The remark is verified in private life, and becomes more just, as well as more important, in national transactions.

To trace the mischievous effects of a mutable government would fill a volume. I will hint a few only, each of which will be perceived to be a source of innumerable others.

In the first place, it forfeits the respect and confidence of other nations, and all the advantages connected with national character. An individual who is observed to be inconstant to his plans, or perhaps to carry on his affairs without any plan at all, is marked at once, by all prudent people, as a speedy victim to his own unsteadiness and folly. His more friendly neighbors may pity him, but all will decline to connect their fortunes with his; and not a few will seize the opportunity of making their fortunes out of his. One nation is to another what one individual is to another; with this melancholy distinction perhaps, that the former, with fewer of the benevolent emotions than the latter, are under fewer restraints also from taking undue advantage from the indiscretions of each other. Every nation, consequently, whose affairs betray a want of wisdom and stability, may calculate on every loss which can be sustained from the more systematic policy of their wiser neighbors. But the best instruction on this subject is unhappily conveyed to America by the example of her own situation. She finds that she is held in no respect by her friends; that she is the derision of her enemies; and that she is a prey to every nation which has an interest in speculating on her fluctuating councils and embarrassed affairs.

The internal effects of a mutable policy are still more calamitous. It poisons the blessing of liberty itself. It will be of little avail to the people, that the laws are made by men of their own choice, if the laws be so voluminous that they cannot be read, or so incoherent that they cannot be understood; if they be repealed or revised before they are promulgated, or undergo such incessant changes that no man, who knows what the law is to-day, can guess what it will be to-morrow. Law is defined to be a rule of action; but how can that be a rule, which is little known, and less fixed?

Another effect of public instability is the unreasonable advantage it gives to the sagacious, the enterprising, and the moneyed few over the industrious and uniformed mass of the people. Every new regulation concerning commerce or revenue, or in any way affecting the value of the different species of property, presents a new harvest to those who watch the change, and can trace its consequences; a harvest, reared not by themselves, but by the toils and cares of the great body of their fellow-citizens. This is a state of things in which it may be said with some truth that laws are made for the FEW, not for the MANY.

In another point of view, great injury results from an unstable government. The want of confidence in the public councils damps every useful undertaking, the success and profit of which may depend on a continuance of existing arrangements. What prudent merchant will hazard his fortunes in any new branch of commerce when he knows not but that his plans may be rendered unlawful before they can be executed? What farmer or manufacturer will lay himself out for the encouragement given to any particular cultivation or establishment, when he can have no assurance that his preparatory labors and advances will not render him a victim to an inconstant government? In a word, no great improvement or laudable enterprise can go forward which requires the auspices of a steady system of national policy.

But the most deplorable effect of all is that diminution of attachment and reverence which steals into the hearts of the people, towards a political system which betrays so many marks of infirmity, and disappoints so many of their flattering hopes. No government, any more than an individual, will long be respected without being truly respectable; nor be truly respectable, without possessing a certain portion of order and stability.

Federalist No. 63

The Senate Continued

A FIFTH desideratum, illustrating the utility of a senate, is the want of a due sense of national character. Without a select and stable member of the government, the esteem of foreign powers will not only be forfeited by an unenlightened and variable policy, proceeding from the causes already mentioned, but the national councils will not possess that sensibility to the opinion of the world, which is perhaps not less necessary in order to merit, than it is to obtain, its respect and confidence.

An attention to the judgment of other nations is important to every government for two reasons: the one is, that, independently of the merits of any particular plan or measure, it is desirable, on various accounts, that it should appear to other nations as the offspring of a wise and honorable policy; the second is, that in doubtful cases, particularly where the national councils may be warped by some strong passion or momentary interest, the presumed or known opinion of the impartial world may be the best guide that can be followed. What has not America lost by her want of character with foreign nations; and how many errors and follies would she not have avoided, if the justice and propriety of her measures had, in every instance, been previously tried by the light in which they would probably appear to the unbiased part of mankind?

Yet however requisite a sense of national character may be, it is evident that it can never be sufficiently possessed by a numerous and changeable body. It can only be found in a number so small that a sensible degree of the praise and blame of public measures may be the portion of each individual; or in an assembly so durably invested with public trust, that the pride and consequence of its members may be sensibly incorporated with the reputation and prosperity of the community. The half-yearly representatives of Rhode Island would probably have been little affected in their deliberations on the iniquitous measures of that State, by arguments drawn from the light in which such measures would be viewed by foreign nations, or even by the sister States; whilst it can scarcely be doubted that if the concurrence of a select and stable body had been necessary, a regard to national character alone would have prevented the calamities under which that misguided people is now laboring.

I add, as a SIXTH defect the want, in some important cases, of a due responsibility in the government to the people, arising from that frequency of elections which in other cases produces this responsibility. This remark will, perhaps, appear not only new, but paradoxical. It must nevertheless be acknowledged, when explained, to be as undeniable as it is important.

Responsibility, in order to be reasonable, must be limited to objects within the power of the responsible party, and in order to be effectual, must relate to operations of that power, of which a ready and proper judgment can be formed by the constituents. The objects of government may be divided into two general classes: the one depending on measures which have singly an immediate and sensible operation; the other depending on a succession of well-chosen and well-connected measures, which have a gradual and perhaps unobserved operation. The importance of the latter description to the collective and permanent welfare of every country, needs no explanation. And yet it is evident that an assembly elected for so short a term as to be unable to provide more than one or two links in a chain of measures, on which the general welfare may essentially depend, ought not to be answerable for the final result, any more than a steward or tenant, engaged for one year, could be justly made to answer for places or improvements which could not be accomplished in less than half a dozen years. Nor is it possible for the people to estimate the SHARE of influence which their annual assemblies may respectively have on events resulting from the mixed transactions of several years. It is sufficiently difficult to preserve a personal responsibility in the members of a NUMEROUS body, for such acts of the body as have an immediate, detached, and palpable operation on its constituents.

The proper remedy for this defect must be an additional body in the legislative department, which, having sufficient permanency to provide for such objects as require a continued attention, and a train of measures, may be justly and effectually answerable for the attainment of those objects.

Thus far I have considered the circumstances which point out the necessity of a well-constructed Senate only as they relate to the representatives of the people. To a people as little blinded by prejudice or corrupted by flattery as those whom I address, I shall not scruple to add, that such an institution may be sometimes necessary as a defense to the people against their own temporary errors and delusions. As the cool and deliberate sense of the community ought, in all governments, and actually will, in all free governments, ultimately prevail over the views of its rulers; so there are particular moments in public affairs when the people, stimulated by some irregular passion, or some illicit advantage, or misled by the artful misrepresentations of interested men, may call for measures which they themselves will afterwards be the most ready to lament and condemn. In these critical moments, how salutary will be the interference of some temperate and respectable body of citizens, in order to check the misguided career, and to suspend the blow meditated by the people against themselves, until reason, justice, and truth can regain their authority over the public mind? What bitter anguish would not the people of Athens have often escaped if their government had contained so provident a safeguard against the tyranny of their own passions? Popular liberty might then have escaped the indelible reproach of decreeing to the same citizens the hemlock on one day and statues on the next.

It may be suggested, that a people spread over an extensive region cannot, like the crowded inhabitants of a small district, be subject to the infection of violent passions, or to the danger of combining in pursuit of unjust measures. I am far from denying that this is a distinction of peculiar importance. I have, on the contrary, endeavored in a former paper to show, that it is one of the principal recommendations of a confederated republic. At the same time, this advantage ought not to be considered as superseding the use of auxiliary precautions. It may even be remarked, that the same extended situation, which will exempt the people of America from some of the dangers incident to lesser republics, will expose them to the inconveniency of remaining for a longer time under the influence of those misrepresentations which the combined industry of interested men may succeed in distributing among them.

It adds no small weight to all these considerations, to recollect that history informs us of no long-lived republic which had not a senate. Sparta, Rome, and Carthage are, in fact, the only states to whom that character can be applied. In each of the two first there was a senate for life. The constitution of the senate in the last is less known. Circumstantial evidence makes it probable that it was not different in this particular from the two others. It is at least certain, that it had some quality or other which rendered it an anchor against popular fluctuations; and that a smaller council, drawn out of the senate, was appointed not only for life, but filled up vacancies itself. These examples, though as unfit for the imitation, as they are repugnant to the genius, of America, are, notwithstanding, when compared with the fugitive and turbulent existence of other ancient republics, very instructive proofs of the necessity of some institution that will blend stability with liberty. I am not unaware of the circumstances which distinguish the American from other popular governments, as well ancient as modern; and which render extreme circumspection necessary, in reasoning from the one case to the other. But after allowing due weight to this consideration, it may still be maintained, that there are many points of similitude which render these examples not unworthy of our attention. Many of the defects, as we have seen, which can only be supplied by a senatorial institution, are common to a numerous assembly frequently elected by the people, and to the people themselves. There are others peculiar to the former, which require the control of such an institution. The people can never wilfully betray their own interests; but they may possibly be betrayed by the representatives of the people; and the danger will be evidently greater where the whole legislative trust is lodged in the hands of one body of men, than where the concurrence of separate and dissimilar bodies is required in every public act.

The difference most relied on, between the American and other republics, consists in the principle of representation; which is the pivot on which the former move, and which is supposed to have been unknown to the latter, or at least to the ancient part of them. The use which has been made of this difference, in reasonings contained in former papers, will have shown that I am disposed neither to deny its existence nor to undervalue its importance. I feel the less restraint, therefore, in observing, that the position concerning the ignorance of the ancient governments on the subject of representation, is by no means precisely true in the latitude commonly given to it. Without entering into a disquisition which here would be misplaced, I will refer to a few known facts, in support of what I advance.

In the most pure democracies of Greece, many of the executive functions were performed, not by the people themselves, but by officers elected by the people, and REPRESENTING the people in their EXECUTIVE capacity.

Prior to the reform of Solon, Athens was governed by nine Archons, annually ELECTED BY THE PEOPLE AT LARGE. The degree of power delegated to them seems to be left in great obscurity. Subsequent to that period, we find an assembly, first of four, and afterwards of six hundred members, annually ELECTED BY THE PEOPLE; and PARTIALLY representing them in their LEGISLATIVE capacity, since they were not only associated with the people in the function of making laws, but had the exclusive right of originating legislative propositions to the people. The senate of Carthage, also, whatever might be its power, or the duration of its appointment, appears to have been ELECTIVE by the suffrages of the people. Similar instances might be traced in most, if not all the popular governments of antiquity.

