comparison between research papers

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Types of research papers

Analytical research paper

Argumentative or persuasive paper, definition paper, compare and contrast paper, cause and effect paper, interpretative paper, experimental research paper, survey research paper, frequently asked questions about the different types of research papers, related articles.

There are multiple different types of research papers. It is important to know which type of research paper is required for your assignment, as each type of research paper requires different preparation. Below is a list of the most common types of research papers.

➡️ Read more:  What is a research paper?

In an analytical research paper you:

• pose a question
• collect relevant data from other researchers
• analyze their different viewpoints

You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic. It is important to stay neutral and not show your own negative or positive position on the matter.

The argumentative paper presents two sides of a controversial issue in one paper. It is aimed at getting the reader on the side of your point of view.

You should include and cite findings and arguments of different researchers on both sides of the issue, but then favor one side over the other and try to persuade the reader of your side. Your arguments should not be too emotional though, they still need to be supported with logical facts and statistical data.

Tip: Avoid expressing too much emotion in a persuasive paper.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information. You should include facts from a variety of sources, but leave those facts unanalyzed.

Compare and contrast papers are used to analyze the difference between two:

Make sure to sufficiently describe both sides in the paper, and then move on to comparing and contrasting both thesis and supporting one.

Cause and effect papers are usually the first types of research papers that high school and college students write. They trace probable or expected results from a specific action and answer the main questions "Why?" and "What?", which reflect effects and causes.

In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

An interpretative paper requires you to use knowledge that you have gained from a particular case study, for example a legal situation in law studies. You need to write the paper based on an established theoretical framework and use valid supporting data to back up your statement and conclusion.

This type of research paper basically describes a particular experiment in detail. It is common in fields like:

Experiments are aimed to explain a certain outcome or phenomenon with certain actions. You need to describe your experiment with supporting data and then analyze it sufficiently.

This research paper demands the conduction of a survey that includes asking questions to respondents. The conductor of the survey then collects all the information from the survey and analyzes it to present it in the research paper.

➡️ Ready to start your research paper? Take a look at our guide on how to start a research paper .

In an analytical research paper, you pose a question and then collect relevant data from other researchers to analyze their different viewpoints. You focus on the findings and conclusions of other researchers and then make a personal conclusion about the topic.

The definition paper solely describes facts or objective arguments without using any personal emotion or opinion of the author. Its only purpose is to provide information.

Cause and effect papers are usually the first types of research papers that high school and college students are confronted with. The answer questions like "Why?" and "What?", which reflect effects and causes. In business and education fields, cause and effect papers will help trace a range of results that could arise from a particular action or situation.

This type of research paper describes a particular experiment in detail. It is common in fields like biology, chemistry or physics. Experiments are aimed to explain a certain outcome or phenomenon with certain actions.

Educational resources and simple solutions for your research journey

What is the Difference Between Research Papers and Review Papers?

Researchers often have to write different types of articles, from review papers to review papers and more, each with its own purpose and structure. This makes it critical for students and researchers to understand the nuances of good writing and develop the skills required to write various kinds of academic text. With so many different types of academic writing to pursue – scholarly articles, commentaries, book reviews, case reports, clinical study reports – it is common for students and early career researchers to get confused. So in this article, we will explain what is a review paper and what is a research paper, while summarizing the similarities and difference between review papers and research papers.

Table of Contents

What is a Review Paper ?

A review paper offers an overview of previously published work and does not contain any new research findings. It evaluates and summarizes information or knowledge that is already available in various published formats like journals, books, or other publications, all of which is referred to as secondary literature. Well-written review papers play a crucial role in helping students and researchers understand existing knowledge in a specific field or a research topic they are interested in. By providing a comprehensive overview of previous studies, methodologies, findings, and trends, they help researchers identify gaps in a specific field of study opening up new avenues for future research.

What is a Research Paper ?

A research paper is based on original research and primary sources of data. Unlike review papers, researchers writing research papers need to report new findings derived from empirical research or experimentation. It requires the author to draw inferences or make assumptions based on experiments, surveys, interviews, or questionnaires employed to collect and analyze data. Research papers also typically follow the recommended IMRAD format, which includes an abstract, introduction, methodology, results, discussion, and conclusion. Through research papers, authors address a specific research question or hypothesis with the aim of contributing novel insights to the field.

Similarities between research papers and review papers

Research papers and review papers share several similarities, which makes it understandable that it is this pair of academic documents that are often most confused.

• Research papers and review papers are written by scholars and intended for an academic audience; they’re written with the aim of contributing to the existing body of knowledge in a particular field and can be published in peer reviewed journals.
• Both research papers and review papers require a comprehensive understanding of all the latest, relevant literature on a specific topic. This means authors must conduct a thorough review of existing studies, theories, and methodologies in their own subject and related areas to inform their own research or analysis.
• Research papers and review papers both adhere to specific formatting and citation styles dictated by the target journal. This ensures consistency and allows readers to easily locate and reference the sources cited in the papers.

These similarities highlight the rigorous, scholarly nature of both research papers and review papers, which requires both research integrity and a commitment to further knowledge in a field. However, these two types of academic writing are more different than one would think.

Differences between research papers and review papers

Though often used interchangeably to refer to academic content, research papers and review papers are quite different. They have different purposes, specific structure and writing styles, and citation formats given that they aim to communicate different kinds of information. Here are four key differences between research papers and review papers:

• Purpose: Review papers evaluate existing research, identify trends, and discuss the current state of knowledge on a specific topic; they are based on the study of previously published literature. On the other hand, research paperscontain original research work undertaken by the author, who is required to contribute new knowledge to the research field.
• Structure: Research papers typically follow a structured format, including key sections like the introduction, methods, results, discussion, and conclusion. Meanwhile, review papers may have a more flexible structure, allowing authors to organize the content based on thematic or chronological approaches. However, they generally include an introduction, main body discussing various aspects of the topic, and a conclusion.
• Methodology: Research papers involve the collection of data, experimentation, or analysis of existing data to answer specific research questions. However, review papers do not involve original data collection; instead, they extensively analyze and summarize existing studies, often using systematic literature review methods.
• Citation style: Research papers rely on primary sources to support and justify their own findings, emphasizing recent and relevant research. Review papers incorporate a wide range of primary and secondary sources to present a comprehensive overview of the topic and support the evaluation and synthesis of existing literature.

In summary, it’s important to understand the key differences between research papers and review papers. By mastering the art of writing both research papers and review papers, students and researchers can make more meaningful contributions to their chosen disciplines. All the best!

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Scholarly Journals and Popular Magazines: Differences in Research, Review, and Opinion Articles

• Where Do I Start?
• How Do I Find Peer-Reviewed Articles?
• How Do I Compare Periodical Types?
• Where Can I find More Information?

Research Articles, Reviews, and Opinion Pieces

Scholarly or research articles are written for experts in their fields. They are often peer-reviewed or reviewed by other experts in the field prior to publication. They often have terminology or jargon that is field specific. They are generally lengthy articles. Social science and science scholarly articles have similar structures as do arts and humanities scholarly articles. Not all items in a scholarly journal are peer reviewed. For example, an editorial opinion items can be published in a scholarly journal but the article itself is not scholarly. Scholarly journals may include book reviews or other content that have not been peer reviewed.

Empirical Study: (Original or Primary) based on observation, experimentation, or study. Clinical trials, clinical case studies, and most meta-analyses are empirical studies.

Review Article: (Secondary Sources) Article that summarizes the research in a particular subject, area, or topic. They often include a summary, an literature reviews, systematic reviews, and meta-analyses.

Clinical case study (Primary or Original sources): These articles provide real cases from medical or clinical practice. They often include symptoms and diagnosis.

Clinical trials ( Health Research): Th ese articles are often based on large groups of people. They often include methods and control studies. They tend to be lengthy articles.

Opinion Piece:  An opinion piece often includes personal thoughts, beliefs, or feelings or a judgement or conclusion based on facts. The goal may be to persuade or influence the reader that their position on this topic is the best.

Book review: Recent review of books in the field. They may be several pages but tend to be fairly short. 

Social Science and Science Research Articles

The majority of social science and physical science articles include

• Journal Title and Author
• Abstract 
• Introduction with a hypothesis or thesis
• Literature Review
• Methods/Methodology
• Results/Findings

Arts and Humanities Research Articles

In the Arts and Humanities, scholarly articles tend to be less formatted than in the social sciences and sciences. In the humanities, scholars are not conducting the same kinds of research experiments, but they are still using evidence to draw logical conclusions.  Common sections of these articles include:

• an Introduction
• Discussion/Conclusion
• works cited/References/Bibliography

Research versus Review Articles

• 6 Article types that journals publish: A guide for early career researchers
• INFOGRAPHIC: 5 Differences between a research paper and a review paper
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Essay vs Research Paper: What Sets Them Apart?

Table of contents

• 1.1 What Is an Essay?
• 1.2 What Is a Research Paper?
• 2.1 Purpose and Objective
• 2.2 Structure and Organization
• 2.3 Length and Depth
• 2.4 Sources and Evidence
• 2.5 Voice and Style
• 2.6 Audience and Presentation
• 3 Essay vs Research Paper: 10 Points of Difference
• 4 What Is the Difference Between Research Paper and Different Types of Papers
• 5 Let’s Sum Up

Every student needs to write some academic papers for the university. However, even young people with experience can’t determine the difference between an essay and a research paper. Although these two areas of academic writing have many similarities, the requirements are still significantly different.

• We will outline the key differences between these two types of academic writing.
• In this article, you will get a clear definition of an essay and research paper.
• You will learn more about the organization, structure, essay, and research paper requirements.

Before we dive into the detailed definitions, let’s first explore the key differences between an essay and a research paper.

Definitions and Overview

What is an essay.

An essay is a short piece of writing that presents a personal opinion on a specific topic. Essays can be formal or informal, but in an academic setting, they are usually formal. The main purpose of an essay is to inform the reader or argue a particular perspective.

Essays do not always aim to be scientific but require a clear structure. This structure typically includes an introduction, a body, and a conclusion. Following this format lets you organize your thoughts and communicate them effectively.

With their versatility, essays can cover various topics, from complex ideas to everyday subjects. What makes your essay unique is the creativity and originality of your ideas. Before you begin, it is important to  drafting an essay  carefully. This process involves brainstorming fresh ideas and planning how to present them. Although your classmates might use the same basic structure, your writing skills and unique perspective will help your essay stand out. Focus on making your ideas compelling, rather than just sticking to the format.

What Is a Research Paper?

A research paper explores a specific scientific topic in detail. It provides analysis, interpretation, and argument based on careful study. Unlike essays, research papers focus less on personal opinions and more on thorough examination of the subject. They require you to use different sources and add new insights to the academic discussion.

In a research paper, it is not enough to just present facts or share personal views. You need to study the topic in depth, understand what others have said about it, and clearly outline your approach. This type of assignment involves more than just collecting information. You must also evaluate the information to build a strong argument.

Teachers expect you to show your ability to analyze information, choose reliable sources, and have a deep understanding of the topic. Research papers require you to go beyond basic knowledge and present your findings in a clear and organized way.

A typical research paper consists of several key elements that are crucial for presenting your argument and findings clearly:

• Introduction: The paper begins with an introduction that sets the stage and includes a thesis statement.
• Body: The body follows, providing detailed analysis and evidence to support the thesis, using information from reliable sources.
• Research Paper Outline: Creating an outline helps organize these sections, ensuring a logical flow of ideas throughout the paper.
• Conclusion: This part ends with a summary of the main points and a restatement of the thesis.

Whether writing a research paper or a term paper, maintaining this clear structure is essential for demonstrating a thorough understanding of your topic.

Key Differences Between Essay and Research Paper

The central difference is the goal of these academic assignments. The essay aims to express an individual point of view and find a creative, fresh approach to an existing topic. A good research paper seeks to introduce scientific novelty by examining existing data and conducting new experiments to analyze the information obtained.

Purpose and Objective

The first and main difference between an essay and a research paper is the purpose of writing . An essay as an academic task has the goal of developing students’ creative thinking. It also teaches us a structured presentation of thoughts regarding a certain topic. The student is required to have a non-standard approach, fresh thoughts, and reasoned conclusions on the given topic.

The purpose of the research work is to study a scientific topic in detail. This academic assignment is aimed at assessing the student’s analytical abilities and competence to determine cause-and-effect relationships, filter sources, and formulate logical conclusions. Such work requires theoretical knowledge, preliminary study of existing scientific works, and the ability to formulate goals and research methods.

Moreover, a student is supposed to show the capacity to draw comprehensive conclusions based on available data and information obtained during independent research. This task may seem complicated to students, so they opt for resorting to the help of PapersOwl writing service to save time.

Structure and Organization

To start with, the basic structure of any college essay involves a text consisting of five paragraphs, divided into three main factions: introduction, body part, and conclusion. When students lack time to compose a nicely structured academic essay, they can always pay to write a research paper and have their tasks done by a professional. The introduction presents the topic, sets the main direction for further text, and also works as a bait to motivate the reader to study further work. The introduction is followed by three body paragraphs. Each of the three body paragraphs presents a separate idea.

The last paragraph of any essay is a conclusion. In this paragraph, the college or university student must resume the arguments and ideas presented in the text, summarizing them into the main message of the essay. Often, the idea that you present in your conclusions will be most memorable to the reader.

Consequently, let’s overview the structure of a research paper. Compared to the structure of an essay, the organization of a research paper is much more ornate. This type of work requires a title page and abstract that go before the main body of text. On the title page, the student describes his topic of work, as well as gives contact details. An abstract is a short description of the main ideas and research methods of your work. The research work itself consists of an introduction, background, main part, and conclusions. Also, at the very end, they often add acknowledgments and a list of references, which must be formatted following the required international format.

Length and Depth

The length and depth of analysis between these two academic assignments also differ significantly. As for the essay, it is often a short prose piece whose length does not exceed 1000 words. You are faced with the task of fitting a large array of ideas into a small amount of text. The essay format itself rarely requires rigorous and thorough research of the topic, but you should work on creativity and the presence of a message in your essay. Most academic papers fall in the 300 to 600-word range.

On the other hand, a research paper is a scientific project that includes many theoretical aspects that require analysis and clarification. Thus, the volume is significantly bigger. Basic research paper lengths range from 4,000 to 6,000 words. In this case, you will no doubt have to conduct a comprehensive analysis of the selected sources, formulate a research vector, and spend time conducting your experiments, or ask PapersOwl to do a research paper for you . A research paper is a scientific project that includes many theoretical aspects that require analysis and clarification.

Sources and Evidence

The presence of theoretical sources and references is not a mandatory requirement for an essay. You can state your own thoughts on a given topic without resorting to the help of existing sources. Present your ideas on the topic, giving arguments that seem logical to you. If you do decide to base your paper on existing works, you must be sure to indicate where the information was taken from. And yet, the teacher needs to see your own thoughts rather than a dry listing of existing ideas.

Unlike an essay, a quality research paper must include primary and secondary sources, as well as a specific citation format. Surely, you are not the first person to study this scientific topic. In order not to repeat existing thoughts, you need to conduct a search to form a reliable basis for your study. If you skip this step, you risk basing your paper on misleading scientific findings.

Voice and Style

The very specificity of the essay as an academic paper is the subjective presentation of information. A large percentage of your essay should consist of your perspective and vision of the chosen topic. For this reason, essays often use a less formal and more subjective tone. However, you can still use a large amount of colloquial vocabulary, completely disregarding the norms of formal style. Students often have trouble figuring out the right style for their university assignments. In such cases, a reasonable solution is to seek help from a specialist. When you buy custom-written essays from PapersOwl, you’ll always get a perfectly balanced academic paper.

On the other hand, a research paper is a serious scientific work. The student must maintain a formal tone while complying with all structural requirements. Also, in investigative work, there is little room for subjectivity and a personal approach since an objective style is required. At the same time, do not oversaturate your research work with formalism and standard clichés.

Audience and Presentation

The essay format can be used both in the educational process and in an independent literary style. Therefore, the audience for such a written assignment can be wide and varied. When you’re writing an essay, make sure it’s understandable in academia and for a wide audience.

Research work, on the contrary, is aimed at a range of professionals in the chosen field. Written in scientific language, the goal of this work is to attract the attention of scientists and students of certain majors. Your scientific work should be rich in theory and related terms.

Essay vs Research Paper: 10 Points of Difference

As you may have noticed, research papers and essays have many differences, both global and specific. These two types of academic assignments differ in the purpose of writing, have different structures and formats, and are aimed at testing different skills. And yet, every day, students face difficulties in understanding the basic requirements, which leads to incorrect execution of the task. To summarize the main differences, let’s look at the table below.

