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Sample Papers

This page contains sample papers formatted in seventh edition APA Style. The sample papers show the format that authors should use to submit a manuscript for publication in a professional journal and that students should use to submit a paper to an instructor for a course assignment. You can download the Word files to use as templates and edit them as needed for the purposes of your own papers.

Most guidelines in the Publication Manual apply to both professional manuscripts and student papers. However, there are specific guidelines for professional papers versus student papers, including professional and student title page formats. All authors should check with the person or entity to whom they are submitting their paper (e.g., publisher or instructor) for guidelines that are different from or in addition to those specified by APA Style.

Sample papers from the Publication Manual

The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.

• Student sample paper with annotations (PDF, 5MB)
• Professional sample paper with annotations (PDF, 2.7MB)

We also offer these sample papers in Microsoft Word (.docx) format with the annotations as comments to the text.

• Student sample paper with annotations as comments (DOCX, 42KB)
• Professional sample paper with annotations as comments (DOCX, 103KB)

Finally, we offer these sample papers in Microsoft Word (.docx) format without the annotations.

• Student sample paper without annotations (DOCX, 36KB)
• Professional sample paper without annotations (DOCX, 96KB)

Sample professional paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different professional paper types. Professional papers can contain many different elements depending on the nature of the work. Authors seeking publication should refer to the journal’s instructions for authors or manuscript submission guidelines for specific requirements and/or sections to include.

• Literature review professional paper template (DOCX, 47KB)
• Mixed methods professional paper template (DOCX, 68KB)
• Qualitative professional paper template (DOCX, 72KB)
• Quantitative professional paper template (DOCX, 77KB)
• Review professional paper template (DOCX, 112KB)

Sample papers are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 2 and the Concise Guide Chapter 1

Related handouts

• Heading Levels Template: Student Paper (PDF, 257KB)
• Heading Levels Template: Professional Paper (PDF, 213KB)

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Sample student paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.

APA does not set formal requirements for the nature or contents of an APA Style student paper. Students should follow the guidelines and requirements of their instructor, department, and/or institution when writing papers. For instance, an abstract and keywords are not required for APA Style student papers, although an instructor may request them in student papers that are longer or more complex. Specific questions about a paper being written for a course assignment should be directed to the instructor or institution assigning the paper.

• Discussion post student paper template (DOCX, 31KB)
• Literature review student paper template (DOCX, 37KB)
• Quantitative study student paper template (DOCX, 53KB)

Sample papers in real life

Although published articles differ in format from manuscripts submitted for publication or student papers (e.g., different line spacing, font, margins, and column format), articles published in APA journals provide excellent demonstrations of APA Style in action.

APA journals began publishing papers in seventh edition APA Style in 2020. Professional authors should check the author submission guidelines for the journal to which they want to submit their paper for any journal-specific style requirements.

Credits for sample professional paper templates

Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020, Journal of Experimental Psychology: General , 149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.

Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020, Psychology of Popular Media , 10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.

Mixed methods professional paper template: Adapted from “‘I Am a Change Agent’: A Mixed Methods Analysis of Students’ Social Justice Value Orientation in an Undergraduate Community Psychology Course,” by D. X. Henderson, A. T. Majors, and M. Wright, 2019,  Scholarship of Teaching and Learning in Psychology , 7 (1), 68–80. ( https://doi.org/10.1037/stl0000171 ). Copyright 2019 by the American Psychological Association.

Literature review professional paper template: Adapted from “Rethinking Emotions in the Context of Infants’ Prosocial Behavior: The Role of Interest and Positive Emotions,” by S. I. Hammond and J. K. Drummond, 2019, Developmental Psychology , 55 (9), pp. 1882–1888 ( https://doi.org/10.1037/dev0000685 ). Copyright 2019 by the American Psychological Association.

Review professional paper template: Adapted from “Joining the Conversation: Teaching Students to Think and Communicate Like Scholars,” by E. L. Parks, 2022, Scholarship of Teaching and Learning in Psychology , 8 (1), pp. 70–78 ( https://doi.org/10.1037/stl0000193 ). Copyright 2020 by the American Psychological Association.

Credits for sample student paper templates

These papers came from real students who gave their permission to have them edited and posted by APA.

How To Write A Research Paper

Research Paper Example

Research Paper Example - Examples for Different Formats

Published on: Jun 12, 2021

Last updated on: Jul 19, 2024

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Writing a research paper is the most challenging task in a student's academic life. researchers face similar writing process hardships, whether the research paper is to be written for graduate or masters.

A research paper is a writing type in which a detailed analysis, interpretation, and evaluation are made on the topic. It requires not only time but also effort and skills to be drafted correctly.

If you are working on your research paper for the first time, here is a collection of examples that you will need to understand the paper’s format and how its different parts are drafted. Continue reading the article to get free research paper examples.

