PHILIPPINE CHRISTIAN UNIVERSITY

MODULE IN INTERNET RESEARCH

Prepared by: Jeanet E. Parreno, Ph.D.

PCU VISION: A distinctively strong Christian university integrating Faith, Character and Service in building up and enhancing
the quality of life.

PCU MISSION: We at Philippine Christian University, a church- related academic institution, commit ourselves to: provide
an education that will enhance the development of Christian character; promote academic excellence and the highest
quality education; be responsive to the Philippine needs and conditions; become stewards of God’s creation and resources;
foster international understanding and goodwill; and support the ecumenical movement.

Course Description:
It focuses on designing Internet research, assessing the adaptation of proven methods to Internet tools and
environments, and developing new methods in view of particular capacities and characteristics of Internet applications.
Legal and ethical aspects of Internet research receive ongoing consideration.

Internet Research Paper

The Internet is a vast global system of interconnected technical networks made up of heterogeneous information and
communication technologies. It is also a social and economic assemblage that allows diverse forms of communication,
creativity, and cultural exchange at a scope and scale unknown before the late twentieth century.

The terms Internet and net are often used when discussing the social implications of new information technologies, such
as the creation of new communal bonds across great distances or new forms of wealth and inequality. Such a usage is
imprecise: The Internet is distinct from the applications and technologies that are built upon it, such as e-mail, the World
Wide Web, online gaming, filesharing networks, and e-commerce and e-governance initiatives. There are also many
networks that are or were once distinct from the Internet, such as mobile telephone networks and electronic financial
networks.
Stated more precisely, the Internet is an infrastructural substrate that possesses innovative social, cultural, and economic
features allowing creativity (or innovation) based on openness and a particular standardization process. It is a necessary,
but not a sufficient, condition for many of the social and cultural implications often attributed to it. Understanding the
particularity of the Internet can be key to differentiating its implications and potential impact on society from the impacts
of “information technology” and computers more generally.

HISTORY AND STRUCTURE OF THE INTERNET

The Internet developed through military, university, corporate, and amateur user innovations occurring more or less
constantly beginning in the late 1960s. Despite its complexity, it is unlike familiar complex technical objects—for example,
a jumbo jetliner—that are designed, tested, and refined by a strict hierarchy of experts who attempt to possess a complete
overview of the object and its final state. By contrast, the Internet has been subject to innovation, experimentation, and
refinement by a much less well-defined collective of diverse users with wide-ranging goals and interests.

In 1968 the Internet was known as the ARPAnet, named for its principal funding agency, the U.S. Department of Defense
Advanced Research Projects Agency (ARPA). It was a small but extensive research project organized by the Information
Processing Techniques Office at ARPA that focused on advanced concepts in computing, specifically graphics, time-
sharing, and networking. The primary goal of the network was to allow separate administratively bounded resources
(computers and software at particular geographical sites) to be shared across those boundaries, without forcing
standardization across all of them. The participants were primarily university researchers in computer and engineering
departments. Separate experiments in networking, both corporate and academic, were also under way during this period,
such as the creation of “Ethernet” by Robert Metcalfe at Xerox PARC and the X.25 network protocols standardized by the
International Telecommunications Union.

By 1978 the ARPAnet had grown to encompass dozens of universities and military research sites in the United States. At
this point the project leaders at ARPA recognized a need for a specific kind of standardization to keep the network feasible,
namely a common operating system and networking software that could run on all of the diverse hardware connected to
the network. Based on its widespread adoption in the 1970s, the UNIX operating system was chosen by ARPA as one official
platform for the Internet. UNIX was known for its portability (ability to be installed on different kinds of hardware) and
extensibility (ease with which new components could be added to the core system). Bill Joy (who later cofounded Sun
Microsystems) is credited with the first widespread implementation of the Internet Protocol (IP) software in a UNIX
operating system, a version known as Berkeley Systems Distribution (BSD).

The Internet officially began (in name and in practice) in 1983, the date set by an ad hoc group of engineers known as the
Network Working Group (NWG) as the deadline for all connected computers to begin using the Transmission Control
Protocol and Internet Protocol (TCP/IP) protocols. These protocols were originally designed in 1973 and consistently
improved over the ensuing ten years, but only in 1983 did they become the protocols that would define the Internet. At
roughly the same time, ARPA and the Department of Defense split the existing ARPAnet in two, keeping “Milnet” for sensitive
military use and leaving ARPAnet for research purposes and for civilian uses.

From 1983 to 1993, in addition to being a research network, the Internet became an underground, subcultural phenomenon,
familiar to amateur computer enthusiasts, university students and faculty, and “hackers.” The Internet’s glamour was largely
associated with the arcane nature of interaction it demanded—largely text-based, and demanding access to and knowledge
of the UNIX operating system. Thus, owners of the more widespread personal computers made by IBM and Apple were
largely excluded from the Internet (though a number of other similar networks such as Bulletin Board Services, BITNet, and
FidoNET existed for PC users).

A very large number of amateur computer enthusiasts discovered the Internet during this period, either through university
courses or through friends, and there are many user-initiated innovations that date to this period, ranging from games (e.g.,
MUDs, or Multi-User Dungeons) to programming and scripting languages (e.g., Perl, created by Larry Wall) to precursors of
the World Wide Web (e.g., WAIS, Archie, and Gopher). During this period, the network was overseen and funded by the
National Science Foundation, which invested heavily in improving the basic infrastructure of fiberoptic “backbones” in the
United States in 1988. The oversight and management of the Internet was commercialized in 1995, with the backing of the
presidential administration of Bill Clinton.

In 1993 the World Wide Web (originally designed by Tim Berners-Lee at CERN in Switzerland) and the graphical Mosaic Web
Browser (created by the National Center for Supercomputing Applications at the University of Illinois) brought the Internet
to a much larger audience. Between 1993 and 2000 the “dot-com” boom drove the transformation of the Internet from an
underground research phenomena to a nearly ubiquitous and essential technology with far-reaching effects. Commercial
investment in infrastructure and in “web presence” saw explosive growth; new modes of interaction and communication
(e.g., e-mail, Internet messaging, and mailing lists) proliferated; Uniform Resource Locators (URLs, such as
www.britannica.com) became a common (and highly valued) feature of advertisements and corporate identity; and artists,
scientists, citizens, and others took up the challenge of both using and understanding the new medium.

PROTOCOLS AND THE INTERNET STANDARDS PROCESS

The core technical components of the Internet are standardized protocols, not hardware or software, strictly speaking—
though obviously it would not have spread so extensively without the innovations in microelectronics, the continual
enhancement of telecommunications infrastructures around the globe, and the growth in ownership and use of personal
computers over the last twenty years. Protocols make the “inter” in the Internet possible by allowing a huge number of
nonoverlapping and incompatible networks to become compatible and to route data across all of them.

The key protocols, known as TCP/IP, were designed in 1973 by Vint Cerf and Robert Kahn. Other key protocols, such as the
Domain Name System (DNS) and User Datagram Protocol (UDP), came later. These protocols have to be implemented in
software (such as in the UNIX operating system described above) to allow computers to interconnect. They are essentially
standards with which hardware and software implementations must comply in order for any type of hardware or software
to connect to the Internet and communicate with any other hardware and software that does the same. They can best be
understood as a kind of technical Esperanto.

The Internet protocols differ from traditional standards because of the unconventional social process by which they are
developed, validated, and improved. The Internet protocols are elaborated in a set of openly available documents known as
Requests for Comments (RFCs), which are maintained by a loose federation of engineers called the Internet Engineering
Task Force (IETF, the successor to the Network Working Group). The IETF is an organization open to individuals (unlike
large standards organizations that typically accept only national or corporate representatives) that distributes RFCs free of
charge and encourages members to implement protocols and to improve them based on their experiences and users’
responses. The improved protocol then may be released for further implementation.

This “positive feedback loop” differs from most “consensus-oriented” standardization processes (e.g., those of
international organizations such as ISO, the International Organization for Standardization) that seek to achieve a final and
complete state before encouraging implementations. The relative ease with which one piece of software can be replaced
with another is a key reason for this difference. During the 1970s and 1980s this system served the Internet well, allowing
it to develop quickly, according to the needs of its users. By the 1990s, however, the scale of the Internet made innovation
a slower and more difficult procedure—a fact that is most clearly demonstrated by the comparatively glacial speed with
which the next generation of the Internet protocol (known as IP Version 6) has been implemented.

Ultimately, the IETF style of standardization process has become a common cultural reference point of engineers and expert
users of the Internet, and has been applied not only to the Internet, but also to the production of applications and tools that
rely on the Internet. The result is a starkly different mode of innovation and sharing that is best exemplified by the growth
and success of so-called “free software” or “open-source software.” Many of the core applications that are widely used on
the Internet are developed in this fashion (famous examples include the Linux operating system kernel and the Apache Web
Server).

CULTURAL, SOCIAL, AND ECONOMIC IMPLICATIONS OF THE INTERNET

As a result of the unusual development process and the nature of the protocols, it has been relatively easy for the Internet
to advance around the globe and to connect heterogeneous equipment in diverse settings, wherever there are willing and
enthusiastic users with sufficient technical know-how. The major impediment to doing so is the reliability (or mere
existence) of preexisting infrastructural components such as working energy and telecommunications infrastructures.
Between 1968 and 1993 this expansion was not conducted at a national or state level, but by individuals and organizations
who saw local benefit in expanding access to the global network. If a university computer science department could afford
to devote some resources to computers dedicated to routing traffic and connections, then all the researchers in a
department could join the network without needing permission from any centralized state authority. It was not until the late
1990s that Internet governance became an issue that concerned governments and citizens around the world. In particular,
the creation of the Internet Corporation for Assigned Names and Numbers (ICANN) has been the locus of fractious dispute,
especially in international arenas. ICANN’s narrow role is to assign IP numbers (e.g., 192.168.0.1) and the names they map
to (e.g., www.wikipedia.org), but it has been perceived, rightly or wrongly, as an instrument of U.S. control over the Internet.