What Is the Difference Between Research Paper and Different Types of Papers

There are many types of papers, each focusing on different topics, serving different purposes, and requiring a specific structure. Those are different types of essays that share a common ground but differ in the way they present information and arguments.

Analytical paper. The purpose of such an essay is an in-depth analysis of the chosen topic, studying different approaches and points of view, and formulating one’s own conclusions based on the information studied and scientific evidence.

Argumentative paper. This type of essay takes as a basis an ambiguous topic; the author must take a certain position and provide a number of arguments.

Informative paper. It has an informative purpose — a presentation of information to the reader, preceded by careful analysis and selection of data.

Persuasive paper . The purpose of this paper is to present convincing arguments, using chosen writing techniques, confirming the author’s position regarding the selected scientific topic.

To get a high grade, you need to understand the requirements of academic requirements. No matter how informatively rich your work is, if it does not meet the requirements, it cannot be highly appreciated. Each type of academic assignment has its own clearly defined, unique format. It’s necessary to know the difference between a research paper vs argumentative essay so as not to get confused while completing a college assignment. So before you start writing an assignment, make sure you understand the type of academic writing required of you.

Let’s Sum Up

Research papers and essays are aimed at testing various skills of the student, following different structures, and having several requirements. An essay is a more creative writing task, which involves showing originality and expressing a personal opinion on a certain topic. At the same time, a research paper is a type of scientific writing that adheres to a strict structure and uses a formal tone. Understanding the main differences will make your writing process easier, saving you time researching the requirements. Remember that knowing the essence of the assignment is a key factor in writing a decent paper.

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Research Article vs. Research Paper

What's the difference.

A research article and a research paper are both scholarly documents that present the findings of a research study. However, there are some differences between the two. A research article is typically a shorter document that is published in a peer-reviewed journal. It focuses on a specific research question and provides a concise summary of the study's methodology, results, and conclusions. On the other hand, a research paper is usually a longer document that provides a more comprehensive analysis of a research topic. It often includes a literature review, detailed methodology, extensive data analysis, and a discussion of the implications of the findings. While both types of documents contribute to the scientific knowledge base, research papers tend to be more in-depth and provide a more thorough exploration of the research topic.

Further Detail

Introduction.

Research articles and research papers are both essential components of academic and scientific discourse. They serve as vehicles for sharing knowledge, presenting findings, and contributing to the advancement of various fields of study. While the terms "research article" and "research paper" are often used interchangeably, there are subtle differences in their attributes and purposes. In this article, we will explore and compare the key characteristics of research articles and research papers.

Definition and Purpose

A research article is a concise and focused piece of scholarly writing that typically appears in academic journals. It presents original research, experiments, or studies conducted by the author(s) and aims to communicate the findings to the scientific community. Research articles often follow a specific structure, including an abstract, introduction, methodology, results, discussion, and conclusion.

On the other hand, a research paper is a broader term that encompasses various types of academic writing, including research articles. While research papers can also be published in journals, they can take other forms such as conference papers, dissertations, or theses. Research papers provide a more comprehensive exploration of a particular topic, often including a literature review, theoretical framework, and in-depth analysis of the research question.

Length and Depth

Research articles are typically shorter in length compared to research papers. They are usually limited to a specific word count, often ranging from 3000 to 8000 words, depending on the journal's guidelines. Due to their concise nature, research articles focus on presenting the core findings and their implications without delving extensively into background information or theoretical frameworks.

On the other hand, research papers tend to be longer and more comprehensive. They can range from 5000 to 20,000 words or more, depending on the scope of the research and the requirements of the academic institution or conference. Research papers provide a deeper analysis of the topic, including an extensive literature review, theoretical framework, and detailed methodology section.

Structure and Organization

Research articles follow a standardized structure to ensure clarity and consistency across different publications. They typically begin with an abstract, which provides a concise summary of the research question, methodology, results, and conclusions. The introduction section provides background information, states the research problem, and outlines the objectives of the study. The methodology section describes the research design, data collection methods, and statistical analysis techniques used. The results section presents the findings, often accompanied by tables, figures, or graphs. The discussion section interprets the results, compares them with previous studies, and discusses their implications. Finally, the conclusion summarizes the main findings and suggests future research directions.

Research papers, on the other hand, have a more flexible structure depending on the specific requirements of the academic institution or conference. While they may include similar sections as research articles, such as an abstract, introduction, methodology, results, discussion, and conclusion, research papers can also incorporate additional sections such as a literature review, theoretical framework, or appendices. The structure of a research paper is often determined by the depth and complexity of the research conducted.

Publication and Audience

Research articles are primarily published in academic journals, which serve as platforms for disseminating new knowledge within specific disciplines. These journals often have a rigorous peer-review process, where experts in the field evaluate the quality and validity of the research before publication. Research articles are targeted towards a specialized audience of researchers, scholars, and professionals in the respective field.

Research papers, on the other hand, can be published in various formats and venues. They can be presented at conferences, published as chapters in books, or submitted as dissertations or theses. While research papers can also undergo peer-review, they may have a broader audience, including researchers, students, and professionals interested in the topic. The publication of research papers allows for a wider dissemination of knowledge beyond the confines of academic journals.

In conclusion, research articles and research papers are both vital components of academic and scientific discourse. While research articles are concise and focused pieces of scholarly writing that present original research findings, research papers provide a more comprehensive exploration of a particular topic. Research articles follow a standardized structure and are primarily published in academic journals, targeting a specialized audience. On the other hand, research papers have a more flexible structure and can be published in various formats, allowing for a wider dissemination of knowledge. Understanding the attributes and purposes of research articles and research papers is crucial for researchers, scholars, and students alike, as it enables effective communication and contributes to the advancement of knowledge in various fields.

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Difference between a research paper, dissertation & thesis

When it comes to writing academic papers, students should have the right skills if they must succeed. Whether it is doing a weekly essay assignment, crafting a term paper, or doing research, the best learners are those who have mastered the art of literary composition. You should also note that understanding how each school paper differs from the other puts you ahead of the pack. Most of the schools, universities and institutions require you to undertake research at some point or another in form of coursework .

Differences based on the definition

Definitive differences between academic papers simplify things for a college newbie yet to write his or her academic paper. Now, on defining the thesis, research and dissertation, the following are worth noting:

Length of paper and methodology

Differences based on knowledge inference and hypothesis.

A hypothesis is an educated guess. Before you conduct a study, assumptions have to be made that something will turn out in some way. Most importantly, how the outcome will impact a population informs the construction of a hypothesis/thesis statement. In research and dissertation writing, students must exhibit a rigorous understanding of a subject based on a study. It is on this premise that they must come up with/infer a meaningful conclusion. However, when writing thesis papers, the formulation of a hypothesis comes after researching and writing on a subject.

Differences based on the approach

Mode of publication and utilization, differences based on the level of academia.

While students can write research papers at any level, they are most common at the undergraduate level. Completion of a research paper often leads to the conferment of an undergraduate degree. And when it comes to writing dissertation papers, the bargain is qualifying for a master’s degree, thusly; postgraduate, Mphil or MBA.  It means if you are not writing a dissertation to obtain a postgraduate degree, you do so as a means of enrolling in a postgraduate program. Thesis papers lead to the conferment of a Ph.D. degree or a doctorate as some scholars call it. Students who write thesis papers do so within the last two years of their academic life.

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Difference between Paper and Article for scientific writings

As I know, in most of situations (in scientific context) these two terms are used to point to same thing and even they are used interchangeably.

For example,

Theory of value with public goods: A survey article

A survey paper on cloud computing

Are there any major differences between them? and can we use them interchangeably in any context?

• differences

• 1 See also: article vs paper –  Martin Thoma Commented Nov 24, 2019 at 11:46

3 Answers 3

The following extract helps understand the difference between a research article and a research paper :

Research paper and research articles are pieces of writing that require critical analysis, inquiry, insight, and demonstration of some special skills from students and scientists. It is really overwhelming for students when their teachers ask them to write a research paper as a form of assignment. Students remain confused between a research paper and a research article because of their similarities. This article attempts to find out if the two terms are synonymous or there is any difference between the two.

Research Article

What do you do when you are a scientist or a scholar and have arrived at a solution to a problem or have made a discovery that you want to share with the world? Well, one of the best ways to let the world know about your piece of wisdom or knowledge is through a research article. This is a piece of writing that contains an original research idea with the relevant data and findings Research article is published in renowned scientific journals that are involved with works in the area to which the paper pertains. A research article is a paper or writing that informs people of a path breaking research or a finding with clinical data to support the finding.

Research Paper

Research is an activity that is given much importance in academics, and this is why assignments requiring research and technical writing start early in the school. Students are asked to submit a research paper as early as in High School, and they become used to the concept when they are pursuing higher studies in colleges. However, a research paper is not just these assignment papers written by students as those written by scholars and scientists and published in journals are also referred to as research papers.

• What is the difference between Research Article and Research Paper?

• There is no difference as such between a research article and a research paper and both involve original research with findings. • There is a trend to refer to term papers and academic papers written by students in colleges as research papers whereas articles submitted by scholars and scientists with their groundbreaking research are termed as research articles. • Research articles are published in renowned scientific journals whereas papers written by students do not go to journals.

(www.differencebetween.com)

There is no definitive distinction between papers and articles that can be applied to all scientific disciplines. Usage varies between disciplines. and within disciplines it can vary depending on context.

Both the examples quoted refer to ‘writings’ that are surveys (in other areas often termed reviews) — one in the field of a social science (economics) and the other in a numerical science (computing). However the term science is also (and perhaps more) associated with the experimental sciences (physics, chemistry and biology), where the types of ‘writings’ are different and where different words are used to distinguish them.

Articles and papers in the Experimental Sciences

Let me illustrate this for the Biomolecular Sciences (biochemistry, molecular biology, molecular genetics and the like). As a practitioner in this area, when I hear these terms, e.g. talking to colleagues, I understand:

Paper : A report of a piece of experimental research work in which the original data presented by the authors was central to interpretation and conclusions regarding advancement of knowledge and understanding of the field. Article : A review or commentary in which the author was discussing the previously published work of others (perhaps including his own) in attempting to provide a perspective of the field or to present a new theory/model/interpretation by integrating such work.

However, despite this professional conversational use of the terms, if I go to any specific journal — here the US heavyweight, Journal of Biological Chemistry (JBC) — I would find a somewhat different usage:

JBC publishes several types of articles but only two of those can be submitted as an unsolicited manuscript: regular papers and accelerated communications.

Thus, JBC regards all the ‘writings’ it publishes as ‘articles’, in common with other journals such as The Journal of Biophysics , and this is consistent with general non-scientific usage — “I read an article in the Financial Times yesterday…”

The way JBC uses ‘regular paper’, is consistent with my specialist conversational definition (above), and although it doesn’t actually say what types of ‘article’ are unsolicited, but if you look at a table of contents of the journal , you would conclude that for this journal it is ‘minireviews’ and historical appraisals of the work of individual scientists.

The Journal of Biophysics only uses the term ‘paper’ in describing only one of its categories of ‘article’:

Comments to the Editor | Short commentaries on a paper published earlier in BJ.

Again using ‘paper’ rather in the sense I defined above.

To conclude, in the extended sense used by peer-reviewed journals in the experimental sciences, all published ‘papers’ can be referred to as articles, but not all articles would be referred to as ‘papers’. (One wouldn’t use ‘paper’ for an editorial, a news item and generally not for a review.) This is exactly the opposite conclusion reached by @1006a from his reading of the OED.

Conflict with the OED and non-experimental sciences

How can one resolve the conflict with the OED, mentioned above? I think the OED describes more traditional usage in the non-experimental sciences and the arts. It is pertinent, in this respect, to consider the phrase “reading a paper” .

As far as my area of science goes, this is just a rather outdated term for presenting one’s results orally at a conference. The talk in itself is transitory, the abstract unreviewed, and the information conveyed will most probably be published elsewhere.

However for colleagues in computing science the talk is likely to be based on a ‘paper’ that has been submitted to the conference organisers, selected after peer-review, and will be published as conference proceedings or in a journal associated with the conference. This is more in line with traditional non-scientific academic presentations, although in this case the ‘paper’ might never have been published.

The difference would seem to derive in part from whether the field of science is one in which original work is in the form of ideas or in the form of measurements and their interpretation.

The distinction I would make is that an article is formally published, generally in some kind of periodical. The relevant definition, from Oxford Dictionaries:

A piece of writing included with others in a newspaper, magazine, or other publication.

Scholarly/scientific/research articles are thus "pieces of writing included with others in" an appropriate publication, most often an academic journal (see Wikipedia).

A paper , on the other hand, may or may not be published anywhere; and if it is published, may be in some alternate venue like conference proceedings (though it can be published in a scholarly journal). Again from Oxford:

An essay or dissertation, especially one read at an academic lecture or seminar or published in an academic journal.

So you can generally call any scientific (research) article a paper, but not all papers are articles.

Edited to clarify the last sentence, to which I also added the parenthetical (research):

Of course, not all articles are scientific (or research ) articles; that distinction generally means that the article presents original research, and as I am using it, that it has met certain standards of whichever field it represents (usually some form of peer review) so that it can be published in a scientific/scholarly journal. A scientific (research) paper meets the first of these criteria, but not necessarily the second (it presents original research, but may or may not be published). There are other kinds of articles/papers, which would ordinarily get a different modifier, like review or meta-review (or newspaper/magazine etc. for articles), or might commonly go by other terms altogether, like essay .

By this definition, not all articles are papers, and not all papers are articles, but all scientific (research) articles are also scientific (research) papers.

• Just to mention that in my consideration of experimental sciences I present the opposite conclusion from that you draw from the OED. Please don't think I am saying you are wrong, but as I explain, that your assertions only hold for certain areas of science. –  David Commented Jul 15, 2017 at 22:27
• @David The key distinction I make is that articles are published . That would, indeed, include things like (literature) review articles, commentary, and possibly book reviews. It does not exclude original research in any field of which I am aware (which includes "experimental science"). It is certainly possible that certain disciplines or specific journals have non-standard usages, but I don't believe it breaks down along "experimental" and "non-experimental" lines. –  1006a Commented Jul 16, 2017 at 16:38
• I agree about there being a difference in relation to publication. The whole background of "reading a paper" implies it can exist without being published, and even in the experimental sciences one might say "I wrote a paper about 'whatever' and sent it to such-and-such a Journal, but they rejected it because the referees were too stupid to understand it". You might feasibly say that about an article (I once had a solicited mini-review rejected because it was thought to be in bad taste) but it would be unusual. But a very popular program for storing PDFs of publications is called... "Papers". –  David Commented Jul 16, 2017 at 16:53

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Although research paper assignments may vary widely, there are essentially two basic types of research papers. These are argumentative and analytical .

Argumentative

In an argumentative research paper, a student both states the topic they will be exploring and immediately establishes the position they will argue regarding that topic in a thesis statement . This type of paper hopes to persuade its reader to adopt the view presented.

 Example : a paper that argues the merits of early exposure to reading for children would be an argumentative essay.

An analytical research paper states the topic that the writer will be exploring, usually in the form of a question, initially taking a neutral stance. The body of the paper will present multifaceted information and, ultimately, the writer will state their conclusion, based on the information that has unfolded throughout the course of the essay. This type of paper hopes to offer a well-supported critical analysis without necessarily persuading the reader to any particular way of thinking.

Example : a paper that explores the use of metaphor in one of Shakespeare's sonnets would be an example of an analytical essay.

*Please note that this LibGuide will primarily be concerning itself with argumentative or rhetorical research papers.

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Difference Between Thesis and Research Paper

On the other hand, a research paper is analytical, argumentative and interpretative in nature. It involves the pursuit of knowledge and intelligent analysis of the information collected. It contains the idea of the author, often supported by expert opinions, research and information available in this regard.

Whether you are writing a thesis or research paper, they are equally challenging and take a lot of time to prepare. In this post, we will update you on all the points of difference between thesis and  research paper.

Content: Thesis Vs Research Paper

• Key Elements
• Thesis Statement

How to start a research paper?

Comparison chart.

What is Thesis?

The thesis is a document containing the research and findings that students submit to get the professional qualification or degree . It has to be argumentative, which proposes a debatable point with which people could either agree or disagree. In short, it is a research report in writing that contains a problem which is yet to be dealt with.

In a thesis, the researcher puts forth his/her conclusion. The researcher also gives evidence in support of the conclusion.