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Research Paper Example for Different Formats

A research paper typically consists of several key parts, including an introduction, literature review, methodology, results, and annotated bibliography .

When writing a research paper (whether quantitative research or qualitative research ), it is essential to know which format to use to structure your content. Depending on the requirements of the institution, there are mainly four format styles in which a writer drafts a research paper:

Let’s look into each format in detail to understand the fundamental differences and similarities.

Research Paper Example APA

If your instructor asks you to provide a research paper in an APA format, go through the example given below and understand the basic structure. Make sure to follow the format throughout the paper.

APA Research Paper Sample (PDF)

Research Paper Example MLA

Another widespread research paper format is MLA. A few institutes require this format style as well for your research paper. Look at the example provided of this format style to learn the basics.

MLA Research Paper Sample (PDF)

Research Paper Example Chicago

Unlike MLA and APA styles, Chicago is not very common. Very few institutions require this formatting style research paper, but it is essential to learn it. Look at the example given below to understand the formatting of the content and citations in the research paper.

Chicago Research Paper Sample (PDF)

Research Paper Example Harvard

Learn how a research paper through Harvard formatting style is written through this example. Carefully examine how the cover page and other pages are structured.

Harvard Research Paper Sample (PDF)

Examples for Different Research Paper Parts

A research paper is based on different parts. Each part plays a significant role in the overall success of the paper. So each chapter of the paper must be drafted correctly according to a format and structure.

Below are examples of how different sections of the research paper are drafted.

Research Proposal Example

A research proposal is a plan that describes what you will investigate, its significance, and how you will conduct the study.

Research Proposal Sample (PDF)

Abstract Research Paper Example

An abstract is an executive summary of the research paper that includes the purpose of the research, the design of the study, and significant research findings.

It is a small section that is based on a few paragraphs. Following is an example of the abstract to help you draft yours professionally.

Abstract Research Paper Sample (PDF)

Literature Review Research Paper Example

A literature review in a research paper is a comprehensive summary of the previous research on your topic. It studies sources like books, articles, journals, and papers on the relevant research problem to form the basis of the new research.

Writing this section of the research paper perfectly is as important as any part of it.

Literature Review in Research Sample (PDF)

Methods Section of Research Paper Example

The method section comes after the introduction of the research paper that presents the process of collecting data. Basically, in this section, a researcher presents the details of how your research was conducted.

Methods Section in Research Sample (PDF)

Research Paper Conclusion Example

The conclusion is the last part of your research paper that sums up the writer’s discussion for the audience and leaves an impression. This is how it should be drafted:

Research Paper Conclusion Sample

Research Paper Examples for Different Fields

The research papers are not limited to a particular field. They can be written for any discipline or subject that needs a detailed study.

In the following section, various research paper examples are given to show how they are drafted for different subjects.

Science Research Paper Example

Are you a science student that has to conduct research? Here is an example for you to draft a compelling research paper for the field of science.

Science Research Paper Sample (PDF)

History Research Paper Example

Conducting research and drafting a paper is not only bound to science subjects. Other subjects like history and arts require a research paper to be written as well. Observe how research papers related to history are drafted.

History Research Paper Sample (PDF)

Psychology Research Paper Example

If you are a psychology student, look into the example provided in the research paper to help you draft yours professionally.

Psychology Research Paper Sample (PDF)

Research Paper Example for Different Levels

Writing a research paper is based on a list of elements. If the writer is not aware of the basic elements, the process of writing the paper will become daunting. Start writing your research paper taking the following steps:

• Choose a topic
• Form a strong thesis statement
• Conduct research
• Develop a research paper outline

Once you have a plan in your hand, the actual writing procedure will become a piece of cake for you.

No matter which level you are writing a research paper for, it has to be well structured and written to guarantee you better grades.

If you are a college or a high school student, the examples in the following section will be of great help.

Research Paper Outline (PDF)

Research Paper Example for College

Pay attention to the research paper example provided below. If you are a college student, this sample will help you understand how a winning paper is written.

College Research Paper Sample (PDF)

Research Paper Example for High School

Expert writers of CollegeEssay.org have provided an excellent example of a research paper for high school students. If you are struggling to draft an exceptional paper, go through the example provided.

High School Research Paper Sample (PDF)

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• Research article
• Open access
• Published: 09 November 2005

A qualitative study of nursing student experiences of clinical practice

• Farkhondeh Sharif 1 &
• Sara Masoumi 2  

BMC Nursing volume  4 , Article number:  6 ( 2005 ) Cite this article

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Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice.

Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis.

Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience.

The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent and lack of professional nursing skills and knowledge to take care of various patients in the clinical setting.