With each expansion of the Internet, issues of privacy, security, and organizational (or national) authority have become more
pressing. At its outset the Internet protocols sought to prioritize control within administrative boundaries, leaving rules
governing use to the local network owners. Such a scheme obviated the need for a central authority that determined global
rules about access, public/private boundaries, and priority of use. With the advent of widespread commercial access,
however, such local control has been severely diluted, and the possibility for individual mischief (e.g., identity theft, spam,
and other privacy violations) has increased with increasing accessibility.
On the one hand, increased commercial access means a decline in local organized authority over parts of the Internet in
favor of control of large segments by Internet Service Providers (ISPs) and telecommunications/cable corporations. On the
other hand, as the basic infrastructure of the Internet has spread, so have the practices and norms that were developed in
concert with the technology—including everything from the proper way to configure a router, to norms of proper etiquette
on mailing lists and for e-mail. Applications built on top of the Internet have often adopted such norms and modes of use,
and promoted a culture of innovation, of “hacking” (someone who creates new software by employing a series of
modifications that exploit or extend existing code or resources, with good or bad connotations depending on the context),
and of communal sharing of software, protocols, and tools.

It is thus important to realize that although most users do not experience the Internet directly, the development of the
particular forms of innovation and openness that characterize the Internet also characterize the more familiar applications
built on top of it, due to the propagation of these norms and modes of engineering. There is often, therefore, a significant
difference between innovations that owe their genesis to the Internet and those developed in the personal computer
industry, the so-called “proprietary” software industry, and in distinct commercial network infrastructures (e.g., the SABRE
system for airline reservations, or the MOST network for credit card transactions). The particularity of the Internet leads to
different implications and potential impact on society than the impacts of “information technology” or computers more
generally.

DIGITAL MUSIC, FILM, AND INTELLECTUAL PROPERTY

One of the most widely discussed and experienced implications of the Internet is the effect on the culture industries,
especially music and film. As with previous media (e.g., video and audio cassette recorders), it is the intersection of
technology and intellectual property that is responsible for the controversy. Largely due to its “openness,” the Internet
creates the possibility for low-cost and extremely broad and fast distribution of cultural materials, from online books to
digital music and film. At the same time, it also creates the possibility for broad and fast violation of intellectual property
rights—rights that have been strengthened considerably by the copyright act of 1976 and the Digital Millennium Copyright
Act (1998).

The result is a cultural battle over the meaning of “sharing” music and movies, and the degree to which such sharing is
criminal. The debates have been polarized between a “war on piracy” on the one hand (with widely varying figures
concerning the economic losses), and “consumer freedom” on the other—rights to copy, share, and trade purchased music.
The cultural implication of this war is a tension among the entertainment industry, the artists and musicians, and the
consumers of music and film. Because the openness of the Internet makes it easier than ever for artists to distribute their
work, many see a potential for direct remuneration, and cheaper and more immediate access for consumers. The
entertainment industry, by contrast, argues that it provides more services and quality—not to mention more funding and
capital—and that it creates jobs and contributes to a growing economy. In both cases, the investments are protected
primarily by the mechanism of intellectual property law, and are easily diluted by illicit copying and distribution. And yet, it
is unclear where to draw a line between legitimate sharing (which might also be a form of marketing) and illegitimate sharing
(“piracy,” according to the industry).

THE DIGITAL DIVIDE

A key question about the Internet is that of social equity and access. The term digital divide has been used primarily to
indicate the differential in individual access to the Internet, or in computer literacy, between rich and poor, or between
developed and developing nations. A great deal of research has gone into understanding inequality of access to the Internet,
and estimates of both differential access and the rate of the spread of access have varied extremely widely, depending on
methodology. It is, however, clear from the statistics that between 1996 and 2005 the rate of growth in usage has been
consistently greater than 100 percent in almost all regions of the globe at some times, and in some places it has reached
annual growth rates of 500 percent or more. Aside from the conclusion that the growth in access to the Internet has been
fantastically rapid, there are few sure facts about differential access.
There are, however, a number of more refined questions that researchers have begun investigating: Is the quantity or rate
of growth in access to the Internet larger or smaller than in the case of other media (e.g., television, print, and radio)? Are
there significant differences within groups with access (e.g., class, race, or national differences in quality of access)? Does
access actually enhance or change a person’s life chances or opportunities?

The implication of a digital divide (whether between nations and regions, or within them) primarily concerns the quality of
information and the ability of individuals to use it to better their life chances. In local terms, this can affect development
issues broadly (e.g., access to markets and government, democratic deliberation and participation, and access to education
and employment opportunities); in global terms, differential access can affect the subjective understandings of issues
ranging from religious intolerance to global warming and environmental issues to global geopolitics. Digital divides might
also differ based on the political situation—such as in the case of the Chinese government’s attempt to censor access to
politicized information, which in turn can affect the fate of cross-border investment and trade.

Bibliography:
 1. Abbate, Janet. 1999. Inventing the Internet. Cambridge, MA: MIT Press.
2. Castells, Manuel. 2001. The Internet Galaxy: Reflections on the Internet, Business, and Society. Oxford: Oxford University
Press.
3. DiMaggio, Paul, Eszter Hargittai, Coral Celeste, and Steven 2004. Digital Inequality: From Unequal Access to
Differentiated Use. In Social Inequality, ed. Kathryn Neckerman, 355–400. New York: Russell Sage Foundation.
4. Meuller, Milton. 2004. Ruling the Root: Internet Governance and the Taming of Cyberspace. Cambridge, MA: MIT Press.
5. Norberg, Arthur L., and Judy E. O’Neill. 1996. Transforming Computer Technology: Information Processing for the
Pentagon, 1962–1986. Baltimore: Johns Hopkins University Press.
6. Schmidt, Susanne K., and Raymund Werle. 1997. Coordinating Technology: Studies in the International Standardization
of Telecommunications. Cambridge, MA: MIT Press.
7. Waldrop, M. Mitchell. 2001. The Dream Machine: JCR Licklider and the Revolution That Made Computing Personal. New
York: Viking Penguin.
8. Weber, Steven. 2004. The Success of Open Source. Cambridge, MA: Harvard University Press

How to Write a Research Paper

If you already have a headache trying to understand what research paper is all about, we have created an ultimate guide for
you on how to write a research paper. You will find all the answers to your questions regarding structure, planning, doing
investigation, finding the topic that appeals to you. Plus, you will find out the secret to an excellent paper. Are you at the
edge of your seat? Let us start with the basics then.

Contents:
1. What is a Research Paper
2. Reasons for Writing a Research Paper
 3. Report Papers and Thesis Papers
4. How To Write a Research Paper Step by Step
1. How to Start a Research Paper
2. How to Choose a Topic for a Research Paper
3. How to Write a Proposal for a Research Paper
4. How to Write a Research Plan
5. How to Do Research
6. How to Write an Outline for a Research Paper
7. How to Write a Thesis Statement for a Research Paper
8. How to Write a Research Paper Rough Draft
9. How to Write an Introduction for a Research Paper
10. How to Write a Body of a Research Paper
11. How to Write a Conclusion for a Research Paper
12. How to Write an Abstract for a Research Paper
13. How to Revise and Edit a Research Paper
14. How to Write a Bibliography for a Research Paper
5. What Makes a Good Research Paper
6. Research Paper Writing Services

What is a Research Paper?

You probably know the saying ‘the devil is not as black as he is painted’. This particular saying is absolutely true when it
comes to writing a research paper. Your feet are cold even with the thought of this assignment. You have heard terrifying
stories from older students. You have never done this before, so certainly you are scared. What is a research paper? How
should I start? What are all these requirements about?

Luckily, you have a friend in need. That is our writing service. First and foremost, let us clarify the definition. A research
paper is a piece of academic writing that provides information about a particular topic that you’ve researched. In other
words, you choose a topic: about historical events, the work of some artist, some social issues etc. Then you collect data
on the given topic and analyze it. Finally, you put your analysis on paper. See, it is not as scary as it seems. If you are still
having doubts, whether you can handle it yourself, we are here to help you. Our team of writers can help you choose the
topic, or give you advice on how to plan your work, or how to start, or craft a paper for you. Just contact us 24/7 and see
everything yourself.

5 Reasons for Writing a Research Paper

Why should I spend my time writing some academic paper? What is the use of it? Is not some practical knowledge more
important? The list of questions is endless when it comes to a research paper. That is why we have outlined 5 main reasons
why writing a research paper is a good thing.

1. You will learn how to organize your time

If you want to write a research paper, you will have to learn how to manage your time. This type of assignment cannot be
done overnight. It requires careful planning and you will need to learn how to do it. Later, you will be able to use these time-
managing skills in your personal life, so why not developing them?

2. You will discover your writing skills

You cannot know something before you try it. This rule relates to writing as well. You cannot claim that you cannot write
until you try it yourself. It will be really difficult at the beginning, but then the words will come to your head themselves.

3. You will improve your analytical skills

Writing a research paper is all about investigation and analysis. You will need to collect data, examine and classify it. These
skills are needed in modern life more than anything else is.

4. You will gain confidence

Once you do your own research, it gives you the feeling of confidence in yourself. The reason is simple human brain likes
solving puzzles and your assignment is just another puzzle to be solved.

5. You will learn how to persuade the reader

When you write your paper, you should always remember that you are writing it for someone to read. Moreover, you want
this someone to believe in your ideas. For this reason, you will have to learn different convincing methods and techniques.
You will learn how to make your writing persuasive. In turns, you will be able to use these methods in real life.

What is the Difference between Report and Thesis Papers?

A common question is ‘what is the difference between a report paper and a thesis paper?’ The difference lies in the aim of
these two assignments. While the former aims at presenting the information, the latter aims at providing your opinion on
the matter. In other words, in a report paper you have to summarize your findings. In a thesis paper, you choose some issue
and defend your point of view by persuading the reader. It is that simple.

A thesis paper is a more common assignment than a report paper. This task will help a professor to evaluate your analytical
skills and skills to present your ideas logically. These skills are more important than just the ability to collect and summarize
data.