Lastly, in Sparta we meet with the Ephori, and in Rome with the Tribunes; two bodies, small indeed in numbers, but annually ELECTED BY THE WHOLE BODY OF THE PEOPLE, and considered as the REPRESENTATIVES of the people, almost in their PLENIPOTENTIARY capacity. The Cosmi of Crete were also annually ELECTED BY THE PEOPLE, and have been considered by some authors as an institution analogous to those of Sparta and Rome, with this difference only, that in the election of that representative body the right of suffrage was communicated to a part only of the people.

From these facts, to which many others might be added, it is clear that the principle of representation was neither unknown to the ancients nor wholly overlooked in their political constitutions. The true distinction between these and the American governments, lies IN THE TOTAL EXCLUSION OF THE PEOPLE, IN THEIR COLLECTIVE CAPACITY, from any share in the LATTER, and not in the TOTAL EXCLUSION OF THE REPRESENTATIVES OF THE PEOPLE from the administration of the FORMER. The distinction, however, thus qualified, must be admitted to leave a most advantageous superiority in favor of the United States. But to insure to this advantage its full effect, we must be careful not to separate it from the other advantage, of an extensive territory. For it cannot be believed, that any form of representative government could have succeeded within the narrow limits occupied by the democracies of Greece.

In answer to all these arguments, suggested by reason, illustrated by examples, and enforced by our own experience, the jealous adversary of the Constitution will probably content himself with repeating, that a senate appointed not immediately by the people, and for the term of six years, must gradually acquire a dangerous pre-eminence in the government, and finally transform it into a tyrannical aristocracy.

To this general answer, the general reply ought to be sufficient, that liberty may be endangered by the abuses of liberty as well as by the abuses of power; that there are numerous instances of the former as well as of the latter; and that the former, rather than the latter, are apparently most to be apprehended by the United States. But a more particular reply may be given.

Before such a revolution can be effected, the Senate, it is to be observed, must in the first place corrupt itself; must next corrupt the State legislatures; must then corrupt the House of Representatives; and must finally corrupt the people at large. It is evident that the Senate must be first corrupted before it can attempt an establishment of tyranny. Without corrupting the State legislatures, it cannot prosecute the attempt, because the periodical change of members would otherwise regenerate the whole body. Without exerting the means of corruption with equal success on the House of Representatives, the opposition of that coequal branch of the government would inevitably defeat the attempt; and without corrupting the people themselves, a succession of new representatives would speedily restore all things to their pristine order. Is there any man who can seriously persuade himself that the proposed Senate can, by any possible means within the compass of human address, arrive at the object of a lawless ambition, through all these obstructions?

If reason condemns the suspicion, the same sentence is pronounced by experience. The constitution of Maryland furnishes the most apposite example. The Senate of that State is elected, as the federal Senate will be, indirectly by the people, and for a term less by one year only than the federal Senate. It is distinguished, also, by the remarkable prerogative of filling up its own vacancies within the term of its appointment, and, at the same time, is not under the control of any such rotation as is provided for the federal Senate. There are some other lesser distinctions, which would expose the former to colorable objections, that do not lie against the latter. If the federal Senate, therefore, really contained the danger which has been so loudly proclaimed, some symptoms at least of a like danger ought by this time to have been betrayed by the Senate of Maryland, but no such symptoms have appeared. On the contrary, the jealousies at first entertained by men of the same description with those who view with terror the correspondent part of the federal Constitution, have been gradually extinguished by the progress of the experiment; and the Maryland constitution is daily deriving, from the salutary operation of this part of it, a reputation in which it will probably not be rivalled by that of any State in the Union.

But if any thing could silence the jealousies on this subject, it ought to be the British example. The Senate there instead of being elected for a term of six years, and of being unconfined to particular families or fortunes, is an hereditary assembly of opulent nobles. The House of Representatives, instead of being elected for two years, and by the whole body of the people, is elected for seven years, and, in very great proportion, by a very small proportion of the people. Here, unquestionably, ought to be seen in full display the aristocratic usurpations and tyranny which are at some future period to be exemplified in the United States. Unfortunately, however, for the anti-federal argument, the British history informs us that this hereditary assembly has not been able to defend itself against the continual encroachments of the House of Representatives; and that it no sooner lost the support of the monarch, than it was actually crushed by the weight of the popular branch.

As far as antiquity can instruct us on this subject, its examples support the reasoning which we have employed. In Sparta, the Ephori, the annual representatives of the people, were found an overmatch for the senate for life, continually gained on its authority and finally drew all power into their own hands. The Tribunes of Rome, who were the representatives of the people, prevailed, it is well known, in almost every contest with the senate for life, and in the end gained the most complete triumph over it. The fact is the more remarkable, as unanimity was required in every act of the Tribunes, even after their number was augmented to ten. It proves the irresistible force possessed by that branch of a free government, which has the people on its side. To these examples might be added that of Carthage, whose senate, according to the testimony of Polybius, instead of drawing all power into its vortex, had, at the commencement of the second Punic War, lost almost the whole of its original portion.

Besides the conclusive evidence resulting from this assemblage of facts, that the federal Senate will never be able to transform itself, by gradual usurpations, into an independent and aristocratic body, we are warranted in believing, that if such a revolution should ever happen from causes which the foresight of man cannot guard against, the House of Representatives, with the people on their side, will at all times be able to bring back the Constitution to its primitive form and principles. Against the force of the immediate representatives of the people, nothing will be able to maintain even the constitutional authority of the Senate, but such a display of enlightened policy, and attachment to the public good, as will divide with that branch of the legislature the affections and support of the entire body of the people themselves.

Federalist No. 64

The Powers of the Senate

From the New York Packet Friday, March 7, 1788.

Author: John Jay

IT IS a just and not a new observation, that enemies to particular persons, and opponents to particular measures, seldom confine their censures to such things only in either as are worthy of blame. Unless on this principle, it is difficult to explain the motives of their conduct, who condemn the proposed Constitution in the aggregate, and treat with severity some of the most unexceptionable articles in it.

The second section gives power to the President, "BY AND WITH THE ADVICE AND CONSENT OF THE SENATE, TO MAKE TREATIES, PROVIDED TWO THIRDS OF THE SENATORS PRESENT CONCUR."

The power of making treaties is an important one, especially as it relates to war, peace, and commerce; and it should not be delegated but in such a mode, and with such precautions, as will afford the highest security that it will be exercised by men the best qualified for the purpose, and in the manner most conducive to the public good. The convention appears to have been attentive to both these points: they have directed the President to be chosen by select bodies of electors, to be deputed by the people for that express purpose; and they have committed the appointment of senators to the State legislatures. This mode has, in such cases, vastly the advantage of elections by the people in their collective capacity, where the activity of party zeal, taking the advantage of the supineness, the ignorance, and the hopes and fears of the unwary and interested, often places men in office by the votes of a small proportion of the electors.

As the select assemblies for choosing the President, as well as the State legislatures who appoint the senators, will in general be composed of the most enlightened and respectable citizens, there is reason to presume that their attention and their votes will be directed to those men only who have become the most distinguished by their abilities and virtue, and in whom the people perceive just grounds for confidence. The Constitution manifests very particular attention to this object. By excluding men under thirty-five from the first office, and those under thirty from the second, it confines the electors to men of whom the people have had time to form a judgment, and with respect to whom they will not be liable to be deceived by those brilliant appearances of genius and patriotism, which, like transient meteors, sometimes mislead as well as dazzle. If the observation be well founded, that wise kings will always be served by able ministers, it is fair to argue, that as an assembly of select electors possess, in a greater degree than kings, the means of extensive and accurate information relative to men and characters, so will their appointments bear at least equal marks of discretion and discernment. The inference which naturally results from these considerations is this, that the President and senators so chosen will always be of the number of those who best understand our national interests, whether considered in relation to the several States or to foreign nations, who are best able to promote those interests, and whose reputation for integrity inspires and merits confidence. With such men the power of making treaties may be safely lodged.

Although the absolute necessity of system, in the conduct of any business, is universally known and acknowledged, yet the high importance of it in national affairs has not yet become sufficiently impressed on the public mind. They who wish to commit the power under consideration to a popular assembly, composed of members constantly coming and going in quick succession, seem not to recollect that such a body must necessarily be inadequate to the attainment of those great objects, which require to be steadily contemplated in all their relations and circumstances, and which can only be approached and achieved by measures which not only talents, but also exact information, and often much time, are necessary to concert and to execute. It was wise, therefore, in the convention to provide, not only that the power of making treaties should be committed to able and honest men, but also that they should continue in place a sufficient time to become perfectly acquainted with our national concerns, and to form and introduce a system for the management of them. The duration prescribed is such as will give them an opportunity of greatly extending their political information, and of rendering their accumulating experience more and more beneficial to their country. Nor has the convention discovered less prudence in providing for the frequent elections of senators in such a way as to obviate the inconvenience of periodically transferring those great affairs entirely to new men; for by leaving a considerable residue of the old ones in place, uniformity and order, as well as a constant succession of official information will be preserved.

There are a few who will not admit that the affairs of trade and navigation should be regulated by a system cautiously formed and steadily pursued; and that both our treaties and our laws should correspond with and be made to promote it. It is of much consequence that this correspondence and conformity be carefully maintained; and they who assent to the truth of this position will see and confess that it is well provided for by making concurrence of the Senate necessary both to treaties and to laws.

It seldom happens in the negotiation of treaties, of whatever nature, but that perfect SECRECY and immediate DESPATCH are sometimes requisite. These are cases where the most useful intelligence may be obtained, if the persons possessing it can be relieved from apprehensions of discovery. Those apprehensions will operate on those persons whether they are actuated by mercenary or friendly motives; and there doubtless are many of both descriptions, who would rely on the secrecy of the President, but who would not confide in that of the Senate, and still less in that of a large popular Assembly. The convention have done well, therefore, in so disposing of the power of making treaties, that although the President must, in forming them, act by the advice and consent of the Senate, yet he will be able to manage the business of intelligence in such a manner as prudence may suggest.