Submission of the thesis is a mandatory requirement of a postgraduate course and PhD degree. In this, the primary focus is on the novelty of research along with the research methodology.

It is all about possibilities, by introducing several anti-thesis. Also, it ends up all the possibilities by nullifying all these anti-thesis.

Key Elements of Thesis

• Proposition : The thesis propagates an idea, hypothesis or recommendation.
• Argument : Gives reasons for accepting the proposition instead of just asserting a point of view.
• Maintenance of argument : The argument should be made cogent enough by providing suitable logic and adequate evidence.

Features of An Ideal Thesis

• An Ideal thesis is expected to add fresh knowledge to the existing theory.
• It communicates the central idea of the research in a clear and concise manner.
• An effective thesis is more than a simple statement, fact or question.
• It answers why and how questions concerned with the topic.
• To avoid confusion, it is worded carefully.
• It outlines the direction and scope of your essay.
• It gives reasons to the reader to continue reading.

Also Read : Difference Between Thesis and Dissertation

What is Thesis Statement?

A thesis statement is a sentence of one line, usually written at the end of your first paragraph. It presents the argument to the reader.

It is a blueprint of your thesis that directs the writer while writing the thesis and guides the reader through it.

What is Research Paper?

Research Paper is a form of academic writing. It is prepared on the basis of the original research conducted by the author on a specific topic, along with its analysis and interpretation of the findings.

An author generally starts writing a research paper on the basis of what he knows about the topic and seeks to find out what experts know. Further, it involves thorough and systematic research on a particular subject to extract the maximum information.

In short, a research paper is a written and published report containing the results of scientific research or a review of published scientific papers. Here, the scientific research is the primary research article, while the review of a published scientific paper is the review article.

In case of the primary research article, the author of the research paper provides important information about the research. This enables the scientific community members to:

• Evaluate it
• Reproduce the experiments
• Assess the reasoning and conclusions drawn

On the other hand, a review article is written to analyze, summarize and synthesize the research carried out previously.

When a research work is published in a scientific journal, it conveys the knowledge to a larger group of people and also makes people aware of the scientific work. Research work published as a research paper passes on knowledge and information to many people. The research paper provides relevant information about the disease and the treatment options at hand .

To start writing a research paper, one should always go for a topic that is interesting and a bit challenging too. Here, the key to choosing the topic is to pick the one that you can manage. So, you could avoid such topics which are very technical or specialized and also those topics for which data is not easily available. Also, do not go for any controversial topic.

The researcher’s approach and attitude towards the topic will decide the amount of effort and enthusiasm.

Steps for writing Research Paper

The total number of pages included in a Research Paper relies upon the research topic. It may include 8 to 10 pages, which are:

• Introduction
• Review of Literature
• Methodology
• Research Analysis
• Recommendations

Also Read : Difference Between Research Proposal and Research Report

Key Differences Between Thesis and Research Paper

• A thesis implies an original, plagiarism-free, written academic document that acts as a final project for a university degree of a higher level. But, Research Paper is a novel, plagiarism-free long essay. It portrays the interpretation, evaluation or argument submitted by a researcher.
• The thesis acts as a final project. Whereas a research paper is a kind of research manual of journals.
• The length of the thesis is around 20,000 to 80,000 words. On the contrary, the length of the research paper is relative to the study.
• The thesis focuses on the central question or statement of an intellectual argument that entails further research. On the contrary, the research paper is concerned with proving the central argument.
• The purpose of submitting the thesis is to get the degree or professional qualification. It also presents the knowledge of the candidate in the respective field. Conversely, the aim of publishing research papers is to prove credibility and contribute knowledge in the respective field.
• While the student submits the thesis to the educational committee or panel of professors who review it. In contrast, scientists and other researchers read and review the research paper.
• Preparation and completion of thesis is always under the guidance of a supervisor. For submission of the thesis, the university assigns a supervisor to each student, under whose guidance the thesis must be completed. As against, no supervisor is appointed as a guide in case of a research paper.
• The thesis contains a broader description of the subject matter. In contrast, the research paper contains a narrow description of the subject matter.

Once the research paper is published, it increases the fellowship and job opportunities for new researchers. On the other hand, thesis writing will enable the students to get the desired degree at the end of the course they have opted.

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Essay vs Research Paper: Understanding the Differences

by  Antony W

June 26, 2024

This is the most comprehensive guide on essay vs research paper . 

We’ll look at the differences and similarities between the two papers so that you can approach either assignment with clarity and certainty.

To begin with, essays and research paper examine your research, writing and analytical skills. They also require adherence to strict formatting and the inclusion of citation and bibliography.

What’s an Essay?

An essay is a written academic assignment that requires you to look into an issue and then provide your personal opinion while using credible sources and verifiable evidence to support your work.

In addition to knowing the different types of essays , you need to have excellent research and writing skills to earn full marks.

The length of an essay varies from topic to topic, with the shorter one being 500 words and longer ones can go up to 4,000 words. 

Shorter essays don’t require extended research and you can therefore write them in one sitting.

Longer essays, on the other hand, demand in-depth research and attention to details. They can be quite time consuming to write and edit, which part of the reasons why students seek for writing help. 

What Essays Do Students Write in School? 

The following are some of the most common essays that you’ll write in high school, college, or university.

1. Descriptive Essays

If asked to write a descriptive essay, focus on explaining the characteristics of a subject or issue.

Descriptive essays require some literary devices ,  such as similes and metaphors, to read well and communicate your message.

2. Comparison Essays

In a compare and contrast essay ,  you have to explain the differences and similarities between two subject. You can organize your writing based either on individual points or on the subjects.

3. Analytical Essays

Analytical essays don’t just appear in academic journals, newspapers, and magazines. They’re also common in academic settings.

In analytical essay writing ,  your work is to provide a substantive analysis of the topic without being biased.

3. Reflective Essays

In reflective essay writing ,  students have to examine experiences and explore the changes, challenges, developments, and growth that those experiences bring.

The standard format for a reflective essay is the same for all, but the format may change a little depending on the audience.

4. Argumentative Essays 

In argumentative essay writing ,  you have to take a stance on an issue and use objective evidence to support your position.

5. Academic Essays 

Written at college and university levels, academic essay cover content in your coursework to gauge your writing skills and intelligence’s level.

These essays tend to be longer with the word count ranging between 3,000 and 5,000 words.

What’s a Research Paper?

A research paper   is an academic assignment that requires students to express their views on a subject using supportive sources such as books and journal articles.

They’re longer than typical essays and therefore take more time to research, write, and proofread.

In the case where you have more demanding assignments and a research paper waiting for you to complete, you can take advantage of our research paper writing service to get the project done in time.

Types of Research Papers

The following are the common types of research papers that you’ll write in college or university:

1. Analytical Research Paper

With this type of research paper, you choose a topic, collect information from credible sources, and use the data to draw your conclusion on the subject.

Maintain a neutral position when writing an analytical research paper.

2. Argumentative Research Paper

In argumentative research paper, you look into two controversial issues in the same document.

While you’ll look into both sides of the argument, you’ll have to take a side and use information from different reliable sources to persuade reader to take your side.

3. Experimental Research

Experimental research papers are practical in form. Your instructor expects you to describe procedures you used in your experiment, accompanied by in-depth data analysis and a written report.

4. Survey Research Paper

With survey research papers, you have to collect information from as many respondents as you can find. Then, you have to analyze the information and write a final report.

Essay vs Research Paper: What are the Differences?

In this section, we’ll look at the differences between essays and research papers to give you more insight.

Differences in Writing

Since the primary objective of a research paper is to present a deeper knowledge of the subject, you have to do extensive research from different sources. 

You also have to do a deep data analysis before writing so you can make a concrete conclusion. 

Moreover, you have to be very conversant with the primary sources   on the subject to write a good research paper.  

With an essay, your goal is to show your teacher that you have good research and writing skills and can articulate your ideas in a way that shows your understanding of the given topic.

As such, essays won’t require deep research. In essay writing,   you don’t necessarily have to be familiar with the main sources on a given subject although it’s important to.

Differences in Outline and Length

An essay has three parts: an introduction, the main body, and a conclusion. The body section has at least 3 paragraphs , but there can be more depending on the subject, research, and the number of ideas you’d like to present.

A research paper has more sections. Your work needs to feature a title page, an abstract (summary of the research), the main body (divided into sections such as methodology and results), a conclusion, references, acknowledgements, and references.

An essay can be as short as one page, especially if it’s on a topic that doesn’t require extensive research. In some cases, you may have to make your essay longer .  So check the prompt to know how long your instructor expects you to make the essay.

On the other hand, a research paper is longer than a typical essay’s length and can span up to 8 pages or more.

Differences in Presentation

In essay writing,   students present their personal views on a given issue or subject and use reliable academic sources to support their opinions.

In research paper writing, you have to present other scientists and researchers’ point of views of a subject and also add your opinion as a writer. Therefore, you must not only logically organize your ideas but also formulate them academically.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Difference Between | Descriptive Analysis and Comparisons

Search form, difference between research paper and review paper.

Key Difference: The primary difference between a research paper and a review paper is that a research paper is based on the author’s original research and their analysis and interpretation of their research finishing, whereas a review paper collects and collates information on a particular topic from various different written publications.

A research paper involves writing about research that one has conducted themselves. It includes the parameters involved in the research as well as their analysis and interpretation of the research.

Writing a research paper involves many different steps such as selecting a topic, creating a hypothesis, doing research, testing the hypothesis, making conclusions, and writing a paper supporting or disproving the hypothesis.

A review paper, on the other hand, involves collection information from a variety of different sources. These sources can be primary or secondary. Primary sources can be people who have conducted research and have first hand information, whereas secondary sources are papers and documents that have covered the topic on hand.

A review paper collects and combines information from these various sources and presents in all in one place. The benefit of this that it makes information regarding a particular topic easier to find and reference. A student may be asked to support an argument or a hypothesis in a review paper by citing various works and sources of information.

Review papers can be categorized into three different types: -

• Narrative – which collects and attempts to explain any and all existing knowledge on a particular topic. It is based on research that is already conducted and published by someone else.
• Systematic – in which one searches all existing scientific literature on a topic and tries to find an answer to a particular question or problem.
• Meta-analysis – which compares and combines the findings of previously published studies. It is usually done in order to assess the effectiveness of an intervention or mode of treatment.

The job of a research paper is for one to be able to present new ideas and new information which can hep move science ahead, whereas a review paper allows one to combine ideas by collecting information from various sources, which makes information easier to find and refer to.

Comparison between Research Paper and Review Paper:

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Research paper vs white paper: how are they different?

• September 14, 2022

Research paper vs white paper is a conundrum white paper writers frequently encounter. Most people had to write research papers when they were in high school and college, and many people work in industries where researchers and scientists publish research papers to inform colleagues and industries of what they’ve learned. So when they hear someone mentioning white papers, they can’t be faulted for assuming they’re the same thing. (Originally, a white paper was an official government report.)

What are research papers?

Research papers are formal documents or scientific articles exploring a particular subject in detail, and supporting the writer’s contention or arguments by including evidence from outside experts and other sources. Most research papers follow standardized structures, often beginning with some type of a thesis statement, presenting a series of arguments or sources in support of that statement, and ending in a statement about whether the thesis was successfully proven.

For students, academic papers are usually assigned to determine their mastery of a topic or their ability to write in traditional academic style. Professionals use peer reviewed research papers for a different reason. They want to share an idea they had and whether it proved to be possible, useful, or even valuable.

Scientific papers

Peer reviewed research papers are particularly important in the sciences. For example, many medical advances are first documented by the doctors or other scientists who discovered and tested them. An oncologist may stumble upon a combination of treatments that’s particular effective on a difficult-to-treat cancer. The doctor tests his idea following standard procedures and protocols and discovers it’s effective 86 percent of the time, so they write a research paper explaining the treatment and recommending the next steps for researchers.

The scientific research paper process is designed to explore all existing knowledge to create new ideas and discoveries, then document everything to help the scientist who pushes the frontiers of knowledge even further.

Publishing research papers

Recognition of the value of what a particular research paper analyzes often comes in the form of being published in an peer reviewed academic journal. Generally, an academic journal uses a peer review process in which several professionals read papers that have been submitted before publishing research papers. They ensure a logical framework is used and also make sure any statistics and other information used reflect peer reviewed research standards.

What is a white paper?

White papers are documents that explore complex issues to educate audiences. When used in a marketing or policymaking context, a white paper provides enough facts and arguments to convince people that your product, service, or strategy offers the best solution for the situation, educating them about the issue and making a case for your position or advice. Potential customers search for the information found in white papers.

White papers offer an excellent way to explain what makes your solution better than competing alternatives. You can use them to provide a technical discussion or summarize key information about a particular issue or problem to help the reader develop a stronger understanding. You describe common problems current and prospective customers face and provide detailed explanations as to how your approach provides the best solution.

Unlike ads and brochures, white papers are generally not promotional, without a strong sales pitch. Because the audiences that white papers target — such as engineers, CFOs, and CEOs — tend to distrust materials that appear to be more “salesy” than informative, most white papers are simply set up to look like trade magazine articles with fewer pictures.

So research paper vs white paper?

As in how they are different? First, they have two very different purposes. The purpose of a research paper is, for students, to prove mastery of a subject. For professionals, it’s to advance knowledge by sharing discoveries. A white paper, on the other sheet, is a tool to share information and influence decision-making.

Research papers explore all existing knowledge and can never have enough of it. White papers focus on a handful of points. Just enough knowledge to help someone make the right decision and nothing more. Research papers expand the mind, white papers attempt to narrow it.

Typically, research papers are written in the stiff, formal style that’s used in the academic world. You’ll have no trouble recognizing it from your memories of 8th grade English or your college composition class (or whatever fancy term your college came up with because they didn’t think you were smart enough to realize it was a composition class). Remember that long list of rules Mrs. Handsdown recited and all the red ink on your graded papers? Now when you write an email, you sometimes worry that she’s somehow going to see it, and you’ll feel her hovering over your shoulder.

The most effective white papers are written in a friendly, conversational way . Mrs. Handsdown would be very disappointed in you, but your boss will think you’ve become a genius. How so? It starts with the voice and tone of the written word. So you’re already a little confused. How could the written word make sound? Well, I didn’t say that. I said the voice and tone and not sound.

Literacy — the ability to read — is a relatively recent development in the evolution of our species. From the time we were magically created, hatched, or (whatever your image of life celebrates), until mere centuries ago, we had no way to communicate in writing. So we spoke. More important, we listened. Listening could keep us alive. Gradually, we learned the value of sharing what the old had learned from life so the young could take their places.

That was a long time ago, but you know what’s funny? Much of our mental wiring is from that era. Our brains do a great job of collecting and managing information. Was that the doorbell? Did a bird hit the window? Is that noise coming from beast of sharpest teeth? Your brain reacts to all three events the same way. It triggers hormones to kick up your energy and sharpen your senses so you don’t miss a thing. Thanks to some mutual ancestor who managed to stay a step ahead of a sabertoothed tiger, sound gets our immediate interest.

So we’re conditioned to listen for and pay attention to voices. Think of how many of the best times you can remember were spent in conversation with friends or family. Think of the number of interactions you have with other people on a given day, and what percentage include at least some conversation, even if it’s just “mornin’.”

As children, we grasp reading by connecting words with their associated sounds. And because the spoken word is so comfortable for us, we begin to recognize it in what we read. As we read a paragraph, we “hear” a voice in our heads. The voice is how we think the author or the character sounds. Not sure what I’m saying? Have you ever read a book and then seen a movie made from the book? A character speaks and you think, “Hey! He doesn’t sound like that!” You heard his “voice” when you read the book.

Based on the voices they hear, people draw very important conclusions about you. They decide whether you can be trusted. How you will treat them. Whether you’re genuinely friendly or just acting nice. You can control that impression, because you can control that voice.

Sometimes, presenting the right voice means ignoring some of those grammar rules Mrs. Handsdown drummed into your head. Why? Effective copy talks to people, and people don’t speak with textbook grammar. We start sentences with conjunctions, we end them with prepositions. We even use fragments. (That doesn’t mean grammar is unimportant. Forgetting basic agreement or structure can make you sound uneducated. Don’t be afraid to break rules – but do it selectively and with reason.)

By writing a white paper in a friendly, conversational way, you’ll tap into our desire to listen to voices and do a better job of capturing the reader’s full attention.

Is grammar for research and white papers different?

As I mentioned, research papers are usually written in that formal, stuffy academic style taught in high school English and college Composition classes and often used by technical writers.