How to Write a Research Paper Step by Step

Research comes from the French word rechercher, meaning “to seek out.” Writing a research paper requires you to seek out
information about a subject, take a stand on it, and back it up with the opinions, ideas, and views of others. What results is
a printed paper variously known as a term paper or library paper, usually between five and fifteen pages long—most
instructors specify a minimum length—in which you present your views and findings on the chosen subject.

It is not a secret that the majority of students hate writing a research paper. The reason is simple it steals your time and
energy. Not to mention, constant anxiety that you will not be able to meet the deadline or that you will forget about some
academic requirement.
We will not lie to you; a research paper is a difficult assignment. You will have to spend a lot of time. You will need to read,
to analyze, and to search for the material. You will probably be stuck sometimes. However, if you organize your work smart,
you will gain something that is worth all the effort – knowledge, experience, and high grades.

The reason why many students fail writing a research paper is that nobody explained them how to start and how to plan
their work. Luckily, you have found our writing service and we are ready to shed the light on this dark matter.

We have created a step by step guide for you on how to write a research paper. We will dwell upon the structure, the writing
tips, the writing strategies as well as academic requirements. Read this whole article and you will see that you can handle
writing this assignment and our team of writers is here to assist you.

How to Start a Research Paper?

It all starts with the assignment. Your professor gives you the task. It may be either some general issue or specific topic to
write about. Your assignment is your first guide to success. If you understand what you need to do according to the
assignment, you are on the road to high results. Do not be scared to clarify your task if you need to. There is nothing wrong
in asking a question if you want to do something right. You can ask your professor or you can ask our writers who know a
thing or two in academic writing.

It is essential to understand the assignment. A good beginning makes a good ending, so start smart.
Learn how to start a research paper.
Choosing a Topic for a Research Paper

We have already mentioned that it is not enough to do great research. You need to persuade the reader that you have made
some great research. What convinces better that an eye-catching topic? That is why it is important to understand how to
choose a topic for a research paper.

First, you need to delimit the general idea to a more specific one. Secondly, you need to find what makes this topic
interesting for you and for the academia. Finally, you need to refine you topic. Remember, it is not something you will do in
one day. You can be reshaping your topic throughout your whole writing process. Still, reshaping not changing it completely.
That is why keep in your head one main idea: your topic should be precise and compelling.
Learn how to choose a topic for a research paper.
How to Write a Proposal for a Research Paper?
If you do not know what a proposal is, let us explain it to you. A proposal should answer three main questions:

1. What is the main aim of your investigation?

2. Why is your investigation important?
3. How are you going to achieve the results?
In other words, proposal should show why your topic is interesting and how you are going to prove it. As to writing
requirements, they may differ. That is why make sure you find out all the details at your department. You can ask your
departmental administrator or find information online at department’s site. It is crucial to follow all the administrative
requirements, as it will influence your grade.

Learn how to write a proposal for a research paper.

How to Write a Research Plan?
The next step is writing a plan. You have already decided on the main issues, you have chosen the bibliography, and you
have clarified the methods. Here comes the planning. If you want to avoid writer’s block, you have to structure you work.
Discuss your strategies and ideas with your instructor. Think thoroughly why you need to present some data and ideas first
and others second. Remember that there are basic structure elements that your research paper should include:

▪ Thesis Statement
▪ Introduction
▪ Main Body
▪ Conclusion
▪ Abstract
▪ Bibliography
You should keep in mind this skeleton when planning your work. This will keep your mind sharp and your ideas will flow
logically.

Learn how to write a research plan.

How to Do Research?

Your research will include three stages: collecting data, reading and analyzing it, and writing itself.
First, you need to collect all the material that you will need for you investigation: films, documents, surveys, interviews, and
others. Secondly, you will have to read and analyze. This step is tricky, as you need to do this part smart. It is not enough
just to read, as you cannot keep in mind all the information. It is essential that you make notes and write down your ideas
while analyzing some data. When you get down to the stage number three, writing itself, you will already have the main
ideas written on your notes. Plus, remember to jot down the reference details. You will then appreciate this trick when you
will have to write the bibliography.

If you do your research this way, it will be much easier for you to write the paper. You will already have blocks of your ideas
written down and you will just need to add some material and refine your paper.

Learn how to do research.

How to Write an Outline for a Research Paper?

To make your paper well organized you need to write an outline. Your outline will serve as your guiding star through the
writing process. With a great outline you will not get sidetracked, because you will have a structured plan to follow. Both
you and the reader will benefit from your outline. You present your ideas logically and you make your writing coherent
according to your plan. As a result, this outline guides the reader through your paper and the reader enjoys the way you
demonstrate your ideas.

Learn how to write an outline for a research paper. See research paper outline examples.
How to Write a Thesis Statement for a Research Paper?
Briefly, the thesis is the main argument of your research paper. It should be precise, convincing and logical. Your thesis
statement should include your point of view supported by evidence or logic. Still, remember it should be precise. You should
not beat around the bush, or provide all the possible evidence you have found. It is usually a single sentence that shows
your argument. In on sentence you should make a claim, explain why it significant and convince the reader that your point
of view is important.

Learn how to write a thesis statement for a research paper. See research paper thesis statement examples.
Should I Write a Rough Draft for a Research Paper?

Do you know any writer who put their ideas on paper, then never edited them and just published? Probably, no writer did so.
Writing a research paper is no exception. It is impossible to cope with this assignment without writing a rough draft.
Your draft will help you understand what you need to polish to make your paper perfect. All the requirements, academic
standards make it difficult to do everything flawlessly at the first attempt. Make sure you know all the formatting
requirements: margins, words quantity, reference requirements, formatting styles etc.

Learn how to write a rough draft for a research paper.

How to Write an Introduction for a Research Paper?

Let us make it more vivid for you. We have narrowed down the tips on writing an introduction to the three main ones:

1. Include your thesis in your introduction

Remember to include the thesis statement in your introduction. Usually, it goes at the end of the first paragraph.

2. Present the main ideas of the body

You should tell the main topics you are going to discuss in the main body. For this reason, before writing this part of
introduction, make sure you know what is your main body is going to be about. It should include your main ideas.

3. Polish your thesis and introduction

When you finish the main body of your paper, come back to the thesis statement and introduction. Restate something if
needed. Just make it perfect; because introduction is like the trailer to your paper, it should make the reader want to read
the whole piece.
Learn how to write an introduction for a research paper. See research paper introduction examples.
How to Write a Body of a Research Paper?

A body is the main part of your research paper. In this part, you will include all the needed evidence; you will provide the
examples and support your argument.

It is important to structure your paragraphs thoroughly. That is to say, topic sentence and the evidence supporting the topic.
Stay focused and do not be sidetracked. You have your outline, so follow it.

Here are the main tips to keep in head when writing a body of a research paper:

▪ Let the ideas flow logically

▪ Include only relevant information
▪ Provide the evidence
▪ Structure the paragraphs
▪ Make the coherent transition from one paragraph to another
See? When it is all structured, it is not as scary as it seemed at the beginning. Still, if you have doubts, you can always ask
our writers for help.

Learn how to write a body of a research paper. See research paper transition examples.
How to Write a Conclusion for a Research Paper?
Writing a good conclusion is important as writing any other part of the paper. Remember that conclusion is not a summary
of what you have mentioned before. A good conclusion should include your last strong statement.

If you have written everything according to the plan, the reader already knows why your investigation is important. The
reader has already seen the evidence. The only thing left is a strong concluding thought that will organize all your findings.

Never include any new information in conclusion. You need to conclude, not to start a new discussion.

Learn how to write a conclusion for a research paper.

How to Write an Abstract for a Research Paper?
An abstract is a brief summary of your paper, usually 100-200 words. You should provide the main gist of your paper in this
short summary. An abstract can be informative, descriptive or proposal. Depending on the type of abstract, you need to
write, the requirements will differ.

To write an informative abstract you have to provide the summary of the whole paper. Informative summary. In other words,
you need to tell about the main points of your work, the methods used, the results and the conclusion of your research.

To write a descriptive abstract you will not have to provide any summery. You should write a short teaser of your paper.
That is to say, you need to write an overview of your paper. The aim of a descriptive abstract is to interest the reader.

Finally, to write a proposal abstract you will need to write the basic summary as for the informative abstract. However, the
difference is the following: you aim at persuading someone to let you write on the topic. That is why, a proposal abstract
should present your topic as the one worth investigating.

Learn how to write an abstract for a research paper.

Should I Revise and Edit a Research Paper?

Revising and editing your paper is essential if you want to get high grades. Let us help you revise your paper smart:

▪ Check your paper for spelling and grammar mistakes

▪ Sharpen the vocabulary
▪ Make sure there are no slang words in your paper
 ▪ Examine your paper in terms of structure
▪ Compare your topic, thesis statement to the whole piece
▪ Check your paper for plagiarism
If you need assistance with proofreading and editing your paper, you can turn to the professional editors at our service.
They will help you polish your paper to perfection.

Learn how to revise and edit a research paper.

How to Write a Bibliography for a Research Paper?

First, let us make it clear that bibliography and works cited are two different things. Works cited are those that you cited in
your paper. Bibliography should include all the materials you used to do your research. Still, remember that bibliography
requirements differ depending on the formatting style of your paper. For this reason, make sure you ask you professor all
the requirements you need to meet to avoid any misunderstanding.

Learn how to write a bibliography for a research paper.

The Key Secret to a Good Research Paper

Now when you know all the stages of writing a research paper, you are ready to find the key to a good research paper:

▪ Choose the topic that really interests you

▪ Make the topic interesting for you even if it is not at the beginning
▪ Follow the step by step guide and do not get sidetracked
▪ Be persistent and believe in yourself
▪ Really do research and write your paper from scratch
▪ Learn the convincing writing techniques and use them
▪ Follow the requirements of your assignment
▪ Ask for help if needed from real professionals
Feeling more confident about your paper now? We are sure you do. Still, if you need help, you can always rely on us 24/7.