Peer Review reports

Clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving [ 1 ]

Awareness of the existence of stress in nursing students by nurse educators and responding to it will help to diminish student nurses experience of stress. [ 2 ]

Clinical experience is one of the most anxiety producing components of the nursing program which has been identified by nursing students. In a descriptive correlational study by Beck and Srivastava 94 second, third and fourth year nursing students reported that clinical experience was the most stressful part of the nursing program[ 3 ]. Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. In study done by Hart and Rotem stressful events for nursing students during clinical practice have been studied. They found that the initial clinical experience was the most anxiety producing part of their clinical experience [ 4 ]. The sources of stress during clinical practice have been studied by many researchers [ 5 – 10 ] and [ 11 ].

The researcher came to realize that nursing students have a great deal of anxiety when they begin their clinical practice in the second year. It is hoped that an investigation of the student's view on their clinical experience can help to develop an effective clinical teaching strategy in nursing education.

A focus group design was used to investigate the nursing student's view about the clinical practice. Focus group involves organized discussion with a selected group of individuals to gain information about their views and experiences of a topic and is particularly suited for obtaining several perspectives about the same topic. Focus groups are widely used as a data collection technique. The purpose of using focus group is to obtain information of a qualitative nature from a predetermined and limited number of people [ 12 , 13 ].

Using focus group in qualitative research concentrates on words and observations to express reality and attempts to describe people in natural situations [ 14 ].

The group interview is essentially a qualitative data gathering technique [ 13 ]. It can be used at any point in a research program and one of the common uses of it is to obtain general background information about a topic of interest [ 14 ].

Focus groups interviews are essential in the evaluation process as part of a need assessment, during a program, at the end of the program or months after the completion of a program to gather perceptions on the outcome of that program [ 15 , 16 ]. Kruegger (1988) stated focus group data can be used before, during and after programs in order to provide valuable data for decision making [ 12 ].

The participants from which the sample was drawn consisted of 90 baccalaureate nursing students from two hundred nursing students (30 students from the second year and 30 from the third and 30 from the fourth year) at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery). The second year nursing students already started their clinical experience. They were arranged in nine groups of ten students. Initially, the topics developed included 9 open-ended questions that were related to their nursing clinical experience. The topics were used to stimulate discussion.

The following topics were used to stimulate discussion regarding clinical experience in the focus groups.

How do you feel about being a student in nursing education?

How do you feel about nursing in general?

Is there any thing about the clinical field that might cause you to feel anxious about it?

Would you like to talk about those clinical experiences which you found most anxiety producing?

Which clinical experiences did you find enjoyable?

What are the best and worst things do you think can happen during the clinical experience?

What do nursing students worry about regarding clinical experiences?

How do you think clinical experiences can be improved?

What is your expectation of clinical experiences?

The first two questions were general questions which were used as ice breakers to stimulate discussion and put participants at ease encouraging them to interact in a normal manner with the facilitator.

Data analysis

The following steps were undertaken in the focus group data analysis.

Immediate debriefing after each focus group with the observer and debriefing notes were made. Debriefing notes included comments about the focus group process and the significance of data

Listening to the tape and transcribing the content of the tape

Checking the content of the tape with the observer noting and considering any non-verbal behavior. The benefit of transcription and checking the contents with the observer was in picking up the following:

Parts of words

Non-verbal communication, gestures and behavior...

The researcher facilitated the groups. The observer was a public health graduate who attended all focus groups and helped the researcher by taking notes and observing students' on non-verbal behavior during the focus group sessions. Observer was not known to students and researcher

The methods used to code and categorise focus group data were adapted from approaches to qualitative content analysis discussed by Graneheim and Lundman [ 17 ] and focus group data analysis by Stewart and Shamdasani [ 14 ] For coding the transcript it was necessary to go through the transcripts line by line and paragraph by paragraph, looking for significant statements and codes according to the topics addressed. The researcher compared the various codes based on differences and similarities and sorted into categories and finally the categories was formulated into a 4 themes.

The researcher was guided to use and three levels of coding [ 17 , 18 ]. Three levels of coding selected as appropriate for coding the data.

Level 1 coding examined the data line by line and making codes which were taken from the language of the subjects who attended the focus groups.

Level 2 coding which is a comparing of coded data with other data and the creation of categories. Categories are simply coded data that seem to cluster together and may result from condensing of level 1 code [ 17 , 19 ].

Level 3 coding which describes the Basic Social Psychological Process which is the title given to the central themes that emerge from the categories.

Table 1 shows the three level codes for one of the theme

The documents were submitted to two assessors for validation. This action provides an opportunity to determine the reliability of the coding [ 14 , 15 ]. Following a review of the codes and categories there was agreement on the classification.

Ethical considerations

The study was conducted after approval has been obtained from Shiraz university vice-chancellor for research and in addition permission to conduct the study was obtained from Dean of the Faculty of Nursing and Midwifery. All participants were informed of the objective and design of the study and a written consent received from the participants for interviews and they were free to leave focus group if they wish.

Most of the students were females (%94) and single (% 86) with age between 18–25.

The qualitative analysis led to the emergence of the four themes from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap", clinical supervision"," professional role", was considered as important factors in clinical experience.