But writing white papers isn’t about trying to please strict English teachers or jaded Composition instructors. Writing white papers is about selling. Telling. Convincing. Entertaining. Emphasizing. Doing that effectively demands copy that’s individual and personal. In fact, the more copy sounds like conversation, the more effective it tends to be.

That doesn’t mean you should ignore basic rules of grammar and syntax. The degree of grammatical correctness should reflect the situation and the audience. If the primary audience for your white paper is a group of university professors, you’ll want to make it more formal. But if you’re writing to industrial purchasing agents, your white paper should use the kind of language they use every day.

How should white papers be written?

Again, the most effective kind of language to use in a white paper is conversational. It really is okay to use contractions (like “can’t” or “won’t”) because they keep copy talky and friendly. It’s also okay to start sentences with conjunctions like “and” or “but,” and to end them with prepositions. And while you learned not to use “you” when writing for school, using it in a white paper will make it seem more like a conversation you’re having with the reader.

Some companies believe in hiring technical writers for white papers, but technical writers are usually more geared to projects like documentation or manuals, not white papers.

As for format, white papers usually begin with a general summary of the issue or the problem, and then go into depth about that issue or problem. Once it has been explored at length, the paper explains the solutions or approaches that have been developed to address the issue or problem, with a focus on the solution or approach that you want to advance. White papers often end with a brief message about your company and what it offers to prospective customers.

Some white papers include a short abstract at the beginning of the paper to summarize the key messages and conclusion. You can also place a list of other references and sources that the reader may find informative at the end of the paper.

Are there different types of white papers?

Companies may use several types of white papers companies as part of their marketing communications efforts. Most white papers fall into one of the following four categories.

1. White papers for background information

Some white papers are designed to provide background information about an issue or a challenge. Their goal is educating the reader about the matter so they can make more informed and/or confident decisions. An example might be comparing the advantages of shipping by truck with those of shipping by train, so a decision-maker is better able to evaluate which is the right choice for their company.

2. White papers for problems and solutions

Many white papers begin by describing a common problem the audience faces — whether that’s machinery that’s breaking down too often because of contamination issues or erosion tearing the topsoil from newly built slopes. Then the white papers examine the solutions available for that problem. With the machinery, it might involve a different type of lubrication or changes to the maintenance schedule. With the erosion issue, it might involve woven mats of organic materials that help plantings become rooted more quickly so they’re better able to withstand water.

3. White papers about processes

White papers can be an excellent way to explain and explore processes, from the many steps in bringing fresh produce from a farmer’s field to a restauranteur’s table, to the insight professionals like architects bring to design and construction of buildings. A well-written white paper can bring these processes alive for people who need to know about how these things work, such as lawmakers who are considering legislation about affecting those processes.

4. White papers presenting collections of information

This strategy is best when you have many bits of information or advice that would be helpful to readers, but none of them warrants a full-length white paper of their own. They’re often presented as numbered documents with titles such as “20 simple ways to improve your fleet maintenance program.” Readers are often attracted to this type of white paper because it’s easy to read and normally simplifies otherwise complex topics.

Could our business benefit from white papers?

If you can answer “yes” to any of the following five questions, it’s likely white papers can help you. In fact, more “yes” answers you provide, the more likely white papers should be part of your organization’s toolkit.

1. Is what you offer complicated, innovative, or different than your competitors?

If your company’s product or service is complicated, innovative, or significantly different from what your competitors provide, creating a white paper may be one of the most effective ways to convince people it’s the best choice for them.

That’s because selling something complex or innovative demands helping the prospect see why it represents a better choice. It’s hard to do that convincingly in an ad or email, but a well-written white paper provides enough facts and arguments to educate them while helping them reach the decision you want.

2. Is advertising not sufficient to explain the advantages of what you offer?

While advertising or other traditional marketing methods can be effective channels, they rarely allow you to get into detail about what makes your product or service better.  Plus, many people are wary of channels such as advertising because they know it’s a blatant sales effort.

A well-crafted white paper is an informational tool that seeks to educate the reader. Because the white paper doesn’t appear to be as promotional, people will give it more credence. Plus, people tend to hang onto white papers longer than they retain ads, giving your message a longer life.

3. Do prospects and customers find it hard to grasp your value proposition?

Like you, your customers and prospects are hungry for good information, but they’re also busy. Because their time is limited, they appreciate practical guidance that’s focused on their specific needs, and they trust white papers more than other channels.

They’re willing to take the time to read white papers because they need to know something. Maybe they want to better understand a new technology. Perhaps they’re desperately seeking a solution for a problem that’s hurting their business. Or it could be that they want support for a recommendation they’re making to their bosses. Whatever the reason, white papers provide trustworthy information and improve their perception of your organization and what you offer.

4. Is your sales process lengthy?

If your product or service is a commodity, is easily understood, or typically is purchased on impulse, a white paper probably won’t do much for you. But if you’re selling a high-value product or service that takes many weeks or months to move from initial interest to finished deal, a white paper can help you speed the process along.

5. Does your customers’ decision-making process involve many people?

Often — particularly with items that involve a significant investment of capital, such as plant equipment — purchase decisions are not made by just one or two people at your prospect. They may have the status and authority to recommend what you offer, but getting final approval may require the blessing of everyone from production engineers, to the operations team, to the CFO and CEO. Unfortunately, you and your team can’t speak with everyone who will play a role in the decision.

That’s when a white paper can stand in for you. A white paper that discusses the advantages of what you offer, contrasts it with other options, and explains how users can get the greatest value from it will help you communicate with decision-makers you can’t reach directly. When your contact attaches your white paper to their recommendation, it not only provides evidence that it’s the right choice, but it may help to answer questions and overcome objections other people in the process may have.

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10 Essential Steps To Writing A Research Paper

Research papers are a cornerstone of academic growth, serving as a critical tool for students to delve deep into subject matters, enhance their analytical skills, and contribute to academic discourse. See also What Is The Writing Process? Let’s try to demystify the process of writing a research paper by providing a clear, step-by-step approach that…

Research papers are a cornerstone of academic growth, serving as a critical tool for students to delve deep into subject matters, enhance their analytical skills, and contribute to academic discourse.

See also What Is The Writing Process?

Let’s try to demystify the process of writing a research paper by providing a clear, step-by-step approach that can be adapted to any academic level or subject. Planning and organization can make writing a research paper less daunting. Students are encouraged to confidently approach this intellectual journey, using this guide as a roadmap to navigate the complexities of research writing.

The first step in any academic writing project, particularly a research paper, is to understand the assignment thoroughly. Misunderstanding the prompt can lead to significant missteps down the line. It’s important to read the assignment prompt carefully and use it to plan your paper. Students should consider consulting a paper writing service to guide interpreting complex instructions or academic expectations. Essential questions to ask include: What is the purpose of the paper? Who is the audience? What is the required scope and format?

• Understanding the Assignment

Selecting a topic is more than just picking an area of interest; it involves balancing personal curiosity with academic value and resource availability. A good topic should allow you to explore questions or issues you care about while meeting the assignment’s requirements. Strategies for topic selection include brainstorming, preliminary reading, and discussing ideas with peers or instructors.

• Conducting Preliminary Research

Begin with general sources to gain an overview of your topic’s broader context. This can include textbooks, encyclopedias, or reliable online resources. Identify key themes, concepts, and terminology relevant to your subject during this phase.

As you gather more information, start focusing your research on a specific aspect of the topic. This will help you develop a focused research question or a strong thesis statement that will guide the rest of your research and writing process.

See also Writing

• Developing a Research Plan

Determine what types of sources are most appropriate for your topic. This might include books, peer-reviewed journal articles, interviews, or primary documents. Plan a realistic timeline for your research and writing, setting key milestones to ensure steady progress.

Use digital tools such as citation management software, note-taking apps, and organizational platforms to organize your research. These tools can help manage sources, keep track of important quotes, and structure your paper’s outline.

• Conducting In-Depth Research

Distinguish between scholarly and non-scholarly sources. Utilize academic databases and libraries to access credible and relevant material. Internet sources should be cautiously approached and evaluated for credibility and relevance.

Learn to assess the reliability, bias, and usefulness of each source. Critical reading and analytical note-taking are essential at this stage to ensure that you gather strong evidence to support your thesis.

• Crafting a Strong Thesis Statement

A thesis statement is a concise summary of your paper’s main point or claim. It is typically one sentence long and states your position clearly. The thesis is crucial as it guides the structure and argumentation of your research paper.

As your research progresses, revisit and possibly refine your thesis statement to reflect deeper insights and stronger evidence. This may involve tightening its focus, adjusting its angle, or strengthening its argumentative power. Examples of effective thesis statements will illustrate how specificity and clarity contribute to a compelling argument.

• Creating an Outline

An outline is a blueprint for your paper; it organizes your thoughts and lays out the structure of your argument coherently. This helps prevent structural issues later in the writing process and ensures that each part of your argument flows logically into the next.

Start by outlining the main points of your introduction, body, and conclusion. Under each main point, list subpoints and supporting evidence, which can be detailed from your research that backs up your thesis. Consulting an online paper writing service can provide additional structure and guidance for students feeling overwhelmed by this stage.

• Writing the First Draft

Begin writing with the body of your paper, as it contains the bulk of information and analysis. Don’t worry about getting everything perfect on the first try. The goal is to put your research and ideas into a coherent structure.

Keep your writing clear and focused. Employ a mix of summarization, direct analysis, and critical thinking. Ensure that each paragraph opens with a clear topic sentence and closes with a transition to the next idea, ensuring smooth, logical flow.

• Revising and Editing

Once your first draft is complete, take time to revise it thoroughly. Look for ways to strengthen your argument, clarify your points, and improve the overall flow of the paper. Ensure that each section contributes directly to supporting your thesis. Don’t hesitate to rewrite sections for better clarity and impact if necessary.

After revising the content, focus on grammar, punctuation, and style. Look for mistakes like misplaced commas, incorrect verb tenses, or inconsistent formatting. Using tools from the best paper writing service can help ensure your paper meets academic standards.

• Formatting and Citations

Please familiarize yourself with the required citation style for your paper, whether it’s APA, MLA, Chicago, or another format. Proper citation is crucial to avoid plagiarism and to give proper credit to the sources of your research.

Ensure your paper is formatted correctly according to your assignment requirements. This includes setting the correct margins, using the appropriate font size, and including all necessary sections like a title page, headings, and a bibliography. Many students find this step meticulous; however, a paper writer skilled in formatting can assist in polishing the final document.

• Final Proofreading and Submission

Carefully proofread your paper to catch any lingering errors and ensure it reads smoothly. Techniques such as reading aloud or having a peer review of your work can be invaluable. Check for consistency in your arguments, accuracy in your information, and completeness in your research.

Create a checklist for all elements needed for submission, including additional materials like appendices or abstracts. Ensure everything is in order before you submit your paper, whether online or in person. Double-check that all guidelines are followed to avoid last-minute surprises.

Writing a research paper is a demanding but rewarding process. By following these steps, students can produce well-organized, insightful, and high-quality research papers that meet academic standards and enhance their understanding and expertise in the chosen subject area.

Remember, using resources such as a paper writing service should complement your efforts and provide support as you develop your skills as a researcher and writer. Dedication and attention to detail make the journey from a blank page to a completed research paper a significant academic achievement.

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General or Scientific Research Paper: What Is the Difference?

These two research papers differ in terms of format and structure. The field, the level of expertise, and assignment instructions determine which one you write.

A General Research Paper

This format is appropriate for writing in the humanities . Logical arrangement and critical analysis help readers to understand your deductions. A general research paper contains three main sections — an introduction, body paragraphs, and a conclusion. You also need to consider if the paper is argumentative, analytical, or one of the other types.

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Introduction.

An introduction provides background information to establish context. Define key terms or concepts here too. The most important sentence is the thesis statement which reveals the goal of your research or the argument you will make.

Writing tip: Create a thesis statement by formulating a question that your paper will answer. For example — How has Facebook changed the way people communicate nowadays? The answer to that question is the thesis statement for this topic.

Here is where a strong outline makes writing easier. You know the number of body paragraphs to include. You have a main idea for each body paragraph as well as its supporting information, and you can integrate your sources to support claims. Remember you don’t summarize sources. You analyze, deconstruct, compare and explain them in order to lend weight to your paragraphs and, ultimately, your thesis statement. The number of body paragraphs depends on the depth of research. Longer projects need several headings and subheadings in the body.

End your paper with a conclusion that rephrases the thesis statement and summarizes main points. Explain your deductions and suggest areas of the topic that can be researched next.

A Scientific Research Paper

A scientific research paper uses a more rigid structure to present findings and methods. This creates a system of uniformity to deliver data to the scientific community. Because of its structure, people can obtain information from a scientific paper in different ways — they can browse the abstract or go straight to tables and results. These are the main sections:

The title describes the contents of your paper in a cohesive manner. The author’s name and institution appear below the title.

This is a short but detailed paragraph summarizing the whole paper. Write this when your paper is complete because you might change sections as work progresses. An abstract should contain:

• The purpose of your paper
• The model or methodology used for findings
• Key results
• Conclusions based on your findings

The normal length of an abstract is 200-300 words, but you should be as concise as possible. Use the past tense and offer an independent, comprehensive summary of your research methods and results. Make sure your abstract agrees with what you have written in your paper. Here’s a detailed look at an abstract.

An introduction states why you conducted your research, and it gives context. It does this by:

• Outlining existing knowledge on the topic, citing sources of information
• Offering a brief statement on how you approached your research
• presenting a hypothesis that your paper proves or disproves
• posing a question your paper answers
• Stating a problem you paper addresses

An effective introduction gives readers adequate background. It should raise curiosity about your findings and entice them to read more.

Materials and Method

This section is necessary because it shows how dependable your findings are. The content of this section changes according to the research you conducted — experiments and field studies differ in terms of methodology. Here is a detailed breakdown of what to include in this part of the paper.

Finished papers

Customer reviews

You state results of your research in this section without interpreting them. It is full disclosure of occurrences. The most effective way to do this is through tables, charts, and graphs to complement your text. Your text should point to the discussion section where results are interpreted. Include negative results, if any. This shows objectivity and lends weight to your paper.

Dissect results in this section. Detail how your findings answered the question or issue raised in the introduction. Propose how your results affected existing knowledge and discuss your findings in the context of previous studies where appropriate.   This section often earns the most points because it shows the relevance and validity of your research. You should:

• Begin with a summary of results
• Show how your findings affect your hypothesis
• Discuss your findings — interpret, explain and justify them
• Point out similarities or differences with other research in the field
• Mention any shortcomings of methods and their possible effects on your results
• Suggest areas to investigate in the future

A conclusion should do the following:

• Remind readers of the topic
• Summarize results concisely
• Point out any negative results. This calls for peers to pick up the research where you left off and continue to explore the issue.

Include a list of works cited at the end of your paper. It’s necessary to give due recognition to authors of other works you used for primary and secondary sources to avoid plagiarism. Your paper is invalid if it incorporates someone else’s original content without referencing them. Three main citation formats are: MLA (Modern Language Association) APA (American Psychological Association) The Chicago Manual of Style Your instructor should tell you which format to use. Check the specifics of the style and make sure you are accurate when composing sources.

Writing Tip: Online tools, such as citation generators, are useful to incorporate all necessary data into a reference.   The sections listed above for scientific research papers are commonplace. Depending on the length and depth of your paper, other sections, such as Appendices and Acknowledgments, are also possible.

Don’t forget to consider your audience when writing a research paper. Adapt information accordingly, deciding if certain terms should be explained or not. A general audience or a specific audience will affect the language you use — technical terms, for example. You may need to include or exclude information too.

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Research Papers Vs. Essays (Differences and Similarities)

In high school, college, university, and even professional life, you will write many assignments, including research papers and essays. In school, instructors and professors use essays and research papers to test your understanding of concepts taught in class. It is, therefore, imperative to know the difference between essays and research papers.

You came to the right place if you struggle to get the facts right about essays vs. research papers. This guide guides you through the similarities and differences between the two common papers written at all academic levels.

In a nutshell, research papers focus on facts to argue a point, while essays focus on an individual's understanding of a topic. Understanding the difference between these two pieces of writing will help you succeed in school.

With that said, here is an overview of essays and research papers.

What is an Essay?

An essay is a short piece of writing demonstrating your comprehension, critical thinking, analytical skills, creativity, and awareness of a given topic. The length of the essay will determine the citations it should have and how long it takes to write it. So for a 500 words essay, the instructor will require at least five verifiable sources. Since they are short in length, they usually have five paragraphs starting with an introduction, followed by the body, and then a conclusion.

