Author: Professor Akachi Odoemene

Writing the Long Essay’s INTRODUCTION: A Practical Guide

A Long Essay is an extended piece of academic writing that typically requires more in-
depth or extensive research from credible sources – including primary sources, academic
journals, books, and other authoritative references – analysis, and argumentation than a
standard essay. Often assigned and undertaken in the last year of college or university, it
allows for a more comprehensive exploration of a topic, encourages critical thinking, and
provides an opportunity to develop advanced writing skills. Unlike shorter essays, a long
essay allows for a more comprehensive exploration of a topic. It requires a structured
approach, careful planning, and a systematic presentation of ideas. Furthermore, it
provides an opportunity for students to demonstrate their understanding of complex
concepts, engage in critical thinking, and showcase their research skills.
In a long essay, one is expected to develop a clear thesis statement or main
argument and support it with evidence, examples, and analysis. The essay should have an
approved structure, depending on the institution involved. Due to its length, a long essay
often demands a more refined organization and coherent flow of ideas. Proper citation
and referencing of sources are essential to acknowledge the contributions of other
scholars and maintain academic integrity.
Writing a long essay can be a daunting, but rewarding task. With a practical
approach and effective strategies, however, one can tackle it successfully. This requires
careful planning, organization, and effective writing strategies. Such strategies must
encapsulate the entire sections of the essay – from the Introduction to the Conclusion. Of
course, of significant importance is the INTRODUCTION, which sets the stage for the
research and provides an overview of the study. It introduces the topic, presents the main
objectives, and establishes its significance and the entire structure of the long essay.
This write-up presents a general guideline on how to write an effective
INTRODUCTION for a long essay, dissertation, and/or thesis. It analyses each sub-
section of this all-important section of the long essay, and dissects it for a proper
understanding and appreciation of what is expected and required of them.

1. BACKGROUND TO THE STUDY

The “Background to the Study” refers to the section where the researcher provides a
comprehensive overview of the context and rationale of the study. It sets the stage for the
research and provides the reader with the necessary background information to
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understand the whole essence of the research and the issues and questions it seeks to
engage. In this section, the researcher typically covers the following aspects:
a) Research Context: A brief introduction to the broader field of study in which the
research is situated and highlights the key issues and previous research that are
relevant to the topic.
b) Research Gap: Identifies a gap or deficiency in the existing literature or
knowledge that the study aims to address. This could be a research question that
has not been adequately explored, a new perspective on an existing issue, or the
need for further empirical investigation.
The “Background to the Study” section serves to establish the rationale for the research,
justify its importance, and provide the necessary context for readers to better understand
the research. It helps the researcher situate their study within the existing body of
knowledge and sets the foundation for the subsequent sections of the thesis, dissertation,
or long essay.

2. STATEMENT OF THE PROBLEM

This is a concise and clear articulation of the specific issue or problem that the study aims
to address. It serves as a focal point for the research and guides the entire investigation. In
the “Statement of the Problem,” the researcher typically addresses the following points:
a) Research Problem: The specific problem or issue being investigated is stated
clearly. It explains why the research is necessary and what practical or theoretical
implications it may have. The research problem should be well-defined, specific,
and relevant to the field of study.
b) Identification of the Problem: The researcher clearly identifies the specific
problem or issue that the study intends to investigate. This could be a gap in
knowledge, a practical challenge, an unresolved question, or an area of uncertainty
within the field of study.
c) Scope and Delimitations: The researcher defines the boundaries and scope of the
problem. This includes specifying the specific aspects, variables, or dimensions of
the problem that will be considered in the study. It also clarifies any limitations or
constraints that may affect the study’s ability to fully address the problem.
d) Background and Context: The researcher provides a brief background and
context to the problem, explaining its relevance and significance within the

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broader field of study. This helps the reader understand why the problem is worth
investigating and why it is important to address.
In other words, the “Statement of the Problem” serves as a foundation for the research,
guiding the formulation of research questions, the design of the study, and the
interpretation of the findings. It helps the researcher and the reader understand the
purpose and focus of the research, ensuring that the study remains focused and addresses
a well-defined problem within the field.