Initial clinical anxiety

This theme emerged from all focus group discussion where students described the difficulties experienced at the beginning of placement. Almost all of the students had identified feeling anxious in their initial clinical placement. Worrying about giving the wrong information to the patient was one of the issues brought up by students.

One of the students said:

On the first day I was so anxious about giving the wrong information to the patient. I remember one of the patients asked me what my diagnosis is. ' I said 'I do not know', she said 'you do not know? How can you look after me if you do not know what my diagnosis is?'

From all the focus group sessions, the students stated that the first month of their training in clinical placement was anxiety producing for them.

One of the students expressed:

The most stressful situation is when we make the next step. I mean ... clinical placement and we don't have enough clinical experience to accomplish the task, and do our nursing duties .

Almost all of the fourth year students in the focus group sessions felt that their stress reduced as their training and experience progressed.

Another cause of student's anxiety in initial clinical experience was the students' concern about the possibility of harming a patient through their lack of knowledge in the second year.

One of the students reported:

In the first day of clinical placement two patients were assigned to me. One of them had IV fluid. When I introduced myself to her, I noticed her IV was running out. I was really scared and I did not know what to do and I called my instructor .

Fear of failure and making mistakes concerning nursing procedures was expressed by another student. She said:

I was so anxious when I had to change the colostomy dressing of my 24 years old patient. It took me 45 minutes to change the dressing. I went ten times to the clinic to bring the stuff. My heart rate was increasing and my hand was shaking. I was very embarrassed in front of my patient and instructor. I will never forget that day .

Sellek researched anxiety-creating incidents for nursing students. He suggested that the ward is the best place to learn but very few of the learner's needs are met in this setting. Incidents such as evaluation by others on initial clinical experience and total patient care, as well as interpersonal relations with staff, quality of care and procedures are anxiety producing [ 11 ].

Theory-practice gap

The category theory-practice gap emerged from all focus discussion where almost every student in the focus group sessions described in some way the lack of integration of theory into clinical practice.

I have learnt so many things in the class, but there is not much more chance to do them in actual settings .

Another student mentioned:

When I just learned theory for example about a disease such as diabetic mellitus and then I go on the ward and see the real patient with diabetic mellitus, I relate it back to what I learned in class and that way it will remain in my mind. It is not happen sometimes .

The literature suggests that there is a gap between theory and practice. It has been identified by Allmark and Tolly [ 20 , 21 ]. The development of practice theory, theory which is developed from practice, for practice, is one way of reducing the theory-practice gap [ 21 ]. Rolfe suggests that by reconsidering the relationship between theory and practise the gap can be closed. He suggests facilitating reflection on the realities of clinical life by nursing theorists will reduce the theory-practice gap. The theory- practice gap is felt most acutely by student nurses. They find themselves torn between the demands of their tutor and practising nurses in real clinical situations. They were faced with different real clinical situations and are unable to generalise from what they learnt in theory [ 22 ].

Clinical supervision

Clinical supervision is recognised as a developmental opportunity to develop clinical leadership. Working with the practitioners through the milieu of clinical supervision is a powerful way of enabling them to realize desirable practice [ 23 ]. Clinical nursing supervision is an ongoing systematic process that encourages and supports improved professional practice. According to Berggren and Severinsson the clinical nurse supervisors' ethical value system is involved in her/his process of decision making. [ 24 , 25 ]

Clinical Supervision by Head Nurse (Nursing Unit Manager) and Staff Nurses was another issue discussed by the students in the focus group sessions. One of the students said:

Sometimes we are taught mostly by the Head Nurse or other Nursing staff. The ward staff are not concerned about what students learn, they are busy with their duties and they are unable to have both an educational and a service role

Another student added:

Some of the nursing staff have good interaction with nursing students and they are interested in helping students in the clinical placement but they are not aware of the skills and strategies which are necessary in clinical education and are not prepared for their role to act as an instructor in the clinical placement

The students mostly mentioned their instructor's role as an evaluative person. The majority of students had the perception that their instructors have a more evaluative role than a teaching role.

The literature suggests that the clinical nurse supervisors should expressed their existence as a role model for the supervisees [ 24 ]

Professional role

One view that was frequently expressed by student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

We just do basic nursing care, very basic . ... You know ... giving bed baths, keeping patients clean and making their beds. Anyone can do it. We spend four years studying nursing but we do not feel we are doing a professional job .

The role of the professional nurse and nursing auxiliaries was another issue discussed by one of the students:

The role of auxiliaries such as registered practical nurse and Nurses Aids are the same as the role of the professional nurse. We spend four years and we have learned that nursing is a professional job and it requires training and skills and knowledge, but when we see that Nurses Aids are doing the same things, it can not be considered a professional job .