The main objectives of an essay are to:

• Inform the reader by providing accurate and proven information about a particular topic
• Convince the audience of a specific headline using researched evidence
• Explain a topic by providing in-depth information with flowing content
• Entertain the readers through humor and other funny statements

Check out our comprehensive guide on how to write a good essay .

Format and Structure

The basic format of an essay is an introduction, body, and conclusion. You must fashion all the ideas- one at a time - in the order that makes sense. To successfully deliver the content to the readers, you must attend to their logic. You have to introduce the arguments, analyze all the data, provide counterarguments and conclude the topic.

You should consider every part of the essay answering basic questions the reader is probably asking. These questions are: what, how, why.

The "what" explains what evidence leads you to your thesis statement, and you must therefore examine all the evidence demonstrating the truth of your fact.

The "how" explains how other arguments can counter your thesis statements. In other words, how does another way of looking at things affect your claims?

The "why" shows why the readers should care about your statements and allows them to learn more about what you are saying in a larger context.

An essay follows different formats depending on the academic style of writing requested; it could be MLA, APA, or Chicago format. For example, the APA style is used in social and health sciences, MLA in liberal arts, Language, Literature, and humanities, and the Chicago style in literature, history, and arts.

However, the structure is as follows:

Introduction

The introduction paragraph sets the stage for what is to come. It has three main parts:

• Background information
• Thesis statement

The first sentence of the introduction should grab the reader's attention . Next, you should arouse curiosity through an eye-catching statement for the reader to continue reading the essay. You can achieve this by using a joke, statistics, or research findings.

Background Information

Give the readers the context of the essay by providing some background information depending on the essay's subject. Don't give too much information — mention just a few points you will divulge later in the text. Just make sure you save the evidence for the body of the essay. The length of this information will depend on the scope of your essay.

Thesis Statement

A thesis statement sums up the main ideas of your topic and helps control the essay's narrative. Therefore, the statement should state clearly the main idea you want readers to grasp.

Body (Arguments)

The body is the longest part of the essay, which is organized into different paragraphs. Each paragraph elaborates on one idea and contains between four to five sentences. Every paragraph contains three sections starting with the topic sentence, followed by a supporting sentence and a concluding sentence.

The topic sentence informs the reader about the paragraph, and the supporting sentence expounds on the central idea. And the concluding sentence summarizes what you have talked about.

The conclusion is the last paragraph of the essay. It aims to summarize the essay's main parts, show the essence of your argument, and leave the reader with a sense of closure.

When writing the conclusion paragraph of an essay , you should restate the thesis statement to remind the reader what you talked about, followed by a summary of your arguments and counterarguments. Finally, the last sentence of the paragraph should state your concluding thought.

Types of Essays

There are different types of essays, each with its own objectives. They include:

• Descriptive
• Argumentative

Narrative Essays

Narrative essays are mostly personal, and they tell a story. This essay is written from a first-person perspective.

Descriptive Essays

Descriptive essays describe something— object, person, place, emotion, or situation from your own perspective.

Expository Essays

Expository essays aim at explaining a topic with facts. This is where you analyze a given piece of information and explain in detail how you have reached your conclusion.

Argumentative Essay

An argumentative essay presents both sides of an argument to inform the reader. An instructor will give this type of essay to gauge your debating skills.

Persuasive Essay

The persuasive essay aims to convince the reader. The writing presents logical information with an emotional appeal to the reader to believe your point of view.

What is a Research Paper?

A research paper is academic writing that involves supportive evidence about a given topic. It provides a perspective on a given topic using various sources supported by qualitative and quantitative research methods.

Research papers are usually similar to essays, but they are much longer and involve in-depth research conducted independently. In addition, you must spend time investigating and evaluating multiple sources to offer an interpretation of a given text.

Since the main aim of a research paper is to develop a new argument, you must include a literature review. A literature review is a foundation and support for your research, and it is a survey of academic sources on a given topic that helps you identify theories, methods, and gaps in the existing research.

They are more formal as they involve rigorous and thorough research resulting in a central idea. Only when a paper meets this requirement will the instructor give a good grade. Their aim is to differentiate between opinions and facts, provide a detailed understanding of a given topic, and critique previously written work.

To effectively write a research paper, you must clearly define your research question. If your instructor has already assigned you a topic, there is no need. If not, try to choose an interesting research question.

Choose a research strategy by analyzing the materials you will use for your research. Then evaluate all the sources by focusing on their credibility and whether they support your research question.

Like essays, research papers also have paragraphs and follow the same academic writing formats, but their structure is much different. Their structure is as follows:

• Materials/methods

Acknowledgments

A title page contains all the vital information about the paper you are writing. The page is usually placed in front of the research paper. It contains your name, the name of the project, and your learning institution. Since it's the first page the reader will see, it should be well formatted. The title on the page should clearly display your thesis statement.

The abstract highlights the main points of your projects to help inform the readers what the paper is about. They are recorded along with keywords to help readers find your content more easily. The abstract should be clear and accurate.

An introduction part allows you to define the topic and establish your voice. The introduction should be interesting enough to get the reader hooked. It usually aims at:

• Presenting the problem statement, topic, and research investigation in the first part of the introduction
• Establish the aim and focus of your research in the second part
• Present the summary of your arguments in the third part

Research papers also have a thesis statement, like essays mostly found at the end of the introduction. It aims to explain what you are trying to prove and provide the main points in the research.

Materials/ Methods

The material/ methods section clearly defines what materials you used to perform your research. The aim is to direct readers to specialized materials, general procedures, and methods to weigh the value of your project. For example, these materials could be questionnaires that provide information about your paper. The materials should be specific and relevant to your field of study.

You should describe in detail how you conducted the analysis in their personal narrative and briefly list the methods used.

The results section is where you report what your findings are based on all the information you gathered with the materials you had. You should state the findings without biases or interpretation, allowing the reader to do that themselves. The findings should only be from your study, and they could be:

• Quantitative information - is data that can be measured and is presented in graphs, tables, or charts.
• Qualitative information - which is brief descriptions or explanations and is often presented as lists or essay like form

The discussion section shows the results and outcomes of your paper. It reviews and interprets the findings of the research and allows the readers to see the connection between all the parts of the paper. The discussion should include the following:

• Results you gathered from the research
• Discussion of related research
• Comparison between the research and your initial hypothesis

You must demonstrate your critical thinking skills when developing your arguments and establishing the relationship between each part the same way you would in an essay.

The conclusion section outlines why the research is important to the reader and why they should care. It summarizes all the parts mentioned in the paper and demonstrates the implications of your research. The writing should be on point to deliver your message to the readers.

The acknowledgment section appreciates all the contributors for their efforts in the research. You should mention all the contributors directly involved in your research. They could be:

• Funding Organization/ Donor
• Administrative personnel
• Your professors
• Work supervisors

The reference section is the last part of your research paper. This section shows that you have clearly and carefully conducted your research. It demonstrates that your work is credible, and readers can rely on it. You should list all the research material used. The average number of references in most research papers is 45.

Types of Research Papers

Like essays, there are different research papers, each requiring different preparation. These are argumentative and analytical research papers:

Argumentative Research Paper

When writing an argumentative research paper, you discuss your topic and then choose the stand you will be taking. The hope is to persuade the reader to take your stand.

Analytical Research Paper

You state your topic in an analytical research paper and take a neutral stance. You will then provide your arguments and facts, leaving the reader to choose their stance. The aim is not to persuade the reader but to present a well-supported analysis of a given topic.

Survey Research Paper

Survey research involves collecting data from a group of people through quantitative and qualitative research methods.

Experimental Research Paper

Based on experimental research or empirical research, this type of paper provides information about the procedures you have used in your research. It is mainly written as a scientific or empirical paper following the IMRAD format.

Definition Paper

In definition papers, you will describe an argument's facts without sharing personal emotions and only provide a list of facts without analyzing them.

What is the Aim of the Research Paper?

Learning how to write a research paper is to:

Provide Knowledge

Through research, you will gain new insights about a particular topic making you more knowledgeable.

Boost the Success, Not Business

The findings of a research paper will influence decision-makers to take positive action. For instance, if you wrote a paper about the importance of using laptops in schools, more laptops will be provided even to learners.

Enhance Public Awareness

By writing compelling research about a given headline and sharing it with the public, you give them an understanding of your ideas. Providing detailed and well-researched information will help the readers see the relevance of your conclusion.

What Are the Differences Between an Essay and a Research Paper?

After looking at each of them individually, what are the differences between them?

  They Have Different Purposes

Even though they are both academic writings, they have different purposes. When an instructor assigns you a research paper, they want to know your deep understanding of a given topic by sharing how you have come to that realization. In other words, it demonstrates your opinions and those of other scientists. On the other hand, an essay shows your opinion about something even though you will research your information, and your point of view about the topic should be unique.

  A Research Paper is More Formal

A research paper involves in-depth research from reputable sources, which you should prove in the form of references. On the other hand, an essay doesn't need in-depth research; it mainly relies on your thoughts and opinion. They are also not as complex as a research paper in terms of headings and subheadings.

  More Time and Effort Are Needed in Writing a Research Paper Than an Essay

A research paper is a long piece of academic writing that requires multiple sources and a deeper understanding of information to reach a conclusion. Since there is tons of information to find and go through, more time is taken to do the research.

So while an essay can be completed in a few hours, a research paper can take days or even weeks to complete.

  Differences in Length

Both essays and research papers are organized the same way. An essay has three parts: an introduction which includes a thesis statement, a body, and a supportive conclusion. You will need to hook your readers when writing the introduction for them to proceed with writing. The body usually has between four to five paragraphs which must be arranged systematically to make sense to the reader. Their word count ranges between 500 and 1000 words with about 5 citations.

Because research papers require in-depth research, they are much longer than essays and are usually referred to as multipage writing. A research paper typically has nine parts arranged in order with between 8 to 100 references. Regardless, both forms of academic writing follow the same organizational structure.

Here is a table that shows the similarities and differences between the two.

More differences and similarities between essays and research papers ( source )

Final Words

An essay and research paper are common types of academic writing assigned to high school, college, and university students. Essays are the shortest pieces of writing which show your understanding of a given topic during a research paper. The above difference will help you in your academic writing journey.

Life is full of demands, and you will juggle work, home duties, family responsibilities, and social life. When you add studies and writing papers to the packed schedule, you might break down mentally.

Do you need help with a research paper or an essay ? GradeCrest is the most preferred place for students and professionals who want their research papers done. We have expert paper writers who can handle papers on various topics and almost all subjects; no subject lacks an expert or is too hard to crack for us. You can order your essay or research paper by filling out the order form on our home page.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

Difference between Research Paper and Research Article

Research paper and research articles are bits of composing that require inquiry, critical analysis, demonstration and insight of few special abilities from understudies and researchers. This article endeavors to see whether the two terms are synonymous or there is any contrast between the two.

Research paper

Research can be said as activity which is specified much significance in scholastics. Be that as it may, research papers are not only these task papers composed by understudies as those composed by scholars and researchers and also published in different journals are additionally alluded to as research papers.

Research Article

Research article is a bit of composing that have original research thought with the pertinent data and discoveries. A research article is a composing or paper that advises individuals of a way breaking a finding or research with data to bolster the finding.

Research Paper VS Research Article

 There is a pattern to allude to academic papers and term papers composed by understudies in schools as a research paper

The articles presented by researchers and scholars with their noteworthy examination are known as research articles.

Research papers composed by the students mostly not take in journals.

Research articles composed by researchers or scholars mostly published in prestigious scientific journals.

A research paper depends on the original research. The sort of research may fluctuate, contingent upon your field or topics that include survey, experiments, questionnaire, interview and so on; yet authors require gathering and investigating raw data and make an original and real study. The research paper will be founded on the investigation and understanding of this raw data.

A research article depends on other different published articles. It is usually not depend on original study. Research articles for the most part condense the current writing on a point trying to clarify the present condition of comprehension on topic.

A research paper can be said as the primary source that means, it studies the techniques and consequences of original study performed by the writers.

A research article can be said as secondary source that means it is composed about different articles, and does not studies actual research of its own.

• Importance:

In research paper, every part of this has its own importance. A concise is important in light of the fact that it shows that the writers know about existing literature, and want to add to this presented research definitively. A methods part is usually detailed and it is important in a way that different analysts have the capacity to check and/or duplicate these strategies. A result segment depicts the results of the analysis.

Research articles can be considered very important because they describe upon different articles that they analyze to propose new research bearings, to give powerful support for presented theories or distinguish designs among presented research studies. For understudy analysts, these research articles give an excellent review of presented literature on that topic. In the event that you discover a literature review that can be fit in study, investigate its references/works referred to list for guide on other articles.

From the above article we can conclude that research paper is the primary source whereas research articles are secondary.

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17 Comments Already

good article but which of them is more useful when we conduct a research

both. but research paper is more useful.

Nice explanation

There is a little difference but both are different.

Nice but i have a confusion that can a guys of Bachelors level can write Research Papers?

YEs they can if they do research project instead of development project and do something new in their project.

Thank you 😊

do you have something in your mind then please share with us. We will appreciate that.

Though it may be fairly easy to learn to speak English well enough to be understood, learning to write English correctly is very difficult, as this article so clearly illustrates. Though I greatly admire all those who are making an effort to learn another language, like English, as a non-native speaker, it is wrong for these same individuals to assume they can write English well enough to publish articles.

This article is so poorly written that I cannot understand most of it. For instance, the following phrases are utter nonsense: “A research paper can be said as the primary source that means,” — “A concise is important in light of the fact that it shows that . . .” — “A methods part is usually detailed” — “A result segment depicts the results . . .” — “they describe upon different articles that they analyze to propose new research bearings . . . or distinguish designs among presented . .. studies” — “to clarify the present condition of comprehension” — “Research papers and . . . articles require inquiry, critical analysis, demonstration and insight of few special abilities from . . .”

This article also states that “[a] research article . . . is usually not depend (sic) on original study,” then contradicts that in the next sentence with “[r]esearch articles . . . condense the current writing on a point . . .” Most studies these days are current. But, even if a study was conducted 50 years ago, it’s a cardinal rule that one should always use the original source of information rather than relying on the articles of other authors who may have misquoted something from the original study.

Articles like this one do a grave disservice to the viewing and researching public. To present this article as informative is disingenuous. To ask people who are seeking useful information to struggle with reading and trying to make sense of this poor English is so unkind and inconsiderate that I feel compelled to bring it to the author’s and publisher’s attention.

I would be honored to help anyone with their efforts to write English, but, please, be honest with yourselves about your lack of knowledge, so you will cease and desist the writing of anything online until your English skills have improved significantly. Thank you.

Thanks for such a detail input. Best wishes.

Yes you are saying right. So if you have the skills to deliver the answer in an efficient manner so kindly type it for me. Because I really want to know the difference between research paper and research article

Yes I agree with Martha. I myself found difficulty in going through the article. Although the topic is very important to be discussed because being the student of graduate, I must know the difference. But the way of delivering has dispirited me that now what other website should I visit to get accurate answer.

we need Published example of a scientific research article and another for a scientific research

how can I cite this?

“Difference between Research Paper and Research Article”, Reserachpedia.info, https://researchpedia.info/difference-between-research-paper-and-research-article/ , [27 December 2021].

I don’t understand anything. I am confused more than i came. Otehrwise, thank you for a trial. Simplify this communication.

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Scopus journals

What is the difference between research paper and publication.

When it comes to academic writing, the terms “research paper” and “publication” are often used interchangeably. While both involve research and writing, there are important distinctions between the two.

The term “research paper” typically refers to a paper written by a student or group of students, usually for an academic course. This type of paper is usually shorter than a publication and is used to demonstrate the student’s understanding of a particular subject. While research papers can be published, they are usually only seen by the professor and other students in the course.

In contrast, a “publication” refers to a paper, article, or book that has been made widely available to the public. While research papers may contain some of the same information, a publication is typically much more comprehensive and authoritative than a research paper and is subject to peer review. Publications are also typically written by a professional writer or scientist and are more likely to be published in a journal or magazine.

In addition to the differences in length and scope, research papers and publications also differ in terms of the type of information they contain. Research papers are focused on a specific topic and tend to include only the most relevant information. In contrast, publications are more likely to include a broader range of information and multiple perspectives on a topic.

research papers and publications also differ in terms of their purpose. Research papers are typically meant to provide an overview of a topic, while publications are intended to present a more in-depth analysis of a topic.

Overall, research papers and publications are both important tools for academic research and writing. Knowing the differences between the two can help you better understand the type of information you need for your project.