They who have turned their attention to the affairs of men, must have perceived that there are tides in them; tides very irregular in their duration, strength, and direction, and seldom found to run twice exactly in the same manner or measure. To discern and to profit by these tides in national affairs is the business of those who preside over them; and they who have had much experience on this head inform us, that there frequently are occasions when days, nay, even when hours, are precious. The loss of a battle, the death of a prince, the removal of a minister, or other circumstances intervening to change the present posture and aspect of affairs, may turn the most favorable tide into a course opposite to our wishes. As in the field, so in the cabinet, there are moments to be seized as they pass, and they who preside in either should be left in capacity to improve them. So often and so essentially have we heretofore suffered from the want of secrecy and despatch, that the Constitution would have been inexcusably defective, if no attention had been paid to those objects. Those matters which in negotiations usually require the most secrecy and the most despatch, are those preparatory and auxiliary measures which are not otherwise important in a national view, than as they tend to facilitate the attainment of the objects of the negotiation. For these, the President will find no difficulty to provide; and should any circumstance occur which requires the advice and consent of the Senate, he may at any time convene them. Thus we see that the Constitution provides that our negotiations for treaties shall have every advantage which can be derived from talents, information, integrity, and deliberate investigations, on the one hand, and from secrecy and despatch on the other.

But to this plan, as to most others that have ever appeared, objections are contrived and urged.

Some are displeased with it, not on account of any errors or defects in it, but because, as the treaties, when made, are to have the force of laws, they should be made only by men invested with legislative authority. These gentlemen seem not to consider that the judgments of our courts, and the commissions constitutionally given by our governor, are as valid and as binding on all persons whom they concern, as the laws passed by our legislature. All constitutional acts of power, whether in the executive or in the judicial department, have as much legal validity and obligation as if they proceeded from the legislature; and therefore, whatever name be given to the power of making treaties, or however obligatory they may be when made, certain it is, that the people may, with much propriety, commit the power to a distinct body from the legislature, the executive, or the judicial. It surely does not follow, that because they have given the power of making laws to the legislature, that therefore they should likewise give them the power to do every other act of sovereignty by which the citizens are to be bound and affected.

Others, though content that treaties should be made in the mode proposed, are averse to their being the SUPREME laws of the land. They insist, and profess to believe, that treaties like acts of assembly, should be repealable at pleasure. This idea seems to be new and peculiar to this country, but new errors, as well as new truths, often appear. These gentlemen would do well to reflect that a treaty is only another name for a bargain, and that it would be impossible to find a nation who would make any bargain with us, which should be binding on them ABSOLUTELY, but on us only so long and so far as we may think proper to be bound by it. They who make laws may, without doubt, amend or repeal them; and it will not be disputed that they who make treaties may alter or cancel them; but still let us not forget that treaties are made, not by only one of the contracting parties, but by both; and consequently, that as the consent of both was essential to their formation at first, so must it ever afterwards be to alter or cancel them. The proposed Constitution, therefore, has not in the least extended the obligation of treaties. They are just as binding, and just as far beyond the lawful reach of legislative acts now, as they will be at any future period, or under any form of government.

However useful jealousy may be in republics, yet when like bile in the natural, it abounds too much in the body politic, the eyes of both become very liable to be deceived by the delusive appearances which that malady casts on surrounding objects. From this cause, probably, proceed the fears and apprehensions of some, that the President and Senate may make treaties without an equal eye to the interests of all the States. Others suspect that two thirds will oppress the remaining third, and ask whether those gentlemen are made sufficiently responsible for their conduct; whether, if they act corruptly, they can be punished; and if they make disadvantageous treaties, how are we to get rid of those treaties?

As all the States are equally represented in the Senate, and by men the most able and the most willing to promote the interests of their constituents, they will all have an equal degree of influence in that body, especially while they continue to be careful in appointing proper persons, and to insist on their punctual attendance. In proportion as the United States assume a national form and a national character, so will the good of the whole be more and more an object of attention, and the government must be a weak one indeed, if it should forget that the good of the whole can only be promoted by advancing the good of each of the parts or members which compose the whole. It will not be in the power of the President and Senate to make any treaties by which they and their families and estates will not be equally bound and affected with the rest of the community; and, having no private interests distinct from that of the nation, they will be under no temptations to neglect the latter.

As to corruption, the case is not supposable. He must either have been very unfortunate in his intercourse with the world, or possess a heart very susceptible of such impressions, who can think it probable that the President and two thirds of the Senate will ever be capable of such unworthy conduct. The idea is too gross and too invidious to be entertained. But in such a case, if it should ever happen, the treaty so obtained from us would, like all other fraudulent contracts, be null and void by the law of nations.

With respect to their responsibility, it is difficult to conceive how it could be increased. Every consideration that can influence the human mind, such as honor, oaths, reputations, conscience, the love of country, and family affections and attachments, afford security for their fidelity. In short, as the Constitution has taken the utmost care that they shall be men of talents and integrity, we have reason to be persuaded that the treaties they make will be as advantageous as, all circumstances considered, could be made; and so far as the fear of punishment and disgrace can operate, that motive to good behavior is amply afforded by the article on the subject of impeachments.

Federalist No. 65

The Powers of the Senate Continued

THE remaining powers which the plan of the convention allots to the Senate, in a distinct capacity, are comprised in their participation with the executive in the appointment to offices, and in their judicial character as a court for the trial of impeachments. As in the business of appointments the executive will be the principal agent, the provisions relating to it will most properly be discussed in the examination of that department. We will, therefore, conclude this head with a view of the judicial character of the Senate.

A well-constituted court for the trial of impeachments is an object not more to be desired than difficult to be obtained in a government wholly elective. The subjects of its jurisdiction are those offenses which proceed from the misconduct of public men, or, in other words, from the abuse or violation of some public trust. They are of a nature which may with peculiar propriety be denominated POLITICAL, as they relate chiefly to injuries done immediately to the society itself. The prosecution of them, for this reason, will seldom fail to agitate the passions of the whole community, and to divide it into parties more or less friendly or inimical to the accused. In many cases it will connect itself with the pre-existing factions, and will enlist all their animosities, partialities, influence, and interest on one side or on the other; and in such cases there will always be the greatest danger that the decision will be regulated more by the comparative strength of parties, than by the real demonstrations of innocence or guilt.

The delicacy and magnitude of a trust which so deeply concerns the political reputation and existence of every man engaged in the administration of public affairs, speak for themselves. The difficulty of placing it rightly, in a government resting entirely on the basis of periodical elections, will as readily be perceived, when it is considered that the most conspicuous characters in it will, from that circumstance, be too often the leaders or the tools of the most cunning or the most numerous faction, and on this account, can hardly be expected to possess the requisite neutrality towards those whose conduct may be the subject of scrutiny.

The convention, it appears, thought the Senate the most fit depositary of this important trust. Those who can best discern the intrinsic difficulty of the thing, will be least hasty in condemning that opinion, and will be most inclined to allow due weight to the arguments which may be supposed to have produced it.

What, it may be asked, is the true spirit of the institution itself? Is it not designed as a method of NATIONAL INQUEST into the conduct of public men? If this be the design of it, who can so properly be the inquisitors for the nation as the representatives of the nation themselves? It is not disputed that the power of originating the inquiry, or, in other words, of preferring the impeachment, ought to be lodged in the hands of one branch of the legislative body. Will not the reasons which indicate the propriety of this arrangement strongly plead for an admission of the other branch of that body to a share of the inquiry? The model from which the idea of this institution has been borrowed, pointed out that course to the convention. In Great Britain it is the province of the House of Commons to prefer the impeachment, and of the House of Lords to decide upon it. Several of the State constitutions have followed the example. As well the latter, as the former, seem to have regarded the practice of impeachments as a bridle in the hands of the legislative body upon the executive servants of the government. Is not this the true light in which it ought to be regarded?

Where else than in the Senate could have been found a tribunal sufficiently dignified, or sufficiently independent? What other body would be likely to feel CONFIDENCE ENOUGH IN ITS OWN SITUATION, to preserve, unawed and uninfluenced, the necessary impartiality between an INDIVIDUAL accused, and the REPRESENTATIVES OF THE PEOPLE, HIS ACCUSERS?

Could the Supreme Court have been relied upon as answering this description? It is much to be doubted, whether the members of that tribunal would at all times be endowed with so eminent a portion of fortitude, as would be called for in the execution of so difficult a task; and it is still more to be doubted, whether they would possess the degree of credit and authority, which might, on certain occasions, be indispensable towards reconciling the people to a decision that should happen to clash with an accusation brought by their immediate representatives. A deficiency in the first, would be fatal to the accused; in the last, dangerous to the public tranquillity. The hazard in both these respects, could only be avoided, if at all, by rendering that tribunal more numerous than would consist with a reasonable attention to economy. The necessity of a numerous court for the trial of impeachments, is equally dictated by the nature of the proceeding. This can never be tied down by such strict rules, either in the delineation of the offense by the prosecutors, or in the construction of it by the judges, as in common cases serve to limit the discretion of courts in favor of personal security. There will be no jury to stand between the judges who are to pronounce the sentence of the law, and the party who is to receive or suffer it. The awful discretion which a court of impeachments must necessarily have, to doom to honor or to infamy the most confidential and the most distinguished characters of the community, forbids the commitment of the trust to a small number of persons.

These considerations seem alone sufficient to authorize a conclusion, that the Supreme Court would have been an improper substitute for the Senate, as a court of impeachments. There remains a further consideration, which will not a little strengthen this conclusion. It is this: The punishment which may be the consequence of conviction upon impeachment, is not to terminate the chastisement of the offender. After having been sentenced to a perpetual ostracism from the esteem and confidence, and honors and emoluments of his country, he will still be liable to prosecution and punishment in the ordinary course of law. Would it be proper that the persons who had disposed of his fame, and his most valuable rights as a citizen in one trial, should, in another trial, for the same offense, be also the disposers of his life and his fortune? Would there not be the greatest reason to apprehend, that error, in the first sentence, would be the parent of error in the second sentence? That the strong bias of one decision would be apt to overrule the influence of any new lights which might be brought to vary the complexion of another decision? Those who know anything of human nature, will not hesitate to answer these questions in the affirmative; and will be at no loss to perceive, that by making the same persons judges in both cases, those who might happen to be the objects of prosecution would, in a great measure, be deprived of the double security intended them by a double trial. The loss of life and estate would often be virtually included in a sentence which, in its terms, imported nothing more than dismission from a present, and disqualification for a future, office. It may be said, that the intervention of a jury, in the second instance, would obviate the danger. But juries are frequently influenced by the opinions of judges. They are sometimes induced to find special verdicts, which refer the main question to the decision of the court. Who would be willing to stake his life and his estate upon the verdict of a jury acting under the auspices of judges who had predetermined his guilt?