Research Paper Writing Services

We hope we have made writing a research paper much easier for you. We realize that it requires lots of time and energy.
We believe when you say that you cannot handle it anymore. For this reason, we have been helping students like you for
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All our authors are experienced writers crafting excellent academic papers. We help students meet the deadline and get the
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Additional Resources for Research Paper Writing:

▪ Anthropology Research
 ▪ Career Research
▪ Communication Research
▪ Criminal Justice Research
▪ Health Research
▪ Political Science Research
▪ Psychology Research
▪ Sociology Research

Research Paper Topics

hoose your Topic Smart
What starts well, ends well, so you need to be really careful with research paper topics. The topic of a research paper defines
the whole piece of writing. How often have you chosen the book by its title? First impression is often influential, so make
sure your topic will attract the reader instantly. By choosing your topic smart, the half of your job is done. That is why we
have singled out several secrets on how to pick the best topic for you.

Browse Research Paper Topics:

▪ Anthropology Research Paper Topics
▪ Business Research Paper Topics
▪ Career Research Paper Topics
▪ Communication Research Paper Topics
▪ Criminal Justice Research Paper Topics
▪ Economics Research Paper Topics
▪ Education Research Paper Topics
▪ Environmental Research Paper Topics
▪ Health Research Paper Topics
 ▪ History Research Paper Topics
▪ Law Research Paper Topics
▪ Management Research Paper Topics
▪ Nursing Research Paper Topics
▪ Philosophy Research Paper Topics
▪ Political Science Research Paper Topics
▪ Psychology Research Paper Topics
▪ Religion Research Paper Topics
▪ Science Research Paper Topics
▪ Sociology Research Paper Topics
▪ Technology Research Paper Topics

What is the Key to a Perfect Topic for a Research Paper?

The key to a perfect topic includes three main secrets: interest, precision, and innovation.

1. Interest
It is impossible to do something great if you have no interest in what you are doing. For this reason, make sure you choose
the topic that drives you. If you are bored by what you investigate, do not expect that your paper will be exciting. Right now,
spend some minutes or even hours thinking about what interests you. Jot down all your preferences in life, science, politics,
social issues etc. It will help you get the idea what you can write about.

2. Precision
After realizing what drives you, narrow this general idea to a more specific one. A research paper is not about beating around
the bush. You will need clear facts and data. You will have to provide evidence to your ideas. You will need to be precise,
specific and convincing.

3. Innovation
Finally, the idea of any research is that it should be surprising and distinctive. Think what makes your perspective and
approach special. What is the novelty of your research?

Use Technology
If you are still stuck, use technology. Today we have an opportunity to make our lives easier with a bit of technology used.
You can find paper topic generators online. This software will examine the category you want to investigate and the
keywords from your research. Within several seconds, this program generates paper topics, so you can try it yourself. It can
help you get started with your assignment.

100% Effective Advice

We will now give you advice that is 100% effective when picking the topic. Firstly, forget about what others may think about
your topic. This is your topic and this is your perception of the world. Stay personal and let your personal style get you the
top grades. Secondly, never decide on the topic before analyzing the background for your research. By this we mean,
investigate the topic before you start the research proper. It happens quite often that students choose the topic and later
they realize there is no data or information to use. That is why conduct some research beforehand. Thirdly, read other
researchers’ papers on the topic you want to write about. It will help you get the idea of the investigation. Moreover, it will
help you understand whether you truly want to write a paper on this topic. Finally, when you have picked the topic, started
your research, make sure you dedicate your time and energy. If you want to get high results, you need to study every little
details of your research.

Examine Different Ideas

People often come up with genius ideas after analyzing thousands of other people’s ideas. This is how our brain works.
That is why you can analyze other people’s ideas for research paper topics and think up your own. If you have never written
any paper of that kind, it will help you understand the gist of this assignment, the style and the requirements. By comparing
different topics, you can motivate yourself and get inspired with these ideas. Luckily, you have come to the right place. Here
is our list of top 100 research paper topics.

Top 10 Argumentative Research Paper Topics:

Argumentative research papers examine some controversial issues. Your task is to provide your point of view, your
argument, and support your idea with the evidence. This academic assignment requires appropriate structuring and
formatting.

1. Does a College Education Pay?

2. Dual Career Families and Working Mothers
3. Electronic Copyright and Piracy
4. Drinking on Campus
5. Education for Homeless Children
6. Glass ceiling
7. Honor System at Colleges
8. Sex and Violence on TV
9. Word Population and Hunger
10. World Trade and Globalization
Top 10 Economics Research Paper Topics:
If you are studying economics, you can find various topics at our site. Check out topics of micro- and macroeconomics. See
ideas for urgent economic problems, economic models and strategies. Get inspired and come up with your perfect topic.

1. Beyond Make-or-Buy: Advances in Transaction Cost Economics

2. Economic Aspects of Cultural Heritage
3. Economics of Energy Markets
4. Globalization and Inequality
5. International Trade and Trade Restrictions
6. Aggregate Expenditures Model and Equilibrium Output
7. Taxes Versus Standards
8. Predatory Pricing and Strategic Entry Barriers
9. Marxian and Institutional Industrial Relations in the United States
10. Twentieth-Century Economic Methodology
Top 10 Education Research Paper Topics:
Education has so many questions, and yet few answers. The list of education topic is endless. We have chosen the top 10
topics on the urgent issues in education. You can find ideas related to different approaches, methodology, classroom
management, etc.

1. Teachers Thinking About Their Practice

2. Cognitive Approaches to Motivation in Education
3. Responsive Classroom Management
4. Ten Steps to Complex Learning
5. Economics and School-to-Work
6. Reading and Literacy in Adolescence
7. Diversifying the Teaching Force
8. Teacher-Student Relationships
9. Preparing for College and Graduate School
10. Role of Professional Learning
Top 10 History Research Paper Topics:
Choose your topic regarding cultural, economic, environmental, military, political or social history. See what other
researchers investigated, compare their ideas and pick the topic that interests you.

1. European Expansion
2. Orientalism
3. Current trends in Historiography
4. Green Revolution
5. Cold War
6. Religion and War
7. Communism
8. Feudalism
9. Women’s Emancipation Movements
10. History of Civilization
Top 10 Psychology Research Paper Topics:
The list of psychology categories and topics is enormous. We have singled out the most popular topics on psychology in
2019. It is mostly topics on modern psychology. Choose the topic the appeals to you the most or ask our professionals to
help you come up with some original idea.

1. Imaging Techniques for the Localization of Brain Function

2. Memory and Eyewitness Testimony
3. Traditional Neuroscience Research Methods
4. Meditation and the Relaxation Response
5. Assessment of Mental Health in Older Adults
6. Cross-Cultural Psychology and Research
7. Industrial and Organizational Psychology
8. Diagnostic and Statistical Manual of Mental Disorders
9. Prejudice and Stereotyping
10. Nature Versus Nurture
Top 10 Biology Research Paper Topics:
Here you can find topics related to the science of all forms of life. Examine the topics from different fields in biology and
choose the best one for you.

1. Biological Warfare
2. Clone and Cloning
3. Evolution
4. Genetic Disorders
5. Genetic Engineering
6. Kangaroos and Wallabies
7. Mendelian Laws of Inheritance
8. Molecular Biology
9. Osmosis
10. Sexually Transmitted Diseases
Top 10 Chemistry Research Paper Topics:
The best way to understand chemistry is to write a paper on chemistry topic. Below you can see the topics from different
fields of chemistry: organic, inorganic, physical, analytical and others.

1. Acids and Bases

2. Alkaline Earth Metals
3. Dyes and Pigments
4. Chemical Warfare
5. Industrial Minerals
6. Photochemistry
7. Soaps and Detergents
8. Transition Elements
9. Vitamin
10. Yeast
Top 10 Physics Research Paper Topics:
Check out the topics on classical and modern physics. Find ideas for writing about interrelationships of physics to other
sciences.

1. Aerodynamics
2. Atomic Theory
3. Buoyancy
4. Celestial Mechanics
5. Fluid Dynamics
6. Half-life
7. Magnetic recording
8. Microwave Communication
9. Quantum mechanics
10. Subatomic particles
Top 10 Sociology Research Paper Topics:
Find ideas related to different sociological theories, research and methodologies.
 1. Feminist Methodologies and Epistemology
2. Quality-of-Life Research
3. Sociology of Men and Masculinity
4. Sociology of Leisure and Recreation
5. Environmental Sociology
6. Teaching and Learning in Sociology
7. The History of Sociology: The North American Perspective
8. The Sociology of Voluntary Associations
9. Marriage and Divorce in the United States
10. Urban Sociology in the 21st Century
Top 10 Technology Research Paper Topics:
See topics related to the cutting-edge technology or dive into history of electronics, or even early advances in agriculture.

1. Food Preservation: Freeze Drying, Irradiation, and Vacuum Packing

2. Tissue Culturing
3. Digital Telephony
4. Computer-Aided Control Technology
5. Minerals Prospecting
6. Prefabricated Buildings
7. Timber Engineering
8. Quantum Electronic Devices
9. Thermal Water Moderated Nuclear Reactors
10. Long Range Radars and Early Warning Systems
What Makes a Good Topic for a Research Paper?
A good research paper topic is the one that is successful and manageable in your particular case. A successful research
paper poses an interesting question you can actually answer. Just as important, it poses a question you can answer within
the time available. The question should be one that interests you and deserves exploration. It might be an empirical question
or a theoretical puzzle. In some fields, it might be a practical problem or policy issue. Whatever the question is, you need to
mark off its boundaries clearly and intelligently so you can complete the research paper and not get lost in the woods. That
means your topic should be manageable as well as interesting and important.
A topic is manageable if you can:
▪ Master the relevant literature
▪ Collect and analyze the necessary data
▪ Answer the key questions you have posed
▪ Do it all within the time available, with the skills you have
A topic is important if it:
▪ Touches directly on major theoretical issues and debates, or
▪ Addresses substantive topics of great interest in your field
Ideally, your topic can do both, engaging theoretical and substantive issues. In elementary education, for example, parents,
teachers, scholars, and public officials all debate the effectiveness of charter schools, the impact of vouchers, and the value
of different reading programs. A research paper on any of these would resonate within the university and well beyond it.
Still, as you approach such topics, you need to limit the scope of your investigation so you can finish your research and
writing on time. After all, to be a good research paper, it first has to be a completed one. A successful research paper poses
an interesting question you can actually answer within the time available for the project. Some problems are simply too
grand, too sweeping to master within the time limits. Some are too minor to interest you or anybody else.