3. OBJECTIVES (OR PURPOSE) OF THE STUDY

The “Objectives of the Study” refer to the specific goals or aims that the researcher
intends to achieve through the research. These objectives outline the desired outcomes
and provide a clear direction for the study. The objectives should be specific, measurable,
achievable, relevant, and time-bound (SMART objectives), and also directly linked to the
problem statement. Additionally, research objectives are formulated to guide the
investigation and provide a framework for data collection and analysis.
The objectives of the study typically include the following elements:
a) Research Questions (or Hypotheses): The objectives often correspond to the
research questions formulated in the study. These are specific inquiries that the
researcher seeks to answer or test through the research. Each objective may align
with a particular research question or hypothesis.
b) Contributions to Knowledge: It highlights the intended contributions of the study
to the existing body of knowledge. They explain how the research findings will
add to the understanding of the research problem, fill gaps in the literature, or
provide new insights or perspectives.
c) Scope or Focus of the Study: The objectives define the boundaries and scope of
the study. They specify what aspects, variables, or dimensions of the research
problem will be investigated. The objectives help in narrowing down the focus and
ensuring that the study remains manageable and achievable.
d) Timeframe: The objectives should be time-bound, indicating the expected
timeline for achieving each objective. This helps in planning the research process,
allocating resources, and monitoring progress.
e) Practical or Theoretical Implications: The objectives may also address the
practical or theoretical implications of the research. They may indicate how the

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study’s outcomes may be applied in real-world contexts, inform policy or practice,

or advance theoretical concepts.
It is essential for the objectives to be clear, coherent, and aligned with the research
problem, where such exists, and the overall purpose of the study. They serve as a
roadmap for the research, guiding the researcher’s actions and decisions throughout the
study and providing a framework for evaluating the research's success.

4. SIGNIFICANCE OF THE STUDY

This section refers to the importance, relevance, and potential impact of the research.
Here, the researcher highlights and explains why the study is important, relevant, and
valuable, and why it matters to the field of study, practitioners, policymakers, or society
as a whole. The significance of the study provides a justification for conducting the
research and discusses/explains its potential contributions to the field, its practical
applications, and any potential benefits it may bring to specific stakeholders or society as
a whole.
Here are some key elements typically addressed in the “Significance of the Study”:
a) Fill a Knowledge Gap: The study may address a gap in the existing literature or
knowledge within the field. It contributes to filling this gap by providing new
insights, expanding on existing theories, or presenting novel findings. The
significance lies in advancing knowledge and understanding within the field.
b) Practical Applications: The study may have practical implications and
applications. It may provide insights, recommendations, or solutions that can be
applied in real-world contexts to address challenges, improve practices, inform
decision-making, or enhance outcomes in specific domains or industries.
c) Policy Relevance: The research may have implications for policy development or
decision-making. It may provide evidence or recommendations that can guide
policymakers in formulating effective policies, regulations, or interventions. The
significance lies in informing and influencing policy at various levels, from local
to national or even international.
d) Social or Economic Impact: The study may have broader societal or economic
implications. It could contribute to social progress, well-being, or sustainable
development. It may address social inequalities, promote social justice, or have
economic benefits such as job creation, economic growth, or cost savings.

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e) Practical Benefits: The research may have practical benefits for specific
stakeholders, organizations, or industries. It may offer insights or solutions that
improve processes, enhance efficiency, reduce costs, or lead to innovation. The
significance lies in the potential practical advantages that can be derived from the
research.
f) Methodological Advancements: The study may introduce or advance research
methodologies or techniques. It may contribute to the development of new
research tools, measurement instruments, or analytical approaches, thereby
benefiting the broader research community and enhancing the quality of future
studies.
g) Academic Contributions: The research may contribute to academic scholarship by
addressing important research questions, challenging existing theories, or
providing a basis for future research. The significance lies in advancing the
academic discourse and building a strong foundation for further investigation.
It is important for the researcher to clearly articulate the significance of the study,
demonstrating why it matters and how it adds value to the field or society. This helps
justify the resources and effort invested in the research and highlights its potential impact.

5. SCOPE AND LIMITATIONS OF THE STUDY

The “Scope and Limitations of the Study” section outlines and defines the boundaries and
constraints within which the research is conducted. It specifies the extent of the study,
clarifying what is included and excluded, as well as any limitations or factors that may
affect the conduct, interpretation, and/or generalizability of the findings. This section
helps the reader understand the extent and focus, as well as the context and constraints of
the research. The “Scope of the Study” typically includes the following aspects:
a) Research Focus: The scope defines the specific aspects, variables, or dimensions
of the research problem that will be investigated. It clarifies the main themes or
areas of inquiry that the study will address.
b) Geographical and Temporal Boundaries: The scope may specify the
geographical location or time period within which the research is focused. This
helps limit the study to a particular context or timeframe.