Would it have been an improvement of the plan, to have united the Supreme Court with the Senate, in the formation of the court of impeachments? This union would certainly have been attended with several advantages; but would they not have been overbalanced by the signal disadvantage, already stated, arising from the agency of the same judges in the double prosecution to which the offender would be liable? To a certain extent, the benefits of that union will be obtained from making the chief justice of the Supreme Court the president of the court of impeachments, as is proposed to be done in the plan of the convention; while the inconveniences of an entire incorporation of the former into the latter will be substantially avoided. This was perhaps the prudent mean. I forbear to remark upon the additional pretext for clamor against the judiciary, which so considerable an augmentation of its authority would have afforded.

Would it have been desirable to have composed the court for the trial of impeachments, of persons wholly distinct from the other departments of the government? There are weighty arguments, as well against, as in favor of, such a plan. To some minds it will not appear a trivial objection, that it could tend to increase the complexity of the political machine, and to add a new spring to the government, the utility of which would at best be questionable. But an objection which will not be thought by any unworthy of attention, is this: a court formed upon such a plan, would either be attended with a heavy expense, or might in practice be subject to a variety of casualties and inconveniences. It must either consist of permanent officers, stationary at the seat of government, and of course entitled to fixed and regular stipends, or of certain officers of the State governments to be called upon whenever an impeachment was actually depending. It will not be easy to imagine any third mode materially different, which could rationally be proposed. As the court, for reasons already given, ought to be numerous, the first scheme will be reprobated by every man who can compare the extent of the public wants with the means of supplying them. The second will be espoused with caution by those who will seriously consider the difficulty of collecting men dispersed over the whole Union; the injury to the innocent, from the procrastinated determination of the charges which might be brought against them; the advantage to the guilty, from the opportunities which delay would afford to intrigue and corruption; and in some cases the detriment to the State, from the prolonged inaction of men whose firm and faithful execution of their duty might have exposed them to the persecution of an intemperate or designing majority in the House of Representatives. Though this latter supposition may seem harsh, and might not be likely often to be verified, yet it ought not to be forgotten that the demon of faction will, at certain seasons, extend his sceptre over all numerous bodies of men.

But though one or the other of the substitutes which have been examined, or some other that might be devised, should be thought preferable to the plan in this respect, reported by the convention, it will not follow that the Constitution ought for this reason to be rejected. If mankind were to resolve to agree in no institution of government, until every part of it had been adjusted to the most exact standard of perfection, society would soon become a general scene of anarchy, and the world a desert. Where is the standard of perfection to be found? Who will undertake to unite the discordant opinions of a whole community, in the same judgment of it; and to prevail upon one conceited projector to renounce his INFALLIBLE criterion for the FALLIBLE criterion of his more CONCEITED NEIGHBOR? To answer the purpose of the adversaries of the Constitution, they ought to prove, not merely that particular provisions in it are not the best which might have been imagined, but that the plan upon the whole is bad and pernicious.

Federalist No. 66

Objections to the Power of the Senate To Set as a Court for Impeachments Further Considered

From the New York Packet Tuesday, March 11, 1788.

A REVIEW of the principal objections that have appeared against the proposed court for the trial of impeachments, will not improbably eradicate the remains of any unfavorable impressions which may still exist in regard to this matter.

The FIRST of these objections is, that the provision in question confounds legislative and judiciary authorities in the same body, in violation of that important and well established maxim which requires a separation between the different departments of power. The true meaning of this maxim has been discussed and ascertained in another place, and has been shown to be entirely compatible with a partial intermixture of those departments for special purposes, preserving them, in the main, distinct and unconnected. This partial intermixture is even, in some cases, not only proper but necessary to the mutual defense of the several members of the government against each other. An absolute or qualified negative in the executive upon the acts of the legislative body, is admitted, by the ablest adepts in political science, to be an indispensable barrier against the encroachments of the latter upon the former. And it may, perhaps, with no less reason be contended, that the powers relating to impeachments are, as before intimated, an essential check in the hands of that body upon the encroachments of the executive. The division of them between the two branches of the legislature, assigning to one the right of accusing, to the other the right of judging, avoids the inconvenience of making the same persons both accusers and judges; and guards against the danger of persecution, from the prevalency of a factious spirit in either of those branches. As the concurrence of two thirds of the Senate will be requisite to a condemnation, the security to innocence, from this additional circumstance, will be as complete as itself can desire.

It is curious to observe, with what vehemence this part of the plan is assailed, on the principle here taken notice of, by men who profess to admire, without exception, the constitution of this State; while that constitution makes the Senate, together with the chancellor and judges of the Supreme Court, not only a court of impeachments, but the highest judicatory in the State, in all causes, civil and criminal. The proportion, in point of numbers, of the chancellor and judges to the senators, is so inconsiderable, that the judiciary authority of New York, in the last resort, may, with truth, be said to reside in its Senate. If the plan of the convention be, in this respect, chargeable with a departure from the celebrated maxim which has been so often mentioned, and seems to be so little understood, how much more culpable must be the constitution of New York? 1

A SECOND objection to the Senate, as a court of impeachments, is, that it contributes to an undue accumulation of power in that body, tending to give to the government a countenance too aristocratic. The Senate, it is observed, is to have concurrent authority with the Executive in the formation of treaties and in the appointment to offices: if, say the objectors, to these prerogatives is added that of deciding in all cases of impeachment, it will give a decided predominancy to senatorial influence. To an objection so little precise in itself, it is not easy to find a very precise answer. Where is the measure or criterion to which we can appeal, for determining what will give the Senate too much, too little, or barely the proper degree of influence? Will it not be more safe, as well as more simple, to dismiss such vague and uncertain calculations, to examine each power by itself, and to decide, on general principles, where it may be deposited with most advantage and least inconvenience?

If we take this course, it will lead to a more intelligible, if not to a more certain result. The disposition of the power of making treaties, which has obtained in the plan of the convention, will, then, if I mistake not, appear to be fully justified by the considerations stated in a former number, and by others which will occur under the next head of our inquiries. The expediency of the junction of the Senate with the Executive, in the power of appointing to offices, will, I trust, be placed in a light not less satisfactory, in the disquisitions under the same head. And I flatter myself the observations in my last paper must have gone no inconsiderable way towards proving that it was not easy, if practicable, to find a more fit receptacle for the power of determining impeachments, than that which has been chosen. If this be truly the case, the hypothetical dread of the too great weight of the Senate ought to be discarded from our reasonings.

But this hypothesis, such as it is, has already been refuted in the remarks applied to the duration in office prescribed for the senators. It was by them shown, as well on the credit of historical examples, as from the reason of the thing, that the most POPULAR branch of every government, partaking of the republican genius, by being generally the favorite of the people, will be as generally a full match, if not an overmatch, for every other member of the Government.

But independent of this most active and operative principle, to secure the equilibrium of the national House of Representatives, the plan of the convention has provided in its favor several important counterpoises to the additional authorities to be conferred upon the Senate. The exclusive privilege of originating money bills will belong to the House of Representatives. The same house will possess the sole right of instituting impeachments: is not this a complete counterbalance to that of determining them? The same house will be the umpire in all elections of the President, which do not unite the suffrages of a majority of the whole number of electors; a case which it cannot be doubted will sometimes, if not frequently, happen. The constant possibility of the thing must be a fruitful source of influence to that body. The more it is contemplated, the more important will appear this ultimate though contingent power, of deciding the competitions of the most illustrious citizens of the Union, for the first office in it. It would not perhaps be rash to predict, that as a mean of influence it will be found to outweigh all the peculiar attributes of the Senate.

A THIRD objection to the Senate as a court of impeachments, is drawn from the agency they are to have in the appointments to office. It is imagined that they would be too indulgent judges of the conduct of men, in whose official creation they had participated. The principle of this objection would condemn a practice, which is to be seen in all the State governments, if not in all the governments with which we are acquainted: I mean that of rendering those who hold offices during pleasure, dependent on the pleasure of those who appoint them. With equal plausibility might it be alleged in this case, that the favoritism of the latter would always be an asylum for the misbehavior of the former. But that practice, in contradiction to this principle, proceeds upon the presumption, that the responsibility of those who appoint, for the fitness and competency of the persons on whom they bestow their choice, and the interest they will have in the respectable and prosperous administration of affairs, will inspire a sufficient disposition to dismiss from a share in it all such who, by their conduct, shall have proved themselves unworthy of the confidence reposed in them. Though facts may not always correspond with this presumption, yet if it be, in the main, just, it must destroy the supposition that the Senate, who will merely sanction the choice of the Executive, should feel a bias, towards the objects of that choice, strong enough to blind them to the evidences of guilt so extraordinary, as to have induced the representatives of the nation to become its accusers.

If any further arguments were necessary to evince the improbability of such a bias, it might be found in the nature of the agency of the Senate in the business of appointments.

It will be the office of the President to NOMINATE, and, with the advice and consent of the Senate, to APPOINT. There will, of course, be no exertion of CHOICE on the part of the Senate. They may defeat one choice of the Executive, and oblige him to make another; but they cannot themselves CHOOSE, they can only ratify or reject the choice of the President. They might even entertain a preference to some other person, at the very moment they were assenting to the one proposed, because there might be no positive ground of opposition to him; and they could not be sure, if they withheld their assent, that the subsequent nomination would fall upon their own favorite, or upon any other person in their estimation more meritorious than the one rejected. Thus it could hardly happen, that the majority of the Senate would feel any other complacency towards the object of an appointment than such as the appearances of merit might inspire, and the proofs of the want of it destroy.

A FOURTH objection to the Senate in the capacity of a court of impeachments, is derived from its union with the Executive in the power of making treaties. This, it has been said, would constitute the senators their own judges, in every case of a corrupt or perfidious execution of that trust. After having combined with the Executive in betraying the interests of the nation in a ruinous treaty, what prospect, it is asked, would there be of their being made to suffer the punishment they would deserve, when they were themselves to decide upon the accusation brought against them for the treachery of which they have been guilty?

This objection has been circulated with more earnestness and with greater show of reason than any other which has appeared against this part of the plan; and yet I am deceived if it does not rest upon an erroneous foundation.