• Open access
• Published: 23 August 2024

The role of emotions in academic performance of undergraduate medical students: a narrative review

• Nora Alshareef 1 , 2 ,
• Ian Fletcher 2 &
• Sabir Giga 2  

BMC Medical Education volume  24 , Article number:  907 ( 2024 ) Cite this article

180 Accesses

Metrics details

This paper is devoted to a narrative review of the literature on emotions and academic performance in medicine. The review aims to examine the role emotions play in the academic performance of undergraduate medical students.

Eight electronic databases were used to search the literature from 2013 to 2023, including Academic Search Ultimate, British Education Index, CINAHL, Education Abstract, ERIC, Medline, APA Psych Articles and APA Psych Info. Using specific keywords and terms in the databases, 3,285,208 articles were found. After applying the predefined exclusion and inclusion criteria to include only medical students and academic performance as an outcome, 45 articles remained, and two reviewers assessed the quality of the retrieved literature; 17 articles were selected for the narrative synthesis.

The findings indicate that depression and anxiety are the most frequently reported variables in the reviewed literature, and they have negative and positive impacts on the academic performance of medical students. The included literature also reported that a high number of medical students experienced test anxiety during their study, which affected their academic performance. Positive emotions lead to positive academic outcomes and vice versa. However, Feelings of shame did not have any effect on the academic performance of medical students.

The review suggests a significant relationship between emotions and academic performance among undergraduate medical students. While the evidence may not establish causation, it underscores the importance of considering emotional factors in understanding student performance. However, reliance on cross-sectional studies and self-reported data may introduce recall bias. Future research should concentrate on developing anxiety reduction strategies and enhancing mental well-being to improve academic performance.

Peer Review reports

Introduction

Studying medicine is a multi-dimensional process involving acquiring medical knowledge, clinical skills, and professional attitudes. Previous research has found that emotions play a significant role in this process [ 1 , 2 ]. Different types of emotions are important in an academic context, influencing performance on assessments and evaluations, reception of feedback, exam scores, and overall satisfaction with the learning experience [ 3 ]. In particular, medical students experience a wide range of emotions due to many emotionally challenging situations, such as experiencing a heavy academic workload, being in the highly competitive field of medicine, retaining a large amount of information, keeping track of a busy schedule, taking difficult exams, and dealing with a fear of failure [ 4 , 5 , 6 ].Especially during their clinical years, medical students may experience anxiety when interacting with patients who are suffering, ill, or dying, and they must work with other healthcare professionals. Therefore, it is necessary to understand the impact of emotions on medical students to improve their academic outcomes [ 7 ].

To distinguish the emotions frequently experienced by medical students, it is essential to define them. Depression is defined by enduring emotions of sadness, despair, and a diminished capacity for enjoyment or engagement in almost all activities [ 4 ]. Negative emotions encompass unpleasant feelings such as anger, fear, sadness, and anxiety, and they frequently cause distress [ 8 ]. Anxiety is a general term that refers to a state of heightened nervousness or worry, which can be triggered by various factors. Test anxiety, on the other hand, is a specific type of anxiety that arises in the context of taking exams or assessments. Test anxiety is characterised by physiological arousal, negative self-perception, and a fear of failure, which can significantly impair a student’s ability to perform well academically [ 9 , 10 ]. Shame is a self-conscious emotion that arises from the perception of having failed to meet personal or societal standards. It can lead to feelings of worthlessness and inadequacy, severely impacting a student’s motivation and academic performance [ 11 , 12 ]. In contrast, positive emotions indicate a state of enjoyable involvement with the surroundings, encompassing feelings of happiness, appreciation, satisfaction, and love [ 8 ].

Academic performance generally refers to the outcomes of a student’s learning activities, often measured through grades, scores, and other formal assessments. Academic achievement encompasses a broader range of accomplishments, including mastery of skills, attainment of knowledge, and the application of learning in practical contexts. While academic performance is often quantifiable, academic achievement includes qualitative aspects of a student’s educational journey [ 13 ].

According to the literature, 11–40% of medical students suffer from stress, depression, and anxiety due to the intensity of medical school, and these negative emotions impact their academic achievement [ 14 , 15 ]. Severe anxiety may impair memory function, decrease concentration, lead to a state of hypervigilance, and interfere with judgment and cognitive function, further affecting academic performance [ 16 ]. However, some studies have suggested that experiencing some level of anxiety has a positive effect and serves as motivation that can improve academic performance [ 16 , 17 ].

Despite the importance of medical students’ emotions and their relation to academic performance, few studies have been conducted in this area. Most of these studies have focused on the prevalence of specific emotions without correlating with medical students’ academic performance. Few systematic reviews have addressed the emotional challenges medical students face. However, there is a lack of comprehensive reviews that discuss the role of emotions and academic outcomes. Therefore, this review aims to fill this gap by exploring the relationship between emotions and the academic performance of medical students.

Aim of the study

This review aims to examine the role emotions play in the academic performance of undergraduate medical students.

A systematic literature search examined the role of emotions in medical students’ academic performance. The search adhered to the concepts of a systematic review, following the criteria of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 18 ]. Then, narrative synthesise was done to analyse the retrieved literature and synthesise the results. A systematic literature search and narrative review provide complete coverage and flexibility to explore and understand findings. Systematic search assures rigour and reduces bias, while narrative synthesis allows for flexible integration and interpretation. This balance improves review quality and utility.

Eligibility criteria

Inclusion criteria.

The study’s scope was confined to January 2013 to December 2023, focusing exclusively on undergraduate medical students. The research encompassed articles originating within medical schools worldwide, accepting content from all countries. The criteria included only full-text articles in English published in peer-reviewed journals. Primary research was considered, embracing quantitative and mixed-method research. The selected studies had to explicitly reference academic performance, test results, or GPA as key outcomes to address the research question.

Exclusion criteria

The study excluded individuals beyond the undergraduate medical student demographic, such as students in other health fields and junior doctors. There was no imposed age limit for the student participants. The research specifically focused on articles within medical schools, excluding those from alternative settings. It solely considered full-text articles in English-language peer-reviewed journals. Letters or commentary articles were excluded, and the study did not limit itself to a particular type of research. Qualitative studies were excluded from the review because they did not have the quantitative measures required to answer the review’s aim. This review excluded articles on factors impacting academic performance, those analysing nursing students, and gender differences. The reasons and numbers for excluding articles are shown in Table  1 .

Information sources

Eight electronic databases were used to search the literature. These were the following: Academic Search Ultimate, British Education Index, CINAHL, Education Abstract, ERIC, Medline, APA Psych Articles and APA Psych Info. The databases were chosen from several fields based on relevant topics, including education, academic evaluation and assessment, medical education, psychology, mental health, and medical research. Initially, with the help of a subject librarian, the researcher used all the above databases; the databases were searched with specific keywords and terms, and the terms were divided into the following concepts emotions, academic performance and medical students. Google Scholar, EBSCOhost, and the reference list of the retrieved articles were also used to identify other relevant articles.

Search strategy

This review started with a search of the databases. Eight electronic databases were used to search the literature from 2013 to 2023. Specific keywords and terms were used to search the databases, resulting in 3,285,208 articles. After removing duplicates, letters and commentary, this number was reduced to 1,637 articles. Exclusion and inclusion criteria were then applied, resulting in 45 articles. After two assessors assessed the literature, 17 articles were selected for the review. The search terms are as follows:

Keywords: Emotion, anxiety, stress, empathy, test anxiety, exam anxiety, test stress, exam stress, depression, emotional regulation, test scores, academic performance, grades, GPA, academic achievement, academic success, test result, assessment, undergraduate medical students and undergraduate medical education.

Emotions: TI (Emotion* OR Anxiety OR Stress OR empathy) OR emotion* OR (test anxiety or exam anxiety or test stress or exam stress) OR (depression) OR AB ((Emotion* OR Anxiety OR Stress OR empathy) OR emotion* OR (test anxiety or exam anxiety or test stress or exam stress)) (MH “Emotions”) OR (MH “Emotional Regulation”) DE “EMOTIONS”.

Academic performance: TI (test scores or academic performance or grades or GPA) OR (academic achievement or academic performance or academic success) OR (test result* OR assessment*) OR AB (test scores or academic performance or grades or GPA) OR (academic achievement or academic performance or academic success) OR test result* OR assessment*.

Medical Students: TI (undergraduate medical students OR undergraduate medical education) OR AB (undergraduate medical students OR undergraduate medical education), TI “medical students” OR AB “medical students” DE “Medical Students”.

Selection process

This literature review attempts to gather only peer-reviewed journal articles published in English on undergraduate medical students’ negative and positive emotions and academic performance from January 2013 to December 2023. Their emotions, including depression, anxiety, physiological distress, shame, happiness, joy, and all emotions related to academic performance, were examined in quantitative research and mixed methods.

Moreover, to focus the search, the author specified and defined each keyword using advanced search tools, such as subject headings in the case of the Medline database. The author used ‘MeSH 2023’ as the subject heading, then entered the term ‘Emotion’ and chose all the relevant meanings. This method was applied to most of the keywords.

Studies were included based on predefined criteria related to study design, participants, exposure, outcomes, and study types. Two independent reviewers screened each record, and the report was retrieved. In the screening process, reviewers independently assessed each article against the inclusion criteria, and discrepancies were resolved through consensus during regular team meetings. In cases of persistent disagreement, a third reviewer was consulted. Endnote library program was used for the initial screening phase. This tool was used to identify duplicates, facilitated the independent screening of titles and abstracts and helped to retrieve the full-text articles. The reasons for excluding the articles are presented in Table  1 .

Data collection process

Two independent reviewers extracted data from the eligible studies, with any discrepancies resolved through discussion and consensus. If the two primary reviewers could not agree, a third reviewer served as an arbitrator. For each included study, the following information was extracted and recorded in a standardised database: first author name, publication year, study design, sample characteristics, details of the emotions exposed, outcome measures, and results.

Academic performance as an outcome for medical students was defined to include the following: Exam scores (e.g., midterm, final exams), Clinical assessments (e.g., practical exams, clinical rotations), Overall grade point average (GPA) or any other relevant indicators of academic achievement.

Data were sought for all outcomes, including all measures, time points, and analyses within each outcome domain. In cases where studies reported multiple measures or time points, all relevant data were extracted to provide a comprehensive overview of academic performance. If a study reported outcomes beyond the predefined domains, inclusion criteria were established to determine whether these additional outcomes would be included in the review. This involved assessing relevance to the primary research question and alignment with the predefined outcome domains.

Quality assessment

The quality and risk of bias in included studies were assessed using the National Institute of Health’s (NIH) critical appraisal tool. The tool evaluates studies based on the following domains: selection bias, performance bias, detection bias, attrition bias, reporting bias, and other biases. Two independent reviewers assessed the risk of bias in each included study. Reviewers worked collaboratively to reach a consensus on assessments. Discrepancies were resolved through discussion and consensus. In cases of persistent disagreement, a third reviewer was consulted.

To determine the validity of eligible articles, all the included articles were critically appraised, and all reviewers assessed bias. The validity and reliability of the results were assessed by using objective measurement. Each article was scored out of 14, with 14 indicating high-quality research and 1 indicating low-quality research. High-quality research, according to the NIH (2013), includes a clear and focused research question, defines the study population, features a high participation rate, mentions inclusion and exclusion criteria, uses clear and specific measurements, reports results in detail, lists the confounding factors and lists the implications for the local community. Therefore, an article was scored 14 if it met all criteria of the critical appraisal tool. Based on scoring, each study was classified into one of three quality categories: good, fair or poor. The poorly rated articles mean their findings were unreliable, and they will not be considered, including two articles [ 16 , 19 ]. Seventeen articles were chosen after critical appraisal using the NIH appraisal tool, as shown in Table  2 .

Effect measures

For each outcome examined in the included studies, various effect measures were utilised to quantify the relationship between emotions and academic performance among undergraduate medical students. The effect measures commonly reported across the studies included prevalence rat, correlation coefficients, and mean differences. The reviewer calculated the effect size for the studies that did not report the effect. The choice of effect measure depended on the nature of the outcome variable and the statistical analysis conducted in each study. These measures were used to assess the strength and direction of the association between emotional factors and academic performance.

The synthesis method

The findings of individual studies were summarised to highlight crucial characteristics. Due to the predicted heterogeneity, the synthesis involved pooling effect estimates and using a narrative method. A narrative synthesis approach was employed in the synthesis of this review to assess and interpret the findings from the included studies qualitatively. The narrative synthesis involved a qualitative examination of the content of each study, focusing on identifying common themes. This synthesis was employed to categorise and interpret data, allowing for a nuanced understanding of the synthesis. Themes related to emotions were identified and extracted for synthesis. Control-value theory [ 20 ] was used as an overarching theory, providing a qualitative synthesis of the evidence and contributing to a deeper understanding of the research question. If the retrieved articles include populations other than medical, such as dental students or non-medical students, the synthesis will distinguish between them and summarise the findings of the medical students only, highlighting any differences or similarities.

The Control-Value Theory, formulated by Pekrun (2006), is a conceptual framework that illustrates the relationship between emotions and academic achievement through two fundamental assessments: control and value. Control pertains to the perceived ability of a learner to exert influence over their learning activities and the results they achieve. Value relates to a student’s significance to these actions and results. The theory suggests that students are prone to experiencing good feelings, such as satisfaction and pride when they possess a strong sense of control and importance towards their academic assignments. On the other hand, individuals are prone to encountering adverse emotions (such as fear and embarrassment) when they perceive a lack of control or worth in these particular occupations. These emotions subsequently impact students’ motivation, learning strategies, and, eventually, their academic achievement. The relevance of control-value theory in reviewing medical student emotions and their influence on academic performance is evident for various reasons. This theory offers a complete framework that facilitates comprehending the intricate connection between emotions and academic achievement. It considers positive and negative emotions, providing a comprehensive viewpoint on how emotions might influence learning and performance. The relevance of control and value notions is particularly significant for medical students due to their frequent exposure to high-stakes tests and difficult courses. Gaining insight into the students’ perception of their power over academic assignments and the importance they attach to their medical education might aid in identifying emotional stimuli and devising remedies. Multiple research has confirmed the theory’s assertions, showing the critical influence of control and value evaluations on students’ emotional experiences and academic achievements [ 21 , 22 ].

Data extraction

For this step, a data extraction sheet was developed using the data extraction template provided by the Cochrane Handbook. To ensure the review is evidence-based and bias-free, the Cochrane Handbook strongly suggests that more than one reviewer review the data. Therefore, the main researcher extracted the data from the included studies, and another reviewer checked the included, excluded and extracted data. Any disagreements were resolved via discussion by a third reviewer. The data extraction Table  2 identified all study features, including the author’s name, the year of publication, the method used the aim of the study, the number and description of participants, data collection tools, and study findings.

Finalisation of references and study characteristics

Prisma sheet and the summary of final studies that have been used for the review.

When the keywords and search terms related to emotions, as mentioned above, in the eight databases listed, 3,285,208 articles were retrieved. After using advanced search and subject headings, the number of articles increased to 3,352,371. Similarly, searching for the second keyword, ‘academic performance,’ using all the advanced search tools yielded 8,119,908 articles. Searching for the third keyword, ‘medical students’, yielded 145,757 articles. All terms were searched in article titles and abstracts. After that, the author combined all search terms by using ‘AND’ and applied the time limit from 2013 to 2023; the search narrowed to 2,570 articles. After duplicates, letters and commentary were excluded, the number was reduced to 1,637 articles. After reading the title and abstract to determine relevance to the topic and applying the exclusion and inclusion criteria mentioned above, 45 articles remained; after the quality of the retrieved literature was assessed by two reviewers, 17 articles were selected for the review. The PRISMA flow diagram summarising the same is presented in Fig.  1 . Additionally, One article by Ansari et al. (2018) was selected for the review; it met most inclusion and exclusion criteria except that the outcome measure is cognitive function and not academic performance. Therefore, it was excluded from the review. Figure  1 shows the Prisma flow diagram (2020) of studies identified from the databases.

Prisma flow diagram (2020)

Study characteristics

Table  2 , summarising the characteristics of the included studies, is presented below.

Findings of the study

Country of the study.

Many of the studies were conducted in developing countries, with the majority being conducted in Europe ( n  = 4), followed by Pakistan ( n  = 2), then Saudi Arabia ( n  = 2), and the United States ( n  = 2). The rest of the studies were conducted in South America ( n  = 1), Morocco ( n  = 1), Brazil ( n  = 1), Australia ( n  = 1), Iran ( n  = 1), South Korea ( n  = 1) and Bosnia and Herzegovina ( n  = 1). No included studies were conducted in the United Kingdom.