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On the other hand, the “Limitations of the Study” section acknowledges the factors that
may have affected the research or limited its generalizability. Some common limitations
include:
a) Sample Size and Representativeness: The study may have a small sample size or
a specific sample that may not accurately represent the larger population. The
findings may be limited to the characteristics of the sample.
b) Data Collection Constraints: The researcher may face limitations or challenges
during data collection, such as a lack of access to certain sources or difficulty in
obtaining data from specific populations.
c) Time and Resource Constraints: The study may be limited by time constraints,
financial resources, or logistical factors that impact the depth or breadth of the
research.
d) Methodological Limitations: The chosen research methods or instruments may
have inherent limitations that impact the validity or reliability of the findings. This
could include measurement errors, biases, or other methodological constraints.
e) Ethical Considerations: The study may be subject to ethical constraints, such as
restrictions on data collection, privacy concerns, or limitations on the scope of
research involving human subjects.
It is essential to transparently acknowledge the scope and limitations of the study in order
to provide a balanced and accurate representation of the research. This helps readers
understand the boundaries and potential implications of the findings and allows for a
more nuanced interpretation of the research outcomes.

6. RESEARCH METHODS AND SOURCES OF DATA

The “Research Methods and Sources of Data” section provides a detailed description of
the specific research methods employed and the sources of data used in the study. This
section outlines the procedures and techniques implemented to collect, analyze, and
interpret data (evidence), as well as the types and origins of such data.
In contradistinction, “Research Methodology” (as against Research Methods) specifies
not only a detailed description of the specific research methods employed and the sources
of data used in the study, but also the ‘justification’ and the ‘overarching framework’ for
the use of such methods. It is not just ‘a list of sources or methods of data collection’ for
the research tasks, but requires an argument – based on sound logic and clear justification

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of such methodological processes (project planning, data collection processes, and

analysis) – as to why these tasks add up to the best (feasible approach) attack on the issue
to be investigated. Thus, it encompasses the overall strategy (that is, ‘the logic’) that
guides the research process.
The “Research Methods” component typically includes the following elements:
a) Research Design: The research design describes the overall approach or strategy
adopted to address the research questions or objectives. This could be
experimental, correlational, descriptive, qualitative, quantitative, mixed methods,
or a combination of different approaches. The rationale behind the chosen research
design is usually explained.
b) Data Collection Methods: This section elaborates on the specific methods used to
collect data in the study. It may include techniques such as surveys, interviews,
observations, experiments, case studies, document analysis, or a combination of
these. The researcher explains why these methods were chosen and how they are
suitable for addressing the research questions.
a) Sampling Strategy: The sampling strategy, which includes sample size and
selection procedure(s), outlines how participants or data sources were selected for
the study. It describes the target population, the size and characteristics of the
participants included in the study, and any criteria or procedures used for
participant recruitment or data source selection. While it may also clarify the
criteria or method used for participant selection, this section also often provides
the rationale for the chosen sampling strategy.
c) Data Collection Procedures: This section details the step-by-step procedures
followed to collect data. It explains how data was gathered using the chosen
methods, including the instruments or tools employed, the timeframe of data
collection, and any ethical considerations or approvals obtained.
d) Data Analysis Techniques: The data analysis techniques section explains how the
collected data was analyzed to derive meaningful insights. This may involve
statistical analysis, qualitative coding and thematic analysis, content analysis, or
other relevant techniques. The software or tools used for data analysis are often
mentioned. Furthermore, depending on the objectives, the researcher may
determine and choose the appropriate analysis methods, such as quantitative,
qualitative, or mixed-method approaches.
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The “Sources of Data” component typically includes the following elements:

a) Primary Data: Primary data collected specifically for the study. This could
include data obtained from the archives, official reports, oral interviews, or
personal observations conducted by the researcher. The sources from which
primary data was collected are described, along with the specific methods used for
data collection.
b) Secondary Data: Secondary data that already exists and was collected by others
for different purposes. This could include data from published literature, reports,
databases, or archival sources. The sources of secondary data are mentioned, along
with any criteria used for selecting relevant data sources.
c) Data Validity and Reliability: The section may also discuss the measures taken to
ensure the validity and reliability of the data.
d) Data Management and Ethical Considerations: The researcher may describe the
procedures followed for data management, including data storage, organization,
and protection of participants’ confidentiality. The ethical considerations related to
data collection and management are also discussed, such as obtaining informed
consent or ensuring data anonymization.
The “Research Methods and Sources of Data” section provides a comprehensive
overview of how the study was conducted, allowing readers to evaluate the soundness
and rigor of the research. It helps ensure transparency and replicability of the study and
enables others to assess the validity and generalizability of the findings.