The security essentially intended by the Constitution against corruption and treachery in the formation of treaties, is to be sought for in the numbers and characters of those who are to make them. The JOINT AGENCY of the Chief Magistrate of the Union, and of two thirds of the members of a body selected by the collective wisdom of the legislatures of the several States, is designed to be the pledge for the fidelity of the national councils in this particular. The convention might with propriety have meditated the punishment of the Executive, for a deviation from the instructions of the Senate, or a want of integrity in the conduct of the negotiations committed to him; they might also have had in view the punishment of a few leading individuals in the Senate, who should have prostituted their influence in that body as the mercenary instruments of foreign corruption: but they could not, with more or with equal propriety, have contemplated the impeachment and punishment of two thirds of the Senate, consenting to an improper treaty, than of a majority of that or of the other branch of the national legislature, consenting to a pernicious or unconstitutional law, a principle which, I believe, has never been admitted into any government. How, in fact, could a majority in the House of Representatives impeach themselves? Not better, it is evident, than two thirds of the Senate might try themselves. And yet what reason is there, that a majority of the House of Representatives, sacrificing the interests of the society by an unjust and tyrannical act of legislation, should escape with impunity, more than two thirds of the Senate, sacrificing the same interests in an injurious treaty with a foreign power? The truth is, that in all such cases it is essential to the freedom and to the necessary independence of the deliberations of the body, that the members of it should be exempt from punishment for acts done in a collective capacity; and the security to the society must depend on the care which is taken to confide the trust to proper hands, to make it their interest to execute it with fidelity, and to make it as difficult as possible for them to combine in any interest opposite to that of the public good.

So far as might concern the misbehavior of the Executive in perverting the instructions or contravening the views of the Senate, we need not be apprehensive of the want of a disposition in that body to punish the abuse of their confidence or to vindicate their own authority. We may thus far count upon their pride, if not upon their virtue. And so far even as might concern the corruption of leading members, by whose arts and influence the majority may have been inveigled into measures odious to the community, if the proofs of that corruption should be satisfactory, the usual propensity of human nature will warrant us in concluding that there would be commonly no defect of inclination in the body to divert the public resentment from themselves by a ready sacrifice of the authors of their mismanagement and disgrace.

• In that of New Jersey, also, the final judiciary authority is in a branch of the legislature. In New Hampshire, Massachusetts, Pennsylvania, and South Carolina, one branch of the legislature is the court for the trial of impeachments. Back to text

Federalist No. 67

The Executive Department

THE constitution of the executive department of the proposed government, claims next our attention.

There is hardly any part of the system which could have been attended with greater difficulty in the arrangement of it than this; and there is, perhaps, none which has been inveighed against with less candor or criticised with less judgment.

Here the writers against the Constitution seem to have taken pains to signalize their talent of misrepresentation. Calculating upon the aversion of the people to monarchy, they have endeavored to enlist all their jealousies and apprehensions in opposition to the intended President of the United States; not merely as the embryo, but as the full-grown progeny, of that detested parent. To establish the pretended affinity, they have not scrupled to draw resources even from the regions of fiction. The authorities of a magistrate, in few instances greater, in some instances less, than those of a governor of New York, have been magnified into more than royal prerogatives. He has been decorated with attributes superior in dignity and splendor to those of a king of Great Britain. He has been shown to us with the diadem sparkling on his brow and the imperial purple flowing in his train. He has been seated on a throne surrounded with minions and mistresses, giving audience to the envoys of foreign potentates, in all the supercilious pomp of majesty. The images of Asiatic despotism and voluptuousness have scarcely been wanting to crown the exaggerated scene. We have been taught to tremble at the terrific visages of murdering janizaries, and to blush at the unveiled mysteries of a future seraglio.

Attempts so extravagant as these to disfigure or, it might rather be said, to metamorphose the object, render it necessary to take an accurate view of its real nature and form: in order as well to ascertain its true aspect and genuine appearance, as to unmask the disingenuity and expose the fallacy of the counterfeit resemblances which have been so insidiously, as well as industriously, propagated.

In the execution of this task, there is no man who would not find it an arduous effort either to behold with moderation, or to treat with seriousness, the devices, not less weak than wicked, which have been contrived to pervert the public opinion in relation to the subject. They so far exceed the usual though unjustifiable licenses of party artifice, that even in a disposition the most candid and tolerant, they must force the sentiments which favor an indulgent construction of the conduct of political adversaries to give place to a voluntary and unreserved indignation. It is impossible not to bestow the imputation of deliberate imposture and deception upon the gross pretense of a similitude between a king of Great Britain and a magistrate of the character marked out for that of the President of the United States. It is still more impossible to withhold that imputation from the rash and barefaced expedients which have been employed to give success to the attempted imposition.

In one instance, which I cite as a sample of the general spirit, the temerity has proceeded so far as to ascribe to the President of the United States a power which by the instrument reported is EXPRESSLY allotted to the Executives of the individual States. I mean the power of filling casual vacancies in the Senate.

This bold experiment upon the discernment of his countrymen has been hazarded by a writer who (whatever may be his real merit) has had no inconsiderable share in the applauses of his party 1 ; and who, upon this false and unfounded suggestion, has built a series of observations equally false and unfounded. Let him now be confronted with the evidence of the fact, and let him, if he be able, justify or extenuate the shameful outrage he has offered to the dictates of truth and to the rules of fair dealing.

The second clause of the second section of the second article empowers the President of the United States "to nominate, and by and with the advice and consent of the Senate, to appoint ambassadors, other public ministers and consuls, judges of the Supreme Court, and all other OFFICERS of United States whose appointments are NOT in the Constitution OTHERWISE PROVIDED FOR, and WHICH SHALL BE ESTABLISHED BY LAW." Immediately after this clause follows another in these words: "The President shall have power to fill up ?? VACANCIES that may happen DURING THE RECESS OF THE SENATE, by granting commissions which shall EXPIRE AT THE END OF THEIR NEXT SESSION." It is from this last provision that the pretended power of the President to fill vacancies in the Senate has been deduced. A slight attention to the connection of the clauses, and to the obvious meaning of the terms, will satisfy us that the deduction is not even colorable.

The first of these two clauses, it is clear, only provides a mode for appointing such officers, "whose appointments are NOT OTHERWISE PROVIDED FOR in the Constitution, and which SHALL BE ESTABLISHED BY LAW"; of course it cannot extend to the appointments of senators, whose appointments are OTHERWISE PROVIDED FOR in the Constitution 2 , and who are ESTABLISHED BY THE CONSTITUTION, and will not require a future establishment by law. This position will hardly be contested.

The last of these two clauses, it is equally clear, cannot be understood to comprehend the power of filling vacancies in the Senate, for the following reasons: First. The relation in which that clause stands to the other, which declares the general mode of appointing officers of the United States, denotes it to be nothing more than a supplement to the other, for the purpose of establishing an auxiliary method of appointment, in cases to which the general method was inadequate. The ordinary power of appointment is confined to the President and Senate JOINTLY, and can therefore only be exercised during the session of the Senate; but as it would have been improper to oblige this body to be continually in session for the appointment of officers and as vacancies might happen IN THEIR RECESS, which it might be necessary for the public service to fill without delay, the succeeding clause is evidently intended to authorize the President, SINGLY, to make temporary appointments "during the recess of the Senate, by granting commissions which shall expire at the end of their next session." Secondly. If this clause is to be considered as supplementary to the one which precedes, the VACANCIES of which it speaks must be construed to relate to the "officers" described in the preceding one; and this, we have seen, excludes from its description the members of the Senate. Thirdly. The time within which the power is to operate, "during the recess of the Senate," and the duration of the appointments, "to the end of the next session" of that body, conspire to elucidate the sense of the provision, which, if it had been intended to comprehend senators, would naturally have referred the temporary power of filling vacancies to the recess of the State legislatures, who are to make the permanent appointments, and not to the recess of the national Senate, who are to have no concern in those appointments; and would have extended the duration in office of the temporary senators to the next session of the legislature of the State, in whose representation the vacancies had happened, instead of making it to expire at the end of the ensuing session of the national Senate. The circumstances of the body authorized to make the permanent appointments would, of course, have governed the modification of a power which related to the temporary appointments; and as the national Senate is the body, whose situation is alone contemplated in the clause upon which the suggestion under examination has been founded, the vacancies to which it alludes can only be deemed to respect those officers in whose appointment that body has a concurrent agency with the President. But lastly, the first and second clauses of the third section of the first article, not only obviate all possibility of doubt, but destroy the pretext of misconception. The former provides, that "the Senate of the United States shall be composed of two Senators from each State, chosen BY THE LEGISLATURE THEREOF for six years"; and the latter directs, that, "if vacancies in that body should happen by resignation or otherwise, DURING THE RECESS OF THE LEGISLATURE OF ANY STATE, the Executive THEREOF may make temporary appointments until the NEXT MEETING OF THE LEGISLATURE, which shall then fill such vacancies." Here is an express power given, in clear and unambiguous terms, to the State Executives, to fill casual vacancies in the Senate, by temporary appointments; which not only invalidates the supposition, that the clause before considered could have been intended to confer that power upon the President of the United States, but proves that this supposition, destitute as it is even of the merit of plausibility, must have originated in an intention to deceive the people, too palpable to be obscured by sophistry, too atrocious to be palliated by hypocrisy.

I have taken the pains to select this instance of misrepresentation, and to place it in a clear and strong light, as an unequivocal proof of the unwarrantable arts which are practiced to prevent a fair and impartial judgment of the real merits of the Constitution submitted to the consideration of the people. Nor have I scrupled, in so flagrant a case, to allow myself a severity of animadversion little congenial with the general spirit of these papers. I hesitate not to submit it to the decision of any candid and honest adversary of the proposed government, whether language can furnish epithets of too much asperity, for so shameless and so prostitute an attempt to impose on the citizens of America.

• See CATO, No. V. Back to text
• Article I, section 3, clause I. Back to text

Federalist No. 68

The Mode of Electing the President

From the New York Packet Friday, March 14, 1788.

THE mode of appointment of the Chief Magistrate of the United States is almost the only part of the system, of any consequence, which has escaped without severe censure, or which has received the slightest mark of approbation from its opponents. The most plausible of these, who has appeared in print, has even deigned to admit that the election of the President is pretty well guarded. 1 I venture somewhat further, and hesitate not to affirm, that if the manner of it be not perfect, it is at least excellent. It unites in an eminent degree all the advantages, the union of which was to be wished for.

It was desirable that the sense of the people should operate in the choice of the person to whom so important a trust was to be confided. This end will be answered by committing the right of making it, not to any preestablished body, but to men chosen by the people for the special purpose, and at the particular conjuncture.

It was equally desirable, that the immediate election should be made by men most capable of analyzing the qualities adapted to the station, and acting under circumstances favorable to deliberation, and to a judicious combination of all the reasons and inducements which were proper to govern their choice. A small number of persons, selected by their fellow-citizens from the general mass, will be most likely to possess the information and discernment requisite to such complicated investigations.