Study design

Regarding study design, most of the included articles used a quantitative methodology, including 12 cross-sectional studies. There were two randomised controlled trials, one descriptive correlation study, one cohort study, and only one mixed-method study.

Population and study setting

Regarding population and setting, most of the studies focused on all medical students studying in a medical school setting, from first-year medical students to those in their final year. One study compared medical students with non-medical students; another combined medical students with dental students.

The study aims varied across the included studies. Seven studies examined the prevalence of depression and anxiety among medical students and their relation to academic performance. Four studies examined the relationship between test anxiety and academic performance in medical education. Four studies examined the relationship between medical students’ emotions and academic achievements. One study explored the influence of shame on medical students’ learning.

Study quality

The studies were assessed for quality using tools created by the NIH (2013) and then divided into good, fair, and poor based on these results. Nine studies had a high-quality methodology, seven achieved fair ratings, and only three achieved poor ratings. The studies that were assigned the poor rating were mainly cross-sectional studies, and the areas of weakness were due to the study design, low response rate, inadequate reporting of the methodology and statistics, invalid tools, and unclear research goals.

Outcome measures

Most of the outcome measures were heterogenous and self-administered questionnaires; one study used focus groups and observation ward assessment [ 23 ]. All the studies used the medical students’ academic grades.

Results of the study

The prevalence rate of psychological distress in the retrieved articles.

Depression and anxiety are the most common forms of psychological distress examined concerning academic outcomes among medical students. Studies consistently show concerningly high rates, with prevalence estimates ranging from 7.3 to 66.4% for anxiety and 3.7–69% for depression. These findings indicate psychological distress levels characterised as moderate to high based on common cut-off thresholds have a clear detrimental impact on academic achievement [ 16 , 24 , 25 , 26 ].

The studies collectively examine the impact of psychological factors on academic performance in medical education contexts, using a range of effect sizes to quantify their findings. Aboalshamat et al. (2015) identified a small effect size ( η 2 = 0.018) for depression’s impact on academic performance, suggesting a modest influence. Mihailescu (2016) found a significant negative correlation between levels of depression/anxiety (rho=-0.14, rho=-0.19), academic performance and GPA among medical students. Burr and Beck Dallaghan (2019) reported professional efficacy explaining 31.3% of the variance in academic performance, indicating a significant effect size. However, Del-Ben (2013) et al. did not provide the significant impact of affective changes on academic achievement, suggesting trivial effect sizes for these factors.

In conclusion, anxiety and depression, both indicators of psychological discomfort, are common among medical students. There is a link between distress and poor academic performance results, implying that this relationship merits consideration. Table  3 below shows the specific value of depression and anxiety in retrieved articles.

Test anxiety

In this review, four studies examined the relationship between test anxiety and academic performance in medical education [ 27 , 28 , 29 , 30 ]. The studies found high rates of test anxiety among medical students, ranging from 52% [ 27 ] to as high as 81.1% [ 29 ]. Final-year students tend to experience the highest test anxiety [ 29 ].

Test anxiety has a significant negative correlation with academic performance measures and grade point average (GPA) [ 27 , 28 , 29 ]. Green et al. (2016) found that test anxiety was moderately negatively correlated with USMLE score ( r = − 0.24, p  = 0.00); high test anxiety was associated with low USMLE scores in the control group, further suggesting that anxiety can adversely affect performance. The findings that a test-taking strategy course reduced anxiety without improving test scores highlight the complex nature of anxiety’s impact on performance.

Nazir et al. (2021) found that excellent female medical students reported significantly lower test anxiety than those with low academic grades, with an odds ratio of 1.47, indicating that students with higher test anxiety are more likely to have lower academic grades. Kim’s (2016) research shows moderate correlations between test anxiety and negative achievement emotions such as anxiety and boredom, but interestingly, this anxiety does not significantly affect practical exam scores (OSCE) or GPAs. However, one study found that examination stress enhanced academic performance with a large effect size (W = 0.78), with stress levels at 47.4% among their sample, suggesting that a certain stress level before exams may be beneficial [ 30 ].

Three papers explored shame’s effect on medical students’ academic achievement [ 24 , 31 , 32 ]. Hayat et al. (2018) reported that academic feelings, like shame, significantly depend on the academic year. shame was found to have a slight negative and significant correlation with the academic achievement of learners ( r =-0.15). One study found that some medical students felt shame during simulations-based education examinations because they had made incorrect decisions, which decreased their self-esteem and motivation to learn. However, others who felt shame were motivated to study harder to avoid repeating the same mistakes [ 23 ].

Hautz (2017) study examined how shame affects medical students’ learning using a randomised controlled trial where researchers divided the students into two groups: one group performed a breast examination on mannequins and the other group on actual patients. The results showed that students who performed the clinical examination on actual patients experienced significantly higher levels of shame but performed better in examinations than in the mannequin group. In the final assessments on standardised patients, both groups performed equally well. Therefore, shame decreased with more clinical practice, but shame did not have significant statistics related to learning or performance. Similarly, Burr and Dallaghan (2019) reported that the shame level of medical students was (40%) but had no association with academic performance.

Academic performance, emotions and medical students

Three articles discussed medical students’ emotions and academic performance [ 23 , 24 , 32 ]. Burr and Dallaghan (2019) examine the relationship between academic success and emotions in medical students, such as pride, hope, worry, and shame. It emphasises the links between academic accomplishment and professional efficacy, as well as hope, pride, worry, and shame. Professional efficacy was the most significant factor linked to academic performance, explaining 31.3% of the variance. The importance of emotions on understanding, processing of data, recall of memories, and cognitive burden is emphasised throughout the research. To improve academic achievement, efforts should be made to increase student self-efficacy.

Hayat et al. (2018) found that positive emotions and intrinsic motivation are highly connected with academic achievement, although emotions fluctuate between educational levels but not between genders. The correlations between negative emotions and academic achievement, ranging from − 0.15 to -0.24 for different emotions, suggest small but statistically significant adverse effects.

Behren et al.‘s (2019) mixed-method study found that students felt various emotions during the simulation, focusing on positive emotions and moderate anxiety. However, no significant relationships were found between positive emotions and the student’s performance during the simulation [ 23 ].

This review aims to investigate the role of emotions in the academic performance of undergraduate medical students. Meta-analysis cannot be used because of the heterogeneity of the data collection tools and different research designs [ 33 ]. Therefore, narrative synthesis was adopted in this paper. The studies are grouped into four categories as follows: (1) The effect of depression and anxiety on academic performance, (2) Test anxiety and academic achievement, (3) Shame and academic performance, and (4) Academic performance, emotions and medical students. The control-value theory [ 20 ], will be used to interpret the findings.

The effect of depression and anxiety on academic performance

According to the retrieved research, depression and anxiety can have both a negative and a positive impact on the academic performance of medical students. Severe anxiety may impair memory function, decrease concentration, lead to a state of hypervigilance, interfere with judgment and cognitive function, and further affect academic performance [ 4 ]. Most of the good-quality retrieved articles found that anxiety and depression were associated with low academic performance [ 16 , 24 , 25 , 26 ]. Moreira (2018) and Mihailescu (2016) found that higher depression levels were associated with more failed courses and a lower GPA. However, they did not find any association between anxiety level and academic performance.

By contrast, some studies have suggested that experiencing some level of anxiety reinforces students’ motivation to improve their academic performance [ 16 , 34 ]. Zalihic et al. (2017) conducted a study to investigate anxiety sensitivity about academic success and noticed a positive relationship between anxiety level and high academic scores; they justified this because when medical students feel anxious, they tend to prepare and study more, and they desire to achieve better scores and fulfil social expectations. Similarly, another study found anxiety has a negative impact on academic performance when excessive and a positive effect when manageable, in which case it encourages medical students and motivates them to achieve higher scores [ 35 ].

In the broader literature, the impact of anxiety on academic performance has contradictory research findings. While some studies suggest that having some level of anxiety can boost students’ motivation to improve their academic performance, other research has shown that anxiety has a negative impact on their academic success [ 36 , 37 ]. In the cultural context, education and anxiety attitudes differ widely across cultures. High academic pressure and societal expectations might worsen anxiety in many East Asian societies. Education is highly valued in these societies, frequently leading to significant academic stress. This pressure encompasses attaining high academic marks and outperformance in competitive examinations. The academic demands exerted on students can result in heightened levels of anxiety. The apprehension of not meeting expectations can lead to considerable psychological distress and anxiety, which can appear in their physical and mental health and academic achievement [ 38 , 39 ].

Test anxiety and academic achievement

The majority of the studies reviewed confirm that test anxiety negatively affects academic performance [ 27 , 28 , 29 ]. Several studies have found a significant correlation between test anxiety and academic achievement, indicating that higher levels of test anxiety are associated with lower exam scores and lower academic performance [ 40 , 41 ]. For example, Green et al. (2016) RCT study found that test anxiety has a moderately significant negative correlation with the USMLE score. They found that medical students who took the test-taking strategy course had lower levels of test anxiety than the control group, and their test anxiety scores after the exam had improved from the baseline. Although their test anxiety improved after taking the course, there was no significant difference in the exam scores between students who had and had not taken the course. Therefore, the intervention they used was not effective. According to the control-value theory, this intervention can be improved if they design an emotionally effective learning environment, have a straightforward instructional design, foster self-regulation of negative emotions, and teach students emotion-oriented regulation [ 22 ].

Additionally, according to this theory, students who perceive exams as difficult are more likely to experience test anxiety because test anxiety results from a student’s negative appraisal of the task and outcome values, leading to a reduction in their performance. This aligns with Kim’s (2016) study, which found that students who believed that the OSCE was a problematic exam experienced test anxiety more than other students [ 9 , 22 , 42 ].

In the wider literature, a meta-analysis review by von der Embse (2018) found a medium significant negative correlation ( r =-0.24) between test anxiety and test performance in undergraduate educational settings [ 43 ] . Also, they found a small significant negative correlation ( r =-0.17) between test anxiety and GPA. This indicates that higher levels of test anxiety are associated with lower test performance. Moreover, Song et al. (2021) experimental study examined the effects of test anxiety on working memory capacity and found that test anxiety negatively correlated with academic performance [ 44 ]. Therefore, the evidence from Song’s study suggests a small but significant effect of anxiety on working memory capacity. However, another cross-sectional study revealed that test anxiety in medical students had no significant effect on exam performance [ 45 ]. The complexities of this relationship necessitate additional investigation. Since the retrieved articles are from different countries, it is critical to recognise the possible impact of cultural differences on the impact of test anxiety. Cultural factors such as different educational systems, assessment tools and societal expectations may lead to variances in test anxiety experience and expression across diverse communities [ 46 , 47 ]. Culture has a substantial impact on how test anxiety is expressed and evaluated. Research suggests that the degree and manifestations of test anxiety differ among different cultural settings, emphasising the importance of using culturally validated methods to evaluate test anxiety accurately. A study conducted by Lowe (2019) with Canadian and U.S. college students demonstrated cultural variations in the factors contributing to test anxiety. Canadian students exhibited elevated levels of physiological hyperarousal, but U.S. students had more pronounced cognitive interference. These variations indicate that the cultural environment has an influence on how students perceive and respond to test anxiety, resulting in differing effects on their academic performance in different cultures. Furthermore, scholars highlight the significance of carrying out meticulous instruments to assess test anxiety, which are comparable among diverse cultural cohorts. This technique guarantees that the explanations of test scores are reliable and can be compared across different populations. Hence, it is imperative to comprehend and tackle cultural disparities in order to create efficient interventions and assistance for students who encounter test anxiety in diverse cultural environments. Therefore, there is a need for further studies to examine the level of test anxiety and cultural context.

Shame and academic performance

The review examined three studies that discuss the impact of feelings of shame on academic performance [ 23 , 24 , 48 ]. Generally, shame is considered a negative emotion which involves self-reflection and self-evaluation, and it leads to rumination and self-condemnation [ 49 ]. Intimate examinations conducted by medical students can induce feelings of shame, affecting their ability to communicate with patients and their clinical decisions. Shame can increase the avoidance of intimate physical examinations and also encourage clinical practice [ 23 , 24 , 48 ].

One study found that some medical students felt shame during simulations-based education examinations because they had made incorrect decisions, which decreased their self-esteem and motivation to learn. However, others who felt shame were motivated to study harder to avoid repeating the same mistakes [ 23 ]. Shame decreased with more clinical practice, but shame did not affect their learning or performance [ 48 ]. The literature on how shame affects medical students’ learning is inconclusive [ 31 ].

In the broader literature, shame is considered maladaptive, leading to dysfunctional behaviour, encouraging withdrawal and avoidance of events and inhibiting social interaction. However, few studies have been conducted on shame in the medical field. Therefore, more research is needed to investigate the role of shame in medical students’ academic performance [ 49 ]. In the literature, there are several solutions that can be used to tackle the problem of shame in medical education; it is necessary to establish nurturing learning settings that encourage students to openly discuss their problems and mistakes without the worry of facing severe criticism. This can be accomplished by encouraging medical students to participate in reflective practice, facilitating the processing of their emotions, and enabling them to derive valuable insights from their experiences, all while avoiding excessive self-blame [ 50 ]. Offering robust mentorship and support mechanisms can assist students in effectively managing the difficulties associated with intimate examinations. Teaching staff have the ability to demonstrate proper behaviours and provide valuable feedback and effective mentoring [ 51 ]. Training and workshops that specifically target communication skills and the handling of sensitive situations can effectively equip students to handle intimate tests, hence decreasing the chances of them avoiding such examinations due to feelings of shame [ 52 ].

The literature review focused on three studies that examined the relationship between emotions and the academic achievements of medical students [ 23 , 24 , 32 ].

Behren et al. (2019) mixed-method study on the achievement emotions of medical students during simulations found that placing students in challenging clinical cases that they can handle raises positive emotions. Students perceived these challenges as a positive drive for learning and mild anxiety was considered beneficial. However, the study also found non-significant correlations between emotions and performance during the simulation, indicating a complex relationship between emotions and academic performance. The results revealed that feelings of frustration were perceived to reduce students’ interest and motivation for studying, hampered their decision-making process, and negatively affected their self-esteem, which is consistent with the academic achievement emotions literature where negative emotions are associated with poor intrinsic motivation and reduced the ability to learn [ 3 ].

The study also emphasises that mild anxiety can have positive effects, corroborated by Gregor (2005), which posits that moderate degrees of anxiety can improve performance. The author suggests that an ideal state of arousal (which may be experienced as anxiety) enhances performance. Mild anxiety is commonly seen as a type of psychological stimulation that readies the body for upcoming challenges, frequently referred to as a “fight or flight” response. Within the realm of academic performance, this state of heightened arousal can enhance concentration and optimise cognitive functions such as memory, problem-solving skills, and overall performance. However, once the ideal point is surpassed, any additional increase in arousal can result in a decline in performance [ 53 ]. This is additionally supported by Cassady and Johnson (2002), who discovered that a specific level of anxiety can motivate students to engage in more comprehensive preparation, hence enhancing their performance.

The reviewed research reveals a positive correlation between positive emotions and academic performance and a negative correlation between negative emotions and academic performance. These findings align with the control–value theory [ 8 , 22 ], which suggests that positive emotions facilitate learning through mediating factors, including cognitive learning strategies such as strategic thinking, critical thinking and problem-solving and metacognitive learning strategies such as monitoring, regulating, and planning students’ intrinsic and extrinsic motivation. Additionally, several studies found that extrinsic motivation from the educational environment and the application of cognitive and emotional strategies improve students’ ability to learn and, consequently, their academic performance [ 23 , 24 , 32 ]. By contrast, negative emotions negatively affect academic performance. This is because negative emotions reduce students’ motivation, concentration, and ability to process information [ 23 , 24 , 32 ].

Limitations of the study

This review aims to thoroughly investigate the relationship between emotions and academic performance in undergraduate medical students, but it has inherent limitations. Overall, the methodological quality of the retrieved studies is primarily good and fair. Poor-quality research was excluded from the synthesis. The good-quality papers demonstrated strengths in sampling techniques, data analysis, collection and reporting. However, most of the retrieved articles used cross-section studies, and the drawback of this is a need for a more causal relationship, which is a limitation in the design of cross-sectional studies. Furthermore, given the reliance on self-reported data, there were concerns about potential recall bias. These methodological difficulties were noted in most of the examined research. When contemplating the implications for practice and future study, the impact of these limitations on the validity of the data should be acknowledged.