The result of student's views toward clinical experience showed that they were not satisfied with the clinical component of their education. Four themes of concern for students were 'initial clinical anxiety', 'theory-practice gap', 'clinical supervision', and 'professional role'.

The nursing students clearly identified that the initial clinical experience is very stressful for them. Students in the second year experienced more anxiety compared with third and fourth year students. This was similar to the finding of Bell and Ruth who found that nursing students have a higher level of anxiety in second year [ 26 , 27 ]. Neary identified three main categories of concern for students which are the fear of doing harm to patients, the sense of not belonging to the nursing team and of not being fully competent on registration [ 28 ] which are similar to what our students mentioned in the focus group discussions. Jinks and Patmon also found that students felt they had an insufficiency in clinical skills upon completion of pre-registration program [ 29 ].

Initial clinical experience was the most anxiety producing part of student clinical experience. In this study fear of making mistake (fear of failure) and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. This finding is supported by Hart and Rotem [ 4 ] and Stephens [ 30 ]. Developing confidence is an important component of clinical nursing practice [ 31 ]. Development of confidence should be facilitated by the process of nursing education; as a result students become competent and confident. Differences between actual and expected behaviour in the clinical placement creates conflicts in nursing students. Nursing students receive instructions which are different to what they have been taught in the classroom. Students feel anxious and this anxiety has effect on their performance [ 32 ]. The existence of theory-practice gap in nursing has been an issue of concern for many years as it has been shown to delay student learning. All the students in this study clearly demonstrated that there is a gap between theory and practice. This finding is supported by other studies such as Ferguson and Jinks [ 33 ] and Hewison and Wildman [ 34 ] and Bjork [ 35 ]. Discrepancy between theory and practice has long been a source of concern to teachers, practitioners and learners. It deeply rooted in the history of nurse education. Theory-practice gap has been recognised for over 50 years in nursing. This issue is said to have caused the movement of nurse education into higher education sector [ 34 ].

Clinical supervision was one of the main themes in this study. According to participant, instructor role in assisting student nurses to reach professional excellence is very important. In this study, the majority of students had the perception that their instructors have a more evaluative role than a teaching role. About half of the students mentioned that some of the head Nurse (Nursing Unit Manager) and Staff Nurses are very good in supervising us in the clinical area. The clinical instructor or mentors can play an important role in student nurses' self-confidence, promote role socialization, and encourage independence which leads to clinical competency [ 36 ]. A supportive and socialising role was identified by the students as the mentor's function. This finding is similar to the finding of Earnshaw [ 37 ]. According to Begat and Severinsson supporting nurses by clinical nurse specialist reported that they may have a positive effect on their perceptions of well-being and less anxiety and physical symptoms [ 25 ].

The students identified factors that influence their professional socialisation. Professional role and hierarchy of occupation were factors which were frequently expressed by the students. Self-evaluation of professional knowledge, values and skills contribute to the professional's self-concept [ 38 ]. The professional role encompasses skills, knowledge and behaviour learned through professional socialisation [ 39 ]. The acquisition of career attitudes, values and motives which are held by society are important stages in the socialisation process [ 40 ]. According to Corwin autonomy, independence, decision-making and innovation are achieved through professional self-concept 41 . Lengacher (1994) discussed the importance of faculty staff in the socialisation process of students and in preparing them for reality in practice. Maintenance and/or nurturance of the student's self-esteem play an important role for facilitation of socialisation process 42 .

One view that was expressed by second and third year student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

The finding of this study and the literature support the need to rethink about the clinical skills training in nursing education. It is clear that all themes mentioned by the students play an important role in student learning and nursing education in general. There were some similarities between the results of this study with other reported studies and confirmed that some of the factors are universal in nursing education. Nursing students expressed their views and mentioned their worry about the initial clinical anxiety, theory-practice gap, professional role and clinical supervision. They mentioned that integration of both theory and practice with good clinical supervision enabling them to feel that they are enough competent to take care of the patients. The result of this study would help us as educators to design strategies for more effective clinical teaching. The results of this study should be considered by nursing education and nursing practice professionals. Faculties of nursing need to be concerned about solving student problems in education and clinical practice. The findings support the need for Faculty of Nursing to plan nursing curriculum in a way that nursing students be involved actively in their education.

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The author would like to thank the student nurses who participated in this study for their valuable contribution

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Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran

Farkhondeh Sharif

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Sara Masoumi

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FSH: Initiation and design of the research, focus groups conduction, data collection, analysis and writing the paper, SM: Editorial revision of paper

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Sharif, F., Masoumi, S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs 4 , 6 (2005). https://doi.org/10.1186/1472-6955-4-6

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Article Writing for Students

Ai generator.

It is quite a common activity for students to write something intended for publication. That task can mean writing an article , an entry for a competition, and a review, and all possible write-ups that can be published in an English magazine. It is a good activity to harness the students’ writing skills, creativity, attention to details, and many other skills related to writing that can be beneficial to them with any career they decide to pursue.