It was also peculiarly desirable to afford as little opportunity as possible to tumult and disorder. This evil was not least to be dreaded in the election of a magistrate, who was to have so important an agency in the administration of the government as the President of the United States. But the precautions which have been so happily concerted in the system under consideration, promise an effectual security against this mischief. The choice of SEVERAL, to form an intermediate body of electors, will be much less apt to convulse the community with any extraordinary or violent movements, than the choice of ONE who was himself to be the final object of the public wishes. And as the electors, chosen in each State, are to assemble and vote in the State in which they are chosen, this detached and divided situation will expose them much less to heats and ferments, which might be communicated from them to the people, than if they were all to be convened at one time, in one place.

Nothing was more to be desired than that every practicable obstacle should be opposed to cabal, intrigue, and corruption. These most deadly adversaries of republican government might naturally have been expected to make their approaches from more than one quarter, but chiefly from the desire in foreign powers to gain an improper ascendant in our councils. How could they better gratify this, than by raising a creature of their own to the chief magistracy of the Union? But the convention have guarded against all danger of this sort, with the most provident and judicious attention. They have not made the appointment of the President to depend on any preexisting bodies of men, who might be tampered with beforehand to prostitute their votes; but they have referred it in the first instance to an immediate act of the people of America, to be exerted in the choice of persons for the temporary and sole purpose of making the appointment. And they have excluded from eligibility to this trust, all those who from situation might be suspected of too great devotion to the President in office. No senator, representative, or other person holding a place of trust or profit under the United States, can be of the numbers of the electors. Thus without corrupting the body of the people, the immediate agents in the election will at least enter upon the task free from any sinister bias. Their transient existence, and their detached situation, already taken notice of, afford a satisfactory prospect of their continuing so, to the conclusion of it. The business of corruption, when it is to embrace so considerable a number of men, requires time as well as means. Nor would it be found easy suddenly to embark them, dispersed as they would be over thirteen States, in any combinations founded upon motives, which though they could not properly be denominated corrupt, might yet be of a nature to mislead them from their duty.

Another and no less important desideratum was, that the Executive should be independent for his continuance in office on all but the people themselves. He might otherwise be tempted to sacrifice his duty to his complaisance for those whose favor was necessary to the duration of his official consequence. This advantage will also be secured, by making his re-election to depend on a special body of representatives, deputed by the society for the single purpose of making the important choice.

All these advantages will happily combine in the plan devised by the convention; which is, that the people of each State shall choose a number of persons as electors, equal to the number of senators and representatives of such State in the national government, who shall assemble within the State, and vote for some fit person as President. Their votes, thus given, are to be transmitted to the seat of the national government, and the person who may happen to have a majority of the whole number of votes will be the President. But as a majority of the votes might not always happen to centre in one man, and as it might be unsafe to permit less than a majority to be conclusive, it is provided that, in such a contingency, the House of Representatives shall select out of the candidates who shall have the five highest number of votes, the man who in their opinion may be best qualified for the office.

The process of election affords a moral certainty, that the office of President will never fall to the lot of any man who is not in an eminent degree endowed with the requisite qualifications. Talents for low intrigue, and the little arts of popularity, may alone suffice to elevate a man to the first honors in a single State; but it will require other talents, and a different kind of merit, to establish him in the esteem and confidence of the whole Union, or of so considerable a portion of it as would be necessary to make him a successful candidate for the distinguished office of President of the United States. It will not be too strong to say, that there will be a constant probability of seeing the station filled by characters pre-eminent for ability and virtue. And this will be thought no inconsiderable recommendation of the Constitution, by those who are able to estimate the share which the executive in every government must necessarily have in its good or ill administration. Though we cannot acquiesce in the political heresy of the poet who says: "For forms of government let fools contest That which is best administered is best," yet we may safely pronounce, that the true test of a good government is its aptitude and tendency to produce a good administration.

The Vice-President is to be chosen in the same manner with the President; with this difference, that the Senate is to do, in respect to the former, what is to be done by the House of Representatives, in respect to the latter.

The appointment of an extraordinary person, as Vice-President, has been objected to as superfluous, if not mischievous. It has been alleged, that it would have been preferable to have authorized the Senate to elect out of their own body an officer answering that description. But two considerations seem to justify the ideas of the convention in this respect. One is, that to secure at all times the possibility of a definite resolution of the body, it is necessary that the President should have only a casting vote. And to take the senator of any State from his seat as senator, to place him in that of President of the Senate, would be to exchange, in regard to the State from which he came, a constant for a contingent vote. The other consideration is, that as the Vice-President may occasionally become a substitute for the President, in the supreme executive magistracy, all the reasons which recommend the mode of election prescribed for the one, apply with great if not with equal force to the manner of appointing the other. It is remarkable that in this, as in most other instances, the objection which is made would lie against the constitution of this State. We have a Lieutenant-Governor, chosen by the people at large, who presides in the Senate, and is the constitutional substitute for the Governor, in casualties similar to those which would authorize the Vice-President to exercise the authorities and discharge the duties of the President.

• Vide FEDERAL FARMER. Back to text

Federalist No. 69

The Real Character of the Executive

I PROCEED now to trace the real characters of the proposed Executive, as they are marked out in the plan of the convention. This will serve to place in a strong light the unfairness of the representations which have been made in regard to it.

The first thing which strikes our attention is, that the executive authority, with few exceptions, is to be vested in a single magistrate. This will scarcely, however, be considered as a point upon which any comparison can be grounded; for if, in this particular, there be a resemblance to the king of Great Britain, there is not less a resemblance to the Grand Seignior, to the khan of Tartary, to the Man of the Seven Mountains, or to the governor of New York.

That magistrate is to be elected for FOUR years; and is to be re-eligible as often as the people of the United States shall think him worthy of their confidence. In these circumstances there is a total dissimilitude between HIM and a king of Great Britain, who is an HEREDITARY monarch, possessing the crown as a patrimony descendible to his heirs forever; but there is a close analogy between HIM and a governor of New York, who is elected for THREE years, and is re-eligible without limitation or intermission. If we consider how much less time would be requisite for establishing a dangerous influence in a single State, than for establishing a like influence throughout the United States, we must conclude that a duration of FOUR years for the Chief Magistrate of the Union is a degree of permanency far less to be dreaded in that office, than a duration of THREE years for a corresponding office in a single State.

The President of the United States would be liable to be impeached, tried, and, upon conviction of treason, bribery, or other high crimes or misdemeanors, removed from office; and would afterwards be liable to prosecution and punishment in the ordinary course of law. The person of the king of Great Britain is sacred and inviolable; there is no constitutional tribunal to which he is amenable; no punishment to which he can be subjected without involving the crisis of a national revolution. In this delicate and important circumstance of personal responsibility, the President of Confederated America would stand upon no better ground than a governor of New York, and upon worse ground than the governors of Maryland and Delaware.

The President of the United States is to have power to return a bill, which shall have passed the two branches of the legislature, for reconsideration; and the bill so returned is to become a law, if, upon that reconsideration, it be approved by two thirds of both houses. The king of Great Britain, on his part, has an absolute negative upon the acts of the two houses of Parliament. The disuse of that power for a considerable time past does not affect the reality of its existence; and is to be ascribed wholly to the crown's having found the means of substituting influence to authority, or the art of gaining a majority in one or the other of the two houses, to the necessity of exerting a prerogative which could seldom be exerted without hazarding some degree of national agitation. The qualified negative of the President differs widely from this absolute negative of the British sovereign; and tallies exactly with the revisionary authority of the council of revision of this State, of which the governor is a constituent part. In this respect the power of the President would exceed that of the governor of New York, because the former would possess, singly, what the latter shares with the chancellor and judges; but it would be precisely the same with that of the governor of Massachusetts, whose constitution, as to this article, seems to have been the original from which the convention have copied.

The President is to be the ``commander-in-chief of the army and navy of the United States, and of the militia of the several States, when called into the actual service of the United States. He is to have power to grant reprieves and pardons for offenses against the United States, EXCEPT IN CASES OF IMPEACHMENT; to recommend to the consideration of Congress such measures as he shall judge necessary and expedient; to convene, on extraordinary occasions, both houses of the legislature, or either of them, and, in case of disagreement between them WITH RESPECT TO THE TIME OF ADJOURNMENT, to adjourn them to such time as he shall think proper; to take care that the laws be faithfully executed; and to commission all officers of the United States." In most of these particulars, the power of the President will resemble equally that of the king of Great Britain and of the governor of New York. The most material points of difference are these: First. The President will have only the occasional command of such part of the militia of the nation as by legislative provision may be called into the actual service of the Union. The king of Great Britain and the governor of New York have at all times the entire command of all the militia within their several jurisdictions. In this article, therefore, the power of the President would be inferior to that of either the monarch or the governor. Secondly. The President is to be commander-in-chief of the army and navy of the United States. In this respect his authority would be nominally the same with that of the king of Great Britain, but in substance much inferior to it. It would amount to nothing more than the supreme command and direction of the military and naval forces, as first General and admiral of the Confederacy; while that of the British king extends to the DECLARING of war and to the RAISING and REGULATING of fleets and armies, all which, by the Constitution under consideration, would appertain to the legislature. 1 The governor of New York, on the other hand, is by the constitution of the State vested only with the command of its militia and navy. But the constitutions of several of the States expressly declare their governors to be commanders-in-chief, as well of the army as navy; and it may well be a question, whether those of New Hampshire and Massachusetts, in particular, do not, in this instance, confer larger powers upon their respective governors, than could be claimed by a President of the United States. Thirdly. The power of the President, in respect to pardons, would extend to all cases, EXCEPT THOSE OF IMPEACHMENT. The governor of New York may pardon in all cases, even in those of impeachment, except for treason and murder. Is not the power of the governor, in this article, on a calculation of political consequences, greater than that of the President? All conspiracies and plots against the government, which have not been matured into actual treason, may be screened from punishment of every kind, by the interposition of the prerogative of pardoning. If a governor of New York, therefore, should be at the head of any such conspiracy, until the design had been ripened into actual hostility he could insure his accomplices and adherents an entire impunity. A President of the Union, on the other hand, though he may even pardon treason, when prosecuted in the ordinary course of law, could shelter no offender, in any degree, from the effects of impeachment and conviction. Would not the prospect of a total indemnity for all the preliminary steps be a greater temptation to undertake and persevere in an enterprise against the public liberty, than the mere prospect of an exemption from death and confiscation, if the final execution of the design, upon an actual appeal to arms, should miscarry? Would this last expectation have any influence at all, when the probability was computed, that the person who was to afford that exemption might himself be involved in the consequences of the measure, and might be incapacitated by his agency in it from affording the desired impunity? The better to judge of this matter, it will be necessary to recollect, that, by the proposed Constitution, the offense of treason is limited ``to levying war upon the United States, and adhering to their enemies, giving them aid and comfort"; and that by the laws of New York it is confined within similar bounds. Fourthly. The President can only adjourn the national legislature in the single case of disagreement about the time of adjournment. The British monarch may prorogue or even dissolve the Parliament. The governor of New York may also prorogue the legislature of this State for a limited time; a power which, in certain situations, may be employed to very important purposes.