The limitation of the review process and the inclusion criteria restricted the study to articles published from January 2013 to December 2023, potentially overlooking relevant research conducted beyond this timeframe. Additionally, the exclusive focus on undergraduate medical students may constrain the applicability of findings to other health fields or educational levels.

Moreover, excluding articles in non-English language and those not published in peer-reviewed journals introduces potential language and publication biases. Reliance on electronic databases and specific keywords may inadvertently omit studies using different terms or indexing. While the search strategy is meticulous, it might not cover every relevant study due to indexing and database coverage variations. However, the two assessors’ involvement in study screening, selection, data extraction, and quality assessment improved the robustness of the review and ensured that it included all the relevant research.

In conclusion, these limitations highlight the need for careful interpretation of the study’s findings and stress the importance of future research addressing these constraints to offer a more comprehensive understanding of the nuanced relationship between emotions and academic performance in undergraduate medical education.

Conclusion and future research

The review exposes the widespread prevalence of depression, anxiety and test anxiety within the medical student population. The impact on academic performance is intricate, showcasing evidence of adverse and favourable relationships. Addressing the mental health challenges of medical students necessitates tailored interventions for enhancing mental well-being in medical education. Furthermore, it is crucial to create practical strategies considering the complex elements of overcoming test anxiety. Future research should prioritise the advancement of anxiety reduction strategies to enhance academic performance, focusing on the control-value theory’s emphasis on creating an emotionally supportive learning environment. Additionally, Test anxiety is very common among medical students, but the literature has not conclusively determined its actual effect on academic performance. Therefore, there is a clear need for a study that examines the relationship between test anxiety and academic performance. Moreover, the retrieved literature did not provide effective solutions for managing test anxiety. This gap highlights the need for practical solutions informed by Pekrun’s Control-Value Theory. Ideally, a longitudinal study measuring test anxiety and exam scores over time would be the most appropriate approach. it is also necessary to explore cultural differences to develop more effective solutions and support systems tailored to specific cultural contexts.

The impact of shame on academic performance in medical students was inconclusive. Shame is a negative emotion that has an intricate influence on learning outcomes. The inadequacy of current literature emphasises the imperative for additional research to unravel the nuanced role of shame in the academic journeys of medical students.

Overall, emotions play a crucial role in shaping students’ academic performance, and research has attempted to find solutions to improve medical students’ learning experiences; thus, it is recommended that medical schools revise their curricula and consider using simulation-based learning in their instructional designs to enhance learning and improve students’ emotions. Also, studies have suggested using academic coaching to help students achieve their goals, change their learning styles, and apply self-testing and simple rehearsal of the material. Moreover, the study recommended to improve medical students’ critical thinking and autonomy and changing teaching styles to support students better.

Data availability

all included articles are mentioned in the manuscript, The quality assessment of included articles are located in the supplementary materials file no. 1.

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I would like to thank Lancaster university library for helping me to search the literature and to find the appropriate databases and thanks to Lancaster university to prove access to several softwares.

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NA made substantial contributions throughout the systematic review process and was actively involved in writing and revising the manuscript. NA’s responsible for the design of the study, through the acquisition, analysis, and interpretation of data, to the drafting and substantive revision of the manuscript. NA has approved the submitted version and is personally accountable for her contributions, ensuring the accuracy and integrity of the work. IF was instrumental in screening the literature, extracting data, and conducting the quality assessment of the included studies. Additionally, IF played a crucial role in revising the results and discussion sections of the manuscript, ensuring that the interpretation of data was both accurate and insightful. IF has approved the submitted version and has agreed to be personally accountable for his contributions, particularly in terms of the accuracy and integrity of the parts of the work he was directly involved in. SG contributed significantly to the selection of papers and data extraction, demonstrating critical expertise in resolving disagreements among authors. SG’s involvement was crucial in revising the entire content of the manuscript, enhancing its coherence and alignment with the study’s objectives. SG has also approved the submitted version and is personally accountable for his contributions, committed to upholding the integrity of the entire work.

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Alshareef, N., Fletcher, I. & Giga, S. The role of emotions in academic performance of undergraduate medical students: a narrative review. BMC Med Educ 24 , 907 (2024). https://doi.org/10.1186/s12909-024-05894-1

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Wildfires and Real Estate Values in California

Leila Bengali

Fernanda Nechio

Stephanie A. Stewart

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FRBSF Economic Letter 2024-22 | August 26, 2024

Wildfires have been a concern in California for decades. The intensity of these events has increased recently, with particularly large and destructive fire seasons between 2018 and 2021. Analysis shows that distance from high fire-risk zones had little impact on residential housing values in the past. However, that has changed since the late 2010s, coinciding with more extensive fire damage to land and structures across the state. Insurance availability appears to help little in preserving home values in areas that are considered more at risk.

Wildfires have damaged property in the state of California for decades, and fire risk in the state is elevated relative to most of the United States (Aylward and Oliveira 2020). Historical data from California’s state fire agency, CAL FIRE, recorded over 300,000 fire episodes in the state between 1987 and 2022. The size and intensity of these episodes have increased in recent years, along with their estimated costs. In the 1990s, a little over 415,000 acres burned on average each year; this annual average increased to just over 775,000 acres in the 2010s. At the same time, the number of structures destroyed by fires increased from about 355 yearly on average in the 1990s to an annual average of about 4,055 in the 2010s. This increase is due partly to a series of especially damaging fires in 2017 and 2018 and partly to an increase in residential use of areas deemed as high fire-risk zones (Mockrin et al. 2023).

The increases in severity, structure damage, and residential use of areas with high fire risk suggest that wildfire risk could negatively affect the residential real estate market in California, particularly as the state continues to struggle with a shortage of available housing units. Indeed, earlier research indicates that wildfires negatively impact residential real estate values of properties located near but generally not inside burned areas in southern California (Mueller, Loomis, and González-Cabán 2009).

In this Economic Letter , we estimate the effects of wildfire risk as measured by the distance from recent wildfires on residential real estate values. Our results suggest that property values have been more adversely impacted in recent years by being close to past wildfires than was the case previously. Moreover, while having insurance can help mitigate some of the costs associated with fire episodes, our results suggest that insurance does little to improve the adverse effects on property values.

Wildfires and residential areas in recent decades

Figure 1 summarizes wildfire activity in California from 1984 through 2021. It shows the number of wildfires and the average acreage burned per fire for wildfires exceeding 1,000 acres. The figure shows that, while the number of wildfires each year does not follow any particular trend over time, the area burned by wildfires has increased substantially, particularly in recent years.

Figure 1 California wildfires and acres burned

At the same time, the number of homes built in areas deemed as high risk has also increased over time. For example, a 2023 report from the USDA Forest Service estimated that the share of housing in the wildland-urban interface increased about 40% in California from 1990 to 2020 (Mockrin et al. 2023). The wildland-urban interface is generally regarded as having high fire risk.

Wildfire risk and housing values

The increasing intensity of wildfires and the growing exposure to high-risk areas have implications for real estate markets in California. We examine this issue using data from different sources. We use wildfire data from the Monitoring Trends in Burn Severity (MTBS) database of 1,000-plus acre fires, particularly information about each fire’s burn perimeter and ignition date, to measure past fire activity. Housing market data come from annual parcel-level administrative tax records obtained through CoreLogic. These data contain information on each property’s value, characteristics such as lot and building size, and location including zip code. We focus on single-family owner-occupied homes and analyze annual data at the zip code level. To measure wildfire risk, we identify the five wildfires closest to each zip code in each year, calculate the distances between the zip code and these five wildfire burn perimeters, and take an average. We use the geographic center of each zip code to calculate distances to the fire perimeters.

We estimate the relationship between distance from past wildfires and residential real estate values, controlling for other factors that can help explain variation in home values over time and across zip codes. These factors include property characteristics such as lot size, building square footage, and other property amenities. Importantly, we also account for trends over time by including average home values in the state and for typical differences in home values between zip codes by using zip code level averages. This means that the relationships we identify between wildfires and home values are driven by comparisons within a zip code rather than comparisons across zip codes. We omit zip codes with geographic centers within about 3 miles (5 kilometers) of fire perimeters to avoid using data on homes that may have been destroyed by fire. Finally, we estimate this relationship for wildfires that happened in the current year, the year before, two years before, and three years before to examine how a previous fire may affect values today. For brevity, here we focus on the effects of wildfires that happened three years before, since those patterns are similar to the patterns from earlier past fires.

Figure 2 reports the estimated relationship between the average distance in hundreds of miles to the zip code’s five closest wildfires and the average home values in the zip code. The blue dot shows the results using the first part of our sample, from 2008 to 2017. The green dot reports results for the most recent period, from 2018 to 2021. The red dot will be discussed in a later section. The bars around each data point show the statistical significance within a 95% confidence range. The positive values indicate that homes farther from past fires tend to have higher property values. Comparing the two results shows that the estimated relationship between distance from fire zones and home values was stronger in the more recent sample. While the change is notable, the effects are relatively small. Even in the late sample, being farther from past fires is associated with a boost in home value of about 2% for homes of average value.

Figure 2 Relationship between wildfire distance and home values

This change in patterns roughly aligns with the increasing wildfire intensity in California. The recent large fires may have changed homeowners’ perceptions of fire risk, which could alter how they view the tradeoff between amenities associated with living in risky areas and potential damages from wildfires (Donovan, Champ, and Butry 2007).

Using our estimates, we calculate the cumulative average effect of wildfires in 2021 and the three years prior on home values in each zip code. This calculation takes into account how far each zip code was from the closest five fires in 2021, 2020, 2019, and 2018. Figure 3 shows these estimates relative to the statewide average—that is, the difference between the estimated cumulative effect for each zip code and the average cumulative effect in the state.

Figure 3 Cumulative effects of 2018-2021 fires on home values

The figure shows wide variation across zip codes. In particular, coastal regions in central and northern California and arid desert regions in the extreme south experienced benefits relative to the average, shown as positive values, as these areas were farther than average from wildfires. In contrast, in vegetated and mountainous areas around Los Angeles and in the Sierras, wildfires lowered home values relative to the average, as these areas were closer to where wildfires burned.

Does insurance help home values?

Since our results indicate that wildfire risk may lower home values, we assess whether homeowners can counterbalance this risk with homeowner’s insurance.

Homeowners can obtain insurance through the private market or through the state-created California FAIR plan. The latter option is an alternative for homeowners who are not able to obtain insurance in the private market. The FAIR plan costs more and offers less generous coverage, protecting only the homeowner’s dwelling, as opposed to most plans that also cover personal belongings and have other benefits. As such, the FAIR plan use gives an indication of the quality of insurance homeowners can access. The FAIR plan market share is small for the residential market we study—about 3% in 2021—and its market share and market share growth vary across the state. Areas with higher FAIR plan use and growth tend to be those that face higher wildfire risk, such as hilly, mountainous, or heavily forested regions.

We use policy-level insurance data from the California Department of Insurance (CDI), which allows us to estimate insurance coverage rates for different types of policies. We add two measures of zip-code level insurance coverage to our model. The first is the percent of homes with private or public insurance. The second is a proxy for FAIR plan use, which captures coverage quality. Although the policy-level CDI data do not explicitly identify which plans are FAIR plans, the percent of homes with “dwelling only” insurance gives a good indication. Because of the noted association between FAIR plan use and wildfire risk, we also control for the proportion of insured homes that are designated as having high fire risk.

Using these insurance data, we revisit our analysis from Figure 2 to control for insurance access, shown by the red dot in Figure 2. Comparing the green and the red dots shows that controlling for risk classification and insurance access does little to limit the impact of distance to fire zones on home values.

This Letter assesses how living with wildfire risk has affected home values in California in recent years. While wildfire-prone areas offer scenery and green spaces that homeowners seek, measures of changing home values in recent years indicate that the risks may outweigh the benefits, even accounting for potential protection from homeowner’s insurance. This pattern may become stronger in years to come if residential construction continues to expand into areas with higher fire risk and if trends in wildfire severity continue.

Aylward, James, and Luiz E. Oliveira. 2020. “ Rising Wildfire Risk for the 12th District Economy .” FRBSF Economic Letter 2020-19 (July 13).

Donovan, Geoffrey H., Patricia A. Champ, and David T. Butry. 2007. “Wildfire Risk and Housing Prices: A Case Study from Colorado Springs.” Land Economics 83(2), pp. 217–233.

Mockrin, Miranda, Barbara McGuinness, David Helmers, and Volker Radeloff. 2023. Understanding the Wildland-Urban Interface (1990–2020) . Madison, WI: U.S. Department of Agriculture, Forest Service, Northern Research Station.

Mueller, Julie, John Loomis, and Armando González-Cabán. 2009. “Do Repeated Wildfires Change Homebuyers’ Demand for Homes in High-Risk Areas? A Hedonic Analysis of the Short and Long-Term Effects of Repeated Wildfires on House Prices in Southern California.” Journal of Real Estate Finance and Economics 38, pp.155–172.

Opinions expressed in FRBSF Economic Letter do not necessarily reflect the views of the management of the Federal Reserve Bank of San Francisco or of the Board of Governors of the Federal Reserve System. This publication is edited by Anita Todd and Karen Barnes. Permission to reprint portions of articles or whole articles must be obtained in writing. Please send editorial comments and requests for reprint permission to [email protected]

Research shows our bodies go through rapid changes in our 40s and our 60s

For many people, reaching their mid-40s may bring unpleasant signs the body isn’t working as well as it once did. Injuries seem to happen more frequently. Muscles may feel weaker.

A new study, published Wednesday in Nature Aging , shows what may be causing the physical decline. Researchers have found that molecules and microorganisms both inside and outside our bodies are going through dramatic changes, first at about age 44 and then again when we hit 60. Those alterations may be causing significant differences in cardiovascular health and immune function.

The findings come from Stanford scientists who analyzed blood and other biological samples of 108 volunteers ages 25 to 75, who continued to donate samples for several years. 

“While it’s obvious that you’re aging throughout your entire life, there are two big periods where things really shift,” said the study’s senior author, Michael Snyder, a professor of genetics and director of the Center for Genomics and Personalized Medicine at Stanford Medicine. For example, “there’s a big shift in the metabolism of lipids when people are in their 40s and in the metabolism of carbohydrates when people are in their 60s.”

Lipids are fatty substances, including LDL, HDL and triglycerides, that perform a host of functions in the body, but they can be harmful if they build up in the blood.

The scientists tracked many kinds of molecules in the samples, including RNA and proteins, as well as the participants’ microbiomes.

The metabolic changes the researchers discovered indicate not that people in their 40s are burning calories more slowly but rather that the body is breaking food down differently. The scientists aren’t sure exactly what impact those changes have on health.

Previous research showed that resting energy use, or metabolic rate , didn’t change from ages 20 to 60. The new study’s findings don't contradict that.

The changes in metabolism affect how the body reacts to alcohol or caffeine, although the health consequences aren’t yet clear. In the case of caffeine, it may result in higher sensitivity. 

It’s also not known yet whether the shifts could be linked to lifestyle or behavioral factors. For example, the changes in alcohol metabolism might be because people are drinking more in their mid-40s, Snyder said.

For now, Snyder suggests people in their 40s keep a close eye on their lipids, especially LDL cholesterol.

“If they start going up, people might want to think about taking statins if that’s what their doctor recommends,” he said. Moreover, “knowing there’s a shift in the molecules that affect muscles and skin, you might want to warm up more before exercising so you don’t hurt yourself.”

Until we know better what those changes mean, the best way to deal with them would be to eat healthy foods and to exercise regularly, Snyder said.Dr. Josef Coresh, founding director of the Optimal Aging Institute at the NYU Grossman School of Medicine, compared the new findings to the invention of the microscope.

“The beauty of this type of paper is the level of detail we can see in molecular changes,” said Coresh, a professor of medicine at the school. “But it will take time to sort out what individual changes mean and how we can tailor medications to those changes. We do know that the origins of many diseases happen in midlife when people are in their 40s, though the disease may occur decades later.”

The new study “is an important step forward,” said Dr. Lori Zeltser, a professor of pathology and cell biology at the Columbia University Vagelos College of Physicians and Surgeons. While we don’t know what the consequences of those metabolic changes are yet, “right now, we have to acknowledge that we metabolize food differently in our 40s, and that is something really new.”

The shifts the researchers found might help explain numerous age-related health changes, such as muscle loss, because “your body is breaking down food differently,” Zeltser said.

Linda Carroll is a regular health contributor to NBC News. She is coauthor of "The Concussion Crisis: Anatomy of a Silent Epidemic" and "Out of the Clouds: The Unlikely Horseman and the Unwanted Colt Who Conquered the Sport of Kings."