The solution, however, is not to find a lukewarm bowl of porridge, a bland compromise. Nor is it to abandon your interest in
larger, more profound issues such as the relationship between school organization and educational achievement or
between immigration and poverty. Rather, the solution is to select a well-defined topic that is closely linked to some larger
issue and then explore that link. Your research paper will succeed if you nail a well-defined topic. It will rise to excellence if
you probe that topic deeply and show how it illuminates wider issues.The best theses deal with important issues, framed
in manageable ways. The goal is to select a well-defined topic that is closely linked to some larger issue and can illuminate
it.

You can begin your project with either a large issue or a narrowly defined topic, depending on your interests and the ideas
you have generated. Whichever way you start, the goals are the same: to connect the two in meaningful ways and to explore
your specific topic in depth.

Of course, the choice of a particular research paper topic depends on the course you’re taking. Our site can offer you the
following research paper topics and example research papers:
Moving from a Research Paper Idea to a Research Paper Topic
Let’s begin as most students actually do, by going from a “big issue” to a more manageable research paper topic. Suppose
you start with a big question such as, “Why has the United States fought so many wars since 1945?” That’s certainly a big,
important question. Unfortunately, it’s too complex and sprawling to cover well in a research paper. Working with your
professor or instructor, you could zero in on a related but feasible research topic, such as “Why did the Johnson
administration choose to escalate the U.S. war in Vietnam?” By choosing this topic, your research paper can focus on a
specific war and, within that, on a few crucial years in the mid-1960s.

You can draw on major works covering all aspects of the Vietnam War and the Johnson administration’s decision making.
You have access to policy memos that were once stamped top secret. These primary documents have now been
declassified, published by the State Department, and made available to research libraries. Many are readily available on the
Web. You can also take advantage of top-quality secondary sources (that is, books and articles based on primary
documents, interviews, and other research data).

Drawing on these primary and secondary sources, you can uncover and critique the reasons behind U.S. military escalation.
As you answer this well-defined question about Vietnam, you can (and you should) return to the larger themes that interest
you, namely, “What does the escalation in Southeast Asia tell us about the global projection of U.S. military power since
1945?” As one of America’s largest military engagements since World War II, the war in Vietnam should tell us a great deal
about the more general question.

The goal here is to pick a good case to study, one that is compelling in its own right and speaks to the larger issue. It need
not be a typical example, but it does need to illuminate the larger question. Some cases are better than others precisely
because they illuminate larger issues. That’s why choosing the best cases makes such a difference in your research paper.

Since you are interested in why the United States has fought so often since 1945, you probably shouldn’t focus on U.S.
invasions of Grenada, Haiti, or Panama in the past two decades. Why? Because the United States has launched numerous
military actions against small, weak states in the Caribbean for more than a century. That is important in its own right, but
it doesn’t say much about what has changed so dramatically since 1945. The real change since 1945 is the projection of
U.S. power far beyond the Western Hemisphere, to Europe and Asia. You cannot explain this change—or any change, for
that matter—by looking at something that remains constant.
In this case, to analyze the larger pattern of U.S. war fighting and the shift it represents, you need to pick examples of distant
conflicts, such as Korea, Vietnam, Kosovo, Afghanistan, or Iraq. That’s the noteworthy change since 1945: U.S. military
intervention outside the Western Hemisphere. The United States has fought frequently in such areas since World War II but
rarely before then. Alternatively, you could use statistics covering many cases of U.S. intervention around the world, perhaps
supplemented with some telling cases studies.

Students in the humanities want to explore their own big ideas, and they, too, need to focus their research. In English
literature, their big issue might be “masculinity” or, to narrow the range a bit, “masculinity in Jewish American literature.”
Important as these issues are, they are too vast for anyone to read all the major novels plus all the relevant criticism and
then frame a comprehensive research paper.

If you don’t narrow these sprawling topics and focus your work, you can only skim the surface. Skimming the surface is not
what you want to do in a research paper. You want to understand your subject in depth and convey that understanding to
your readers.

That does not mean you have to abandon your interest in major themes. It means you have to restrict their scope in sensible
ways. To do that, you need to think about which aspects of masculinity really interest you and then find works that deal with
them.

You may realize your central concern is how masculinity is defined in response to strong women. That focus would still
leave you considerable flexibility, depending on your academic background and what you love to read. That might be
anything from a reconsideration of Macbeth to an analysis of early twentieth-century American novels, where men must
cope with women in assertive new roles. Perhaps you are interested in another aspect of masculinity: the different ways it
is defined within the same culture at the same moment. That would lead you to novelists who explore these differences in
their characters, perhaps contrasting men who come from different backgrounds, work in different jobs, or simply differ
emotionally. Again, you would have considerable flexibility in choosing specific writers.

Connecting a Specific Research Paper Topic to a Bigger Idea

Not all students begin their research paper concerned with big issues such as masculinity or American wars over the past
half century. Some start with very specific topics in mind. One example might be the decision to create NAFTA, the North
American Free Trade Agreement encompassing Canada, the United States, and Mexico. Perhaps you are interested in
NAFTA because you discussed it in a course, heard about it in a political campaign, or saw its effects firsthand on local
workers, companies, and consumers. It intrigues you, and you would like to study it in a research paper. The challenge is to
go from this clear-cut subject to a larger theme that will frame your paper.

Why do you even need to figure out a larger theme? Because NAFTA bears on several major topics, and you cannot explore
all of them. Your challenge—and your opportunity—is to figure out which one captures your imagination.

One way to think about that is to finish this sentence: “For me, NAFTA is a case of ___________.” If you are mainly interested
in negotiations between big and small countries, then your answer is, “For me, NAFTA is a case of a large country like the
United States bargaining with a smaller neighbor.” Your answer would be different if you are mainly interested in decision
making within the United States, Mexico, or Canada. In that case, you might say, “NAFTA seems to be a case where a strong
U.S. president pushed a trade policy through Congress.” Perhaps you are more concerned with the role played by business
lobbies. “For me, NAFTA is a case of undue corporate influence over foreign economic policy.” Or you could be interested
in the role of trade unions, environmental groups, or public opinion.

The NAFTA decision is related to all these big issues and more. You cannot cover them all. There is not enough time, and
even if there were, the resulting paper would be too diffuse, too scattershot. To make an impact, throw a rock, not a handful
of pebbles.

Choosing one of these large issues will shape your research paper on NAFTA. If you are interested in U.S. decision making,
for example, you might study the lobbying process or perhaps the differences between Democrats and Republicans. If you
are interested in diplomacy, you would focus on negotiations between the United States, Canada, and Mexico. Either would
make an interesting research paper, but they are different topics.

Although the subject matter and analysis are decidedly different in the humanities, many of the same considerations still
apply to topic selection. In English or comparative literature, for example, you may be attracted to a very specific topic such
as several poems by William Wordsworth. You are not trying, as a social scientist would, to test some generalizations that
apply across time or space. Rather, you want to analyze these specific poems, uncover their multiple meanings, trace their
allusions, and understand their form and beauty.

As part of the research paper, however, you may wish to say something bigger, something that goes beyond these particular
poems. That might be about Wordsworth’s larger body of work. Are these poems representative or unusual? Do they break
with his previous work or anticipate work yet to come? You may wish to comment on Wordsworth’s close ties to his fellow
“Lake Poets,” Coleridge and Southey, underscoring some similarities in their work. Do they use language in shared ways?
Do they use similar metaphors or explore similar themes? You may even wish to show how these particular poems are
properly understood as part of the wider Romantic movement in literature and the arts. Any of these would connect the
specific poems to larger themes.

How to Refine Your Research Paper Topic

One of your professor’s or instructor’s most valuable contributions to the success of your research paper is to help you
refine your topic. She can help you select the best cases for detailed study or the best data and statistical techniques. S/he
can help you find cases that shed light on larger questions, have good data available, and are discussed in a rich secondary
literature. She may know valuable troves of documents to explore. That’s why it is so important to bring these issues up in
early meetings. These discussions with your instructor are crucial in moving from a big but ill-defined idea to a smart,
feasible topic.Some colleges supplement this advising process by offering special workshops and tutorial support for
students. These are great resources, and you should take full advantage of them. They can improve your project in at least
two ways.

First, tutors and workshop leaders are usually quite adept at helping you focus and shape your topic. That’s what they do
best. Even if they are relatively new teachers, they have been writing research papers themselves for many years. They know
how to do it well and how to avoid common mistakes. To craft their own papers, they have learned how to narrow their
topics, gather data, interpret sources, and evaluate conjectures. They know how to use appropriate methods and how to
mine the academic literature. In all these ways, they can assist you with their own hard-won experience. To avoid any
confusion, just make sure your instructor knows what advice you are getting from workshop leaders and tutors. You want
everyone to be pulling in the same direction.

Second, you will benefit enormously from batting around your research paper in workshops. The more you speak about
your subject, the better you will understand it yourself. The better you understand it, the clearer your research and writing
will be. You will learn about your project as you present your ideas; you will learn more as you listen to others discuss your
work; and you will learn still more as you respond to their suggestions. Although you should do that in sessions with your
instructor, you will also profit from doing it in workshops and tutorial sessions.
Secrets to Keep in Mind when Writing a Research Paper
As a bonus, we have prepared several secrets for you to make your paper perfect. Firstly, always write your paper from
scratch. Do not copy the already existing materials, as it can lead to unsatisfactory mark or even expulsion. Secondly, start
your research early; do not put off investigating the topic. The earlier you start, the easier it will be to meet the deadline.
Thirdly, plan your work and create an outline for your task. A planned work will help you be systematic. Plus, it will help you
avoid writer’s block, as you always have an outline to follow. Another secret is following all the requirements. A research
paper is an academic assignment, so all these structural and formatting standards are important. Finally, make sure you
proofread and edit your task. Check your paper for grammar and spelling mistakes, examine your choice of vocabulary. If
it seems too much, you can always ask our professional editors and they will check the paper for you. A mistakes-free paper
is essential to get high results.