The President is to have power, with the advice and consent of the Senate, to make treaties, provided two thirds of the senators present concur. The king of Great Britain is the sole and absolute representative of the nation in all foreign transactions. He can of his own accord make treaties of peace, commerce, alliance, and of every other description. It has been insinuated, that his authority in this respect is not conclusive, and that his conventions with foreign powers are subject to the revision, and stand in need of the ratification, of Parliament. But I believe this doctrine was never heard of, until it was broached upon the present occasion. Every jurist 2 of that kingdom, and every other man acquainted with its Constitution, knows, as an established fact, that the prerogative of making treaties exists in the crown in its utmost plentitude; and that the compacts entered into by the royal authority have the most complete legal validity and perfection, independent of any other sanction. The Parliament, it is true, is sometimes seen employing itself in altering the existing laws to conform them to the stipulations in a new treaty; and this may have possibly given birth to the imagination, that its co-operation was necessary to the obligatory efficacy of the treaty. But this parliamentary interposition proceeds from a different cause: from the necessity of adjusting a most artificial and intricate system of revenue and commercial laws, to the changes made in them by the operation of the treaty; and of adapting new provisions and precautions to the new state of things, to keep the machine from running into disorder. In this respect, therefore, there is no comparison between the intended power of the President and the actual power of the British sovereign. The one can perform alone what the other can do only with the concurrence of a branch of the legislature. It must be admitted, that, in this instance, the power of the federal Executive would exceed that of any State Executive. But this arises naturally from the sovereign power which relates to treaties. If the Confederacy were to be dissolved, it would become a question, whether the Executives of the several States were not solely invested with that delicate and important prerogative.

The President is also to be authorized to receive ambassadors and other public ministers. This, though it has been a rich theme of declamation, is more a matter of dignity than of authority. It is a circumstance which will be without consequence in the administration of the government; and it was far more convenient that it should be arranged in this manner, than that there should be a necessity of convening the legislature, or one of its branches, upon every arrival of a foreign minister, though it were merely to take the place of a departed predecessor.

The President is to nominate, and, WITH THE ADVICE AND CONSENT OF THE SENATE, to appoint ambassadors and other public ministers, judges of the Supreme Court, and in general all officers of the United States established by law, and whose appointments are not otherwise provided for by the Constitution. The king of Great Britain is emphatically and truly styled the fountain of honor. He not only appoints to all offices, but can create offices. He can confer titles of nobility at pleasure; and has the disposal of an immense number of church preferments. There is evidently a great inferiority in the power of the President, in this particular, to that of the British king; nor is it equal to that of the governor of New York, if we are to interpret the meaning of the constitution of the State by the practice which has obtained under it. The power of appointment is with us lodged in a council, composed of the governor and four members of the Senate, chosen by the Assembly. The governor CLAIMS, and has frequently EXERCISED, the right of nomination, and is ENTITLED to a casting vote in the appointment. If he really has the right of nominating, his authority is in this respect equal to that of the President, and exceeds it in the article of the casting vote. In the national government, if the Senate should be divided, no appointment could be made; in the government of New York, if the council should be divided, the governor can turn the scale, and confirm his own nomination. 3 If we compare the publicity which must necessarily attend the mode of appointment by the President and an entire branch of the national legislature, with the privacy in the mode of appointment by the governor of New York, closeted in a secret apartment with at most four, and frequently with only two persons; and if we at the same time consider how much more easy it must be to influence the small number of which a council of appointment consists, than the considerable number of which the national Senate would consist, we cannot hesitate to pronounce that the power of the chief magistrate of this State, in the disposition of offices, must, in practice, be greatly superior to that of the Chief Magistrate of the Union.

Hence it appears that, except as to the concurrent authority of the President in the article of treaties, it would be difficult to determine whether that magistrate would, in the aggregate, possess more or less power than the Governor of New York. And it appears yet more unequivocally, that there is no pretense for the parallel which has been attempted between him and the king of Great Britain. But to render the contrast in this respect still more striking, it may be of use to throw the principal circumstances of dissimilitude into a closer group.

The President of the United States would be an officer elected by the people for FOUR years; the king of Great Britain is a perpetual and HEREDITARY prince. The one would be amenable to personal punishment and disgrace; the person of the other is sacred and inviolable. The one would have a QUALIFIED negative upon the acts of the legislative body; the other has an ABSOLUTE negative. The one would have a right to command the military and naval forces of the nation; the other, in addition to this right, possesses that of DECLARING war, and of RAISING and REGULATING fleets and armies by his own authority. The one would have a concurrent power with a branch of the legislature in the formation of treaties; the other is the SOLE POSSESSOR of the power of making treaties. The one would have a like concurrent authority in appointing to offices; the other is the sole author of all appointments. The one can confer no privileges whatever; the other can make denizens of aliens, noblemen of commoners; can erect corporations with all the rights incident to corporate bodies. The one can prescribe no rules concerning the commerce or currency of the nation; the other is in several respects the arbiter of commerce, and in this capacity can establish markets and fairs, can regulate weights and measures, can lay embargoes for a limited time, can coin money, can authorize or prohibit the circulation of foreign coin. The one has no particle of spiritual jurisdiction; the other is the supreme head and governor of the national church! What answer shall we give to those who would persuade us that things so unlike resemble each other? The same that ought to be given to those who tell us that a government, the whole power of which would be in the hands of the elective and periodical servants of the people, is an aristocracy, a monarchy, and a despotism.

• A writer in a Pennsylvania paper, under the signature of TAMONY, has asserted that the king of Great Britain owes his prerogative as commander-in-chief to an annual mutiny bill. The truth is, on the contrary, that his prerogative, in this respect, is immemorial, and was only disputed, ``contrary to all reason and precedent," as Blackstone vol. i., page 262, expresses it, by the Long Parliament of Charles I. but by the statute the 13th of Charles II., chap. 6, it was declared to be in the king alone, for that the sole supreme government and command of the militia within his Majesty's realms and dominions, and of all forces by sea and land, and of all forts and places of strength, EVER WAS AND IS the undoubted right of his Majesty and his royal predecessors, kings and queens of England, and that both or either house of Parliament cannot nor ought to pretend to the same. Back to text
• Vide Blackstone's ``Commentaries," vol i., p. 257. Back to text
• Candor, however, demands an acknowledgment that I do not think the claim of the governor to a right of nomination well founded. Yet it is always justifiable to reason from the practice of a government, till its propriety has been constitutionally questioned. And independent of this claim, when we take into view the other considerations, and pursue them through all their consequences, we shall be inclined to draw much the same conclusion. Back to text

Federalist No. 70

The Executive Department Further Considered

From the New York Packet Tuesday, March 18, 1788.

THERE is an idea, which is not without its advocates, that a vigorous Executive is inconsistent with the genius of republican government. The enlightened well-wishers to this species of government must at least hope that the supposition is destitute of foundation; since they can never admit its truth, without at the same time admitting the condemnation of their own principles. Energy in the Executive is a leading character in the definition of good government. It is essential to the protection of the community against foreign attacks; it is not less essential to the steady administration of the laws; to the protection of property against those irregular and high-handed combinations which sometimes interrupt the ordinary course of justice; to the security of liberty against the enterprises and assaults of ambition, of faction, and of anarchy. Every man the least conversant in Roman story, knows how often that republic was obliged to take refuge in the absolute power of a single man, under the formidable title of Dictator, as well against the intrigues of ambitious individuals who aspired to the tyranny, and the seditions of whole classes of the community whose conduct threatened the existence of all government, as against the invasions of external enemies who menaced the conquest and destruction of Rome.

There can be no need, however, to multiply arguments or examples on this head. A feeble Executive implies a feeble execution of the government. A feeble execution is but another phrase for a bad execution; and a government ill executed, whatever it may be in theory, must be, in practice, a bad government.

Taking it for granted, therefore, that all men of sense will agree in the necessity of an energetic Executive, it will only remain to inquire, what are the ingredients which constitute this energy? How far can they be combined with those other ingredients which constitute safety in the republican sense? And how far does this combination characterize the plan which has been reported by the convention?

The ingredients which constitute energy in the Executive are, first, unity; secondly, duration; thirdly, an adequate provision for its support; fourthly, competent powers.

The ingredients which constitute safety in the republican sense are, first, a due dependence on the people, secondly, a due responsibility.

Those politicians and statesmen who have been the most celebrated for the soundness of their principles and for the justice of their views, have declared in favor of a single Executive and a numerous legislature. They have with great propriety, considered energy as the most necessary qualification of the former, and have regarded this as most applicable to power in a single hand, while they have, with equal propriety, considered the latter as best adapted to deliberation and wisdom, and best calculated to conciliate the confidence of the people and to secure their privileges and interests.

That unity is conducive to energy will not be disputed. Decision, activity, secrecy, and despatch will generally characterize the proceedings of one man in a much more eminent degree than the proceedings of any greater number; and in proportion as the number is increased, these qualities will be diminished.

This unity may be destroyed in two ways: either by vesting the power in two or more magistrates of equal dignity and authority; or by vesting it ostensibly in one man, subject, in whole or in part, to the control and co-operation of others, in the capacity of counsellors to him. Of the first, the two Consuls of Rome may serve as an example; of the last, we shall find examples in the constitutions of several of the States. New York and New Jersey, if I recollect right, are the only States which have intrusted the executive authority wholly to single men. 1 Both these methods of destroying the unity of the Executive have their partisans; but the votaries of an executive council are the most numerous. They are both liable, if not to equal, to similar objections, and may in most lights be examined in conjunction.