You may think that writing these kinds of write-ups is simply just a waste of time, but contrary to that belief, this exercise helps your creative juice flowing. Aside from that, it can help improve your techniques and styles when it comes to this activity, it can also help you develop a new approach that will improve your outputs, and overall, it improves your writing skills making you a better writer in the end.

In addition, it can either be formal writing and informal writing depending on the audience. Since the article could possibly be published in a publication, it must be informative writing and must be written in an interesting or entertaining manner in order to captivate the readers’ attention and retain their interest. If you look at it in another perspective, an article is in a less formal style than that of a report since their are no needs for graphs, does not use bullet points and sections.

An article is usually written to spread information, but more than that, it also describes an event, person, experience, etc. It can also be written with the intention of sharing a balanced opinion about a certain topic. Articles are useful sources of information as well as entertainment. In a journalistic point of view, there are quite a few types of articles namely news articles, feature articles, sports articles, editorial articles, and so on. Although these articles use different approaches and have varying standards, the one thing in common about them is that they are based on facts.

Therefore, articles are factual pieces of writing that can inform, entertain, describe, persuade, etc., the readers. As mentioned, the different types of articles may enforce different standards, thus, it can either be a short or lengthy article. In addition to that, articles are the different writings you usually read in a publication.

Structure of Article Writing

An effective article is structured with a captivating introduction that grabs the reader’s attention and briefly introduces the topic. This is followed by detailed body paragraphs that present evidence, examples, and arguments to thoroughly explore the subject. Each section is seamlessly linked with transition words, ensuring a smooth flow. The article concludes with a strong summary that reiterates the key points and reinforces the article’s main message.

Format of Article Writing for Students

Captivating and Relevant: Choose a title that immediately captures the interest of the reader and gives an idea of what the article is about.

Introduction

Hook: Start with an attention-grabbing sentence or question to pique the reader’s interest. Background Information: Provide a brief overview of the topic or issue being discussed. Thesis Statement: Present the main idea or argument of your article, setting the tone for the discussion that follows.

The body is where you delve into the details of your topic. It can be structured in several paragraphs, each with a specific focus.

Subheadings: Use subheadings to break down the article into manageable sections, each addressing a specific aspect of the topic. Supporting Information: Present facts, statistics, examples, or quotes to support your main idea. Ensure the information is accurate and relevant. Visual Elements: Where appropriate, include charts, graphs, or images to complement the text and enhance understanding.

Analysis and Discussion

Personal Insight: Share your analysis or interpretation of the information. This is where you can express opinions or offer a new perspective. Counterarguments: If presenting an argument, acknowledge opposing viewpoints and offer counterarguments to show a balanced understanding of the topic.

Summary: Briefly recap the main points discussed in the article, reinforcing the thesis statement. Call to Action: Encourage the reader to think, act, or further explore the topic. This could be a question, a suggestion, or a directive. Final Thought: Leave the reader with something to ponder, which could be a thought-provoking statement or a rhetorical question.

Example of Article Writing for Students

Introduction Have you ever felt like there are not enough hours in the day? You’re not alone. Many students struggle with balancing schoolwork, extracurricular activities, and personal time. This article delves into the significance of time management for students and offers practical tips to help you make the most of your day. Understanding Time Management Time management refers to the process of organizing and planning how to divide your time between specific activities. Good time management enables students to work smarter, not harder, so that they get more done in less time, even when time is tight and pressures are high. Benefits of Effective Time Management Improved Performance: By organizing your tasks and having a clear plan, you can focus better and achieve higher quality in your work. Reduced Stress: Managing your time well decreases stress levels by removing the pressure of last-minute deadlines and cramming sessions. More Free Time: Efficient scheduling means more leisure time to spend with friends and family, pursuing hobbies, or resting. Strategies for Better Time Management Set Clear Goals: Identify what you want to achieve in your study session. Setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals can help keep you focused. Create a To-Do List: List everything you need to do, and tackle tasks in order of priority. Use a Planner: A planner can help you keep track of deadlines, appointments, and when you plan to complete each task. Break Tasks into Smaller Steps: Large tasks can seem overwhelming, but breaking them down into smaller, manageable steps can make them feel more achievable. Eliminate Distractions: Identify what commonly distracts you in your study environment and try to eliminate or reduce these distractions. Practice Saying No: It’s okay to turn down additional responsibilities if you think it might interfere with your existing commitments and study time. Conclusion Time management is a crucial skill that benefits students not just academically but in all aspects of life. By implementing effective time management strategies, you can improve your productivity, reduce stress, and increase your free time. Start by integrating one or two of the strategies mentioned above and gradually incorporate more as you become comfortable. Remember, the goal is to work smarter, not harder.