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

Sample Research Papers

Anthropology Research Paper Examples
▪ Anthropology Research Paper
▪ Archaeology Research Paper
▪ Forensic Anthropology Research Paper
▪ Linguistics Research Paper
▪ Medical Anthropology Research Paper
▪ Social Problems Research Paper
Art Research Paper Examples
▪ Art Research Paper
▪ Performing Arts Research Paper
▪ Music Research Paper
▪ Architecture Research Paper
▪ Theater Research Paper
▪ Visual Arts Research Paper
Cancer Research Paper Examples
▪ Cancer Research Paper
▪ Breast Cancer Research Paper
▪ Leukemia Research Paper
 ▪ Lung Cancer Research Paper
▪ Ovarian Cancer Research Paper
▪ Prostate Cancer Research Paper
Communication Research Paper Examples
▪ Communication Research Paper
▪ Advertising Research Paper
▪ Journalism Research Paper
▪ Media Research Paper
▪ Public Relations Research Paper
▪ Public Speaking Research Paper
Crime Research Paper Examples
▪ Crime Research Paper
▪ Computer Crime Research Paper
▪ Domestic Violence Research Paper
▪ Hate Crimes Research Paper
▪ Organized Crime Research Paper
▪ White-Collar Crime Research Paper
Criminal Justice Research Paper Examples
▪ Criminal Justice Research Paper
▪ Capital Punishment Research Paper
▪ Community Policing Research Paper
▪ Corporal Punishment Research Paper
▪ Criminal Investigation Research Paper
▪ Criminal Justice System Research Paper
▪ Plea Bargaining Research Paper
▪ Restorative Justice Research Paper
Criminal Law Research Paper Examples
▪ Criminal Law Research Paper
▪ Actus Reus Research Paper
▪ Gun Control Research Paper
 ▪ Insanity Defense Research Paper
▪ International Criminal Law Research Paper
▪ Self-Defense Research Paper
Criminology Research Paper Examples
▪ Criminology Research Paper
▪ Cultural Criminology Research Paper
▪ Education and Crime Research Paper
▪ Marxist Criminology Research Paper
▪ School Crime Research Paper
▪ Urban Crime Research Paper
Culture Research Paper Examples
▪ Culture Research Paper
▪ Advertising and Culture Research Paper
▪ Material Culture Research Paper
▪ Popular Culture Research Paper
▪ Cross-Cultural Studies Research Paper
▪ Culture Change Research Paper
Economics Research Paper Examples
▪ Economics Research Paper
▪ Budget Research Paper
▪ Cost-Benefit Analysis Research Paper
▪ Fiscal Policy Research Paper
▪ Labor Market Research Paper
Education Research Paper Examples
▪ Education Research Paper
▪ Early Childhood Education Research Paper
▪ Information Processing Research Paper
▪ Multicultural Education Research Paper
▪ Special Education Research Paper
 ▪ Standardized Tests Research Paper
Health Research Paper Examples
▪ Health Research Paper
▪ AIDS Research Paper
▪ Alcoholism Research Paper
▪ Disease Research Paper
▪ Health Economics Research Paper
▪ Health Insurance Research Paper
History Research Paper Examples
▪ History Research Paper
▪ Adolf Hitler Research Paper
▪ American Revolution Research Paper
▪ Ancient Greece Research Paper
▪ Apartheid Research Paper
▪ Christopher Columbus Research Paper
▪ Climate Change Research Paper
▪ Cold War Research Paper
▪ Columbian Exchange Research Paper
▪ Deforestation Research Paper
▪ Diseases Research Paper
▪ Earthquakes Research Paper
▪ Egypt Research Paper
Leadership Research Paper Examples
▪ Leadership Research Paper
▪ Implicit Leadership Theories Research Paper
▪ Judicial Leadership Research Paper
▪ Leadership Styles Research Paper
▪ Police Leadership Research Paper
▪ Political Leadership Research Paper
▪ Remote Leadership Research Paper
Mental Health Research Paper Examples
▪ Mental Health Research Paper
▪ ADHD Research Paper
▪ Anxiety Research Paper
▪ Autism Research Paper
▪ Depression Research Paper
▪ Eating Disorders Research Paper
▪ PTSD Research Paper
▪ Schizophrenia Research Paper
▪ Stress Research Paper
Political Science Research Paper Examples
▪ Political Science Research Paper
▪ American Government Research Paper
▪ Civil War Research Paper
▪ Communism Research Paper
▪ Democracy Research Paper
▪ Game Theory Research Paper
▪ Human Rights Research Paper
▪ International Relations Research Paper
▪ Terrorism Research Paper
Psychology Research Paper Examples
▪ Psychology Research Paper
▪ Artificial Intelligence Research Paper
▪ Discrimination Research Paper
▪ Environmental Psychology Research Paper
▪ Learning Disabilities Research Paper
▪ Social Cognition Research Paper
Sociology Research Paper Examples
▪ Sociology Research Paper
▪ Group Dynamics Research Paper
 ▪ Quality of Life Research Paper
▪ Social Change Research Paper
▪ Social Movements Research Paper
▪ Social Networks Research Paper
Technology Research Paper Examples
▪ Technology Research Paper
▪ Computer Forensics Research Paper
▪ Genetic Engineering Research Paper
▪ History of Technology Research Paper
▪ Internet Research Paper
▪ Nanotechnology Research Paper
Other Research Paper Examples
▪ Abortion Research Paper
▪ Bullying Research Paper
▪ Diversity Research Paper
▪ Divorce Research Paper
▪ Drugs Research Paper
▪ Environmental Issues Research Paper
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To Read Examples or Not to Read
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A Sample Research Paper on Child Abuse

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

The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.
Outline
To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is
easier for you to present the ideas logically, without jumping from one thought to another.

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

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

Outline
I. Introduction
II. Estimates of Child Abuse: Methodological Limitations
III. Child Abuse and Neglect: The Legalities
IV. Corporal Punishment Versus Child Abuse
V. Child Abuse Victims: The Patterns
VI. Child Abuse Perpetrators: The Patterns
VII. Explanations for Child Abuse
VIII. Consequences of Child Abuse and Neglect
IX. Determining Abuse: How to Tell Whether a Child Is Abused or Neglected
X. Determining Abuse: Interviewing Children
XI. How Can Society Help Abused Children and Abusive Families?
Introduction
An introduction should include a thesis statement and the main points that you will discuss in the paper.
A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view
through the whole piece of work:

‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into
adulthood.’
I. Introduction
Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the
psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on
their caretakers, and are unable to protect themselves from these acts.
Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to
become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very
earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by
their families are not always the positive building blocks for which one would hope.
In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4
children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous
national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered
neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were
medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of
harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is
a substantial one.
Main Body
In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The
evidence include all the data and material you have found, analyzed and systematized. You can support your point of view
with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is
right, and make the reader interested in the topic.

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

II. Estimates of Child Abuse: Methodological Limitations

Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard
to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because
they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to
be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report
their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them
or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly
because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their
physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often
it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).
Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of
reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to
investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In
addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse,
leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).
III. Child Abuse and Neglect: The Legalities
While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by
identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and
Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as,
at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or
emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”
Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal
statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For
example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure
to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical
or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and
emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to
use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural
values, and community standards can influence the application of legal statutes. In addition, several states distinguish between
failure to provide based on financial inability and failure to provide for no apparent financial reason.
Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death)
as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other
object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In
addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as
another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a
child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of
pornographic materials.
Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development
or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance.
Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without
evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior,
emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse
is almost always present when other types of abuse are identified.
Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance
abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child
(Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals
or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs
or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs
the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child
to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity
(District of Columbia).
IV. Corporal Punishment Versus Child Abuse
One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal
punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may
abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when
disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,”
“causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability,
disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal
punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed
under most state statutes (e.g., state of Florida child abuse statute).
Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature
on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to
hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher).
Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent
forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the
fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the
circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children
cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment
is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection
between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and
compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).
One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence.
Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When
parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.
V. Child Abuse Victims: The Patterns
In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come
to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims
being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for
infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–
3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13
per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of
multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest
rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single
mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This
reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree
of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral
problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services
system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96%
more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to
have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–
21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants
(younger than age 1) (National Child Abuse and Neglect Data System, 2006).
Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an
estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per
100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor.
Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger
than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had
a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).
One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and
adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent
and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication.
This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small.
Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children
less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows
without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most
common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common
in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the
toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often
cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal
in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being
the result of abuse.
VI. Child Abuse Perpetrators: The Patterns
Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%,
and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological
parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and
42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while
for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33%
of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were
African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).
VII. Explanations for Child Abuse
There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual
pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for
physical punishment along with a lack of cultural support for helping parents here in the United States.
The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea
that people who abuse their children have something wrong with their individual personality or biological makeup. Such
psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having
a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of
how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They
are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance
for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting
to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children
cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are
unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want
and need limits, these parents are unable to set them or adhere to them.)
Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or
dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be
extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower
frustration tolerance, and increased stress).
The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of
parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are
coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent
less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only
pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the
emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role
reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility
of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally,
less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different
shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before
children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically,
parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child,
they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children
may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average”
situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder
[ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some
babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of
circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything,
including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being
more difficult, are more likely to be victims of child abuse.
Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between
them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are
unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents
who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse
increase when unskilled parents must contend with difficult children.
Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on
what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of
these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward
siblings or a parent), those interactions and violent family members become the representations and role models for their future
familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or
experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child
rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out
fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and
they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.
What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children,
interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like
to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-
adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as
methods of discipline.
Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle
were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of
young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social
support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.).
Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults
who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition
to being nonviolent in their family interactions.
Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and
parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically,
such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low
education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower
qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families
in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and
larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be
relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction
in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be
less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater
risk for child abuse.
Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United
States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities
between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for
seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the
discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use
other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American
Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children
because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of
recommendations, the culture of corporal punishment persists.
Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married,
couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most
wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always
wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and
automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have
children and that they will love having children. But, after children are born, there is not much support for couples who have trouble
adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help,
and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where
couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these
same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the
risks for child abuse in society.
VIII. Consequences of Child Abuse and Neglect
The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood
abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have
grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these
potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their
abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an
investigation must be conducted.
Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into
adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness
and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships,
as well as the sabotaging of any current ones.
Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be
angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many
abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well
as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among
maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are
thus not resilient and do not resume a “normal life” after the abuse has ended.
Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and
remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims
of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual
behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been
arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated
victimizations.
Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In
addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their
physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health
problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital
areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual
functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas,
2004).
Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual
problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called
“dysfunctional sexual behavior”—and have many sexual partners.
Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional
developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization.
In the next section, these developmental delays are discussed as a means of identifying children who may be abused.
IX. Determining Abuse: How to Tell Whether a Child Is Abused or Neglected
There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and
appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children
who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are
several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less
likely injuries may signal instances of child abuse.
While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are
not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely
to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name
a few), are good examples of the types of bruises children do not give themselves.
Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees,
or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months
old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg
or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion
fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the
fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s)
or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.
Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is
very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries
like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of
damages rarely happen by accident.
Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types
of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular
locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the
whole hand or those to the buttocks are also unlikely to happen as a result of an accident.
Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what
children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which
they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and
not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous
areas and across many milestones.
As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan
ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in
appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.
Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by
slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to
spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises
that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not
expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow.
This includes both verbal and nonverbal means of communication.
Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused
than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves
as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions.
They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little
reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not,
begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or
“playing house.”
Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and
effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word
commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely
to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with
the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained
and thus may be unable to control their bladders.
Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind
in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater
to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the
household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss
days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed
development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but
seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent
toileting accidents.
Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and
withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and
these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the
consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior
and impulse control, which, again, can be discerned in various ages of children.
X. Determining Abuse: Interviewing Children
Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to
interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because
children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers
must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general
recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge
that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor
do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the
child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help
children express the types of abuse of which they may be victims.
Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what
happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and
where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add
commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform
interviewers about the circumstances of abusive instances.
Conclusion
A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking
every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full
stop in your research. You need to persuade the reader in your opinion.