The experience of other nations will afford little instruction on this head. As far, however, as it teaches any thing, it teaches us not to be enamoured of plurality in the Executive. We have seen that the Achaeans, on an experiment of two Praetors, were induced to abolish one. The Roman history records many instances of mischiefs to the republic from the dissensions between the Consuls, and between the military Tribunes, who were at times substituted for the Consuls. But it gives us no specimens of any peculiar advantages derived to the state from the circumstance of the plurality of those magistrates. That the dissensions between them were not more frequent or more fatal, is a matter of astonishment, until we advert to the singular position in which the republic was almost continually placed, and to the prudent policy pointed out by the circumstances of the state, and pursued by the Consuls, of making a division of the government between them. The patricians engaged in a perpetual struggle with the plebeians for the preservation of their ancient authorities and dignities; the Consuls, who were generally chosen out of the former body, were commonly united by the personal interest they had in the defense of the privileges of their order. In addition to this motive of union, after the arms of the republic had considerably expanded the bounds of its empire, it became an established custom with the Consuls to divide the administration between themselves by lot one of them remaining at Rome to govern the city and its environs, the other taking the command in the more distant provinces. This expedient must, no doubt, have had great influence in preventing those collisions and rivalships which might otherwise have embroiled the peace of the republic.

But quitting the dim light of historical research, attaching ourselves purely to the dictates of reason and good sense, we shall discover much greater cause to reject than to approve the idea of plurality in the Executive, under any modification whatever.

Wherever two or more persons are engaged in any common enterprise or pursuit, there is always danger of difference of opinion. If it be a public trust or office, in which they are clothed with equal dignity and authority, there is peculiar danger of personal emulation and even animosity. From either, and especially from all these causes, the most bitter dissensions are apt to spring. Whenever these happen, they lessen the respectability, weaken the authority, and distract the plans and operation of those whom they divide. If they should unfortunately assail the supreme executive magistracy of a country, consisting of a plurality of persons, they might impede or frustrate the most important measures of the government, in the most critical emergencies of the state. And what is still worse, they might split the community into the most violent and irreconcilable factions, adhering differently to the different individuals who composed the magistracy.

Men often oppose a thing, merely because they have had no agency in planning it, or because it may have been planned by those whom they dislike. But if they have been consulted, and have happened to disapprove, opposition then becomes, in their estimation, an indispensable duty of self-love. They seem to think themselves bound in honor, and by all the motives of personal infallibility, to defeat the success of what has been resolved upon contrary to their sentiments. Men of upright, benevolent tempers have too many opportunities of remarking, with horror, to what desperate lengths this disposition is sometimes carried, and how often the great interests of society are sacrificed to the vanity, to the conceit, and to the obstinacy of individuals, who have credit enough to make their passions and their caprices interesting to mankind. Perhaps the question now before the public may, in its consequences, afford melancholy proofs of the effects of this despicable frailty, or rather detestable vice, in the human character.

Upon the principles of a free government, inconveniences from the source just mentioned must necessarily be submitted to in the formation of the legislature; but it is unnecessary, and therefore unwise, to introduce them into the constitution of the Executive. It is here too that they may be most pernicious. In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority. When a resolution too is once taken, the opposition must be at an end. That resolution is a law, and resistance to it punishable. But no favorable circumstances palliate or atone for the disadvantages of dissension in the executive department. Here, they are pure and unmixed. There is no point at which they cease to operate. They serve to embarrass and weaken the execution of the plan or measure to which they relate, from the first step to the final conclusion of it. They constantly counteract those qualities in the Executive which are the most necessary ingredients in its composition, vigor and expedition, and this without any counterbalancing good. In the conduct of war, in which the energy of the Executive is the bulwark of the national security, every thing would be to be apprehended from its plurality.

It must be confessed that these observations apply with principal weight to the first case supposed that is, to a plurality of magistrates of equal dignity and authority a scheme, the advocates for which are not likely to form a numerous sect; but they apply, though not with equal, yet with considerable weight to the project of a council, whose concurrence is made constitutionally necessary to the operations of the ostensible Executive. An artful cabal in that council would be able to distract and to enervate the whole system of administration. If no such cabal should exist, the mere diversity of views and opinions would alone be sufficient to tincture the exercise of the executive authority with a spirit of habitual feebleness and dilatoriness.

But one of the weightiest objections to a plurality in the Executive, and which lies as much against the last as the first plan, is, that it tends to conceal faults and destroy responsibility.

Responsibility is of two kinds to censure and to punishment. The first is the more important of the two, especially in an elective office. Man, in public trust, will much oftener act in such a manner as to render him unworthy of being any longer trusted, than in such a manner as to make him obnoxious to legal punishment. But the multiplication of the Executive adds to the difficulty of detection in either case. It often becomes impossible, amidst mutual accusations, to determine on whom the blame or the punishment of a pernicious measure, or series of pernicious measures, ought really to fall. It is shifted from one to another with so much dexterity, and under such plausible appearances, that the public opinion is left in suspense about the real author. The circumstances which may have led to any national miscarriage or misfortune are sometimes so complicated that, where there are a number of actors who may have had different degrees and kinds of agency, though we may clearly see upon the whole that there has been mismanagement, yet it may be impracticable to pronounce to whose account the evil which may have been incurred is truly chargeable.

``I was overruled by my council. The council were so divided in their opinions that it was impossible to obtain any better resolution on the point.'' These and similar pretexts are constantly at hand, whether true or false. And who is there that will either take the trouble or incur the odium, of a strict scrutiny into the secret springs of the transaction? Should there be found a citizen zealous enough to undertake the unpromising task, if there happen to be collusion between the parties concerned, how easy it is to clothe the circumstances with so much ambiguity, as to render it uncertain what was the precise conduct of any of those parties?

In the single instance in which the governor of this State is coupled with a council that is, in the appointment to offices, we have seen the mischiefs of it in the view now under consideration. Scandalous appointments to important offices have been made. Some cases, indeed, have been so flagrant that ALL PARTIES have agreed in the impropriety of the thing. When inquiry has been made, the blame has been laid by the governor on the members of the council, who, on their part, have charged it upon his nomination; while the people remain altogether at a loss to determine, by whose influence their interests have been committed to hands so unqualified and so manifestly improper. In tenderness to individuals, I forbear to descend to particulars.

It is evident from these considerations, that the plurality of the Executive tends to deprive the people of the two greatest securities they can have for the faithful exercise of any delegated power, first, the restraints of public opinion, which lose their efficacy, as well on account of the division of the censure attendant on bad measures among a number, as on account of the uncertainty on whom it ought to fall; and, secondly, the opportunity of discovering with facility and clearness the misconduct of the persons they trust, in order either to their removal from office or to their actual punishment in cases which admit of it.

In England, the king is a perpetual magistrate; and it is a maxim which has obtained for the sake of the public peace, that he is unaccountable for his administration, and his person sacred. Nothing, therefore, can be wiser in that kingdom, than to annex to the king a constitutional council, who may be responsible to the nation for the advice they give. Without this, there would be no responsibility whatever in the executive department an idea inadmissible in a free government. But even there the king is not bound by the resolutions of his council, though they are answerable for the advice they give. He is the absolute master of his own conduct in the exercise of his office, and may observe or disregard the counsel given to him at his sole discretion.

But in a republic, where every magistrate ought to be personally responsible for his behavior in office the reason which in the British Constitution dictates the propriety of a council, not only ceases to apply, but turns against the institution. In the monarchy of Great Britain, it furnishes a substitute for the prohibited responsibility of the chief magistrate, which serves in some degree as a hostage to the national justice for his good behavior. In the American republic, it would serve to destroy, or would greatly diminish, the intended and necessary responsibility of the Chief Magistrate himself.

The idea of a council to the Executive, which has so generally obtained in the State constitutions, has been derived from that maxim of republican jealousy which considers power as safer in the hands of a number of men than of a single man. If the maxim should be admitted to be applicable to the case, I should contend that the advantage on that side would not counterbalance the numerous disadvantages on the opposite side. But I do not think the rule at all applicable to the executive power. I clearly concur in opinion, in this particular, with a writer whom the celebrated Junius pronounces to be ``deep, solid, and ingenious,'' that ``the executive power is more easily confined when it is ONE' 2 ; that it is far more safe there should be a single object for the jealousy and watchfulness of the people; and, in a word, that all multiplication of the Executive is rather dangerous than friendly to liberty.

A little consideration will satisfy us, that the species of security sought for in the multiplication of the Executive, is attainable. Numbers must be so great as to render combination difficult, or they are rather a source of danger than of security. The united credit and influence of several individuals must be more formidable to liberty, than the credit and influence of either of them separately. When power, therefore, is placed in the hands of so small a number of men, as to admit of their interests and views being easily combined in a common enterprise, by an artful leader, it becomes more liable to abuse, and more dangerous when abused, than if it be lodged in the hands of one man; who, from the very circumstance of his being alone, will be more narrowly watched and more readily suspected, and who cannot unite so great a mass of influence as when he is associated with others. The Decemvirs of Rome, whose name denotes their number 3 , were more to be dreaded in their usurpation than any ONE of them would have been. No person would think of proposing an Executive much more numerous than that body; from six to a dozen have been suggested for the number of the council. The extreme of these numbers, is not too great for an easy combination; and from such a combination America would have more to fear, than from the ambition of any single individual. A council to a magistrate, who is himself responsible for what he does, are generally nothing better than a clog upon his good intentions, are often the instruments and accomplices of his bad and are almost always a cloak to his faults.

I forbear to dwell upon the subject of expense; though it be evident that if the council should be numerous enough to answer the principal end aimed at by the institution, the salaries of the members, who must be drawn from their homes to reside at the seat of government, would form an item in the catalogue of public expenditures too serious to be incurred for an object of equivocal utility. I will only add that, prior to the appearance of the Constitution, I rarely met with an intelligent man from any of the States, who did not admit, as the result of experience, that the UNITY of the executive of this State was one of the best of the distinguishing features of our constitution.

• New York has no council except for the single purpose of appointing to offices; New Jersey has a council whom the governor may consult. But I think, from the terms of the constitution, their resolutions do not bind him. Back to text
• De Lolme. Back to text
• Ten. Back to text
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Tax Incidence Anomalies

This paper reviews the literature on the incidence of consumption and labor taxes and focuses on the empirical results that show stark departures from the canonical model of tax incidence, which I refer to as anomalies. In particular, there is mounting evidence questioning three fundamental implications of the canonical model: (1) that statutory incidence is irrelevant for economic incidence, (2) that the relative magnitude of the demand and supply elasticities is a sufficient statistic for tax incidence, and (3) that incidence is symmetric for increases and decreases. I review this empirical evidence and draw implications for the canonical model’s relevance.

The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research.

MARC RIS BibTeΧ

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