Article Writing for Students Samples to Edit & Download

• Mental health
• Role of Technology in education
• Global Warming and Climate change
• Diversity in schools
• Impact of Social media on Teenagers
• Study techniques
• Youth activism
• Remote learning
• Financial literacy
• Extracurricular benefits
• Arts in education
• Cyberbullying prevention
• Career exploration
• Community service
• Gender equality
• Peer pressure effects
• Mental health stigma
• Sustainable living
• Youth representation in media
• Critical thinking skills.

Article Writing for Students Examples & Templates

1. article review template.

2. Article Summary Template

3. Magazine Article Writing Exercises Example

4. Article Writing Worksheet Example

5. Article Examples for Students

tea.texas.gov

6. Newspaper Article Example

7. Feature Article Writing Worksheet Example

8. Short Editorial Article Example

9. Newspaper Article Format Example

10. Persuasive Article Example

11. Article for School Magazine Example

12. College Newspaper/Online Article Example

13. Sports and Academic Performance Article Example

14. Current Events Article Worksheet Example

Essential Information About Writing Articles for Students

Before you proceed in writing articles , you need to understand what makes it different from other forms of writing first. If you are not able to determine and understand what makes an article an article , you may end writing an essay or another form of writing instead. To help you with that, listed below are essential information about writing articles:

1. The reader is identified

An article is basically a direct conversation with your reader. If a portion in an exam is for you to write an article, the reader may be identified or specified as part of the instructions. That way you can write your article as if you are directly discussing your topic with them. In this sense, the tone, sentences, and words you use in your article must be conversational and easy to understand for your readers. More importantly, you need to remember that the main goal is to cater to your readers; you need to be able to spark their interest and sustain in all throughout the article.

2. It needs to be attention-getting

The main thing that sparks you readers’ interest is your title. Since the title is the first few descriptive writing words your readers will be able to read before the content of the article, it must be attention-getting, meaning, it must be catchy but still has substance. The title of your article must represent the entirety of your article, therefore, it must be accurate but at the same time interesting. After establishing a good title for your article, the content should definitely match what is in the title; it must be accurate and at the same time factual.

3. It has to be interesting

Similarly to what has been discussed above, an article needs to be interesting. Aside from being informative and factual, another goal should be to be able to maintain the readers’ interest in your content. The article must be engaging from start to finish. If you are writing an article for an exam, you must remember that your teacher has to read quite a few articles of the same main topic. You have to think of a way to make your article interesting and memorable, maybe try a new approach, use more engaging sentences; you have to find a way to make you reader want to read your article up to the last word. For example, you can add humor (if appropriate), real-life or made-up examples, or make up quotes.

4. It should be easy to read

One common mistake when writing articles is being overwhelmed by the topic and writing an entire page of monotonous rambles. Although in some cases it is necessary, like in a news or editorial article. However, there are ways when you can make it a breeze to read for your readers; for example, you can use subheadings to break up the text and make clear paragraphs. Make sure that your ideas are organized in a way that your readers can easily comprehend, you can write in a semi-informal, conversational style; however, you may want to abide to the instructions that you will be given. Remember that in an article, there is no need to reiterate the issue or topic, you really only have to explore and expand the topic to encourage your reader to read on.

5. There should be a good ending

The difference with an essay and an article is that in an essay you need to sum up the point you have made in the entire write-up in your conclusion while in an article, there is no need for that; the best way to end your article is to give the reader something to ponder even after reading the entirety of the article. Most of the time, the best endings link back to the starting point in some way. You can ask a question or some powerful or impactful sentence that will make your readers think about what they have read.

Tips to Write Good Articles for Students

By now, you basically have an idea how to write an article. However, there is quite a distinction between a mediocre and good article. To help you produce a good and effective article, listed below are some useful tips in writing good articles:

• Your opening or lead should be easy to read. Meaning it should be simple and short, but at the same time, it should also be able to provide a good overview of the article.
• Keep your paragraphs short and your text visually appealing.
• Provide context on the 5 Ws: Who, What, Where, When, and Why. Occasionally, there might be room for the How provide insightful context.
• Give meaningful substance.
• Show then tell. State or present your main goal, then explain and expand it.
• Learn to quote properly.
• Research, research, research! If there is an opportunity or the topic is already given, always do advance research.
• It’s acceptable to use semi-formal language unlike in an essay.
• Always be accurate and factual.
• Proofread and edit. Always.

Article writing is an exercise commonly practiced by students; it may not be as easy as it sounds, the skills developed with this exercise is as useful as any other skills. It has the ability to help students develop and improve their communication skills as well as harness their creativity. It may even be the starting point of a student in deciding to pursue journalism or any other course that offers the opportunity to write about significant matters. Although it is quite similar to essay writing, it is still different in a way topics are discussed and presented. We hope that you have learned something about article writing especially when this is a reoccurring exercise in your classes. The examples given above are for your own use. May it give you more knowledge about the fact and inspiration.