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

XI. How Can Society Help Abused Children and Abusive Families?
Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to
focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service
announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those
required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel
that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress
that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service
announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong,
but in the grander scheme of things that is really not so bad.
Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s
shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies
typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities
and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding.
When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with
more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up
with more children and families.
Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having
greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition,
Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be
allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously
wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be
raised in nonviolent, emotionally satisfying families, and thus become better adults.
Bibliography
When you write a paper, make sure you are aware of all the formatting requirements. Incorrect formatting can lower your
mark, so do not underestimate the importance of this part.

Organizing your bibliography is quite a tedious and time-consuming task. Still, you need to do it flawlessly. For this reason,
analyze all the standards you need to meet or ask professionals to help you with it. All the comas, colons, brackets etc.
matter. They truly do.

Bibliography:
1. American Academy of Pediatrics: https://www.aap.org/
2. Bancroft, L., & Silverman, J. G. (2002). The batterer as parent. Thousand Oaks, CA: Sage.
3. Child Abuse Prevention and Treatment Act, 42 U.S.C.A. § 5106g (1998).
4. Childhelp: Child Abuse Statistics: https://www.childhelp.org/child-abuse-statistics/
5. Children’s Defense Fund: https://www.childrensdefense.org/
6. Child Stats.gov: https://www.childstats.gov/
7. Child Welfare League of America: https://www.cwla.org/
8. Crosson-Tower, C. (2008). Understanding child abuse and neglect (7th ed.). Boston: Allyn & Bacon.
9. DeBecker, G. (1999). Protecting the gift: Keeping children and teenagers safe (and parents sane). New York: Bantam Dell.
10. Family Research Laboratory at the University of New Hampshire: https://cola.unh.edu/family-research-laboratory
11. Guterman, N. B. (2001). Stopping child maltreatment before it starts: Emerging horizons in early home visitation services. Thousand
Oaks, CA: Sage.
12. Herman, J. L. (2000). Father-daughter incest. Cambridge, MA: Harvard University Press.
 13. Medline Plus, Child Abuse: https://medlineplus.gov/childabuse.html
14. Myers, J. E. B. (Ed.). (1994). The backlash: Child protection under fire. Newbury Park, CA: Sage.
15. National Center for Missing and Exploited Children: https://www.missingkids.org/home
16. National Child Abuse and Neglect Data System. (2006). Child maltreatment 2006: Reports from the states to the National Child Abuse
and Neglect Data System. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
17. New York University Silver School of Social Work: https://socialwork.nyu.edu/
18. Pitzer, R. L. (1997). Corporal punishment in the discipline of children in the home: Research update for practitioners. Paper presented
at the National Council on Family Relations Annual Conference, Washington, DC.
19. RAND, Child Abuse and Neglect: https://www.rand.org/topics/child-abuse-and-neglect.html
20. Richards, C. E. (2001). The loss of innocents: Child killers and their victims. Wilmington, DE: Scholarly Resources.
21. Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children. Edison, NJ:
Transaction.
22. Thomas, P. M. (2004). Protection, dissociation, and internal roles: Modeling and treating the effects of child abuse. Review of General
Psychology, 7(15).
23. U.S. Department of Health and Human Services, Administration for Children and Families: https://www.acf.hhs.gov/
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TITLE
KEYWORDS
ARTICLE OUTLINE
Scientific publication is a pillar which
gauges intellectual human capital of
countries in the global innovation
index. This paper presents the
effectiveness of using technology-
based tools in ensuring the quality of
articles for journal publication. It
fundamentally employed pre- and
post-test research design to
determine the effectiveness of online
technology-based tools before and
after the intervention. It employed
descriptive presentation of the
different on-line technology tools
used in the 21 specimens of faculty
researches written in publishable
article format. It examined the quality
of references, level of readability,
writing quality, originality, and
grammar of the papers before and
after the review process and
interventions. The study highlighted
that using the online tools improved
the quality of the papers on grammar
and lexical quality, similarity index,
readability index, number of
references, number of correct
bibliographic entries for submission in
high impact journals. A higher level of
a cleansing process using the online
technology tools ensures the quality
of publishable articles. Implications of
this study will facilitate journal article
writing skill of academic community to
effectively disseminate results of
Effectiveness of Technology-Based Tools in Ensuring Quality of Publishable Journal Articles
Journal Publication, Research Dissemination, Knowledge Generation, Technology-based quality assurance tools
INTRODUCTION
Progress in the 21st century is
impossible without research. Research
is responsible for new products, new
knowledge and new ways of undertaking
projects.
Scientific journals are important media
for dissemination of scientific findings.
Research journals are coined as the
“lifeblood of living and evolving science”
(Gevers et al, 2006).
Writing and publishing scientific articles
are way of life in the career of scientists
(Ajami & Dangal, Hamal & Giri, 2017,
Masters, 2013; Movehedi, 2013;
Mohammadi et al, 2018;). Publication
forms the basis for new research and
practical application of findings and
results.
There is a strong link between scientific
publication and the national wealth
(ECR, 2003). Within the tertiary
education system, research universities
play a critical role in training the
professionals, high-level specialists,
scientists, and researchers needed by
the economy and in generating new
knowledge in support of national
innovation systems (World Bank, 2002).
In this setting, it is the priority of
countries around the world to ensure
that their primer universities are
trailblazers of intellectual and scientific
development (Salmi, 2009). The
competitiveness for intellectual capital of
countries is dependent on the scientific
publication, patents, and knowledge
generated (Archibugi, Denni, & Filippetti,
2009; Bucheli, Calderon, Diaz, 2012;
RESEARCH PROBLEM/S
Scientific journals are important
media for dissemination of scientific
findings. Research journals are
coined as the “lifeblood of living and
evolving science” (Gevers et al,
2006). Writing and publishing
scientific articles are way of life in
the career of scientists (Ajami &
Dangal, Hamal & Giri, 2017,
Masters, 2013; Movehedi, 2013;
Mohammadi et al, 2018;).
Publication forms the basis for new
research and practical application of
findings and results. It can affect the
scientific community and the society
at large (Wager & Kleinert, 2010)
but what is lamenting is that many
studies are never published and
termed as the file-drawer problem
(Franco, Malhotra, & Simonovits,
2014; Lane, Luminet, Nave, &
Mikolajczak, 2016;
Simonsohn, Nelson, & Simmons,
2014; Song, Parekh, Hooper et al,
2010).
Academic researchers in many
disciplines are facing difficulties in
disseminating their research
outputs beyond academia (Dogra,
2011; Stout, Rebele, & Howrd,
2006). A variety of barriers have
been reported across many
academic disciplines that sustain
the gaps between academic
researchers and practitioners
(Haddow, 2011; Lanamäki, Stendal,
& Thapa, 2011). The literature
shows that academic research
outputs are buried deeply in reports
HYPOTHESIS/ES
This study tested the hypothesis if
there is a significant difference on the
quality of the papers before and after
the utilization of technology-based
tools.
RELEVANT THEORIES/CONCEPTS
The dissemination and impact of research outputs cannot happen without
those outputs being communicated to target audiences/stakeholders.
Many reasons are identified why journal articles are rejected. They arise
from different flaws on the research design, manuscript organization,
results and discussion, conclusion (Ahlstrom, 2012; Akhtar, 2008; Fischer,
Gopaldas, & Scaraboto, 2017; Pimm, 2013; Stivers & Cramer, 2017;
Sullivan, 2015).
Ezeala Nweke & Ezeala (2013) studied on the common errors in the
manuscript submitted to medical science journals in Asia and Africa
showed that out of 42 papers analyzed they found crucial flaws in every
section of the manuscript. 68 % have problems in the introduction and
results section, 86 % have flaws in the material and methods section. 71 %
in the discussion section. Consequently, Kapp and Albertyn (2008)
confirm that rate of acceptance and rejection in journals are attributed to
the common errors made by authors such as poor contextualization of the
research, language style, referencing styles, date of references, originality
of work, lack of focus, length of the manuscript, data analysis, plagiarism,
and readability. The errors are manifold and various. Many researchers
struggle to have their papers be published in high impact journals. Uzuner
(2008) also identifies problems commonly encountered in publication,
among these are associated to language problems, divergence on the
journal standards, parochialism, and relevance.
Writing research articles for publication requires a recursive and step-by-
step process coupled with effective feedback and evaluation. Outlining the
structure of the article helps research writers to appropriately prepare
manuscripts. The key to successful scientific writing is to start at the
structure of the paper (IJQHC, 2004).
The basic structure of a typical research article follows the IMRAD
sequence (Introduction, Methods, Results, and Discussion) where each of
the major components of the article addresses different aims. Figure 1
presents the structural component of a publishable research article
adapted from Zeiger (1993) and Swales (1990) as a guide in the structure
of the selected research articles.
research studies with higher chances
of being accepted in respected global
databases as contribution to