7. CONCEPTUAL CLARIFICATIONS
This refers to the process of defining and explaining key concepts used in the study, for a
clear understanding of their relevance to the research, ensuring that readers have a solid
foundation for comprehending the study’s context and findings.
Here are the key aspects typically addressed in the “Conceptual Clarification” section:
a) Definitions: The section provides precise definitions of the central concepts or
variables used in the research. It ensures that readers understand how these terms
are specifically defined and operationalized within the study. Definitions may be
drawn from existing literature or established theoretical works. By defining and
further illustrating the relationships between the key concepts or variables in the

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study, this section helps readers grasp the conceptual basis and structure guiding
the study.
b) Literature Review: The “Conceptual Clarification” section may also summarize
the relevant literature related to the concepts discussed.
By providing conceptual clarification, the researcher establishes a shared understanding
of the key concepts and theoretical foundations of the study. This section helps readers
navigate the research more effectively, comprehend the research design and methodology,
and contextualize the findings within the existing body of knowledge. It contributes to the
overall clarity and coherence of the research thesis.

8. LITERATURE REVIEW
The “Literature Review” in a research thesis is a critical summary and evaluation of
existing scholarly literature relevant to the research topic. It serves as a comprehensive
review of published works, such as academic articles, books, dissertations, conference
papers, and other sources, that provide theoretical and empirical insights related to the
research problem or research questions.
The literature review performs several important functions within a research thesis:
a) Contextualizing the Research: The literature review establishes the context and
background for the research. It demonstrates the researcher’s understanding of the
existing knowledge and research gaps in the field. By reviewing prior studies,
theories, and concepts, the researcher positions their research within the broader
scholarly conversation.
b) Identifying Research Gaps: The literature review identifies gaps or limitations in
the existing literature, highlighting areas where further research is needed. It helps
the researcher define the research questions or objectives by identifying
unanswered questions, conflicting findings, or underexplored aspects of the topic.
c) Theoretical Framework: The literature review contributes to the development of a
theoretical framework or conceptual framework for the research, if there is a need
for one/them. It exposes the researcher to various theories, models, and
perspectives that inform their study. Theoretical frameworks provide a lens
through which the research problem is analyzed and interpreted.
d) Methodological Guidance: The literature review provides insights into the
methodologies and research methods used in prior studies. It helps the researcher

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understand the strengths and weaknesses of different approaches and guides them
in selecting appropriate methods for data collection, analysis, and interpretation.
e) Supporting or Challenging Hypotheses: The literature review helps the researcher
build a case for their research hypotheses or research questions. It identifies
studies that support or contradict the proposed hypotheses, allowing the researcher
to position their study within the existing body of knowledge and justify the need
for further investigation.
f) Synthesizing Findings: The literature review synthesizes and summarizes the key
findings from previous studies. It identifies common themes, trends, or patterns in
the literature, and may include tables, charts, or diagrams to present a visual
overview of the existing research landscape.
g) Citing and Acknowledging Sources: The literature review provides appropriate
citations and references to acknowledge the authors and sources of the reviewed
literature. It ensures that credit is given to previous researchers’ work and supports
the credibility and integrity of the study.
It is important for the literature review to be comprehensive, systematic, and well-
organized. The researcher should critically evaluate the quality and relevance of each
source, address conflicting findings, and provide a balanced representation of the existing
literature. The literature review should also be up-to-date, considering recent studies and
developments in the field.

9. ORGANIZATION OF THE WORK

The “Organization of the Study” section outlines the structure and arrangement of the
thesis document. It provides a roadmap for the reader, highlighting how the research is
organized and guiding them through the various chapters, sections, and components of
the thesis/dissertation/long essay. By providing an overview of the organization of the
study, the researcher helps the reader navigate through the research work more
effectively. It ensures that the reader understands the sequential flow of the research and
can locate specific information within the document. The “Organization of the Study”
section contributes to the overall clarity and structure of the project, enhancing the
reader’s comprehension and engagement with the research.

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