• Clearly defined subject matter or theme that unifies the photographs and tells a cohesive story.
• An intentional narrative structure that guides the viewer through the photo essay, whether chronological, thematic, or conceptual.
• A strong introduction that captures the viewer’s attention and sets the tone for the photo essay.
• A series of high-quality and visually compelling images that effectively convey the chosen theme or story.
• A variety of shots, including wide-angle, close-ups, detail shots, and different perspectives, to add visual interest and depth.
• Careful sequencing of images to create a logical flow and emotional impact, guiding the viewer through the narrative.
• Thoughtful captions or accompanying text that provide context, additional information, or insights, enhancing the viewer’s understanding.
• A concluding section that brings the photo essay to a satisfying close, leaving a lasting impression on the viewer.
• The incorporation of images that evoke emotions and connect with the viewer on a personal or empathetic level.
• Consideration of the audience, aiming to engage and connect with viewers by addressing universal themes or issues.

How  to Write an Article for Students

1. understand your audience:.

• Consider the age group and educational level of your target audience.
• Identify their interests, concerns, and common challenges.

2. Choose a Relevant Topic:

• Select a topic that resonates with students’ experiences or addresses their needs.
• Make it interesting and relevant to their daily lives.

3. Create a Catchy Title:

• Craft a title that grabs attention and gives a clear idea of the article’s content.
• Keep it concise but intriguing.

4. Introduction:

• Start with a hook to capture the reader’s interest.
• Provide background information on the topic.
• Clearly state the purpose or main idea of the article.

5. Body Paragraphs:

• Organize your content into logical paragraphs.
• Each paragraph should focus on a specific point or subtopic.
• Use clear and simple language.
• Support your ideas with examples, anecdotes, or relevant information.
• Consider incorporating bullet points or lists for easy readability.

6. Use Student-Friendly Language:

• Avoid jargon and complex vocabulary unless necessary.
• Define any technical terms or concepts to ensure understanding.

7. Include Visuals:

• If applicable, add images, graphs, or infographics to enhance understanding.
• Break up long paragraphs with visuals for better engagement.

8. Encourage Interaction:

• Pose questions or prompts that encourage students to think or share their experiences.
• Consider including a call-to-action, such as inviting comments or discussions.

9. Be Concise and Clear:

• Keep sentences and paragraphs short and to the point.
• Ensure clarity in your explanations.

10. Conclusion:

• Summarize key points.
• End with a strong concluding statement or a call to action.
• Consider suggesting further reading or resources for interested students.

How do you Start an Article for Student Example?

Certainly! The beginning of your article, often referred to as the introduction, should captivate your readers and set the tone for the rest of the piece. Here’s an example of how you might start an article:

Title: “The Power of Curiosity: Unlocking Your Learning Potential”

Introduction:

In a world brimming with information, curiosity acts as the key to unlocking the doors of knowledge. As students, you’re on a perpetual quest for understanding, seeking answers to questions that pique your interest and spark your imagination. Have you ever wondered, though, about the profound impact curiosity can have on your learning journey?

Picture this: You’re sitting in a classroom, the hum of fluorescent lights overhead, and your teacher begins a lesson on a subject that’s not just part of the curriculum, but a gateway to a world of possibilities. It’s in these moments that the flame of curiosity can either flicker or blaze, shaping the way you absorb and apply knowledge. In this article, we’ll delve into the significance of curiosity in the realm of education and explore how nurturing this innate quality can transform your academic experience.

Join me as we embark on a journey to unravel the mysteries of curiosity, discovering its role in fostering a love for learning and its potential to open doors you might not have even known existed.

What is the easiest way to write an article for Students?

1. choose a familiar topic:.

• Select a topic you are passionate about or have some knowledge in.
• Familiarity with the subject will make the writing process smoother.

2. Outline Your Ideas:

• Create a simple outline with key points you want to cover.
• Organize these points logically to create a flow in your article.

3. Introduction:

• Start with a hook to grab readers’ attention.
• Clearly state the purpose or main idea of your article.

4. Body Paragraphs:

• Each paragraph should cover a specific point from your outline.
• Use simple language and be concise.
• Support your ideas with examples or evidence.

5. Use Subheadings:

• Break your article into sections using subheadings.
• This helps readers follow your main points easily.

6. Write Simply:

• Use straightforward language. Avoid unnecessary jargon.
• Imagine you are explaining your ideas to a friend.

7. Be Concise:

• Stick to the main points; avoid unnecessary details.
• Short sentences and paragraphs are often more effective.

8. Conclusion:

• Summarize your main points.
• End with a concluding statement or a call to action.

FAQ’s

What does an article look like.

An article typically consists of a title, introduction, body paragraphs with key points, subheadings, and a conclusion. It conveys information, ideas, or opinions in a structured and cohesive manner.

What is the first line of an article?

The first line of an article, known as the hook, aims to capture the reader’s attention. It introduces the topic, sparks interest, and sets the tone for the entire piece.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

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