knowledge generation and
development of the country.
Larsen & Von Ins, 2010). Scientific
publications in reputable journals are
considered for the global University
ranking, times university ranking, and
Shanghai World University ranking
(Rauhvargers, 2011).
and not transmitted into real
practice.
Plethora of studies (Azer, Dupras, &
Azer, 2014; Baig, Ahmed, &
Antique, 2016; Bordage 2001;
Byrne, 2000; Gasparyan et al, 2015;
Hesterman, Szperka, & Turner,
2018; Pierson, 2004) have explored
and analyze the flaws of
manuscripts why being rejected for
publication in reputable high impact
journals around the world.
The purpose of this study is to
present the effectiveness of online
technology tools in ensuring the
quality of papers using the grammar
checker, plagiarism scanner, online
readability scanner, citation
generator, and Google Scholar
reference manager in improving the
quality of selected papers.
This paper hopes to address the
problem among researchers by
providing them information on the
availability of free on-line tools
which can help establish quality
journal articles. This study filled the
gap to increase acceptance rate of
papers which will be submitted to
respected journals.
REFERENCES
Ahlstrom, D. (2012). Several key reasons
why a paper is likely to be rejected at
the Asia Pacific Journal of
Management. Asia Pacific Journal of
Management, 29(3), 519–524.
Ajami, S., & Movahedi, F. (2013).
Challenges for authors and
publishers in scientific journal. Pak J
Med Sci. 2013;29(Suppl 1):432–
436. doi:
10.12669/pjms.291(Suppl).3550.
Akhtar, J. (2008). Why Articles get
rejected at JCPSP: Myths and
realities. Journal of the College of
Physicians and Surgeons
Pakistan, 18(10), 599-600.
Alden, J., & Lin, G. (2004). Benchmarking
the characteristics of a world-class
university: Developing an
international strategy at university
level. Leadership Foundation for
Higher Education, Londres.
Archibugi, D., Denni, M., & Filippetti, A.
(2009). The technological
capabilities of nation: The state of
the art of synthetic
indicators. Technological
Forecasting and Social
Change, 76(7), 917-931.
Azer, S. A., Dupras, D. M., & Azer, S.
(2014). Writing for publication in
medical education in high impact
journals. European Review for
Medical and Pharmacological
Sciences, 18(19), 2966-81.
MATERIALS AND METHODS
Research Design
The study fundamentally employed
pre- and post-test design to
determine the effectiveness of
online technology-based tools
before and after the utilization of
technology tools. The quality
indicators of the articles were
measured before and after the
utilization of the technology tools.
To ensure the quality of the
research articles, selection criteria
were set, the papers: (1) must have
been completed papers which were
institutionally/ externally funded for
the past three years (2016-2019);
(2) must have not been submitted
for paper publication or under
consideration to journals.
Manuscript authors name were
removed and replaced with codes to
ensure confidentiality. The sample
size of 21 was only based on
availability during the time of the
conduct of the study. The study
protocol was reviewed and
approved.
Sample and Data Collection
Phase 1. Before the Intervention
Prior to the start of the intervention,
a university-wide publication
training-writeshop was conducted
to the faculty members with
RESULTS AND DISCUSSION CONCLUSIONS
Quality Indicators of the Papers before and After the Coaching This paper suggests the utilization
Interventions using the Technology Tools of online technology tools that will
The utilization of the different technology-based tools before and after facilitate the quality of articles to be
the intervention shows the following quality indicators of the papers submitted for publication. Research
namely: Grammar and lexical quality, similarity index, readability index, publication as global scholar
number of references, number of correct bibliographic entries. merchandise requires authors to put
their writing in well-prepared
Effectiveness of Online Grammar Checker manuscripts that will be read by a wide
Test of difference in the grammar errors of the 21 papers before and audience. This paper assessed the
after the intervention. The data shows that prior to the implementation of effectiveness of using online
the intervention, the 21 papers obtained 132.85 errors along with technology tools in ensuring quality
misspelled words, incorrect punctuation, and lexical errors. After the standards of the papers along
intervention, there were only 21.28 number of grammar errors shown. The grammar, referencing, citation, and
result showed a significant difference on the scores before and after the originality. Using a pre-post
utilization of grammar checker as presented with the computed t value of experimental design, 21 full-length
12.986 and p-value of 0.000 which is lower than the alpha value of 0.01. research articles were selected. The
study highlighted that using the online
Effectiveness of Online Plagiarism Scanner grammar checker, plagiarism scanner,
The similarity index of the papers before and after the use of online readability scanner, citation
plagiarism scanner. The data shows that before the implementation of the generator, and Google Scholar
technology, a mean of 60.04 % of similarity index was found. After the reference manager improved the
implementation, only 20.71 % of similar index of the papers were found quality of the papers on grammar and
showing an acceptable rate for paper publication. The lower level of lexical quality, similarity index,
similarity index increases the likelihood of article publication in respected readability index, number of
journals. The intervention provided the participants to reduce the references, number of correct
percentage of similarity index. bibliographic entries for submission in
high impact journals. Implications of
Effectiveness of Online Readability Tool this study will further develop the
The readability index of the papers before and after the use of an research writing competence of
online readability tool. It can be seen from the data that before the academic community to creatively and
implementation of the intervention, an average score of 30.47 % showing effectively disseminate the results of
a difficult level of readability among the selected articles. After the their research studies with higher
implementation, a standard level of 60 readability index was found which chances of being accepted in
made a better quality of the papers. Readability of articles increases the respected global databases as their
chance of acceptance in journal publication. contribution to knowledge generation
and development of the country in
Effectiveness of Google Scholar Reference Manager terms of scientific publication as the
Before the implementation of Google Scholar referencing a mean measurement of human intellectual
count of 21.42 showing a limited number of references in the articles, after capital.
Baig, S., Ahmed, S., & Attique, H. (2016).
Reviewing a manuscript: disparity
amongst peer reviewers priorities
from basic health sciences and
clinicians. Journal of the College of
Physicians and Surgeons-
Pakistan, 26(8), 677-680.
Baždarić, K. (2012). Plagiarism
detection–quality management tool
for all scientific journals. Croatian
Medical Journal, 53(1), 1-3.
Bordage, G. (2001). Reasons reviewers
reject and accept manuscripts: the
strengths and weaknesses in
medical education
reports. Academic Medicine, 76(9),
889-896.
Bradley, C. (2011). Plagiarism education
and prevention: A subject-driven
case-based approach. Elsevier.
completed research papers for the
past three years.
Phase 2. During the Intervention
During the implementation phase,
the researcher introduced different
technology tools for publication.
The participants were oriented on
the use of grammar checker,
plagiarism scanner, readability test,
number of references and correct
bibliographic entries. They were
provided hands-on demonstration
and walk-through sessions.
Phase 3. After the Intervention
After the implementation of the
different technology tools and
necessary revisions of papers done
by the participants. Their papers
were locally peer-reviewed by
experts and researchers in the
university with publications in
reputable journals.
Measurement and Analysis of
Variables
In order to analyze the gathered
data from the research papers,
descriptive statistics such as
frequency count, mean and
percentage were used. Inferential
statistics using the paired sample t-
test was utilized to identify the
difference between the pre-scores
and post-scores of the 21 selected
papers.
the implementation, an average of 41.80 references is seen. This implies RECOMMENDATIONS
that there is a significant difference in the number of references before Limitation of the present study, a
and after the intervention with the computed p-value of 0.00. small number of articles were only
considered and it is only limited to a
Effectiveness of Citation Generator short period of time. As future research
Before the intervention, an average of 6.33 number of bibliographic errors direction, another study may be
was traced. After the use of citation generator, only 0.85 errors left. conducted using the online technology
Showing a p-value of 0.000. This means that it significantly improved the tools and track how many papers will
be accepted in an actual journal
bibliographic entries of the papers. Proper citation is a good quality
submission. Notwithstanding the
indicator of an article for publication.
limitations, this study highlights the
necessary actions of researchers to
encourage them to utilize free
available quality assurance tools to
establish a higher quality of their
papers which could also promote a
strong research culture of universities.
This study could serve as a useful
reference to improve manuscript
preparation and organization.
Additionally, there are other
various software tools that are
available which ensure the quality of
research articles and can contribute to
the improvement of the article's
quality. Nevertheless, the technology
tools utilized in the study must not be
seen as the mandatory regulations in
which researchers and students must
use for scientific writing. They are still
encouraged to opt for possible best
strategies which suit their interest and
habits.
Books
This book has no textbook and I am not requiring you to buy any books for this class. That said, several required readings
and many suggested readings, will come from several excellent books which you should consider purchasing for your
library.

These books include:

• Rogers, R. (2013). Digital Methods. Cambridge, Massachusetts: The MIT Press. [MIT Press Homepage]
• Hesse-Biber, S. N. (Ed.). (2011). The Handbook of Emergent Technologies in Social Research (1st edition). New York:
Oxford University Press. [OUP Homepage]
• Ackland, R. (2013). Web Social Science. SAGE Publications Ltd. [SAGE Homepage